annual school report 2010 - delegate public school · the national assessment program in literacy...
TRANSCRIPT
NSW Department of Education & Training
1745
2010 Annual School Report Delegate Public School
NSW Public Schools – Leading the way
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Messages
Principal’s message
Delegate Public School is a small rural primary school situated on expansive grounds. At Delegate Public School we value:
•Students who are actively involved in and enthusiastic about their learning, who display pride in their achievements and who take responsibility for both their learning and their behaviour;
•An attractive, stimulating, organised learning environment where students feel safe, valued and respected;
•Parental support and their active involvement in school life;
•Staff who are enthusiastic and support the continual development of their professional skills and knowledge, thus making the school an effective organisation; and
•Students, parents and teachers who work as a team to optimise learning opportunities. In this report you will read about our achievements and highlights of the year.
The report also provides you with specific information about the performance of our school in the areas of Literacy and Numeracy as measured by the National Assessment Program in Literacy and Numeracy (NAPLAN). In compiling our report we have reflected on our performance through a series of evaluative processes to seek ways in which we can improve in all areas of our operation. By reading this report I hope you are better informed about our school and have an appreciation of what our students are achieving now and how we plan to reach higher levels of achievement and performance in the future.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Carol Sellers
P & C message
The P & C has once again supported the school throughout 2010. We have catered for numerous events this year, including a cross-country, an election BBQ, Bulb and Tupperware Fundraisers and several raffles. We have also given support to the Stephanie Alexander Grant financially and physically through the many working bees.
Thank you to all those who have helped in any way this year whether you were at one of the working bees, manned the weekly Canteen throughout the year or just simply sold some tickets. Thank you… It is the combined effort from all those within the School Community which helps to make these events successful. We have purchased a new fridge for the canteen, a new laminator for the school and paid $10.00 a week toward healthy afternoon tea for our active after school sport program. Plus we purchased a Tupperware sandwich box for every child enrolled next year to use. The hope is that these lunch boxes will be used to pack a sandwich each day and this will continue to encourage healthy lunches in the school as part of a government program.
Thank you, also, to all our P & C Committee, especially Mandy Horton who has been a very stable treasurer this year managing to stop me from spending all of the funds, Heather Kozak, for her great work as Secretary, and Susan Phillips for being a supportive Vice-President.
Finally, I would like to congratulate Carol and her committed staff-Sara, Joyce, Lou, Di, Gillian, Kim, Robyn, Sammy and Sue as well as the casuals for continuing to make our school a place our children like to come to each and every day.
Louise Manning, P&C President
Student representative’s message The whole school has participated in various activities such as Cross Country; Active After School Sport; Swimming Carnival; Athletics; ANZAC and excursions. In Terms 3 and 4 the Stephanie Alexander Kitchen Garden Program began. Year 6 students were the first to cook and it was great fun. The Kindergarten students settled into school very well and have made lots of new friends. The Year Six students were very busy fundraising money for Melbourne, which was very exciting. We also attended the Bournda Environmental Centre for leadership training and Years 5 and 6 went to the Young Leaders Conference in Sydney. As you can now see 2010 was a very exciting and busy year for Delegate Public School. Janine Jamieson and Anna Horton, Year 6
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School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
Student attendance profile
Management of non-attendance
A parent or carer can choose to write a note, telephone, email or return the absent proforma within two days. If no contact has been made within two days of the child being absent then the school will make contact with the parent or carer. Once your child does return to school, you have 7 days to explain the absence. The Department is demanding we adhere strictly to these guidelines.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
Roll Class
Year Total per Year
Total in Class
K12 K 3 10 K12 1 3 10 K12 2 4 10
3/4/5/6 3 8 21 3/4/5/6 4 4 21 3/4/5/6 5 6 21 3/4/5/6 6 3 21
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies
Staff establishment
Position Number
Principal 1 Classroom Teachers (including Teaching
Principal) 2
School Learning Support Teacher 0.2 Teacher Librarian 0.336 School Administrative & Support Staff 0.896 General Assistant 0.19 School Cleaner 0.75 Total 5.272
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
At this particular time we do not have any recognised Indigenous staff members.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100 Postgraduate
0
10
20
30
40
50
60
2006 2007 2008 2009 2010
Stu
den
ts
Year
Enrolments
Male Female
0102030405060708090
100
2007 2008 2009 2010
Att
end
ance
rat
e
Year
Student attendance rates
School Region State DET
We had fun at the Years 2, 3 and 4 Overnight
excursion at school. Jazzy and Brahnie won some
false teeth!!!
