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SCHOOL CONTEXT STATEMENT Updated: 06/03 School number: 1003 School name: Koonibba Aboriginal School 1. General information Part A Schoolname : KOONIBBA ABORIGINAL SCHOOL School No. : 1003 Courier : R47/3 Principal : Mrs Anne Trewartha Postal Address : Koonibba, via Ceduna 5690 Location Address : Koonibba, via Ceduna 5690 District : Eyre Distance from GPO : 808 kms Phone No. : 08 86250006 CPC attached : YES Fax No. : 08 86250005 2000 2001 2002 2003 February FTE Enrolment Primary Special, N.A.P. Ungraded etc. Reception 5.0 2.0 2.0 5.0 Year 1 1.0 8.0 4.0 2.0 Year 2 6.0 2.0 7.0 5.0 Year 3 5.0 5.0 2.0 5.0 Year 4 7.0 6.0 6.0 2.0 Year 5 5.0 10.0 6.0 6.0 Year 6 2.0 8.0 7.0 7.0 Year 7 3.0 2.0 7.0 7.0 Secondary Special, N.A.P. Ungraded etc. Year 8 1.0 Year 9 Year 10 Year 11 Year 12 Year 12 plus TOTAL 35.0 43.0 41.0 39.0 July total FTE Enrolment 44.0 48.0 48.0 Male FTE 24.0 20.0 23.0 Female FTE 20.0 28.0 25.0 School Card Approvals (Persons) 51 48 48 NESB Total (Persons) Aboriginal FTE Enrolment 44.0 48.0 48.0 Note: Placement points for Complexity and (Base plus Isolation) can be obtained from the document 'Placement Points History' in the 'schools/placement' section of the 'Legal and Policy Framework Library' available on the departmental CD-ROM or web-site. Part B Deputy Principal :Not Applicable. School email address :http://email@example.com. Staffing Numbers :5.01 FTE. Current Leadership :Principal, (F). Key Teacher (converted to Coordinator for Term 2/3). Staffing :Administration 0.4 Key Teacher 2.0 Aboriginal Education 0.4 CPC 0.5 Primary Staffing 1.19 Student Counsellor 0.5 Library 0.1 Tier Two Staffing ESL 0.1 Mother Tongue 0.2 Disabilities Sup 5 hours FIR 0.1 School Support Staff 2 Permanent SSOs 1 Casual SSO 2 Casual school/community funded class based SSOs 1 AEW 1 Grounds-staff (5 hours per week). OSHC :Available within the community. Enrolment Trends :The school has a current enrolment of students from Reception to Year 7. The population fluctuates throughout the year, with a significant transient and mobile component. For this reason, enrolment trends are difficult to predict. Special Arrangements :There is an existing relationship with neighbouring schools/educational facilities including Ceduna Area School, Crossways Lutheran School, Penong/Coorabie Primary Schools, local pre schools and child care facilities (including Ceduna Toy Library). Secondary students attend Ceduna Area School. Transition arrangements for Year 7 students exist with Ceduna Area School. Community discussions indicate an increasing need to investigate ties with local TAFE providers. There is also a close liaison with the Aboriginal Education Unit, with regular visits and support from the Induction Officer and Project Officers from Enfield, as well as the regional AEW Coordinator and Project Officer who are based in Port Lincoln. Koonibba Aboriginal School is a part of the Aboriginal Schools Network. Year of Opening :1901. Public Transport Access :Not Applicable. 2. Students (and their welfare) General Characteristics :Koonibba Aboriginal School is a social justice focus school with 100% school card students, 100% Aboriginal student enrolment and approximately 30% transient and mobile student factor. We are geographically isolated. Koonibba is situated 37kms west of Ceduna, South Australia and 5kms north of the Eyre Highway. Koonibba is approximately 800kms from Adelaide. There are no public transport services available, therefore access to the Community is by private vehicle. (Pastoral) Care Programmes :Peer support programmes operate across the school. Activities such as class meetings, elective programmes, peer support, study and career sessions, health and social education form an integral part of the curriculum. Support Offered :Special Education support is available for designated students and social/literacy intervention programmes operate throughout the school for targeted students. Koonibba Aboriginal School receives funding from DEETYA (ASSPA), Country Areas Programme and Commonwealth Literacy Programme, Early Years Intervention Strategy, Basic Skills Testing and the Aboriginal Education Unit, which is utilised for support programmes for students. Student Management :Student Management has a high profile at Koonibba Aboriginal School. Students are expected to contribute to development of classroom and yard rules, and have had input into the development of School Code of Behaviour. The School is continually working with students, families and community members in trying to assist students in improving their behaviour. Student Government :Class meetings are held regularly and students are positively encouraged to conduct these themselves. Two students are elected from each class to become members of SRC, which meet regularly. Student participation is promoted and valued. SRC representatives are encouraged to attended meetings of the Aboriginal Student Support and parental Awareness Committee to provide student input. We are developing a sense of responsibility by encouraging these students to organise and facilitating, activity days, for students. Participation in the Eyre Small schools leadership group will be developed. Special Programmes :A transition programme operates between the Koonibba Aboriginal School and Ceduna Area School. The school also has a transition programme between the CPC and the Reception class, as well as a close working relationship with the local Child Care Centre. 