Education

Ethos
The school has chosen to encourage individualism and the development of community relationships that are not based on artificial hierarchical structures. For example, teachers are addressed by first names; there are no school captains or house systems and no school uniform. This is accompanied by an emphasis on participation and the principles of equal opportunity are paramount within the school at both student and staff levels. The underlying principles of the Racial and Religious Tolerance Act 2001 are embraced and applied at all levels of school organisation. St. Kilda Park provides a secure, stimulating and nurturing environment in which children are encouraged to take responsibility for their own behaviour and to respect the rights and needs of others. The school is committed to helping children reach their full potential and celebrates all worthwhile pursuits and achievements. The school is relatively small and the size is regarded as a significant contributor to the creation of a strong sense of community.

Defining the Learning Culture
The school seeks to create an inclusive, inventive and reflective learning culture that: 
• engages children by responding to their individual needs and enabling them to reach their full potential – academically, socially, emotionally and physically – and to pursue opportunities for individual and collective endeavour in the arts, sport and traditional curriculum areas
• supports staff to seek ways of enriching their teaching and learning, in particular by drawing on the skills and talents of each other and of the broader community
• connects children and families to their community and school by fostering open communication and cooperation, building resilience and self-confidence and valuing differences.

The School acknowledges that it has a significant role to play in nurturing and developing social competencies in children as the essential foundation for all learning.Values guiding community life, teaching and learning

The following core values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community:

Optimism – approaching the future with confidence and a sense that we can make a difference, including through identifying and taking up opportunities.

Integrity – honesty and fairness in dealings between all members of the school community, in particular, those involved in teaching and management roles have a responsibility to ensure that the principles and practices espoused in School policies are applied in a consistent and coherent manner.

Enthusiasm for learning and teaching – an active and vibrant learning culture that makes learning fun and exciting for all members of the school community.

Tolerance and Empathy – respect for the rights and needs of all members of the school community which aims to build understanding and acceptance of individual differences and compassion towards other people.

Creativity – encouraging children to take risks and think beyond the square; maximising teaching and learning opportunities through innovative and alternative approaches, including a special focus on the Arts and Philosophy.

Resilience and Individualism – building self esteem and social skills which enable children to be themselves and also to be able to work and play happily within the school community.

Egalitarianism and Inclusiveness – community life based on mutual respect that embraces diversity and individualism and seeks to engage and provide opportunities for all its members.