Welcome to Malvern Central School. We have high expectations of our students and set challenges and opportunities for all students to strive to be the very best they can be both academically as well as morally. Drawing on values that include integrity, respect and collaboration, as well as a rich and diverse curriculum, our students are supported to develop as holistic and well balanced young people. We are proud of our students and in turn, they have much to be proud of as they adhere to the high expectations required of them.
Through the schools’ strong generational ties and a clear sense of community, parents and the wider community can involve themselves in School Council, classroom support, in-school activities, sport, camps and excursions. The biannual fair, our major fundraising activity, highlights the fact that our school and wider community are invested in providing our students with first class facilities and recognising that our school’s core business is optimising student learning.
I welcome you to take a tour through our ‘school on the park’ as we are proud to share the exciting learning experiences our students enjoy, with our immediate community as well as those who seek to know more about our highly respected and sought-after school.
Mel Matherson (Team leader)
Liz Regan (Team leader)
Kelly Cutler / Mel James
Zoe Smail (Team leader)
Chelsea Lewis (Team leader)
Shona Dubbeld / Maryanne Hughes
Stella Tzimokas (Team Leader)
Dora Vlachos / Sharon Wildermuth
Kurt Engledow (Team Leader)
Specialist Program Teachers
LOTE – Japanese
Holly Ho (Team Leader)
Malvern Central School is located in Malvern, in the City of Stonnington. Established in 1875, the School has built its own unique identity in the local and wider community. The School has 2 campuses :
- Park Street – Foundation to Year 2; and
- Spring Road: Year 3 – Year 6.
The Malvern Gardens are located between the two campuses enabling our students and teachers to access an expanded space for learning, play and physical education. There are currently 450 students enrolled, predominantly from an English speaking background. However, our School is enjoying an increasingly diverse school community.
The School is organised into straight year levels and is contemporary in its approach to educating our students who learn in an environment that is conducive to preparing them for a rapidly changing world that demands technological capacity and intelligence, heightened interpersonal skills, significant emotional intelligence, resiliency and strong literacy and numeracy skills. Teams of teachers plan together, instruct, assess, and moderate student work, then feedback to students to support personalising their learning. Teacher quality is crucial for optimal student outcomes and so our energies are directed towards coaching and capacity building of our teaching staff.
All learning spaces have a range of digital devices including interactive whiteboards, notebook computers, desktop computers and iPads. The School also offers a range of engaging activities to its students including camps from Year 2 to Year 6, excursions and incursions, a school theatre production, a coding club, a chess club, dancing and a learn to swim program.
The school is particularly proud of its progressive approach to educating students for the 21st century. The school leadership and staff of professional educators are intentional and purposeful in pursuing the optimal learning experiences for each student and as such, seek to provide all children with instruction that is personalised, contemporary, research-based, evidence-based and technologically rich.
Vision & Values
Creating independent, collaborative and contemporary thinkers with a passion for learning who make positive contributions as global citizens in an ever changing world
- We act at all times in a responsible and ethical manner.
- We are truthful, honest and caring.
- We ensure that the classroom and the school environment is positive, safe, caring and purposeful.
- We value and appreciate the strengths and skills of ourselves and others.
- We speak, act and treat others fairly and equally irrespective of individual differences.
- We treat all members of the school community equitably, justly and with kindness.
- We engage parents, carers and the broader community and acknowledge the vital role they play in supporting successful learning outcomes for all students.
- We learn from others and share our ideas.
- We use evidence to reflect on how effective our practice is and look beyond what we currently do to identify best practice through research.
- We foster creativity and deep level learning to transfer our understandings, skills and knowledge from one context to another.
- We use technology to enhance our learning.
- We create contemporary and flexible learning spaces that support and inspire learning opportunities both individually and collaboratively.
- We foster a social responsibility both locally and globally.
- We foster a positive and inclusive culture based on healthy relationships between all members of the school community.
- We provide students with a safe, supportive and inclusive learning environment, where the risk of harm is minimised and students feel physically and emotionally secure.
- We foster high standards of behaviour based on school values.
- We are committed to continual improvement of learning.
- We strive to develop a deep understanding of our strengths and capabilities.
- We are risk-takers and agents of our own learning through constantly being challenged by creative learning activities.
Click here to see our policies
Child Safe Standards
As part of the Victorian Government’s commitment to implementing the recommendations of the Betrayal of Trust report, there is a new regulatory landscape surrounding child safety, underpinned by new Child Safe Standards.
The Child Safe Standards are compulsory minimum standards for all Victorian schools, to ensure they are well prepared to protect children from abuse and neglect.
To create and maintain a child safe organisation, an entity to which the Child Safe Standards apply must have:
- strategies to embed an organisational culture of child safety, including through effective leadership arrangements
- a child safe policy or statement of commitment to child safety
- a code of conduct that establishes clear expectations for appropriate behaviour with children
- screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
- processes for responding to and reporting suspected child abuse
- strategies to identify and reduce or remove risks of child abuse
- strategies to promote the participation and empowerment of children.
Malvern Central School is required to adopt the Victorian Government’s Child Safety Code of Conduct. This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists school staff to understand how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.
A New State School
Malvern’s first state school No. 1604 originated from the school at St George’s Church. Classes were also held in the Court House until 1874, when a new two-roomed school was built on the reserve in Spring Road. The Spring Road School grew rapidly, as new urban settlers populated the district. Later expansion in the east of the study area during the inter-war period brought increasing demands for new schools to ease overcrowding in existing schools. Considerable campaigning by local communities was necessary before the State Government addressed the backlog. The Park Street infant school was opened in 1915 and central classes to year 8 were established in 1926. The following year, 1196 students were enrolled.
Central schools were the State Government’s way of compensating for the lack of a state secondary education system. They provided education to the equivalent of years seven and eight classes so that children could be educated up to the age of fourteen in the state system. Students were awarded the Merit Certificate on successful completion of year eight. Most central schools in Victoria were gradually phased out after the introduction of state secondary schools, but some remained in the study area for a particular purpose. An important role of central schools in the study area was as feeder schools for Melbourne’s two prestigious state high schools, which commenced at year nine – Melbourne High for boys and MacRobertson Girls’ High in South Melbourne. In 2014 due to the complexities of different funding and demands of a Secondary school, Malvern Central School became a Prep to Grade 6 only school, but keeping its name as a reminder of its rich and varied history amongst the community.
Reports and Plans
This section contains the documents and information required for the Principal Selection process.
The School Strategic Plan is the school’s statement to its community about what it stands for and what it intends to do over the next four years to improve student outcomes. It defines what the school values most and sets out the school’s direction, its goals, targets and key strategies for improvement.
The ACHIEVEMENT GOAL of our current School Strategic Plan is to ensure excellence in teaching and learning through:
- a focus on improved numeracy outcomes
- a focus on improved spelling outcomes
The ENGAGEMENT GOAL is to provide a positive climate for learning by explicitly planning to:
- promote confident, collaborative and creative learners who connect in a globalised world.
- build persistent and resilient students through, student agency and the development of character strengths
The WELLBEING GOAL will be achieved through the Positive Education program by continuing consistent and targeted development of student social and personal capabilities. The school will develop students who demonstrate positive, resilient and self-regulating behaviours.