Banmira’s big step: new campus, new era
It has been an honour to step into the role of acting principal at Banmira Specialist School this year — a school that has been close to my heart for almost two decades.
Having served in many roles in our school community, it’s a privilege to now lead during such a transformative moment in our history.
This year marks a significant milestone for Banmira, with the opening of our new Junior Campus on Parkside Dve, the site of the former Wanganui Secondary College.
Thoughtfully rejuvenated, the site offers a sense of familiarity to many in our community, while clearly representing our evolution into a vibrant and dynamic specialist setting.
The Parkside campus now welcomes around 130 Early Education and Primary-aged students each day, supported by approximately 60 dedicated staff — most of whom have made the move from our Verney Rd site.
While our Junior Campus settles into its new home, our Secondary-aged students at the Senior Campus are also adapting to new learning spaces and continuing their own journey of growth and development.
Across both campuses, our focus remains on building environments where our students can shine — in their learning, their relationships, and their independence.
I’d also like to acknowledge our Principal Angela Buxton, who is currently leading in a new role of her own.
Her vision and leadership have been instrumental in guiding us into, and through this exciting chapter.
These new beginnings aren’t just about new buildings — they reflect our deeper commitment
to learning that is truly student-centred.
At Banmira, we build a “team around the learner,” recognising that every student is unique and every learner deserves the support, challenge and care that meets them where they are.
This is made possible through the incredible work of our staff — driven, caring, and passionate educators who go above and beyond each day.
Our families are our most important partners.
They are key partners in everything we do, and we are deeply grateful for the trust and collaboration that helps our students thrive.
Together with our families, allied health partners, and other local schools and agencies, we have created an
inclusive education model where every student is seen, valued, and supported to succeed.
We hold a bold vision for Banmira to be recognised as a true centre for excellence in inclusive education, not just within our school gates, but across the region.
Whilst we celebrate the milestone of our new Junior Campus, we look forward with clear ambition — to complete the redevelopment of our Parkside Dve site and reuniting our entire school community back under one roof.
Our students inspire us every day.
They are the reason we do this work — and the reason we remain committed to building a future where every learner is given the opportunity to grow, to belong, and to flourish.
At Banmira, we aim to equip every learner with the skills and confidence they need beyond school.
Whether it’s communication, independence, daily living, or vocational skills, we believe every student can learn and thrive.
With a team around each learner, and a community that believes in them, our students are leading us into a brighter, more inclusive future.
Jesse Whittaker
Acting Principal Banmira Specialist School
Banmira Specialist School Acting Principal Jesse Whittaker with students Kaw-Liga Tuu-Nicholson, Elijah Langman and Phoebe Murray.
New chapter begins
The opening of the Banmira Specialist School Junior Campus at Parkside Dve, Shepparton on Friday, March 14 marked the completion of the first of an eventual two-stage redevelopment of the facility.
The new $24.8 million campus now houses 130 pre-school to Year 6 students along with 60 teachers and support staff, with about the same number of staff and Years 7 to 12 students remaining on the Verney Rd site pending stage two funding.
Further brick and cement foundations of the former Wanganui Park Secondary College remain in place at Parkside Dve and, like the first stage, will form part of the stage two expansion.
An Education Department spokesperson said all available information on the infrastructure needs of all schools was provided to the government as part of every State Budget process.
The spokesperson said this included school condition assessments, enrolment projections, and pre-existing project plans to balance the needs of more than 1570 government schools across Victoria.
While there will be efficiencies with the eventual single campus, the spokesperson said the interim arrangement is of great benefit to all students at Banmira Specialist School.
One of the biggest issues for students and staff at the old Verney Rd site had been lack of space.
The school was originally purposebuilt for just 74 students in 1999 and had grown to well over 200 being housed at Verney Rd before the new site was funded and built.
Senior students now have plenty of space at the Verney Rd campus, while junior students enjoy the new facilities at Parkside Dve.
At the recent official opening of the new campus, State Member for Northern Victoria Jaclyn Symes said the more than $24 million invested to
date allowed a quick delivery of the first stage of works.
“Every single dollar of that was for you guys,” she told the assembled students, staff and guests.
“I have of course been briefed on the more work to be done.
“But it is of course amazing to celebrate what has been achieved today.”
Congratulations on the grand opening of your beautiful new school building! This is a truly special milestone, and a testament to the dedication, hard work, and vision of everyone involved.
The Apprenticeship Factory has for many years had a wonderful partnership with the Banmira Team, supporting Trainees in starting their career. We look forward to many more years of assisting students in their new school to thrive, grow and be the best they can be.
Wishing you all the best for your future
Patrick O’Shea, Phoebe Murray, State Member for Northern Victoria Jaclyn Symes and Alexander Quick, were excited to cut the ribbon at the Banmira Specialist School opening.
A school where every student thrives
Banmira Specialist School is a vibrant and inclusive learning community that provides tailored education to around 260 students with intellectual disabilities across two purpose-designed campuses.
With a team of 120 dedicated professionals, we ensure every student receives the support they need to thrive academically, socially and emotionally.
Our Junior Campus, opened in 2025, is designed to support early education and primaryaged students.
Purpose-built classrooms align with our Instructional Model, fostering structured learning and engagement.
The campus features a Sensory Room, Perceptual Motor Program space, Library, Art Room, and a Parent/ Wellbeing Hub, creating a
supportive environment that nurtures independence, communication and early foundational skills.
