SCHOOL CONTEXT STATEMENT Updated: 09/09
School number: 0803
School name: Brighton Secondary School
1. General information
School name : BRIGHTON SECONDARY SCHOOL
School No. : 0803 Courier : South West
Principal : Ms Olivia O’Neill
Postal Address : 305 Brighton Road, North Brighton 5048
Location Address : 305 Brighton Road, North Brighton 5048
District : Central South-West
Distance from GPO : 13 kms Phone No. : 08 83758200
CPC attached : NO Fax No. : 08 82960949
February FTE Enrolment
Secondary Special, N.A.P. Ungraded etc.
Year 8 267.0
Year 9 266.0
Year 10 283.0
Year 11 302.0
Year 12 239.0
Year 12 plus 2.0
Male FTE 659
Female FTE 700
School Card Approvals (Persons) 154
NESB Total (Persons) 68
Aboriginal FTE Enrolment 6.0
Note: Placement points for Complexity and (Base plus Isolation) can be obtained from the document
'Placement Points History' in the 'schools/placement' section of the 'Legal and Policy
Framework Library' available on the departmental CD-ROM or web-site.
• Deputy/Assistant Principals:
Brighton Secondary School in 2009 has two Deputy Principals, Barbara
Richards (Director of Studies) and Jeffrey Kong (Head of the Special Interest
Music Program). The Principal and Deputies together with three Assistant
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Principals, Jill Brindley, Jenny Hilterbrand and Jason Williams, form the
School Principal Team.
• School e-mail address: email@example.com
• Staffing numbers: 85.9 FTE teacher staffing, 577 hours ancillary staffing.
This includes FIR and Tier 2 staffing.
• Enrolment trends: The current February enrolment is near 1250 students.
Apart from the Special Interest programs in Music and Volleyball, the school
zone restricts enrolments although there are always requests for out of zone
entry to the school. All year levels are filled to ‘ceiling’ capacity and the
retention rate remains as high as 90 - 100% into Year 12. The growth in other
year levels to 248-250, suggests that February enrolments should remain
about 1250 for years to come.
• Year of opening: 1952
Brighton Secondary School is an amalgamation of two schools: Brighton High
School and Mawson High School. The now Brighton Secondary School
community works to maintain the strengths of both previous schools as well as
charting directions to provide excellent educational foundations and
opportunities for students.
Brighton High School was established in 1952 and was the fifth high school in
metropolitan Adelaide. Brighton Boys Technical High School was established
in 1967. With the introduction of comprehensive coeducation the school
became known as Mawson High School in 1975.
Mawson High School was formally closed in December 1993 and the school
was consolidated on the Brighton Campus with the completion of new facilities
from the beginning of 1997.
The school motto of “Do All Things well” underpins a philosophy of striving for
excellence and doing your best. Staff and students are expected to work
collaboratively in a safe, caring, respectful and engaging learning
• Public transport access: The following bus services are available:
Route 263 via Anzac Highway and Brighton Road.
Route 266 via Anzac Highway, Glenelg and King George Avenue.
Bus C and B - Brighton Secondary School to Marion Shopping Centre, stop
38 King George Avenue
Bus Z - from stop 5 Anzac Highway to Marymount College (am only, to
King George Avenue)
N from/to Noarlunga interchange, along King George Avenue
Bus 680B from Sheidow Park via Brighton Station and then change to bus
Routes 680/681 provide services from Sheidow Park/Hallett Cove, to
Flinders Medical Centre and Marion Shopping Centre via Brighton Station.
Need to link up with X bus at the Brighton Station.
Train services provide access via the Hove and Brighton stations.
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2. Students (and their welfare)
General Characteristics: Students at Brighton Secondary School are generally
continuing students and international students
Student Services Team
The Student Services Team includes the Principal Team, School Team Leaders and
assistants, School Counsellors, Pathways Transition Coordinator, Middle Years
Coordinator, SACE and Senior School Coordinator and 2 Christian Pastoral Support
Workers. The team has oversight for student care and wellbeing across the school
and works closely with home group teachers to:
• encourage a sense of responsibility and belonging
• monitor and support attendance and behaviour
• plan and deliver a responsive pastoral care program
• celebrate success and community contribution
The Student Review Team
The Student Review Team acts on student referrals from school team leaders. Case
management support is provided to identified students who are at risk of disengaging
from schooling. The Student Review Team may also refer students to District
Services depending on need and circumstance.
