WANDILIGONG PRIMARY SCHOOL   Charter

 

 

 

 

 

 

 

 

 

 

 

 

 

         Charter Commencement Date:         Semester 2, 2001

 

 

 

 

         School No.                                             275

        

         Address:                                                119 School Road

                                                                            

         Website:                                                 WANDILIGONG 3744

 

 

         Telephone:                                            03 5755 1026

         Fax No.:                                                  03 5755 1157

          Email:                                                                 Wandiligong.ps@edumail.vic.gov.au

         

 

 

 

         School Principal:                                 Julie Smith

         School Council President:                 Dr Paul Duff

 

 

 

Table of Contents

 

 

School Profile............................................................................................................... 3

School Goals................................................................................................................ 5

Priorities..................................................................................................................... 11

Codes of Practice..................................................................................................... 17

Community Building.................................................................................................. 21

Student Code of Conduct......................................................................................... 22

 

 

 

School Profile

SCHOOL CONTEXT

 

Values

Characterised by its strong sense of community,

Wandiligong School offers the opportunity and experience of success for all.

 

PHILOSOPHY

We aim to provide a secure and caring environment, enabling children to skillfully and confidently take their place in a changing world through academic and social fulfillment.

Our teachers strive to provide stimulating and challenging education, using exemplary informed and innovative teaching practices.

A Continuing Tradition.

 

Guiding Principles

Policies and programs are based on the belief that each child has the capacity to reach his her potential. Staff ensure classroom programs foster positive self-esteem, respect for others and responsibility for learning in a safe, challenging and caring environment.

 

Location

Wandiligong Primary School was first established in 1870 and has a very long history of community involvement and educational excellence. The school is situated in the foothills of the Victorian Alps, 6 kilometres from the township of Bright. The school is housed in a most attractive and spacious building that has a National Trust Classification.

 

Wandiligong PS is part of a wider community that involves a cluster of schools: Bright, Porepunkah and Harrietville. The cluster works together on professional development days, combined sports days, excursions, Arts Council Days and sharing of resources.

 

Other Significant Factors

·        The school has actively promoted itself in Wandiligong and surrounding district.       Currently only half the school population is from Wandiligong, as a large        proportion of students travel to the school from Bright and surrounding area.

 

The school promotes itself around the following:

q                   Small class sizes

q                   More individual attention to the students.

q                   A motivated school staff that involves itself in all aspects of the school’s             operations.

q                   Exemplary programs in ‘The Arts’ and a variety of opportunities for students to            perform at the local community activities.

q                   An ability to provide comprehensive programs in the eight key learning areas            by strategic use of teachers’ strengths and the support of the local            community.

q                   High academic achievement.

q                   Strategies for the promotion of the school include:-

Publicity brochures

Regular articles in the local newspapers

q                   Positive liaison with the Bright kindergarten and a well-developed orientation            program.

q                   Ensuring that staff is viewed in the community as very professional educators.

q                   A number of highly visible activities especially Theme Days

q                   Parents are encouraged and supported to interact with the staff and any            issues/concerns are addressed immediately.

q                   Participation in the Bright Autumn Festival.

 

·        A feature of the school’s program is the activities that are designed to orientate the pre-school students to the school. The program allows all interested parents opportunities to visit the school and have their students participate in school programs. Parents are also given the opportunity to have their preschoolers attend the school for an extended period. The school believes that this program has been instrumental in significantly increasing the enrolments in the early primary years.

 

·        A major issue for the school is the tendency of a significant number of parents to transfer the students from the school at the end of Year 4. These parents are seeking a school with a greater number of students at year 5 & 6 and cite better socialisation opportunities and opportunities to participate in team sports as the main reasons for the decision.  The school faces a great challenge to reverse this trend and keep the enrolments at the same levels as those in the early years. The school believes that it can reverse the trend and by further developing its programs for Years 5 & 6 to reflect Best Practice as reflected from the findings of the MYRAD project.

 

·        The school has had great success in changes the behaviour and the educational outcomes for many students that have not succeeded previously at other schools. The school attributes this success to the extra help and support it is able to provide through the extra efforts of the teachers and members of the community and the positive tone of the school. It is sometimes a great disappointment when these children transfer to other schools before graduating at year 6

 

 

School Goals

Our School Charter goals translate the guiding principles and values expressed in the school profile into directions and focus for the everyday work of our school.

 

They underpin the educational functions of our school as well as its operational practices.

