annual school report 2013 - home - bundanoon public … percent of our school population has a...

1414

Bundanoon Public School Annual School Report 2013

1

School context Bundanoon Public School is situated in a small, growing town in the Southern Highlands. A consistent increase in enrolments over the past few years has seen the number of class groups change from seven in 2011, to nine classes in 2013, with 211 students enrolled this year at the time of the March Census. Five percent of our school population has a language background other than English and one student is identified as being of Aboriginal or Torres Strait Islander heritage. The school’s current ICSEA value is above the national average and fluctuations are evident. It caters for students from the full range of socio-economic backgrounds, reflecting our local community. Comparison of the school’s performance in the 2012 NAPLAN with NAPLAN 2013 results is noteworthy. On pages 7 to 11 of this report, graphs indicating the percentage in bands show a clear comparison between the school’s average 2009-2012 results with those achieved in the 2013 tests. In 2013, the school was finally successful in our application for access to the K-2 years on ‘Targeting Early Numeracy’ (TEN) and Years 3-6 ‘Taking Off With Numeracy’ (TOWN) programs. Purchase of resources to support and effectively utilize all aspects of these programs in all classrooms has occurred. To support the professional learning undertaken, we now have organisational change reflecting best practice. Bundanoon Public School is a vibrant, integral and vital part of the town. It has an enviable reputation and enjoys strong support from both the parent body and the local community. Outstanding visual and performing arts programs provided at the class level and in extra-curricular activities have led to excellent achievements by most students and very significant improvements in confidence and skills in creative arts for all our students.

Our students are friendly, caring of others and the beautiful environment in which they work and play. High expectations of being kind and doing your best through persistence are clearly established, essential elements across the school. The work of staff is well regarded by students, parents and our wider local community.

Principal’s message Bundanoon Public School continues its passionate dedication to our students living fulfilling, productive and responsible lives. Our school practices and culture work hard to achieve the two educational goals of the Melbourne Declaration on Educational Goals for Young Australians (2008) which places equity and excellence at the core of our system and the right of every young Australian to become a successful learner, a confident and creative individual and an active and informed citizen. The school’s motto, ‘Creativeness! Imagination!’ captures the atmosphere of our beautiful school and ensures our focus remains on educating the whole child with a rich, engaging and balanced curriculum.

The quality of the relationships between our students, parents, staff and the broader local community continues to drive the success of the school with high approval from each stakeholder group clearly demonstrated in their survey responses indicated on pages 27 to 29, in this report. The resulting teamwork, coupled with the leadership, dedication and expertise of staff, have again provided an extraordinary depth and range of extra-curricular experiences for our students in 2013. We are very fortunate to be situated in a town which is vibrant, innovative and resourceful. The many local community events provide worthy, meaningful opportunities for the school to participate as active citizens. This is motivating for our students, defines our social purpose and expectations and offers a

2

wide, appreciative audience for the creative, high quality student achievement which is consistently showcased. As all schools do, we held our usual Annual Presentation of Awards in December, to acknowledge student progress and high engagement levels in academic, cultural, sporting and civic areas. Excellence in these areas is highly valued and the pride shown by those who received awards was obvious. The very discerning and immediate comments at the conclusion of the ceremony from all our guests, which included our local member of parliament, presidents of our local community association and service clubs were about the outstanding behaviour and attitude of all our students in what was a long assembly. Particularly noted was the spontaneous delight, the congratulations and support given from classmates and other students. The appreciation of the achievements of others and acknowledgement of fellow students were in abundance. In 2013, we expanded opportunities for students in academic, cultural, citizenship, sporting and student welfare areas. Our school’s weekly newsletter which is available on the school’s website comprehensively recognizes and promotes the efforts and achievements of all our students. As we teach our students to self-assess and reflect deeply, the school leadership constantly undertakes a similar process. Feedback from students, parents and staff is actively sought, welcomed and considered. The undertaking of planned quality professional learning by all staff members and the cooperative, generous contributions of staff and parents working together, to achieve the best possible educational outcomes for their children, has been evidenced in 2013. Funding was approved to replace the school staffroom which was only half the size of the entitlement space for the number of our staff. The existing staffroom was the original garage, connected to the Headmaster’s house. The building contained asbestos, had no insulation in the walls, a tiny kitchen and windows which did not properly ventilate the room. Two staff toilets were insufficient. Seventeen staff crammed into the staffroom facility which compromised health and safety at many levels. P&C support for the replacement of the staffroom as a school priority also reflected parent appreciation of the tireless efforts and professionalism of the staff.

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. Robyn Versluis Principal

P & C message It is a great privilege to be involved with Bundanoon Public School’s Parents & Citizen’s Association (P&C) and to get an insight into why we have such a great school. I want to thank our principal and her staff for all their hard work, as well as the generous and energetic parents who have supported the school in so many different ways throughout 2013. The P&C is always up to something; catering for Teachers Federation Conferences, Brigadoon, the Walkathon, the Highland Fling and many other things in between. Our particular thanks go to the people who have coordinated our successful efforts with these major events and also to the P&C Executive for their dedication. Thank you to all the wonderful families who have donated time, resources, food and labour. Your contributions help make our school what it is today a show piece. It is great to see a lot of our new families getting involved in our events! Thank you to our Snack Shack coordinator and her team who provided a delicious range of healthy lunches on Fridays. It is a big job but the ladies were always smiling. We need a lot more help in this area as we move into 2014.

3

Thanks to our two coordinators of the Uniform Shop. Our children always look wonderful and I believe that a major part of this success is that we have control of our school uniform. Our decision to hold a ‘Beginning of Year Welcome’ gathering on a Friday evening early in February worked brilliantly. Families were invited to share food and to meet with other families and staff. We are grateful to the two families who coordinated this occasion. We are planning a similar event for next year. Our major contribution to the 2013 school budget has been $15,000.00 for interactive whiteboard technology in all teaching areas. This has been a two year program and brings a total of P&C contributions to $29,250.00. Our two year plan has now been achieved. We currently have $9,000.00 in the bank for 2014 which we’ve earmarked for further technology improvements (laptops) and contributing to putting an artificial surface on the dessicated area of the soccer field. I offer my thanks to the P&C Executive for their support this year. We welcome every family to contribute to the P&C including becoming a member and joining in the many events we organise each year. We are always open to new ideas and ways of supporting our already wonderful school. Finally, well done to all of our students, you have made us all very proud. Congratulations to all our students, especially our graduating Kindergarten children and good luck to all twenty-nine Year 6 students heading off to high school in 2014. Jeremy Tonks P&C President

