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School Context Statement Template SCHOOL CONTEXT STATEMENT Updated: 10/6/2020 School number: 0788 & 1590 School name: NURIOOTPA HIGH SCHOOL & DISABILITY UNIT School Category: Category 5 School Profile: Nuriootpa High School is a public education site situated in the Barossa Valley, South Australia. The Barossa Valley is respected internationally for tourism through the food and wine industry and is located less than an hours drive from Adelaide. Nuriootpa High School is a co-educational facility catering for students Years 8 to 12 and hosts the regional secondary Disability Unit, a Special Class and a Flexible Learning Centre located offsite. The school was established in 1935 and currently has an enrolment capacity of over 1060 students and 130 staff. Nuriootpa High School has a long history of successful achievement in all areas of learning and a very wide range of extra curricula activities which include agriculture, sports, visual and performing arts and many local community events. The school plays an important role in the community through its connection with the local wine industry, bi-annual school musical, sporting success and strong academic and vocational achievement where students consistently achieve outstanding results. The core values of Nuriootpa High School are: Tradition, Relationships and Excellence. The school mission statement is: The development of a generation of young people, who respect themselves and others, take responsibility for their learning and lives, act honestly, care for other people, communicate clearly and work towards a fair and just society in the Barossa Valley, Australia and the world. The school achieves its mission through developing a core set of Universal Expectations which underpin the behaviours we expect of all members of our school community to display: Respect for Learning, Respect for Ourselves and Others and Respect for our Environment. SchoolContextStatement 2020 Final.doc Page 1 © Department for Education 1. General information School Principal name: Gerri Walker Deputy Principal’s name: Andrew Dickinson Year of opening: Nuriootpa High School was established in 1935 to provide secondary education for students in the Barossa Valley. The school was officially opened on 25 September 1937 with an enrolment of 95 students. The Barossa Regional Disability Unit commenced in 1998, the Flexible Learning Centre was established in 2015 and a Regional Special Class was established in 2020. Postal Address: 1 Penrice Road, Nuriootpa SA 5355 Location Address: 1 Penrice Road, Nuriootpa SA 5355 DfE Partnership: Barossa Region Geographical location – i.e. road distance from GPO (km): 79 kms Telephone number: 8562 2022 Fax Number: 8562 1029 School website address: www.nurihs.sa.edu.au School e-mail address: [email protected] Out of School Hours Care (OSHC) service: None February FTE student enrolment: 2016 2017 2018 2019 2020 Secondary Disability Unit 38.0 39.0 39.0 38.0 30.0 Special Class 12.0 Year 8 204.0 194.0 218.0 215.0 214.0 Year 9 200.0 214.0 195.0 220.0 212.0 Year 10 204.0 204.0 209.0 194.0 202.0 Year 11 186.0 197.4 195.0 217.0 174.0 Year 12 166.0 199.0 206.1 181.0 175.75 Year 13 0 21.5 4.5 FLO 76.0 TOTAL 1000.0 1047.4 1023.2 1086.5 1069.25 Other Student Census Information (July) School Card Approvals (Persons) 168.0 110.0 239.0 185.0 NESB Total (Persons) 9.0 1.0 .0 .0 .0 Aboriginal FTE Enrolment 23.0 29.0 31.0 28.0 32.0 SchoolContextStatement 2020 Final.doc Page 2 © Department for Education Student enrolment trends: Our enrolment numbers have remained stable over the last two years. Staffing numbers: In February 2020 there were a total of 138 paid employees that consisted of the following: Teaching staff 83 Non-teaching staff 43 Pastoral Care Worker 1 Instrumental Music teachers 6 Aboriginal Community Education Officer 1 Canteen Employees 2 Youth Worker 2 Nuriootpa High School: 75.8 FTE SSO Resource Entitlement = 1032.25 hours per week Nuriootpa High District Disability Unit 4.4 FTE SSO Resource Entitlement = 262 hours per week Both the school including the Special Class and the Regional Disability Unit receive some additional SSO hours in support of individual students with specific identified disabilities and behaviours. SchoolContextStatement 2020 Final.doc Page 3 © Department for Education Public transport access: Public bus transport is available daily from Freeling, Gawler and Williamstown via the privately operated Link SA. A network of 12 DfE contracted bus routes delivers students to Nuriootpa High from the Barossa Valley and adjacent areas. About 550 students travel to school by bus each day. Special site arrangements: Nuriootpa High School, Kapunda High School and Eudunda Area School collaborate in the delivery of VET curriculum. In 2013 we constructed the Kapunda Eudunda Nuriootpa Trade Training Centre having secured $4.5 million in federal grants for the establishment of a Trade Training Centre. In 2018 a new STEM facility was constructed. Nuriootpa High School runs a commercial winery through our Wine Education