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A School of Independent Thought

​A Woodleigh education provides more than just an excellent academic preparation for the future. It offers a journey of experiential learning and discovery which prepares each individual for the challenges of life beyond school.

Woodleigh School is a place which affirms openness, independence, creativity, self-motivation and initiative; elements which you can sense as soon as you enter the school. Our three unique campuses, Minimbah, Penbank and Woodleigh, are entirely coeducational and committed to the belief that this is the only suitable setting to educate both boys and girls for adult life.

OUR PURPOSE

We are the hub of a dynamic learning community. We are a forward-thinking, creative, contemporary school with academically rigorous programs and challenge in every part of the curriculum. At Woodleigh, students discover and follow passions, grow in a culture of mutual respect, cultural freedom and inclusion.

OUR VISION

We are a leader of innovative and creative learning. We support the development of the whole child through a broad experiential educational program.

OUR VALUES

  • Respect for self, respect for others and respect for the environment
  • The determination to strive for personal best
  • A willingness to innovate
  • A commitment to encourage and develop creativity

OUR CULTURE

  • We care for and support each individual and their learning
  • We provide a positive and collaborative working environment
  • We aspire to be our best in every situation
  • We celebrate diversity
  • We serve others and work hard to make a positive contribution to the world
  • We embrace a sustainable future, whilst striving to reduce our impact on the natural environment
  • We embrace change positively, foster independence and nurture curiosity and innovation
  • We encourage, support and empower students to become lifelong self-directed learners

OUR PRINCIPAL – JONATHAN WALTER

Woodleigh is a dynamic and creative environment, set apart from the educational norm by our unique delivery of learning programs. We see ourselves as a progressive, contemporary school, one that delivers a forward-thinking curriculum, educating students for their future, not our past.

We spend an enormous amount of time and effort ensuring that our learning programs are individually crafted to meet specific student needs. And, that the programs we create are well-rounded – challenging students academically, socially and emotionally.

"We spend an enormous amount of time and effort ensuring that our learning programs are individually crafted to meet specific student needs. And, that the programs we create are well-rounded – challenging students academically, socially and emotionally."

At Woodleigh School, we believe that great education is more than just an excellent academic preparation for the future. A great education equips a student with life skills – resilience and independence – developed through an extensive Camps and Activities Program. It provides an understanding of service, the building of a strong moral and ethical base, and the desire to make a contribution to the broader community. It’s the ability to be able to laugh at oneself and with others, to have fun as often as possible and to work hard and give your best effort to everything that you do.

These wider learning experiences work to develop the strong relationships that exist between students and staff. There is a collegiate atmosphere here at Woodleigh which underpins the supportive learning environment that is such a feature of our School.

I invite you to visit us. Come and see first-hand our experiential learning programs in action and tour the beautiful natural environment that is Woodleigh School

JONATHAN WALTER – Woodleigh School Principal

A Focus on Future – Our Strategic Direction

This document is intended to inform the development of our school as we evolve to meet the changing needs of our students, faculty and community over the next five years. It builds on a strong history of research-based approaches to student-centred education and frames important decisions about facilities, faculty and policy.

A Woodleigh education provides more than just an excellent academic preparation for the future. It offers a journey of experiential learning and discovery which prepares each individual for the challenges of life beyond school. Today, students need more than just a strong academic base – they need transferable skills – adaptability, self-motivation and confidence. They need the ability to build strong relationships and work collaboratively, to solve problems creatively, to integrate and navigate new media literacies and think critically about issues at a local and global level.

Academic study at Woodleigh is innovative, targeted and structured to consolidate core literacy, numeracy and problem solving skills. It complements an intentionally broad and challenging range of co-curricular studies and experiences. Our assessment is purposeful and learning opportunities are personalised to engage every individual in a journey that excites them.

"It is critical that we at Woodleigh School continue to evolve so as to best equip students with the knowledge and skills they need to succeed in life beyond school. This strategic plan formalises our commitment to the pursuit of best practice contemporary education and the holistic development of all students. "

Strong connections exist between our Pastoral and Academic Programs. The relationships students form with their teachers and Homestead tutors are vital. These relationships and understandings encourage meaningful dialogue about goal setting, growth, achievement and self-awareness.

It is critical that we at Woodleigh School continue to evolve so as to best equip students with the knowledge and skills they need to succeed in life beyond school. This strategic plan formalises our commitment to the pursuit of best practice contemporary education and the holistic development of all students.