Two school counsellors are available to assist students with personal concerns and
guidance in study and career pathways planning. Student Counsellors are also
responsible for student enrolments and have oversight for student support programs
such as Peer Support. School counsellors also provide support for staff wellbeing.
A Special Needs Teacher and Support staff provide learning support to students with
Negotiated Education Plans and learning difficulties. Support is provided in the
classroom and for small groups and individuals.
Christian Pastoral Support Workers
Chelsea Lake and Craig Schultz are appointed through the local Christian churches
to provide spiritual support and guidance for students and staff. They also arrange
Year level and whole school student information sessions relating to health and
wellbeing, positive social behaviour including local and global community
The student reception area provides a range of student services including first aid
and health care, stationary sales, uniform sales and a point of first contact for student
needs and messages for students
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The School Discipline Policy has been developed in consultation with parents and
students and is supportive of DECS guidelines and the principles of restorative
justice. School Leadership Teams have overall responsibility for managing student
behaviour and follow procedures that include consultation and communication with
relevant staff, students and parents, reporting of incidents and appropriate follow-up
where necessary. A range of responses to inappropriate behaviour may be used and
include- behaviour change plans, notices of concern, withdrawal and detention.
Student participation and the development of student leadership skills are
encouraged through home group, student forum and SRC. The Student
Representative Council, including prefects is elected each year to support formal
student leadership and involvement in decision making. The SRC works with all
students through Year Level Student Forum groups and subcommittees including
Charities, Brighton Up and Environment. House Captains are elected to provide
leadership for organization of whole school sporting committees.
The Peer Support program aims to support student transition between primary and
high school. Year 11 students run a variety of activities during the first semester of
each year to support Year 8 students settle into high school life.
3. Key School Policies
• Site Learning Plan: The school’s 2009 priorities are:
1. Implementation of the New SACE.
2. Implementation of One to One Learning with laptops.
3. Develop a student management model that incorporates healthy
lifestyle and dedicated service to students.
4. Increase sustainability profile across the school
These priorities are derived from the DECS Improvement and
accountability framework as required by DECS. The school has many
other priorities derived from the school’s Strategic Plan 2005 to 2009 and
draft 2009 - 2012.
• Subject offerings
In Year 8 all students study the eight areas of English; Health and Physical
Education and Home Economics; LOTE choice of Japanese, French and
German; Mathematics; Science; Society and Environment; Technology
Studies; the Arts including Music and Visual Arts. Special Music students
study from a more restricted range of subjects.
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Year 9 and 10 students undertake seven areas of study and are provided
with access to LOTE.
Year 11, 12/13 students study a wide range of the South Australian
Certificate of Education (SACE) subjects, including an increasing number
of VET courses. The school is a member of the Manufacturing Learning
Centres/ (DECS) Joint Venture Project and also participates in various VET
programmes offered by Quality LinCs.
• Open Access: Small numbers of students study Open Access. This includes
some students with a medical exemption from school attendance.
• Special needs: The school currently has 1.1 Special Education (Tier 2) staff
and students are assisted both in separate lessons and as part of
• Special curriculum features: The school has a Special Interest Music
program and a Special Interest Volleyball program. Students who live
outside of the designated school zone can audition for entry into these
• The New SACE: Brighton successfully applied for a grant to trial the Personal
Learning Plan at Year 10 for the New SACE.
• An ISEC (Intensive Secondary English Course) provides intensive English
language studies to the fee paying international students.
• Special Interest Music Program
The Special Interest Music Program offers numerous opportunities for
students to be involved in music education, musical performances and
instrumental music programs. All Year 8 Students study music either at
special, elective or general levels.
There are many very fine ensembles in our music program. At the 2009
Adelaide Eisteddfod, our Treble Choir won the Middle Year Choral
Championships and third prize in Open Choral Eisteddfod.
