SCHOOL CONTEXT STATEMENT
Updated: 07/07
School number: 0990
School name: Augusta Park Primary School
School name : Augusta Park Primary School
School No. : 0990 Courier : Northern Country
Principal : Ms Jocelyn Osborne
Postal Address : 59 Power Crescent, Port Augusta 5700
Location Address : 59 Power Crescent, Port Augusta 5700
District : Northern Country
Distance from GPO : 320 kms Phone No. :08 86423599
CPC attached : No Fax No. :08 86423934
|
February FTE Enrolment |
2003 |
2004 |
2005 |
2006 |
|
|
|
|
|
|
|
Primary |
|
|
|
|
|
Special, N.A.P. Ungraded etc |
4.0 |
8.0 |
8.0 |
8.0 |
|
Reception |
27.0 |
36.0 |
35.0 |
48.0 |
|
Year 1 |
55.0 |
33.0 |
44.0 |
39.0 |
|
Year 2 |
43.0 |
56.0 |
33.0 |
40.0 |
|
Year 3 |
47.0 |
40.0 |
51.0 |
32.0 |
|
Year 4 |
37.0 |
46.0 |
42.0 |
46.0 |
|
Year 5 |
55.0 |
42.0 |
43.0 |
51.0 |
|
Year 6 |
40.0 |
56.0 |
46.0 |
45.0 |
|
Year 7 |
42.0 |
42.0 |
54.0 |
42.0 |
|
Secondary |
|
|
|
|
|
Special, N.A.P. Ungraded etc |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 8 |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 9 |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 10 |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 11 |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 12 |
0.0 |
0.0 |
0.0 |
0.0 |
|
Year 12 plus |
0.0 |
0.0 |
0.0 |
0.0 |
|
TOTAL |
350.0 |
360.0 |
356.0 |
349.0 |
|
School Card percentage |
00% |
45% |
45% |
35% |
|
NESB Enrolment |
00 |
00 |
6 |
8 |
|
Aboriginal Enrolment |
143 |
144 |
138 |
139 |
|
|
|
|
|
|
Part B
Deputy Principal:
Mr Phil Oliver
School website address:
School e-mail address:
Staffing numbers:
Basic Teaching allocation: 15.56 (12.56 female, 3.0 male)
Co-ordinator –Numeracy - female
Primary Counsellor: female
Teacher Librarian: 0.8 female
ESL: 1.94 female
AET: 1.35 female
PRT: 2.0 1 female, 1 male
JP Special Class: 1.10 female
Spec. Ed - 0.98female
FIR: 0.66
M/Tongue: 0.35
Soc. ECG: 0.59
Lead. Adm: 0.39
OSHC:
An out of School Hours Care Program for the whole town operates out of Port Augusta West Primary School, 46 Mildred Street, Port Augusta West, 5700. This centre provides before and after school care as well as vacation care programmes.
Enrolment trends:
Enrolment trends are relatively stable. We operate under a Local School Enrolment agreements for all Port Augusta Primary Schools. More recently increased transience has impacted on predicted enrolment in future, but it is expected that we will maintain an enrolment between 350 - 370 students.
Special arrangements:
We are co-located with School of the Air (SOTA) and Remote and Isolated Children’s Exercise (RICE) which moved to the site in 1992. We also have the Port Augusta R-2 Special Class at the school.
Year of opening:
1971
Public transport access:
Access to Port Augusta is provided through air, rail and road. There is a public bus system that operates across the town and to Stirling North. The bus stops adjacent to the school on Barry Street.
2. Students (and their welfare)
General characteristics:
Augusta Park Primary School is an Index of Disadvantage category 2 school site. At present the community comprises Aboriginal and non Aboriginal families with some families from other cultural backgrounds. The school’s student population is complex and provides challenges for staff. Transience is a major issue in this community. Augusta Park is an R-7 school comprised of 14 classes - 7 Junior Primary classes, 7 Primary classes and one R-2 Special Class. By term 4 we reach around 350 students (approx 45% School card and 40% Aboriginal students).
Pastoral care programs:
Individual and group counselling from the Principal, Deputy, School Counsellor, Coordinator, and AEW’s when required. Wellbeing of students is central to programs and processes used across the school.
Support offered:
The School Counsellor is available to work with students and families.
AEW’s also provide to support to Aboriginal students and families.
Principal, Deputy and Coordinator are also available to support all students and their families.
Harassment and grievance procedures are in place and are actively used and supported by staff.
An uninterrupted Literacy hour operates across all classes 4 mornings a week. Tier 2 salary is used to ensure 2 teachers work together during this time to provide more intensive literacy support for R-7 students. Some Literacy Blocks are supported with SSO time.