Jonathan WalterPrincipal

No Growth Without Struggle

"We ought never to do for young people what they, with a struggle, could be expected to be doing for themselves. With our encouragement, our urging and our insistence they can learn to manage."

OUR ETHOS, OUR VALUES

The Heart is the Key

Sound education can only take place in an environment where students feel safe, valued and respected.

At Woodleigh School, students are encouraged to develop a healthy sense of self-worth, including an understanding of their own strengths and weaknesses. It is this environment that encourages students to engage in learning with increased enthusiasm and confidence.

Balance

Vital to the success of education at Woodleigh School is balance; aiming to educate the whole person to reach full potential through an enriching range of programs and activities which develop an inquiring mind, initiative, independence, character and personality.

We value diversity, respect individual differences and seek to celebrate the intrinsic dignity and integrity of every individual.

High Expectations

We support every student to strive for their individual best every day.

A Passion for Life

We believe it is essential that young people operate in an environment that is positive and essentially optimistic about human nature and the world in which we live.

Education Happens Best in a Community

The sense of belonging, of being engaged in a harmonious community where personal relationships matter, is central to student life at Woodleigh School. As the School is of moderate size, the child remains the focus. However, Woodleigh School is large enough to provide adequate choice and diversity.

A Life-Long Passion for Learning

Woodleigh School aims to provide its students with the critical skills, knowledge and attitudes to meet the challenges of life beyond school. Our students face the challenges of tertiary study and adult life with confidence and optimism.

The Whole Student

We care about the total development of the student. We value and support high academic achievement, but our program encourages balanced growth in all areas of life – academic, social, physical and emotional.

Woodleigh School seeks to provide an environment where students are stimulated and challenged; where education can be a joy.

Vision

Woodleigh seeks to prepare students for their futures by delivering the best in contemporary, personalised education. We equip students with the ability to learn independently, to deal with change, to be adaptive and resilient so that they may live fulfilling, sustainable lives.

Creativity & Skills

At Woodleigh, we encourage students to step off the production line, push the boundaries of expression, and respond in interesting and different ways to the challenges they face in the world.  

Creativity is not solely the preserve of the arts, or indeed, artists. Some of the most creative thinkers of the modern world are the scientists and researchers, engineers and entrepreneurs, the thought leaders, mathematicians and politicians. To be creative does not mean that one has to be able to draw, dance or hold a tune. Put simply, creativity is a higher form of intelligence, one that helps us to solve problems – and it can be taught.

"All children start their school careers with sparkling imaginations, fertile minds, and a willingness to take risks with what they think."

From the play and enquiry-based programs in our Early Learning Centres at Minimbah and Penbank, through to our VCE years, ours is an environment that supports original, creative thought and focuses on the development of increasingly complex and sophisticated processes of thinking.

At Woodleigh, learning tasks are designed to elicit the highest level of creative thinking from our students. We encourage students to tackle problems and investigations in innovative ways, to test theories and engage in the process of pushing their own boundaries to break through to deeper levels of understanding.

No-one can predict what today's student will need to know in ten or twenty years time.

As the learning landscape changes, our capacity to be creative, solve problems and think analytically grows in importance. As a school it is paramount that we equip students with the skills they need to thrive in their working lives.

At Woodleigh, we educate students for their futures – not our past.

What is #ValueChildhood?

ValueChildhood is the understanding of how special, unique and fleeting childhood is. It is letting children be children; knowing the educational and social importance of play and discovery – the value of imagination and struggle.

It is the development of individual learning programs that challenge and engage. Where students’ best efforts are expected and acknowledged, both in and beyond the classroom.

ValueChildhood is creative. It is progressive. It is a broad palette of specialist and experiential programs that combine to create a holistic education and a fun, positive environment for our next generation of leaders.

Discover how a Woodleigh education offers more for your child by exploring this website and touring our campuses.

