Return
to Yinnar Primary School HomepageSchool
Charter
Principal: Mr. Jim Connan
2001-2003
Date of next review: Sem 2, 2003
30 Main Road, Yinnar, 3869.
Phone:51631362
Fax: 51631638
CONTENT pg no 2
SCHOOL PROFILE pg no 3
SCHOOL GOALS
Curriculum pg no 5
Environment pg no 7
Management pg no 8
Resources pg no 9
PRIORITIES pg no 10
CODES OF PRACTICE
School Council pg no 12
Principal Class pg no 13
Staff pg no 14
Community pg no 15
STUDENT CODE OF CONDUCT pg no 16
NOTICE OF MOTION FROM SCHOOL COUNCIL pg no 18
Yinnar Primary School Profile
Yinnar Primary School is situated in the picturesque Morwell River Valley with views of the Jeeralang section of the Strzelecki Ranges. The rural township of Yinnar is some 20 kilometres south of Morwell. It provides an alternative residential area for those employed in the industrial, educational and service sectors of the Latrobe Valley. The school draws on both the Yinnar township and surrounding rural communities for students.
Yinnar School community values children. It fosters a safe, harmonious, enjoyable, caring and vibrant learning environment. It promotes the pursuit of knowledge, the acquisition of cultural values and the development of skills to equip children to participate in and contribute successfully to their society.
At Yinnar Primary School we believe in the following core values:
A safe environment that forms the basis for continued learning and teamwork, whilst encouraging individuality
A well-balanced curriculum that delivers the best educational and social outcomes for all our children
Dedicated teachers, strongly supported by parents and the wider school community
Maintaining modern facilities with up-to-date technology
The willingness of people to challenge the status quo and accept new ideas
The development of appropriate student social behaviour
Open and honest communication between teachers, students and parents
The recognition of a need for a healthy balance between the demands of the school and home environment
The current enrolment level of around 150 is anticipated to now remain stable after a period of decline due to downsizing in the power industry. The school has a Special Learning Needs Index of 0.5808 with 30% of our families claiming the Educational Maintenance Allowance. The Rurality Index of 0.18 indicates a relatively low level of rural isolation. Students are from a predominantly European background. Although the school community has very few (NESB) Non English Speaking Background students, it is enriched by a strong multicultural heritage.
A light and airy brick veneer building provides space for administration, library, staff centre, storage, teacher preparation, assembly, toilets, information technology centre and two classrooms. Four additional classrooms and an art room are sited at the rear of this building, connected by a sheltered walkway. The school has daytime use of the Yinnar Stadium situated in the school grounds. Appealing features of the school are the tree lined gardens and spacious grounds. These are immaculately maintained and continually developed. Large deciduous trees shade the adventure playground and play areas and border the oval. An asphalt netball court, courtyards, amphitheatre, playing fields and large oval are also features.
The school completed an administrative and maintenance upgrade in 1996 that provided additional office space, and contemporary refurbishment, both of which have assisted the school’s endeavour to create an inviting and professional work place. Ongoing maintenance and refurbishment continues to improve the working and learning environment.
Programs are based on the 8 Key Learning Areas (KLA’s) as outlined in the Curriculum and Standards Framework II (CSFII) of English, Mathematics, Science, Technology, Languages Other Than English (LOTE), Studies of Society and Environment (SOSE), The Arts, and Health and Physical Education (H&P.E.). Successful implementation of these programs is reflected in our comprehensive CSFII based written reports each semester. Additional information is reported to parents at regular Parent Teacher interviews.
We have a range of programs in place to meet the individual needs of specific groups of students. These include Reading Recovery, Integration Program, Students At Risk program, Learning Assistance Program, Perceptual Motor Program (PMP) and programs for gifted children. At Yinnar, parents and teachers work in partnership to educate children. Parents are involved at the decision-making level and are active participants in day to day operations, classroom and specialist programs.
Our school promotes individual excellence, and welcomes risk-taking and active participation. We challenge students to become self-motivated, independent learners capable of determining their own outcomes through cooperative and collaborative processes. We are justifiably proud of the excellent results achieved by our students at their chosen secondary schools. Yinnar Primary School has an enviable reputation for preparing students for the demanding experiences of further education.
Parents, as well as teachers, are involved in ongoing extensive Professional Development. This is crucial for updating skills, developing leadership and assisting teachers plan and implement innovative programs. The ongoing review and evaluation of programs ensures that planning is effective and purposeful.
