Table of Contents

School Profile

School Goals

Priorities

Codes of Practice

Community Building

Student Code of Conduct

School Profile

Vision

Romsey Primary School will be an enthusiastic and self-motivated learning community guided by common goals, committed to continuous improvement and outstanding achievement in all aspects of school activity.

Mission

To foster life-long learning through challenge and excellence in a safe and nurturing environment.

Values

At Romsey Primary School we value;

Context

Romsey Primary School has been educating the children of the town and district since 1865. The school was relocated to its current site in 1994. The school is located within the township, which is a growing satellite town 60km north-west of Melbourne. In 2004 the school has a student population of 408; further steady increases in school size are predicted over the next three years. The school has outstanding building and equipment facilities on its 11.5ha site.  Students are drawn principally from the town and immediate area; however one school bus operates in bringing students from the south and west of the town. A number of parents choose to send their children to Romsey Primary School from further afield.

The aim of all programs is to provide an excellent grounding in literacy and numeracy, extending and catering for students’ special needs and abilities, allowing all to fulfill their potential while developing powerful personal and social skills of independence, leadership, resilience and responsibility.

Romsey Primary School provides a broad curriculum in each of the eight Key Learning Areas- The Arts, English, Health & Physical Education, Mathematics, Languages Other Than English (LOTE), Science, Studies of Society and Environment (SOSE) and Technology. Specialist teaching programs are offered in Performing Arts (music, dance & drama), Visual Art and LOTE (Indonesian). There is a Literacy Intervention and Reading Recovery program. The school has a modern information and communication technology capability for students, meeting or exceeding government targets at all year levels. This technology is targeted for continual upgrades and expansion to keep abreast of current developments and has become a powerful tool to enhance classroom programs and student learning.

The organization of classes is based on a multi-age structure, which encourages and enhances individual achievement and social development. Class configuration is largely Preps, 1/2, 3/4, & 5/6. Some variance from this can occur to maintain pupil numbers in each class within student number guidelines.

Parent participation in school activities and programs is highly valued and encouraged. Opportunities for parents to make an active contribution to school life occur through Parents’ Club, fundraising, special days and celebrations, curriculum and classroom support, working bees, environmental projects and the parent gardening group. Parents and the school community are kept informed through the school newsletter “InForm,” a community newspaper facilitated through the school, “The Romsey Rag,” information sessions and family nights. 

Romsey Primary School is committed to continuous improvement in all aspects of school activity. Students, staff and parent groups are encouraged to identify opportunities for improvement and undertake a rigorous process to embed improvement in the system memory. A significant commitment is made to staff professional development each year in order to achieve maximized educational opportunities and achievements for all students.

The school is a member of the Macedon Innovations and Excellence Cluster, and the Southern Ranges Schools Network. Inter-school sport for senior students is facilitated through the Cobaw District School Sports Association.

Romsey Primary School consists of three main buildings and re-locatable classroom wing. The school is well equipped with library, performing arts centre, gymnasium, art room, LOTE room and canteen. Within the spacious grounds the school has a soccer pitch, football oval, athletics track, cricket oval, basketball courts and tennis courts. Environmental projects within our school grounds that augment the school curriculum program include the frog pond area, Honeyeater Haven, Indonesian Garden, and corridor plantations. 

School Goals

Curriculum - Student Achievement

• To ensure that all children are extended and supported to improve their achievement in all Key Learning Areas, with particular emphasis on literacy and numeracy.

Curriculum- Provision

• To provide students with a comprehensive curriculum that is delivered in ways that acknowledge individual student differences and promote appropriate student involvement in setting and reviewing learning goals.

Environment

• To maximise opportunities for Romsey Primary School to be a learning community that is welcoming of parents, fosters student engagement with learning and promotes staff members’ and student wellbeing.

Management

• To ensure support of school goals and priorities through human resource practices that:
• Support effective organisation and development of staff members
• Enhance effective communication
• Facilitate inclusive decision-making practices

Resources

• To manage effectively the school’s financial and physical resources thereby ensuring adequate resources for all goals, priorities, programs and projects.

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 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%

Environment Goals

Management Goals

Resources Goals

Priorities

Priority

Effective Classroom Teaching and Learning

Implement effective classroom teaching and learning practices that maximise student engagement and improve learning outcomes in literacy and numeracy.

Current School Performance

Progress has been made in recent years in implementation of learning strategies to improve student outcomes in literacy & numeracy. Student achievement against the CSF and AIM against Like School Group in Years 3 to 6 indicate that further improvement is required.  Prep -2 Assessment indicated the school reached the expected targets by Year 2.