Our Senior Campus on Verney Rd, Shepparton is tailored for secondary-aged students, equipping them with practical skills for life beyond school.
The campus includes realworld learning spaces such as a Mini Woolies supermarket, a gym and a homecrafts/ cooking area.
Programs focus on developing vocational, independent living, and social skills, ensuring students are well-prepared for their future pathways.
Education at Banmira extends beyond the classroom, thanks to our exceptional Allied Health, Wellbeing, and Inclusion teams.
Led by our Board Certified Behaviour Analyst, our multidisciplinary team includes occupational therapists, a psychologist, a behaviour
therapist, a Board Certified Behaviour Analyst, a mental health practitioner, an NDIS navigator, social workers, nursing staff, and Inclusion Support Team members who work alongside educators to enhance learning and provide additional therapeutic supports.
This collaborative approach ensures that every student’s unique needs are met holistically, fostering academic and personal growth.
Banmira Specialist School’s core values and expectations — Be Safe, Be Respectful, Be a Learner — are embedded in everything we do.
We strive to create a learning environment where students feel secure, respected and encouraged to embrace challenges.
By balancing curriculum priorities with wellbeing initiatives, we help students develop, not only academic skills, but also the confidence and
independence needed for life beyond school.
Banmira Specialist School stands as a testament to what can be achieved through inclusive education, dedicated
professionals and a strong commitment to student success.
Our approach ensures that every student has the opportunity to learn, grow and thrive.
A space for engagement
The sensory room at Banmira’s Junior Campus is a dynamic and purpose-built space designed to support students’ emotional regulation, learning and sensory needs.
At Banmira’s Junior Campus, the sensory room stands as a beacon of support and innovation, tailored to help students thrive in their learning journey.
Sarah Leigh, an occupational therapist with nearly four years of experience at the school, describes the sensory room as a vital resource for student engagement and wellbeing.
“We wanted this space to be multipurpose, offering more than just lights and visual stimuli,” she said.
“It’s about helping kids regulate their emotions, develop skills, and engage in both academic and sensory activities.”
The sensory room is equipped with an array of features designed to cater to the diverse needs of students.
From bubble machines to fibre optic lights, the room offers calming visual and auditory experiences that support emotional regulation.
Some students, Sarah Leigh noted, find comfort in the rocking chairs that provides a calming input, and are also drawn to the rhythm and vibration they provide.
“It’s about figuring out what
works best for each student,”
Sarah said.
“One of the standout features of the sensory room is the interactive floor, which offers various games to develop social skills like turn-taking and coordination.
“Games like soccer are particularly popular, and they’re not just fun — they teach essential skills like waiting your turn, winning, and losing.”
For students, the room isn’t just a space for relaxation; it’s an environment that fosters social and academic development in an engaging way.
The room also boasts interactive panels that offer soundbased and colour-matching activities, allowing children to explore cause and effect and develop cognitive skills.
Ideal site selected
The opening of the first stage of Banmira Specialist School marks a major milestone in the re-purposing of all former secondary school sites for community and education purposes.
Banmira occupies the footprint of the former Wanganui Park Secondary College and its welcoming courtyard and
concrete foundations have been built into the junior school’s modern design and specialist learning spaces.
The site retains plenty of space for completion of stage two, which will see senior students relocate to the new site.
Wanganui Park Secondary College was left vacant with the merger to former Greater Shepparton Secondary College (GSSC), along with McGuire College and the former
Mooroopna Secondary College.
As well as a new school, the Wanganui site also houses:
• The Visy Centre gymnasium and sports oval, managed and renovated by Greater Shepparton City Council in a joint use agreement with the Department of Education
• Scouts and GV Woodworkers buildings for multi-purpose community use.
These panels are part of the school’s ongoing efforts to make the sensory room a purposeful and functional space that serves both students and teachers.
Teachers are encouraged to integrate sensory activities into academic lessons, creating an inclusive learning experience.
During lunchtime, the sensory room becomes a sanctuary for students who find the playground overstimulating.
“We try to be selective about who comes in, giving vulnerable kids a space where they can calm down,” she said.
“It’s especially helpful for kids who struggle with the sensory overload in the yard.”
With a timetable in place, students can visit the room multiple times a week, either
for sensory exploration or academic enrichment.
For some, it’s a chance to simply play and enjoy the space, while for others, it’s an opportunity to enhance their skills in a safe, supportive environment.
“We’re so lucky to have such a fabulous space,” Sarah said.
“The kids get a lot of enjoyment out of it, and just having a purpose-built space makes a huge difference in how they function within the school.”
The sensory room at Banmira’s Junior Campus is truly a transformative space, helping students not only to regulate and relax but also to engage, learn and thrive.
– Kelly Lucas-Carmody
Caine James loves his time in the sensory room.
Occupational therapist Sarah Leigh with Khyree Kaundun.
Khyree Kaundun is learning so many new skills.
Teaching beyond words
Sarah Barrington has always been drawn to roles where she can make a difference in people’s lives.
As an educator at the senior campus of Banmira Specialist School, she brings dedication, warmth and a deep understanding of the needs of her students.
Banmira Specialist School is a place where every student is given the tools and support to thrive, no matter their abilities or challenges.
Sarah and her colleagues work tirelessly to create a nurturing environment where learning is tailored to each child’s unique strengths.
Sarah initially joined Banmira Specialist School as a relief teacher before stepping into a full-time teaching role in 2023.
She now teaches a class of 10 students, guiding them
through key developmental milestones with patience and encouragement.