To facilitate student learning the school has chosen to focus on "Producing consistent and improving student achievement across the curriculum" as our Priority. We are therefore committed to maintaining and upgrading a modern, networked computer facility and incorporating Learning Technology across the Key Learning Areas. Similarly we undertake to provide enhanced literacy teaching by continuing to further improve and update literacy resources, maintain and improve our literacy intervention programs and progressively implement the world acclaimed "Early Years" Program throughout the school. In addition we are committed to introducing the Victorian Early Years Numeracy Program to further enhance mathematical outcomes for our students.
Our school strives to nurture its secure and friendly learning environment, ensuring that students, staff and parents feel confident, rewarded and appreciated as they work together to achieve agreed goals and priorities. A dedicated and professional teaching team, supported by conscientious and committed parent groups, ensures that educational aims are achieved at Yinnar Primary School.
SCHOOL GOALS
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SCHOOL |
GOALS |
GOAL ACHIEVEMENT MEASURES |
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CURRICULUM |
IMPROVEMENT AREAS |
SCHOOL SPECIFIC |
COMMON STATEWIDE |
BENCHMARKS |
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CURRICULUM GOAL To provide a comprehensive curriculum from Prep – 6 through planned learning programs encompassing the eight Key Learning Areas (KLA’S)as described by the Board of Studies.
STUDENT ACHIEVEMENT GOAL To provide Teaching and Learning across all K.L.A.’s that challenges and supports students and ensures improvement in achievement outcomes.
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IMPROVEMENT FOCUS · Literacy: improving the performance of all students and increasing the number working at or above the indicative CSF level· Learning Technology: to further develop, evaluate and support the implementation of information and communication technologies· To develop a program of engagement, well being and enthusiasm for learning· The introduction of the Victorian Early Years Numeracy Program· The development of a program to accurately monitor student performance which is highly valid and which will enable accurate assessment and benchmarking· Uniform assessment procedures and recording systems established to verify teacher judgements· Establishment of student data banksPRIORITY Student achievement |
· Meet Early Years Literacy Plan targets· 80% of students at or above expected CSF levels in English· 20% of students above expected CSF level in English· reduction in number of students not achieving appropriate CSF level in English· tracked cohorts to show growth in English at all CSF levels· Information and Communication Technologies (I&CT) student skills audit· Student satisfaction surveys· Middle Years Research and Development (MYRAD) data· Initial numeracy data collection using Victorian Early Years Numeracy Program (V.E.Y.N.P) tools and procedures· University of NSW Maths and English results |
· Time allocation for KLAs by year level· Student achievement in Maths and English against the CSFII
· Parent opinion:- quality teaching - academic rigour - student reporting · Achievement Improvement Monitor (AIM)
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· Statewide time allocations in KLA’s· Past performance in the CSFII· "Like schools" achievement levels in the CSFII· Statewide achievement levels against the CSFII· Past performanceparent opinion survey · Learning Assessment Program (LAP) |
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SCHOOL |
GOALS |
GOAL ACHIEVEMENT MEASURES |
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ENVIRONMENT
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IMPROVEMENT AREAS |
SCHOOL SPECIFIC |
COMMON STATEWIDE |
BENCHMARKS |
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To develop and maintain a learning environment which is safe, caring, positive and friendly. |
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SCHOOL |
GOALS |
GOAL ACHIEVEMENT MEASURES |
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MANAGEMENT |
IMPROVEMENT AREAS |
SCHOOL SPECIFIC |
COMMON STATEWIDE |
BENCHMARKS |
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To provide practices that support :
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· Maintain high organisational health standards· Develop a whole school plan for PD |
· Time and expenditure on PD· Gourmet PD attendance figures· Non-certificated staff absence· Staff Opinion Survey
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· Enrolment· Staff Opinion Survey
· Professional Development· Staff attendance· Work Cover
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SCHOOL |
GOALS |
GOAL ACHIEVEMENT MEASURES |
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RESOURCES |
IMPROVEMENT AREAS |
SCHOOL SPECIFIC |
COMMON STATEWIDE |
BENCHMARKS |
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To allocate financial and human resources to enable the achievement of goals and priorities. To develop, maintain and allocate physical resources and facilities in line with the School’s established goals and priorities. |
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· Expenditure relative to budget allocation by goal and priority areas· Financial audit reports· Student computer ratio· Buildings and grounds committee audit of condition and use of facilities and equipment· Additions to assets by goal and priority area· Physical Resources Management System audit
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· Receipts andexpenditure report · Program budget report· Global budget report |
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PRIORITY
STUDENT ACHIEVEMENT
SCHOOL GOAL: To provide Teaching and Learning across all KLA’s that challenges and supports students and ensures improvement in achievement outcomes.
DESCRIPTION: The school compares well with State and Like School Groups (LSG) in Maths and Literacy but the results are not reflected consistently through the school.
