SCHOOL CONTEXT STATEMENT Updated: 14/5/04
School number: 0393
School name: SALISBURY PRIMARY SCHOOL
1. General information
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
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 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
Deputy Principal’s name, if applicable
School e-mail address
Leadership positions 1.5
Tier 1 allocation 16.4
Tier 2 allocation 3.5
Resource Centre 1.0
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.
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)
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
(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
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 2
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).
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
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,
Peer Mediators are used throughout the schools. All children are trained in
Program Achieve and STOP, THINK, DO.
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.
Junior Primary Fun Start (co-ordination)
Special Class Primary
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
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 3
To increase time at Data collection of punctuality and attendance
Established of late passes
Award certificates for full attendance
- follow-up phone calls and letters and
Liaise with attendance officer
To improve student 2002 Programs:
social skills - Anti-harassment
- Stop, Think, Do
- Problem solving
- 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
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
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 4
Working Together Staff:
Staff participate in learning discussions & T & D
to inform, share numeracy maths links
Cross curricula view explored
Critical reflective practice supported
Engage students in learning discussions
Using Data Staff:
Data collected re current learning needs
Learning portfolios trialled
Curriculum frameworks reviewed, correlate to
Current data reviewed
Attitudinal data accessed
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
Students receive support & guidance when
Increase parental understanding of numeracy &
how they can help at home-workshops
Adapting & Staff:
Changing BL+SS project
Initiate action research model
Staff learning supported by internal/external
Ownership of change cycle – consolidation
Increase teachers comfort & skills in maths
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 5
Empowerment of students by
consulting/initiating their learning needs
To provide staff and Budgeting and spending
students with - support information technologies
reliable IT systems hardware acquisitions through
adequate budgeting and renewal
- provide a substantial budget for
Organisational structure and processes
- establish an IT committee to oversee
monitor IT initiatives
- a professional and functional school
internet site is launched and
Program evaluation and impact assessment
- review resource utilisation
To increase staff Budgeting and spending
skills levels and - budget for external T & D
confidence in using opportunities
Organisational structures and processes
- develop a 2002 staff training needs
- provide opportunities for a variety of
school based T & D strategies to be
- develop the school intranet to provide
for access to teaching and learning
Program evaluation and assessment
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 6
- quality schools information page
established on the school website
STUDENT / PARENTS
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
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.
LOTE (Italian and Indonesian)
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 7
Health and Physical Education
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
High morale and self esteem for each member of the school
Quality improvement process
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.
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
Quality school processes
Parent involvement, information and regular reporting
Strategies that emphasise student self responsibility and
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.
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
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)
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.
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
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.
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
All policies are documented in a Site Policy folder and a site OHS&W
Access to Special Staff
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 9
8. Incentives, support and award conditions for
Complexity Placement Points
The school is classed as a Disadvantage 3. It attracts 2.5 placement
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
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.
The classrooms are routinely painted inside and out, carpeted and air
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.
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
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.
Staff Policy Folder
Staff OHS&W Folder
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
The school receive Disadvantage School Program funding, Early Years
Grants and Basic Skills Tests grants.
11. Local Community
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
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
f2d02bb7-6e33-470e-8d29-cea8b5588ecb.doc Page 12