A key aspect to her approach is the use of Key Word Sign to facilitate communication and connection.
“Sign language has been such a powerful tool in our classroom,” Sarah said.
“It allows students who struggle with verbal communication to express themselves and feel truly heard.”
Understanding that verbal communication can be a challenge for some students, Sarah and her team incorporate sign language and other visual cues into their daily routines.
This ensures that every child feels heard and understood, fostering both confidence and independence.
Beyond sign language, Sarah and her fellow educators embrace creativity to engage
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students in learning.
From hands-on sensory activities to interactive storytelling and music, they find innovative ways to make lessons accessible and enjoyable.
They also incorporate movement-based learning, outdoor education, and structured play to help students develop social and motor skills.
Whether it’s using art as a form of self-expression or technology to enhance learning experiences, their goal is always to meet students where they are and help them grow.
“We’re constantly looking for new ways to connect with our students,” she said.
“Every child learns differently, and it’s our job to make learning an exciting and meaningful experience for them.”
Her passion for her work shines through in everything
she does.
She believes that every child deserves the opportunity to reach their full potential, and she is committed to making that belief a reality at Banmira Specialist School. Through patience,
creativity, and a strong sense of community, she continues to inspire those around her, ensuring that her students feel valued, supported and empowered every day.
– Kelly Lucas-Carmody
Congratulations to Banmira Specialist School on the opening of your amazing new campus and facilities. Compusult proudly teams with Banmira Specialist School providing managed and supported phone and communication systems.
Sarah Barrington’s passion for her teaching shines through. Photo: Megan Fisher.
Empowering students through real-life skills
Coffee Shop and Mini Woolies programs provide invaluable skills.
At Banmira Specialist School, two innovative programs are providing students with invaluable skills that not only support their learning, but also prepare them for life beyond school.
The Coffee Shop and Mini Woolies programs are designed to help senior students build practical abilities, while fostering independence, social skills and a sense of responsibility.
Coffee Shop
The school’s Coffee Shop program, led by senior school students under the guidance of teachers, offers students hands-on experience in a café setting.
“Our goal is to equip students with real-life skills that they can use when they leave school,” Assistant Principal for Wellbeing, Inclusion, and Allied Health Georgia Bell said.
“Whether it’s making coffee or managing orders, the skills they develop here are transferable to many workplace environments.”
Students take on various roles — running the register, making coffee, delivering orders, and even handling money — allowing them to practice essential life skills in a structured, supportive environment.
“It’s amazing to watch them work together as a team, almost like a real café,” she said.
“The program operates three times a week, with students reflecting on their progress and improving with each session.
“Several students have even gone on to secure employment in cafés, showcasing the lasting impact of the program.”
Mini Woolies
The Mini Woolies program, introduced last year, mirrors the layout and functions of a real supermarket.
Students purchase items for the school’s cooking program, practice using cash registers, and learn about money exchange in a safe, familiar space.
“It’s a wonderful opportunity for students to practice skills like budgeting, making purchases and handling cash,” Georgia said.
“When they are ready, these skills can be transferred to real-world shopping experiences.”
The collaboration with Woolworths allowed the school to set up a functional mini supermarket, complete with uniforms and cash registers.
“After seeing information about the Mini Woolies stores, we applied for the program and were successful, it’s been a fantastic addition to our curriculum,” she said.
“The students really enjoy it, and it gives them a sense of pride to see their orders come to life each week.”
– Kelly Lucas-Carmody
Indi McCabe-Jackson and Jazmyn Ponting serving up some coffees.
Brodie Ardley-Fitzgerald ready at the checkout.
Cooper Wade helps out in the cooking area.
Xavier Van Taarling making delicious drinks.
8 Banmira Specialist School 2025
Right school makes a difference
Amy Dann was consumed with worry about her four-year-old son Louis.
Mainstream childcare and kindergartens were simply impossible to get into due to his severe disability, which stemmed from a rare genetic disorder that caused global developmental delays and low muscle tone.
Running out of options, Amy feared Louis would be left behind.
“We found ourselves at Banmira Specialist School through their Early Education pathway,” she said.
“We were apprehensive because we hadn’t had a great experience trying to get him into a typical kinder, and he has really high needs.”
To the parents’ surprise and relief, the experience vastly differed from what they had encountered in traditional settings.
“As soon as we came here, we felt like we found our people and our space,” Amy said.
“The staff treated him like
Louis — they were super inclusive and genuinely happy to have him.
“Nothing was too difficult, and that’s continued on in his schooling.”
Louis is now a happy seven-yearold attending the junior campus at Banmira.
His learning plans are individually tailored to his needs, and over time, Amy has been in awe of his progress.
In fact, some nonverbal skills his parents had been developing for years were rapidly forged within just a few months of Louis working with his teachers.
“In the early years, we were trying to work out what he likes and doesn’t like off different cues,” Amy said.
“We started seeing him reaching out for things, even just to touch us when he wanted something.
“He’s become very intentional with his movements and very clear with what he wants to communicate, and we think that’s all the school and the teachers doing — they just put so much work in.
“He has also become so much more social … as soon as I wheel him into the front doors, he’s smiling.”
Louis’ success in the classroom is communicated to his parents via the school app, conversations at pick-up
time, and his report cards.
Upon receiving his first report card, Amy worried it would not be pleasant to read, highlighting all the things her child could not do.
Little did she know, it was one for the refrigerator.
“It says, ‘Louis does this, and he’s done that’, and ‘We’ve seen him progress with this and this’,” she said.