 

 

Curriculum Goals

Student Achievement

To ensure that all students are extended and supported to improve their learning in all key learning areas.

 

Curriculum Provision

To provide an integrated and challenging program which is sequentially developed and balanced and will address individual student needs.

 

To provide a broad, balanced and relevant range of educational experiences that develop high academic standards, foster high self-esteem, maximise each child's potential and prepare them for further education.

 

Environment Goal

To provide a welcoming, safe environment where mutual respect, self-confidence, social skills and responsibility are highly valued. Children shall be encouraged to have respect for their school, teachers and other students in a cooperative atmosphere of equal opportunity.

 

 

Management Goal

To ensure a working environment characterised by high staff morale, strong team spirit and generally satisfying quality of work life. Human resource practices to support:

·  The effective organisation and development of staff;

·  Effective communication and decision-making processes;

·  The educational goals and priorities of the school

·  Effective administration systems.

 

 

Resources Goal

To provide resources that supports the implementation of effective teaching and learning programs and maintains an environment reflective of goals and priorities

 

 

                        

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

 

Environment Goals

 

 

Management Goals

 

Resources Goals

 

 

Priorities

Priority 1: Learning and Teaching in the Early Years of Schooling:

 

To engage students in Learning and Teaching in the Early Years of Schooling by:

·         Focusing on developing best learning and teaching practices for the Years P-4 of schooling as identified in the Early Years Programs

·         Engaging students in active learning and in critical consideration of their own progress and achievement with an emphasis on students to take greater responsibility for their own learning.

·         Encouraging teachers to reflect as professionals upon their personal style, practices and programs and the impact of those on students

·         To ensure that appropriate intervention and extension programs are maintained for students deemed to be ‘at risk’ and ‘highly able’.

·         To ensure that staff undertakes additional professional development with a focus on teacher assessment skills and moderation techniques both within year levels and across year level groups.

·         Continued implementation of the Early Years Literacy, Reading Recovery and Early Years Numeracy Programs.

·         The incorporation of the learning technologies into all learning areas specifically to:

q       Make use of communication technologies to involve students in collaborative projects with each other

q       Encourage a cross-curricular approach to curriculum and learning outcomes.

q       Encourage students to be responsible for their learning.

q       Bring the world to the classroom. Students may be introduced to people, places, ideas that otherwise would be inaccessible.

q       Enable students to learn by doing.

q       Encourage students to engage in interactive learning.

q       Draw on established links with home technology by providing activities that strengthen the partnership between the home and school.

q       Enable teachers to accommodate the varied learning styles and paces of learning within the classroom.

q       Encourage students to be life long learners, who can access, analyse and synthesise information from a variety of sources.

q       Facilitate student proficiency in the use of information technology and telecommunications.

 

Current School Performance

The school is pleased with its progress in improving performance in Mathematics and believes that its current practices will continue to bring about further improvement. The school intends to implement the Early Years Numeracy Program and will mange this through a focus on teaching and learning in the early years.

During the new charter period the school wishes to embed the Early Years practices in the English programs for Years P-4. It hopes to consolidate the gains made in this period by focusing on learning and teaching in the Early Years. The school principal hopes to be trained in Reading Recovery and thus provide this program.

During the new charter period the school wishes to focus on further developing the learning and teaching practices with a view to incorporating the practices developed as a result of the Early Years Programs. In particular its wishes to present the school as being able to provide Best Practice in the delivery of Early Years education

Intended Outcomes

·         Full implementation of the Early Years Programs in Literacy and Mathematics

·         Improved performance in Literacy

 

Performance Measures

·         Level of implementation of a school Early Years Program in Literacy and Mathematics.

·         Student achievement against the CSF II in English modes by whole group and sub-groups.

·         Level of the mean scores in each cohort in each English mode and Mathematics strand against the state and LSG.

·         Range of programs to support the student enrichment intervention and support programs.

·         Range of teaching practices to support the priority.

 

School Targets Literacy

§                     All prep students who are deemed capable will read level 1 text with greater than 90% accuracy.

§                     65% of prep students reading level 5 with 90%+ accuracy.

§                     All year one students who are deemed capable will read level 5 with greater than 90% accuracy.

§                     80% of grade 1 students reading Level 15 with 90%+ accuracy.

§                     All year 2 students who are deemed capable reading to level 20 with 90%+ accuracy.

