Docstoc

School Context Statement Sc_Context_St

Document Sample
School Context Statement Sc_Context_St Powered By Docstoc
					SCHOOL CONTEXT STATEMENT                                                               Updated: 14/5/04



School number:                0393

School name:                  SALISBURY PRIMARY SCHOOL

1.     General information

Part A
  Schoolname             :   SALISBURY PRIMARY SCHOOL
  School No.             :   0393                                Courier   :
  Principal              :   Mr Ian May
  Postal Address         :   PO Box 361, Salisbury 5108
  Location Address       :   10 Compuda Street, Salisbury 5108
  District               :   Salisbury
  Distance from GPO      :   19 kms                              Phone No. : 08 82581335
  CPC attached           :   NO                                  Fax No. : 08 82815868

                                                       2001       2002          2003        2004
  February FTE Enrolment

      Primary       Special, N.A.P. Ungraded etc.     11.0        11.0           9.0        10.0
                    Reception
                    Year 1
                    Year 2
                    Year 3                            66.0        74.0          75.0        61.0
                    Year 4                            75.2        72.0          72.0        80.0
                    Year 5                            88.0        80.0          63.0        80.0
                    Year 6                            80.0        84.0          78.0        60.0
                    Year 7                            85.0        84.0          88.0        81.0

      Secondary     Special, N.A.P. Ungraded etc.
                    Year 8
                    Year 9
                    Year 10
                    Year 11
                    Year 12
                    Year 12 plus

      TOTAL                                          405.2       405.0         385.0      372.0

  July total FTE Enrolment                                       407.2         397.0    390.0
      Male FTE                                       232.2       218.0         204.0
      Female FTE                                     175.0       179.0         186.0
  School Card Approvals (Persons)                                               208
  NESB Total (Persons)                                  42         37            39
  Aboriginal FTE Enrolment                             17.0       14.0          13.0


   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.


f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                                        Page 1
Part B
      Deputy Principal’s name, if applicable
         Wendy Hartley-Brammer
      School e-mail address
         wendyhb@salisr7.sa.edu.au
      Staffing numbers
         Leadership positions         1.5
         Tier 1 allocation           16.4
         Tier 2 allocation             3.5
         Early childhood
         Co-ordinator                   .4
         Resource Centre               1.0
         ESL                            .53
         FIR                            .72


      OSHC
         There is an excellent program of before and after school care for students
         attending Salisbury Junior Primary School. A vacation care program is also
         offered during holidays. The OHSC is housed in a safe, central and
         recently upgraded unit and has car parking and play equipment nearby.
        Enrolment Trends
         Numbers of children who attend the school have remained stable for
         several years. The Junior Primary section October enrolment is
         approximately 230 and the Primary is approximately 400.
      Year of Opening
         The school was established with the Salisbury District in 1877. It was
         relocated to it’s present site in the 1970’s.

2.     Students (and their welfare)
      General Characteristics
         On site are two schools, R-2 and 3-7, that work closely together. Total
         enrolment is approximately 600, comprising 10 Junior Primary classes and
         13 Primary. On site is a Primary Special Class.
         The school has approximately 50% School Card recipients, 16% NESB
         and 4% Aboriginal students. The school has been classified as
         disadvantaged 3.
      (Pastoral) Care Programs
          A caring and supportive environment is developed by a consistently
          implemented and developmental Behaviour Management Policy. The
          schools use trained Year 6/7 Peer Mediators. All students have been
          trained in Stop, Think, Do. The schools are implementing Program
          Achieve.


f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                          Page 2
      Support Offered
         The schools operate a number of programs to develop a success
         orientated learning environment. Special education options are available,
         guided by student review teams. In addition, ESL and Aboriginal learning
         programs exist. There is one Special Education class (Primary).
      Student Management
          Salisbury Junior and Primary schools are noted as schools that have
          successful behaviour management procedures and policies.
          Across campus R-7 strategies have been established which include
          positive play and peer tutoring.
          Since 2002 a 1.0 R-7 School Counsellor has been appointed.
          Grievance procedures are in place for staff and students.
          The schools use a Logical Consequences Policy in line with DECS
          guidelines.
          The schools have been active members in the Quality Schools Project. As
          part of this involvement, a Values Project has been developed along side
          our Aim High ethos. A wide consultative process formulated these 5
          Values: Respect, Persistence, Co-operation, Achievement,
          Fulfilment
          Peer Mediators are used throughout the schools. All children are trained in
          Program Achieve and STOP, THINK, DO.
      Student Government
          All teachers support student class decision making.
          All classes conduct class meetings. This feeds into the S.R.C. which has
          two representatives of equal gender from each class. Student forums are
          utilised to develop school projects and policies.
      Special Programmes
         Junior Primary Fun Start (co-ordination)
         Peer Mediation
         Special Class Primary
         ESL Programs
         Choir
         Music – guitar / keyboard / violin
         Year 3 / 4 recorder
         Active for Life / SAPSASA
         Year 6 / 7 Arts Program