PRIORITY: To produce consistent and improving student achievement across the curriculum which is at least comparable with State or L.S.G benchmarks and other school wide markers.
INTENDED OUTCOME:
80% of students at or above expected levels in all modes and strands of English and Maths
at least 20% consistently exceeding the expected level
a reduction in the percentage of students achieving below the expected level
trend improvement in the key school markers in English
ACHIEVEMENT MEASURES:
Performance of all students in Maths and English in the CSFII
Achievement of Early Literacy Plan targets
Achievement of Early Numeracy Plan strategies
Provision of student support programs
Performance of Grade 3 & 5 students in the Achievement Improvement Monitor (AIM)
Performance of Grade 5 & 6 students on the University of NSW Maths and English tests
Development and implementation of a standardised whole school assessment and evaluation program
INITIAL STRATEGIES (One Year Plan)
Data gathering and analysis
Develop an action plan for the implementation of this priority
Identify best practice
Source assessment & evaluation tools
Trial tools
Identify and monitor "At Risk" students
Investigate transition issues from Early Years to grade 5/6 Middle Years
Identify additional programs to strengthen teaching practice (ie. Teaching Handwriting Reading And Spelling Skills -THRASS)
Programs and policy development
Develop Assessment & Evaluation policy, schedule and procedures
Refine programs for At Risk students
Develop Middle Years curriculum policy
Develop Maths core curriculum framework and policy
Review English policy with particular reference to additional core programs such as THRASS
Develop an implementation timeline
Professional Development
Training on the use of testing and assessment procedures and policies
Victorian Early Years Numeracy Program training
"Making Consistent Judgements" school based workshops
THRASS training for all staff
Targeted Middle Years PD for upper school staff
Resource support
Allocate funds to provide:
Testing progam
Resource folders
Recording medium
Storage facilities
Administrative support
Provide Professional Development training for all staff in new procedures and practices
Allow time release for leadership team to find and examine best practice in assessment and evaluation
Match resources to CSFII
Management
Plan necessary staff PD to accommodate existing PD plans and develop priorities for PD in future years
Plan new assessment arrangements to incorporate existing Early Years processes
Plan new evaluation arrangements to incorporate revised reporting procedures
Allocate school closure days to develop new practices
Utilize Learning Improvement Program funds to support implementation of this priority
Nominate Early Years Numeracy Co-ordinator
CODES OF PRACTICE
School Council
The Council of Yinnar Primary School acknowledges that it operates within the Education Act and Regulations.
Yinnar Primary School Council:
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
school community views will be canvassed and considered on major policy decisions
diversity within the school community will be recognised and utilised
discussions related to employees will be strictly confidential
disagreements will be resolved within Council
Council will develop policy directions and observe the Principals right to implement policy in the most appropriate way
members of Council will be trained regarding their responsibilities, current school practices and DEET policies and directions
public comment will be the responsibility of the School Council President and Principal
decisions of School Council will be publicly justifiable
Councilors will declare conflict of interest where appropriate
Will observe the following practices:
The Council meets monthly
Council forms three (3) base sub committees at its annual meeting to be convened by a School Council Member
Buildings and Grounds
Curriculum
Finance
Special Purpose Committees will be formed when required
Sub Committees will:
be responsible for developing policy statements specific to their function
submit written recommendations to Council
meet on a monthly basis at a time designated by the Convenor
be representative of staff and parents
Will consist of:
5 DEET members
8 parent members
2 community members
15 total membership
Executive Officer
As Executive Officer of the School Council, the Principal will ensure that:
performance information on Charter goals and priorities is provided regularly to Council
adequate advice is provided to the Council on educational and other matters
the decisions of Council are implemented in an efficient and timely manner
adequate support and resources are provided for the conduct of Council meetings
Principal Class
The Principal is responsible for the leadership, management and development of the school and its programs. The Principal of Yinnar 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).
In providing effective leadership to the whole school the Principal will:
Lead and manage the implementation of the school charter and report on school performance
Provide leadership and accurate advice to the School Council and ensure that the policies and programs developed in partnership with the school community are implemented
Lead all staff to consistently follow and implement school teaching and learning, assessment and discipline policies
Encourage and foster a purposeful learning environment that recognises and rewards student achievement
Facilitate the use of quality teaching and learning strategies to maximise student outcomes
Ensure an effective, safe and harassment-free environment for students and staff
Ensure the principles of valuing diversity and merit and equity are applied
Manage the development and operation of the school financial and administrative systems
Promote the school and further enhance links with all sectors of the educational community
Staff Code
The staff code of practice for Yinnar Primary School applies to the professional behaviour of the school staff in the performance of their duties.