Programme, Nurihannam Wines. We have established extensive partnerships within the local wine industry of the Barossa. In 2015 a Flexible Learning Centre was established. The Centre provides alternative learning options for students to complete their SACE, re-engage with education or work on individual learning plans. Student enrolments fund the centre in conjunction with community support. In 2020/21 there will be an upgrade to the school facilities to house the new Year 7 cohort in 2022. This is an additional Technical Studies room, extension of the Hospitality Centre and a new multi-purpose building accommodating 2 Art Rooms, a performance centre, a music room, a PE room and classroom. The school will also have an additional Special Class in 2022. Accommodation for this will also be built during 2021. SchoolContextStatement 2020 Final.doc Page 4 © Department for Education 2. Students (and their welfare) General characteristics Students attending NHS come from more than 21 feeder primary schools, 12 that are within the declared school district. Students are expected to wear school uniform. Student well-being programs To enable students to achieve success, a supportive learning environment is emphasised. In 2011 we began developing School Wide Positive Behaviours for Learning (SWPB4L). This program runs across all aspects of the school. The school became a Positve Education focus school in 2015. In 2015 the school started a specialist program in Positive Education, along with a Doctor on Campus (DOC) program which prioritises a focus on Well- being for learning. Two periods of 30 minutes per week are set aside for student development activities such as Positve Education activities, sports practice, music group practice, clubs, debating, work education and class meetings. Year level assemblies and meetings are used to support Pastoral Care. A strong wellbeing team exists as part of a Student Support Centre and peer support is active across the school with a particular focus on year 8. There are Career Development activities as part of the Student Development program. Student support offered The student welfare team includes Student Well-being leaders, a Pastoral Care Worker (formerly known as Chaplain) and Youth Workers. The two Wellbeing Leaders (male & female) support students in a confidential way with personal, school and/or career concerns. The Pastoral Care Worker compliments the work in supporting students and families as well as running specific activities. The Aboriginal Secondary Education Transition Officer (ASETO) works closely with Aboriginal students and their families to support learning and success in all aspects of schooling. Two Youth Workers have a case management role for students and a mentoring and support role for other students. They conduct proactive programs to help social skill development and work collaboratively with the well-being team. Provision is made for students who have learning difficulties to receive additional support in accordance with DfE policies. The on-site Regional Disability Unit commenced in 1998 and caters for students with a wide range of abilities. Development of literacy and SchoolContextStatement 2020 Final.doc Page 5 © Department for Education numeracy skills along with life skills and future pathways are key features of the program. This is supplemented by a Regional Special Class. Strategies are in place to support students at risk of leaving school without a clearly defined pathway to meaningful further education, training or employment. A B2 Leadership position in Flexible Pathways and FLO coordination, an Assistant Principal SACE and VET and a Vocational Pathways Consultant exists to support student pathways to success. Effective communication between home and school is assisted by the use of Daymap, email, phone and text messaging. Co-curricular activities and community involvement are strongly encouraged (eg. Music, Choir Band, Sports, Public Speaking, Debating, Livestock Club, Bee Keeping and Lego Club). A transition and induction program operates to support students beginning high school. Student management The school has a focus on Positive Behaviours for Learning (SWPB4L). Year Level Teams are appointed to supervise and promote the care and welfare of students at each year level. A senior leader (Assistant Principal) is also allocated to lead these teams. In the enrolment process, students are placed in a Year Level Home Group. Students select subjects according to the SACE or Australian Curriculum Frameworks and our timetable is built on student subject and pathway choices. Student government Students are encouraged to participate in school decision-making through liaison with the Student Representative Council (SRC). There is a well established Student Representative Council with a strong history of student voice and governance. The SRC has a vertical home group comprising representatives from Years 8 to Year 12. SRC members liaise with home groups to include student voice in decision-making and school development.
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