Schoolname : FLINDERS VIEW
PRIMARY SCHOOL
School No. : 1396
Courier : R22/4
Principal : John Sutton
Postal Address :
Location Address :
District
: Northern
Country
Distance from GPO : 320 kms
Phone
No. : 08 86425866
CPC attached : YES
Fax
No. : 08 86423406
2004 2005 2006 2007 2008
February FTE Enrolment
Primary CPC 21 22 25 26 25
Reception 17 17 22 25 19
Year 1
33 18 22 23 29
Year 2
25 33 14 26 23
Year 3
34 26 35 21 30
Year 4
20 35 19 31 22
Year 5
22 21 31 25 31
Year 6
18 23 25 30 24
Year 7
37 21 25 19 29
Secondary Special, N.A.P. Ungraded etc.
Year 8
Year 9
Year 10
Year 11
Year 12
Year 12 plus
TOTAL
206 194 193 200 207
July total FTE Enrolment 216 208 205 215 222
Male
FTE
108 115 112 118 112
Female
FTE
108 93 93 97 110
School Card Approvals (Persons) 132 140 135 140 150
NESB Total (Persons)
6 3
Aboriginal FTE Enrolment 105 98 98 101 102
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.
· Deputy Principal
Anna Nayda
· Staffing numbers
:34.0 – Female 24.0 – Male 10.0; including AET 1.0; Mother Tongue 0.3; AEW 65 hpw; SSOs 97 hpw plus school conversions from teacher time; In 2008 we utlise some 200 additional SSO hours to support student learning. Coordinator 1.0 Literacy/Special Needs; Teacher Librarian 0.6.
· OSHC
:No.
· Enrolment trends
:October Over the last few years the school has been stable in terms of students numbers with approximately 200 students beginning the school year. We have noticed of late that our numbers are increasing gradually as more housing is opened in Port Augusta. At the same time the number and proportion of Aboriginal students has been increasing. Aboriginal students now comprise 50% of the student population. We have about 33% student transience each year.
· Special arrangements
:CPC on site. Strong Transition programs between CPC and Reception each term.
· Year of opening
:1983.
· Public transport access
:4 Town buses service the school from all areas of Pt Augusta.
· General characteristics
:The Flinders View community is experiencing long term change in its cultural, social and socio-economic composition due to increasing unemployment and a higher number of single parent and Aboriginal families moving into the area. With the expansion of Roxby Downs we expect an increase in the numbers of students at our school.
· (Pastoral) Care programs
: Support offered from School Counsellor and AET to support children’s needs.
:The Deputy Principal and the Numeracy Coordinator Special Needs (1.0) provide support across the school.
· Student management
: The delivery of a consistent approach to Student Behaviour Management is a school priority. Our Behaviour Code, expectations and understandings were reviewed from 2004 to 2006 as a major priority after whole school consultation. Common procedures for Class and Yard exits are managed by the Counsellor, Deputy Principal and Principal. The emphasis is on providing support to students and classroom teachers so that, together, they can work out a plan to resolve issues and avoid the need to exit students from classes wherever possible. All exit, take home and suspension records are recorded on the EDSAS Behaviour Management database. Communication with parents and between staff is a priority. Hence our procedures are fully emphasized, trialled, written and evaluated as part of our yearly staff Training and Development to ensure consistency.
· Student government
:SRC (Student Representative Council) meets weekly and communicates to Class Meetings and staff through Class Representatives and Minutes of Meetings. Lines of communication and decision making established between SRC members, School Governing Council, and Staff Committees. Student leaders, with representation from Yrs 3-7, meet regularly for ongoing training. The school has a Senior Leadership group of Year 6 and 7 Student Ambassadors who are trained to manage the front office at Recess and Lunch breaks, greet visitors and assist with the induction of new students and parents.
· Special programs
:SSOs and AEWs support most Literacy Blocks The school uses Accelerated Literacy and Jollly Phonics to support its Literacy Intervention strategy and The Healthy Schools Project. We provide a number of strategies and electives to support student attendance and positive behaviour including All Stars, Early Birds, Remote Controlled Car Club.
We also specialize in the Performing Arts and Physical Education.
:2007 - 2009 Site
Learning Plans
Contextual Influences
Perceptions identified by the school and Port Augusta and
High levels of unemployment, particularly among Aboriginal families, and the effect which this and issues related to socio-economic disadvantage have on students’ levels of self-esteem and their participation in the curriculum. ASSPA, which helped redress the imbalance for Aboriginal students has been disbanded through the federal government changes. We are currently looking at strategies through DEST to address the imbalance for Aboriginal students.
Recognition by Aboriginal parents that the staff and programs at Flinders View Primary School provide a supportive environment for their children by an increasing number of Aboriginal parents becoming involved in the school through the Governing Council, and increasing enrolments of Aboriginal students throughout the school.
Addressing Reconciliation issues is important to the future
success of all students at
In a number of households, education is not seen as a major priority. A lack of recognition by parents of the significant effect which non attendance, lateness and leaving early have on teaching and learning and the high percentage of boys exited from classes or the playground and suspended from school.
