About MCS

Principal’s Welcome

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.

Vicki Phyland

MCS Staff 2017

Principal Class Officers (PCOs)

Vicki Phyland

Assistant Principal
Grant Durham

Business Manager

Sandy Suckling


Jan West
Denise Miles
Jane Frecheville
Judy Phillips


Garry Siberas


Foundation A
Liz Regan

Foundation B
Josi Bruce

Foundation C
Zoe Smail (Level Leader)

Level 1

Sarah Cluney

Mel Matherson

Chelsea Lewis (Level leader)

Level 2

Nigel Mouncer (Level Leader)

Kelly Cutler / Carli Kawalsky

Anne Spengler

Level 3

Anna Broder

Stephanie Pollard (Level Leader)

Dora Vlachos / Jo Earle

Level 4

Sally Haddow

Belinda Hartung

Stella Tzimokas (Level Leader)

Level 5

Sharon Wildermuth (NPDL Leader)
Shona Dubbeld

Kurt Engledow

Level 6

Amanda Oliver (Level Leader)

Specialist Program Teachers

LOTE – Japanese
Holly Xu

Performing Arts
Cheryl Newton (Specialist Leader)

Physical Education
Adrian Stepnell (1-6)
Holly Xu (F)

Visual Arts
Pam Reitman

School Profile

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

Acceptable Use of Digital Resources Policy
Digital resources are essential tools for providing students with an enriched learning environment. Malvern Central School actively supports access by students and staff to the widest variety of information resources, but acknowledge these resources must be used responsibly.
Acceptable Use Of Digital Resources Policy 2017

Alcohol at School Events Policy
This policy applies to all adults attending community events associated with the School and indicates when alcohol may be served (on school premises, at school functions off the school premises, during school hours and during school camps and excursions) and defines what behaviour is acceptable behaviour.
Alcohol at School Events Policy

Anaphylaxis Management Policy
Anaphylaxis Management provides, as far as practicable, a well-­informed, safe and supportive environment in which anaphylactic students can participate equally in all aspects of schooling.
Anaphylaxis Management Policy 2014

Anti-Bullying Policy
Every member of the Malvern Central School community has the right to feel safe from bullying at school (this includes digital learning environments). Malvern Central School promotes positive behaviours that encourage respect, compassion and cooperation. Malvern Central School strongly discourages anti-social behaviour.
Anti-Bullying Policy 2012

Asthma Management Policy
To provide parents/carers and staff with processes and protocols in regard to the management of students with asthma at school and while in the care of staff.
MCS Asthma Policy

Camps Policy
Camps Policy 2017

Child Safety Standards Policy
Malvern Central School is committed to the safety and wellbeing of all children. This policy approach reflects the Victorian Government’s child safe standards which are the compulsory minimum standards for all Victorian schools, to ensure that they are well prepared to protect children from abuse and neglect.
2016 Child Safety Standards policy

Duty of Care Policy
Whenever a student–teacher relationship exists, the teacher has a special duty of care. This is defined as: a teacher is to take such measures as are reasonable in all circumstances to protect students from risks of harm that the teacher should reasonably have foreseen.
Duty of Care Policy

English Policy 2014
The English domain is an essential component of the Discipline based Learning Strand of the Victorian Essential Learning Standards. Active and effective participation in Australian society depends on the ability to speak, listen, read, view and write with confidence, purpose and enjoyment.
English Policy 2014

External Provider Policy
External providers may be engaged to deliver specific activities, support or hold programs inside or outside of school hours. They may provide expertise in a certain activity and can form a valuable addition to a program.
External Provider Policy 2017

First Aid Management Policy
To provide staff with procedures and protocols in first aid management of students.
First Aid Management Policy

Head Lice 2014
Head Lice Management supports and provides consistent and practical advice on the management of head lice in partnership with parents/carers.
Head Lice Management Policy 2014

Hire of School Facilities Policy
This policy is to outline the procedures for hiring facilities at MCS through agreement outside of normal school hours for appropriate purposes.
Hire and Licence of School Facilities Policy

Home School communication Policy
Success in the education of children depends, at least in part, on the involvement of their parents/caregivers.Therefore, good communication between members of the school community is essential to promote the common goal of the education and development of the students. The school aims to include parents/care givers in its operations and relies on this support for many school activities.
Home School Communication Policy

Homework Policy
Homework is an opportunity for parents/carers to participate in their child’s education. Homework complements and reinforces classroom learning, and fosters good lifelong study habits. Regular homework allows students to develop individual organisational skills without the structure of the classroom.
Homework Policy 2010