Student representative’s message Looking back at the year, it has been great to be involved in so many fun and rewarding activities. The wonderful thing about Bundanoon School is that whatever the event, everyone is always keen to make it a success. Whenever we held a mufti day, there was always a buzz around school. The teachers and students would never fail to put a lot of effort into dressing up to the theme. From casual to crazy, our school sure knows how to dress up! With the gold coin donations from these days we were able to do some really beneficial things. For example, we purchased six smaller bins, designed to make it easier for the younger children to throw out their litter. It has been great to see that something so simple could make such a difference to the amount of litter in the playground. On the topic of litter, we reintroduced ‘Wrapper Free Wednesday’, which encouraged students to bring food to school that didn’t require a wrapper. Again, it was great to see how well this initiative was supported. Some of the other achievements during the year included raising funds to help with the purchase of data projectors for Year 5 and 6 classrooms. Bundanoon has a reputation for being a very sporty school. Once again we had success at district swimming, cross country and athletics carnivals, but most of all we had a lot of fun at our school carnivals, thanks to the effort of teachers particularly our sport

4

coordinator, who was always on hand to offer advice and encouragement. The school concert has always been a highlight of the year, and this year it was no different. The audience was entertained by a range of great characters, including pink penguins, purple people eaters, and dancing coloured blobs. But it has to be said that the highlight of the evening was the Year 5’s Swan Lake. Their teacher, who is also our school’s inspirational performing arts coordinator, has produced so many amazing performances over the years. Her creative input will be missed. There is not enough space to detail all of the events staged throughout the year, but we wanted to acknowledge the effort put in to making the Highland Fling stall, Election Day cake stall, the swim school, the school walkathon and the kindergarten orientation such a success. Seven years pass very quickly! While so much has changed, our school’s friendliness and its ‘can-do’ attitude remain. We leave this school with many great memories, and would like to wish the 2014 school captains all the best! Hollie Worner and Alexander Hall School Captains

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile At the March Census, there were 211 students enrolled at the school. Later in the year this rose to 217. The school has continued to grow from seven class groups in 2011, eight in 2012, and reached nine in 2013.

Student Enrolment

Gender 2007

2008

2009

2010

2011

2012

2013

Male 75 86 74 90 99 104 108 Female 62 69 79 78 81 100 103

0

50

100

150

200

250

2007 2008 2009 2010 2011 2012 2013

Stud

ents

Year

Enrolments

Male Female

5

Student attendance profile

Year

2008

2009

2010

2011

2012

2013

Scho

ol

K 91.2 93.6 95.6 95.7 96.3 1 92.6 93.6 94.0 95.9 94.5

2 92.7 95.1 92.8 94.3 95.8

3 91.9 95.1 93.6 94.1 94.3 4 93.0 93.6 93.4 95.1 94.2 5 91.0 96.3 90.8 95.2 94.3 6 93.6 93.9 94.8 93.5 95.9

Total 94.6 92.2 94.4 93.5 94.9 95.0

Regi

on

K 94.3 94.5 94.4 94.3 95.0 1 93.4 93.9 93.9 94.0 94.2 2 93.9 94.0 93.7 93.9 94.4 3 93.9 94.3 93.6 94.0 94.5

4 93.7 93.9 93.7 93.9 94.4 5 93.7 93.8 93.3 93.7 94.1 6 93.2 93.6 93.1 93.4 93.7

Total 93.7 91.8 94.0 93.7 93.9 94.3

Stat

e DEC

1 93.7 94.2 94.2 93.9 94.5 2 94.0 94.4 94.2 94.2 94.7 3 94.1 94.5 94.4 94.4 94.8 4 94.0 94.5 94.3 94.3 94.7 5 94.0 94.4 94.2 94.2 94.5 6 93.6 94.0 93.8 93.8 94.1

Total 94.1 92.1 94.4 94.3 94.2 94.7

Management of non-attendance Student attendance is highly valued at Bundanoon Public School with frequent items in the school’s newsletter highlighting the benefits of regular attendance for very student. Class teachers are responsible for the online marking of the roll which is monitored by the executive team. We adhere to government requirements with a note of explanation for both full and partial absences being requested. The school issues booklets of absence note proformas to families in an effort to assist them to provide the required information and maintain their own accurate record of their child’s absences. Parents receive reminder letters for unexplained absences. We seek to maintain good communication where attendance at school is not satisfactory with phone calls and meetings arranged by the principal. The Home School Liaison Officer (H.S.L.O.) provides advice, monitors class rolls and consults in cases of chronic nonattendance. Families are encouraged to access the ‘Exemption From School Policy’ for extended planned absences.

Structure of classes The following table shows our class sizes as reported at the 2013 class size audit in March.

Roll Class Year Total In Class

Total Per Year

Kinder Rosellas K 21 21 1 Possums 1 24 24 2 Penguins 2 17 17

2/3 Echidnas 2 12 20 3 8 20

3 Quokkas 3 21 21 4 Lyrebirds 4 27 27

5 Owls 5 29 29 6 Turtles 6 29 29

K/1 Bilbies 1 14 22 K 8 22

6

Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number Principal 1.0 Assistant Principal(s) 2.0 Classroom Teacher(s) 7.0 Learning and Support Teacher(s) 0.5 Teacher Librarian 0.6 Release from ‘Face to Face’ 0.378 School Counsellor 0.1

Total Teacher Entitlement 11.878 General Assistant 0.3 School Administration Officer 1.022 School Administration Manager 1.0

Total Non-Teacher Entitlement 2.322 In 2013 one of our assistant principals (AP) undertook a one year professional exchange with an AP from another local school, for the year. Although this was a temporary situation both AP’s will be permanently appointed to their exchanged schools from 2014. Our staff entitlement increase resulted in our teacher-librarian working three days per week instead of two. The Australian Education Regulation 2013 requires schools to report on Aboriginal composition of their workforce. No staff identified as being of Aboriginal heritage.

Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools holding a diploma, degree or equivalent (degree plus Diploma of Education or Master Degree). Two permanent and one temporary staff member(s) are accredited with the Institute of Teachers, with the majority of the staff having more than twenty years teaching experience.

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school’s 2013 financial statement is tabled at the annual general meeting of the Bundanoon Public School Parents and Citizens Association (P&C). Further details concerning the statement can be obtained by contacting the school.

Date Of Financial Summary 30/11/2013

Income $ Balance Brought Forward $71,479.00 Global Funds 107,338.00 Tied Funds 83,900.00 School & Community Sources 50,748.00 Interest 4,235.00 Trust Receipts 9,994.00 Canteen 0.00 Total Income $327,694.00

Expenditure $ Teaching & Learning

Key Learning Areas 28,209.00 Excursions 24,273.00 Extracurricular Dissections 9,608.00

Library 1,823.00 Training & Development 5,400.00 Tied Funds 97,467.00 Casual Relief Teachers 26,103.00 Administration & Office 31,946.00 School-Operated Canteen 0.00 Utilities 21,407.00 Maintenance 15,138.00 Trust Accounts 10,760.00 Capital Programs 0.00 Total Expenditure $272,134.00

Balance Carried Forward $55,560.00

7

The school holds a tied grant for the upgrade of the soccer field which hopefully will be finalised in 2014 with funds from a grant. We hold regional funds as a tied grant to cover salary and costs of a staff member who consults locally as a L3/Best Start, Literacy and Numeracy Trainer.