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Jaidyn getting ready for his turn to
play at the Musica Viva
performance ‘Sirocco’. It was based around the music from Asia
and Australia.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary: 30/11/2010Income $
Balance brought forward 35060.64Global funds 67840.49Tied funds 140761.00School & community sources 12778.63Interest 4913.41Trust receipts 2268.00Canteen 0.00Total income 263622.17
ExpenditureTeaching & learning Key learning areas 10144.37 Excurs ions 5661.49 Extracurricular dissections 9719.08Library 1138.65Training & development 222.10Tied funds 109412.40Casual relief teachers 3763.34Administration & office 30463.07School-operated canteen 0.00Utilities 14044.17Maintenance 1302.12Trust accounts 3064.28Capital programs 5000.00Total expenditure 193935.07Balance carried forward 69687.10
A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance
2010 Achievements
Arts
Workshops The Delegate School students were lucky enough to participate in workshops again this year. Each Friday for six weeks, students were able to follow their artistic interests with choices ranging from beading, printing, woodworking, kite making, gardening and puppets. All students participated in two different workshops with the results being kept for display at 2011 Delegate Show. The workshops are funded by the P & C wool drive that was held three years ago, with some parents running workshops along with all of the teachers. This is one of the
children’s favourite activities each year, with many outstanding works of art being produced. Musica Viva All students from Kindergarten to Year 6 have participated in the Musica Viva Program, ‘Sirocco’. Both staff and students enjoyed the experience and excitement of live music from highly skilled professional musicians. Through song and dance we experienced and reflected upon the music from Asia and Australia.
Sport
Delegate school students were involved in District PSSA Carnivals, Fitness Sessions and Rugby League Clinics. The Rugby League Coaches reported to the staff on how impressed they were with the high level of participation, enjoyment and sportsmanship displayed by the Delegate students. In Oz Tag we competed in the Snowy River Cup at Jindabyne (Berridale). The following students were eligible to represent Delegate School at Snowy Mountains District Level. Swimming: Anna Horton, Janine Jamieson and Brahnie Mitchell. Cross Country: Toby Mustard, Francis Famador, Jordan Williams, Anna Horton, Janine Jamieson, Phoebe King, Archie Horton, Russell Jamieson, Bryson Phillips Jones, Dylan Robinson, Brahnie Mitchell, Lakeisha Clear, Sophie Stewart and Emma Stewart. Anna Horton represented at the South Coast competition Athletics: Toby Mustard, Francis Famador, Anna Horton, Archie Horton, Jack Walls, Emma Stewart and Brahnie Mitchell. The P5 Mixed Relay team represented at the South Coast competition Skiing The students were offered the opportunity to ski with Bombala Public School. Students could attend three times in Term 3. A number of students and
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parents were delighted with their visits to Thredbo and were complimented on their behaviour. The snow was great and they enjoyed mixing with the other students.
Other
Stephanie Alexander Kitchen Garden Program
In late 2009 we secured the grant to build the infrastructure. In February and March 2010 the Building Education Revolution Multi Purpose building was delivered and then we began the fit out for the kitchen. The garden was also being established using the funds and the volunteer labour at working bees. We employed a Kitchen Specialist, Sammy Dent, and a Garden Specialist, Susan Tocchini, to begin work in Term 3. In Term 4 the students began an introductory program in the kitchen and garden. They prepared and sowed the seeds and then planted the seeds. In Term 1 2011 we hope to begin the full implementation of the Stephanie Alexander Kitchen Garden Program. I would like to thank the committee who assisted so well in making this all happen.
Camps and Excursions In 2010 the senior students were fortunate to attend the Bournda Leadership Camp and then Year Six attended The Young Leaders Conference in Sydney. Year Six also attended the annual combined Primary Schools trip to Melbourne. Years 2, 3 and 4 had an overnight excursion at school and Years 3, 4, 5 and 6 attended a local excursion to Dartmoor Hut. K, 1 and 2 visited many of the local service providers. Public Speaking One student competed at a local Public Speaking competition at the Bombala Golf Club. Anna Horton spoke about Craigie: the history and changes. Anna was judged the winner and we were all extremely proud of her effort. Kayaking at the Bournda Leadership Camp
Presentation Night Dux: Phoebe King Leadership: Anna Horton Endeavour: Janine Jamieson Citizenship: Janine Jamieson Principal’s: Phoebe King Rotary ‘Peer Support’: Anna Horton Senior Boys’ Sports: Toby Mustard Senior Girls’ Sports: Anna Horton Junior Boys’ Sports: Archie Horton Junior Girls’ Sports: Emma Stewart
Gold Medallion Recipients
Brigid Dunn, Zayne Phillips Jones, Russell Jamieson,
Hannah King, Maddie Manning, Sarah Tate, Ryley
Lewis, Bryson Phillips Jones, Brahnie Mitchell,
Archie Horton, Jasmine Thompson, Emma Stewart,
Leeanna Haley Perkins, Nathan Cusbert, Francis
Famador, Toby Mustard, Max Kozak, Anna Horton,
Janine Jamieson, Phoebe King and Jordan Williams.
