GONSKI EDUCATION REVIEW

Ms THOMPSON (Reynell) (15:20): Last week, we noted that the Premier and the Prime Minister had signed an agreement to implement the Gonski reforms in South Australia. One of the key features of the Gonski reforms is to enable an increase in professional development of our teachers. It is not that our teachers are not working hard and working well now. The issue is that our modern world requires different skills and different abilities in our students and, therefore, in our teachers; and these things do not just come because you are a clever and well-meaning person. They come through observation, discussion with your peers, research, reflective practice, and general development of every teacher, every year.

I have been fortunate that my final parliamentary study tour has been to Canada, where I met many teachers and people involved in education administration, and learnt that each teacher has a growth plan every year. The growth plan can be on something as apparently minute as improving their questioning techniques. After 20 years in the profession they still want to learn how they can stimulate children's learning better by improved questioning techniques.

The schools in Reynell are demonstrating how schools can improve. While great achievements have been made, these schools constantly ask me: when are we signing Gonski? I know each one of them will be very pleased that we have, because they see how they can develop the students in their care and the teachers undertaking the important work in these skills in a greater way. There is a bit of a myth that not all parents care about their kids' education, but what I observe is that, in my area, when a school develops real excellence in an area, parents vote with their feet.

One example of this is Pimpala Primary School, which under the leadership of Linda Olifent has produced extraordinary results. In 2007 the school had only 122 children. Pimpala is in Morphett Vale. This is not an area of high growth of young children; Seaford and areas to the south are where the young families are more concentrated. From 122 enrolments in 2007 Pimpala in 2013 has 370 students; 85 per cent of the reception families are first-time school families. There is significant parent and caregiver involvement.

There are now 130 regular registered volunteers who participate in programs like the Stephanie Alexander Kitchen Garden program; government council, which has about 16 to 20 members, it seems to me, every time I am there; and in all sorts of classroom support programs. It is an inclusive school. It has at times up to 15 per cent of students with a disability, and currently it has 21 Aboriginals students, one of whom has been accepted into the Ignite program.

The attendance rate surpasses benchmarks (approximately 93 to 95 per cent), and the achievement data is significant for category of disadvantage level 3. Junior primary reading levels are above state average. NAPLAN data, and particularly progress rates of students, is exceptional. For example, year 7 writing was 78 per cent above the national average, with 27 per cent in the top two skill bands. The school is excited about the fact that the preschool will be moving onto the site as a result of a budget decision.

I have already spoken to the house about the considerable progress at Wirreanda High School with the rapid increase in its ATAR results. I now want to congratulate the principal, Tony Lunniss, who, with four other principals from the southern region, will be presenting at the International Confederation of Principals conference about creating professional learning communities, which will be in Cairns in July of this year.