School performance 2013 Ninety-three percent of our Year 2-6 students achieved at or beyond the benchmark for their year group in reading. Many students made exceptional growth. The school library borrowing levels reflect the enjoyment and enthusiasm our students have for reading both fiction and factual books. It is a key indicator of future reading success. Bundanoon Public School provided a wide range of experiences and opportunities for all students during class lessons, before and after school, at lunchtimes and on a number of weekends. Engaging every student, offering challenges to extend and develop individual talents and strengthening their ‘You Can Do It!’ philosophy again produced excellent achievements in the educational and extra-curricular areas.

Academic achievements NAPLAN 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. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Twenty-six students sat for the Year 3 literacy tests in 2013.

In 2013, 61.5% of Year 3 achieved Band 4 or above; 15.4% achieved Band 6; 19.2% achieved Band 5 and 26.9% achieved Band 4. The largest cohort of students was in Band 4.

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

8

In 2013, 53.9% of Year 3 achieved Band 4 or above; 7.7% achieved Band 6; 15.4% achieved in Band 5; 30.8% achieved Band 4. The largest cohort of students was in Band 3.



NAPLAN Year 3 - Numeracy

Twenty-five students sat for the numeracy test in 2013. In 2013, 40% of Year 3 achieved Band 4 or above; 4% achieved Band 6; 8% achieved in Band 5; 28% achieved Band 4. The largest cohort of students was in Band 3.

0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Spelling


0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Grammar & Punctuation


0

10

20

30

40

50

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Writing


0

10

20

30

40

50

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Numeracy


9

Percentage of Year 3 students achieving at or above minimum standard

(exempt students included)

Reading 96.2 Writing 96.2 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 84.0

NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Twenty-seven students sat for the Year 5 literacy tests in 2013.

In 2013, 70% of Year 5 achieved Band 6 or above; 22.2% achieved Band 8; 14.8% achieved in Band 7; 33.3% achieved Band 6. The largest cohort of students was in Band 6. The average results in reading were above that of both the state and like school groups.



0

10

20

30

40

3 4 5 6 7 8

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 5 Reading


0

10

20

30

40

3 4 5 6 7 8

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 5 Spelling


0

10

20

30

40

3 4 5 6 7 8

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 5 Grammar & Punctuation


10

In 2013, 66.6% of Year 5 achieve Band 6 or above; 7.4% achieved Band 8; 11.1% achieved in Band 7; 48.1% achieved Band 6. The largest cohort of students was in Band 6. The average results in Year 5 writing were above that of the state and like school groups. Year 5 boys performed twenty-seven scale scores above the state average in writing.

NAPLAN Year 5 - Numeracy

Twenty-seven students sat for the Year 5 numeracy test in 2013.

In 2013, 62.9% of year 5 achieved Band 6 or above; 18.5% achieved Band 7; 44.4% achieved in Band 6. The largest cohort of students was in Band 6.

Percentage of Year 5 students achieving at or above minimum standard

(exempt students included) Reading 100.0 Writing 100.0 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 96.3

The average progress in reading between May 2011 and May 2013 for the 2013 year 5 group was 23.9% below the state average. This is contrary to the trend for 2011 and 2012, where growth was well above state levels.

The average progress in spelling between May 2011 and May 2013 for the 2013 year 5 group was 11.6% below the state average. This is contrary to the trend for 2010, 2011 and 2012 where growth was above the state levels.

0

10

20

30

40

50

60

3 4 5 6 7 8

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 5 Writing


0

10

20

30

40

50

3 4 5 6 7 8

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 5 Numeracy


0

100

200

2008-2010 2009-2011 2010-2012 2011-2013

Prog

ress

Average progress in Reading between Year 3 and 5

School SSG State DEC

0

50

100

150

2008-2010 2009-2011 2010-2012 2011-2013

Prog

ress

Average progress in Spelling between Year 3 and 5


11

The average progress in grammar and punctuation between May 2011 and May 2013 for the 2013 Year 5 groups was 30% below the state average. Grammar and punctuation is an area requiring on-going focus for the school.

The average progress in writing in the persuasive text type between May 2011 and May 2013 for the 2013 year 5 group was 2.5% above the state average. The 2013 test results and their growth from Year 3 were higher than the state average. Year 5 boys growth from Year 3 is 10 scale scores above the state average growth in writing.

The average progress in numeracy between May 2011 and May 2013 for the 2013 year 5 group was 15.1% below the state average.

Numeracy continues to be a major focus for school planning for professional learning with the introduction of the K-2 TEN program in 2013, to further strengthen our Year 3 test results where the school average 2009-2013 has been above the state average. The TOWN program was introduced to support teaching and learning of numeracy for Years 3-6 in 2013. Post NAPLAN: Year 5 worked on their creative skills as an antidote to the stresses and singular nature of the NAPLAN tests. They were given sixty minutes to complete the task, which was to be made from copies of local newspapers. The students were determined to create something beautiful and decided that the four groups of seven students should each make a wedding dress. Each dress had to be wearable, with a distinctive, creative design. The students demonstrated wonderful focus, time management, teamwork, co-operation and compromise. The details in the dresses were beautiful, with intricate folds, variations, length of trains considered and appropriate jewelry.

0

50

100

150

2008-2010 2009-2011 2010-2012 2011-2013

Prog

ress

Average progress in Grammar & Punctuation

between Year 3 and 5


0

20

40

60

80

2011-2013

Prog

ress

Average progress in Writing between Year 3 and 5


0

50

100

150

2008-2010 2009-2011 2010-2012 2011-2013

Prog

ress

Average progress in Numeracy between Year 3 and 5


12

Other school based assessments

Language, Learning and Literacy (L3)

L3 Kindergarten and L3 Stage 1 The L3 Kindergarten Literacy early intervention program provides rich literacy experiences that support the early development of essential literacy skills for all Kindergarten students. L3 responds to the immediate and individual literacy needs of each student through quality teaching in all aspects of literacy development. Bundanoon Public School has been successfully involved in L3 Kindergarten since it began in 2009. There are three teachers now trained in L3 Kindergarten at Bundanoon. One of our Assistant Principals is the Goulburn Highlands L3 Trainer whose role is to support Kindergarten teachers implementing L3 in their classrooms across the Highlands areas. As a result of five years of highly successful implementation and outstanding results, the school became involved in the L3 Stage 1 program that had its inaugural year in 2013. L3 Stage 1 builds on the successful learning of Kindergarten students and extends this into Stage 1 by following a common pedagogy of best practice. This year, two of our teachers were involved in the professional learning around the L3 Stage 1 program and as a result excellent progress has continued to be made in all areas of reading, writing and talking and listening.

Kindergarten 2013 – L3 Text Reading Levels

L3 State Goals 2013 Bundanoon

No. of children

Level 1-2 5% 0 0 Level 3 - 5 20% 0 0 Level 6- 8 25% 8% 2 Level 9+ 50% 92% 24

Kindergarten 2013 – L3 Written Vocabulary – Words Spelt Accurately

L3 State Goals 2013 Bundanoon

No. of children

0-5 words 20% 0 0 6-23 words 30% 0 0 24-40 words 50% 16% 6 NSW DEC did not set a goal for 40+ words so the results we achieved are well above the expectation for the end of Kindergarten.

