ࡱ> jli% 8bjbj%% 0VGG4Kl4(4(4(8l((T$D*((:8)8)8)8)8)8)CCCCCCC$NE nGC8)8)8)8)8)C*8)8)C***8)j8)8)C*8)C*&*1bs>pC8)( +%p4()HBVCC0$D9CVH*HC*tpTSCHOOL CONTEXT STATEMENT Updated: 09/03 School Name: Tanunda Primary School School Number: 0427 1. General Information Part A Schoolname : TANUNDA PRIMARY SCHOOL School No. : 0427 Courier : R18/9 Principal : Mr Ian Langley Postal Address : Research Road, Tanunda 5352 Location Address : Research Road, Tanunda 5352 District : Barossa/Gawler Distance from GPO : 71 kms Phone No. : 08 85632318 CPC attached : NO Fax No. : 08 85632187 2000 2001 2002 2003 February FTE Enrolment Primary Special, N.A.P. Ungraded etc. 8.0 11.0 10.6 13.0 Reception 38.0 28.0 21.0 29.0 Year 1 42.0 45.0 32.0 27.0 Year 2 52.0 43.0 46.0 31.0 Year 3 38.0 50.0 45.0 47.0 Year 4 41.0 36.0 54.0 45.0 Year 5 39.0 39.0 39.0 52.0 Year 6 52.0 41.0 41.0 45.0 Year 7 43.9 49.0 50.0 42.0 Secondary Special, N.A.P. Ungraded etc. Year 8 Year 9 Year 10 Year 11 Year 12 Year 12 plus TOTAL 353.9 342.0 338.6 331.0 July total FTE Enrolment 366.9 357.5 366.6 Male FTE 189.9 192.6 191.6 Female FTE 177.0 164.9 175.0 School Card Approvals (Persons) 65 67 55 NESB Total (Persons) Aboriginal FTE Enrolment 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. Part B Deputy Principals name, if applicable :Mrs Irene Simpfendorfer. School e-mail address : HYPERLINK mailto:tanundaps@sa.edu.au tanundaps@sa.edu.au Staffing numbers :School 15.56. Unit 1.7. Partnerships 21 status :Non-P21. Decision for 2002 to be made in term 2. OSHC :Available before and after school only. The latter may be reviewed later this year. Enrolment trends :Stable in the 340-360 area for the next 4 years. Year of opening :The new school opened in 1998. The old site was established in 1864. Public transport access :Daily bus service to Adelaide. 2. Students (and their welfare) General characteristics :12 classes comprising 4 JP, 2 yr 2/3 and 6 primary. Students are placed in classes of 3 reception-1s, 1 year 1/2, 2 year 2/3, 1 year 3/4, 2 year 4/5 and 3 year 6/7. In term three another reception class will be formed. Students have responsibilities in management of student affairs through SRC, student run whole school assemblies, student organised sport at lunchtimes and special events and days. The SRC meets fortnightly. Cross-age tutoring is encouraged especially between year sevens and younger students. Parent support is extremely positive. LAP has been reintroduced in 2000 through parent initiative. Parents/caregivers are involved in supporting childrens learning in classrooms and in extra curricula activities. Children with learning difficulties are targeted for assistance by the ChiNA (Children Needing Assistance) team which converts grants and staffing into SSO time and programs for identified children. Student management :An agreed behaviour code has been developed and implemented. Nearly all students are easily able to operate within its context. Counselling and assistance is available for the minority of students who can not behave according to the code. A review of the behaviour management strategies has been proposed for 2001. Student government :An SRC, with 2 representatives from each class, meets fortnightly.. 3. Key School Policies Partnerships Plan or Statement of Purpose :Contextual Information Tanunda Primary School is located in the heart of the Barossa Valley which is a prime wine and tourist district some eighty kilometres from Adelaide. The new school on the northern outskirts of Tanunda was opened in mid 1998. There is permanent accommodation for 12 classes but enrolment growth has led to one additional portable classroom with another soon to follow. In late 1999 the Tanunda Unit, a special education facility, commenced operation on site. Out of school care also is available in the Unit. The school community: is strongly supportive and involved in their school has high expectations of the school and of their children values the new school with its extensive grounds and shared play areas sees sport as a galvanising interest in the local area Currently under development is a forward plan to determine school priorities and values for the next five years. In 2001 the following will impact on the schools learning program the appointment of an IT coordinator the establishment of