SCHOOL CONTEXT STATEMENT 

Updated: 05/06

Courier  : R10/2

•  Deputy Principal:-    Robyn Calvesbert

There is a coordinator in Information Technology who has been appointed until the end of 2006.  The school shares a Numeracy Coordinator across a cluster of 4 schools.  This position will continue until the end of 2006.

info@parahilwps.sa.edu.au

Before and after school and vacation care available on site - outsourced through Kester's Road Child Care Centre.  Care is available daily from 6:30 to 8:40am and 3:05 to 6:00pm.  Vacation Care is provided during school holidays and on school closure days.

The school currently has 361 enrolments.  There are 14 Aboriginal students.  There has been a slight reduction in the number of School Card holders over the past years. 33% are School Card holders. 38% of students are from non-English Speaking Backgrounds.  The school has seven Montessori based classes.  An independent Montessori Pre-School and Playgroup are on site.

The school has a strong focus on student wellbeing.  A range of programs are in place including Values Education, Protective Behaviours, Anti-bullying/harassment, Social Skills and lunchtime activities.  These programs support the school's behaviour management policy.  Staff explicitly teach and develop values, social and work skills with students.  All staff have implemented and use Program Achieve.  A belief that all children are everyone's responsibility is fostered throughout the school.  This builds relationships and connections throughout the whole school community.  An increasing number of enrolments of students on the Autism / Aspergers Spectrum has led to the development of specific programs and training to support these students.  Also increasing levels of students with complex learning and behavioural needs requires collaborative support accessing district services, outside agencies, counselling services and collaborative in-school approaches.

The Principal, Deputy Principal/Assistant Principal and School Counsellor offer support for students.  ESL support is provided for ESL students.  The Assistant Principal coordinates the needs of students with disabilities and specific learning difficulties.

A school-wide behaviour policy is adopted for classrooms and the yard.  The school's policy focuses on responsibility and respect and incorporates the Program Achieve and Key Values.  Class programs support students to develop skills to take personal responsibility and ownership of their behaviour and make positive choices.  A preventative and developmental approach to student Behaviour Management is based on values/virtues and a logical/natural justice approach to consequences.  Classes focus on the positive aspects of students' behaviour.  The STEP system is in place to support extreme, inappropriate behaviour in both the yard and class.

• Management Committee

• Environmental Committee

• Literacy & Numeracy Committee

• Fundraising Committee

• Students Wellbeing & Engagement Committee

• Be Active Committee

Special programs include a Learning Assistance program (LAP) coordinated by an SSO with support from the Literacy Mentor teacher.  Special Needs, Early Intervention, Cross-age Tutoring, Coordination, SHIP (Students with High Intellectual Potential) are run.  R - 7 sporting clinics, SAPSASA involvement, senior choir, instrumental music and private lessons are offered.  There is a strong ESL support program for identified students and staff support.  In 2005 a teacher was released to support the Early Years Literacy Initiative Plan.  This Literacy Mentor role has continued in 2006.

Primary Years Teachers are involved in a Maths Inclusion Project working collaboratively with other schools in the cluster.  A teacher works across these sites as the coordinator of the project and is based at Para Hills West Primary School.

A sequential environmental program is being developed in 2006 with the Water Catchment Board.  This is an initiative strongly supported by staff to enhance our environmentally friendly school.

3. Key School Policies

We aim to develop skills for each child in:

• Listening, speaking, reading, writing and viewing so as to effectively communicate with others.
• Gathering, analysing and using information for a variety of purposes.
• Using a range of methods and technologies to communicate, to calculate and to access information.

Students will have:

• The knowledge of the physical world, society and culture to maximise their understanding and engagement.
• The confidence, skills and willingness to learn to identify, and assess and take up opportunities which become available personally, socially and at work throughout their lives.
• The self-motivational, organisational, interpersonal and team skills to undertake a range of tasks alone or as an effective group member.
• The commitment and skills to contribute to the maintenance and improvement of the community - local, national and global.

• The core business at Para Hills West Primary School is to ensure the provision of a success oriented teaching and learning environment through quality planning and programming, inclusive assessment practices, ongoing reporting procedures and structures that support collaborative learning methodologies and inclusive decision making practices.

• The development of a supportive learning environment has been a key focus and, as a result, students are continually developing skills in countering harassment, working with others, leadership, developing friendships, and solving conflicts.

• Seven classes use Montessori based methodology while still benefiting from every other aspect of the broader school curriculum.  Montessori education is important at Para Hills West Primary School.