§                     To have 60% of prep students, 80% of grade 2 students, 80% of grade 4 students and 80% of grade 6 students  who are deemed capable of having performance targets as establishing at the expected level.

§                     To have 15% of students throughout the school performing beyond the expected level in years Prep, 2, 4, 6.

 

 

Initial Implementation Strategies (One Year Plan)

 

Learning and Teaching in the Early Years of Schooling:

Data gathering and analysis

Identification of students in need of extension.

Development of individual learning plans.

CSF 11 English and Mathematics achievement measures 2001- 2003.

CSF 11 moderation assessments by staff

 

Programs and policy development

Staff to co-ordinate the development of a three year strategic plan.

Continue developing and implementing intervention programs and teaching strategies which lead to increased levels of student achievement.

 

Professional development

Have the school’s professional development plan focus on access to “best practice” and encourage “best practice” to be the standard for teaching and learning.

Provide staff with opportunities to observe exemplary school procedures.

Having professional development in Early Years Programs as a high priority

Develop assessment processes (P-6) which establish benchmarks, support consistent and accurate teacher judgement, identify student need, direct teaching and show progress.

A focus on teachers’ understanding of the CSF II and Course Advice.

Regular moderation sessions among all staff members.

 

Resource support

Increased resourcing, especially for staff professional development activities focussing on this priority.

Fully resource the 'Early Years Literacy and Mathematics' program 

Purchases to focus on extending independent readers.

Support staff to be able to purchase appropriate material.

 

Management

Allocate some time at staff meetings to focus on Early Years issues.

All staff will be expected to plan based on agreed whole school planning procedures

Timetabling of a two-hour literacy block and one hour Mathematics block

 

 

 

Learning and Teaching in the Early Years of Schooling
What	By whom	How undertaken	When expected to complete
Data gathering and analysis
Student achievement against the CSF II in English modes by whole group and sub-groups.	All teachers	Individual assessment	December 2001
Development of individual learning plans.	Teachers of ’at risk’ students	With curriculum coordinator e.g. Early Years	Beginning of 2002
Programs and policy development
Staff to co-ordinate the development of a three year strategic plan.	Julie	Prepare through monthly staff discussion	End term 1, 2002
Professional development
Develop assessment processes (P-6) which establish benchmarks, support consistent and accurate teacher judgement, identify student need, direct teaching and show progress.	All staff	School Cluster	October  - November 2002
A focus on teachers’ understanding of the CSF II and Course Advice.	Principal	Use of DEET CD – Switched on Curriculum (Or other CD support)	Throughout 2002 – monthly staff sessions
Resource support
Fully resource the 'Early Years Literacy and Mathematics' program	All staff	Visiting ………	By end 2002
Management
Timetabling of a two-hour literacy block and one hour Mathematics block	Julie	Staff meeting	To begin semester 2, 2001
All staff will be expected to plan based on agreed whole school planning procedures	All staff	Monthly planning sessions	Throughout 2002

Priority 2: Middle Years of Schooling

 

The learning and teaching in the Middle Years of Schooling and the engagement of students by:

·         Focusing on developing best learning and teaching practices for the Years 5 & 6 of schooling as identified in the findings of the MYRAD Research Project

·         Engaging students in active learning and in critical consideration of their own progress and achievement with an emphasis on students to take greater responsibility for their own learning.

·         Encouraging teachers to reflect as professionals upon their personal style, practices and programs and the impact of those on students

·         Ensuring that appropriate intervention and extension programs are maintained for students deemed to be ‘at risk’ and ‘highly able’.

·         Incorporating the use of the learning technologies into all learning areas specifically to:

q       Make use of communication technologies to involve students in collaborative projects with each other

q       Encourage a cross-curricular approach to curriculum and learning outcomes.

q       Encourage students to be responsible for their learning.

q       Bring the world to the classroom. Students may be introduced to people, places, ideas that otherwise would be inaccessible.

q       Enable students to learn by doing.

q       Encourage students to engage in interactive learning.

q       Draw on established links with home technology by providing activities that strengthen the partnership between the home and school.

q       Enable teachers to accommodate the varied learning styles and paces of learning within the classroom.

q       Encourage students to be life long learners, who can access, analyse and synthesise information from a variety of sources.

q       Facilitate student proficiency in the use of information technology and telecommunications.

