Margaret River Primary School
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Margaret River Primary School |
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Demographic Data Educational Access Parent Support Socio-economic Background Wider Community Grounds, Buildings, Resources Organisation
Approximately half the school's 464 primary (plus 50 Pre-Primary and 60 Kindergarten) students live within the Margaret River townsite. New town sub-divisions have resulted in increased enrolments during the last few years. Expansion of town sub-divisions (St Margaret's Estate, Vineyard Estate, Riverslea, Margaret Fields, River View, Riverside and Woodlands Estate) by 1600+ lots has gradually increased the town population. Nine school buses transport over half our school's primary and pre-primary students daily, from seven small rural or special rural communities. Thirteen buses transport children to and from the primary and high schools. The greatest proportion of out-of-town students reside on small properties directly west of the town. Eighteen percent of all primary and pre-primary students live on these small western rural sub-divisions, which vary from 2 or 3ha to around 100ha. Few of these small holdings are commercially viable. Most offer an alternative lifestyle to that on a 'quarter-acre' in town. The largest school enrolment growth is from these Special Rural Sub-divisions: Falls, Wilderness, Blackboy Hollow, Keno Hera, Rockborough, Rapids, Redgate, Wildflower, Wildflower Ridge and Glenellie Estates. A major source of enrolment outside the townsite is the Rosa Brook and Rosa Glen area. Seven percent of total enrolment is drawn from this area, each supported their own small schools. The area is more commercially viable, with a range of agricultural pursuits, ranging from dairying and deer farming, to vineyards and marron farms. A new residential estate, Brookfield, is currently being developed, with expansion to 420 lots approved. Six percent of our students live in the Bramley/Osmington area, which once supported a small school. It is a predominantly agricultural area, with dairying the chief occupation. Intensive agriculture (table grapes, viticulture, olives) is a new growth area in this district. Almost five percent of enrolment is drawn from the far south-west area of town, including the Forest Grove area. Dairying and beef cattle are the chief occupations, although intensive farming occurs on some sub-divisions. Students also travel from the two small townsites of Prevelly and Witchcliffe. Prevelly, on the coast 10km west of the Margaret River townsite, presently contributes around twelve percent of our enrolment. It is a rapidly growing community which values a coastal lifestyle. Expansion in this area is dramatic, due to approval and subsequent successful sale of Gnarabup Estate, which is quickly being built-out. This new sub-division, south of Prevelly, has an expected population of 2000. Witchcliffe, 12km south of Margaret River, contributes a further 5% of enrolment. This little town supports the adjacent agricultural area and has some tourist facilities. The Alexandra Bridge area contributes three percent of our students. It is primarily a farming area, with dairying and beef cattle predominant. Viticulture is now expanding in this district. About half of these students are closer to the Karridale Primary School, but prefer the perceived benefits of a larger school. The historical perspective provides a picture of numerous small 'group settlement schools' being consolidated to create a centrally located primary school in Margaret River . The current picture is quite different, with three small private schools emerging as alternatives. Current primary enrolment at Margaret River Primary School is 464, with a further 50 pre-primary students enrolled on-site. A community kindergarten opposite our school serves an additional 60 students. Managed by the Margaret River Community Kindy Committee, this centre is an off-site double unit, catering to four year old students, bringing our total enrolment to 574. Commencement of other schools within the immediate townsite has had minor impact upon the existing government primary school, and the long term trend is still one of sustained, predictable growth. There are currently 100+ births per year at Margaret River Hospital, with well over 100 six year old students entering year one annually. Classroom accommodation is sufficient at present, due to the half-cohort effect of changes to enrolment dates. Recent reduction of student numbers in year 1-3 was a welcome (and almost unprecedented) improvement in learning conditions in Western Australia. Provision of transportables to large schools experiencing rapid growth would optimise this initiative, permitting school communities flexibility to plan for learning. Recent construction of a new Administration Area (1999-2000) has provided a new, larger staffroom, larger interview room, larger medical room, increased staff toilets and increased storage provision; in addition to an Information and Communication Technologies (ICT) room. Completion of a large staff carpark in 2002 has made a significant difference to safety and improved traffic flow near the school. Margaret River Senior High School is a five-year secondary school with 706 students. Numbers increase annually as larger primary school classes enter secondary school. Parents are generally very supportive of the school. Up to 85% pay the school contribution of $40 per child. Thirty percent belong to our P&C Association. Up to 35% of families pay a P&C contribution of $20. Parent volunteers are active in the school on a daily basis and assist with in-school and out-of-school activities. Many classes have rostered parent help and parents are responsive in assisting with book-covering and book-binding projects. Busy Bees are attended by up to fifty parents. Parents actively support the canteen, with ten or more unpaid volunteers assisting in the canteen weekly. Parents complete tear-off-strips on a large variety of topics and concerns, weekly return rates varying between 5% and 80%. School functions are well attended. The school community seems proud of the school and this has been reflected recently in the large number of substantial donations of time, labour, materials and money made to assist the school in its progress. Businesses and service organisations continue to contribute generously to school projects and programs. In recent years AMR Shire has undertaken $13000 worth of road, kerb and crossing upgrades on our behalf. More recently they contributed $20000 to extending our school bus bays. At present approximately 20% of our