Policies

Vision Statement • Mission Statement

What We Offer • School Management • Extra-mural Activities

National Curriculum Statement • School Development Plan

Actions Linked To Our Mission • Stratgic Planning Actions

VISION STATEMENT

Excellent staff, motivated pupils and participative families 

working together to provide an inclusive, quality education - 

making Pinelands North Primary a leading school on which 

other schools model themselves.

MISSION STATEMENT

-provides a happy, homely, safe yet challenging learning environment

- develops the whole child's full potential academically, culturally,

socially, spiritually and physically,

- builds a vibrant, reflective and committed staff team

- encourages committed family support and involvement

- develops co-ownership and accountability among all stakeholders including the wider community and continually improves the range

and quality of its academic and extramural activities.

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WHAT WE OFFER

• A happy learning environment
• Dedicated, caring and innovative teachers
• Classes of no more than 34 pupils with a ratio of 1:17 thanks to teacher aides
• Good discipline
• A very good parent/teacher relationship
• Excellent facilities
• A balanced, progressive curriculum including entrepreneurial skills, art, technology, needlework, woodwork and drama
• A wide variety of extramural activities
• Opportunities for cultural development
• Expert music tuition in piano, recorder, guitar, flute, marimbas, accordion and brass instruments
• Full multi-media CD Rom networked computer laboratory
• Outdoor learning
• Xhosa tuition from Grade 3
• Weekly learning support, language development, creative and talented programme and didactic aid
• Aftercare facilities

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SCHOOL MANAGEMENT

At Pinelands North, parents are very involved in the management of the school.

A Governing Body is elected by ballot for a three year term of office. This body consists of five parent members, two teaching staff, one non-teaching staff member and the Principal.

Parents are also invited to participate in our Parent/Teacher Association. A committee of parents and teachers meet once a month to organise family get-togethers and catering for school events.

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EXTRA-MURAL ACTIVITIES:

Pupils are able to participate in any of the following activities:

Summer:

• Athletics
• Cricket
• Swimming
• Volleyball
• Computer Club
• Marimbas
• Choir

Winter:

• Hockey
• Netball
• Soccer
• Chess
• Table Tennis
• Computers
• Marimbas
• Choir

Both summer and winter:  

These are privately run and need to be paid for, please contact the necessary people for more information.

• Art - Ms Martin:  082 338 0644
• Ballet - Ms Roselli: 083 473 4715
• Gym Wizards - Ms Williams: 083 750 0441
• Golf - Mr Campbell: 072 308 7565
• Hip Hop - Ms Travice: 082 773 9871
• Judo - Mr Geustyn: 082 702 7574
• Karate - Mr Grant-Smith: 082 496 0832
• Kumon Maths and English - Mrs Wright: 021 531 1797
• Speech and Drama - Ms Mazza: 084 665 1020

For any other queries related to sport, please contact our Sports Administrator - Duron Wright.

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NATIONAL CURRICULUM STATEMENT

Learning outcomes for all learning areas

1.   Language/Literacy

2.   Mathematics/Numeracy

3.   Natural Sciences

4.   Human and Social Sciences

·         History

·         Geography

5.   Arts and Culture

6.   Life Orientation

7.   Economic and Management Sciences

8.   Technology

Language/Literacy

Listening:

The pupil is able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations.

Speaking:

The pupil is able to communicate confidently and effectively in a spoken language in a wide range of situations.

Reading and viewing:

the pupil is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Writing:

The pupil is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Thinking and reasoning:

The pupil is able to use language to think and reason, and access, process and use information for learning.

Language, structure and use:

The pupil knows and is able to use the sounds, words and the grammar of a language to create and interpret texts.

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Mathematics/Numeracy

Numbers, operations and relationships:

The pupil is able to recognise, describe and represent numbers and their relationships and can count, estimate, calculate and check with competence and confidence in solving problems.

Patterns, functions and algebra:

The pupil is able to recognise, describe and represent patterns and relationships, and solves problems using algebraic language and skills.

Space and shape:

The pupil is able to describe and represent characteristics and relationships between 2-D shapes and 3-D objects in a variety of orientations and positions.

Measurement:

The pupil is able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Data handling:

The pupil is able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

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Natural Sciences

Scientific investigations:

Pupils act confidently on their curiosity about natural phenomena; they investigate relationships and solve problems in science, technology and environmental contexts.

Constructing science knowledge:

Pupils know, interpret and apply scientific, technological and environmental knowledge.

Science, society and the environment:

Pupils are able to demonstrate an understanding of the inter-relationships between science and technology, society and the environment.

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Human and Social Sciences

History

Historical enquiry:

The pupil is able to use enquiry skills to investigate the past and the present.

Historical knowledge and understanding:

The pupil is able to demonstrate historical knowledge and understanding.

Historical interpretation:

The pupil is able to interpret aspects of history.

Geography

Geographical enquiry:

The pupil is able to use enquiry skills to investigate geographical and environmental concepts and processes,

Geographical knowledge and understanding:

The pupil is able demonstrate geographical and environmental knowledge and understanding.