“It’s so nice to see it put on paper, all the things that he’s been able to achieve.”
There are big and small victories in the parenting world.
For the Dann family, Banmira was a huge win.
“We can’t speak highly enough of the school,” Amy said.
“For people like us whose child has such high support needs, leaving him with other people is a really big deal, but my husband and I never worry when we leave Louis.
“He’s so well cared for and supported, the staff are incredible, and the new campus is a huge bonus.”
– Taylah Baker
Mum Amy Dann with sons Isaiah, 3, and Louis, 7. Photo: Megan Fisher.
Transforming education with passion
For Georgia Bell, education is more than just a career — it’s a passion embedded in creating opportunities for students with diverse needs.
Assistant Principal – Inclusion, Wellbeing and Allied Health
Georgia Bell has dedicated her career to fostering supportive learning environments that empower students and staff alike.
Her journey from Verney Road School to the newly established Banmira Specialist School is a testament to her commitment to student wellbeing and inclusive education.
Reflecting on her time at Verney Road, Georgia speaks with warmth and appreciation about the school’s impact.
“Verney Road has been such a special place for me, and I’ve been incredibly fortunate to work alongside some of the most passionate and dedicated educators,” she said.
“The students there have taught me so much about resilience and the importance of a nurturing, structured environment.”
With the establishment of Banmira Specialist School, Georgia has taken on a pivotal role in ensuring a smooth transition for both students and staff.
Her primary focus remains on wellbeing and inclusion, ensuring that every child receives the support they need to thrive.
“Banmira is in an exciting new chapter,” Georgia said.
“We’ve worked tirelessly to create a school culture around respect, inclusion, and personalised support for our students, and I am very excited to see how this continues to grow.”
A key part of Georgia’s role is supporting the leadership team responsible for implementing School-Wide Positive Behaviour Support (PBS), a framework designed to meet the diverse needs of students.
Some of these include improved student behaviour, creating a positive school culture, and enhancing the overall academic and social outcomes of students.
It focuses on setting clear expectations, teaching appropriate behaviours, and reinforcing positive actions across entire school community.
“PBS is essential in creating a structured, positive learning environment,” she said.
“It’s about setting clear expectations, reinforcing positive behaviours, and ensuring students feel safe, valued and understood.”
She collaborates closely with leaders and co-ordinators to embed PBS strategies into daily routines, ensuring that staff have the tools and guidance needed to support students effectively.
“Our approach is not just about managing behaviour — it’s about fostering meaningful relationships and helping students develop the skills they need to navigate the world with confidence.”
What’s your favourite place at school?
Beyond PBS, Georgia also works with allied health professionals to integrate tailored support programs into the school’s curriculum.
This ensures that students receive holistic care, addressing their academic, social and emotional needs in a co-ordinated manner.
As Banmira Specialist School continues to grow, Georgia remains committed to advocating a culture of belonging and support.
“It’s an honour to be part of this journey,” Georgia said.
“Seeing the difference we can make in students’ lives is what drives me every day.”
With her passion and expertise, Georgia Bell is helping shape an educational environment where all students — regardless of their challenges — can reach their full potential.
– Kelly Lucas-Carmody
Bella Briggs, 10 In the sensory room because of the soccer map.
Elijah Langman, 7 I like everything.
Mason Turner, 12
My favourite place is being on the spinning wheel.
Jenny O’Shea, 6 I like the lights in the sensory room.
Aliyah Price, 6 I love the trampolines.
Assistant Principal – Inclusion, Wellbeing and Allied Health Georgia Bell.
Photo: Megan Fisher.
Sarah’s focused on inclusive services
To misquote Leo Tolstoy, each complex family is complex in its own way.
“Wanting to work with families who have lots of complexities and wanting to help in any way that I can … that’s what made me want to be a social worker,” Sarah Keenan said.
For four years, Sarah has held this role at Banmira Specialist School.
Splitting her time between the junior and senior campuses, the social worker’s responsibilities vary daily in the wellbeing team’s delivery of a “wraparound service”.
Sarah coordinates these services to remove barriers for families with children with additional needs, pooling
resources with external community organisations like FoodShare and Foodbank.
“We give hampers out to families needing extra help with food and other essentials,” she said.
“For families that cannot come to school to pick up items, we deliver, and that also allows us to touch base with them.”
Yes, there are delivery drivers at Banmira, but did you know there is also a doctor in the house?
Part of Sarah’s role is coordinating the school’s paediatric clinic, an initiative of the Neighbourhood Schools program.
“If things out of clinic times happen, there is access to a paediatrician who can write a script or offer advice, which is huge for our families,” she said.
At the senior campus, Sarah’s tasks expand to include general counselling, working alongside a mental health practitioner and psychologist.
Then there are practical matters like helping families secure the appropriate Centrelink payments and navigating NDIS funding.
She does it all — and boosts others’ confidence in her while she’s at it.
“It’s about being proactive,” Sarah said.
“It’s also about being aware of what’s going on for families and making sure they know we are always there for them — we’re in the car park at pickup and drop-off times to talk to, we introduce ourselves at events.
“Often trust can take a really long time to build with our families,
particularly if they have tried to access services before and people have come and gone from their lives.
“But over time, we’re building trust and rapport.
“We know the relationships at the school make a really big difference in the kids’ lives.”
Asked about her hopes for the children she works with as they grow up, Sarah paused for a moment before giving a poignant answer.
“I hope they all live as independently as they can and as happily as they can,” she said.