3. Key School Policies School Vision :To ensure that Aboriginal students leave our school with the experience and knowledge to assist them in becoming skilled, aware adults of tomorrow, enabling them to actively participate within the community and wider society. This incorporates the need to ensure students have appropriate levels of literacy and numeracy to cope with the demands of everyday living and life long learning skills to cope with change effectively. Mission Statement :The core business of Koonibba Aboriginal School is to maintain and develop a supportive learning and teaching environment where staff, students and parents value the ongoing educative process. We aim to provide a safe, caring and supportive environment that fosters students’ development of skills, knowledge, experiences and self esteem. Our aim is to meet the needs of the Koonibba Community by providing an educational environment that promotes and celebrates successful achievement. We encourage our students to achieve in academic, social and physical directions by providing support structures to maximise their success. Our teaching and learning programmes provide opportunities for students to become confident and self assured independent learners who have the necessary skills to become successful life long learners. The development of a positive sense of self worth, caring and responsibility towards ourselves, others and the environment is the key principle underlying all of the school's practices. Long-term Objectives :To develop and maintain programmes to address the specific learning needs of all students, particularly in the areas of early childhood years(0- 8 years), literacy and numeracy, and post compulsory career pathways. To continue to develop teaching strategies which address the needs of all students. Through training and development, planning and the sharing of ideas and expertise, staff will form and utilise a cohesive team approach to maximise the learning potential of their students and themselves. School Development Priorities :Literacy and Numeracy across the Curriculum A focus on literacy and numeracy will be reflected by: - a strong emphasis on literacy and numeracy skill development present in teachers’ programmes in all curriculum areas - appropriate resources to promote all areas of literacy and numeracy are being utilised in classrooms - use of key teacher/coordinator position to support development of appropriate whole school programmes in these areas - support staff used to support programmes in these areas - improved skill levels evident in standardised testing of students - a whole school reading time allocation, daily where staff have been timetabled so that students can read to an adult at least twice a week. IT reading programme, has been set up with students having an individualised reading session twice a week. Setting up and levelling of readers to be used in a guided reading programme, across the school. Staff participating in T/D, Far West Literacy and Numeracy Hub, with a focus on Reading programmes. Student Behaviour Management :Appropriate student behaviour will be indicated by: - improved listening and on task behaviour - less teasing and physical responses - limited time out/take home/suspension - whole school development and usage of strategies to deal with appropriate and inappropriate behaviour - monitoring and recording of class and yard behaviour management issues - development of a student management policy to deal with “crisis” situations will be developed by staff with community input and support. Information Technology :Development of an across the school Computing programme, with all students having access to weekly formal lessons, plus experiences during other curriculum areas. Participation and competence using the Internet, and word processing. Parent/Caregiver Involvement :Parent/Caregiver Involvement indicated by: - active participation through open days, excursions, camps, electives, computer awareness raising - involvement in ASSPA and activities organised by ASSPA - Attendance as representatives at Aboriginal Schools conferences - Documentation of meetings and numbers