Each year the Brighton Secondary School Big Band 1 and Big Band 2 tour
Mount Gambier to showcase our jazz music program and also to participate
in workshops with Australian International musician James Morrison. The
award winning Brighton Secondary School’s Orchestra and Concert Band
perform regularly at community concerts. The BSS Symphony Orchestra
performed in Sydney Opera House at the 2009 International Orchestra
Festival. Brighton Secondary School Orchestra and Brighton Secondary
School Concert Band gave a sensational concert in Adelaide International
Hilton Hotel to raise funds for the forthcoming arrival of the pandas from the
Peoples Republic of China.
The Special Interest Music program adds excellence to the whole school
and is highly regarded at national and international levels.
• Special Interest Volleyball Program
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The aim of the Special Interest Volleyball course is to maximise the holistic
athletic development of talented students who have been identified from
schools throughout the state. Our goal is to promote skills, behaviours,
attitudes and knowledge that will benefit students in their performance of
volleyball and other sports, academic and vocational pursuits, and
There are three main areas of the program. Undoubtedly the main
component of the program is the lessons that form part of the students
total curriculum package offered by the school. There are 5 lessons per
week in years 8 - 12.
The other two areas of the program are the training and competition
opportunities. Due to the large number of students in the program and
the desire to offer competition and training opportunities to all of them,
many staff contribute their expertise to the program. This involves out of
school hours training and participation in a variety of competition
In recent years the SIV program has been the number one Volleyball
school in Australia having won the Australian Schools Volleyball
Championships in Melbourne each year. In addition we have won a
majority of the State Knockout competitions and had by far the largest
representation in South Australian State Teams of any other school.
Since 2007 we have had the opportunity to use the State Volleyball Centre
for lessons and trainings. This is a world class facility that has been
constructed on site with 4 floodlit beach volleyball courts and 3
international taraflex indoor courts, similar to those used in the Olympics
and World Championships.
There is great demand from all over Australia for positions in the Volleyball
Program, with many of our past scholars playing professionally overseas
and representing Australia in the Olympics and World Championships.
The Brighton Secondary School Special Interest Volleyball Program is
recognised both nationally and internationally for its curriculum and
• Teaching methodology: The school has a focus on academic success,
within a school environment which values creativity and the development of
• A ‘One to One’ learning program with Mac Books will commence in 2010
with Year 9 and 10.
• Assessment procedures and reporting: Students’ work is regularly
assessed using a wide variety of assessment methods according to the
topic of work being studied and the requirements of courses. Reports are
sent home at the end of each term. Communication is encouraged at any
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time and a minimum of two formal parent/teacher/student conference
evenings are held during the year.
• Community Partnerships Quality LinCs, Manufacturing Learning Centres,
Volleyball SA. Rotary, Lions Scholarships for son or daughter of an old
scholar, Lions tour to Gallipoli, Holdfast Bay Chamber Commerce,
Soundhouse Corporation and Brighton RSL.
5. Sporting Activities: A wide range of interschool summer and
winter sports are offered on a weekly basis and in Knock-Out competitions.
Swimming and athletics carnivals are conducted, as well as participation in
all SSSSA (Secondary School Sport South Australia) championships.
6. Other Co-Curricular Activities
• General: The school has debating teams and students regularly enter public
speaking competitions and competitions in English, Science, Maths, LOTE,
Geography, and ICT. Large numbers of students participate in the Rock
Eisteddfod Challenge. Brighton Secondary School was state champion in
2003, 2004, 2006 and 2008.
• The Pedal Prix has grown to be a highly successful annual event with three
• The F1 in Schools program is a worldwide initiative to encourage students to
engage in Engineering. At Brighton we have an established structure which
presents our students with opportunities into the world of design,
engineering, manufacture, business and enterprise. Each year we have
teams of students who compete at the national industry level and who
establish collaborative links with relevant University and TAFE Engineering
• The Debating teams regularly succeed through to the finals as do the entrants
in the Plain English Speaking Awards.
7. Staff (and their welfare)
• Staff profile: The teaching staff is approximately 55% men, 45% women.