“We want to set them up for life, to have great experiences and relationships, and to go on to be really great adults.”
– Taylah Baker
Specialist School
From the Lighthouse Team, congratulations to Banmira Specialist School on the completion of the Junior School Campus.
We appreciated the opportunity to tour the amazing new build and we thank you for providing quality educational facilities to the Greater Shepparton region.
Social worker Sarah Keenan coordinates many services.
Photo: Megan Fisher.
Scuba diving? No, life had other plans
Tiffany Aab is used to braving new depths.
Before becoming a teacher at Banmira Specialist School, she spent much of her adventurous life around water, starting with her enlistment in the Navy.
“When I was in the Navy, we did supply runs to the Northern Territory, mostly Darwin and Townsville, and I fell in love with Australia,” Tiffany said.
“When I got out, I initially planned to come here on a working holiday visa and teach scuba diving.”
The desire to kick her legs, dip her head into the big blue, and reach the sea floor was put on hold, however, when Tiffany discovered there was some kicking going on inside her.
“I found out I was pregnant,” she said.
“Can’t really teach scuba diving or be on a working holiday visa, so life went on a different path.”
Taking the plunge into motherhood instead, she dedicated herself to understanding her son and his autism, taking child development courses and shadowing him at school.
In her quest for knowledge, Tiffany discovered a natural affinity for teaching.
“I fell in love,” she said. Her teaching experiences spanned from California to Abu Dhabi before she returned to the States to open a private school in a mental health treatment facility in Las Vegas.
The job was “all-consuming” and Tiffany wanted to take a step back for her own wellbeing.
“There was no work-life balance – it was just work, work, work with a sprinkle of life,” she said.
“I thought I’d put my resume in (for a teaching position in Australia) and see what happens.”
Parting with her son, now 22, she said she felt he needed a gentle nudge towards becoming more independent.
With her military retirement providing financial support, he has the freedom to explore his own path while still having a safety net.
As for Tiffany, she applied to several schools, ultimately choosing Banmira for its alignment with her values –and she couldn’t be happier with her decision.
“I couldn’t have asked for a better employer,” she said.
“They care about you not just as a teacher but as a person.
“Yes, they want you to do your job, but they also want to support you to ensure you’re the best version of yourself for the students.”
Going from the fluorescent lights of the Strip to smalltown life in Australia has certainly been a big change for the educator.
Yet, Tiffany’s bright outlook has remained the same.
“I came with an open heart and an open mind, and I haven’t regretted it – but it took me a while to get used to Australian English,” she said.
There is one thing that she cannot get used to.
“The bins – you guys have way too many bins,” she said.
“They really want what’s best for the kids, and there’s a lot of care and passion here for kids with disabilities and people in general.
– Taylah Baker
Tiffany Aab’s life changed in a different direction from the Navy to teaching. Photo: Megan Fisher.
They know by heart teaching is their calling
Georgia Walton and Taylor Baldi spent some time in the discomfort of the unknown.
They grappled with career uncertainty and felt mounting pressure to decide, as many high school graduates do.
In their transition to the world of work, both women completed traineeships at Banmira Specialist School, formerly Verney Road School, before one ventured into nursing and the other began a degree in health science.
But like orange juice and toothpaste, it just wasn’t right.
“I enjoyed helping people, but nursing wasn’t for me,” Taylor said.
Neither of them had imagined working in education, especially in a setting focused on supporting students with additional needs, yet the more they came to know
the school, the more of its resourceful spark they absorbed.
So, they stayed.
“We were both trainees here, and we’ve been here ever since … what does that tell you?” Georgia said.
It tells us that Georgia and Taylor found their calling.
Now pursuing degrees in education, Taylor majors in Early Childhood and Primary, while Georgia focuses on Secondary Teaching at La Trobe University.
The former school Principal also provided her own dose of wisdom, encouraging the pair to take on roles as Education Support (ES) staff at Banmira’s Junior Campus through the Support to Teach program.
This government initiative allows students to earn paid employment while completing their teaching qualifications.
“It was enticing, and we thought the school wouldn’t have brought it up if they hadn’t felt that we could
manage the study load and workload … they believed in us,” Georgia said.
Georgia and Taylor keep a packed schedule at Banmira, assisting students with their daily routines, helping them settle in, engaging in classroom tasks, and taking them outside for movement breaks when needed.
They have impressed as ES staff, and some of their students have impressed them in return.
“This one student, I adored him,” Taylor said.
“I was able to form a great relationship with him, and slowly, he started saying a few word sentences, and by the end of the year, he was able to read his book.
“It was really nice to see him progress and know that a lot of that was my doing because we had such a great relationship.
“This was back in my traineeship, but he still stands out a lot to me.”
Five years later, Taylor is still at Banmira.
What’s your favourite thing to learn at school?
My
Seven years later, Georgia is still there as well.
Both individuals described their experience of working at a school while studying education as a “massive advantage”.
“If I were to go into university fresh out of Year 12, I would have struggled a lot without this real-life experience and knowledge,” Taylor said.
“I recommend it to any student if they have the opportunity to do it,” Georgia said.
Although plans are afoot for a future with freshly obtained degrees and teaching as early as next year, Georgia and Taylor still face some unknowns — only now, it feels exciting.
“At Banmira, we love the unpredictability of it all and that every day is not the same — it keeps us on our toes, really,” Georgia said.
“And the kids, they’re beautiful.”
