Bayswater North Primary School is situated in Melbourne’s outer eastern suburbs. It was originally established in Canterbury Road in 1923, in what was then a rural district. In 1982, it relocated to its present site in Stuart Street, Bayswater North, due to industrial development and population changes.
The School is situated in a housing estate established on former farming land which is defined by the major arterial roads that surround it. Its neighbouring suburbs are Croydon, Kilsyth and Boronia. The estate, which is isolated from any major retail area, is served by a small local shopping centre while large suburban centres and industrial estates are found to the north and south of the school.
While Bayswater North is a relatively flat area, the key geographical feature and tourist attraction in the area is Mount Dandenong directly to the east, and the beautiful Dandenong Ranges to the south-east. The school is the major non-residential feature of the Canterbury Gardens Estate surrounding it apart from the adjoining Arrabri Community Centre and kindergarten.
Bayswater North Primary School is an outstanding school with around 300 students. We currently have 14 classrooms based on the Victorian Curriculum with composite classes only where numbers demand. Our classroom teachers and specialist teachers plan and work together to utilise individual expertise and interests so as to provide a broad, interesting curriculum which engages each student in learning. They are well supported by eight Education Support staff across the school as teacher aides, I.C.T technicians or office administration.
Our school offers a comprehensive curriculum in the Key Learning Areas identified by the Victorian Board of Studies. Our teachers use a variety of strategies to cater for different learning styles and individual academic needs. We also provide additional support for students experiencing difficulty with Literacy skills and those requiring specific extension. All students are registered to use “Mathletics” at home as well as at school. The students have specialist teaching in Visual Arts, Physical Education, Indonesian and Music. Specialised extension programs, Keyboard tuition and dance lessons are available during school hours on a user pays basis.
Our school focuses on Literacy and Numeracy and has made these priority areas in our current three year Strategic Plan. A feature of our school is the Information and Communication Technology used in our education programs. All classrooms have interactive whiteboards and teachers utilise educational software and websites. The school provides desktop computers and iPads in the Foundation – Year 2 classrooms and netbooks in the Grade 3-6 classrooms with iPads available from the Library.
We have a strong association with outside agencies, such as our involvement with Geelong Grammar and Positive Education. The emphasis is on the importance of social and emotional welfare and physical activity in order to assist each child to reach their potential. Recess and lunchtime activities are also offered, to encourage the development of a strong sense of belonging to our school.
As part of the Maroondah Cluster of schools we work cooperatively with neighboring Government schools sharing innovative ideas in teaching and learning and professional development for our teachers. Our goal is to ensure students are engaged in their learning and connected to their peers, while enhancing the partnership of teachers, students and parents in the education of every child, every day.
Relationships are of utmost importance to us at Bayswater North Primary School, reflected in our motto of “Caring for Children – Working with Parents”. We encourage open communication between staff, children and parents as we believe that this is crucial to successful schooling and positive outcomes for children’s learning.
To cater for the everyday needs of our families, we offer a Breakfast Club from 7:00– 8:45 and Out of Hours School Care from 3:30 – 6:00 each school day
We are proud of our school, welcome your feedback and encourage you to contact us. If you would like to visit us and discuss the needs of your child, we offer tours of our school to see us at work. Please contact the office during the school term between 8:30 a.m. and 4:30 p.m. to arrange a mutually convenient time. so we can answer your questions.
Mrs Catherine Jones
The following core values reflect the beliefs that we hold about how children learn, how our school will operate and how we relate to one another in order to become effective citizens.
LEARNING: Developing skills and knowledge that will enable us to achieve our personal best and reach our full potential.
RESPECT: Caring about ourselves, the community and our environment.
RESPONSIBILITY: Being honest and accountable for our words and actions.
OPTIMISM: Having a positive outlook and utilising opportunities and experiences, being resilient.
INDIVIDUALITY: Accepting diversity, showing appreciation and encouraging creativity and innovation.
WELLBEING: Actively seeking and maintaining social, emotional and physical health.
“Quanti est supere” – How Desirable is Knowledge (school motto 1942)
Our school was founded by parents following 3-5 years of lobbying the government for a school in the area. Classes started in 1923 at “Central Estate State School” for its 44 pupils. In the first few years, the school had only one class with all ages of students. These students had to make their way through mud & slush each winter via one track to an old church in Bayfield road (as depicted in this artist’s impression, below, copied from a report cover folder).