For more information about our Penbank Campus in Moorooduc, contact Vivienne Wearne – Deputy Principal and Head of Penbank Campus on (03) 5978 8425or email vwearne@woodleigh.vic.edu.au

For more information about our Minimbah Campus in Frankston South, contact Rod Davies – Deputy Principal and Head of Minimbah Campus on (03) 9788 6488or email rdavies@woodleigh.vic.edu.au

For more information about enrolments, or to tour our Woodleigh Campus in Langwarrin South, contact Sally Hicks – Director of Enrolments on (03) 5971 6100 or email shicks@woodleigh.vic.edu.au

Why Co-Ed Works

Woodleigh is a proud, confident, coeducational School, and has been for over 160 years. We see coeducation as natural; the most normal and healthy setting for learning to occur. Our Minimbah Campus is the oldest coeducational independent primary school in Victoria, and our Penbank and Woodleigh Campuses were developed as a coeducational environments from the earliest stage of their planning.

We aim to provide a broad range of activities and experiences, tailored to meet the developmental needs of the widest possible range of individuals, whether they be girls or boys. Our programs have our students learning in and through a range of mixed-gender experiences. The level of our students’ achievements in all parts of the School’s program is testament to the success of our co-ed philosophies and practices.

Our Staff

Education is a continually evolving practice. New technology, research-based methods and learning areas mean that continuous, strategic skill development is a must for our staff. Woodleigh School is committed to the growth of every teacher through collaborative processes, innovation and research.

EXPERT TEACHERS – COMMITTED TO THE GROWTH OF EVERY CHILD.

Mr Jonathan Walter is the Principal of Woodleigh School, having commenced this position at the beginning of 2011.

The Principal is appointed by the Woodleigh School Board and is responsible for all aspects of the day-to-day management of the School. He may be contacted by phone on 5971 6100 or via email on principalsoffice@woodleigh.vic.edu.au

The Principal is supported by an extensive senior team.

Minimbah Campus

The Head of Minimbah Campus, Mr Rod Davies, is assisted by the Deputy Head of Minimbah Campus (Teaching & Learning), Ms Sally Webb and the Deputy Head of Minimbah Campus (Admin), Mrs Jo Smart (Currently on Long Service Leave, Jo's position is being filled by Liane Clements), together with a team of area and level coordinators and specialist teachers.

Penbank Campus

The Head of Penbank Campus, Mrs Vivienne Wearne, is assisted by the Deputy Head of Penbank Campus, Brenda Karnowski.

Senior Campus

The senior team at the Senior Campus is comprised as follows:

  • The Deputy Principal, Mr David Burton who is also Head of the Woodleigh Campus
  • The Deputy Principal – School Administration, Mr Gareth Bolch
  • The Deputy Head of Campus – Student Wellbeing, Ms Tracey Glen
  • The Head of Students, Mr Glenn Ogier (Currently on Long Service Leave, Glenn's position is being jointly filled by Gab O'Loghlen and Craig Azzopardi)
  • The Head of Studies, Ms Deb Agar
  • The Head of Teaching & Learning, Dr Richard Owens
  • The Director of Senior Homestead (Years 11 & 12), Mr Laurent Julicher

There is also an extensive pastoral care team, led by Ms Tracey Glen and Glenn Ogier, which includes:

  • Pathways – Director of Wellbeing and Counselling, Ms Donna Nairn
  • Pathways – Director of Personalised Learning, Ms Emma Hall
  • Two School Psychologists
  • Minimbah Campus Counsellor – Creative Arts Therapist
  • Six Homestead Coordinators, the Director of Senior Homestead and a large team of Homestead Tutors

In terms of academic programs, there is a senior team of Heads of Faculty (led by the Director of Teaching and Learning) and in terms of co-curricular and other special school programs, there is a senior team of Directors of various areas (such as Activities, Camps (Activities Weeks), Sport, Music, Drama, Debating, etc).

Our History

The school opened its doors in 1856 as a small independent coeducational primary school, known as St. Paul’s School. It was one of the earliest schools in the Colony of Victoria, is the oldest independent coeducational school in Victoria and was the first on the Mornington Peninsula.

The primary school was originally housed in a small wooden hall in the grounds of the Anglican Church on High Street, Frankston. It played an important part in the early days of the 19th Century Victorian Colony – providing a focus for the small, rapidly growing community.

Early settlers paid one shilling each week to have their children receive a ‘sound moral education’ to counter the effects of ‘larrikinism’ after the Gold Rush.

In 1970, the school moved to 3.5 hectares of land off Seaview Road in Frankston South. This primary campus was called Minimbah – an Aboriginal word meaning ‘place of learning’.

