Department of Education - Victoria

Cranbourne East Primary School (CEPS) is located in the Hunt Club Estate in one of the fastest growth areas in the Southeastern growth corridor. The school is located at No 2 Bowyer Avenue, Cranbourne East and is co-located with Cranbourne East Secondary College, Marnebek School - Corrigans Road Campus and shares facilities including the gymnasium, theatre, soccer ground and football oval. Shared-use facilities are a valued feature of this school site. A three-room kindergarten and maternal health centre and sports pavilion have been constructed by the City of Casey adjacent to the school site.

The school is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to early rapid enrolment growth and long-term stabilised enrolments, this figure has been surpassed with current enrolment at 996 students. It includes flexible learning spaces and open learning neighbourhoods to cater for small group instruction. In addition, there are Performing Arts and Science and Sustainability learning spaces, a Library and Resource Centre, technology rich resource hubs (notebook computers, iPads, interactive TV¿s), football oval and indoor gymnasium shared with Cranbourne East Secondary College. There are two sheltered playgrounds as well as a Pirate Ship playground, sandpit and environmental wetlands.

The dedicated staff of CEPS comprises of 6 Principal Class, 4 Learning Specialists (Literacy, Numeracy and Inclusion), 1 Leading Teacher (Numeracy), 68 teaching staff (full and part time),  1 Psychologist, 1 Student Counsellor, 1 Engagement Officer, 1 Mental Health in Primary Schools teacher, 10 Tutor Learning Initiative staff, 8 Education Support Staff, 1 Business Manager, 5 Office Administration staff including First Aid Officer.  The current SFOE Index is 0.3934.

The school undertook their School Review in Term 2 2024 and have a new Strategic Plan. In line with recommendations from the School Review, CEPS undertook a review of our existing co-teaching model, involving extensive staff collaborative research of best practice, broad community consultation with parents, and consultative engagement with students. Drawing on what was heard and learned through this process, by School Improvement Team made the decision to change the learning structure to a single-teacher/single-class model, to commence the 2025 school year.

Employing similar consultative practices, and guided by the review, SIT has also changed the structure of the day from a split timetable to a single timetable, employing 4 sessions and 3 breaks in the timetable.

CEPS is undergoing an exciting phase of growth and development of learning and teaching, guided by the implementation of the Victorian Teaching and Learning Model 2.0, and best practice evidence from the Science of Learning. 

Cranbourne East Primary School is a place of vibrant learning and professional practice. It is a happy, exciting and engaging learning environment where student centred learning occurs. CEPS offers a comprehensive curriculum with a strong focus placed on literacy, numeracy and wellbeing. Using the School Wide Positive Behaviour Framework (SWPBS), teachers will place greater emphasis on enhancing student engagement, improving attendance using relevant data to create ambitious yet achievable learning goals.  They will work collaboratively to ensure each student is supported and nurtured individually.

All staff at Cranbourne East Primary School are on a journey of continuous learning and reflection to contribute to the evolution of a learning community. Staff possess the capacity to deliver the levels of enthusiasm and flexibility to respond to the many exciting challenges that a dynamic school entails. 

 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.