 

Current School Performance

During the new charter period the school wishes to focus on further developing the learning and teaching practices with a view to incorporating the practices developed as a result of the Early Years Programs and the MYRAD project. The focus on education in the Middle Years is designed to develop school practices that will encourage parents to retain students’ enrolment at the school until the end of Year 6. The school intends to retain a focus on the use of learning technologies and this will be incorporated into the learning and teaching priorities.

 

Intended Outcomes

·      Further developing the Transition to Secondary College practices through developing partnerships with secondary teachers in the development of school practices

·      The development of partnerships with other Primary Schools so as to enhance and deepen the opportunities for senior students.

·      The establishment of programs to extend and challenge those students performing above the expected levels in all Key learning areas

·       All teachers will be using a variety of strategies to cater for differing abilities and learning styles including Gardners Multiple Intelligences, Bloom’s Taxonomy, DeBono’s Strategies and open ended tasks to challenge students’ understandings and thinking skills.

 

 

 

Performance Measures

 

1.      Level of implementation of the three-year strategy LT plan 2001-2003.

2.      Level of partnership with Secondary College teachers in best teaching practices

3.      Level of partnership with other Primary  Feeder schools

4.      Range of programs to programs to extend and challenge those students performing above the expected levels in all Key learning areas

5.      Range of learning and teaching styles used by teachers.

 

School Targets English

Reading

§                     70% of grade 4 students who are deemed capable whose achievement level is established or better at appropriate level

70% of grade 6 students who are deemed capable whose achievement level is established or better at appropriate level

To have 10% of students throughout the school performing beyond the expected level in years Prep, 2, 4, 6.

Writing

75 % of prep students who are deemed capable whose achievement level is established or better at appropriate level.

75 % of  grade 2 students who are deemed capable whose achievement level is established or better at appropriate level.

§                     75% of grade 4 students who are deemed capable whose achievement level is established or better at appropriate level

§                     75% of grade 6 students who are deemed capable whose achievement level is established or better at appropriate level

To have 10% of students throughout the school performing beyond the expected level in years Prep, 2, 4, 6.

Speaking and listening

80 % of prep students who are deemed capable whose achievement level is established or better at appropriate level.

80 % of  grade 2 students who are deemed capable whose achievement level is established or better at appropriate level.

§                     80% of grade 4 students who are deemed capable whose achievement level is established or better at appropriate level

§                     80% of grade 6 students who are deemed capable whose achievement level is established or better at appropriate level

To have 15% of students throughout the school performing beyond the expected level in years Prep, 2, 4, 6.

 

 

School Targets maths

mathematics

75 % of prep students who are deemed capable whose achievement level is established or better at appropriate level.

number

75 % of  grade 2 students who are deemed capable whose achievement level is established or better at appropriate level.

§                     75% of grade 4 students who are deemed capable whose achievement level is established or better at appropriate level

§                     75% of grade 6 students who are deemed capable whose achievement level is established or better at appropriate level

Measurement

75 % of prep students who are deemed capable whose achievement level is established or better at appropriate level.

75 % of  grade 2 students who are deemed capable whose achievement level is established or better at appropriate level.

Measurement and Data

§                     75% of grade 4 students who are deemed capable whose achievement level is established or better at appropriate level

75% of grade 6 students who are deemed capable whose achievement level is established or better at appropriate level

§                     To have 10% of students throughout the school performing beyond the expected level in years Prep, 2, 4, 6.

 

Initial Implementation Strategies (One Year Plan)

 

Data gathering and analysis

Identification of students and teachers competencies.

Identification of students in need of extension.

Range of LT material available

 

 

Programs and policy development

·         A further Three-Year Strategy Plan for the development and use of the Learning Technologies

·       All students will have the opportunity to use the technologies with particular focus on:

i)     development of research, problem solving and decision-making skills

ii)   electronic communication skills

iii)  multi-media presentations

iv) skilling student in using the learning technologies

v)   An increased emphasis on applicable and appropriate learning technologies in line with the expectations outlined in CSF 2.

 

 

Professional development

Professional development in CSF 2 including Curriculum at Work and SOFWeb

Continuing professional development in Learning Technologies

Some PD time in staff meeting time to be allocated to LT.

LT to be an element in all teaching staff personal Professional Development plans.

Developing new classroom teaching strategies.

 

Resource support

The establishment of an Information Resource Centre

 

Management

Providing appropriate support and development strategies so that all teachers will be using a variety of strategies to cater for differing abilities and learning styles including Gardners Multiple Intelligences, Bloom’s Taxonomy, DeBono’s Strategies and open ended tasks to challenge students’ understandings and thinking skills.

