Updated: 04/08
School number: 1025
School name: Ross Smith Secondary
1. General information
Part A
School name : ROSS SMITH SECONDARY
School No: 1025
Principal: Ms Judy O’Brien
Postal Address: 181-201 Hampstead Road, Northfield 5085
Location Address: 181-201 Hampstead Road, Northfield 5085
District: North-East
Distance from GPO: 9 kms
Phone No: 08 8261 5744
Fax No: 08 8261 9634
February FTE Enrolment 2005 2006 2007 2008
Secondary Special, NAP
Year 8 102.0 76 78 77
Year 9 97.8 103 79 85
Year 10 127.0 92 99 68
Year 11 134.5 104 85 91
Year 12 85.44 99.5 75 63.54
Year 12 plus 5.4 5.45 4 12.8
TOTAL 552.14 480.02 420 397.34
School Card Approvals (Persons) 245 279 245
NESB Total (Persons) 99 103.19 99
Aboriginal FTE Enrolment 30.9 50.80 43.9
Part B
Deputy Principal : Mr Jim Oakey
· School e-mail address : rssadmin@rossmithhs.sa.edu.au
· Staffing numbers: Total staff target 32.4 FTE, including 0.90 Flexible Initiative, plus Disabilities Support Staffing. This represents 34 teaching staff and includes Tier 2 staff of 1.63 TESL, 1.54 for Special Education, 0.6 AET. Total Ancillary staff allocation is 248 hours. This is represented by 9 staff, plus the school applies for hours each year to provide Bilingual School Assistants. In addition there is a 32.5 hour Aboriginal Education Officer. Additional salary is allocated by conversion from the teaching staff target for two 32 hour Tier 2 SSOs to assist students with learning difficulties in the mainstream classroom, as well as an IT technician (37.5 hours).
· Enrolment trends: The enrolment is expected to stabilise around 400 students over the next 3 years according to demographic information. In the decade between 1996 and 2005 enrolments varied between 500 and 550 students. Students also travel from other districts to attend the school. A significant number of students are transient and the whole area is in the midst of an urban renewal surge. The school will close at the end of 2010. Students will merge in 2011 with those from Enfield High, Gepps Cross Girls High and Gepps Cross Senior Schools to form a new school on another site near Sports Park, Pooraka.
· Special arrangements:
· Year of opening:1969 as Northfield High School; 1996 as Ross Smith Secondary School
· Public transport access: The school is served by a number of buses. Most travel along Hampstead Road. The Circle Line bus to the Western suburbs drops students off in Redward Avenue in the mornings.
2. Students (and their welfare)
· General characteristics Category 3 in the Index of Socio- Economic Disadvantage
Ross Smith Secondary provides for the needs of an increasingly diverse range of students. Over 50% of students are supported by school card. Some 30% of students were born in a non-English speaking country or have parents who were born overseas, and often English is not the home tongue. These include students from Iraq, Lebanon, Afghanistan, Vietnam, Cambodia, the Philippines, various countries from Africa, as well as first and second generation European migrants. The school has significant English as a Second Language program, supported by a classroom teacher and part time Bilingual assistants.
Approximately 40 students are on Negotiated Education Plans and are provided with in-class teacher or school services officer support, or alternately small group or individual tuition on a withdrawal basis.
The school has a yearly average of 45 Aboriginal students, including students from the Warlpiri Community in NT. They are supported by a full time Aboriginal Community Education Transition Officer, a 0.6 Aboriginal Teacher and an SSO. An increasing pleasing number of Aboriginal students have been completing their SACE, - 2 in 2006 and 5 in 2007.
For the last decade a LINK program has existed with Regency Park School to enrol and integrate students with physical disabilities into integrated learning programs at Ross Smith Secondary. Additional teaching, ancillary staff and access assistants are provided to support these students. Several of these students have completed their SACE in recent years and entered University or TAFE.
· (Pastoral) care programs
: Home classes in years 8 to 10 form teaching classes for core subjects. An endeavour has been made to reduce the number of teachers that students come into contact with over the week to strengthen student/teacher relationships. There is a strong commitment to middle schooling in particular in years 8 & 9, and staff deployment and school priorities reflect this. Over the past 10 years the school has been involved in various DECS projects both school based and cluster based to improve teaching and learning practices and student outcomes. These have influenced class structures and planning to assist all students to develop better working relationships with staff and fellow students and a sense of school identity. A case management system operates to support students. In the senior years students are vertically grouped into home classes and each day there are an extended home class teacher periods for students to be able to work together on career or course planning or other pastoral care activities.
· Support offered
: Each term of year level classes is supported by a Year Level Coordinator and Assistant Coordinator as well as a designated Year Level Deputy/Principal. Regular year level meetings are held.