FIR is converted to SSO time to provide 2 hours per week for Social Learning program support in all R-7 classes.
Aboriginal students receive extra small group Literacy and Numeracy support from the ESL teacher, Literacy/Numeracy teacher and ITAS funding.
Students who have been identified as a Student with a Disability receive some extra small group support from the Special Education teacher and SSO hours are allocated to ensure Speech programs are implemented.
Student management:
A preventative and developmental approach to behaviour management is in place and is reflected in the school’s Code of Behaviour and procedures. Procedures exist for managing harassment, counselling students and student involvement in developing and reviewing rules and consequences that reflect the values of APPS.
A “Welcome Back” social learning program was implemented in all classrooms for the first 2 weeks of 2007. Learning teams reviewed this program at the end of 2006 as all class teachers were committed to having a positive start to 2007. Student wellbeing is a focus and is implemented through ongoing Social Learning programs in classrooms. These programs are critical for APPS students.
Positive behaviour is promoted and recognised through assemblies, class awards, gold book awards, and merit and encouragement certificates presented at assemblies, newsletters and local newspaper articles. A reward system linked to the school values of Respect, Responsibility, Honesty and Achievement recognises students who consistently demonstrate these values.
Time is spent inducting new staff in Student Behaviour Management, teaching Aboriginal students and effective classroom management. A town Induction program is offered to staff new to Port Augusta.
Student government:
The student voice committee (KSAAP) meet weekly and is involved in decision making, fundraising to provide equipment for students as well as organising student events such as positive play programmes, fun days and discos.
Class meetings support KSAAP.
Special programs:
The Targeted Intervention committee meet regularly to monitor student needs and ensure special programs are in place to support these students. Tier 2 staff, SSO’s, and AEW’s support Literacy/Numeracy programs in classes. Attendance of students and follow up is made through the Attendance Action committee that meets weekly. This committee is facilitated by the School Counsellor and includes the Aboriginal Education team.
The town has a choir made up of interested students from all schools. Augusta Park students are active participants of this choir.
The school is highly committed to Croc Fest, a regional yearly event in Term 3. Augusta Park students participate in an evening dance performance program and this year 65 students have auditioned and are rehearsing for the event.
A First Language Maintenance programme supports the Aboriginal languages of Adnyamathanha, Arabana and Pitjantjatjara.
Site Learning plan priorities are:
1. To improve literacy outcomes for all students, with an emphasis on writing through explicit teaching of genre texts and functional grammar.
To achieve our targets we are developing a school wide approach to planning, teaching and assessment of student skills in genre based writing. All staff are trained in ESL scope and scales and these are used to allocate an ESL scale, collect ESL data and plan for the next learning cycle. Staff are expected to access training in Functional Grammar and Accelerated Literacy to support the implementation of their Literacy programs. The Early Years Literacy plan has been developed through consultation with JP staff and the EYL mentor teacher takes responsibility for implementation of the plan.
2. Improve numeracy outcomes for all students.
Student free days have resulted in staff developing a deeper understanding of Numeracy/Maths, developing school based Numeracy Audits and assessment rubrics to collect R-7 student achievement data, and surveys of staff and student attitudes to Numeracy. The Numeracy Co-ordinator has completed the First Steps Maths training and will train volunteer staff in Term 3 and 4.
3. Improve student engagement and wellbeing by improving attendance, improving effectiveness of behaviour management policy and practices and improving student well being and self esteem programs.
An aspect of this priority includes the development of school wide systems approach to address attendance, a major issue and focus at APPS.
Review of the Yard and Class Code of Behaviour procedures and processes and the strategies to improve student engagement and safety to minimise harassment and bullying has occurred. The Friendly School’s and Families surveys completed in 2006 collected data from the whole school community to provide clear direction for further actions.
The school values are used as a framework for behaviour and actions to promote student well being and self esteem. Opportunities for students to engage in social/emotional learning and leadership development are provided through class programs, including leadership and decision making opportunities across the school.
Participation in the Lets go-be active Innovative school’s project in 2005 - 2006 focussed on using successful strategies to motivate, engage and increase physical activity. This had a positive impact on student’s physical and social wellbeing.