involved. School/Community Liaison :School/Community Liaison shown: - through displays of students’ work in local Koonibba and wider Ceduna community - meetings and discussions held at Community Hall and Women’s Group - activities with community groups eg carpentry, art, craft - liaison with Sentinel and publication of school events. Recent Key Outcomes :The employment of two community members as classroom based School Support Officers has lead to an increase in the level of community involvement within the school and has had impact on student behaviour within both classrooms and the yard. 4. Curriculum Subject Offerings :Students undertake studies in all 8 curriculum areas. Literacy and Numeracy are high priorities. The school is involved in a joint project with Yalata and Oak Valley Schools in the area of ESL. LOTE focuses on the Aboriginal Languages – Pitjantjatjara and Wirangu, and is provided by a specialist teacher from Ceduna Area School (Michael Colbung). Aboriginal Studies is an important part of the curriculum and is supported by the AEW and HPIs who are utilised for specialist areas of the programme. Open Access :Not Applicable. Special Needs :Aboriginal students and students at risk are naturally a high priority for this school. A 0.6 staff member has been appointed to work with students and classroom teachers on individual, identified special needs. These needs may be emotional, behavioural, academic, and may need input from interagencies. All staff have the opportunity and are encouraged to receive training and development in catering for the particular needs of these students (APAC, TACS, ELA, Contextualising Mathematics, THRASS, Integrated Curriculum etc). There is an increasing involvement from District personnel involved with speech pathology, students with disabilities and hearing impairment. Special Curriculum Features :Students at Koonibba Aboriginal School are exposed to a wide variety of “special” curriculum relating to cultural studies and community involvement. Wherever possible, we access visiting performers and special guests to enhance and broaden student knowledge. The school is currently investigating options in relation to Enterprise and Vocational Education. Teaching Methodology :A wide range of teaching methodologies are employed at Koonibba Aboriginal School. Staff have had (and will continue to have) the opportunities to undertake training and development in a variety of areas related to methodology (eg APAC, TACS, ELA, Contextualising Mathematics, THRASS, Integrated Curriculum etc). Assessment Procedures and Reporting :Assessment and reporting takes a variety of forms and is continuous. Assessment tasks vary according to year level and student ability. Major reporting is done via home folders, which are presented to parents twice a term. Home Visits are an integral part of the reporting process. Formal and informal interviews are held at various times throughout the year. Joint Programmes :Koonibba Aboriginal School is a part of the Eyre District Leadership Group, The Far West Hub and the Aboriginal Schools Network. There is an understanding between Ceduna Area School and Koonibba Aboriginal School with relation to transition programmes for students in Year 7. There are occasions where these two schools join for special celebrations such as NAIDOC and Reconciliation Week. 5. Sporting Activities :Students at Koonibba Aboriginal School participate in a number of sporting activities including SAPSASA, Aboriginal Sporting Experience Camps, Coaching Clinics, Interschool sports activities and school based activities (swimming, aquatics, swimming carnival, sports day). 6. Other Co-Curricular Activities General :Fortnightly assemblies, Student Representative Council, Class Meetings, Electives, open days, video nights/discos, religious instruction, bush days, Homework centre. Special :Additional co-curricular activities include: Play Days, Transition Days, Peer Support days, Visiting Performers, Music Performances, Jump Rope for Heart, Christmas Celebrations, Easter celebrations, NAIDOC Week, Reconciliation Week, Mercedes College Visit, Ceduna Show Display, Christmas Concert, Cultural Awareness Week, and Crocfest. 