School Number: 0142

General Information

Part A
School No. : 0142 Courier : BAROSSA
Principal : Libby Clift
Postal Address : 71 Angle Vale Road, Evanston Gardens 5116
Location Address : As Above
District : Barossa
Distance from GPO : 40 kms Phone No. : 08 85222082
CPC attached : NO Fax No. : 08 85230495

Part B
School’s e-mail address -
Deputy Principal - the school does not have a deputy principal

Staffing numbers

Total Entitlement
  1.0 (0.4 teaching, 0.6 administration)
Class teachers
Teacher / Librarian
Special Education
School Counsellor
  0.43 topped up to 0.6 from school funds
NIT Provision

Currently the teaching staff comprises of 4 females & 4 males, 4 of who are full time & 4 part time. The school is entitled to 1 key teacher

SSO’s entitlement 77.0 h.p.w permanent hours

School Secretary
  37.5 h.p.w
SSO/Special Education
  37.5 h.p.w
  3.0 h.p.w
  14.0 h.p.w

The school purchases over 70 additional SSO hours per week out of the Global Budget to provide special education support.

The school has a Christian Pastoral Support Worker for 14 hours per week

Enrolment trends
The student population has increased this year. New housing developments occuring in the area are leading to increased enrolment at the site.

Special arrangements
Category 3 Disadvantage School

A DECD ‘Play Centre’ which caters for 0 – 4 year olds operates in the Progress Hall adjacent to the school each Friday for 2 hours.

Year of Opening
The school celebrated its centenary in 2008. It was opened in 1908 as Gawler Blocks Primary School. The name changed from Gawler Blocks to Evanston Gardens in 1968.

Public transport access
Limited. The Gawler - Adelaide train stops at Tambelin station which is approximately 1 km from the school. Limited public bus services run close to the school.

Students (and their welfare)
General characteristics

The largest group of students come from the Evanston Gardens housing estate however the school draws students from all areas in Gawler and from a range of suburbs. Approximately 40% of students are eligible for school card. There are very few Aboriginal students and any NESB students attending the school are at least second generation Australians.

(Pastoral) Care programs
The school runs a successful breakfast program. The School Counsellor offers ongoing support for students and families. The school chooses to buy in additional School Counsellor time. The school has a Christian Pastoral Support Worker who provides support to the school community for 14 hours p/w.

Support offered
As well as the additional time for the School Counsellor the school buys in additional SSO hours to provide extensive special education programs for students with identified special needs and learning delays. Programs include literacy blocks with SSO support, specific programs based on student needs identified in NEP/ILPs which are provided on a ‘one to one’ or small group basis and targeted support for students at risk where students may be withdrawn from the classroom. The school has a well-resourced dedicated special education room.

Student Management
An effective Student Behaviour Management Policy exists. Class teachers develop own class practices based upon the guidelines provided in the school’s policy and involving the students in the process. The school has a lunchtime focus room, which is monitored by senior staff.

Student Government
An active SRC operates under the guidance of the School Counsellor. Students are active in fundraising, organising discos, running assemblies, etc.

Student run assemblies are held once a fortnight and are well attended by parents.

Special Programmes
A high emphasis is placed on Special Education, which is coordinated by teaching staff and the Principal. It takes the form of Special Education support for individuals and small groups mainly provided by SSOs through the use of the Tier 2 salary component of the Global Budget. An SSO conducts early childhood coordination programs.

Key School Priorities

Site Learning Plan
The schools vision statement as identified in the Strategic Plan is;
‘At Evanston Gardens we are committed to enhancing a culture of learning for the future, in a safe, caring, success oriented environment. We aim to achieve this in partnership with our school community and to deliver a relevant, high quality education for all students’

The school’s 2 strategic priorities are;
- Literacy
- Numeracy

Open Access
Not required.

Special needs
Tier 2 staffing;
- 0.02 staffing allocation for Special Needs
These salaries are used to support an intensive special education program.

Special curriculum features
The school continues to examine data relating to Numeracy and Literacy skills. This information has informed planning classroom programs and special education programs to support students with identified needs. All classes have literacy blocks, which are supported by SSOs, and we use a whole school approach to planning and assessment.

LOTE (Japanese)
Japanese is taught two days a week across all classes. This also provides approx. 100 minutes per week NIT.

Class teachers using class based pods of computers provide ITC programs. There are two computer networks in the school. The administration network consists of six computers housed in administration offices and staff room. There is an extensive curriculum network, which allows all classrooms to have a pod of classroom computers most with Internet access. The school employs an SSO 2 for 5 hours a week as a computer technician. We now have Interactive Whiteboards in all classrooms, the library, and the special education room.

Teachers conduct their own computing lessons. Computer use includes drill programs, word processing, digital camera, Internet research. The aim is the integration of computer technology as a tool to enhance learning outcomes in all areas of study. Many teachers are using the Office Suite for their programming, assessment records, reporting to the system and to parents.
The teacher / librarian supports classes with Resource Based Learning and works with groups of classes each term on a rotating basis.

Teaching Methodology
As almost all classrooms are in single room buildings it is difficult for teachers to work collaboratively. Class teachers are all experienced and provide rigorous well planned programs. Teachers are involved in some across year level planning. Programming is based on the SACSA Framework. The Australian Curriculum has been implemented in Science, English and Mathematics.

Assessment procedures and reporting
A Parent Information Night early in the year and 20 minute parent/teacher interviews in late term 1 or early term 2. The school is using the new reporting format twice a year.

Joint programmes
Transition programs are held with pre-schools by our reception teacher and by the year 6/7 staff and the transition coordinator of Gawler B-12 College.