· Student management
: Behaviour Management is the responsibility of the subject teacher, supported by the Coordinators and the Year Level Administrative person. The school has a clearly articulated Student Behaviour Management Code. A Time-out facility is used by Years 8, 9 & 10 teachers for the withdrawal of uncooperative students. Student Counsellors are available for support. A Student Support system, based on a Case Management model, was explored and developed implemented in 2002. All staff are responsible to manage a smaller group of students who are part of their home class. Staff are encouraged to involve parents if appropriate.
· Student government
: The students are represented by two elected student bodies – Prefects who are elected from amongst the Year 12 students and whose major role is service to the school and fundraising for charities; and a Student Representative Council whose role is to voice the opinions of the student body in decision making.
· Special programmes
: A Home Class program has been developed for each year level. A 30 minute lesson is allocated to focus this daily with this being extended to 40 minutes on Thursdays. In the Middle School, years 8 & 9, the theme is activities, which promote students’ social, interpersonal and group skills, and includes sporting and leisure activities as well as guest speakers.
At year 10 and in the Senior School study skills, tertiary paths, and career education, form the basis of the program.
3. Key School Policies
· Site Implementation Plan
:Key priorities for the current year include Literacy across the Curriculum, Student Wellbeing; ICT and working towards the implementation of the Future SACE. VET offerings are strong and students take advantage of programs offered at other partner NEVO schools.
The coming years will focus on collaboratively working towards the design of the curriculum for the new school opening in 2011
· Recent key outcomes
: Staff are well informed about SACSAF and allocate the required levels.
4. Curriculum
· Subject offerings: The school offers a broad general curriculum for years 8 to 12. By 2005 a complete review of school curriculum was undertaken. The school day was restructured to a form of block time to reduce movement during the day and this has been slightly modified from the initial model to best suit the widest range of needs.
Middle schooling is a priority and the timetable structure provides equal time to the eight areas of study under the National Curriculum framework.
In LOTE, a choice of German and Japanese is compulsory at year 8 and 9. English as a Second Language is offered as an alternate study to English from years 8 to SACE II.
At the Senior School broad range of subjects is offered within the CASE pattern, many of which have VET modules embedded in them. Students participate in cooperative Year 12 programs at UNISA Mawson Lakes in some subjects, along with other cluster schools. Additional options include Community and Vocational Studies. Students have the option of Home Study in their non-committed lessons at the beginning or end of day, which enables block time to be devoted to particular initiatives.
· Special needs
: The school has a significant number of students who are on Negotiated Curriculum Plans and these are supported by an experienced Special Education teacher and ancillary time. A significant number of students requiring disabled access are enrolled at the school through a LINK program with Regency Park School. These students are also supported by allocated staff and access assistants. This program has been highly successful.
ESL is taught as a stand alone subject and in class support is also provided.
A program utilising the school farm is run 3 days a week for Student at Risk.
In 2007 and 2008 the school has been involved in the Flexible Options Programme (FLO) to assist student connect with schooling and make successful transition to work. Counsellors from the Service to Youth Council work closely with identified students.
A Transition Broker, linking with Centrelink, and a Youth Pathways Mentor work at the school.
The school has been involved in both the Student Mentoring and Community Mentoring Programme.
· Special curriculum features
: Agriculture is offered as a subject at all year levels, depending on student needs. The school has a well developed Workplace Learning program and works with North East Vocational Opportunities (NEVO) several RTOs, Tauondi College and other TAFE colleges. We have been able to put into place various options for students according to student interest. Utilising Information Technology is underlying principles of teaching and learning practice.
· Teaching methodology
: A priority of training and development in recent years has been placed on inclusive methodology and on developing the student teacher relationships.
SACSA forms the basis of curriculum planning in the Junior and Middle school and in the Senior School a wide range of subjects enable students to choose courses that both suit their interests and enable them to be successful. These include a strong Community Studies and Vocational Studies program.
· Assessment procedures and reporting
: Senior School curriculum follows the SSABSA guidelines. Involvement with SACSA trialling projects in the last 7 years has provided further opportunities to review curriculum offerings.
In recent years the school has participated in numerous DECS curriculum projects focused on Assessment and Reporting, on the alignment of the ESL Scales, Career Lighthouse, to upskill staff. Year 8, 9 &10 students participated in Round Table Assessments across all subjects in Term 4 for the last 7 years.
All students receive a termly report as part of a semester assessment for each subject, using the SPR system which interfaces with EDSAS. Assessment and Reporting uses the A to E grading system.
