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Our school

Queensland's prototype multiple-area school, Norville, after 44 years of development, is now a complex educational campus comprising: A prep complex with an enrolment around 100, a special education unit supporting hearing impaired and language delayed children, children with intellectual impairment plus/or autism spectrum disorder and children with physical impairment, an early childhood intervention program supporting children on campus and through home visits and a primary school with an enrolment around 700 students. Children enrolled in the special education program are included into the primary school on a full time basis.

The school enjoys facilities of a high standard with large, attractive, functional buildings including a music block and sports centre set among well landscaped grounds. Other sporting facilities include a dual tennis courts, a multi purpose court, three playgrounds, a three pitch cricket nets complex, large athletics oval and smaller fields catering for most sports. The Bundaberg City Council has provided an Olympic pool to the rear of the school. The facilities are well used by many community groups.

Geographically, the school, (bordered by parkland and an industrial estate) is located near the south-western corner of Bundaberg in the comfortable but ageing suburb of Norville.

Staff comprises the principal, two deputy principals, registrar, 28 primary classroom teachers, one Language other than English (LOTE) teacher, one teacher librarian, one music resource teacher, 1.4 learning support teacher, one physical education teachers, four prep teachers, seven special education teachers, a technical support officer, ten teacher aides, one administrative officer, four casual administrative assistants, five cleaners, one janitor/groundsman, three school crossing supervisors. Two instrumental music teachers are based at the school and service the school's instrumental music program. Visiting speech therapists, occupational therapists and physiotherapists service the campus.

Norville is perceived within the community as being an outstanding school. People are attracted by its appearance as well as the openness and friendliness of the school administration, staff, parents and students. It is considered to be a progressive school that provides a wide range of experiences and programs beneficial to its students. It is considered to have a very good relationship with its parents and wider community who are very supportive of their school.

Particular features of the school include:

  • The supportive school environment evident.
  • School music program.
  • Excellent sporting facilities.
  • A wide ranging extra-curricular program.
  • Skilled and committed staff team.
  • School environment and facilities.
  • Diverse curriculum with a particular emphasis on co-curricula activities.
  • School ethos.
  • Parental participation and involvement.
  • A commitment to cooperative teaching.
  • The multi campus nature.
  • The positive school image.
  • The inclusion of students with special needs (learning, sensory, physical) into classrooms.
  • The diverse range of student needs and abilities, as well as a diversity of parental expectations.
  • Teaching a foreign language (Japanese).
  • Happy students who are striving to achieve to their potential and who love coming to school.

We recognise that children are individuals, possessing varied potentials, talents and interests. Our aim is to cater for these differences with the resources at our disposal. Teaching strategies, especially in language and in maths, are designed to facilitate individual development of skills wherever possible. This is done through the careful observation of children's performance both individually and in group situations. A wide range of learning materials is provided to cater for differing learning styles whilst, in addition, a broad variety of cultural, sporting and recreational activities is offered to cater for development of the whole child.

Recognising that not every teacher possesses all the skills and talents necessary to optimise learning, we believe that cooperative teaching is one solution to the many demands confronting teachers today.

Our classes are double units, taught by two or three teachers. The combination of the various talents of both teachers in this way provides numerous benefits for children.

Our buildings are 'multi-area' in design, enabling them to be used in a variety of ways. We see them as a flexible tool that can be used by teachers to make the most out of learning. The variety of spaces, flexible furniture and partitions are all used by teachers to this end. A major characteristic of our school therefore is flexibility, not rigidity.