• The school provides a broad and balanced curriculum in the 8 areas of study.  The focus areas of the Essential Learning's are a key aspect of classroom programming.  We aim to help prepare students to be life-long learners and problem solvers with social skills and abilities to be confident, positive, collaborative members of society.  Resource Based Learning is an important part of the learning process and strong links are made with classroom programs.

• Staff uses the South Australian and Curriculum Standards and Accountability Frameworks to support programming, assessment and reporting.  Assessment is viewed as an integral part of the learning process involving students, parents and staff.  Student written reports and parent /teacher interviews form the basis for ongoing reporting of student achievement.

•  The core business at Para Hills West Primary School is to be supported by quality management of personnel, finance, facilities and daily administration.

Values and Principles

• Students' learning is our focus.

• Quality and excellence of service and performance.

• Accountability through critical reflection, evaluation and review.

•  Equity and accessibility.

• Strong partnerships with families and the local community.

We value:

• Participation

• Trust

• Collaboration

• Equity

• Commitment

• Excellence

• Honesty

• Flexibility

• Creativity

• Tolerance

• Achievement

• The learning needs of students are paramount.
• All members of the school community are treated with respect.
• All members of the staff contribute to the implementation of the school's Site Learning Plan.
• Teaching programs are consistent with the Curriculum Standards and Accountability Framework.
• A positive contribution is made to whole school activities.
• All school and departmental policies are enacted.
• Skills and knowledge are continually expanded through self-reflection, seeking constructive feedback and participating in professional development and inquiry processes.
•  Professional Inquiry is the basis for performance management processes and has been a focus in 2005 and 2006.

The Principal is responsible for the leadership, management and development of the school and its programs.  The Principal operates within the relevant Acts, Regulations, Departmental Policies and the roles and responsibilities statements for Principals.

• Lead and manage the implementation of the Site Learning Plan.
• Provide leadership and accurate advice to the Governing Council and ensure that the policies and programs developed in partnership with the community are implemented.
• Assist all staff to adhere consistently to departmental and school policies.
• Support the development and maintenance of a purposeful learning environment that recognises and rewards student achievement.
• Facilitate the use of quality learning and teaching strategies to maximise student-learning outcomes.
• Ensure a safe, effective and harassment free environment for students and staff.
• Ensure principles of equity and merit are applied.
• Manage the development and operation of the site’s financial and administrative systems.
• Promote the school and further enhance links with all sections of the educational community.

• Acknowledge and support school policies and practices.
• Use appropriate communication strategies to address issues of concern.
•  Commit to working in partnership with staff and other community members for the benefit of students.

• Treat others with respect.
•  Make a positive contribution to the development of a positive learning environment.
• Acknowledge and abide by all departmental and school policies.
• Take responsibility for, and be involved in.  making decisions, which affect their own future.
•  Use appropriate processes to address issues.
• Acknowledge and use the advice, support and teaching of community members to assist them in their learning program.

• Act honestly, in good faith and in the best interests of the school community.
• Use due care and diligence in fulfilling the functions of office and exercising the powers attached to that office.
• Use the powers of office for a proper purpose in the best interests of the school community.
• Recognise that their primary responsibility is to the school community.
•  Adhere to confidentiality requirements.
• Conduct its affairs with integrity and impunity.

Core Business/Mission

The core business at Para Hills West Primary School is to ensure the provision of a success orientated teaching and learning environment through quality planning and programming, inclusive assessment practices, ongoing reporting procedures and structures that support collaborative learning methodologies and inclusive decision making practices.

• To improve student learning outcomes in literacy and numeracy.
• To achieve improved student engagement and well being.
•  To use information and communication technologies to improve student skills in literacy and across all curriculum areas.
• To support staff well being

• Comparable data on 2005 - 2006 maths assessments, ESL scales and Reading Recovery levels R-2.
•  Analysis of broad data base on students achievement - e.g. from class records, literacy audits, LAN Tests, SACSA standards and student behaviour management data base.
• Analysis of social skills data
• Analysis of feedback surveys form parents, students and staff.

• Students make informed decisions about their personal future.
• Students will develop skills to deal with issues in non-violent and appropriate ways.
• Students to develop skills, abilities and attitudes to respond to their environment.
• Students to be actively involved in decision making in the school.

A long-term objective is the evaluation of all programs and appropriate adaptations that lead to improved learning outcomes for all students.  Information Technology will be the school in all curriculum areas.  Ready access to computers will be the norm throughout all areas.