All staff will participate in “The Circle of Courage" professional development and at least 10 staff will access the 2 day training in “Response Ability Pathways” (RAP) facilitated by Kym Brown in Terms 3 and 4
4. Develop and maintain staff well being and leadership capacity.
Intensive and ongoing induction based on the individual needs of experienced, graduate and beginning teachers new to the school is important. Staff are expected to reflect the school values in their relationships with others. All staff establishes goals that are achievable but challenge their learning. Staff are encouraged to take on leadership across the school in a variety of ways and this is supported through Performance management and development processes, positive recognition of achievements and celebration of successes. Staff have opportunities to engage in professional conversations and share effective practice.
Other plans that support and are integrated into the Site Learning Plan include the Aboriginal Education plan, Attendance Action Plan and Early Years Literacy Plan.
Recent key outcomes:
Since 2004 staff have been involved in the High Performing Outcomes project, Learning to Learn initiative, Literacy in the Middle Years, Lets go, be Active and Success for Boys research projects. This has resulted in all staff participating in significant staff learning. Staff participate in T&D in the use of ESL Scope and Scales and take responsibility for allocating an ESL scale to writing samples of their ESL learners. Ongoing T&D in the use of ESL Scope and Scales is provided early each year for staff new to APPS. Staff also explored how to support and program for learners with explicit teaching of skills. Six volunteer staff are actively engaged in the Accelerated Literacy program in 2007 and 5 are participating in the Functional Grammar course.
4. Curriculum
Subject offerings:
Aboriginal Languages and Instrumental Music are offered in addition to the other areas of the curriculum.
Special needs:
We have an R-2 Special Class on site which draws students from across the town. Students are placed in this class by Disabilities Services in consultation with the parents and the school. There are 8 students in this class and they are sometimes integrated into mainstream classes.
Other students who meet the Students with Disabilities Policy or those with significant learning needs receive additional support through SSO programmes. Students are identified for these programmes through Guidance assessments, Speech assessments, Literacy and Numeracy results, School Entry Assessment as well as school based testing.
Special curriculum features:
The school has a specialist ICT teacher who is also the eTeacher for the Northern Country District. The Aboriginal Education Plan focusing on Literacy/Numeracy, Attendance and Retention is being documented in Individual Learning Plans for Aboriginal students.
Three Aboriginal Languages are offered as part of a Language Maintenance Programme. They are Arabana, Adnyamathanha and Pitjantjatjara.
Teaching methodology:
Teaching methodologies used in classrooms are innovative, inclusive and reflect a constructivist approach reflected in SACSA. Staff often use team teaching approaches, peer support and groupings of students across year levels to address learning needs. Year level learning teams plan and share work together. Catering for the diverse needs and learning styles of students is also addressed in staff meetings, line management and performance development meetings and T&D activities.
Assessment procedures and reporting:
Diagnostic, anecdotal and observational records are used. Guidance, Speech, Hearing and Paediatric assessments are accessed. School Entry assessment data is recorded in the first 10 weeks at school and annually until the end of Year 2. Literacy and Numeracy test data is analysed and used to plan for improvement.
Reporting to parents is currently:
Term 1- Parent/Teacher acquaintance evening week 3
- Parent/Teacher Interviews week 9
Term 2 - End of Term written reports
Term 4 - End of year written report.
Joint programmes:
SAPSASA and Friday afternoon sport competitions between the Primary Schools occur throughout the year.
A town kindy to reception transition policy has been developed between the schools and pre schools, so that all transition visits across the town occur on the same day and in the same weeks. A year 7 to year 8 transition programme also exists and this is coordinated by the secondary school. Year 7 to 8 transition is currently under review and trialled in 2007.
We participate in the local SAPSASA competitions, which include cricket, softball, netball, football, hockey, soccer, tennis and athletics. Some of our students make the district teams and participate in country/metropolitan exchanges.
Our school swimming/aquatics programme is held in term 4. Year 6-7’s have the chance to participate in aquatics activities such as snorkelling, kayaking, sailing, fishing, and wind surfing.
The town offers a variety of sports including football, netball, basketball, softball, equestrian club, Olympic sized swimming pool open October to April, cricket, tennis, volleyball, lawn bowls, croquet, Road runners, Archery, pistol club, water sports and activities offered at the gym.
6. Other Co-Curricular Activities
General:
Instrumental music is offered by the Secondary school campus.
Camps and excursions provide students with the opportunity to participate in new experiences and develop their social skills. Camps are scheduled every 2 years and excursions offered on alternate years.
Two visiting performances a year are paid for by the school, so that all students have the opportunity to experience the arts in a variety of forms.
Year 6/7 students will participate in CARGO, an Artists in School project funded through Carclew.
Special Events:
Augusta Park Primary School has entered a performance in the Croc festival since its inception.
At the end of the year we hold a Family Night where all classes perform a short play, song or dance routine. This is complemented by the sale of the school magazine and the announcement of the winners of the cover design of the magazine.