Most are very experienced and have in the last few years come to Brighton
SS largely via the School Choice Placement system and Local selection.
• Leadership structure: There are 15 Coordinators in the Areas of Learning and
School Development, SACE/Senior Schooling, Transition and Pathways,
Internationalism and Information Technology. The Coordinators include
seven women and eight men.
• Staff support systems: Staff work in faculty groups, project groups, and in
year level teams. Many staff are actively involved in subject associations,
South Australian Certificate of Education (SACE) committees, and other
curriculum and professional connections and networks. The training and
development program endeavours to meet the needs of both teaching and
non teaching staff, and for the past few years has embraced an inquiry
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based approach to a number of selected area of interest. In 2006 staff were
committed to undertake, as a member of a team, a two-year inquiry project.
All staff are encouraged to become involved in school activities by joining at
least one School Committee. From 2006 to July 2008 all staff researched
an area of interest with colleagues in teams using an inquiry process. Since
July 2008, staff will remain in Faculty teams for professional development to
focus on an agreed inquiry of pedagogy for engagement. Staff new to the
school are expected to participate in a structured induction program.
• Performance Management: See above: areas of study, year level teams and
The school has spent time developing a more comprehensive set of
procedures for Performance Management, focussed on an adult learning
model, in personal professional development. This is being implemented
through professional conversations with line managers twice a year as
designated on the school calendar.
• Staff utilisation policies: The Personnel Advisory Committee assists the
Principal in deployment of staff, and leadership positions.
• Access to special staff: Staff are able to access advice from the Behaviour
• The school is within close proximity to both Minda and Townsend House.
8. Incentives, support and award conditions for
• Complexity placement points: 1.5
• Isolation placement points: 1.0
• Cooling for school buildings: All buildings are air-conditioned.
9. School Facilities
• Cooling: All areas are air-conditioned.
• Buildings and grounds
Apart from the Resource Centre (single storey solid), the buildings are of
two storey solid construction. Most of the buildings have recently been built
or renovated. The grounds are well established and maintained with
extensive lawn and paved areas.
The school has fully networked computer facilities with fibre optic cabling
and connections for all classrooms and staff offices. There are several
dedicated computing rooms for general use, and several other areas have
computer facilities for subjects such as Technology Studies, the Brighton
SoundHouse and Science research. In addition, computers are located in
the Resource Centre to facilitate student use and access to information.
• Specialist facilities
The school has a well equipped Gymnasium, a Music Suite with practice
rooms, Orchestra room and a SoundHouse room, well equipped
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Technology Studies areas including design, electronics, robotics and
photography areas, Art rooms, Media Studies studio, Science laboratories,
Computer rooms, Home Economics rooms and a school hall. Other
subjects are grouped into faculty areas with staff offices near their
classrooms. The State Volleyball Centre stadium was opened in 2007 to
support and develop the Special Interest Volleyball program at Brighton
Secondary School. The Stadium has a 3 court indoor facility as well as 4
floodlit beach volleyball courts outdoors.
• Student facilities: There is a separate student services area. There is also a
Senior Learning Centre for Year 12 students. The canteen is a traditional
• Staff facilities: Staff room (air-conditioned) with staff amenities. Most staff
have shared preparation rooms.
• Access for students and staff with disabilities: The school has a lift which
provides access for people with disabilities to the first floor of the building
although access for wheelchairs is difficult in the downstairs part of the
older Spence building. All areas of the first floor are interconnected, with
ramped walkways, and ramps have been installed in other areas on the
• Access to bus transport: See above, public transport access.
10. School Operations
• Decision making structures
Staff committees contribute to the development and review of school
policies and programs, and include the Personnel Advisory Committee,
Curriculum Review Working Party, Information Communication Technology
Committee, Faculty and Learning Area groups, and project teams, Year
Level Teams and an Occupational Health and Safety Committee.
The Student Representative Council is led by the Head and Deputy Head
Prefects, and includes a number of sub committees: Environment, ‘Bright’n
Up’, and Charities Committee.