84% 20

L3 Stage 1

Year 1 2013 – L3 Stage 1 Text Reading Levels

L3 Stage 1 State Goals

2013 Bundanoon

No. of children

Level 9-11 10% 0 0 Level 12-14 10% 9 4 Level 15-17 30% 13 6 Level 18+ 50% 78 35

Year 1 2013 – L3 Stage 1 Writing Writing is not measured in vocabulary but rather the quality of the writing ideas, vocabulary used, spelling, control of punctuation and grammar. This is compared to learning outcomes on the learning continuum. Eighty-eight percent of Year 1 students were working at or above grade expectations on writing by the end of 2013. This is an excellent outcome based on quality teaching.

13

Other achievements

Competitions In 2013, a far smaller number of students entered the University of NSW International Tests. The expense appears to be a factor with this decrease. Several students received credits and distinctions in the computing, science, mathematics and English examinations. The Australian Mathematics Trust Challenge each year targets the top twenty percent of primary students. It aims to encourage a greater interest in the power of mathematics and a desire to discuss in solving interesting mathematical problems. Students worked over a three week period on very challenging tasks. Five students received proficiency, five gained a credit and four were awarded distinction levels. As part of the selection process for the NSW Premier’s Spelling Bee, all Year 3-6 classes undertook selected activities as part of their class spelling program. Four student representatives were chose in a school final. Our representatives performed well at the area final. Senior debating and the multicultural public speaking competition were offered to students in Years 3-6.

They received training at lunchtimes and before school by our senior teachers. After hard work, dedication and commitment our squad was ‘runners up’ in the zone competition. Chess club met during one lunchtime each week with the teacher-librarian. A team was selected to play at the Southern Highlands Chess Tournament. The team of three Year 5 students was placed equal tenth of thirty-three.

Science A specialist science teacher provided classes with weekly intensive lessons in the school’s computer laboratory as part of the release from face to face teaching program. He introduced lunchtime Science Club which allowed all year groups to attend for a term, to enjoy a range of experiments. This was a welcomed initiative.

14

Questacon Science Circus was a visit to our school which created exploration with many fascinating experiments, wonder and fun. Optical illusions, bubbles, differences between solids and liquids and the properties of air pressure were a number of topics covered. Things popped, imploded and caught fire.

The Arts The importance of creativity, innovation and imagination and the role of the arts education is well understood. It is integral to supporting a rigorous curriculum, one that stresses the absolute necessity of developing high levels of literacy and numeracy skills with a passion for learning. Our school does an outstanding job in providing access for all students to wonderful creative experiences. Our very talented, dedicated creative arts director again made a wonderful contribution in planning events, choreography and musical arrangements for our students. The inspiring production, direction and inclusive practices resulted in our students representing the school in exciting, beautiful items.

The talents and energy of a parent who led a creative team of parents to support her efforts with superb costumes and props ensured the detailed, professional appearance of every performer. All Year 5 and 6 students sang as a senior group and were provided with performance opportunities. A highlight was their singing of “Titanium” for our Education Week assembly, a song about bullying, the impact it has on victims and overcoming the feelings it can cause. At the Moss Vale Community of Schools concert, our senior girls and Year 5 boys dance groups performed. The quality of both performances was impressive and audience reaction very appreciative. The dance program was inspiring throughout 2013. Every child had an opportunity to join a dance group. Auditions were avoided and allowed students of varying abilities to participate with rehearsals held weekly during lunchtimes. The expectation of a commitment to excellence and exceptionally good behaviour was upheld with students offering their best. Five dance groups were formed: Kindergarten and Year 1, Junior girls (Years 2, 3. 4), Junior boys (Year 2, 3, 4)

15

Senior boys and senior girls,

Later in the year a Year 2-6 boys group was formed. Their dance, based on secret agents, was amusing and thoroughly engaging for them. Other groups learnt new choreography for end of year performances. With the transfer of our gifted creative arts director to another school as a result of merit selection, we made the decision to hold a final dance concert as a culmination of the dance program and to highlight the pleasure it gave everyone in our school community. It was inspiring. Our annual school concert once again showcased the extraordinary talents of all our students, the exceptional commitment of our teachers to achieving excellence in the teaching and learning of performing arts and the wonderful commitment of parents to supporting the efforts of teachers and students. Our creative team is passionate about ensuring every child can be proud of what they look like as well as how they perform. The concert is one of the highlights of our school calendar.

16

With high quality singing and dance items well-rehearsed, our students also performed at a number of local functions, including our local aged care facility and a local hostel. Our students participated in the Moss Vale High School ‘Inspire’ program which again proved to be a very worthwhile, successful day. The opportunity to work with specialist creative arts teachers and senior high school students in a range of visual and performing arts, including drama, vocals, djembes (drums), and art was stimulating with their efforts showcased in an afternoon performance. Visual arts remain a vital and celebrated part of our student’s classwork. High quality teaching and learning in a full range of art styles and using a variety of media has resulted in beautiful and very individual art works being created across the school. Classroom displays have been exceptional. Art works, including sculpture were submitted to the Bowral District Art Society, ‘Kids on Show’ with works gaining notable recognition and highly commended.

17

Sport Bundanoon Public School had so many sporting events to celebrate in 2013, from our Kindergarten’s first school cross country carnival to the school swimming, cross country and athletics carnivals, the soccer gala day and league tag day. Our students believe and articulate that regular physical activity is important because it builds strong bones and muscles; we have fun with our friends and make new ones; we learn exercises to make our hearts healthy; we learn new activities that are fun to do; it improves balance and develops skills; we learn that practise and effort equals success, we learn teamwork and how to help others. Bundanoon Public School acknowledges that physical activity is essential to achieving and maintaining optimal health. Regular physical activity has many benefits, such as enhancing physical endurance and learning capacity. We are committed to developing children’s fundamental movement skills and creating positive physical activity experiences for our students, in order to encourage participation in regular physical activity throughout life.

Our PE programs developed values such as cooperation, determination, confidence, participation and responsibility. Our children know it as sportsmanship, having a go, doing your best, PBs (personal best). Our PE program allowed our students to extend their skills at district, zone and regional level. The students continued throughout 2013, to have high carnival participation rates and represented their families, sports house and school with pride and determination from Kindergarten to Year 6. We are proud of them all. We are now officially a ‘Crunch&Sip’ school. The ‘Live Life Well @ School’ program was introduced this year and has been very successful in promoting regular physical activity and healthy eating habits. Importantly, it has been well supported by parents, as well as students and staff. Three students represented the school at a local school gymkhana in all events on the day, which included dressage, jumping, obstacle course, ring events and also in the fancy dress event.

18

Community One hundred and twenty-five students and staff in the 2013 Brigadoon Parade made the Loch Ness Monster come to life amongst a beautiful blue loch. Their chants, Mexican wave and enthusiasm again scored them a first prize. Again, there was great teamwork between the parent creative director and her helpers, the staff who supervised and our families. ANZAC Day was observed at the school with Years 5 and 6 students developing all aspects of assembly. Respect and responsibility are key values taught in the school with senior students undertaking research, developing poetry, writing in a number of forms as well as art works, to ensure an informative, appropriate experience is always presented. Their leadership provided again an excellent role model for younger students.