Family Night is hosted by students and well supported by the whole school community.
Staff profile:
There is a regular turnover of staff and we have a mix of experienced teachers, graduate and beginning teachers. In 2007 there were 10 new staff appointed to APPS. Staff demonstrate a high level of commitment to student learning and well being. Supporting staff new to APPS is a priority and the leadership team work with an “open door” approach. Staff engage in a range of professional development learning to improve practice and outcomes for students. This is evident in their willingness to engage in the range of projects the school is participating in. Some buddy class and peer tutoring approaches exist across the year levels and operate most effectively.
Leadership structure:
In 2007 the leadership structure includes the Principal, Deputy 1.0, Coordinator in Numeracy and a School Counsellor. An additional Co-ordinator in Teaching and Learning will increase leadership density in 2008.
Staff support systems:
Staff work collaboratively as a whole and within their learning teams. These teams have half day release early each term to plan and program together, share successful practice and moderate and discuss student achievement data. Staff liaises directly with their line manager.
Performance Management:
Performance management is aligned with DECS policy. All staff are line managed by either the Principal or Deputy and they negotiate a performance development plan. Focus is placed on performance development in relation to the priorities of the Site Learning Plan and individual staff development. Meetings are formal at least once a term as well as informal and individually arranged on a needs basis. Staff have shown a strong motivation and commitment to their learning through engagement in attendance at training and development activities and participation in site based research projects.
Staff utilisation policies:
Staff deployment is managed through PAC, Leadership input and consultations with staff. NIT is negotiated with class teachers at the beginning of the year according to school needs and specialised skills of the teacher.
Access to special staff:
Support is provided by Hearing Services, Guidance Officers, and other appropriate DECS Support Services including the District Aboriginal Education Team.
Other:
Children’s Services and Child Development Unit also support the school.
8. Incentives, support and award conditions for Staff
Complexity placement points:
3.5
Isolation placement points:
4.0
Housing assistance:
Subsidised Government Housing is available.
Cooling for school buildings:
Refer to school facilities below.
Medical and dental treatment expenses:
See Non Metropolitan Award.
Locality allowances:
Country Incentive Allowance for Zone 4
Relocation assistance:
Yes
Buildings and grounds:
The school consists of 4 main teaching blocks (2 SAMCON buildings, 1 DEMAC, 1 wooden transportable as well as 5 other single teaching areas.
The redevelopment of the Administration building was completed in 2006 to improve the working environment.
There are 3 playground areas - a Junior Primary, Middle Primary and Upper Primary area; cricket nets; soccer and football ovals; basketball court, netball court and four square courts on the quadrangle.
Telephone communication is available in all areas.
Cooling:
Reverse Cycle air conditioners are available in all teaching areas except the hall, which has evaporative cooling.
Specialist facilities:
A Computer room where students have access to scanner, web cameras, digital cameras and digital video camera, email and Internet access. The Resource Centre, classrooms and class foyers also have computer and Internet access. There is also a Hall, Aboriginal Education area, art/cooking area, music/drama area and Resource Centre.
Student facilities:
A canteen operates 5 days a week with a manageress and parent volunteers. Sporting equipment is available in class sets with an assortment of class equipment allocated to each class for recess and lunchtime use. Toilet and drink facilities are available in all units as well as refrigerated drinking taps in the canteen area.
Staff facilities:
A comprehensive collection of teacher resources is located in the Library. Computers are available in the Library, staffroom and photocopy area with Internet and email access. A large staffroom with kitchen facilities is shared with School of The Air (SOTA).
Access for students and staff with disabilities:
There are ramps and handrails to all main buildings. Sound field systems to support Hearing Impaired students are in 2 classrooms. The R-2 Special Class has modified facilities including access to a disabled shower/toilet. Equipment from SERU is borrowed.
Access to bus transport:
A local bus service to all areas of Port Augusta runs throughout the day. Buses can also be hired for excursions. DECS yellow bus service operates for the Davenport students who attend our school. The school has a 19 seater bus and several staff holds a bus licence.
Other:
Augusta Park Kindergarten is located on the northern boundary of the school and the majority of children enrol at APPS. A close working arrangement exists between the Kindy and school.
Decision making structures:
The decision-making policy operates and is shared by staff, Governing Council, Aboriginal Family Voice committee and KSAAP. Staff are involved in all decisions that affect them, either directly or through representatives on committees. PAC is actively involved in decisions that relate to Human Resource issues. Major whole staff decisions are made at staff meetings and learning teams make decisions that directly affect them. Sub committees of Governing Council make recommendations to Governing Council for ratification.