· Joint programmes
: Vocational Education with other district schools
5. Sporting Activities
: The school is a participating member of the Vista schools zone sporting competitions. This involves taking part in the Swimming and Athletics carnivals and then in the SASSSA carnivals. Involvement also occurs each term in after school sporting competitions in a range of sports as well as selected statewide Knockout competitions. The school does well in comparison with schools of similar size and larger. A recent interest and strength in the school has been in the area of Rugby. Students who gain selection in State or Australian sporting teams are financially supported on application to School Council
6. Other Co-Curricular Activities
· General: The school participates in various other activities according to student interest and staff support. In the past these have included the Duke of Edinburgh award, Young Film Makers Awards, the Young Leaders Forum and competitions in various sections of the Royal Adelaide Show. The school’s proximity to the city enables many curriculum based excursions to take place thus enriching student learning with connections to real life.
· Special: Japanese Exchange
For the last twenty years the school has participated in short and long term cultural exchanges with Kamisu Senior High School in Japan. This enables participating schools to develop a better understanding of each other’s welfare. The visit of Kamisu students in July is one of the highlights of the school year and involves many groups in the school community.
7. Staff (and their welfare)
· Staff profile: The staff cohort comes from a wide variety of ethnic backgrounds
· Leadership structure: Male Female
Principal 1.0
Deputy Principal 1.0
Coordinators 5.0 3.0
Student Counsellors 1.0
Key Teachers 2.0
AST1 1.0 1.0
Teacher Librarians 1.0
Aboriginal Education Teacher 0.6
There is an Area of Study Coordinator for each of the 8 areas of study and each of these coordinators also have a major whole school focus as part of that role. 2 Coordinators’ salaries are over entitlement, internally appointed, and the top up comes from school funds.
The school’s curriculum is also enriched by the contribution of itinerant music teachers; some from the Instrument Music branch and others employed from school resources
· Staff support systems
: There has been a significant staff turnover in the past 5 years and therefore a high priority placed on supporting staff to adapt to change and to meet training and development needs.
An Internal Training and Development program, which addresses both school and individual needs, has been implemented successfully for a number of years now.
· Performance Management
: A system of Performance Development has been implemented through a Performance Management Policy based on DECS guidelines.
All staff are required to have Performance Development Plans and to meet regularly with their performance manager, who may or may not be their line manager. The school has an open policy for staff to access in-service both through funded special projects and in school resourced release. Staff are financially supported, where possible, to attend professional development undertaken in their own time.
· Staff utilisation policies: The timetable operates on an 8-line basis. Full time general teaching staff are required to teach across 5 or 6 lines, plus home group. Coordinators teach 4 or 5 lines. Included in this load is a line of Time release that may be given to a number of staff, both those in leadership and teaching positions, to support school projects. These may include After School Sport, Student Behaviour Management, Information Technology Management, in class support for NEP and ESL students, and other priorities and projects that arise. Some of this time comes from the staff target, some from the FIR and some from resources from special projects.
· Access to special staff: Because of the complex nature of the student cohort there is significant support from various DECS and other agency personnel. A range of students exhibit significant behavioural and learning difficulties. Many require support and counselling with personal and family issues. Liaison with Behavioural support, Guidance Officers, FAYs, Prospect Centre, Reconnect, and other support structures is well developed. Advantages are taken to enrol students in special personal development programs on a regular basis.
8. Incentives, support and award conditions for Staff
9. School Facilities
· Buildings and grounds: The school is situated on 11 hectares of land, bounded by the Hampstead Rehabilitation Centre to the north, residential housing to the south and Hampstead Road to the west, an a new housing estate being built to the east.
On the eastern boundary of the school is a small tract of land where the school farm is situated and agriculture is taught. This farm has various elements of horticulture and livestock, including vines, citrus and stone fruit.
All of the buildings are of solid construction, with one being two storeys. The Resource Centre is centrally located. The Gymnasium and Canteen are located on the western side of the school, adjoining the Technology Studies and Home Economics wings. The Performing Arts Centre was built in 1998 and houses the teaching of Drama and Music. Art, Aboriginal Education, ESL and Special Education are located in the single storey classroom block, along with the LINK program.
Due to the smaller numbers of students in recent years, the school is now overcapacity.
· Cooling: All teaching areas have reverse cycle air conditioners.
· Specialist facilities: A major redevelopment project which was completed early 1998 includes the construction of a free standing Performing Arts facility to house Drama and Music teaching, as well a significant remodelling and extension of Technology Studies facilities, including extensive Information Technology provisions. There are over 150 student computers encompassing a range of models. Fibre optic cable is networked. An IT facility for Art was completed in 2007. Additional funding was made available through the Asset Management plan, and Back to Schools & Investing in our schools grants.
