We trust you and your children will have a rich and fulfilling time with us and we hope to see you often, both in the classroom and at various functions as we work in partnership to provide educational excellence for your children. At Portland Primary School we provide a supportive, inclusive learning environment which enables students to realise their intellectual, physical, social, emotional and creative abilities. We aim to empower our students to become resilient, lifelong learners who are positive and active members of their school and wider community. We follow the Positive Education philosophy & the Berry Street Educational Model to ensure all students are able to meet their full potential & flourish, through developing positive relationships & connections. Portland Primary School models the values of Respect, Effort & Care in all that we do. Students are explicitly taught about our school values and why they are important in our school life and within the wider community. With an enrolment of around 230 students, we are able to offer a caring ‘family’ environment. Our buildings allow for spacious classrooms, each with computer banks and access to up to date technology such as Apple TV's, iPads, a well-equipped library with a bank of computers, multi-purpose room, art room, music room and more. Expansive grassed and asphalt play areas include two basketball courts, rebound walls, oval, soccer field, undercover sandpit, two adventure playground areas and a courtyard area. These facilities are complemented by an outdoor learning centre with kitchen garden & orchard. Our location also provides the school with a unique opportunity to utilise many community resources. Portland Primary has staff who are enthusiastic, dedicated, experienced and professional. All staff are committed to best practise teaching and learning, catering for individual differences to ensure educational success for all students. An active and enthusiastic School Council provide much valued service and support to the whole school community.