Fifty students and several staff joined the Bundanoon ANZAC March held during the autumn vacation. Senior students took active roles, including a student sharing her research on a 14 year old solider. Our school enthusiastically supported Bundanoon’s Winterfest 2013 in their sculpture exhibition which required recycled materials, paper, and wire to be the media. Kindergarten, K/1, Year 3 and 4 created beautiful entries with two classes being awarded prizes. A number of students also entered the open category, making their entries at home, with several winning awards.

19

The school supported the weekend activities of the annual Bundanoon Garden Ramble. Twenty-one delightful students dressed up and played at being fairies, goblins and scarecrows in the Bundanoon Community Garden. Year 4 created miniature gardens for the Garden Ramble’s flora display in the Bundanoon Hall. They chose, collected and assembled small items from the playground to create their imaginary miniature gardens.

Classes visited the Bundanoon Community Garden where they undertook planting, harvesting and other activities, including eating the produce which tasted delicious. Back at school their visits generated high levels of engagement in discussion, writing and art work. A good example of their learning is reflected in a Year 3 boy’s poem:

Scarecrows guarding Pitch forks turning Shovels digging Bees pollinating

Earth worms fertilising Seeds growing

There is a high level of interest and varying student confidence in undertaking the necessary care for the school’s chooks. Year 3 and their teacher coordinated the program. Sixty percent of our students have a vegetable garden at home with fifty–four percent working in their veggie patch. The community garden offers an excellent opportunity for those students who would not otherwise learn the necessary skills and knowledge to create a sustainable food source.

20

The CWA’s international study was on Morocco in 2013. The Year 6 class had undertaken research and produced project work as part of their findings. Year 6 invited the Bundanoon CWA ladies for a Global Connection Q & A challenge. The six ladies each joined a team of students and fought it out with a rather competitive Year 6. They impressed the members with their sharp knowledge of the world. Several students received certificates for their Moroccan projects. Our SRC members, representing K-6, were invited to attend the traditional Remembrance Day Commemoration at the Southern Villages Cenotaph. Several senior students undertook poetry readings and flag party duties. To assist the RSL with the commemoration and to raise funds for them, on the day our Year 6 SRC members sold poppies at the school. The SRC organised the collection of lovely gifts and food items donated by our school families for the Salvation Army at Christmas time. They presented their giving tree items at the end of year assembly.

Excursions and Incursions Year 6 accompanied by their class teacher, our student welfare worker and a trainee teacher attended a five day camp at Berry Sport and Recreation Centre, in May. Students and staff participated in canoeing, high ropes, rock climbing, cook out, rope challenge, outside games night, archery, a dark maze, giant swing, disco and other initiatives. The students challenged themselves endlessly and built their relationships with classmates and our staff. Outstanding behavior, impeccable manners, cooperation and enthusiasm were displayed all week long. Year 6 and their Kindergarten buddies attended the Moss Vale Show. The senior students supported the younger ones early in term one when all experiences were new to them. This is an exceptionally successful program and is mutually beneficial for those involved.

21

In November, all our Kindergarten students were proud to act as a buddy to our newly enrolling Kinder 2014 children during their orientation mornings. Our students participated in a number of local area excursions, which included walks around Bundanoon and a Teddy Bears Picnic at a park. All classes visited the Bundanoon History Shed to view their latest exhibition which was based on the history of Bundanoon Public School. There were many interesting comments which clearly showed that students and staff had closely viewed and listened to the commentary provided by two wonderful volunteers. Year 5 and 6 attended the Wingecarribee Environment Day and learnt about reptiles, insects, birds, water levels, composting, gardening and energy saving tips. They had a wonderful time speaking at length to Costa, the presenter for ABC’s Gardening Australia who had previously visited our school.

Kindergarten and Year 1 were fascinated with what they learnt from their excursion to Berrima. The students visited several old buildings including the museum, Berrima House (where Ben Hall slept), and the Court House. As a celebration and culmination for their study of the unit, ‘The Way We Were’, Year 1 held an old fashion day at school. They dressed in olden day clothes, played games, ate packed lunch and turned their classroom and lessons into one of that era.

Significant programs and initiatives

School chaplaincy and student welfare program Now in its second year of the 2012-2014 grant, our Student Welfare Worker (SWW) worked ten hours per week in 2013. The SWW is a highly valued resource for our students, staff and parent community having established herself as a trusted and skilled professional. She actively supported teachers and students on excursions, at the weeklong senior camp, during sport and at school events. Our SWW worked in classrooms as an additional support for student

22

engagement and learning in literacy and numeracy lessons. This practical assistance ensured improved engagement, self-esteem and social skills of targeted students. In the playground at recess and lunchtimes, she monitored and mentored the social relationships, attitudes and behaviours of many students, again working with a small number who required additional support. This key task complemented well the wonderful playground role and function of our School Learning Support Officer (SLSO). He has also proven to be a highly appreciated member of the student welfare team for his direct support of students in and out of classrooms. With the assistance of two Year 6 helpers, our SWW conducted ‘Friendship Clubs’ for Kindergarten girls and then Kindergarten boys during one lunchtime each week for a term. New craft and game skills provided an excellent program in which key social skills were taught and refined. Parents, students and staff members all noted improvements in the Kindergarten student’s abilities to appropriately join in activities, get along with other students and articulate expected behaviours while at school.

Active After School Communities (AASC) In 2013, two Active After School Communities (AASC) were offered each week over a seven week period. Swimming, tennis, mountain biking, touch football, ball games and golf were enjoyed by groups, the largest of which was tennis with twenty-four students. Students were provided with an afternoon tea of fruit and had an hour of very physical activity. This program is funded by the Australian government and there is no cost to families. It is a highly valued after school experience for our Year 2-6 students.

Aboriginal education Bundanoon Public School has an ongoing, strong commitment to ensuring that all students have an understanding and appreciation of the history and culture of Aboriginal people. This year, our school continued its close links with the local Aboriginal community with an executive teacher regularly representing the school at local Aboriginal Education Consultant Group (AECG) meetings. These meetings provided an avenue for a local respected Aboriginal elder to visit our school and for our school to participate in decision-making which

promoted positive experiences for all students, especially Aboriginal students, in our local community. A local elder visited the school over two days to talk with K-6 students about the history of the local area and to discuss local Aboriginal totems, As part our term two School Development Day (SDD), teachers were invited to participate in a guided tour of local sacred Aboriginal sites by an Aboriginal community member. A teacher trained in indigenous games at a local workshop, shared her skills with our school staff. These activities became incorporated into regular sport and physical education (PE) programs. All teachers completed modules 3, 4, and 5 of ‘No Gap, No Excuse’ training. An Aboriginal perspective was embedded into the curriculum across the school. Year 4 and 5 class groups attended an outstanding performance of ‘Blak’ by Bangarra Dance Theatre and participated in very engaging lessons about Australian Indigenous culture at the beautiful Royal Botanic Gardens. They enjoyed tasting interesting bush medicine and building huts out of sticks, grass and palms. Year 2 and 3 class groups participated in an Aboriginal cultural day program at Fitzroy Falls run by NSW National Parks and Wildlife officers.