Exploring issues:

The pupil is able to make informed decisions about social and environmental issues and problems.

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Arts and Culture

Creating, Interpreting and Presenting:

The pupil is able to create, interpret and present work in each of the art forms.

Reflecting:

The pupil is able to reflect critically on artistic and cultural processes, products and styles in past and present contexts.

Participating and collaborating:

The pupil is able to demonstrate personal and interpersonal skills through individual and group participation in arts and cultural activities.

Expressing and communicating:

The pupil is able to analyse and use multiple forms of communication and expression in Arts and Culture.

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Life Orientation

Health promotion:

The pupil is able to make informed decisions regarding personal, community and environmental health.

Social development:

The pupil is able to demonstrate an understanding of and commitment to constitutional rights and responsibilities and show an understanding of diverse cultures and religions.

Personal development:

The pupil is able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his/her world.

Physical development and movement:

The pupil is able to demonstrate an understanding of, and participate in activities that promote movement and physical development.

Orientation to the world of work:

The pupil is able to make informed decisions about further study and career choices.

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Economic and Management Sciences

Knowledge and understanding of the economic cycle:

The pupil is able to demonstrate knowledge and understanding of the economic cycle in addressing the economic problem

Understanding of sustainable growth and development:

The pupil is able to demonstrate an understanding of sustainable growth, reconstruction and development, and reflect critically on related processes.

Managerial, consumer and financial knowledge and skills:

The pupil is able to demonstrate knowledge and the ability to apply responsibly a range of managerial, consumer and financial skills.

Entrepreneurial skills:

The pupil is able to demonstrate entrepreneurial skills, knowledge and attitudes.

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Technology

Technological Processes and Skills: 

The pupil is able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.

Technological Knowledge and Understanding: 

The pupil is able to understand and apply relevant technological knowledge ethically and responsibly.

Technology, Society and Environment: 

The pupil is able to demonstrate an understanding of the interrelationships between Science, Technology, Society and the environment over time.

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SCHOOL DEVELOPMENT PLAN

for the period of: August 2003 – July 2005

HISTORY

Every three years when a new governing body is elected, a vision/mission meeting is held, facilitated by an outside facilitator.    Our PTA, governing body and staff are invited but all parents are asked to attend if they would like to participate.

In 2001 our Mission and Vision was devised and this continues to impact on all we do.

Based on the Mission and Vision, the Management Plan first sets out our ongoing goals for each item mentioned in the Mission Statement and then our specific strategic planning goals decided on during our combined stake holders’ meeting.

SITUATIONAL ANALYSIS

Anonymous questionnaires were sent to all stake holders and the results of these analysed.    Subsequently at a strategic planning session which was attended by parents, staff, PTA and governing body members, strategic issues were developed.

Nine particular areas of growth became evident and seven were workshopped by the staff two weeks later and the final two were discussed by our executive team.    Stake holders were informed of the areas of growth and encouraged to participate in the development of these.    These actions are outlined after the ‘Ongoing actions’ and are not in order of priority.

REVIEW

All ‘ongoing actions’ have been acted on already and we believe that these should continue while our mission remains the same.    All strategic planning actions will be ‘actioned’ by July 2005 if not immediately.

This plan will be reviewed in August 2005 as our new governing body will be elected in June/July of that year.

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ONGOING ACTIONS LINKED TO OUR MISSION STATEMENT

“provides a happy, homely, safe, yet challenging learning environment”

1. devise a school safety plan
2. remind all stake holders of the Code of Conduct and Bullying Policy every year
3. make the school homely by keeping animals, growing plants, playing music etc.
4. train peer helpers in peer conflict resolution strategies
5. encourage all pupils to achieve all that they can through the personal comments ritten on reports and the message presented at assemblies and other general School gatherings
6. devise and implement HIV/AIDS policy, and support families affected by HIV/AIDS

“develops the whole child’s full potential academically, culturally, socially, spiritually and physically”

1. merit trophies to be handed out to one pupil per class and one pupil in each specialist subject area twice a term
2. merit badges are handed to four pupils in each class every week in assembly
3. music merits are earned by music pupils
4. interclass competitions will be held in various circumstances to build class unity e.g. Easter egg collections
5. encourage all pupils to attend PEN programme activities and Extramile Club outings
6. build community awareness among pupils and greater world outside by adopting charities or doing community work
7. emphasise subjects which will improve life skills and provide hobbies or employment for the future e.g. entrepreneurship, computer skills, technology, woodwork, needlework
8. work proactively towards including the NCS into our current school curriculum
9. provide access to remedial help and didactic aid within the school
10. provide opportunities for inclusion in mainstream education to pupils with special needs
11. include Religion Education in our school curriculum but continue to promote the Christian ethos.