Traditional Easter activities always keep the students
happy and engaged.
K12 visit the Multi Purpose Service
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Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
NAPLAN results should not be reported in a manner which enables the results of individual students to be identified. Accordingly, percentage in band, three-year school average, and average growth information should not be reported if results are available for less than 10 students.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Literacy – NAPLAN Year 3
Numeracy – NAPLAN Year 3
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
45
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 writing
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 grammar and punctuation
Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Literacy – NAPLAN Year 5
Numeracy – NAPLAN Year 5
Numeracy – NAPLAN Year 5
K12 excursion to the local Fire Station
0
10
20
30
40
50
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 writing
Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010
0
5
10
15
20
25
30
35
40
45
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
10
20
30
40
50
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 grammar and punctuation
Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
45
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Progress in literacy
Progress in numeracy
Whole School Assembly
0
50
100
150
200
250
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ssAverage progress in reading between Year 3 and Year 5
School SSG State DET
0
20
40
60
80
100
120
140
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ss
Average progress in writingbetween Year 3 and Year 5
School SSG State DET
0
10
20
30
40
50
60
70
80
90
100
2008 - 2010
Pro
gre
ss
Average progress in spelling
between Year 3 and Year 5
School SSG State DET
0
50
100
150
200
250
2008 - 2010
Pro
gre
ss
Average progress in grammar & punctuation
between Year 3 and Year 5
School SSG State DET
0
10
20
30
40
50
60
70
80
90
100
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ss
Average progress in numeracybetween Year 3 and Year 5
School SSG State DET
8
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students achieving at
or above minimum standard Reading
88
Writing
88 Spelling
100
Punctuation and grammar
88 Numeracy 88
Percentage of Year 5 students achieving at
or above minimum standard Reading
83
Writing
100 Spelling
83
Punctuation and grammar
100 Numeracy 83
Significant programs and initiatives
Aboriginal education
Our school continues to provide programs designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. Aboriginal perspectives are not taught in isolation, as specific units, but are included across all Key Learning Areas, maintaining the relevance to, and valuing, the culture of Indigenous Australians. The Connected Outcomes Group units have Aboriginal perspectives embedded in the teaching and learning activities. We actively at the beginning of each whole school assembly promote the recognition of Aboriginal culture and custodianship of country by following protocol such as Acknowledgement of Country.
Multicultural education
The children in all stages throughout the school develop understandings, attitudes, values and knowledge of Multiculturalism through integrated units linking studies in Connected Outcomes Groups (HSIE, Personal Development and CAPA). These
units focus on the cultural diversity, acceptance and respect of personal differences and promote racial tolerance.
Netball was a popular Active After School Sport program in Term 3.
Respect and responsibility
Students engage in activities and initiatives, which promote respect and responsibility. Student leaders receive training in peer support and leadership. All students in the school participate in a whole school Peer Support and Anti-bullying programs. Students participate in civic activities such as ANZAC Day marches and greeting visitors to our school. There are a range of leadership opportunities such as SRC Ministerial positions, organising and conducting school assemblies and assisting with Kindergarten orientation days and fun days with neighbouring schools. Teaching and learning activities from COGS units also promote respect of others and greater understanding of cultural diversity and values of the Australian society.
National partnership programs
Currently, there is a significant and unacceptable
gap between the average achievement of students
from low socio-economic status families as a group
and all students.
The Low SES School Communities Partnership aims
to transform the ways that schooling takes place in
participating schools, to address the complex and
interconnected challenges facing students in
disadvantaged communities.
Delegate Public School was named in the National
Partnerships to begin in 2011. This is substantial
funding - $1000 to $1400 per student per year for
four years. Understandably there is a great deal of
accountability when the government is funding
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these initiatives. In Term 3 2010 we completed a
Situational Analysis. A Situational Analysis is an
evidence-based description of the context in which
we work and helps us to consider its likely effects
on any school improvement. It may include a
description of both the internal and external
influences such as student, teacher, parent and
community data gathered quantitatively and
qualitatively. Conducting a Situational Analysis
influences the rigor of the school planning process,
the analysis of the data and the decisions made as a
result of the process. It ensures a whole school
approach that explicitly caters to student needs.