The Brighton Secondary School Governing Council with parent, staff and
student representatives is a strong and active influence in the school
community. Several sub committees including School Resources (finance
and facilities), School Uniform, Volleyball Parent Support Committee and
the Music Parent Support Committee assist and support the work of the
Governing Council. In 1997 the School Council launched the ‘Friends of
Brighton Secondary School’ to provide links between the students of today
and past students and staff.
• Regular publications
Student and Staff Bulletins are published each day. A comprehensive
electronic school Newsletter is emailed home the first Monday of every
month. A comprehensive Curriculum Handbook and the School Yearbook
are produced annually.
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• Other communication: Whole school, and Year Level assemblies, and parent
information evenings assist and support the promotion of school programs
and broad involvement in school activities.
• School financial position: The school is in a sound financial state, with
financial reserves. Its major commitments are the repayment of loans for
the Volleyball Stadium and lease payments for computers. School fees can
be paid in instalments. There is a very small percentage of outstanding
• Special funding: The Special Interest Music Program funding is written into
the school’s partnerships agreement as a specific amendment. Students in
the Special Interest Volleyball program pay an annual fee.
• Plans for refurbishment of the school hall into a modern performing arts centre
are under way.
11. Local Community
• General characteristics
The school is within the Brighton community, which has an older
demographic, with middle income levels, including significant numbers of
professionals. Newer housing around the seafront and Glenelg is in the
higher-price bracket for this state, and tends to be medium-density.
Students in the special interest programs often travel large distances to
school from other parts of Adelaide and even near-country areas, but the
majority of the students live in-zone, and Brighton is their neighbourhood
• Parent and community involvement
Parent participation is welcomed in all school activities and parents are
particularly encouraged to become involved in the Governing Council and
its various sub committees. Parent volunteers work in the school canteen
and in the Resource Centre. The school facilities, especially the
gymnasium and school hall, are widely used by the local community. The
Music Parent support Committee organise a fortnightly Car Boot sale on the
front oval. It is well publicised and supported by the community. The
Volleyball Support parent committee run a successful annual Quiz Night.
• Feeder schools
The main feeder schools for Brighton Secondary School are Glenelg,
Brighton and Paringa Park, along with Warradale, St Leonards, Seacliff,
Seaview Downs, and Dover Gardens Primary Schools. A number of
students also come to Brighton from independent/Catholic primary schools.
Approximately, 39% of students live within the school zone and 61% are
enrolled from usually just outside the zone or through the special interest
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• Other local care and educational facilities: A number of child-care facilities
operate near the school. Flinders University (approximately 4 kms) is the
nearest tertiary campus. Sacred Heart College and Marymount College are
within 1-2 kms.
• Commercial/industrial and shopping facilities: The Marion Shopping centre
(approximately 2-3 kms) is nearby. There are major shopping strips on
Brighton Road and Jetty Roads in Glenelg and Brighton.
• Other local facilities: Minda, Townsend House.
• Availability of staff housing: N/A
• Accessibility: The school is reached from Brighton Road into Ilfracombe Ave.
The rear staff car park is accessed from King George Avenue.
• Local Government body: The school is in the City of Holdfast Bay.
12. Further Comments
• International Connections
Brighton Secondary School is developing international connections through
the Special Interest Music program and is working to establish links with
Asian countries with a view to mutual exchanges and involvement of
international students and teachers. The school’s web site is frequently
visited by many overseas students and teachers, and several exchanges
and community visits have been negotiated.
The numbers of international students has grown to reach capacity at 73
from a base of 25 in 2004 (fee paying and exchange. The Music
department has toured China 3 times. The local City of Holdfast Bay Sister
City exchanges with Hayama are supported by the school.
Sister School Relationship - a sister-school arrangement with Toyodai
Himeji High School in Japan enriches the Japanese teaching program.
The International student cohort originates mostly from China, Japan,
Germany and Brazil.
The ISEC (Intensive Secondary English Course) supports newly arrived
students from overseas who continue into mainstream courses, mostly year
A team of teachers and a Bilingual Support Staff Officer (BSSO) support the
international students. The school offers at least one study tour opportunity
to a school from overseas every year.
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