This school recognises the links between low levels of literacy and ‘misbehaviour’ and is, therefore, looking at ways to improve student outcomes as one way of addressing behaviour issues.
Relatively poor performance in Literacy and Numeracy over the last few years has been the focus of our Site Learning Plans. Improved results at at all levels of schooling in particular Year 3, 5 and 7 levels is a priority for the school. We are striving to improve the performance of our students in LAN testing in trying to close the gap between our results and the state average. Our internal testing and standards are currently being reviewed in an effort to raise the bar.
Flinders View primary school is part of The SISA Review and underwent a major review of its achievements with specific reference in literacy and Numeracy.
High levels of transience into and out of FVPS and between schools in the town is a major issue with as much as an additional 25% of our student population enrolling in term 1 only to move back to their original Northern schools at a gradual rate during the year and then return the following year. .
We have improved teaching and learning spaces and play environments throughout the school to support Collaborative and Cooperative learning, Literacy and the use of Information Technologies has been a major priority. We have built outdoor learning areas and the school has been refurbished with furniture, fittings and painted both inside and out. We have also improved our outdoor facilities for the children from monies gained through Investing in our schools progects.
Awareness of the increasing importance of Information and Communication Technologies (ICT) to improve student learning outcomes and to facilitate administration and communication has seen the school employ an ICT Technician to work with students and staff as well as administration work.
Recognition of the effects which vandalism, break and enter, and trespass have on student, staff and community feelings and safety and pride in the school. We have re – scaped the school and developed pride and ownership amongst students, staff and the community. This has led to a much reduced incidence of Vandalism.
Collaborative and cooperative staff, parent and school
community effort is recognised as a major factor supporting the ability of
The Child Parent Centre provides an important service to pre school students and parents and caters for 3 year old Aboriginal students.
School Community interest in incorporating the
2008 Core Business
The core business of
At Flinders View this involves:
- Balanced delivery of the curriculum in eight areas of study based on SACSA to all students from R-7.
- Pitjantjatjara and Adnyamathanha Mother Tongue languages offered to all Aboriginal students.
- Composite and multilevel classes provide
opportunities for collaborative and co-operative practices and the development
of a cohesive classroom, cross age tutoring, extension of the more able,
- Literacy Assessment, Early Intervention and Intervention in the Mainstream programs.
- Child Parent Centre Curriculum guided by the Early Years of the SACSA Framework document to promote the development of life skills and competencies.
- Support for SAPSASA sport and instrumental music tuition by parents, students and teachers across the school.
- Specialist Health and PE, Performing Arts NIT
teachers
- Provision
of supportive strategies to increase student attendance, impact on positive
student behaviour and promote interest in learning through student engagement.
Current Priorities
Literacy and Numeracy.
Performing Arts
Aboriginal Education Action Plan.
Healthy Lifestyles
Social skills and Values program
Science
Continue development of staff and student Information Technology skills, understandings and use for student learning, administration and organisation.
Student Voice.
Parent participation in Parent Club, School Council, student and curriculum activities supported and monitored during the year.
OHS&W
Information Management
During the year data is collected to determine what improvements have occurred in each of our priority areas.
Data is collected to show how many students are receiving additional support in early literacy learning and the progress they have made.
Data gained from the LAN Tests will be used to assist teachers with their programming and in monitoring progress of Year 3, 5 and 7 students in Literacy and Numeracy learning and the effectiveness of intervention programs in both of these curriculum areas. SSO hours are appointed as per data information.
Ongoing use will be made during the year of Behaviour Management data to communicate issues to students, staff and parents. This data will be used to assist in the negotiation of individual Student Learning Plans and to support teacher reflection on and improvement of student learning programs.
Individual Learning Plans are written each term for Aboriginal students and Individual Education Plans are written for students under the guardianship of the Minister
Priorities are monitored and reviewed. The Governing Council Annual Report is an important document in communicating progress and recommendations for action to the whole school community.
CPC
A Literacy Assessment profile is developed for all students moving from the CPC to Reception.
Aboriginal support staff work with the CPC teacher and other staff. This person also coordinates and runs the Playgroup on Friday mornings.
CPC kitchen, classroom, storage, verandah and playground area
restructured and redeveloped in 1999-2000.
Parental support and participation in the daily running of the
CPC has increased considerably since 2004 and has continued. This is evident by parent willingness to stay
on in the morning and participate in centre activities with the children.
Parents are encouraged to support their children at home with emerging skills essential to the development of Literacy and Numeracy. This is evident with regard to the level of participation of children in structured activities.
Our Center ahs steadilty increased its enrolements since 2004
and students who attend the Centre transition to our school in a much more
settled fashion.
Finance/Resource Management
Local school management undertaken and Single funding model of finance is utilised.
· Subject offerings
The Arts.
Health and Physical Education.
Mathematics.
Studies of Society and Environment.
English.
Science.
Technology.
LOTE – Mother Tongue Languages – Pitjantjatjara & Adnyamathanha.
