Department of Education - Victoria

School vision

At Springside, we are committed to delivering excellence through evidence-informed practices. Our community works in harmony to develop confident thinkers who think, act, and adapt positively to an ever-changing world.

Learning Today, Leading Tomorrow.

 

School values

At Springside, our values of Respect, Optimism, Responsibility, and Excellence guide everything we do. These values:  

- Provide a foundation for evidence-informed decision-making and action.  
- Shape the way we work together, in harmony, by fostering shared high expectations and norms.  
- Keep our school community focused on what truly matters, ensuring a supportive and high-achieving learning environment with the student at the centre of all decision making.

 

Context challenges

Student Learning Outcomes
Numeracy: Improvement was evident, with most students performing at or above expected levels.
Literacy: Progress was less consistent, though most students remained at expected levels. Targeted intervention through the Tutor Learning Initiative (TLI) supported students requiring additional assistance.
High-ability students: The review highlighted a need for more responsive and adaptive teaching to extend students achieving above expected levels.
Students with disabilities: The Disability Inclusion process was introduced in 2024, with growing role clarity and structured support mechanisms in place.

Student Engagement & Wellbeing
Engagement: Some Attitudes to School Survey (AToSS) indicators declined over the review period, despite the introduction of classroom engagement norms and student agency strategies.
Connectedness: While the school established a tiered wellbeing support framework and a positive behaviour strategy, student connectedness remained a challenge. Attendance data showed an increase in students with more than 20 days of absence, prompting a need for strengthened attendance strategies and family engagement.
Koorie & Refugee students: The review noted the importance of continuing to embed culturally responsive practices and targeted support to ensure equitable outcomes for all students.

School Practices & Teaching Approaches
The school implemented a whole-school instructional model, incorporating evidence-based teaching strategies through professional learning. However, the consistent use of student data to inform differentiation and individual support remains a key area for development.
Professional Learning Communities (PLCs) were established, but further refinement is needed to ensure data-driven decision-making extends student learning.

 

Intent, rationale and focus

Strategic Direction & Priorities

Intent: What is the school striving to achieve?
Springside Primary School is committed to embedding an evidence-informed instructional model across the curriculum, ensuring high-quality teaching and learning practices. We aim to enhance teacher expertise in English and Mathematics, strengthen the use of student learning data for planning and differentiation (responsive and adaptive teaching), and deepen student cognitive engagement to maximise learning outcomes for all students.  

Rationale: Why is this important? 
A strong, consistent instructional approach ensures that every student receives high-quality teaching tailored to their needs. Strengthening teacher knowledge and data-informed practices will lead to improved student outcomes. Additionally, deepening student cognitive engagement fosters independent, motivated learners who can apply their skills in an ever-changing world.  

Wellbeing is foundational to learning success. While the school has implemented a positive behaviour framework and wellbeing practices, there is an opportunity to further embed consistent social and emotional learning approaches. The transition to Disability Inclusion in 2024 presented an important opportunity to enhance inclusive practices, ensuring all students have the necessary support to thrive.  

Building strong partnerships with families is key to student success. Raising awareness of teaching and wellbeing strategies within the wider community and refining attendance strategies will strengthen school-home connections and improve student engagement.  

Focus: What are the school's priorities over the next four years?
- Teaching & Learning Excellence:  Fully embed the instructional model, deepen teacher understanding of curriculum, and enhance the use of student data to drive differentiation (responsive and adaptive teaching) and impact.  
- Professional Learning Communities (PLCs):   Strengthen the use of evidence to measure and extend student learning outcomes.  Increase collaboration, content and pedagogical knowledge of staff across the school.
- Student Engagement & Wellbeing:  Further embed the positive behaviour framework and social-emotional learning approaches to support student wellbeing.  
- Disability Inclusion & Inclusive Practices: Provide ongoing professional learning to support inclusive teaching and ensure appropriate adjustments for students.  
- Family & Community Partnerships:  Increase awareness of school strategies within the community and refine attendance processes to strengthen student engagement.  

This strategic direction ensures Springside Primary continues to foster Respect, Responsibility, Optimism, and Excellence, creating a thriving learning environment for all students.

History

Springside Primary School is located in Caroline Springs in the western suburbs of Melbourne, approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012.  Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages.  Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments.  In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 968 students and steadily increasing.

Facilities

School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, two science rooms, art room and the administration area. Outside, students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are TVs installed in all learning areas and in Years Prep - 6 there is a range of ICT devices and resources allocated to each year level. In 2025, students in grades 3-6 will be participating in a `Bring Your Own Device (iPad) program. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus.  The school also has an impressive Stephanie Alexander Kitchen-Garden program, and primary students access the Science lab weekly.

 

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.