Connected learning
In November 2010 the Video Conferencing and Interactive Whiteboard equipment was installed. In our School Management Plan we have identified the following outcomes:
Implement interactive classrooms to better meet the learning needs of 21st century students;
Develop teacher capacity in the use of information communication technologies to improve learning and teaching through enhanced quality professional learning and access to curriculum resources; and
Staff will demonstrate increased levels of competency with ICT.
Other programs
Country Areas Program Integration of Technology and Learning into the Classroom In 2010 we employed a Technology tutor, Natalya Cottrell, to work with staff, students and parents on strategies used within classrooms on a regular basis to establish specific outcomes e.g. establish safe, wikispaces and webpages. Our goal was to develop skills in students’ use of school’s resources: scanner, digital cameras, video camera and associated editing/enhancing software. Priority School Funding Program Explicitly Targeting Stage 2 Literacy and Numeracy Outcomes Extend Literacy and Maths Program by utilising an additional staff member for explicit skill building of students capable of Stage 2 outcomes. This allowed for small group tuition/extension to support students in Years 3 to 5 to move from middle bands (3 and 4) to bands 6 to 8.
Active After School Sport Program This federally funded initiative enabled our students to participate in a range of activities to improve their physical being. In Term 1, Ms Wood and Mrs Sellers instructed the students in swimming. In Term 2, Drew and Louise Manning had fun with Oz Tag. Netball was coached by Robyn Mikula and Tennis was popular, once again, in Term 4 with Joyce Reed.
Progress on 2010 targets
Target 1
Increased levels of literacy achievement for every student
Our achievements include:
According to NAPLAN 2010 in Reading 50% of
students in Year 3 were in top two bands and 12
% in Band 1. In Year 5 66% of students are
performing in middle Bands 4 and 5. Students in
Year 7 indicate growth well above State and
Region. All Years showed increased achievement
levels in grammar and punctuation. We link this
increase to the implementation of Accelerated
Literacy with the explicit teaching of grammar
and punctuation;
70% of Year 3 students attained Reading
Recovery Level 30;
Implemented Best Start in 2010; and
Learning Support Team documentation
demonstrated effective support and student
outcomes showed improvement.
Target 2 Increased levels of numeracy achievement for every student Our achievements include:
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Number, Patterns and Algebra
In Year 3, 75% of students performed in Bands 3, 4 and 5. 25% of students in Bands 1 and 2. No representation in Band 6; and
Year 5 students, 50% in Bands 5 and 6 and 50% in Bands 3 and 4. No representation in Bands 7 and 8.
Data, Measurement, Space and Geometry
In Year 3, 75% of students performed in Bands 3, 4 and 5. 25% of students in Bands 1 and 2. No representation in Band 6;
50% of Year 5 students were in Bands 5 and 6 and 50% in Bands 3 and 4. No representation in Bands 7 and 8; and
Timetabling strategy determined a more consistent approach has been maintained and student outcomes have improved.
Key evaluations
Student engagement
Literacy:
100% of the students thought English was an important subject to learn;
94% believe they have good reading skills;
94% agree the activities my teacher uses in Literacy help me to learn;
24% believe the teacher does not tell them what they need to do to improve in English; and
18% disagree that their teacher finds different ways to help them understand.
Numeracy
93.3% believe Mathematics is important to learn;
95.7% try to do their best;
93.3% believe they have good number skills;
16.6 % felt the teacher could explain assessment tasks better;
10% thought their teacher did not tell them they were doing well in Mathematics; and
3.3% didn’t know whether their parents thought they should do well in Mathematics.
SCHOOL LIFE STUDENT QUESTIONNAIRE:
Thirty four students completed the survey. Some
findings were:
85% of students like to go to school each day;
94% feel they are a success as a student;
91% felt their teacher was fair to them;
91% learn to get along with other people;
93% (Yr 2-6) felt the work they do is good ;
preparation for their future;
92% (Yr 2-6) were proud of their school;
88% get rewarded;
97% thought they take part in a wide range of activities;
94% thought other students were friendly;
21% felt lonely; and
18% are unhappy.
Peer Support Activities
Parents/community Findings:
Thirty four surveys were returned.
100% of those who participated believe:
This is a school where class activities are interesting and engage students in learning;
This is a school where parents/carers are encouraged to be involved in their students learning;
This is a school where all members of the school community are supported to contribute to its success;
This is a school where parents and carers are supported to assist their child’s learning at home; and
This is a school where community resources and skills are used to support student learning.