23

Multicultural education Our students participated in Harmony Day 2013. At class level, students focused on the needs of children in third world countries, refugees and asylum seekers. They discussed, wrote and completed artwork on key issues. A number of students prepared speeches on multi-cultural issues as part of their participation in the NSW Multi-Cultural Public Speaking competition. Two students participated in the local area final, achieving creditable results. Our annual visit by Blacktown’s Evans Intensive English Centre (IEC) again promoted cross culture awareness for both the IEC students and our school community, through art, craft, sport and music. It was a wonderful sharing experience for everyone involved.

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: • Surveys for students, parents and teachers in

the areas of satisfaction, assessment and student leadership.

• Surveys of students regarding their perceptions of how well they have achieved in each syllabus area and in the school’s ‘You Can Do It’ focus for 2013, in getting along, persistence and organisation.

• Collection and analysis of data using standardized benchmarks and class based assessments including data and information reflected in student reports to parents.

• Observations and anecdotal evidence gathered from stakeholder groups.

School planning 2012—2014: progress in 2013

Numeracy

Outcomes from 2012–2014 To build teacher capacity in the implementation of the Quality Teaching Framework to achieve improved levels of numeracy outcomes for all students, which meet or exceed the state averages.

2014 Targets to achieve this outcome include: • Increased numeracy achievement for every

student reflecting state plan targets. • Increased number of students in the top two

bands in NAPLAN in Years 3 and 5, moving the middle to the top.

Evidence of progress towards outcomes in 2013: • Data shows improvement for K-2 students with

early arithmetic strategies with all students placed on the numeracy continuum.

• Targeted students in Years 3-4 displayed a greater understanding of place value. They treated ten as a complete abstract unit and began to use the jump and split methods of mental calculation.

• Targeted students in Years 5-6 displayed a greater understanding of multiplication and division. They began to flexibly use multiplication and division as inverse operations in solving problems.

• The percentage of 2012 Year 3 achieving Bands 5 and 6 was 60.8% and in Year 5, 46.4% achieved in Bands 7 and 8. In 2013, it was 12% and 18.5% respectively, indicating a significant decrease in student success.

Strategies to achieve these outcomes in 2014: • Continued development of the capacity of staff

to analyse and use SMART data to develop

24

teaching and learning programs that meet the needs of students.

• NAPLAN teaching strategies are accessed and included in teaching and learning programs to meet identified student needs.

• Increased use of technology in teaching and assessment of numeracy programs.

• Using the Quality Teaching Framework, teachers focus on lesson study with self-reflection, peer observation and feedback of mathematics lessons.

• School learning support resources allocated to student needs in numeracy, as identified through the Learning Support Team.

• Providing information and training for parents on the teaching and learning of numeracy and how parents can help their children at home and at school.

• All students continue to be tracked on the Numeracy Continuum. This data is used to inform class programs and differentiated lessons to better cater for individual needs.

• All Year 3-6 teachers undertake professional learning and implementation of ‘Count Me In Too’ on line.

• All K-2 teachers continue with the implementation of Targeted Early Numeracy Strategies.

• All classes K-6 program for a minimum of 60 minutes per day for Mathematics and where possible to timetable numeracy lessons in the first half of the day.

• Aspects of numeracy to be incorporated in library lessons.

• All classes K-6 to work towards a consistent structure for the delivery of numeracy lessons.

• All teachers K-6 to undertake professional development in the New NSW K-10 Mathematics Syllabus, ready for implementation in 2015.

• Stage 3 teachers to liaise with Stage 4 teachers to form a shared understanding of student learning in Mathematics as students transition to High School.

Literacy Outcomes from 2012–2014 To increase the number of students in the top two bands in Year 3, 5 and 7 NAPLAN reading, writing, spelling, punctuation and grammar. To increase the number of students achieving the expected or higher growth from Year 3 to Year 5, in reading, writing, spelling, punctuation and grammar. 2014 Targets to achieve this outcome include:

• Increased comprehension skills built from focused speaking and listening activities.

• Increased comprehension skills that reflect achievement levels in reading, for every student in line with school and national benchmarks.

• Improved achievement for all students in linking information across sections of text, drawing conclusions and understanding the main idea.

• All students, when writing, engage in responding to the social purpose of their text, using imagination, stage appropriate conventions, complex sentences and a rich vocabulary.

Evidence of progress towards outcomes in 2013: • All students made progress in reading with

only a small percentage not achieving the expected growth in the school year.

• All students achieved improvements in linking of information across sections of text, making inferences and understanding the main idea with some students strongly improving in these areas.

• The focus on the social purpose of writing, accentuated by the characteristics of persuasive texts, has ensured this element has seen improvements across the school. Year 5 growth reflected in NAPLAN, especially for the boys, has been noteworthy.

Strategies to achieve these outcomes in 2014: • Extending every reader through guided,

modelled and shared reading sessions with a focus on higher order thinking. Explicit quality

25

feedback to be provided by teachers during guided reading sessions.

• Tracking comprehension levels across the school using the Literacy Continuum. Programming, assessment and monitoring of student progress in these skills for K-6 will occur.

• Increased quality speaking and listening activities that support the learning of inferential and critical comprehension skills.

• School learning support resources are allocated to student needs, as identified through the Learning Support Team.

• Students K-6 use multi-modal texts to meet the literacy objectives of the new English Syllabus.

• Increased use of technology as part of literacy lessons. Purchase of multi – modal reading resources to support new English Syllabus.

• Implementation of L3 Stage 1 and beyond, with regular professional learning sessions, demonstrations and feedback. All Year 3-6 staff to participate in collegial sharing of L3 strategies that apply to classroom practice in Stages 2 and 3.

• Frequent, daily opportunities for students to write, with a focus on explicit teaching and feedback on writing conventions.

• Students actively engage in self-editing and reciprocal reading of written work using the school’s editing code.

Live Life Well @ School Outcomes from 2012–2014 • Quality healthy eating habits, sun safety and

accurate knowledge of good nutrition are supported with high quality teaching and learning.

• Increased opportunities are programmed for students to be physically active and sun safe.

• Whole school support for foods brought from home or ordered, support our school’s nutrition policy.

2014 Targets to achieve this outcome include: • Improve food and nutrition knowledge of

students.

• Increase the percentage of students who regularly consume fruit, vegetable and water at school.

• Regular use of nutrition resources for teaching and learning

• Teachers use the scope and sequence of fundamental movement skills for programming PE lessons.

• All students perform fundamental movement skills proficiently.

Evidence of progress towards outcomes in 2013: • The introduction of daily ‘Cruch&Sip’ into every

classroom this year, has been a strong focus and particularly successful in improving the food and nutrition knowledge of students and increasing consumption of fruit, vegetables and water. The SRC’s ‘No Wrapper Wednesdays’ has also been instrumental in this improvement.

• Nutrition resources have been more accessible for use in classroom teaching and learning.