Mathematics Policy
The Mathematics domain is an essential component of the Discipline-based Learning Strand of the Victorian Essential Learning Standards. To function confidently in society, now and in the future, individuals need to effectively utilise mathematical language, skills and understanding.
Mathematics Policy 2014

Medication Management Policy
To provide staff and parents/carers of MCS with processes and protocols in regard to the management of medication required to be administered and stored at school.
Medication Management Policy

Parent Payments Policy
The Education and Training Reform Act 2006 ensures the provision of free instruction in the standard curriculum program (i.e. eight key learning areas), and empowers school councils to charge for goods and services used in the course of instruction and to raise funds.
Parent Payments Policy

Privacy Policy
This policy applies to members of school staff and the school council at Malvern Central School (the School) who are required by law to protect the personal and health information the School collects and holds.  This policy will be made available on request.
Privacy Policy

School Uniform Policy
A uniform dress code reinforces in students a pride in their own appearance, instils recognition of themselves as an integral part of the Malvern Central School community. Students are expected to dress in complete school uniform in a way that reflects a sense of pride in their school and themselves. It provides means of identification and helps to ensure safety of our students, in the schoolyard and in transit to and from the school.
Uniform Policy 2017

Smoke Free Policy 2015
On 1 July 2009 the Minister for Education exercised the power under the Education and Training Reform Act 2006 to prohibit smoking in all government schools.
Smoke Free Policy

Sponsorship Policy
This policy is to outline to the wider school community that participation in advertising and sponsorship will not generate pressure on children, families or schools to purchase particular goods or services, subscribe to particular beliefs or attitudes or pursue particular courses of action.
Sponsorship Policy

Student Engagement Policy
A positive school culture that is fair and respectful to all is a fundamental element in promoting student engagement.
Student Engagement Policy

Sunsmart Policy 2016
To provide students, staff and parents/carers of Malvern Central School with better sun-protection knowledge and behaviours.
Sunsmart Policy

Sustainability Policy
The Sustainability Policy promotes an environmentally conscious school community that engages in a range of sustainable practices.
Sustainability Policy

Transporting Students Policy 2015
This policy aims to ensure Malvern Central School provides safe travel for students within current Department of Education and Early Childhood Development (DEECD) guidelines.
Transporting Students Policy 2015

Video/Film/Computer Games Use Policy
This policy governs the use of video, film and computer games by Malvern Central School.
Video Film Computer Games Policy 2010

Visitors Policy 2015
Malvern Central School provides an open and friendly learning environment, which values and encourages visitors to the school. At the same time, Malvern Central School recognises its duty of care to ensure a safe environment for all students and staff. Malvern Central School recognises its responsibility to protect and preserve our resources against theft, vandalism and misuse. The policy acknowledges the contractual arrangements with the City of Stonnington to enable access to the playground outside of school hours on the Spring Road campus.
Visitors Policy 2015

Volunteer Policy 2015
The success of many activities for Malvern Central School students, inclusive of the Classroom Helpers program, excursions and school camps, is dependent upon the assistance of volunteer parents and carers. The interests and abilities of volunteers add significantly to the human resources available to our school, therefore providing our students with a wider range of interactions, opportunities and experiences for students
Volunteer Policy 2017

Working with children Check (WWCC)
The success of many activities for Malvern Central School students, especially excursions and school camps, is dependent upon the assistance of volunteer parents and carers. The Working with Children (WCC) Check is an initiative of the Victorian State Government to protect children in Victoria. It is a mandatory checking system for people who work or volunteer in child-related work. The WWC Check helps protect children from sexual or physical harm, by checking a person’s criminal history for serious sexual, serious violence or serious drug offences and findings from professional disciplinary bodies.
Working with Children Check Policy 2017

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:

  1. strategies to embed an organisational culture of child safety, including through effective leadership arrangements
  2. a child safe policy or statement of commitment to child safety
  3. a code of conduct that establishes clear expectations for appropriate behaviour with children
  4. screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
  5. processes for responding to and reporting suspected child abuse
  6. strategies to identify and reduce or remove risks of child abuse
  7. 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 & Plans

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 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.

MSC Strategic Plan 2016 – 2019

The Annual Implementation Plan outlines how the strategic plan will be implemented, monitored and evaluated. The plan also contains the goals and targets from the school strategic plan, breaking these down into 12-month targets, which are smaller steps towards achieving the broader targets. The annual implementation plan is reported on in the school’s annual report.

School Annual Implementation Plan

The Annual Report provides the community with information about the school’s performance in implementing their improvement strategies and how the school’s resources have been used.  It is the school council’s responsibility to report annually to the school community about the school’s progress.

Annual Report