Teacher weekly and term planning in terms of activities and assessment.

Implementation of the use of information technology by staff and students.

Monitoring teacher skills.

Encouraging teamwork and cooperation.

 

 

 

Middle Years of Schooling
What	By whom	How undertaken	When expected to complete
Data gathering and analysis
Identification of students in need of extension.	All staff	CSF assessment   Early Years  Reading text assessment	December each year April each year
Programs and policy development
Staff to co-ordinate the development of a three year strategic plan. - LT	Julie	Prepare through monthly staff discussion	End term 1, 2002
Professional development
Professional development in CSF 2 including Curriculum at Work and SOFWeb	Technology support personnel	After school activities with parents	End 2002
Resource support
The establishment of an Information Resource Centre	Principal and staff	Staff meeting time	Semester 2 2002
Management
LT to be an element in all teaching staff personal Professional Development plans.	LT coordinator	Individual	At beginning of each year
Implementation of the use of information technology by staff and students.	IT support person / Principal	During class time	Throughout 2002

 

 

Codes of Practice

Principal Class Code of Practice

 

The principal of Wandiligong Primary School operates within the relevant sections of the Education Act, Department of Education, Employment and Training policies and the ‘Role and Accountabilities’ statement (1994).

 

The principal of Wandiligong Primary School is responsible for the leadership, management and development of the school and its programs, for the delivery of a quality education to all students and has the final responsibility for the delivery of a quality education to all students.

Effective implementation of the principal's role will be promoted by the development of cooperative practices, delegation of responsibilities and building harmonious school community relationships which enhance the maintenance of a positive team spirit.

 

In providing effective leadership to Wandiligong Primary School the principal will:

·         Be executive officer of school council.

·         Establish effective and efficient administration structures and procedures.

·         Manage the development and operation of the school financial and administrative systems

·         Lead and manage the implementation of the school charter and report on school performance.

·         Provide leadership and accurate advice to the Wandiligong school council and ensure that all policies and programs developed in partnership with the school community are implemented.

·         Ensure that resources allocation reflects and delivers the established goals and priorities of the school.

·         Support staff and encourage them in their particular roles with regular feedback on performance through annual reviews, leading them to adhere consistently to school teaching and learning, assessment and discipline policies.

·         Through collaboration, motivate staff, develop their talents and build an effective working team.

·         Facilitate the use of quality teaching and learning strategies to maximize student outcomes

·         Develop staff expertise to fully implement the recommended priorities and goals.

·         Encourage and foster a purposeful learning environment that promotes high levels of achievement recognising and rewarding student achievement

·         Ensure a safe and secure learning environment which fosters harmonious student and teacher interaction.

·         Be approachable and accessible to students, staff, parents and the school community within the limits of teaching duties.

·         Actively promote the Wandiligong Primary School in the wider community and further enhance links with all sectors of the educational community.

·         Ensure principles of merit and equity and valuing diversity are applied.

·         Act with honesty, integrity and where appropriate confidentiality

 

Report to the Director of School Education, school community, parents and students on the achievements of students as appropriate.

 

Staff Code of Practice

 

The staff code of practice for Wandiligong Primary School applies to the professional behaviour of the school staff in the performance of their duties and within the guidelines outlined from the Department of Education, Employment and Training.

 

All staff, both teaching and non-teaching, at Wandiligong Primary School are part of a team responsible for providing high quality programs that ensure opportunities and success for all children within a safe and secure environment.

All staff agrees to and is committed to the following codes and standards:

·       Take an active role in the decision making process and be actively involved in aspects of Wandiligong Primary School’s organisation.

·       Recognise the importance of working together as a team with the  Principal and other teachers to foster team building

·       Support and co-operate with colleagues to develop teamwork and share individual talents and expertise.

·       Demonstrating a high level of communication skills and professional behaviour when interacting with parents, students and colleagues   

·       Operate within DEET guidelines and directives (refer to The Professional Conduct of Employees of the DEET).

·       Provide effective documentation of planning and evaluation.

·       Strive to successfully implement School Charter goals and priorities, and to actively participate in the review process.

·       Keep abreast of current educational developments and issues through professional development and demonstrate the ability to manage and adapt to change.

·       Demonstrate an  effective response to emerging educational initiatives and priorities

·       Maintain and promote a positive school image and present positive role models.