• Following staff meetings to support ‘Live Life Well @ School’, the teaching and learning of fundamental movement skills has increased across the school.

Strategies to achieve these outcomes in 2014: • Acquisition of relevant nutrition resources and

improved accessibility of these resources for teacher use.

• Maintain ‘Crunch&Sip’ in all classrooms. • Regular use of nutrition units as part of K-6

scope and sequence of learning. • Continue teacher professional learning around

fundamental movement skills through staff meetings.

• Include physical activity as homework for all students K-6.

• Promote healthy nutrition habits through the school newsletter, class acknowledgement and parent information packs.

• Develop a strong relationship with the Bundanoon Community Garden with class visits.

26

• Monitor teacher use and student borrowing of sport equipment.

• Undercover area (COLA) marked for games to encourage students to be active in the shade.

• Provide additional shade areas for play during days of extreme heat. Encourage students to modify their play to accommodate the extreme weather.

• Maintain the care of the school chooks, as part of improving student understanding of sustainability.

Aboriginal education

Outcomes for 2013 – 2014 • To improve the educational outcomes of

Aboriginal and Torres Strait islander students so that they achieve and excel in every aspect of their education.

• To build our school community’s knowledge, understanding and appreciation of the histories, cultures and experiences of the First Peoples of Australia.

2014 Targets to achieve this outcome include: • Every Aboriginal and Torres Strait islander

student meets or exceeds the minimum national benchmarks in literacy and numeracy.

• Every student of Aboriginal and Torres Strait islander heritage has a Personalised Learning Plan developed.

• Student awareness of Aboriginal culture and history is developed across the whole school.

Progress on targets in 2013: • All teachers completed modules 3, 4 and 5 of

‘No Gap, No Excuse’ training. • Every Aboriginal and Torres Strait Islander

student exceeded the minimum national benchmarks in literacy and numeracy, achieving beyond expectation in all areas.

Strategies to achieve these targets include: • Aboriginal and Torres Strait islander

perspectives are included in programming across all curriculum areas.

• Resources are purchased to support these perspectives in the classroom.

• Staff attend the local AECG meetings to further develop relationships and consult with local Aboriginal elders.

• The Learning Support Team monitors and evaluates the effectiveness of PLP to assist our students of Aboriginal heritage meet academic and personal goals.

• Indigenous games are taught and played as part of PE and sport programs.

• National days and weeks which recognise the culture and history of our Australian Aboriginal communities are actively supported by students and teachers at the school.

Professional learning In 2013, all staff participated in professional learning to improve competencies for their own development and to ensure improved learning outcomes for our students, particularly in our school plan priority areas. Whole school meetings and school-based professional learning in stage groups, as well as our five school development days were utilised. Teacher Professional Learning (TPL) funds of $9,387.00 were expended. An additional amount of $1,108.00 was allocated to TOWN training, $4,745.00 for TEN training, $1,707.00 for implementation of the new English syllabus, $2,313.00 for Beginning Teacher Support, $1,288.00 for ‘Live Life Well @ School’ and $4,254.00 from school funds was expended to support various aspects of TPL. An amount of $1,157.00 supported our School Administrative Support Staff to further their skills. Of the $9,387.00 TPL funds expended, $5,058.00 was used for literacy and numeracy professional learning. A total of $24,801.00 was expended on TPL in 2013. An average expenditure per teacher was $2,362.00. Funds were required to meet the cost of course fees and to pay for casual teachers to relieve staff to attend workshops and other forms of training. School development days were allocated to the new English curriculum, school management planning and organisation, syllabus online training modules, looking at the new interactive document, examining changes and similarities, collaborative preparation of units of work using Program Builder, an online tool, were some aspects of professional training

27

undertaken with the English document to ensure 2014 mandatory implementation. Staff meeting time was allocated for mandatory compliance training in emergency care, CPR, anaphylaxis, asthma, child protection and the code of conduct, Aboriginal education, the National Disability Standards, use of Sentral software and other ICT skills and understanding, Work Health and Safety, English, student behaviour management strategies and resources, demonstrations of new interactive technologies, new resources for mathematics, assessment and reporting to parents, school practices and organisational issues.

Parent/caregiver, student and teacher satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. A solid home-school partnership exists which is the result of clear, shared expectations, frequent discussions, relaxed but professional communication and a preparedness to raise issues when they arise. There were very few surprises when the student, parent and staff surveys were collated and analysed. All students were asked how well they had learnt in 2013. Patterns of responses across classes for each area were fairly consistent. Those who responded with very well or well in:

Area Overall % Area Overall

% Reading 95% Science 76% Writing 89% Tech (ICT) 85% Talk/Listening 87% Visual Arts 93%

Mathematics 83% Performing Arts

89%

HSIE 87% PE/Sports 91% You Can Do It - Getting Along - Persistence - Organisation

84% 89% 86%

The opinions of students are respected. The SRC plays an active role in channeling student ideas and suggestions to the school executive through meetings and informally. Meetings with various

groups of students are very informative. Concerns are acknowledged and where appropriate, changes are made. All three stakeholders were asked what they valued most about Bundanoon Public School. The top six aspects valued by students were almost identical in every one of the nine classes; nature area, teachers, dance, sport and other play spaces for soccer, games and the sandpit. These priorities were followed by a long list of things which included the people, the Friendship Clubs, the opportunities offered by numerous extra-curricular activities. Parents valued most; the sense of community, the caring environment, the dedicated, enthusiastic teachers, dance, choir, the friendly welcoming vibe and that all children are known due to the size of the school, the range of extra-curricular activities offered, class sizes, buddy system, the school concert, accessibility to staff and communication with parents, quality of teaching, involvement with the local community and the expectations to behave responsibly and kindly. Staff valued most; the environment/playground facilities, the nature area for the unique opportunities it offers (“a place to dream, hide and build”), the staff – hardworking, collegial, supportive, quality professionals, their warmth, commitment and cooperation. When asked what they would like to change or improve, the highest frequency of student responses were quite consistent with top of the list for every class being improved grass on the soccer field, a taller fence next to soccer fields, improved toilets, various sport/game facilities, more sports shed equipment, the basketball area, handball courts, cricket pitch and more reliable technology including access to computers and interactive whiteboards. Parents responses were; grass cover on the oval, music offered at the school, more excursions, a sports uniform (stricter guidelines/new ideas/house colours), student toilet upgrade, Snack Shack, parents attending assemblies and more parent/teacher nights. Staff responses included aspects of communication, issues around the school concert and reporting to parents, particularly around the format of the current semester student reports to parents.

28

Program evaluations

Assessment

Background The quality of our assessment processes and how we respond to that data are keys to making responsive decisions about future teaching and learning. Consistency of teacher judgment and providing quality feedback to students are also essential. Assessment for learning, assessment as learning and assessment of learning are all undertaken. Reporting and communication procedures are also in place. To maximize our students learning, we need to examine how effectively these processes are occurring in the school.

Findings and conclusions Student responses are: Question 1: My teacher knows what I need to

learn. 93% agree/strongly agree. Question 2: My teacher finds new ways to help

me understand. 87% agree/strongly agree.