“builds a vibrant, reflective and committed staff team”

1. promote extra curricular courses for all staff
2. all staff to be evaluated every second year and encouraged to develop strengths and improve weak areas
3. meet with new staff every month for the first six months of every year
4. employ the best staff for the position, regardless of race, colour or creed, yet actively try to make the staff complement reflect that of the pupil body
5. draw up a workplace skills plan.

“encourages committed parental support and involvement”        

1. continually encourage/praise participation in PTA meetings and other school activities
2. enrol in UNISA Parent Involvement certificate course
3. keep parents informed of current and forthcoming events through fortnightly newsletters
4. include personal parent/principal interviews in enrolment process
5. respond positively and attend to negative communication as soon as possible
6. provide opportunities for ‘family learning’ such as building dolls’ houses and emergency housing in technology

“develops co-ownership and accountability among all stake holders including the wider community” 

1. set up varied parent forums e.g. uniform investigation committee
2. use as many parents from Parent Help file as possible
3. include parents in class and school discipline procedures
4. invite grandparents to a special day dedicated to them
5. co-ordinate Grade 1 2002 parents’ meeting to discuss a marketing strategy for pupils for 2003
6. visit feeder preschools
7. initiate meetings of Pinelands’ principals and governing body chairmen to encourage greater co-operation and working together to maintain the high standard of education with Pinelands

“continually improves the range and quality of its academic and extramural activities “

1. enrol pupils in SIAT tests
2. promote PNPS to these feeder preschools
3. annually review academic and extramural focus and success
4. actively include life enhancing skills/subjects in our curriculum e.g. drama for self confidence, life skills and HIV/AIDS education for personal growth and development.

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STRATEGIC PLANNING ACTIONS

Investigate and introduce challenging extension opportunities for all pupils in all classes.

1. Equip an extension work box in each classroom with puzzles, workcards, tasks, games
2. Equip each classroom with an appropriate level reading laboratory
3. Equip each classroom with at least one computer with all relevant software, particularly for English, maths, science and         general  knowledge
4. Introduce a science fair into the annual school programme

Empower parents to meet their commitments

1. Contact UNISA to arrange an opportunity for Professor Lemmer et al to speak to our parents in 2004
2. Introduce a parenting skills section into our school newsletters
3. Organise a workshop for parents on the new curriculum as a follow up to the newsletter information
4. Survey parents during 2004 to find out which other topics they would like to workshop
5. Include topics into the workshop schedule to inform parents about topics around inclusion e.g. managing ADHD children

Focus on literacy and trilingualism

1. Organise two weeks of literacy focus around Readathon week
2. Assemblies should be conducted in Afrikaans and Xhosa as well as English
3. Introduce ‘no TV week’ once a term
4. Introduce SURE reading in Afrikaans once a week
5. Equip the library with more suitable Afrikaans books at every level
6. Communicate one day a month in Afrikaans and one in Xhosa
7. Contribute to the upliftment of literacy levels in disadvantaged schools in as many ways as possible
8. Include sign language into our life skills programme

Improve knowledge and access to help our school community manage inclusion

1. Assess the school building to ensure access for physically disabled pupils
2. Include inclusion and disability into our staff development programme once a month
3. Formalise portfolios within the teacher support team for better functioning
4. Train staff to provide language development for linguistically disadvantaged pupils
5. Include guidance time in our school timetable

Improve the access to and participation in our school extra mural programme

1. Expand our pupils’ opportunities to participate in sport by employing high school pupils and parents as coaches
2. Improve our sports administration by appointing  a sports administrator
3. Include a whole school or grade fun cultural day focusing on crafts into our yearly school programme
4. Maximise our pupil participation by offering early morning training in swimming and athletics
5. Improve the control of and delegate the responsibility for sports equipment to sports coaches so that equipment lasts longer
6. Include any costs incurred for activities into the extramural programme
7. Ensure that all coaches include all pupils in at least one game a season

Improve the information technology department

1. Employ a full time computer specialist to man the computer department
2. Purchase a data projector for use in the IT room and elsewhere
3. Upgrade the computer department continually so that it does not become obsolete
4. Continue to encourage classroom integration with computer technology

Investigate the feasibility of starting our own Grade R class

1. Visit other primary schools who have recently started Grade R classes
2. Investigate the availability of long term funds regarding premises and short term funds for a teacher and resources
3. Explore venue options depending on financial resources available

Refine the academics of the school

1. Include career guidance through theme teaching and life orientation informally in all grades
2. Review our school homework policy and implement it strictly
3. Review the setting out of work and the use of stationery to minimise wastage
4. Teach time management skills by implementing work schedules on calendar e.g. for orals, projects, essays etc.

Refine the assessment programme for all grades

1. Schedule a formal summative test series every four weeks for all grades and include in quarterly term programmes
2. Include a workshop for parents on how to help their children study
3. Teach questioning techniques and study methods in all learning areas

Continue to build the positive relationship between home and school

1. Remind staff to introduce themselves by their first names
2. Scan all letters sent from the school to ensure that the tone is one on which a positive partnership can be built
3. Continually remind staff and parents of the important relationship between school and home

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