Intended Outcomes

• Significant improvement in Literacy and Numeracy outcomes in years 3 to 6
• Maximised student engagement
• Consistent CSF assessment across the school
• Implementation of coherent data collection and analysis strategies

Performance Measures

• Student achievement in Prep – 2 Assessment of Reading
• Student achievement against the CSF Key Learning Areas of English and Mathematics in all strands
• Student achievement in the Achievement Improvement Monitor (AIM)

School Targets

• English and Mathematics means (Years 4 & 6 CSF assessments) to at least match those of the “Like School Group” by the end of 2006.
• The proportion of students achieving “at or above the expected CSF level” in English and Mathematics to improve by at least 5% in each year of the triennium
• Demonstrate consistency of CSF assessment across the school
• Means for Reading and Mathematics (Years 3 & 5 AIM) to at least match those of the “Like School Group” by the end of 2006.
• “Matched Cohort” data (AIM Year 3 to 5) to show an improvement of at least 0.8 of a CSF level
• Boys’ outcomes in literacy and numeracy to at least match the boys’ “Like School Group” at the end of the triennium
• Improve student engagement as demonstrated by comparison with current classroom incident data
• Improved Student Survey outcomes for “Connectedness-teachers,” “Connectedness-school” and “Motivation to Learn” variables. 

Initial Implementation Strategies

Data Gathering and Analysis

• bi-annual collection and analysis of CSF student achievement data
• annual collection and analysis of AIM data
• annual collection and analysis of Prep-2 Assessment of Reading data

Programs and Policy Development

• evaluate and implement an improved literacy and numeracy support program for classrooms
• Reinforce the small group “Early Years” model of instruction with emphasis on identifying individual students’ needs and use of appropriate teaching styles.
• Set achievement goals for students with regular monitoring of “value added” achievement outcomes
• Undertake annual review and development of literacy and numeracy plans
• Evaluate Reading Recovery and Literacy Intervention programs
• Facilitate classroom programs that challenge and extend capable learners
• Utilize the unit planning process to identify units of work to extend learning
• Focus on data analysis with practical support for teachers
• Continue to develop information and communication technology provision and support to enhance student learning

Professional Development

• Targeted high quality professional development in Literacy and Numeracy including strategies to improve vertical and horizontal moderation of student achievement
• Extension of professional development initiatives from the Early and Middle Years programs
• Audit and extend the range of teaching and learning practices in classrooms
• Provide support for shared whole-school and unit planning
• Improve and extend the focus on open ended numeracy tasks
• On-going in-school Professional Development to revisit literacy and numeracy learning and teaching strategies
• Mentoring for less experienced teachers

Resource Support

• Allocation of sufficient resources, both personnel and material, in the annual budget to cover this priority 

Management

• Adopt and reinforce a culture of high expectations of student performance
• Appointment of Priority coordinator
• Establish Charter priority  and Curriculum teams
• Facilitate input for Priority development and implementation from unit teams

Codes of Practice

Principal Class Code of Practice

The Principal and Assistant Principal will operate, as will all members of the school community, in accordance with the school values. Additionally, principal class members will work within the legislation and regulations and the policies of the Department of Education and Training. At Romsey Primary School the following framework is used to define the role of the Principal and Assistant Principal:

Provide leadership by:

• articulating a vision for the school
• providing a positive example to all members of the school community
• encouraging open discussion on professional issues
• encouraging others to be learning risk takers

Provide effective management by:

• implementing consultative decision making processes within the spirit of the negotiated industrial agreement
• making decisions in a timely and open manner
• supporting and reinforcing the development and operation of teams as a management structure
• ensuring that roles and responsibilities are clearly documented and understood

Maintain positive relations with staff by:

• ensuring that there is regular feedback to staff
• ensuring that all members of staff are treated fairly
• being accessible to staff
• taking an interest in the wellbeing and professional growth of staff members

Develop positive relations with students by:

• being accessible to, and communicating regularly with students both formally and informally
• providing processes through which views of the student body can be presented to principal and school council
• being fair and consistent in the way students are treated
• reinforcing the school values of the school with the student body

Actively engage the broader school community by:

• being accessible to parents and community members
• making opportunities to raise the profile of the school within the broader social and educational community
• encouraging parents to see themselves as partners in supporting the learning of their children
• developing projects in partnership with community groups and organizations.

Staff Code of Practice

Staff should live our school values and aim to be life long learners. This code also acknowledges the Racial and Religious Tolerance Act 2001 which supports racial and religious tolerance and prohibits vilification on the ground of race or religion.

The staff at Romsey Primary shall observe the following codes and standards within the context of our school values:

School Council Code of Practice

Romsey Primary School Council will observe the following principles and operate within the parameters of the Education Act and DE&T regulations.