students come from single parent families. Some families have blended family arrangements, or defacto arrangements, so this may not present a true picture of the family groupings within the school community. Unemployed families constitute 24% of our clientele. Unemployment has been as high as 32% in previous years. Although 'self-employed' has sometimes been used euphemistically, to cover unemployment, many families have entered this description or record cards. The breakdown of self-employed is probably as follows: Agricultural: Dairying, beef, sheep, deer, orchards, viticulture, aquaculture, market gardening. Business: Retail, wholesale, professional services, trades, agricultural services, realty, tourism. Cottage Industry: Art, crafts, tourism. Approximately half of breadwinners appear to work in industries listed above, or in local and state government services ranging from Shire, to schools, police department, hospitals and forestry. The building industry is in a sustained growth phase. The fastest growing agricultural/tourist industry in the district is undoubtedly viticulture, which offers both seasonal and long-term employment of numerous kinds. Closure of Beenup Mine in 1999 has not markedly affected enrolment. Around 2% of families were employed by BHP Beenup. One economic factor in considering the expansion of the school in its community must be the lack of rental properties and related high cost of rent - $180 to $350 per week. GENERAL OBSERVATIONS RELATED TO THE WIDER COMMUNITY top Margaret River is a diverse community within which holistic, 'green', various religious and back-to-basics lifestyles are practised. However, the community from which this school draws its students has extremely few new migrants, very few families where English is a second language and very few Aboriginal families (Aboriginal students comprise 1.3% of the school's enrolment). Culturally and politically some observations may be appropriate. Margaret River people seem generally more environmentally aware than many other Australian communities. In past elections up to 28% of voters have been identified as Green voters. The surfing culture which exists in Margaret River and its environs needs to be recognised. A significant, but unknown number of parents and students are involved in this sporting/social activity, which has an influence on lifestyle, leisure activities, dress, language, attitudes and even reading material. The sporting pursuits of this community cannot be discounted in considering its culture and social life. Most sports are offered to parents and students alike. Fitness, proficiency, teamwork, and the development focus of children's sports are important features of the community. A new aquatic centre has recently been completed enhancing sporting and social activities in our school community. Some parents of children drawn from beyond the school's traditional boundaries cite sporting advantages of our town and school as prime concerns in school preference. The overall picture is one of wide diversity within a monoculture, in which lifestyles issues frequently predominate, where surfing and sports are major preoccupations, with high regard to and for participative performing, musical and creative arts. GROUNDS, BUILDINGS AND RESOURCES top The school covers a relatively large area: 4.69ha. Much of this area comprises a large sports/playing area, with established gardens in two main areas of the school. Gardens are developing in the north west and western parts of the school and plantings of Australian native bushes and shrubs along the southern end of the new extension is progressing well. A playground area for junior students at the south western corner of the school was upgraded in 1995 and a $25000 fitness course constructed in 2000. The main (north western) building was constructed in 1967. Upgrades have occurred in 1977, 1986, 1991 and 2000. The school community-built ESU room was constructed in 1991. Our most recent additions (2000) have very satisfactorily addressed problems identified in school profiles initiated 1996-1999. Bus and parking provisions have resolved safety issues identified during risk management surveys, traffic surveys and parent/teacher surveys, 1999-2000. Construction of a shade house, for science/plant propagation, was completed in 1993. The school is well equipped with resources, with over 100 networked computers in use in classrooms, activity areas, the library and our ICT room. English and mathematics resources are impressive and our policies support continual acquisition of new materials and resources, with subject coordinators responsible for consulting with class teachers. Construction of a new resource centre, to improve storage and distribution of T&E, science and maths equipment, was completed in 2001. Major projects achieved in 2002 include construction of a staff car park, covered walkway and large gardener's shed. Enrolment of 464 primary students has enabled eighteen primary classes. Another 110 students are catered for in three pre-primary/kindergarten units (two on-site, two off-site). Support within the Staffing Formula allows specialist teaching in the following areas: Visual Art (1.0), LOTE (0.8), Music (0.8), and Phys Ed (0.9). An additional 3.2 ESU education assistant time assists in the management of nine mainstreamed special needs children. The school has a principal, an associate principal, two level three teachers and eleven senior teachers (two SRA teachers). Teachers coordinate three 'cells': Junior, Middle and Senior. Cell coordinators chair meetings of cell members. Additionally, there are eight Learning Area coordinators, responsible for various learning areas, budgets and expenditure controls. Job descriptions have been written for thirty-six different roles and responsibilities within the school. LOTE is undertaken as part of a cluster LOTE program in Indonesian. Classes in years three to seven undertake Indonesian studies at Margaret River Primary School. Our local high school does not extend this program, due to lack of LOTE teaching staff. Our teachers are experienced, mainly permanent staff, with few recent graduates or re-entries. Many teachers have upgraded their qualifications since graduation. Meetings conducted to coordinate and fine-tune planning and school policies include weekly Administration Meetings, weekly morning Staff Meetings (20 minutes), monthly Staff Meetings, Moderation Meetings, Principal/Coordinator Meetings, Allied Health Meetings, Cell Meetings, School Development Days, P&C Association (and P&C sub-committee) meetings and School Community Council Meetings.
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