All Staff,
both teaching and non-teaching, will demonstrate commitment to Yinnar Primary School by :displaying the educational and social values outlined in the school profile
implementing and achieving the school charter goals and priorities
treating all members of the school community with empathy, respect and discretion
behaving and dressing in an appropriate and professional manner
demonstrating the ability to manage and adapt to change
contributing to whole school activities and taking an active role in the school
presenting a positive and professional role model
providing a safe and secure environment
Teachers at Yinnar Primary School act in accordance with the Professional Code of Practice of the Standards Council of the Teaching Profession. This code articulates impartiality, integrity and service as the principles and ethics and the relationships Teaching Professionals have with :
Students
Parents, Guardians and the Community
Colleagues
Oneself
The Employer
In addition to specific role statements teachers will teach according to the school’s published approach to teaching and learning which identifies that teachers will :
report to students and parents in a meaningful, clear and accurate manner in accordance with School Council policy and practice
manage student behaviour and welfare in strict accordance with the schools stated policy and practice
act in the belief that education is a continuing process
acknowledge that all students have both the capacity and right to learn and should be given equal opportunity to develop their maximum potential
recognise individual differences and respond to these by providing learning experiences consistent with developmental stages
use a variety of teaching strategies in the implementation of learning tasks to motivate, encourage, and challenge students to give their best
provide high quality programs that ensure success for all children
ensure that the classroom and school environment is safe, caring and purposeful
Community
Yinnar Primary School aims to work in collaboration with the community:
for guidance and support in its educational and other programs
for access to local resources (eg. business, community service and community organisations) in the belief that this enhances learning and encourages community awareness
to provide support for school activities
to obtain feedback and advice on school programs
The Yinnar Primary School will ensure that whenever access is obtained:
community resources will be used with care and in moderation
the rights of members will be respected and confidentiality guaranteed
appropriate protocols are established
The school will keep the community informed of its activities and achievements through:
media advertising of special events
weekly newsletter
publication of annual reports on performance
annual community meetings
Staff and students will follow appropriate protocols when sharing facilities, resources and when involved in community support programs.
The school will stay informed on community issues and developments.
Student Code of Conduct
The code of conduct for students at Yinnar Primary School has been formulated within and is consistent with Department of Education, Employment and Training guidelines and regulations.
The School Council believes that school should be a happy learning environment suited to the needs of students at all levels of their primary school lives.
The code of conduct is based upon the following principles:
all children have the right to be safe
all children have the right to work and play without interference
all children should be encouraged to be polite, courteous and well mannered
all children should be encouraged to exhibit pride in their school
teachers should be able to teach in an atmosphere of order and cooperation
parents have an obligation to support the school in its efforts to maintain a productive teaching and learning environment
the principal and staff have an obligation to implement the code of conduct fairly, reasonably and consistently
School Rules
The School has adopted a Behaviour Management Program which is regularly reviewed. It is based on the Assertive Discipline Program which emphasises a positive approach to discipline and acceptable behaviour. It involves setting consistent rules both in the classroom and playground and provides clear consequences, penalties and rewards for individuals.
The program covers:
Behaviour Management in the yard - Staff expect safe and fair behaviour from all students
Behaviour Management in the classroom - Each class develops rules focusing on safety, respect for others and care for property
We are committed to the following strategies which enhance student behaviour:
providing constant positive reinforcement
improving student self-concepts
developing a sense of citizenship
making a special effort to observe, assist and involve children with problems
being consistent and fair in applying logical forms of punishment
encouraging organised and responsible play within our playground
providing a gender inclusive environment
setting a good example in manners, by being appropriate models of behaviour and appearance
providing adequate yard duty supervision
encouraging awareness and understanding of school rules
Breaches of Code of Behaviour
After ensuring that students understand the school's code of behaviour and the effect that breaches have on themselves and others, breaches will incur some penalty. Where possible penalties will be appropriate to the infringement.
Accepted Penalties
Discussion followed by warning
A special program to reinforce a concept or a school rule
Repetition of a given task to an acceptable standard
A period of detention (in or out of school instruction hours, depending on the severity of the penalty)
Referral to the Principal
Communication with parent
Written and/or verbal apology
Deprivation of privileges
Suspension procedures if disruptive or dangerous behaviour continues
Expulsion in line with DEET guidelines
SCHOOL COUNCIL MOTION
At the Yinnar Primary School meeting of April 2 2001, the following motion was passed:
"That the Yinnar Primary School council:
Endorses the school charter as an accurate representation of the goals and priorities for the charter period 2001 - 2003.
Empowers the Principal to make minor amendments to the School Charter that may be necessary during negotiations with the Department of Education, Employment and Training."
Moved: Peter Linton, President
Seconded: Julie Franklin
Carried: Unanimously
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