Decision Making

• the learning needs of students will be the primary consideration in decision making
• monitoring of the achievement of charter goals, improvement areas and priorities will be regular and rigorous
• issues and disagreements will be resolved democratically within council
• councillors will declare conflict of interest where necessary
• council procedures and standing orders will be documented and followed to enable meetings and activities to be carried out efficiently and productively

Relations with the broader community

• school community views will be canvassed and considered on major policy decisions
• diversity within the school will be recognised and utilised
• decisions made by school council will be communicated to the school community

Relations with Principal and staff

• council will develop policy directions and safeguard the principal’s role in implementing policy in the most appropriate manner
• council will respect the responsibility of the Principal in relation to the management of all staff and students
• public comment on behalf of the council and school will be undertaken solely by the council president and principal
• discussions in relation to the employment conditions and appointment of school council employees will be strictly confidential

Internal relations within the council

• members of council will be kept informed of their responsibilities, of current school practices, and of the policies and directions of the Department
• members of the council will develop positive and effective relations, treating each other with respect
• members of council will participate actively and contribute their individual skills and abilities in school council and school-wide activities and programs

Community Building

Romsey Primary School recognises and values all parents of students at the school, residents and neighbours of the local area and members of local businesses and organisations as part of the school community. The school strives to provide a happy and caring environment with a commitment to meeting the educational needs of its students in particular, and the school community in general and in return seeks the assistance and support of the parents and community.

Our relationship with parents and community is informed by our school values. These will form the basis of our interactions to and from the wider school community.

Caring: Understanding, Respect; Fairness; Safety

Relationships: Teamwork; Self-belief; Cooperation; Honesty

Inclusion: Communication; Sharing; Welcoming

Learning: Knowledge; Skills; Understanding

Happiness: Celebrating; Affirming; Staying positive; Resilience.

Community Involvement

Romsey Primary School encourages, supports and welcomes community members to:

• Be part of our school community through being part of our activities and programs
• Share responsibilities in supporting students in their learning
• Provide feedback and advice on school programs and policies
• Provide access to local resources that will enhance learning experiences

Community and School Protocols

To facilitate a strong and effective partnership, the school and community will work together to:

• Make all school community members welcome
• Display mutual courtesy and respect.
• Value diversity
• Maintain appropriate confidentiality

Communication

The school and community will stay mutually informed through:

• The weekly school newsletter, InForm and the community newspaper The Romsey Rag.
• Holding and attending meetings and information sessions
• Maintaining a friendly and courteous manner at all times in the presence of students, staff and other members of the school community
• Accessing relevant information on the school through the school information package published annual report and school website.
• Attendance at school assembly and special events
• The provision of training programs such as Classroom Helpers program.

Romsey Primary School will obtain the community’s views on its performance by seeking and including community responses in the evaluation of the school’s goals and programs through the parent opinion survey and other questionnaires as appropriate.

Our school will continue to strive to have a positive impact on the local community, forging relationships of mutual respect with all community members and organizations.

Student Code of Conduct

Principles

Romsey Primary School is guided by the following principles:

• All students have the right to be safe.
• All students have the right to be treated with respect and recognised in positive ways.
• All students have the right to work and play in a secure environment without interference, intimidations, harassment, bullying or disruption.
• All students are encouraged to be polite, courteous and well mannered.
• All students are encouraged to exhibit pride in themselves and their school.
• Parents have a right to expect their child will be educated in a secure environment where care, courtesy, and respect for others are encouraged.
• Parents have an obligation to support the school in its efforts to maintain a productive learning and teaching environment.
• Teachers are expected to be able to teach in an atmosphere of order and cooperation.
• The principal and staff will fairly and consistently implement the Student Code of Practice.

Strategies

• Using the school values of Caring, Relationships, Inclusion, Learning, and Happiness to form the foundation of behaviour management
• Beginning each year with all students developing a common understanding of the values and how we demonstrate them
• Acknowledging positive behaviour with achievement awards which are linked to the school values
• Developing student resilience
• Consistently implementing the Positive Behaviour Management model as outlined in the flowchart
• Informing parents of any serious breaches of the Student Code of Conduct

Rights and Responsibilities

A set of right s and responsibilities outlining acceptable behaviour is necessary in order for Romsey Primary School to meet its educational and social goals.

Implementation of the Student Code of Practice

• All students will receive a copy of the Code of Practice for reference.
• At the commencement of the school year, all students and teachers will examine each school value and develop a common understanding of each value and the ways we can live this value.
• Each class will develop its own vision and mission statements which will be displayed prominently in the classroom along with the school values.
• At the commencement of the school year, all students and teachers will establish “What makes a good teacher?” “What makes a good student?” and “What makes a good classroom?”
• All teachers will follow the process outlined in the Positive Behaviour Management flowchart, displayed in all classrooms.
• A hierarchy of logical consequences will be uniformly applied by all teachers.
• Serious breaches of the Student Code of Practice will be referred to the Principal / Assistant Principal for breaches of the Student Code of Practice and parents will be informed of the consequences
• Bullying is seen as a serious breach of the Student Code of Practice and will not be tolerated in any form.
• Students will be made aware of the provisions of the Racial and Religious Tolerance Act 2001 which makes it unlawful for students to vilify other students on the grounds of race or religion.

School Council Motion

At the Romsey Primary School Council meeting of DATE, 2004, the following motion was passed:

“That the Romsey Primary School Council:

1.  Endorses the school charter to be effective from 2004.

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 and Training.”

Moved:

Seconded:

Carried: