Happy Valley School Context Statement
(Last Updated:  May 2006)

Junior Primary

     Primary

• Junior Head of School's name: Judy Davies
• Primary Head of School's name: Barbara Williams
• School e-mail address:  info@happyvalley.sa.edu.au
• School website:  www.happyvalley.sa.edu.au
• Staffing numbers

• Partnerships 21 Status:  Entered Partnerships 21 in 2001.
• OSHC / Vacation Care: Provide for before and after school, student free days and school holidays.
• Enrolment Trends: Both Junior Primary and Primary Schools have experienced a declining enrolment.  This is stabilising but is unpredictable as families grow up.
• Year of Opening: 1898 (1980 - on present site).

• Public Transport Access
  Public transport is available to the south and north of Happy Valley School.  Services running north - Chandlers Hill Road via Blue Hills Road and South Road to the city or an alternative to the Marion Shopping Centre.  Another service runs via Hub Shopping Centre, Valley Road and Main Road to the city or an alternative via Murrays Hill Road and Coromandel Parade.  A service to the south is available via Fraser Avenue, Reynell Road with transfer at Reynella to Noarlunga Centre.

• General Characteristics
  Happy Valley School has families from a range of socio economic backgrounds.  The student population is predominantly of English speaking background with 5.5% NESB and 1% Indigenous students.  A large number of students are from two income families while 20% are on school card, 9.5% are on Negotiated Education Plans, while 15% are students with high intellectual potential.

• Pastoral Care Programmes
  Students are in class groups with a class teacher who has the main responsibility for supporting this class group.  Team teaching is practised in many classes where two teachers collaborate in a team setting.

• Support Offered
  The two schools are managed as an R-7 school with a Principal and two Heads of School working together as a co-operative leadership team.

• Student Management
  There is a good understanding of our student behaviour code across the whole school community.  Very strong endeavours are made to make the environment safe and harassment free.  Consequences for student actions are well known and publicised.

• Student Voice
  Student Forums for Years 3 - 7 have commenced in 2006. These focus on school improvement and priorities. An executive comes from representatives of these groups. The Junior Primary section of the school maintains a Student Representative Council known as the Kookaburra Council. Meetings of both groups are combined periodically to ensure common direction. All of these groups are coordinated by the Junior Head of School.

• Special programmes
  A Learning Assistance Programme (LAP) and Early Intervention Programmes operate in the school.  A whole school Thinking Skills Programme, inclusive of all students, has been implemented.  Staff has received training in a variety of Social Skills programmes - Program Achieve, Bounce Back & Friendly Schools and families. Policies and guidelines are being developed during 2006 to ensure consistency across the R-7 range.

Our vision is to provide a happy, enriching and supportive learning environment that offers the highest quality of teaching and learning for individual students.  We aim to be able to work as a community to develop individuals who are:

• Assertive, confident, fit, risk takers who feel valued for their special skills and abilities.

• Enterprising learners and thinkers, who are optimistic about the future, value the environment and are community minded.

• Respectful, well-mannered, caring, able to work in teams, share, accept differences and solve problems effectively.

• Happy, motivated students who develop a lifelong love of learning.

• Focused on doing their best, persevering, rising to challenges and developing their skills to a high degree.

• Able to demonstrate sound life skills: Literacy; Numeracy; Using Information and Communication Technologies; Understanding and making sense of the world; Communicating feelings, thoughts & ideas confidently.

Contextual Influences
The school is situated in Happy Valley 20 km south of Adelaide in the City of Onkaparinga.

Happy Valley School celebrated its centenary in 1998.  It is comprised of the Happy Valley Primary School, established in 1898 and the Happy Valley Junior Primary School, established in 1987. 

The school, which has a rich historical background, was originally located at the current Chandlers Hill Kindergarten adjacent to the school.  It moved to its present site in 1980 and grew rapidly but for almost a decade has been slowly declining in numbers due to the ageing population within the district.

The physical layout of the school supports classes and teachers working together collaboratively.  The attractive grounds and other facilities in the school give students the opportunity to play and interact positively.

Staff is highly skilled and committed to ongoing training and development.  An active programme focussing on "Parents as Partners" complements staff skills and knowledge. The Education committee conducts information sessions for the school community. Parents have high expectations of their children and the school.

Values And Principle
The culture of Happy Valley School is built on partnerships, which develop academic and personal success for all students.  These partnerships between staff, parents, students and community groups are founded on the school’s four core values: Learning; Communication; Cooperation; and Striving for Excellence.

Core Business
Happy Valley School's Core Business is to deliver quality teaching and learning in a supportive environment: one that is safe, caring and success oriented for all students.  Through our interactions with parents and students we aim to develop a culture that reflects our Core Values and Principles.

Key elements of our Core Business
All students learn via a curriculum that includes the eight areas of study and reflects the Essential Learnings.  The eight areas of study are: English, Maths, Science, Technology, Health and Physical Education, Society and Environment, The Arts and Japanese.  Specialist teachers teach Physical Education and Japanese. Teachers plan their programme using the South Australian Curriculum Standards and Accountability Framework.

We have a strong commitment to Early childhood Learning in the Junior Primary School, and a leadership structure that supports this commitment.  We are continually evaluating and improving our curriculum and methodology in the Early Years.  This is well resourced to enable the experienced Junior Primary staff to develop and implement best practice.  We believe that the importance we place on Early Childhood Learning lays the foundation for student's success throughout their schooling.

The school has a strong commitment to learning methodologies such as resource based learning, learning technologies and methods, which promote higher order thinking skills Students have access to multi media computers in classrooms and in our computer suite.  Teachers use a variety of teaching methodologies from open, child-centred, activity based learning which includes explicit teaching when necessary, to more teacher directed approaches.

We have a commitment to providing success for all students.  There are processes in place to identify students with specific learning needs and programs and resources organised to support these students, within the classroom.  These students range from those with learning difficulties to those with high intellectual potential.

Student learning is continually assessed by teachers and reported to parents so that parents can have a strong involvement in supporting their child’s learning. Parents receive a Student Achievement Record twice a year which indicates the student’s standard of academic achievement for their year level in each subject, their works skills, social skills and thinking skills.  One formal Parent/Teacher interview time is set aside, however, teachers and parents meet on a needs basis at any time throughout the year.

CODES OF PRACTICE
The Happy Valley School acknowledges that it operates within legal requirements, DECS regulations and policies, the Roles and Accountabilities Statement for Local School Management and industrial awards.

Governing Council
The role of the Governing Council is to oversee the development of the Site Learning Plan, monitor the plan and report on its success and on the areas that need improvement.
At Happy Valley School it is expected that the Governing Council will:

• Act honestly and confidentially, with good faith and in the best interests of the school as a whole.

• Use due care and diligence in fulfilling all functions and powers attached to the Governing Council role.

• Ensure that personal differences, or the interest of any associated persons do not conflict with the interests of the school.

• Ensure the learning needs of all students are paramount in decision-making.

• Work collaboratively with all members of the school community.

• Speak as one - Grievances will be resolved within the council.

Parents
At Happy Valley School it is expected that parents will:

• Support the running of the school through involvement in committees and assisting with learning programmes.

• Value and promote their school and the achievements of staff, students and parents.

• Welcome new parents and encourage their contribution.

• Endeavour to understand the purpose of the school and support its values and principles.

• Participate within the school's existing decision making structures and policies.
• Respect the diversity and values of families across the school.

Staff
At Happy Valley School it is expected that staff will:

• Support and value one another.
• Pursue high quality teaching and learning programmes.
• Be eager to learn and seek opportunities to increase and share their knowledge, skills and experience.

• Continually review and seek opportunities to improve their performance.

• Feel pride in and an ownership of what the school is achieving.

• Acknowledge, respect and encourage the contributions, ideas, opinions and achievements of each member of the school community.
• Encourage a partnership between staff, families and the wider community.

STRATEGIC DIRECTIONS
Literacy
Objectives:

Ongoing development of Guided Reading programmes R-7
Establish student and teacher standards
R-3 staff trained in Early Literacies
Develop resources
Continuing assessment of student writing

Numeracy
Objectives:

Audit of resources and how they are used [late 2006]
100% of students undertaking LaN tests meet or exceed benchmarks
Leadership for & Professional Development for all staff commencing in 2007

Relationships
Objectives:

Investigate resources focussing on interpersonal relationships [2005]
Using the framework from "Friendly Families and Schools" develop whole ethos, policies and guidelines.
All staff trained to use the Safe Schools Framework
All staff implementing the Drug Strategy
All staff is updated in Mandatory Notification
Active for Life initiatives developed with all students
20% reduction in the incidences of bullying / harassment

Learning Technologies
Objectives:

Embedding Learning Technologies in all curriculum areas.
Student Learning is enhanced by the use of Learning Technologies.

• Subject Offerings -    As described under "Core Business"
   

• Special Needs
  In 2006 the Primary School has 0.92 Special Education time and the Junior Primary School has 0.05.  Additional hours are granted to support high need students. Negotiated Education Plans have been written for all students involved in these programs.  We support students who have learning difficulties using an Intervention program across all year levels.
   

• Special Curriculum Features
  Special care is taken during staff placement exercises to attract staff to positions, which support the school priorities eg, music and the arts, environmental education, Information and Communication Technologies, Literacy, Numeracy, SHIP and Physical Education.

  The school has a year 6/7 choir that trains each year to perform within the school and to perform in the Primary Schools Music Festival.  There is a school band comprising students learning musical instruments and other interested students.  The band performs at school assemblies and for other school and community events.  DECS teachers and private providers teach instrumental music. 

  Each year the school enters teams in the Tournament of Minds competition and two teams in the National Pedal Prix.  Students were involved in Wakakirri in 2005 and further involvement will be determined by staff expertise. Book Week is recognised and celebrated in the school each year. 

  Middle Schooling philosophy and practices are used with Year 6 and 7 students.  All students participate in a Leadership / Orientation Day. Each year our Year 6 and 7 classes participate in the JASON on-line scientific Project. Environmental Education has a high profile in the school, through recycling food scraps and worm farming, propagating seedlings, the edible garden project, and use of the Panalatinga Reserve adjoining the school boundary. A wetlands area has been established in the school grounds to allow for the study of wetlands plants and animals.
   

• Teaching Structures
  Class organization, in the main, consists of composite and 'straight' classes.

Many students are involved in out of school hour's sport.  The school is involved in many SAPSASA sports competitions and has a very good record of success.

• General
  Strong links are maintained between our school, Chandlers Hill Children’s Centre and our two local high schools.
   

• Special Days and Function
  Examples of these are Sports Day, fundraising events, discos, assemblies, Year 7 graduation, visiting productions / bands,National Tree Day, aquatic / swimming .

   For the first time in 2006, 2 year 6/7 classes travelled to Canberra. This opportunity was created because of reduced accommodation and entry packages associated with the timing of the Commonwealth Games. As the experience was such a success plans are now underway for future trips.

• Staff Profile
  We have a good balance of male and female staff members.  There is a small change over of staff each year.
   

• Staff Support Systems
  A majority of teachers work in teams and having a number of two teacher units assists this.  Through our performance development programme, staff members are encouraged to work collaboratively and are expected to be critically reflective of their own practice.  Twice a year staff members meet formally with a member of the Leadership team.  The T & D committee plans and presents fortnightly T & D opportunities for staff as part of staff meetings.  Core computer group staff members run after school workshops for interested staff.
   

• Staff Utilisation Policies
  Most Special Education time is converted to SSO hours to provide direct support for students with learning difficulties.  SSO staff members are employed to implement the Early Intervention Programs using targeted funding and also the Early Years Literacy program.
   

