School Context Statement - Koonibba Aboriginal School by 7ODBPL


									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
        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
        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
    Year of Opening
    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
    (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
    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
    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
       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
      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
      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
      -      development of a student management policy to deal with “crisis”
             situations will be developed by staff with community input and
    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
       -     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
       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
    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
       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
    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
    Complexity Placement Points
    Base + Isolation Placement Points
    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
    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
    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
    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
   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
   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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