3.     Key School Policies
      Partnerships Plan or Statement of Purpose
         Site Learning Plan: focuses on three areas – Information Technology,
         Curriculum Mapping and School Counselling


           SCHOOL COUNSELLING 2002-2004
           ATTENDANCE
           Objective                 Strategies
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                        Page 3
           To increase time at        Data collection of punctuality and attendance
           school                      patterns
                                      Established of late passes
                                      Award certificates for full attendance
                                      Parent information
                                             - newsletters
                                             - workshops
                                             - follow-up phone calls and letters and
                                                 diary notes
                                      Liaise with attendance officer


           SOCIAL EDUCATION
           Objective                 Strategies
           To improve student         2002 Programs:
           social skills                      - Anti-harassment
                                              - Stop, Think, Do
                                              - Problem solving
                                      2003/4 Programs
                                              - Program Achieve
                                      Each year: Upper primary programs:
                                              - Sexuality Education
                                              - Harm minimisation – Year 7
                                      A variety of Training and Development
                                       techniques will be used including team teaching
                                      Data collection of student behaviour and
                                       attitudes
                                      Parent information


           STUDENT VOICE
           Objective                 Strategies
           To increase student        Development of JP and PS student
           participation in            representative councils who report to Governing
           school decision –           Council
           making                     Training of Year 6 / 7 peer mediators
                                      Support for R-7 class meetings
                                      Development of student activities e.g. Boredom
                                       Busters and lunchtime activities
                                      Quality school processes to be introduced to
                                       facilitate student decision-making


           TEACHING & LEARNING
           Objective                 Strategies

f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                         Page 4
           Working Together          Staff:
                                     BL+SS project
                                      Staff participate in learning discussions & T & D
                                         to inform, share numeracy maths links
                                      Cross curricula view explored
                                      Critical reflective practice supported
                                     Students:
                                      Engage students in learning discussions
                                         planning
           Using Data                Staff:
                                     BL+SS project
                                      Data collected re current learning needs
                                      Learning portfolios trialled
                                      Curriculum frameworks reviewed, correlate to
                                         current map
                                     Students:
                                      Current data reviewed
                                      Attitudinal data accessed
                                      Case study
                                     Parents:
                                      Parents informed about Numeracy initiatives
           Intervening for           Staff:
           Success                    Data from current & planned assessments
                                         analyzed to identify At Risk students
                                      Trial new ideas
                                      Look at explicit strategies
                                      Explore how to maximize support staff in
                                         schools
                                     Students:
                                      Students receive support & guidance when
                                         needed
                                     Parents:
                                      Increase parental understanding of numeracy &
                                         how they can help at home-workshops
                                         newsletters
           Adapting &                Staff:
           Changing                  BL+SS project
                                         Initiate action research model
                                         Staff learning supported by internal/external
                                            resources
                                         Ownership of change cycle – consolidation
                                            valued
                                         Increase teachers comfort & skills in maths
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                           Page 5
                                     Students:
                                         Empowerment of students by
                                           consulting/initiating their learning needs


          INFORMATION TECHNOLOGY
          INFRASTRUCTURE
           Objective                 Strategies
           To provide staff and       Budgeting and spending
           students with                    - support information technologies
           reliable IT systems                 hardware acquisitions through
                                               adequate budgeting and renewal
                                               plans
                                            - provide a substantial budget for
                                               technical support
                                      Organisational structure and processes
                                            - establish an IT committee to oversee
                                               monitor IT initiatives
                                            - a professional and functional school
                                               internet site is launched and
                                               maintained
                                      Program evaluation and impact assessment
                                             - review resource utilisation