7. Staff (and their welfare) Staff Profile :Koonibba Aboriginal School has a fluctuating staff, with a few staff changes each year. At present there are 4 teachers (including CPC) in addition to the Principal. We have a 0.2 teacher who provides LOTE and Music. In addition to teaching staff, there are 8 School Support Officers, 1 Aboriginal Education Worker and 1 grounds staff employed in various full time or part time capacities. Leadership Structure :The School has a Principal and Key Teacher positions. Staff take on additional responsibilities for curriculum areas and special events. Staff Support Systems :Staff are encouraged to work as a team, supporting one another. The school meets as a whole school weekly. Meeting regimes are determined annually. A weekly curriculum T/D meeting is held to discuss issues or inservice staff. An active PAC exists. Additionally staff are supported by and have access to the full range of DETE Personnel and Curriculum support services, in particular the Induction Officer from the Aboriginal Education Unit. All staff undertaking a position at the school is required to attend an induction programme prior to the commencement of duties. There is also an annual state conference, which involves all staff from all Aboriginal School to provide opportunities for networking, training and development and support. Performance management is based on programme supervision, in class observations and reflective reviews, and is line with the current DETE Performance Management Policy and Guidelines. Staff Utilisation Policies :Koonibba Aboriginal School funds, with assistance from the Community, 2 classroom based support services officers (all Community members) to assist teachers and students with in class support and community liaison. Koonibba Aboriginal School also provides SSO and AEW support for students with disabilities, literacy and numeracy intervention programmes and small group support in Information Communication Technology. Access to Special Staff :Koonibba Aboriginal School staff and students have access to DETE personnel such as Guidance Officers, Speech Pathologists, Attendance Counsellors, Student Behaviour Management Team members, the Interagency Referral Process, Occupational Therapists etc. Within Ceduna there is an extensive range of support services available including Family Violence Support Groups and Outreach Workers, Aboriginal Health Workers, Doctors, Nurses, visiting specialists, Family and Community Services Social Workers, Financial Counselling, Women's and Men's Health Advisers, Substance Abuse Counsellors, Police and Police Aides, Ministers Fraternal and Crime Prevention officers. 8. Incentives, support and award conditions for Staff Complexity Placement Points :1.0. Base + Isolation Placement Points :6.0. Shorter Terms :Ceduna Area School closes one day earlier at the end of each year. Travelling Time :Through negotiation with the School Principal and subject to circumstances. Housing Assistance :Partially subsidised OGEH is available in Ceduna, in a variety of sizes and styles. Cooling for School Buildings :Refer to School Facilities section below. Cash in lieu of Removal Allowance :Subject to qualifying period (7 years) Teachers (Band 1 & 2 only) receive allowance for up to 4 years. Additional Increment Allowance :After 4 years Teachers (Band 1 only) advance 2 incremental steps to maximum step 12. Designated Schools Benefits :Not Applicable. Aboriginal/Anangu Schools :Special Class Allowance. Medical and Dental Treatment Expenses :Non-metro conditions apply. Locality Allowances :Yes. Relocation Assistance :Yes subject to qualifying period. Principal's Telephone Costs :Not Applicable. 9. School Facilities Buildings and Grounds :Koonibba Aboriginal School is an R-7 school. The school consists of two stone buildings, two transportable buildings, lunch shed, toilet block, plus a large activities room (which serves as the Library and Computing Room). Water is provided from rainwater tanks and the Ceduna Koonibba Pipeline. The school has limited playground facilities. Cooling :All rooms are adequately air-conditioned, with evaporative air conditioners and fans. Specialist Facilities :The school does not have specialist facilities within the school grounds. There are provisions for joint use of community facilities but these are also limited. Student Facilities :The School Library is reasonably well resourced. Students have access to computers with on-line Internet facilities. The computers within the school are a combination of Macintosh and IBM. The school provides a limited canteen service for students. Staff Facilities :The school has limited facilities in terms of teacher preparation areas. There is a main staff area in the Administration building. Access for Students and Staff with Disabilities :Koonibba Aboriginal School has a very small number of staff, parents and students with varying degrees of physical disabilities and some improvements have been made to the school to enable access. There are still considerable changes which need to occur to enable full access to all areas of the school, including the provision of disabled toilets in both staff and student areas, should the school find itself with staff/students with severe physical disabilities. Access to Bus Transport :Bus services are available between Adelaide and Ceduna. Air flights between Adelaide and Ceduna are available on most days. 10. School Operations Decision Making Structures :The