Charter 2004 -2006

 

 

Scheduled Date of Next Review: Semester 1 2007

 

 

 School Number:                3584

School Principal:                Nerissa Albon

School Council:                  Hunter Richardson

PO Box 370

Traralgon

Phone: 03 51742055

Fax: 03 51761650

Email: albon.nerissa.nm@edumail.vic.gov.au

Table of Contents

 

Vision and Values

 

Grey St. Primary School’s approach to all aspects of the school’s operation is centred on a commitment to continuous improvement. In particular, the provision and delivery of a broad, well-planned, quality curriculum by enthusiastic, committed teachers is recognised as the primary function of the school. Our core values are best demonstrated through the provision of a safe, happy learning environment that engages students in the learning process and develops a strong connectedness to the school.

At Grey St. Primary School we believe that it is the quality of the relationships that our teachers develop with their students that underpins why students become motivated and engaged in the learning process. Engaging students in the learning process requires teachers to:

• Be inclusive of all students
• Accept differences and cater for individual learning styles
• Recognise excellence in a variety of areas
• Act as positive role models
• Provide challenging tasks which stimulate, encourage and support students in their learning
• Provide for a range of skills and interests of all students
• Link learning to what is meaningful in students’ lives and involve students in making decisions about their own learning
• Encourage strong connectedness to school and the local community
• Provide a safe and happy learning environment

Our values include:

• A demonstration of respect for all members of the school community.
• Encouraging individuality
• Promotion of confidence and self esteem in all children
• Promoting pride in self, in our school and in the community

  

Persistence Resilience Getting Along Organisation

“You can do it”

 

School Profile

Overview: Grey St. P.S. is committed to providing a varied and stimulating environment that focuses on the individual needs of students and fosters an understanding of others. Our school takes pride in the high level of commitment and involvement from members of our school community that is reflected in the school motto “Working Together”. Students are valued in a safe and productive environment where they are encouraged to realise their potential.   Context: ·         Grey St Primary School was founded in 1912 and is rich in history and tradition. ·         The school is located in the Central business district of Traralgon, a major centre in Latrobe City, approximately 160 Kilometres east of Melbourne. ·         Students are drawn from all areas of Traralgon with approximately 10% of our students travelling from outlying towns or farming communities. ·         Traralgon has four State Primary Schools, two Catholic Primary Schools, two Independent Primary Schools, one State Secondary College and one Catholic Secondary College. ·         Employment figures for 2003 show that the Latrobe Valley has the highest rate of unemployment for rural Victoria. ·         Like many of the local schools we are finding an increase in student welfare and discipline issues related to family breakdown and a general lack of resources within some families.

Demographics: ·         There has been a drop in enrolment of approx 70 students over the past two years. Two new private schools have opened in Traralgon and some of the parents have been able to afford to send their children there in Primary School rather than wait till Secondary School, with one school offering half price fees when it opened.  It is felt that enrolments will now stabilise for the next few years. ·         The proportion of families on EMA has stayed around 33% over the past three years with a slight increase in the number of children from Non-English speaking backgrounds. ·         Except for the Prep area the school has composite 1/2, 3/4 and 5/6 grades. The Year 5\6 students have a different lunchtime to the P-4 students, and three days per week they have a different playtime as well. All staff are only together for recesses on Mondays and Fridays. ·         The school currently has 5 leading teachers, 12 ETWR’s, 4 experienced teachers, 2 beginning teachers and one Assistant Principal. Discussions are underway to reduce the number of Leading Teachers. The school has an SSO4 and an SSO1 in the office, plus three Integration Aides at SSO1 level. With no teachers on contract we have an approved salary deficit. ·         We have 9 students on the Program for Students with Disabilities spread from  Preps to Year 6. ·         The school falls in the Like Schools Group 4 with an SLN index of 0.6317.

Other Significant Factors: ·         The school has a focus on the Arts with an annual production, a large band, choir, music classes and a very successful visual arts program. ·         Our new library and computer centre are used extensively and have provided a facility for parent and after school functions. ·         Grey St P.S. has been an Exemplary P.E. and Sports School for 7 years and has a well planned and varied program across all grade levels. ·         Parent volunteers assist in all areas of the school in reading, classroom activities, the sports program, the library and at working bees. ·         We have a very active fundraising committee who organise a number of profitable activities throughout the year. ·         Grey St was a pilot school for the Early Numeracy Research Project and for the Science in Schools Project. We were also involved in the Middle Years Research and Development Project (MYRAD). Through the Innovations and Excellence Program we are now fully involved in the Middle Years Pedagogy Research and Development (MYPRAD) Program with a focus on Social Competencies.

 

School Goals

 

Strategies to Implement the Goals/ Improvement Areas:

 

Data Gathering and Analysis

 

·        Annual collection and analysis of CSF 11 Mathematics Student Achievement data for boys and girls.

·        Annual collection and analysis of AIM data.

 

Programs and Policy Development

 

·        Ongoing development of new programs and strategies for the teaching of Numeracy.

·        Ongoing development of strategies to better address the needs of students identified as “at risk”, including a consistent approach to the development of Individual Learning Plans and higher achieving students.

·        Introduction of a Mathematics extension program for Preps to year 4 students and a program for the year 5/6 students with visits from a year 7 maths teacher.

·        Continued use of Information and Communication Technologies (ICT) to enhance the delivery of the teaching of Mathematics.

·        Invite a number of Maths and Engineering students to visit and talk to all students about how maths impacts on their field of study.

·        Maths planners to have an extension element with outcomes from the next level listed

 

Professional Development

 

·        Ongoing professional development for teachers in relation to programs and strategies for Numeracy.

·        Ongoing incorporation of moderation into assessment of CSF levels in all KLA’s to ensure accuracy and consistency.

·        Staff to discuss and share teaching methods and strategies in Professional Learning teams to develop a shared and common understanding of student achievement.

 

Resource Support

 

·        Allocation of time release for Early Years Numeracy coordination.

·        Provision of time release, as practical, for teachers to attend professional development activities and to implement the Improvement Area.

·        Allocation of funds in the school annual budget for Mathematics.

·        Responsibility given to one member of each team to circulate extension Maths activities each week.

 

Management

·        The Leadership Team to be responsible for the implementation of and reporting on Mathematics.

 

 

 

 

 

 

 

 

 

 

 

 

 

State wide Curriculum Goals: Student Achievement and Curriculum Provision

 

Government Targets:

 

By 2005 – Victoria will be at or above the National Benchmark levels for reading, writing and numeracy as they apply to all Primary students.

 

By 2010 – 90% of all young people in Victoria will complete Year 12 or its equivalent.

 

By 2005 – the percentage of young people aged 15 to 19 in rural and regional Victoria engaged in education and training will increase by 6%.

 

 

 

 

Strategies to Implement the Goals/ Improvement Areas:

Data Gathering and Analysis

• Annual collection and analysis of the Parent Opinion Survey.

 Programs and policy Development

• Parent/teacher information nights and interviews.
• Classroom teachers to provide written information to parents on programs and activities during the year.
• Continued use of local media and school newsletters to increase parent and community knowledge and understanding of the school’s programs.
• Continued liaison with local kindergartens and pre-school centres throughout the year.
• To provide students with learning experiences which are meaningful and real.

 

Resource Support

·        Allocation of funds in the school annual budget for the Improvement Area, including publicity.

 

Management

·        The Leadership Team to be responsible for the implementation of and reporting on the Improvement Area.

 

 

Environment Goals