·       Participate in the agreed appraisal processes aimed at improving teaching and learning.

·       Promote and appreciate Wandiligong Primary School as a positive educational choice and be welcoming and receptive to parents.

·       Maintain a safe and secure learning environment which fosters harmonious student and teacher relationships.

·         Recognising the importance of school/ home/ community partnership

·         Effectively communicate student progress to Principal, staff  and parents

·         Managing student behaviour and welfare in strict accordance within the stated policy and practice

 

Improving Student Outcomes

·      Fully develop and implement an integrated curriculum which allows the implementation of the CSF II philosophy in the eight key learning areas.

·      Develop a wide range of teaching strategies.

·                                 Promote independence in learning by actively involving children and encouraging children to take responsibility for their own learning.

·      Provide curriculum modification for students as required.

·                                 Monitor and assess students continuously using a variety of techniques within the school's assessment policy and report to students and parents regularly in a meaningful, clear and accurate manner.

·         Promote self-esteem, confidence and self worth among students and recognise and celebrate student achievement.

·       Treat students equitably and fairly.

·       Establish expectations for students that are clear, challenging and achievable.

·      Ensures that time for actively learning is maximised to ensure each child has the opportunity to fulfil its potential.

·      Maximises effective teaching and learning time within structured class programs

·      Demonstrates a high knowledge of the areas of the Curriculum and Standards Framework and school charter goals applicable to their teaching. Providing coherent and planned lessons and effective learning activities.

 

Staff Code of Practice (cont.)

 

Values and Attitudes:

Teachers at Wandiligong Primary School:

·         Being committed to the educational and social values outlined in the school profile

·         Treating all members of the school community with empathy and respect

·         Recognising and catering for individual students difference, backgrounds, abilities and learning styles

·         Recognising that all students have the capacity to learn and be taught

·         Relating to children in a non judgemental and positive manner

·         Being a positive and healthy role model

 

Rights:

·      Teachers will work in an environment conducive to teaching and learning.

·      Teachers are treated with respect.

·      Teachers have access to staff welfare.

·       Teachers have direction and support within the workplace.

 

School Community

·       Report to students and parents in a meaningful, clear and accurate manner in accordance with School Council policy and practice.

·       Encourage and promote parental involvement in school activities.

 

 

School Council Code of Practice

 

The council of Wandiligong Primary School acknowledges that they operate within the Education Act and Regulations. The school is a member of the Goulburn North Eastern Region and the Wangaratta Education District.

Under the act and its regulations, this council is required to meet eight times each calendar year.

It will observe the following principles:

·         The learning needs of the students will be the primary consideration in decision-making.

·         Monitoring of achievements of charter goals and priorities will be regular and rigorous.

·         Will develop policy directions and observe the principal's right to implement policy in the most appropriate way

·         Members will undertake regular training regarding their responsibilities, current school practices and the Department of Education, Employment and Training policies and directions.

·         Councillors will seek to make decisions considering all sections of the school community.

·         Council will maximise co-operation between all areas of the school community – students, staff, parents and the community for the mutual benefit of everybody.

·         Observe the need for orderly conduct for council meetings and for the unity of council in the public forum.

·         Respect the decisions reached by council. Any discord, which may arise from these differences of opinion, will be addressed and resolved within council structures and procedures; differences will not be publicised outside the council thus undermining the unity of the school community.

·         Participate in sub committees where appropriate

·         Councillors will promote our school in a positive manner.

 

Using the following practices:

·         The Wandiligong Primary School council will meet at least twice per term and encourage parent and community attendance.

·         School council will publish an annual report of its activities for the school community at its annual general meeting.

·         The council will receive regular progress reports and indicators of achievement for all goals and priorities in the charter.

·         Clearly stated guidelines for elected office bearers will be provided.

·         Meeting procedures and decision-making processes will operate according to Department of Education, Employment and Training (DEET) orders.

 

The Management will:

·         Meet to determine the agenda of each meeting.

 

The Principal, as executive officer of council, is expected to:

·       Provide professional advice to council in regard to DEET policy, educational issues, school management, financial statements and other matters of educational importance.

·       Ensure regular information on the school's goals and priorities is provided to council.

·       Ensure decisions of the school council are implemented.

·       Ensure adequate support and resources are provided for the conduct of school council meetings

·       Make certain that school council elections are properly administered.