Occasionally, their fathers would level out the road to make the way a little easier, but the trek proved hard going for the students of Primary School # 4143. The School Committee members pressed for a more suitable state building and three acres of the church land were bought in 1925. The one-roomed school, built for £589 ($1178), complete with the luxury of open fireplaces was occupied in 1926 (as photographed, below). The name of the school was changed to “Bayswater North Primary School” around this time.
Within a few years rooms were added as the school grew. The Mother’s Club was formed in 1928 after the successful fundraising for a school piano. Electricity was installed in 1950, a septic tank system in 1954 & a TV receiver in 1968. In its last year – 1982 – the 8 school rooms, separate Library & Art/Craft buildings catered to around 300 students.
The move of the school to its current position marked the end of a 4 year battle by parents & teachers due to their concern for the health of the pupils from environmental hazards. The Bayfield road area had been zoned industrial & the surrounding factories & traffic noises were deemed detrimental to children’s health.
In a historic move, the School Council was given authority to plan and design the new school, with a budget of $1.2 million. Foundations were laid in August 1982, and it was ready to be occupied at the beginning of the 1983 school year. It has since been updated & added to as its pupil base has grown.
The core business of schools is to educate young people towards becoming competent, resilient and successful members of society. In this aim to develop the whole person, schools provide members of their community with a variety of support services along with educational opportunities.
One distinctly unique and valuable contribution to the life of any school is through a chaplaincy program funded by the Commonwealth Government. School chaplains are involved in pastorally caring for the whole school community, providing a presence and building positive relationships with a variety of stakeholders including Eastern Access Community Health, Anglicare and Child First. In this way, a school chaplain becomes part of the fabric of the school community, pastorally caring for those in need, modelling positive relationships and implementing proactive programs. A chaplain also encourages involvement between the wider community and the school community as both groups work together towards positive outcomes for our young people.
Ron Esson is Bayswater North Primary School’s chaplain. He is at the school two days a week (Monday and Wednesday), providing support to a wide range of students and their families. To speak with Ron, you can call the school to set up a time or email him directly.
Student Wellbeing & Positive Education
At Bayswater North Primary School we are totally committed to ensuring the health, safety and wellbeing of every member of our school community. Our codes of practice highlight the importance of student health and a curriculum that teaches social and cooperative learning strategies while reflecting the Positive Education, Tribes, Restorative Practice and Be You philosophies.
Positive Education brings together the science of Positive Psychology with best practice teaching to encourage and support individuals, schools and communities to flourish. We refer to flourishing as a combination of ‘feeling good and doing good’. Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle.
Through teaching these valuable life skills, Bayswater North Primary School provides its students with an increased capacity to learn effectively, as well as offering them a strong foundation on which they can build a successful life.
“A tribe is a group of people walking together in the same direction”
Tribes is a research based process which creates a culture that promotes human development and learning.
The Tribes process at Bayswater North Primary School is founded on the five ‘Tribes Agreements’ of Attentive Listening, Mutual Respect, Appreciation – no putdowns, Right to Participate / Right to Pass and Personal Best. These agreements form the structure of the way we work together to become a learning community. All school community members use the agreements as part of a common language.
Tribes has four basic components:
The purpose of Tribes is to assure the healthy development of every child so that each has the knowledge, skills, and resiliency to be successful in a rapidly changing world. The goal for a Tribes school is to engage all teachers, administrators, students, and families in working together as a learning community that is dedicated to caring and support, active participation, and positive expectations for all students.
The process of Tribes is based on the stages of group development. This gives all students inclusion, a sense of being valued, meaningful participation, and experiences of success. The process creates a positive learning culture.
The structure of Tribes is working and learning in groups. From small groups to entire learning communities, Peter Senge, author of The Learning Organization Made Plain, asserts that “virtually all important decisions occur in groups.”
The practice of Tribes is based on the community agreements and the collaborative skills. These are the skills that students (and all of us) need in order to live, love, play, and work well together.
If you have any questions or would like to know more about the Tribes process, please see Mrs Peake.