· Student facilities
: Since 1996 a plan of consistent upgrade has been undertaken and improvements have included removal of all temporary classrooms, replacement of obsolete student furniture in most general classrooms, painting of the insides of all solid building general classrooms, carpeting of all teaching areas, attention to some OHSW factors in the science laboratories, redevelopment of a second kitchen in Home Economics, installation of reverse cycle air-conditioning in all solid building classrooms and the administration block.
· Staff facilities
: All staff are provided with designated work areas either in individual offices or shared staff workrooms. There is access to computing facilities, including the Internet in the staffroom and work areas both through the Curriculum and Administration networks.
The school has 21 workstations in the administrative computer network with access to EDSAS and word-processing facilities. In addition staff have access to Technology through the school’s 8 curriculum computer rooms.
· Access for students and staff with disabilities: The school’s disabled access has been upgraded with the provision of additional ramps, a lift between floors of the two storey building and the adaptation of specialist facilities for students confined to wheelchairs who are enrolled as part of the school’s LINK program with Regency Park School.
· Access to bus transport: The school is served by a number of buses. Most travel along Hampstead Road. The Circle Line bus to the Western suburbs drops students off in Redward Avenue in the mornings.
10. School Operations
· Decision making structures
: The school operates on a committee system with representation from parent, staff and, where appropriate, student groups. Committees include: Curriculum/ Coordinators, Finance, OHSW, IT, as well as Area of Study and Year Level groups. Working parties and Task groups are formed to undertake specific tasks within timeframes as the need arises. Regular staff meetings and Year level meetings are held for administrative, reporting and training and development purposes. Designated workgroups for Magazine preparation, the Japanese exchange program, and special projects meet as required.
· Regular publications: A regular newsletter circular is prepared to keep parents up to date with school events. A Student Information Brochure, Student Handbook, Curriculum Course booklets are available each year. An annual magazine is produced. Periodic circulars for school excursions and other events are also prepared. Within the school, daily staff and student bulletins as well as a weekly staff news are prepared. The school has had a Web page since December 1996 and this is regularly updated with information, reviews of regular events and school photos
· Other communication: Interview nights are scheduled following termly student reports. Home class teachers endeavour to keep in close contact with parents/caregivers through the student diary or by telephone over specific issues and parents are also encouraged to contact staff if they have concerns. Parent/Teacher introduction nights are held for junior school year levels early in the year and various Parent/Year Level meetings are held for course and career counselling throughout the year.
· School financial position: The school is currently in a reasonably sound financial position. However Governing Council is frugal currently in its deployment of these funds, with many competing needs to be addressed. Initial Student fees are kept low, with Governing Council advising that parents prefer to us a 'pay as you go' system for various activities throughout the year, rather than the 'up front' model.
· Special funding: The amalgamation did not bring with it the injection of significant cash resources although the school has benefited by the involvement of both schools in various programs in the past such as the Disadvantaged School’s, Commonwealth Literacy program, Partnerships 21, and a significant amount of funding under the Back to Schools program for essential maintenance.
Each year since the amalgamation the school has been successfully involved in several DECS projects focussing on curriculum improvement. This involvement brings to the school additional opportunities and resources for staff training and development.
11. Local Community
· General characteristics: The area surrounding the school is mainly residential encompassing a full range of socio economic backgrounds. There are some newer subdivisions in Regent Gardens, Oakden, Northgate are being developed. The current pace of local urban renewal is impacting with many housing trust houses being demolished to make way for courtyard homes. This is changing the socioeconomic profile of the area and is also impacting on school enrolments with current families being forced to move top the outer suburbs.
· Parent and community involvement: This occurs mainly through the membership of Governing Council, various decision making committees and support in the canteen.
· Feeder schools: Students enrolling usually come from at least 30 nearby schools across a wide range of locations. Parent choice appears to be based on proximity of home residence to the bus routes from all directions that can access the school. Students can come from quite far afield.
· Other local care and educational facilities: The school works in a close cluster of local secondary schools. Parents also have a choice of a number of nearby non-government and Catholic schools. The closest TAFE facility is at Gilles Plains.
· Commercial/industrial and shopping facilities: The closest main shopping centres are at Greenacres and Sefton Park, each some 4 kms away. A small range of delicatessens and other service providers can be found on the nearby Hampstead Road. The only larger employers are the Enfield Hotel, which is opposite the school, and the Hampstead Centre, which adjoins the northern boundary of the school. There is no major local industrial focus and the closest small business sites are on Mullers Road.
· Other local facilities: There are no major local facilities for recreational purposes.
: The City of Port Adelaide/Enfield is the local government body and is supportive of the school in numerous projects. Many students also live in the Salisbury Council district that begins north of Grand Junction Road. This latter is given as one of the reasons for the preferred site of the Inner North Multi campus school which will replace this school in 2011.
12. Further Comments