Question 3: My teacher helps me plan my work so I know what I need to do. 89% agree/strongly agree.

Question 4: I think about and can talk about what I have learnt. 73% agree/strongly agree.

Question 5: My teacher encourages me to talk about what I have learnt. 82% agree/strongly agree.

Question 6: I have samples of work that show me how I have improved. 93% agree/strongly agree.

Question 7: My school report shows what I know and what I can do. 93% agree/strongly agree.

Question 8: My teacher talks to my parents about my learning. 70% agree/strongly agree.

Question 9: I talk to my parents about what I have learnt. 77% agree/strongly agree.

Parent responses are: A large percentage of parents answered unsure/not relevant to this question. Question 1: Teachers at the school assess what

my child needs to learn prior to their teaching. 77% agree/strongly agree. (18% were unsure).

Question 2: Teachers provide my child with planning scaffolds to direct them in their learning. 68% agree/strongly agree. (32% were unsure).

Question 3: My child shows what they have learned in a variety of ways. 99% agree/strongly agree.

Question 4: Teachers use a variety of activities to measure what my child has learned. 80% agree/strongly agree. (20% were unsure).

Question 5: At school my child reflects on what he/she has learned. 68% agree/strongly agree. (32% were unsure).

Question 6: My child looks at samples of his/her work to see how he/she has improved. 56% agree/strongly agree. (33% were unsure).

Question 7: My child’s school report adequately informs me about my child’s learning. 82% agree/strongly agree. (11% disagreed and 7% strongly disagreed)

Question 8: Teachers talk to me about my child’s learning both informally and during formal interviews. 87% agree/ strongly agree. (13% disagreed).

Question 9: My child demonstrates to me what they have learned. 85% agree/ strongly agree. (15% disagreed).

Teachers were almost unanimous with agreeing or strongly agreeing to each of these statements. Teachers responses are: Question 1: My assessment processes provide

information on student strengths and areas for further development.

29

Question 2: I provide stimulating and divergent ways to show what my students have learned.

Question 3: I clarify intended learning outcomes and the purpose of learning with students before beginning a task.

Question 4: My students reflect on their learning and engage in self-assessment.

Question 5: I maintain records of student progress.

Question 6: I encourage my students to use work samples that demonstrate how they have improved.

■Question 7: The school’s reporting to parents clearly communicates information about student achievement and progress.

Question 8: I talk to parents about how their child learns.

Question 9: My students are encouraged to articulate their learning to their parents.

Notes: Question 6: A number of staff disagreed or only

partially agreed with this statement. ■Question 7: Several staff indicated that there was

too much jargon in reports. Question 8: Staff commented that they talk more

to their students about this than to their parents.

Evidence shows that all teachers have placed each of their students on the learning framework in literacy and numeracy. This documentation provides the tracking system for teachers and the school’s monitoring of student achievement. There is variety in the type, depth and breadth of assessment tasks used by teachers, especially in numeracy. There is a need for a more unified approach across the school to ensure consistent teacher judgements in relation to assessment. Although most parents feel that teacher’s reporting and communication about their child’s learning are adequate there are parents who do not feel as well informed. Parents are encouraged to make an

interview with the class teacher if they have questions or concerns at any time in the year. For some families this has not occurred.

Future Directions Ongoing development of teachers through workshops and professional discussions to occur around the issues of: • Assessment for learning, assessment of

learning and assessment as learning. • Consistency of teacher judgements in

planning. • Efficient and effective methods which could be

used to increase parent understanding of new developments and current practices around assessment.

A review of the school’s system of reporting to parents, including the role of parent-teacher interviews be undertaken. With the implementation of the new English syllabus it is timely.

Student leadership

Background An established SRC with two representatives elected from every class and additional senior representatives to assist the junior classes, has been operating for many years. Whole school elections of two school captains and four senior executive members has been part of this process. Expectations vary between classes, popularity rather than leadership potential or interest has been evidenced and class teachers have increased leadership opportunities within their classes to develop responsibility and acknowledge student contributions. The broadening of leadership at all levels in the school is sought, with every stakeholder encouraged to actively participate in school life. Staff opinion was that a change to the structure and election of Year 6 leadership roles would be beneficial. The opinions of all students and parents were sought through surveys.

30

Findings and conclusions Student responses were: Question 1: Do you agree that all Year 6 should

have the opportunity to be part of the leadership team?

Question 1 Yes No

Year 2 14 5 Year 2/3 20 0 Year 3 15 3 Year 4 22 4 Year 5 29 0 Year 6 12 14

Total 112 26

Question 2: Do you believe that having all

Year 6 as part of the leadership team would promote fairness and equality within our school?

Question 2 Yes No


Total 115 25

Question 3: Do you agree that each year, two captains, (a boy and a girl), should be elected?

Question 3 Yes No


Total 111 27 Question 4: Do you believe that if all Year 6 were

a part of the leadership team, they should have special responsibilities that reflect their interests (e.g., Green Team, Media Team. etc).

Question 4 Yes No


Total 119 19 Parent responses were: Question 1: Student leadership opportunities are

available for students at our school. 79% agree/strongly agree, 9% disagree or strongly disagree.

Question 2: Students are supported at school as they develop their leadership skills. 69% agree/strongly agree, 5% disagree or strongly disagree.

31

Question 3: Students gain more confidence and show more interest in school affairs, by being a student leader. 81% agree/strongly agree, 17% unsure or not relevant.

Question 4: Fairness and equality are increased by having all Year 6 as part of the student leadership team. 80% agree/strongly agree, 11% unsure or not relevant.

Question 5: There should be shared leadership opportunities for K-6 students at class level. 89% agree/strongly agree, 11% unsure or not relevant.

There were a list of comments and suggestions which included praise for the buddy system where every Year 6 student mentors a Kindergarten student, concern that election results reflect popularity and the possibility of changing leaders on a term basis.

Future directions Student and parent support for a restructure of the senior leadership team reflecting staff opinion that it was required, will see a boy and girl school captain elected for 2014. The Year 6 teacher and class in 2014 will trial various ways of achieving more equitable roles and responsibilities, which may better reflect the interests and strengths of students and develop the leadership potential of all students. Teachers will work with their class members to devise appropriate, meaningful ways for all students to contribute to the harmonious culture of their room, with leadership opportunities shared and utilised well.

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. Andrew Leslie – P&C Representative Carolyn Beveridge – P&C Representative Candice Piper – P&C Representative Jessica Miller – relieving Assistant Principal (part-time) Ruth Goldstein – Assistant Principal Giselle McGill – Assistant Principal Robyn Versluis - Principal

School contact information Bundanoon Public School Church Street, Bundanoon NSW 2578 Ph: (02) 4883 6192 Fax: (02) 4883 6799 Email: [email protected] Web: www.bundanoon-p.schools.com.au School Code: 1414 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: http:// www.schools.nsw.edu.au/asr

http://www.schools.nsw.edu.au/asr

annual school report 2013 - home - bundanoon public … percent of our school population has a...

Documents