Department of Education - Victoria

George Street Primary School is built on a strong culture of lnclusivity, with our students 
thriving under Explicit teaching of school routines and learning content set by our dedicated teachers and staff. Our 
student-centred approach means that every student's learning needs and goals are the motivation for 
our daily practice.

At George Street, we strive to develop students' sense of confidence while simultaneously fostering 
a sense o belonging through our organisational routines and firm but fair approach. The school has 
a focus on learners doing and being their best through implementing a culture of community and 
growth. This is done through consultation with parents/ carers and additional experts to support 
the implementation of student specific Individual Education Plans through Student Support Group 
meetings, specialists and the Disability Inclusion team where necessary.

The school currently has a high support high growth approach with educational support staff in 
every classroom, multiple intervention programs such as the Secret Agent Society, Rhythm to 
Recovery, the Nurture Program, Standing Tall mentoring as well as a highly structured approach to 
literacy learning. All students participate in a specific literacy program, tailored to their point 
of need through Little Learners Love Literacy, Phonics Plus or Spelling Mastery.

The 2026 school staffing structure has been designed to include the Principal, a Leading Teacher in 
School Climate and Pedagogy, 3 classroom teachers, 2 specialist teachers, a Wellbeing Officer, and 
multiple Educational Support Staff. With 2026 enrolment of 67 students, the staffing profile in 
place supports all students and enables the school to participate in a range of best practice 
programs and initiatives.

The Professional Learning Plan is guided by the School Strategic Plan and outlines the staff 
participations in School Wide Positive Behaviours, Literacy and Numeracy Communities of Practice, 
Berry Street Training, PIT (protective intervention program), Managing challenging behaviours, 
Deescalation learning, Nurture International training, PLC development and professional learning 
from specialist consultative in selected areas. Developing staff and capacity is a core focus of 
the leadership team, with all staff being supported on their professional growth journey.

The school facilities include a teaching kitchen, synthetic basketball court, full size AFL oval, 
various play spaces, a Library Resource Centre, dedicated intervention space, substantial ICT, and 
a dedicated professional learning space has been newly established.
 

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.