a state-ofthe-art curriculum computer network and internet access across the school an increase in special education teacher time from 0.1 to 0.2 basic skills test and early assistance grants of $2900 and $6500 respectively the integration of Tanunda Unit children into all school activities. Core Business Our core business is the provision of high quality teaching and learning opportunities so that all children can achieve in a supportive team environment. We do this by teaching the eight areas of study as described in the DETE documents, Statements and Profiles providing specialist instruction in PE and German working collaboratively with all stakeholders (students, staff and parent/caregivers) in a team effort encouraging and recognising student leadership and initiative using positive behaviour management strategies consistent with DETE guidelines developing clearly articulated decision making, communication and reporting policies adhering to the principles for teaching and learning as stated in our School Charter PRIORITIES Information Technology Outcomes Teachers can: use the internet as a learning resource use the computer room with their classes confidently use prescribed software packages use technology to a greater degree in their work use a scanner, digital camera, data projector and mobile telephone. Children can: use appropriate software for specific purposes use technology to access and present information demonstrate greater use of technology in their learning. The school has: employed trained personnel to maintain computer equipment established an LAN in the computer room and across the school developed a skills continuum for year levels provided computer training for parents/caregivers a register of purchased software. SACSA Framework Outcomes Teachers: design units of work that achieve SACSA outcome can access SACSA support material from online and other sources prepare reports to learners and parents Using SACSA software. Literacy Outcomes Teachers: have a teaching resource for written language development are able to record childrens progress and achievement in writing implement a whole school approach to writing. Children: can write proficiently in a variety of text types and to a range of audiences using the conventions appropriate to the level of development experience a language rich classroom environment. 4. Curriculum Subject offerings :Eight areas of study as outlined in DETEs Statements and Profiles though the SACSA framework is being implemented this year. R-7 specialist areas are LOTE German (0.6) and PE (0.6). Environmental issues are becoming increasingly important with a scrub regeneration project. Grants from the Northern Catchment Board and local companies have supported this initiative. Several students from the Unit spend part of their week in classrooms with their peers. A curriculum computer network has been established in the library and in operation since term 2 of this year. Middle and upper primary teachers are released to work with the IT coordinator or the principal for one session per week with their classes. With these groups children have access to the computer room in two half class sessions. JP teachers manage their own IT. Every class has at least two stand-alone computers and a laser printer. These will be networked later in the year. Stringed instrument instruction each Thursday is conducted by DETE teachers. In 2000 a school choir was formed to perform at Festival Theatre as part of the SA Primary Schools Music Festival. All children take part in a Walkathon each year as a fitness fundraiser. Special needs :0.2 special education staffing is directed to supporting children with NCPs. The bulk of this is used to employ an SSO to work with identified students. Assessment procedures and reporting :Reporting takes the form of a parent-teacher meeting in term1, a parent teacher interview in term 2 , a summary of achievement at the end of term 4 and a reporting book which goes home each term with work samples and achievement information. Parent/caregivers can meet with teachers as the need arises during the year. 5. Sporting Activities :Key district school for SAPSASA. Children are encouraged and supported to train for selection in district SAPSASA teams and events. The latter includes such things as swimming and cross-country. Annual swimming carnival (4-7) and sports day are held. Lunchtime sporting activities, based on a house team competition, take place. Childrens sport is catered for by town clubs eg football, netball, hockey, tennis, cricket, soccer. 