In the early seventies, the feasibility of establishing a secondary school was investigated. In 1975, the Senior Campus was opened on 12.5 hectares of bushland in Langwarrin South. This campus retained the name of the original farm property, “Woodleigh”. In 1989, 1997 and 2001, further land was acquired, increasing the area of the Senior Campus to 22 hectares.


An aerial view of the original ‘Woodleigh’ flower farm – circa 1973

"I was greatly impressed by what I saw as the fundamental emphases in the educational lifestyle of St Paul’s School at Minimbah. First it was a community of people who acknowledged their sense of continuity with Christian tradition, but were not totally bound by tradition. They were open to the future… they were game. They were prepared to commit themselves to a struggle and an adventure in education."

From the beginning of 1999, the name of the combined campuses became Woodleigh School, with the Junior Campus continuing to be referred to as Minimbah. At Minimbah and Woodleigh, emphasis has been placed on maintaining and developing the native vegetation. At the Senior Campus, the original bushland has, wherever possible, been preserved. Rather than constructing large formal classroom blocks, multi-purpose classrooms are set into the bush.

The establishment of the Woodleigh Sustainability Centre and the Brian Henderson Wildlife Reserve at Senior Campus, further the School’s work to educate students in the care, preservation and conservation of our environment.

In 2015, Woodleigh School merged with Penbank School, an independent coeducational primary school in Moorooduc.

Penbank School was established in 1974 by a group of enthusiastic parents. The school was originally known as the Mornington Peninsula Community School and was located in a house in Queen Street, Mornington. The founding families were aware of a need for a school that provided a close relationship between children, teachers and parents, within an innovative and progressive educational framework.

In 1977, a new site was found to cater for the increasing population of the school, and to provide an environment that would allow exciting educational innovations to be implemented. With a substantial contribution from the Schools Commission, an open plan school was constructed during 1977 and 1978. In 1990, the school adopted the name Penbank, the former name given to the property by its Welsh settlers.

During March 2003, the Board made a decision to purchase a further 26 acres, a neighbouring farm, 'The Springs'.

In 2009, supported by the school and the Federal Government's BER Project (Building the Education Revolution), the school again refurbished the facilities creating new learning areas for older students, an addition to the library and new multi-purpose hall/gym.

In 2014, Penbank and Woodleigh School explored the possibility of a joint future. Following a thorough investigation and due diligence of this proposed merger, Penbank and Woodleigh officially became one school – 22nd December 2014.

Throughout the years, Penbank has developed a comprehensive educational program and continues to provide a supportive and caring environment where children love to learn.

The addition of a second junior campus with an enrolment of just over 200 students, means our School now cares for just over 1000 students.

Woodleigh School: Three Unique Campuses. One Shared Vision.

Board & Governance

​Woodleigh School is a company limited by guarantee. The Board of Directors of Woodleigh School comprises 8–10 members and is responsible for the governance of the School, while the Principal, who is appointed by the Board, is responsible for the day-to-day management of the School. The Board operates pursuant to the School’s current Constitution, and the Woodleigh School Board Governance Charter provides further direction.

Following is an extract from the Woodleigh School Board Governance Charter which explains the role of the Board:

  • The Corporations Act states that the Board of Directors (“Board”) of the School has the ultimate responsibility for all matters relating to the running of the School.
  • The Board’s role is to govern the School and not to be involved in its day-to-day management. It is senior management’s role to manage the School in accordance with the strategic goals set by the Board and under its direction. The Board does not have a management function.
  • The Board is responsible for and should determine all matters relating to policy and practice. It has overall responsibility to ensure that the School is well managed, that its operations are successful, and that it operates in accord to its key values.

Without limiting the generality of the Board’s role, its principal functions in relation to the School are to:

  • Set goals and provide strategic direction;
  • Appoint the Principal;
  • Determine policies governing the School’s operations;
  • Approve the annual budget and any long-term budgets;
  • Recommend to the Company’s AGM the appointment of auditors;
  • Make decisions about the School’s capital works program;
  • Manage the School’s borrowings;
  • Ensure appropriate risk management strategies are in place;
  • Approve material expenditure outside the budget;
  • Review the performance of the Principal and the Board from time to time as appropriate;
  • Establish and oversee the powers and function of Board committees such as the Finance & Executive Committee, the Projects Control Group, and the Board Nominations Committee;
  • Undertake diligent analysis of all proposals placed before the Board; and

Under the Constitution of the Woodleigh School Board, there is provision for 8-10 members of the Board. The Board’s Constitution and/or Board Composition Policy require that the Board has:

  • at least one current parent from each Campus;
  • approximately half members connected with the School and half ‘independent’ members;
  • a range of expertise covering finance, senior business/management, law, project managements, and a range of other relevant skill areas.