• Formation of a partnership between the school and Water Catchment Board to promote a design and use a sequential environmental program R-7
• Presenting a state-wide Montessori Conference for government and non-government preschool and school sites

• Involvement in the Learning to Learn project provided the opportunity and support for pedagogical discussion and reflection.

• The involvement of staff in a cross cluster Maths Inclusion Project focussing on students at risk in the Primary Years.

Students undertake learning in all eight areas of study with specialist teachers taking Music and Physical Education R-7.  All students learn Japanese (LOTE).  ESL and Special Needs are offered on a withdrawal and integrated basis.  Mother Tongue Development Programs are offered to students from Arabic, Serbian, Croatian, Dinka and Russian backgrounds.

A comprehensive support program has been developed for identified students.  Support is offered to students with identified needs in Literacy and Numeracy and those identified as eligible under the Students with Disabilities for a Negotiated Education Plan.

• The development of an effective Middle Schooling (Years 6/7).
• Programs with connections to Para Hills High School.
• Increased involvement in Environmental Education programs developing an environmental learning continuum R-7.
• The development of a learning support program in Literacy R-7.
• Consolidation of a Montessori based methodology for seven classes R-6.
• The expansion of the school's Information Technology programs particularly the link of Information Technology with Literacy.
• The establishment and maintenance of a Japanese Style Australian Native Species Garden is a vital part of school community life.

Seven classes use Montessori Based Methodology.  Middle Schooling students for Maths and Numeracy.  A Literacy-Time session is held in classes for the first 2 sessions of the day.  This is an uninterrupted focus time for reading, writing, spelling and oral language. 3 sessions of extra support are provided for all Junior Primary and Primary classes each week.  SSO support is given for 2 hours and specialist literacy teacher support for 1 hour per week.

• Acquaintance night.
• Parent Transition meetings.
• Parent/teacher interviews.
• Written reports (2 per year).
• Informal discussions.
• Communication books/diaries.
• Joint programmes:  Transition – Pre-School to School (from several feeder Pre-Schools).  Transition program to local High School.

Physical Education is a specialist subject R-7.  Daily fitness is part of the curriculum.  The school has a program for visits from specialist sporting representatives for all grades R-7.  There is a strong commitment to SAPSASA sport both district and state.  Out-of-hours sporting clinics and team sports are available.

• Premier's Reading Challenge, Keyboard and Guitar tuition is available through specialist teachers.
• The school participates in:
  Tournament of Minds, Oliphant Awards, Australian Mathematics Competition, Australian Schools Science Competition and the Australian Schools English Competition.
• Choir for Festival of Music program for Year 6 & 7 students.

• The school participates in cultural / celebratory events such as Harmony Day, Reconciliation, Book Week and events of local significance e.g. Montessori celebrations.

7. Staff (and their welfare)

Year level meetings are a regular component of Training and Development.  There is a middle schooling structure at the school.  The leadership team work with staff on Performance Management.  School Services Officers work in specialised fields.  The school has purchased additional SSO hours to support learning outcomes for students.  There is a strong, established team spirit.

Staff have developed an inquiry question in 2006 as a focus for performance management processes.

The school has specialist Japanese, PE, Education of Boys and Music programs.  Where possible, the school aims to provide specialist teachers in at least two curricula areas.

• The school has a learning support program involving teachers, staff and additional SSO time. 
• Close links have been developed with interagency personnel.
• Para Hills West Primary School is a complex school as recognised by a PC05 Principal position.

8. Incentives, support and award conditions for Staff

A computer room and a computer hub are important parts of the school.  All curriculum computers are networked.  The school has developed a section specifically for teaching Japanese.  A new Resource Centre was completed and opened in 2005 providing an excellent information hub for the school community.

Ramps are provided in the yard however movement to the second level is a problem for the disabled.  The relocation of the Resource Centre has ensured disabled students have access to this valuable learning area.

Sub committees are responsible for the management of:

•  Facilities and grounds
• Canteen
• Finance
• Fund raising

Staff meetings are held weekly where items for sharing and resolution are tabled, discussed and decisions made.

Other major school committees such as OHSW, PAC Parent Groups and Student Voice Committees.

The general community is involved through the fortnightly newsletter.  General information about the school and behaviour management policy is available.  Day to day communication is achieved through a daybook, pigeonholes and notice board.

The school is situated in a relatively stable, residential community.  There is a mixture of two and one income families.  There are a small number of Aboriginal students.  The proportion of families using School Card is approximately 33%. 
A growing NESB community brings diversity to the school as a whole.  Families from areas beyond the local community travel for their children to access the Montessori program.  This adds complexity to the school community.

Library, recreational park and sporting bodies.