· Special curriculum features
:Themes, Computing, Instrumental Music, Literacy Block R-7 with SSO support, electives, AllStars, Remote Controlled Car Club, Media Studies .
· Teaching methodology
Collaborative teaching and learning strategies.
Jolly Phonics and Grammar
Accelerated Literacy
Cross Age curriculum
Specialized teaching
· Assessment procedures and reporting
:SACSA Framework.
School Entry Assessment.
School based literacy assessments.
LAN
Special Needs database.
SAPSASA.
Swimming
Aquatics – Yrs 6 & 7.
Specialist Coaching Clinics.
· General
Cultural Week, Croc Fest, Open Nights, Education Fairs.
· Leadership structure
Principal.
Deputy Principal.
Numeracy Coordinator.
School Counsellor
AET.
JP Mentor
Site Priority Committees
· Staff support systems
Our Leadership Team consists of staff in Leadership positions and representatives from the Junior Primary and Upper Primary Staff teams. Open to all staff to participate/contribute.
Collaborative staff teams.
Weekly Staff T&D and Staff Admin meetings.
PAC meets as required.
· Staff utilisation policies
:Special Education Tier 2 teacher salary 0.3, School Card 0.34, FIR 0.41 ESL 1.2 used to support Access and Participation and literacy and numeracy.
AET 1.0.
Mother Tongue Language 0.3.
NIT – Specialist PE and Performing Arts – R-7.
· Access to special staff
:Instrumental Music Teachers, Guidance, Speech, Behaviour Support, Special Ed Unit, Pika Wiya Health Services when available or appointed.
· Other
:CPC Support Services.
· Complexity placement points
These can be found on the DECs website:
We are a zone 3 school
· Cash in lieu of removal allowance
This is available to staff in their 7,8,9, and 10th Years for teachers in ealier country incentives groups
· Designated schools benefits
Teachers who require
specialist appointments in
New Teachers in their first 5 years are eligible for Country Incentive allowance paid fortnightly
Some teachers may be elible for 1 term, 2 terms or 4 terms of Country Incentive Leave after 7, 8 or 10 years service in designated country areas.
· Buildings and grounds
:Oval, Gymnasium, Hard Play Areas, Playground, Resource Centre, Transportable steel classrooms and teaching areas, Administration Block, CPC. Shade structures outside all classrooms and over all playground equipment
· Cooling
· :Reverse cycle airconditioning to all areas. Cooling for school buildings
Yes All buildings able to be cooled to 19*C.
· Specialist facilities
:Information and Communication Technologies including Digital Camera, Scanner, Data Show, email/Internet access, computers.
· Student facilities
:Canteen, is under the Right Bite strategy
· Access for students and staff with disabilities
:Ramps and handrails to all areas but no disabled toilet facilities.
· Other
:CPC on site.
· Decision making structures
Leadership Team oversees general School Based Decision Making.
PAC meets as required.
Governing Council consulted, informed and involved in school issues and decision making.
YURREKAITYARINDI is an affiliated committee of Governing Council and they nominate four (4) members to Governing Council.
OHS&W is a regular staff meeting agenda item.
· Regular publications
Weekly Newsletter.
Parent and Teacher Information Handbooks.
Weekly Staff Bulletin.
CD of school events.
Staff Day Book.
School Talk.
· Other communication
:Home visits, telephone, meetings, Parent Information Nights, diaries, Governing Council, , Parent Club.
· School financial position
:Major commitments in 2007 are Accelerated Literacy support, student leadership, additional staff to reduce class sizes, external redevelopment of classrooms, grounds, outdoor learning areas and Information and Communication Technologies.
· Special funding
Resource Entitlement Statement
Early Years Literacy funding / mentor program
Early Years JP160 strategy
Mother Tongue Language’s Support Grant.
DESTFunding.
ISBM
· General characteristics
:Currently the community is experiencing significant change in its economic, cultural, social and socio-economic composition due to increasing employment at Roxby Downs and Oxiana. We are expecting increasing population and expansion in the town and a rise in single parent and Aboriginal families. There is quite a deal of transience in the community.
· Parent and community involvement
: Governing Council and Parent Club meetings. Parents support classroom, social, elective, sporting, cultural, excursion and camp activities CPC-7. Volunteer help supports the Canteen.
· Commercial/industrial and shopping facilities
:Pt Augusta is serviced by a wide range of commercial and shopping businesses including Woolworths, Coles, Big W, Foodland, Country Target, specialty shops, garages and a range of accommodation and dining facilities.
· Access to bus transport
:Regular buses to and from
· Other local facilities
:YMCA Netball, Softball, Hockey, Indoor Cricket and In Line
Hockey are provided to the community within the school’s facilities. Port
· Availability of staff housing
:A range of Teacher Housing Flats, Units and houses are available as well as private rental.
· Local Government body
:The Corporation of Port
:Flinders View Primary School provides excellent support and professional opportunities for prospective staff. It has a highly skilled staff and a proud tradition of co-operative and collaborative effort. Restructuring of the school facilities and staff T&D priorities including Literacy, Student Voice and SACSA are making it an interesting and stimulating place to be.