The Board meets approximately eight times per year for standard Board Meetings and each of these meetings is usually preceded about two weeks earlier by a meeting of the Finance & Executive Committee. The Board also holds at least two Board Conference Mornings each year to focus on more strategic or complex issues.

In May each year the Board holds an Annual General Meeting at which it reports on its operations for the previous year, including its audited annual financial accounts.

The current Chair of the Board is Dr Vanessa Gabriel. She is a paediatrician and current school parent with children at both Penbank and Woodleigh Campuses. Any members of the School community wishing to contact her about matters to do with policy, strategic directions, or other appropriate governance matters may do so via email: chair@woodleigh.vic.edu.au

Please note: all matters to do with the day-to-day operation of the School or management issues should be referred to the relevant senior staff member or ultimately to the Principal, Jonathan Walter, who can be contacted on – phone 5971 6100 or email principalsoffice@woodleigh.vic.edu.au

The Board does not involve itself in specific management issues (such as discipline, the details of curriculum, staff concerns, or the payment of fees).

Employment

1. Positive Attitude Toward Teaching: a 'vocation'

  • a belief in the value of teaching & education
  • committed to high quality, excellence, & innovation
  • supportive of the development of the profession.

2. Supportive of Woodleigh School:

  • Staff at Woodleigh understand and embrace the organisation’s key values (e.g. total education, balance, independence, personal responsibility, etc.)
  • In particular, staff subscribe to the “3R’s”: respect for self, respect for others, & respect for the environment
  • Woodleigh staff are well informed on key school policies, especially the School’s Teaching and Learning Philosophies
  • Woodleigh staff are supportive of the school in public (i.e. outside the School). While active and free debate between staff on educational and organisational matters is encouraged, staff keep confidential business or criticisms to appropriate forums within the School
  • Staff are prepared to contribute to the general life of the School and are interested in the achievements, challenges, and issues of the wider School community.

3. Professional Skills

3.1 Committed to knowing subject(s) (or area of expertise)

3.2 Committed to knowing and implementing the craft of teaching (pedagogy):


  • Woodleigh teachers strive to teach well, understand how students learn, engage students, and maintain a safe, appropriate, & challenging learning environment

3.3 Up to date on relevant developments/and prepared to continually extend/improve/upgrade

  • believe in life long learning for self as well as students
  • committed to personal pursuit of learning & excellence
  • committed to ongoing professional development
  • prepared to embrace new learning technologies as appropriate (intranet, internet, email, key software, etc.)

3.4 Committed to knowing students and to aiming to cater for the individual

  • know students well/treat as individuals/respect individual differences
  • interested in students’ welfare as well as their learning
  • empathetic/flexible/caring
  • embrace social/total learning as well as subject
  • up-to-date on available information on students.

3.5 Able to communicate appropriately and in a timely manner (with students, parents, staff)

4. Key Professional Qualities of Teachers

4.1 Understands “professional distance”

  • Maintains proper relationships with students
  • Friendly – but a teacher, not a friend
  • Keeps professional/private boundaries clear
  • Able to avoid becoming unduly emotionally involved in stressful situations – able to keep objectivity

4.2 Focused on providing for the educational needs of our students

  • As professionals, avoid personal feelings and private agendas getting in the way of providing for our students
  • Committed to a high quality educational product and prepared to work effectively and diligently to this end

4.3 Balanced

  • While focused on providing the best possible outcome for students while at work, Woodleigh staff nevertheless strive to maintain a healthy balance in their lives: between work and private life, between serious endeavour and relaxation and fun. Balance in one’s life is a valid objective in itself; it also enables staff to remain fit and objective and thus able to function well at work.