6. Other Co-Curricular Activities :N/A 7. Staff (and their welfare) Staff profile :Most staff reside in either the Barossa or Gawler. The staff is stable as the Barossa is a desirable area in which to live and teach. However over the next three years there will be a 30% turn around as members reach the ten-year limit Leadership structure :There are several committees which carry out vital functions in school management. These are: Management Team Principal, deputy and reps from sections of the school. T & D Team Principal/deputy and reps from sections of the school. ChiNA Team Deputy and interested staff. As well there are other committees which have curriculum, finance, safety and school priority responsibilities. Performance Management :The principal and deputy meet with teachers each term to discuss learning programs, professional issues and staffs own agenda. Fortnightly meetings with the SSOs as a group and the principal take place. 8. Incentives, support and award conditions for Staff Complexity placement points :Nil. Isolation placement points :Nil. Shorter terms :Nil. Housing assistance :Nil. Cooling for school buildings :All rooms airconditioned. Cash in lieu of removal allowance :No. Additional increment allowance :No. Designated schools benefits :Nil. 9. School Facilities Buildings and grounds :New school built at a cost of $3.9 million with 12 classrooms in self contained blocks of four, each block having a separate withdrawal area, a teacher prep area and storage rooms. A portable has been added and another is expected to be on site in the near future. There is a multipurpose art room, a hall, a meeting room and a library which currently houses the computer room. Cooling :All rooms have reverse cycle air conditioning other than the hall. Specialist facilities :The Tanunda Unit is a well-equipped, state-of the-art special education facility that can accommodate up to 20 children, depending on their level of disability. Student facilities :The school has its own oval, a modern playground and shaded play areas. The students are able to use the ovals which are part of the Barossa Valley Recreation Centre. Staff facilities :The Admin area is a self-contained building at the front of the school with offices for leadership personnel and SSOs, work and storage spaces and a substantial staffroom. Access for students and staff with disabilities :Access for disabled people is excellent throughout the school. Access to bus transport :DETE and private buses service the town and surrounding areas. Other :A canteen operates for three days per week though its operation is under review. The School Council is seeking to improve the canteens viability and has established a committee to recommend improvements. A plant propagation facility has been established as a result of a grant from Southcorp. 10. School Operations Decision making structures :Participative decision making is practised by staff and all decisions are recorded in a special book for reference. Regular publications :A school newsletter is now published weekly by three volunteer parents. Staff and parent handbooks have been updated this year. All staff use a communication book for daily news and events. School financial position :The school is in a sound financial situation. Special funding :Nil. 11. Local Community General characteristics :Major wine producing area with other established industries which offer steady employment. A strong German culture exists around food, wine and music and contributes to the Barossas popularity as a tourist destination. Parent and community involvement :Parent involvement includes fund raising, classroom support, LAP, grounds, canteen operation and management, publication of newsletter, dress code shop, sporting events, special lunch days and other committees. Feeder schools :Tanunda Kindergarten. Other local care and educational facilities :Tanunda Kindergarten. Commercial/industrial and shopping facilities :Local facilities include a medical centre, hospital, child care, OHSC on site, library, recreation centre, shopping centres, tourist facilities and wineries. Local Government body :A worthwhile booklet, Resource and Information Directory, is available from the Barossa District Council office in Angaston. It lists all community resources in the local area. PAGE 1 Page PAGE 1  FILENAME \* MERGEFORMAT Tanunda_PS.doc '5K[_~ !