Sporting Activities

The school is an active member of the Gawler and District SAPSASA group. Students participate in the SAPSASA Athletics day each year to select the District team for the cross country championships. Term time swimming lessons are held at the Gawler Pool. The year 6/7’s do aquatics at West Lakes. An internal school Sports Day is held annually in term 3.

Other Co-Curricular Activities

A Breakfast Club operates every day from 8:30 a.m. Parents coordinate the Breakfast Club providing a valuable service to a small percentage of our student population. Funding is provided through U-CARE in Gawler and the school.

Special Activities
The school holds an annual outdoor concert in term 4 each year.

Students are involved in numerous coaching clinics including, tennis, cricket, etc. Various excursions and incursions are also organised during the year.

Staff (and their welfare)

Staff profile
All current staff have had many years of teaching experience. Many have worked for some time in the Gawler / Barossa area. Most staff live near Gawler or commute from the Barossa Valley or Northern Suburbs.

Leadership structure
Principal (0.6 Administration / 0.4 Teaching)
The 0.6 School Counsellor provides leadership support and other staff are released to supervise when the principal is out of the school.

Staff support systems
As the school has only 5 classes with only 1 class at most year levels general staff meetings have been the most practical forums for staff. Staff meetings provide an opportunity for shared planning. The staff are positive and mutually supportive however the size of the school does raise workload issues in relation to organisational structures.
PAC and OHSW Committees meet regularly.

Performance Management
Formal and informal discussions are held regularly. The school has a PD budget available to support staff learning.

Incentives, support and award conditions for Staff

Complexity placement points
o : Nil
Isolation placement points
o : 1.0 - All schools receive a base allocation of 1.0
Cooling for school buildings
o All classrooms are heated and airconditioned.

School Facilities

Buildings and grounds
The school grounds are very spacious, well kept and environmentally attractive. As the school has grown since it opened in 1908 buildings have been added to satisfy short term needs. Today the school consists of a mix of solid and temporary construction buildings. We continue to work on painting, paving and landscaping to improve and maintain the appearance of the school.

Office space is limited. There is little storage space and no spare rooms for meetings.

All teaching spaces are air-conditioned. A grant from the local service clubs previously assisted in upgrading the air-conditioning in some classrooms.

Specialist facilities
The school has a small multi purpose hall.Two of the 4 classrooms in a timber quad block have been opened up to form a double room, which is used for drama, etc. Japanese has been established in a separate classroom.

Student facilities
Parent volunteers open the school canteen for recess and pre-ordered lunches 1 day a week. A breakfast club operates on all days.

The school has two lots of out door play equipment both under shade. The hard play area is expansive however in need of repair. Students do make good use of a two sided ‘hitting wall’.

Access for students and staff with disabilities
Most of the school has had ramps built to allow access for the disabled. A toilet for the disabled is also available.

Access to bus transport
There is a limited public bus service in the area, and it is only a 20 minute brisk walk to the Tambelin train station.

The nearest dental clinic is located adjacent to the old at Evanston Primary School site only a few kilometres away.

School Operations
Decision making structures

The school operates on a democratic decision making model. A staff decision making policy describes the processes for staff meetings. A consensus approach is used. Staff members volunteer to act as Chairperson and Secretary for staff meetings. A Staff Meeting Agenda is easily accessed with minutes of staff meetings available. A comprehensive list of roles, contact people and committees is drawn up early each year.

Regular publications
A comprehensive School Newsletter is produced fortnightly. Individual class teachers also produce their own class newsletters to inform parents about their activities. There is a weekly staff bulletin, daybook and term planner board in the staff room.
Other communication
Daily face-to-face contact between staff and parents is a feature of the school. The Principal ensures all incoming circulars etc. are displayed on separate noticeboards for staff information. Folders containing all relevant school policies have been compiled.

School Financial Position
The school is in a sound financial position. The Finance Sub Committee of the Governing Council meets regularly. The council has a small active parent group who have provided additional resources over many years to the school though fundraising. The school Governing Council has approved the use of debt collectors to recover unpaid materials and services fees.

Local Community
General characteristics

The school community comprises of a cross section of socio economic backgrounds with approximately 40% of families being on school card. The area still retains a semi rural nature but is becoming more urban. As the community does not have its own commercial centre, the school and the Community Hall, next door, are centres for community involvement. Few families do not use English as their first language at home. Major housing development is planned for the local area.

Parent and community involvement
Parent and community involvement is actively encouraged throughout the school. There are a number of regular parent volunteers in the classrooms and Breakfast club. The Governing Council is small but dynamic. The Fundraising committee is active.

Feeder schools
The main feeder preschools are in Gawler, particularly Gawler B-12 College, Angle Vale and Andrews Farm. The majority of our year 7 students go on to Gawler B-12 College. A few go to local private Anglican, Catholic or Lutheran schools. A small number go to DECD high schools in the Barossa Valley.

Other Local Care and Educational Facilities
Students at the school accesses the OSHC program which is run in the Gawler Sports and Recreation Centre during holidays. Private after school care is provided by Judy's Day Care.

Commercial/Industrial and Shopping Facilities
There are no shops or other services within walking distance of the school.

Other Local Facilities
A sports field with cricket, soccer, softball and hockey facilities managed by the Gawler Council is close by on Angle Vale Road.

Availability of Staff Housing
No government housing available. However rental accommodation in Gawler and nearby northern suburbs is readily available.

Local Government
The school lies within the boundaries of the Corporation of the Town of Gawler (8521 1211). They have a very good public library. The adjacent public community hall also has a library. The council controls a local caravan park in the town and the Gawler pool.

Further Comments

The school is a pleasant small/medium sized organisation with a definite rural atmosphere. The staff are enthusiastic about providing a quality Learning Environment for all students.




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