school has a number of decision making structures in place. These include, Aboriginal Student Support and Parental Awareness Committee, Student Representative Council, Personnel Advisory Committee, Curriculum Leaders, Staff Meetings and input into the local Community Council. A finance committee is being established to advise on financial decisions. Regular Publications :Fortnightly newsletters are distributed to each family within the community, to the Eyre District Education Office, neighbouring schools, Aboriginal Schools and the Aboriginal Education Unit. A School Magazine is published annually. Other Communication :Staff is encouraged to make contact with all parents of those students that they teach. Regular home visits are conducted for a variety of reasons and staff can be accompanied by the Aboriginal Education Worker. Open Days and Family Days are conducted regularly and parent involvement is encouraged on a regular basis. School Financial Position :Koonibba Aboriginal School does not currently charge parents a materials and services fee. Therefore the school relies on grants provided by DETE and other State/Commonwealth funding to operate the school. The school is reasonably well resourced and equipped and at present is financially secure and well managed. Special Funding :Koonibba Aboriginal School receives additional funding from Country Areas Programme (CAP), Commonwealth Literacy Programme (CLP) and ASSPA grants, Aboriginal Languages Programs Initiatives (ALPI), English as a Second Language (ESL), Early Years Assistance funding, Early Literacy grants, Basic Skills Support grants, Hourly Paid Instructor funding(from Aboriginal Education Unit) and Back to School Funds. In addition funding can be sought from Commonwealth sources such as AICAP (Aboriginal and Islander Careers Awareness Programme) and VEGAS (Vocational and Educational Guidance Assistance Scheme) for specific projects. 11. Local Community General Characteristics :Koonibba Mission was established by the Lutheran Church in 1901, housing a large Aboriginal population from the surrounding areas. The Lutheran Church officially ended direct administration of Koonibba in 1963. It has since handed over, to the Community, a large amount of land which it held in trust. This land forms the present Koonibba Community. Today, the community has a population of 180 adults and 85 children (0- 15 years) and is administered by 7 elected Councillors who form the Koonibba Aboriginal Community Council. A Coordinator is employed to oversee administrative processes. Employment for the majority of the people within the community is through CDEP (Community Development Employment Programme). Workers are employed for 2 days per week on tasks within the Community, such as grounds and house maintenance, Child Care, Women’s Group and Nutrition Programme. With no Post Office, banking or shopping facilities, the Community runs a daily bus service into Ceduna to enable community members to access these services. Mail and freight for the Community Council, the school and general community is collected daily and brought to the community. Parent and Community Involvement :Parents are encouraged to play a significant role in the school’s decision making processes. There is a close liaison with the Koonibba Aboriginal Community Council and the Women’s Group. The major parent body operating within the school is the Aboriginal Student Support and Parental Awareness Committee (ASSPA). Feeder Schools :Not Applicable. Other Local Care and Educational Facilities :Koonibba Aboriginal School houses a Child Parent Centre and there is also the local child care facility. The community also offers support for community members through the local Women’s Group and the Nutrition Programme. Commercial/Industrial and Shopping Facilities :Members of the Community are primarily employed through the Community Development Employment programme (CDEP). Ceduna is the major community within the area and supports a number of banks including Bank SA, ANZ and a Commonwealth Bank agency, 2 hotels, 4 motels, 4 roadhouses, a sports store, bakery, business equipment suppliers, a local newspaper, 3 supermarkets and a number of other small businesses. Other Local Facilities :Other government agencies in Ceduna include Police SA, ETSA, Telecom, E&WS, DSS, Centrelink, National Railways, ATSIC, Family and Community Services, Commonwealth Rehabilitation Services, and TAFE. Within the community, there are few services available – mostly on a weekly visiting basis from Ceduna. For the most part, the community accesses services in Ceduna. Availability of Staff Housing :Good quality housing is available in Ceduna through OGEH. Local Government Body :Koonibba Aboriginal Community Council Inc and Ceduna District Council.
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