- Taylah Baker
My favourite part is when we get to go walking on the
I really like to read, so my favourite is English.
Jhett Brennan, 12 PE – especially when we play hockey.
Mohammad Alhilfi, 14 English, maths, PE, music, and art.
Felicity Ibbotson, 14
favourite thing about school is Lumi, the therapy dog.
Rakeem Briggs, 17
track during PE.
Eliza Adams, 16
Georgia Walton and Taylor Baldi have found their calling.
Banmira Specialist School
Teacher faces tough tests in her mission to make a difference
A family that was hard on its luck withdrew their teenage daughter from her first year of high school so she could work and help support them.
As an Australian, this is difficult to fathom, but in South Africa, it is a common practice.
And it is where Vasantha Govender’s story begins.
“We were extremely poor,” she said.
“My grandparents were of the opinion that you only needed education to a certain point, and thereafter, you would need to go out and work to support the family.
“Working and literally earning $5 a week put me in a mindset that I wanted to finish my education.”
Only after getting married was Vasantha able to complete her high school studies, and in doing so, a realisation took root: the education system had to change.
“The best way to change it? Because I was so inspired when my teachers schooled me, I went down the path of ‘Okay, what can I do to become a teacher?’” she said.
“I didn’t want people within my community ever to think that education has to stop because of your circumstances.”
Vasantha is living proof that education is always attainable, even in adversity.
Perhaps that’s why she is such a good fit for Banmira Specialist School.
Vasantha arrived on Australian shores in
RIKKIE-LEE
December 2023, initially teaching at a school in Melton West before taking a position at Banmira.
“I must say, coming here was a really daunting experience, but it’s been absolutely amazing,” she said.
“The staff are something out of a playbook, they are so supportive, and the school has an amazing system that welcomes new teachers and makes them feel valued.”
The educator is driven more by mission than money.
Unfortunately, money makes the world go round — and it’s contributed to her family’s stagnation.
Navigating the Department of Home Affairs has been met with a maze of dead ends, barring her husband and sons
TYRRELLMP
from joining her in pursuit of a better future in Australia.
“That’s been the hardest part — not having that family support,” Vasantha said.
“It is an expensive trip to Australia alone, and when you take in all of the visa requirements and medicals you must do at your own cost, it becomes too much.
“I can’t live in a country for another few years without my family, it would be a case of me walking away, which is the hardest thing I will have to do.”
Faith in her future in Australia is crumbling, yet Vasantha remains a pillar of Banmira, dedicating herself to her students’ learning and keeping her spark for educating alight.
“My passion is to get some education out to these kids … I want to make a difference,” she said.
Congratulations to the staff, students and families of the Banmira Specialist School on the opening of their
– Taylah Baker
Teacher Vasantha Govender is determined to make a difference.
Photo: Megan Fisher.
From parent to school council president
Di Steven’s journey with the school council began nearly a decade ago when a teacher recognised her potential and encouraged her to join.
“I hadn’t really considered joining before, but when I was approached, I thought, why not?,” Di said.
“It’s been a great way to be involved in my child’s education and contribute to the school community.”
With her son enrolled at the school since the age of two, she had a deep connection to the school community and a vested interest in its growth and development.
Over the years, her involvement deepened, leading her to take on the role of school council president in 2019 when her predecessor stepped down.
Now in her fourth year as president, Di continues to lead with dedication and a passion for the school’s progress.
The school council plays a vital role in shaping the institution’s future, tackling operational challenges and planning for long-term improvements.
Consisting of school representatives, community members, and parents, the council collaborates on various issues, including financial decisions, curriculum adjustments and infrastructure development.
One of the most exciting projects Di has been involved in is the establishment of the new school campus.
“Seeing the kids’ faces light up when they first walked through the doors was just incredible,” she said.
“It made all the hard work worth it.”
The expansion has not only improved the learning environment for younger students, but also provided older students with a more structured and spacious setting on the existing campus.
Beyond the day-to-day responsibilities, Di also
participates in finance meetings, working closely with the business manager to ensure sound financial decisions that benefit students and staff alike.
“It’s not just about budgets and numbers,” Di said.
“It’s about making sure every dollar we spend is
working to create the best experience for our students and teachers.”
She takes great pride in the school’s ability to provide a supportive and nurturing environment, fostering an atmosphere where students are encouraged to reach their own unique goals.
Looking to the future, Di reflected on what lies ahead as her son nears the end of his time at the school.
“When he finishes, it’ll be a big transition for me,” she said.
“The question will be how I step away from a role that I’m so deeply passionate about.”
As she looks towards that day, Di remains fully committed to ensuring the continued success of the school and the community she’s been a part of for so many years.
–
Kelly Lucas-Carmody
School council president Di Stevens has been actively invested in supporting the school.
Photo: Megan Fisher
Banmira Care in a class of its own
A group of students hang at the gate, bouncing from foot to foot.
With the same pent-up anticipation as one might feel standing at the front barricade of a Taylor Swift concert or a grand final that could break their team’s drought, they wait to enter Banmira Care.
Banmira Care, a branch of Banmira Specialist School, is a fully governmentfunded high-intensity Outside School Hours Care offering a lifeline for families who struggle to access mainstream care.
“We provide a caring, nurturing environment that allows kids to engage in leisure activities as they want,” manager Lauren Daws said.
“They can play and just be kids after school.”
Samuel Taya and Jhett Brennan enjoying some physical activity.
Despite only launching this year, 15 students aged five to 18 have thrived in the space.
Congratulations on the new campus!