          STAFF DEVELOPMENT
           To increase staff          Budgeting and spending
           skills levels and                - budget for external T & D
           confidence in using                 opportunities
           IT
                                      Organisational structures and processes
                                            - develop a 2002 staff training needs
                                               analysis
                                            - provide opportunities for a variety of
                                               school based T & D strategies to be
                                               accessed
                                            - develop the school intranet to provide
                                               for access to teaching and learning
                                               resources
                                      Program evaluation and assessment

f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                                Page 6
                                              -   quality schools information page
                                                  established on the school website



          STUDENT / PARENTS
           Objective                 Strategies
           To provide students        Organisational structures and processes
           with an increased                - develop training programs for student
           range of IT learning
           opportunities                       technical monitors
                                      Program evaluation and assessment
                                            - to continue and review a longitudinal
                                               review of student IT skills


           To provide parents         Organisational structures and processes
           with opportunities to            - conduct a 4 week after hours parent
           access IT learning                  IT training course
           opportunities




4.     Curriculum
      Subject Offerings
         The focus of Salisbury Junior and Primary Schools is Teaching and
         Learning in a success orientated and supportive learning environment.
         We provide a planned curriculum across the required areas of study.

           These include:
                                               English
                                            Mathematics
                                                SOSE
                                               Science
                                    LOTE (Italian and Indonesian)
                                               The Arts

f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                          Page 7
                                   Health and Physical Education
                                            Technology

           We are committed to developing:
            The best possible academic student success
            A challenging, stimulating, learning environment
            A responsible, cooperative student group
            A socially just school with access and participation for all students and
              families
            High morale and self esteem for each member of the school
              community
            Quality improvement process
      Special Needs
         There is a teacher and SSO support for children with Negotiated Education
         Plans in classrooms.
         Two student review teams operate to monitor student welfare.
         There is a 3-7 Special Education class.
         A full time School Counsellor works R-7.
         ESL teachers provide additional support for children identified by the ESL
         Scope and Scales.
         The support staff work collaboratively across the site and with outside
         agencies for the benefit of children with special needs.
      Special Curriculum Features
         Italian (R-4) and Indonesian (5-7) are the LOTE subjects taught on the
         campus. Non contact arrangements also enable Computing, Art, PE and
         Technology to be offered to students by specialist staff. Other curriculum
         activities include choir, instrumental programs and sports teams.


      Teaching Methodology
         Our belief and practice is based on:
          Age appropriate methodology e.g. early childhood, middle schools
          Intervention for targeted groups
          Strategies that are based on democratic principles and provide for
             student voice
          Quality school processes
          Parent involvement, information and regular reporting
          Strategies that emphasise student self responsibility and
             independence
          Resource based learning
      Assessment Procedures and Reporting
         Each Class Teacher is committed to open communication with parents.
         They report student achievement directly to parents through written reports
         and parent interviews during the year. In addition, the school gathers data

f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                         Page 8
           annually to report student learning outcomes through the Annual Report,
           AGM report and also systematically publishes information in the Newsletter
           to give parents an insight into Teaching and Learning in Salisbury.
      Joint Programmes
          The Junior Primary and Primary sections of the school take every
          opportunity to work R-7.
          Each year we develop close collaboration and a great deal of energy and
          goodwill of staff is dedicated to providing a seamless transition for students
          R-7.

5.     Sporting Activities
      The school coordinates a wide variety of sporting activities. The school has
       large, well-equipped grounds. The school enters most SAPSASA events.
       The school has after hours school sports teams.

7.     Staff (and their welfare)
      Staff Profile
          In total on site there are 10 Junior Primary classes, 13 Primary classes and
          1 Special Education class.
          Staff have had normal mobility – with staff reading their 10th year of service
          as the main reason for transfer.
      Leadership Structure
         A broad based leadership team is in place, consisting of two Principals,
         two Deputies, two Coordinators, one School Counsellor, one SSO
         representative and one elected staff representative. This team meets
         weekly.
         Other staff are encouraged to take on responsibilities, especially in
         managing areas of the curriuculm.
      Staff Support Systems
          Evidence gathered via OHS&W surveys demonstrate staff morale is high.
          Decision making is based on a consensus style. The PAC plays an active
          role. A staff social committee coordinates wellbeing activities.
      Performance Management
         An negotiated R-7 outline is in place for all staff. A range of processes are
         used: meetings, reviews, goal setting and observations.
      Staff Utilisation Policies
          Learning teams are devised for each year level and for highlighted
          Curriculum areas.
          All policies are documented in a Site Policy folder and a site OHS&W
          folder.
      Access to Special Staff
         Guidance Officer
         Speech Pathologist
         IDSC

f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                           Page 9
           Behaviour Management
           Autistic Society
           Social Workers
           SSO’s

8.      Incentives, support and award conditions for
        Staff
      Complexity Placement Points
         The school is classed as a Disadvantage 3. It attracts 2.5 placement
         points.