Most of the statements were positively supported.
In the statements where there was not 100% agreement, at the most only 1 or 2 participants disagreed.
Comments: ‘Small school with good relationship with
family and community.’
‘I find the school very approachable and
flexible.’
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‘I strongly agree with all aspects of the
statement of effective practice.’
‘The school community works hard to engage
wider community – it is up to the wider
community to accept invitations, take an
interest, contribute as parents, etc.’
Professional learning
A range of teacher professional learning activities were undertaken from Term 3 2009 to 2010, supporting targeted areas from our school plan:
All staff updated their Emergency Care and CPR annually in Term 4;
PSP Conference in 2009 (Principal) and 2011;
Accelerated Literacy (Classroom teachers in 2009; two temporary teachers 2010);
Best Start trained 2009, update in 2010 (K/1/2 teacher);
THRASS (K/1/2 Teacher);
Reading Recovery for Small Schools (K/1/2 Teacher);
SENA training (Classroom teachers) 2010;
Numeracy Staff Development Day (1) with DABBS COS group supported by CAP 2010 (Patterns and Algebra; Problem Solving);
Numeracy Staff Development Day (2) with DABBS COS group supported by CAP 2010 (Space and Geometry);
Live Life Well (Principal);
Stephanie Alexander Kitchen Garden Program Training (Principal);
Consultant Leadership 7 days (Principal); and
Open to Persuasion (Principal + Temporary).
Lining up for the start of Cross Country
School development 2009 – 2011
Targets for 2011
Target 1
Increased levels of literacy achievement for every student
Strategies to achieve this target include:
Kinder Transition Program enhanced to 10 weeks- 5 half days and 5 full days with SLSO having a focus students’ activities around Level 1 in Best Start Assessment e.g. Writing ~ clear attempt to write name; Phonemic awareness ~ identifies rhyming words on some occasions; Numeral Identification ~ identifies all numerals 1-10.
“Focus on Reading” ~is an intensive professional learning program to support the explicit teaching of the key aspects of reading in the middle and upper primary years, namely comprehension, vocabulary and reading text fluency.
School Learning Support Officer as Literacy Tutor plus Home Reading Program for all students. The program provides a daily, one-to-one, half-hour literacy tutorial program for students over a 10- 15 week period. The School Learning Support Officer’s program session is broken into three segments:
sound recognition, syllable recognition, nonsense words ;
reading, comprehension questions, writing and spelling ; and
oral Reading Fluency (ORF).
Implement Stephanie Alexander Kitchen Garden Program in Literacy
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Utilise PSP funding to allow for small group tuition/extension to support students in Years 3 to 5 to move from middle bands (3 and 4) to bands 6 to 8.
Our success will be measured by:
Kindergarten students 2011/2012 assessed using Best Start indicate that most students scored Level 1 overall in all aspects of Literacy; and
Student assessments show improvement in inferential comprehension questions ;
Target 2
Increased levels of Numeracy achievement for every student
Strategies to achieve this target include: Adapt and implement North Coast Scope and
Sequence K-6 Maths;
Stocktaking math’s resources in a central location, employ SLSO to produce resources and purchase Mathematical resources to support class programs;
Utilise PSP funding to allow for small group tuition/extension to support students in Years 3 to 5 to move from middle bands (3 and 4) to bands 6 to 8;
A School Learning Support Officer to provide explicit, individualised tutorial support to students in Numeracy. Using ‘Count Me In Too’/’Counting On’ to explicitly teach strategies to students in Stage 2/3 who have not achieved all level of SENA 2;
Implement Stephanie Alexander Kitchen Garden Program in Numeracy;
Whole school teacher professional learning workshops to address 'Counting On' NP funding Access to TPL made available to Bombala Learning Community of Schools; and
Full implementation of Newman’s Error Analysis strategies Stages 1 – 3.
Our success will be measured by:
During Teacher Assessment Review process, in class support and staff meetings will indicate the level of implementation of Newman’s analysis strategy;
Evidence of literacy of Mathematics in teaching program;
SENA Data indicates growth; and
Resources~ Numeracy resources are purchased and organised to support teaching and learning programs.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Sara Wood ~ Staff member
Joyce Reed ~ School Administrative Manager
Louise Manning~ P&C President Robyn Mikula ~ School Learning Support Officer
Carol Sellers ~ Principal
School contact information
Delegate Public School
10 Campbell Street, Delegate, NSW 2633
Ph: 02 64588183
Fax: 02 64 588260
Email: [email protected]
Web: Enter here
School Code: 1745
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
Years 3, 4, 5 and 6 gold panning on our local excursion