They have ridden bikes, played games, crafted, role-played, cooked, and engaged in outdoor activities like water play.
It’s a hearty offering, and it’s not done without a meal to match.
Providing nutritious food is a key aspect of the service, with staff working closely with parents to create a menu that caters to each child’s individual tastes.
“We try to individualise our program as much as we can,” assistant manager Jessica Benton said.
“It is very much guided by what the kids like and would like to do; if they’ve got an idea, we’ll work with them to bring it to life.”
Many staff members are school personnel who work with students during the day, ensuring continuity of care and
a smooth transition from school to the service.
For this reason and more, Banmira Care has been widely praised by parents and children alike.
“Many parents have seen a big change in their children already and expressed thanks for the difference this service has made in their lives,” Lauren said.
“Kids who were once reluctant or nervous, now feel like the space is their own – they’re making it their own and contributing to it, which is really special to see,” Jessica said.
Banmira Care is available to all students at Banmira Specialist School, with a capacity of up to 24.
Interested families can contact the school to enrol their child.
- Taylah Baker
Congratulations
The McPherson Media Group would like to congratulate Banmira Specialist School teachers, staff and students on celebrating Banmira’s Milestone Moment, and thank them for the opportunity to produce this publication.
If the McPherson Media Group can help you celebrate your business or event, please call us on 5820 3157.
Hamish Johnson-Campbell and Jhett Brennan having a ball.
Flynn Newman making a colourful creation.
Hub created to support families
For parents and caregivers, finding a strong support network is invaluable — especially when raising a child with additional needs.
At the Banmira Specialist School Junior Campus, the Parent Hub is designed to provide a welcoming and supportive space for families within the school community.
Open on Tuesday and Friday mornings for about 45 minutes, the hub offers parents the chance to connect with staff, engage with guest speakers and access valuable resources.
“It’s about having that time to just sit, have a cup of tea, a biscuit, and a chat,” family engagement officer Danielle Humphreys said.
“If you’ve had a rough week, it’s nice to come in and unwind.”
The hub regularly hosts guest speakers from organisations such as Carers Victoria, Playgroup Victoria, and FamilyCare, offering parents access to expert advice and additional support services.
“We also have NDIS support services drop in from time to time,” she said.
“Even if they just leave brochures, it’s great to have that information readily available for families who need it.”
Beyond professional resources, the hub fosters a sense of community.
Many parents form meaningful relationships with others who share similar experiences, helping to alleviate the isolation that can come with being a caregiver.
“It can be quite isolating sometimes,” Danielle said.
“This space allows parents to connect, share experiences and support one another.”
Parents are encouraged to bring younger children along, with toys and activities available to keep them entertained while staff engage with families.
“Our staff play with the kids so that parents can really relax and focus on the conversation,” she said.
The Parent Hub is designed as a meeting place to support the school’s families.
“It’s all about making them feel comfortable and supported.”
In addition to its scheduled sessions, the hub is available whenever families need extra support.
Whether it’s for a one-on-one conversation or accessing resources,
the space remains flexible to meet the needs of the school community.
“The Parent Hub is here to make life a little easier for families,” she said.
“We want parents to know they’re not alone — we’re here to help in any way we can.”
Established
Building a legacy
The evolution of Verney Road School.
Prue Dobson played a pivotal role in Shepparton’s Verney Road School, serving as Assistant Principal from its formation in 2001 until her retirement in 2017.
Now, with the help of Geoff Allemand and Peter Matthews, she is documenting the changes she has witnessed in a book set for publication later this year.
Here is a brief timeline of some of the information her book will include, highlighting the incredible history and impact of Verney Road School on students, staff and the wider community.
VERNEY ROAD SCHOOL
Formerly Graham St Special School and Goulburn Special Developmental School.
Graham Street Special School (GSSS)
In early 1978, the Minister for Special Education made the statement that a special school for intellectually handicapped children was to be established in Shepparton.
The first stage commenced in Term 2, 1978, and was temporarily housed in the Hayes Street Special Education Unit building.
The second stage was expected to commence in
Term 3, 1978, but due to inclement weather, this did not happen. (It eventually happened in 2002 with the move to Verney Rd.)
In February 1979, they moved to the Graham St site with 30 children and seven teachers and were housed in eight relocatable units.
The overall aim of the school was to equip each child with sufficient skills so that he or she would be able to adequately cope with present-day society.
In order to achieve this, a survival reading vocabulary became an integral part of the school curriculum.
Goulburn Special Developmental School (GSDS)
In 1980, the Shepparton Special Developmental School was established at the GV (adult) Centre in Bowenhall St, Shepparton.
They had 39 students — 27 full-time and 12 part-time. They occupied three classrooms and, due to crowding, had to rotate days they attended.
After nine months, an additional two portable classrooms, an office, and a staffroom were placed on a vacant block over the road.
The school section of the GV Centre was taken over by the Department of
Education in 1983, and they moved to Gowrie St to a specially designed school and became the Goulburn Special Developmental School (GSDS).
The GV Centre also had an Early Education Program (EEP) that became part of the new GSDS — one of only 14 in the state.
This has been an important part of the GSDS and also Verney Road School.
This program has developed and become an integral part of the Early Childhood Services offered in the Shepparton district, with families travelling long distances to attend.
Verney Road School (VRS)
In 1996, the “Shepparton Special Education Working Party” was formed with representation from both GSDS and GSSS councils and the Goulburn North East Region Office to look at special education issues in the area. They met regularly throughout 1996.