9.     School Facilities
      Buildings and Grounds
         The Junior Primary and Primary are situated on a common campus and
         share the use of the oval, hall and some playground equipment. Each
         school has it’s own Principal, Deputy and Administration Block. Salisbury
         Kindergarten is across a main road.
         The school is approximately 16km north of Adelaide GPO and west of the
         Main North Road.
         The school is on bus route numbers “P”, “L”, “H” and “401”.
         The physical facilities of the school are present include:
          An R-7 Administration area
          A Special Education Centre
          Single and dual classrooms
          Two separate and self contained Resource Centres
          Two Art / Technology Centres
          A School Canteen
          An Activitiy Hall
          Two Computer Rooms
          Two Activity Rooms
          The grounds of the school are generous in spatial terms, attractive and
          well maintained.
      Cooling
         The school has air conditioning throughout the classrooms. A long term
         goal is to upgrade to 100% split systems and each year we install new air
         conditioners as asset finances allow.
      Student Facilities
          The classrooms are routinely painted inside and out, carpeted and air
          conditioned.
          Large play areas are available with many constructive options for play.
          Shaded areas have been provided.
          Play equipment has been upgraded, with plans for further purchases.
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                        Page 10
           The school has a hot / wet weather policy.
      Staff Facilities
          Two carpeted staffrooms.
          Offices and workstations provided formal and informal work spaces.
          The school is well equipped with up-to-date materials for Teaching and
          Learning.
      Access for Students and Staff with Disabilities
         The majority of buildings and foyers are ramped.
         The school owns two closed circuit TV’s for visually impaired students.
         There is disabled car parking in the school car park.
      Access to Bus Transport
         The school is on bus route numbers “P”, “L”, “H” and “401”.

10. School Operations
      Decision Making Structures
         The schools have a documented R-7 Decision Making Policy, based on a
         consensus model. It is published in the Site Policy Folder. Staff meetings
         are conducted weekly.
         PAC meets fortnightly (in general). The schools operate with a number of
         sub committees e.g. Student Review and Support teams, Curriculum
         teams, SSO teams, OHS & W, Finance.
         For students, class meetings and SRC committees are in place.
         For parents, a Governing Council operates that comprises of 23 members.
         This council meets twice per term. A number of sub committees operate.


      Regular Publications
          Parent Handbook
          School Brochure
          Staff Policy Folder
          Staff OHS&W Folder
          Fortnightly Newsletter
      Other Communication
           Acquaintance Sessions
           Parent Teacher Interviews
           Student Report Cards
      School Financial Position
         R-7 Parent and Staff committees oversee the financial situation. The
         schools retain a cash reserve for emergencies. Budget lines are
         considered to be fair and generally adequate. Fundraising by parents is
         active. School Fees are $150.00 per pupil per year.




f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                      Page 11
      Special Funding
         The school receive Disadvantage School Program funding, Early Years
         Grants and Basic Skills Tests grants.

11. Local Community
      General Characteristics
         Salisbury District is 150 years old, it has a diverse population, a growing
         population of Aboriginal and NESB people. There are a variety of industrial
         and farming areas in the district. A TAFE college and a modern Public
         Library are nearby. The school is located in the heart of the Salisbury
         Central Business District.
      Parent and Community Involvement
         Parent and community participation is available through a range of
         strategies including Class Support, Governing Council and Sub
         Committees, ASSPA.
      Feeder Schools
         Brahma Lodge Kindergarten, Paralowie Kindergarten, Salisbury
         Kindergarten, Salisbury Lutheran Kindergarten. Lantana Kindergarten,
         Madison Park Kindergarten, Salisbury Park Kindergarten, Dorothy Hughes
         Kindergarten, Highway Child Care Centre, Graces Child Care Centre,
         Oasis Childcare Centre.


      Other Local Care and Educational Facilities
          The school is situated close to Parabanks Shopping area, churches and
          Medical Centres.




f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc                                      Page 12

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:5
posted:4/8/2012
language:
pages:12