=IWln *./3489=GKLPQUVZdhimnrswCJmHnHuCJ mHnHu5CJ\(L`w~>X $ H<^ $  X ^ $ >^ $ ^ n#88>[x  7DQ_m{ v$ N P!‚^ vb~ P!‚^ $ H<^ vb~ P!‚^ACDFGI   vGPY8888888888j0J2CJU0J2CJ0J2mHnHu0J2 j0J2U>*50JLjU jUCJCJmHnHuL Je 1 O f K   S$ N <S^S` v$ N <^ v$ N P!^ v$ N  X ^f  7 G G^#K & F+ ^K#jUz"p]kbD#PKK & F+ ^4m}"Tv GPYc KK & F+ ^th ""i###[$$%%#''''''((=))))_* K ff^f`K_*v*D+z+++++++++,",D,I,h,m,,,,,7.?...T^S`JORJ Bullet 2($ & F 0P^`0<1b< Bullet 1 sect. end4Ar4 Bullet 3^`0Q0 Bullet 2 endh<< Bullet 2 sect. end.. Sub-titlex50q0 Bullet 3 endh<< Bullet 3 sect. end212 Bullet 1 last2Q2 Bullet 2 last2q2 Bullet 3 last@@ Normal Hanging S^S`<< Normal Hanging end!h6"6 Normal Indent "S^S:!2: Normal Indent end#h&B& Table $<<:!R: Normal Indent 2 %^DbD Normal Hanging 2& ^@ar@ Normal Hanging 2 end'h<< Normal Hanging 3 (p^p@@ Normal Hanging 3 end)h88 Header*x p#6CJ(A( glossary+@& BB screen,$^a$CJOJQJkH@@ TOC 2- o# X^`X5B* >> TOC 3. 4o# 3X^3`XB* >> TOC 4/ o# X^`XB* 22 Footnote Text0CJ8&@8 Footnote ReferenceH*&)@!& Page NumberD!2D List 2 columns3 x^00 TOC 14 o# 5B* N N Index 15 O^`CJOJQJkHN N Index 26 O^`CJOJQJkHN N Index 37 O^`CJOJQJkHN N Index 48 O^`CJOJQJkHNN Index 59 O^`CJOJQJkHNN Index 6: O^`CJOJQJkHNN Index 7; O^`CJOJQJkHNN Index 8< O^`CJOJQJkHNN Index 9= Op^p`CJOJQJkHP!RP Index Heading>$xa$5CJOJQJkH2!2 Not Heading 2?@& .. TOC 5@ o# ^.. TOC 6A o# ^.. TOC 7B o# ^.. TOC 8C o# ^.. TOC 9D o# ^:: Document Title E$@& a$:Qb: Normal Indent 3 F^2r2 Bullet 4 LastGA Bullet 4iH>T^`0q0 Bullet 4 EndIhdd School Name & No.J C#!5;CJOJQJkHmH sH u@O@ IndentK & FP^ mH sH u(U@( Hyperlink>*B*8V@8 FollowedHyperlink>*B* \R\ Body Text Indent 2N^CJOJQJmH sH u<C< Body Text Indent On^nB>B Title P$a$5CJOJQJmH sH u>J> SubtitleQ5OJQJmH sH u>B"> Body TextROJQJmH sH u@S2@ Body Text Indent 3 S^4V "&"&"&"&"&"&"&"& g"'.4cg.(L`w~>X>[x  7DQ_m{ Je 1Of7G  G ^ #jUz"p]kbD#P4m}"Tv GPYc thi[  !!#######$$=%%%%_&v&D'z'''''''''("(D(I(h(m(((((7*?***<+O++,,,%-=-}--...R/g//&0@0o00000112222233344444488(`wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww(`  K  K  K  K  K  K  K  K  K K K K K   K   K  G KG KG KG + KG + KG + KG + K0 K K+ K+ K+ K+ K+ K K K K+ K + K + K + K + K + K+ K K K K K+ K+ K+ K+ K+ K K+ K+ K+ K K+ K+ K+ K+ K+ K K K K+ K+ K+ K K K K+ K + K!+ K" K+ K#+ K$   K K K K K K K K   K  K K! K! K# # K# # K# K# K# K# K# # K# D' KD' D' KD' D' KD' D' KD' D' KD' D' KD' D' KD' D' KD' ( K( ( K( ( K( ( K( ( K( ( K(  ( K( !( K( ". K. #. K. K. $. K. %. K. &0 K0 '0 K0 (0 K0 )0 K0 *0 K0 +0 K000@ JJJM88!*f #_*O/78 "#$%&'()8 4X 8GM!!  ()0444444444~ >Hfk 2y18CNfjq GKC M 4444444::::::::::::::::::::::: Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dot Wendy SymonsE\\ADLEDUF01_USER1_SERVER\USER1\USERS\PERSPOL1\SCS 2003\Tanunda_PS.dotDECS Admin SOE 2.0C:\Tanunda_PS.dot(|h| }:~{8ΖX`"<&<(,s (,P5 :RP R.(wB^=Qb&xG'%(,EVA oys$(,*^L$+ J-(,dJB*H(,;J `NYPPn'S X(, 6d3k(,~`Wm3%p"ֻK&_t IWyL_^`.^`.^`.^`. ^`OJQJo( ^`OJQJo( ^`OJQJo( ^`OJQJo(hh^h`. hh^h`OJQJo(*@:^`:)@:^`:)@ ^`OJQJo(@ :^`:56>*CJ . hh^h`OJQJo(@:^`:.@ ^`OJQJo(@ ^`OJQJo( ;^`;OJQJo(-@:^`:)@ ^`OJQJo(hh^h`.@:^`:)@:^`:. hh^h`OJQJo(@:^`:)@ ^`OJQJo(@:^`:) hh^h`OJQJo(@ :^`:56CJ .@ :^`:56CJ .@ ^`OJQJo(@:^`:)@ ^`OJQJo(@:^`:)@ ^`OJQJo(@:^`:. hh^h`OJQJo(@:^`:.+uP5 ~}|AK&_t;JP$+uPP:du`N3%p3k<uIWyoys$J-R'% X*s *H=EVS 6d~`WmB^dJBQbu 3@ ^`OJQJo( u @h h^h`OJQJo(pu 2@e ^`OJQJo(u@:^`:CJ OJQJo(((44@Lu4@@UnknownGz Times New Roman5Symbol3& z Arial3Times?1 Courier New" VhR&L+\V0d+5jVSCHOOL CONTEXT STATEMENT instructionsSADECS Admin SOE 2.0Oh+'0 4@ \ h t SCHOOL CONTEXT STATEMENT0 instructionsT SSAtAtAtTanunda_PS.docSDECS Admin SOE 2.0E2CSMicrosoft Word 9.0E@F#@|@D%@D%L+՜.+,D՜.+,` px  SA GovernmentnL\+5 SCHOOL CONTEXT STATEMENT Title 8@ _PID_HLINKSApfmailto:tanundaps@sa.edu.au  !"#$%&'()*+-./012356789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXZ[\]^_`bcdefghkRoot Entry FH:%mData ,1Table4HWordDocument0VSummaryInformation(YDocumentSummaryInformation8aCompObjjObjectPoolH:%H:%  FMicrosoft Word Document MSWordDocWord.Document.89q