GSSS had dwindling student numbers due to the government push for integration and not enough funds to provide the programs needed.
The GSDS had continued to grow in student numbers and had serious duty of care issues due to limited space.
In 1997, the school communities met to discuss
the issue of a possible merger. Feasibility studies were done and architects appointed, and a master plan created to redevelop the old North Technical School site.
In 1999, GSDS and GSSS merged and officially became Verney Road School, with the two campuses — Gowrie St and Graham St. They had hoped to be in the new school during 2000, but at the last minute, it was discovered that the buildings had white ants and were in too much disrepair to renovate. Therefore, it was to be bulldozed, and the architects went back to the drawing board to start again. It seemed unfortunate at
the time, but it was to the school’s advantage in the end, as a purpose-built school was designed.
The building was completed in time for everyone to move in just before the end of the 2001 school year.
There were 12 classrooms, a library, art room, home crafts room, music room and multipurpose room.
The total cost of the school was $3,185,874.
The government contributed $2,867,412, and the school contributed $385,416 to the buildings (two extra classrooms, a sensory room, PMP room, spa and disabled toilets) and $218,000 to equip and establish the grounds.
Meet Lumi: Our beloved therapy dog
As the saying goes, a dog is a man’s best friend.
That said, for the senior campus students at Banmira, Lumi is everyone’s best friend.
Lumi, a four-year-old Maremma, attends Banmira’s senior campus twice a week — on Tuesdays and Fridays — accompanied by her owner, Marli Kelly, who is also the school’s Occupational Therapist and Mental Health Practitioner.
Initially, Marli brought Lumi to school simply because she was an adorable white puppy and thought the students
would enjoy her visit.
However, what was meant to be a one-off visit, quickly turned into something much more.
“Who doesn’t love a puppy, especially a cute, fluffy, white one?” Marli said.
“She was an adorable little snowball. But when she instinctively gravitated toward a student struggling to regulate her emotions, I watched in amazement.
“Within minutes, Lumi helped calm her, and that’s when I knew she was truly special.”
Marli understands firsthand the challenges some children face in managing their
emotions and behaviours.
Seeing Lumi provide a sense of safety and emotional regulation so quickly, she knew she had to approach the school to make Lumi’s presence official.
“We did a five-day course with K9 Support in Benalla to make it all official,” she said.
“They had to ensure she could interact with strangers, follow basic obedience commands, sit and stay for long periods, and remain calm in different situations.
“There were lots of things to pass, but she did it and was certified in July 2022.”
Today, Lumi is adored across
the school, and some students are even rewarded with one-on-one time with her for making good choices.
“Everyone just loves her,” Marli said.
“I have a nonverbal student who, when Lumi isn’t with me, points to the colour white, then to a picture of a dog, and finally to the day of the week she will be at school.
“That level of communication is incredible, but the love these kids have for her is truly special.”
Lumi’s gentle personality and patient nature are rewarded with pats, cuddles, and plenty of treats.
Marli said she felt privileged to be the one who witnesses first-hand the impact Lumi has on others.
“She has a special bag for school, and on the mornings she goes, she sees it and gets so excited — almost like she’s smiling.
– Kelly Lucas-Carmody
Prue Dobson reflects on decades of dedication to special education as she pieces together the rich history of Verney Road School for an upcoming book.
Providing a strong start
Early Education Program supports young learners and their families.
For families navigating the early stages of their child’s education, Banmira Specialists School’s Early Education Program offers a supportive and vital stepping stone.
Designed for children aged 2 years, 8 months up to school age, this intensive initiative provides focused support to help children develop essential skills before transitioning into mainstream schooling or continuing within Banmira.
Established by Prue Dobson, the program runs alongside regular kindergarten sessions, but is distinct in its approach.
It is an early intervention initiative rather than a kindergarten, offering small class sizes — typically six to
seven students with two to three staff members — ensuring a high level of individual attention.
“It’s a great little program,” Acting Assistant Principal Kylie Freeman said.
“Parents work closely with staff to establish goals tailored to their child’s needs, following the Victorian Early Years Learning and Development Framework curriculum.
“Our classrooms are designed to create flexible, engaging and supportive learning environments.”
While the program is open to all children, many participants have an intellectual disability or other developmental challenges.
The structure provides targeted support in key areas such as communication, sensory based learning, activities to develop motor skills, routines, toileting, building social connections and
structured play.
“Some children continue on with us, while others transition to mainstream school,” she said.
“Last year, it was about 50–50.
“It’s a wonderful program that is committed to giving each child the best possible start, empowering them with the skills and confidence for lifelong learning.”
The Early Education Program also plays a crucial role in supporting families.
Many parents are still adjusting to their child’s diagnosis or learning to navigate the challenges that come with it.
“Building relationships with families is a big part of what we also do,”
Kylie said.
“Many are experiencing grief or uncertainty, and this program helps connect them with the
right resources.”
This year, the program commenced in Term Two rather than Term One, and the demand for this program remains high, with sessions already fully booked.
Operating across multiple days, the program runs in two-hour intensive sessions, with some children attending once a week, while others participate in two sessions to prepare for school.
“It’s a solid, focused 2.5 hours,” she said.
“We really hone in on those key developmental areas to give each child the best start possible.”
As Banmira continues to grow, programs like this highlight the importance of early intervention and the positive impact it can have on children and their families.
For more information about the Early Education Program, families can contact the school directly.
– Kelly Lucas-Carmody