Regular publications:
These include daily staff notes, weekly staff bulletins on the school’s intranet, fortnightly school newsletters, class newsletters and staff and parent information packs for new staff and families. An annual School Magazine reflects highlights of the year and School Talk articles are submitted to the local transcontinental newspaper.
Other communication:
Home visits; telephone; meetings; diaries or communication books; School Council; Aboriginal Family Voice; class newsletters are used. All families are encouraged to meet with the relevant staff to discuss issues and concerns.
School financial position:
The school is in a sound financial position with the major commitments for 2007 related directly to the Site Learning Plan and improvement of facilities. The fundraising committee supplements the school’s income with a variety of activities throughout the year. Unpaid school fees are an issue. Our fees are kept to a minimum and reflect our community’s financial position.
Special funding:
A Literacy and Numeracy grant, Disadvantaged and Rural and Isolated index provide extra financial assistance. Early Years Literacy and Aboriginal Languages grants also support the school’s programs.
11. Local Community
General characteristics:
Port Augusta is located 322 kilometres north of Adelaide with a population approximately 15,000 we are located at the top of Spencer Gulf, the most northern port in South Australia. Port Augusta is known as the crossroads of Australia. It was established in 1852 and today is the major shopping, government and commercial centre for the Far North. Its main industries are tourism, power generation and railways. It is only a short drive to the Flinders Ranges. Port Augusta has one of the largest Aboriginal communities, representing over 17 groups. The community is currently experiencing significant change in its economic, cultural, social and socio-economic composition. While there is significant unemployment, an increase in the population of the town and employment opportunities are expected as a result of the mining boom to the north of Port Augusta.
Parent and community involvement:
We have a small but active fundraising group, and a small group of canteen volunteers. A few parents regularly provide classroom support in various ways, eg hearing reading, working in elective programs, transporting students and helping with sport.
The Aboriginal Family Voice committee supports Aboriginal students and parents as well as supporting the organisation of activities for Reconciliation and Cultural Week.
Feeder schools:
New Reception children are from Augusta Park Kindergarten and Flinders Children’s Centre. Many of our students who begin reception have had limited or no Kindy experiences at all. Enrolments come from the local area and we operate under a local school enrolment policy to keep our numbers below 400.
Other local care and educational facilities:
Family Day Care is available as well as Port Augusta Childcare Centre on Stirling road or the TAFE Childcare Centre. All government support agencies are available in Port Augusta. The town has six pre-school learning centres, six primary schools, one secondary school (over two campuses) as well as a Catholic R-12 school. The Spencer Institute of TAFE also provides educational opportunities as well as Uni SA- Whyalla campus 85 kms south providing tertiary opportunities. Open Access College (SOTA) is located on the same site as Augusta Park P.S.
Commercial/industrial and shopping facilities:
Port Augusta has all the facilities associated with a reasonably large town/city. There is a range of accommodation and dining facilities. Two large supermarkets provide 7 days a week, extended trading hours and complement a wide variety of retail facilities. Most Government departments are represented and banking facilities exist.
Other local facilities:
Port Augusta is serviced by rail, air and road links to other parts of the state. The gulf, Flinders Ranges, Eyre Peninsula and Far North are within easy reach of the town.
Service Clubs are Apex, Lions and Rotary. The Public Library has Internet facilities. Other tourist attractions include the Arid Lands Botanic Park, Wadlata, Curdnatta, and the theatre and movie cinema. Various Christian denominations are represented in the town. The hospital was opened in 1997 and includes visiting specialist facilities. All other general medical services are provided eg dentists, physiotherapists, optometrists and Pika Wiya Health Service. There are a range of active Art and craft organizations. Extensive fishing and boating facilities exist.
Availability of staff housing:
Government housing includes a range of accommodation i.e. flats, units and houses for employees and the variety of government and private rental accommodation has subsidised rental costs.
Accessibility:
The airport with flights to Adelaide (Monday to Friday) is located 5 kms from the town. The bus station with transport access to all directions of the state and country is available on a daily and weekly basis.
Local Government body:The Corporation of Port Augusta, phone number- 08 86419100 has a range of publications describing the local area that are available from them or Wadlata Tourist Information Centre. City Council Mayoress is Joy Baluch, State Liberal Member is Graham Gunn, and Federal Liberal Member is Barry Wakelin.
12. Further Comments
Augusta Park Primary School is a member of the Northern Country District of schools. The District Education Offices are located in Port Augusta and Whyalla and the District Director is David Craig.