 

Community Building

 

It is the intention of the Wandiligong P.S. Staff and School Council to involve parents in all aspects of the school operations. It recognises the valuable contribution made by the community, which will invariably lead to the enhancement and expansion of the educational programs and general improvement of the school's facilities.

The school parents:

·         Support the development of the school as an integral component of community activities.

·         Advertise the schools and their programs within the broader community.

·         Continue the involvement in school learning programs to assist student learning.

·         Attend student reporting sessions.

·         Support each other in harmonious relations for the betterment of the school and their students.

·         Participate in parent opinion surveys.

·         Be prepared to assist the school councils in their operation.

·         Support the principal and staff in the implementation the school charter goals and priorities.

·         Support school rules, codes of practice, programs and decisions made by the school administration

·         Supervising homework with particular emphasis on reading most nights

·      Participating in school activities e.g. sports days, special activities, classroom activities, responding to surveys and requests in newsletters, ground and room maintenance.

·      Promptly contacting the school if issues with their children arise.

·         Respect the rights of teaching staff and students to uninterrupted instruction during teaching hours.

 

To maintain the good working relationship with Wandiligong Primary School, the community should respond to and be actively involved in the following forms of reporting:

·         A regular school newsletter distributed to each family with copies available in the school.

·       Information meetings and sessions as required.

·       The presentation and distribution of a published Annual report (given out at an annual meeting with the community invited).

·       Holding regular council meetings and advertising agenda prior to each meeting

·       Communication through media releases to local media, businesses and other organisations

 

The school will undertake an annual parent survey to gauge perceptions and expectations of the community.

 

Relationships with neighbouring schools

During the new charter period the school wishes to forge stronger links with Harrietville P.S. and other rural schools in the district.

 

Student Code of Conduct

The code of conduct at Wandiligong Primary School has been formulated within, and is consistent with, the Department of Education, Employment and Training guidelines.

To maintain a safe and secure learning environment that fosters harmonious student and teacher relationships:

·         All children have the right to be safe, to be able to work and play without interference.

·         All children will be encouraged to take pride in the school, to be polite, courteous and well-mannered.

·         Teachers should expect to teach in an atmosphere of order and cooperation.

·         The principal and staff have an obligation to implement the code of conduct fairly, reasonably and consistently.

·         Parents have an obligation to support the school in their efforts to maintain safe and productive learning environment.

·         All children will be encouraged to exhibit pride in their school, feel secure and be physically cared for.

·         A safe, pleasant environment where responsibility is exercised in the careful use of our school buildings and property.

·         Personal and school property is respected and not tampered with.

School Rules

There are five basic school rules

1.      Move and play in a sensible and responsible manner creating a safe environment for all children

2.      Care for yourself, others and property

3.      Be cooperative and considerate resolving problems calmly, sensibly and fairly

4.      Respect others through your speech and manners

5.      Work as well as you can and allow others to do the same

 Individual teachers have their own set of specific class rules which comply with all school policy and charter guidelines

Our Approach to Discipline

At Wandiligong we consider that a positive approach to behaviour fosters a school climate within which personal responsibility and self-discipline will be developed. We are committed to the following strategies:

·         Giving positive reinforcement to improve self-esteem, for example  student of the week

·         Acknowledging student achievements in the newsletter and at assemblies

·         Encouraging friendship, sharing, tolerance, and compassion amongst all children.

·         Requiring children to accept some responsibility for their actions

·         Providing adequate supervision in the school grounds, making special efforts to observe, assist and involve children with problems.

·         Developing a whole staff approach to the resolution of problems occurring both in and out of class

·         Being consistent and fair in applying logical consequences

·        Encouraging understanding and awareness of the school rules

 

Breaches of The Code Of Conduct

Given that the students understand the school rules and the effect that a breach of the rules may have on themselves or others, students need to understand that breaches of these rules incur consequences. Such consequences should be related to the specific breach:

 

Wandiligong Primary School will adhere to the suspension and expulsion procedures as documented in Ministerial Order No. 1 and Student Discipline Procedures, 1994, Department of Education.

 

 

School Council Motion

At the Wandiligong Primary School Council Meeting of insert date, the following motion was passed:

 

 

“That the Wandiligong Primary School Council:

 

1.      Endorses the School Charter.

 

2.      Empowers the Principal to make minor amendments to the wording of the School Charter that may be necessary during negotiations with the Department of Education, Employment and Training.”