• Access to Special Staff
  A Guidance Officer visits the school regularly each term offering teacher and parent support and assessing students' learning potential.  A Speech Pathologist visits the school regularly to assess and monitor students’ speech and language development and offers training and development to staff. Other Government and Non-Government specialist staff are accessed as need arises.
   

• Other
  There is an active social committee in the school which co-ordinates a varied staff social programme.

8.    School Facilities

• Buildings and Grounds
  The school comprises solid construction buildings, one Demac building and eight transportable buildings.  The solid construction buildings provide general classrooms, withdrawal rooms, wet areas, teacher preparation areas.

  The transportable buildings and the Demac provide for classrooms, Japanese, technology, a large music/drama room, music tuition, parent room and Outside School Hours Care.  The staffroom and offices are located in one building at the front of the school.  Further transportable buildings may be removed over the next few years, as identified in our Asset Management Plan.
   

• Specialist Facilities
  The school has a well-equipped Resource Centre catering for students, staff and parents.  The Resource Centre uses the Amlib Computer System.  We have a whole school computer network, which allows access to the Internet and a comprehensive range of software in all classrooms, in the Resource Centre and in the computer suite.  A well-equipped technology room is set up for students to develop their DMA (design, make and appraise) skills. An Activity Hall, located in one of the solid construction buildings is used for a range of curriculum activities and external hire.

  Netball and basketball courts are located in two hard play areas.  A large grassed play area is used for soccer, football and cricket.  Within the grounds are two separate adventure playgrounds.

  The front of the school grounds have recently been upgraded and a large number of extra trees and shrubs have been established to beautify the entry to the south side of the school and the Outside School Hours Care area.
   

• Student Facilities
  The canteen is available to students and staff four days per week and the manager is assisted on a roster basis by volunteer parents and trained student assistants.
   

• Access for Students and Staff with Disabilities
  The solid construction buildings and eight transportable rooms have wheelchair access.

• Regular Publications
  The school newsletter is published fortnightly and is available on the school website (www.happyvalley.sa.edu.au).  A variety of means are used to keep staff well informed, including a Day Book, a weekly Staff Bulletin and school intranet.
   

• Other Communication
  Governing Council and members of the school community use parent Noticeboards.  The school board is used for photographic displays showing school activities.  A Starting School Folder including a Parent Handbook is available for parents and all staff members will shortly have access to an electronic Policy Folder.
   

• Special Funding
  We have been successful in winning a number of Parent Initiatives in Education Grants over the past years.  These have been used to develop skills and understandings within our school community.  We have received grants from the Onkaparinga Council to support our environmental program and Learning Trail in the Panalatinga Environmental Reserve and to develop a mural for the garden area.  Grants from the Onkaparinga Catchment Water Management board have been gained to assist the school with development of a community plant propagation resource and to support the work of the Friends of Panalatinga Environmental Reserve.

• General Characteristics
  Happy Valley is a highly sought after residential area.  There are some local shops but the area is predominantly residential.  Because of the proximity to Happy Valley reservoir, we have a lovely rural aspect.  Parent and community involvement

  Parents are very supportive and actively involved in the school through Governing Council, Parent Club, and other committees. They also support school-teaching programs through involvement in the Learning Assistance Program (LAP) and in-class support.
   

• Other Local Care and Educational Facilities
  There is a kindergarten opposite the school (Chandlers Hill Children's Centre) and there are three other kindergartens in the area which feed into this school.

  There are two high schools in the area - Aberfoyle Park High School and Reynella East High School which most students move on to.

  OSHC is provided for families in a school building both before and after school and Vacation Care is provided during school holidays.
   

• Commercial / Industrial and Shopping Facilities
  We are about 2kms from the Hub Shopping Centre and about 10-15 minutes from Marion Shopping Centre.
   

• Local Government
  The school is in the Onkaparinga City Council Area (Phone 8384 0666).

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