4.4 Open to feedback and constructive criticism

  • Keen to improve and open to suggestions
  • Admits when wrong/doesn’t know something/could do better and not defensive
  • Reflective, self analytical

4.5 Committed to work collaboratively with others

  • Woodleigh staff are team players (when appropriate)
  • prepared to share/collaborate/cooperate/trust
  • treat colleagues with respect and value their input
  • prepared to facilitate team work by putting in/being on time/meeting deadlines/valuing others’ opinions/adopting a courteous and appropriate manner
  • doesn’t interrupt colleagues’ classes/programs without adequate warning/justification/due process or add to colleagues’ workloads unnecessarily
  • only absent with due cause
  • support one another professionally and personally – celebrating achievements and big events and helping out when colleagues face professional or personal challenges

4.6 Committed to working in partnership with parents

  • Woodleigh teachers work cooperatively and respectfully with parents as partners in the educational process and are committed to appropriate communication, feedback and consultation with parents as required
  • At the same time, teachers have professional skills and insights which they bring to any given situation which they expect to be respected and valued by parents
  • Teachers are in a professional relationship with parents, which should be respectful & where possible friendly – but their role is not one of personal friend.

4.7 Prepared to do the hard things when necessary

  • The real mark of a professional teacher is how he or she reacts in difficult situations – e.g. difficult disciplinary situations, situations where there is conflict with others (students/colleagues/parents), situations where doing the right thing isn’t necessarily going to be easy/popular/well received.

4.8 As a professional, expect a degree of latitude/personal responsibility

  • Professionals are personally responsible for monitoring their own performance and should not require too much supervision if meeting standards

5. Personal Qualities of Teachers

5.1 Approaches other staff and students with respect

5.2 Demonstrates personal integrity (honesty, fairness, consistency, trustworthiness, operate according to a moral codes, try to be objective & unbiased)

5.3 Empathetic

5.4 Generally positive (in manner and attitude to challenges)

5.5 Has an acceptable personal manner when dealing with others

  • as a minimum : courteous/polite/not rude/controls temper and mood
  • hopefully also : approachable, pleasant, friendly, supportive
  • understands and uses appropriate methods to resolve disputes

5.6 Flexible/adaptable

5.7 Responsible

5.8 Has a positive attitude towards young people generally and able to work with students that he/she may not personally like.

6. Professional Conduct: Specifics

6.1 Punctual for classes, meetings, functions, etc.
(on a regular basis; not late without good reason)

6.2 Prepared and organised
plans and prepares well

6.3 Gets the core routine tasks done well/in timely manner/without drama

  • returns homework in a reasonable time frame for the task
  • meets deadlines – esp. assessment & reporting
  • returns calls, letters, etc promptly
  • attends meetings as required
  • leaves work for extras wherever possible
  • keeps adequate records
6.4 Pays particular attention to fulfilling specific legal duties

especially:

  • duty of care
  • supervision
  • attendance records

6.5 Committed to the School’s organisational procedures

  • knows what is required and implements as appropriate
  • if aware of deficiencies, works to remedy them or to provide
    constructive advice.

6.6 Discreet

  • maintains students’/other staff members’ confidences
  • reveals private information about students/staff only on a “need to know” basis.

6.7 Models appropriate language and material

(and avoids language and material inappropriate to the situation)

6.8 Presents him/herself appropriately for the situation

(acknowledging that Woodleigh generally embraces a more casual style in its day-to-day activities than traditional independent schools)

  • in particular, avoids clothing that is overly sexual/revealing/provocative.

7. Sets Appropriate Priorities Under Pressure

  • Teachers are human and will not always be able to achieve all the above, but they will aim to. When pressed, they will set priorities which reflect the core values of the profession and of the School.
  • When they have made an error of judgement, they will take responsibility and try to rectify the situation in an appropriate way.
  • In doing so, they can expect the good will and support of their colleagues and the School whenever they are acting in good faith.

Woodleigh is a school where students and staff are provided with the opportunity, encouragement and resources to be the best they can be. This is achieved through an approach to education that emphasises academic achievement in an environment of respect for oneself, for others and for the environment, underpinned by a set of the values recognised as the Woodleigh Way.

It is expected that all Woodleigh School teaching staff are skilled and passionate classroom practitioners with a desire to deliver engaging and relevant educational experiences.

A strong professional team approach

Woodleigh encourages staff to become highly involved in all facets of school life. We have a strong, happy team of teaching and support staff who collaborate extensively, support one another professionally, and who, through the school's extensive Activities, Camps, Co-curricular and Sporting Programs, are able to lead students in the field, subject or activity about which they are passionate.

The Peninsula lifestyle

The Mornington Peninsula offers residents a relaxed, safe lifestyle, with beaches and bushland, fewer traffic hassles and housing costs which are lower than those of metropolitan Melbourne. It is a great place to bring up a family.