 

 

 

Moved:

 

 

Seconded:

 

 

Carried:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

Improvement Targets

CSF : English

P-6

      Percentage of Students Established or Better at Appropriate Level

      StrandYear Level/

      CSF Level Current Targets for Improvement

      2001 2002 2003

      READINGYear 4 (Level 3) 68% 70% 72% 75%

      Year 6 (Level 4) 80% 80% 80% 82%

      WRITING Prep (Level 1)45% 50% 55% 60%

      Year 2 (Level 2) 90% 90% 90% 90%

      Year 4 (Level 3 61% 65% 70% 75%

      Year 6 (Level 4) 66.7% 70% 73% 75%

      SPEAKING & LISTENING Prep (Level 1) 64% 67% 70% 75%

      Year 2 (Level 2) 90% 90% 90% 90%

      Year 4 (Level 3) 61% 65% 70% 75%

      Year 6 (Level 4) 71% 75% 77% 80%

 

 

Students ‘At Risk’ P-6

      Percentage of Students Below Expected Level

      Strand Year Level/

      CSF Level Current Targets for Improvement

      2001 2002 2003

      READING Year 4 (Level 3) 9.8% 8% 5% 5%

      Year 6 (Level 4) 4.4% 4% 4% 4%

      WRITING Prep (Level 1) 22.6% 15% 12% 10%

      Year 2 (Level 2) 0% * * *

      Year 4 (Level 3 12.2% 9% 5% 5%

      Year 6 (Level 4) 4.4% 4% 4% 4%

      SPEAKING & LISTENING Prep (Level 1) 6.5% 5% 5% 5%

      Year 2 (Level 2) 0% * * *

      Year 4 (Level 3) 9.8% 8% 5% 5%

      Year 6 (Level 4) 4.4% 4% 4% 4%

 

  Appendix 2

CSF : Mathematics

P-6

      Percentage of Students Established or Better at Appropriate Level

      Strand Year Level/

      CSF Level Current Targets for Improvement

      2001 2002 2003

      MATHEMATICS Prep (Level 1) 54.8% 60% 65% 70%

      NUMBER Year 2 (Level 2) 87.1% 90% 90% 90%

      Year 4 (Level 3 75.6% 78% 80% 85%

      Year 6 (Level 4) 97.8% 97% 97% 97%

      MEASUREMENT Prep (Level 1) 54.8% 60% 65% 70%

      Year 2 (Level 2) 88.9% 89% 90% 90%

      MEASUREMENT & DATA Year 4 (Level 3) 63.4% 67% 70% 75%

      Year 6 (Level 4) 57.8% 60% 65% 70%

 

 

 

 

 

 

 

 

 

 

Students ‘At Risk’ P-6

      Percentage of Students Below Expected  Level

      StrandYear Level/

      CSF LevelCurrentTargets for Improvement

      200120022003

      NUMBERYear 2 (Level 2)0%5%5%5%

      Year 4 (Level 312.2%10%7%5%

      Year 6 (Level 4)0%***

      MEASUREMENT Prep (Level 1)6.5%5%5%5%

      Year 2 (Level 2)0%***

      MEASUREMENT & DATAYear 4 (Level 3)12.2%10%7%5%

      Year 6 (Level 4)11.1%10%7%5%

 

*  Congruence of teacher judgements and other assessments to be monitored.

 

 

 

Appendix 3

AIM

AIM English – Years 3 & 5

      AIM Means

      Strand Year Level Current Targets for Improvement 2001

      READING Year 3 3.57% 3.60%

      Year 5 4.09% 4.30%

      WRITING Year 3 3.55% 3.80%

      Year 5 4.02% 4.30%

 

 

AIM Mathematics – Years 3 & 5

      AIM Means

      Strand Year Level Current Targets for Improvement 2001

      READING Year 3 3.18% 3.40%

      Year 5 4.13% 4.20%

      WRITING Year 3 3.43% 3.50%

      Year 5 4.04% 4.25%

 

 

Appendix 4

Student Attendance

 

      Average Number of Absences for Each Student

      & Each Year Level

      Year Level 2000 Targets for Improvement 2001

      P 16.27 13.5

      1 11.66 10

      2 13.52 11.5

      3 12.09 10.5

      4 13.06 11.5

      5 13.10 11.5

      6 13.17 11.5

      7 15.67 14.5

      8 17.98 16.5

      9 21.33 19.5

      10 23.47 20.5

      11 17.96 15.5

      12 12.04 11.5