Staff Welfare

Woodleigh School takes a caring and compassionate approach to staff welfare and personal issues. We offer flexibility and an environment which supports you in your professional and personal growth, with excellent opportunities to be involved in co-curricular activities (integrated into your allotment).

All Staff must

  • endorse Woodleigh School's particular values and philosophies (descriptions of which are readily available in other areas of this website)
  • be well skilled in ICT
  • have at least Level 1 First Aid Training (or be prepared to undertake training)
  • be committed to continuous learning
  • be prepared to be involved in the full life of the School community and a wide range of interactions with students, in line with our School's values.

This Includes

  • pastoral care roles
  • involvement in co-curricular activities, including through the Activities Program
  • involvement in the School's Activity Weeks Program in Terms 1 and 3 (this includes a wide range of camps and workshops)
  • extensive PD opportunities
  • registration with the VIT and a current police check (i.e. no more than 12 months old)

Salary

  • Salaries will be negotiated depending on the skills and experience of the applicant.
  • Please note that part-time positions come with no guarantees with respect to a given number of days off per week.

Applications

  • All applications should be addressed to:
    The Principal, Mr Jonathan Walter
    Woodleigh School, 485 Golf Links Road, Langwarrin South, Vic 3911
    or via email: principalsoffice@woodleigh.vic.edu.au by the closing date.
  • All applications should contain the name and contact details of three professional referees and must start with our standard cover sheet.

DOWNLOAD WOODLEIGH SCHOOL APPLICATION COVERSHEET

Policies

Woodleigh School has developed the following Child Protection and Safety Policy. This policy is an overarching document that provides key elements of our approach to protecting children from abuse.

The policy forms the foundation of the School’s procedures, practices, decision-making processes and ultimately the School’s culture with respect to child safety.

It is designed to be published on our public website as well as communicated through other mediums such as newsletters, our annual report and in induction and welcome packs for Board of Directors members, staff and Volunteers. A PDF version of Woodleigh School’s Child Protection and Safety Policy is available below.

The School’s Child Protection and Safety Policy has been approved and endorsed by the School’s Board of Directors and is regularly reviewed by the Board.

​Woodleigh School is bound by and supports the Australian Privacy Principles contained in the Privacy Act 1988 (Cth) (Privacy Act), for handling personal information as well as the requirements of the Health Privacy Principles under the Health Records Act 2001 (Vic).

Woodleigh recognises and acknowledges that the protection of individuals’ privacy is important and required under the relevant legislation.

All Woodleigh staff, contractors and volunteers must comply with this policy in relation to any personal information they handle.

Woodleigh students and their parents and or guardians will find these links to be a helpful reference to the school's policies pertaining to safety and behaviour.

If you have any concerns or questions, please feel free to contact Gareth Bolch – Deputy Principal – Administration, Risk and Compliance.

Term Dates

2017 Term Dates

TERM 1

  • Tuesday 31 January – Year 7 & 12 and new students begin
  • Wednesday 1 February – All other students begin
  • Monday 6 March – Friday 10 March (Week 6) – Woodleigh Campus Homestead Camp Week
  • Friday 31 March – Term 1 ends

TERM 2

  • Wednesday 19 April – Term 2 begins for students (Easter Monday is 17 April)
  • Friday 23 June – Term 2 ends

TERM 3

  • Tuesday 18 July – Term 3 begins for students
  • Monday 14 August – Friday 18 August – Woodleigh Campus Activities Week Camps
  • Friday 22 September – Term 3 ends

TERM 4

  • Tuesday 10 October – Term 4 begins for all students
  • Wednesday 6 December – Years 7-9 students finish
  • Friday 8 December – Term 4 ends, ECC-Y6 students finish

2018 Term Dates

TERM 1

  • Y7 & 12 students begin 30 January
  • All other students begin 31 January
  • HomeStead Camp week 5-9 March (Week 6)
  • T1 Ends (Good Friday is Fri 30 March) Thursday 29 March

TERM 2

  • Students begin 17 April
  • T2 Ends 22 June

TERM 3

  • Students begin 17 July
  • Activities Week 13 – 17 August
  • T3 Ends 21 Sep

TERM 4

  • Students begin 9 October
  • ECC-9 Ends for students 7 December