NSW Department of Education & Training 1030

2010 Annual School ReportAlstonville Public School

NSW Public Schools – Leading the way

Our school at a glance

StudentsOur enrolment at the beginning of 2010 was 562 students, 272 boys and 290 girls. Numbers increased through the year reaching 592 in October. On average, 93.9% of students attended school each school day, higher than the daily attendance in 2009 and higher than regional but slightly lower than state percentage.

Average class sizes were:

Class K 1 2 3 4 5 6

20 21 24 29 29 29 30

StaffIn 2010 we commenced the year with 32.3 permanent members of staff. This included the principal, five executive staff, 18 classroom teachers, teacher/librarian, 4 ancillary staff and 4.3 specialist support staff, including a teacher to provide additional support for students with Moderate Disabilities and Autism across five schools in our area. We were the base school for the Itinerant Support Teacher Hearing. Approximately 6 full or part-time school learning support officers’ positions were allocated to assist with special programs. During 2010, 3 teachers retired, two assistant principals and a new teacher were appointed to the permanent staff.

All teaching staff meet the professional requirements for teaching in NSW public schools.

Significant programs and initiativesThe school ran a number of programs to give students extra educational support throughout 2010. These were:

Student Welfare Program

Aboriginal Education Program

Premier’s Sporting Challenge

Premier’s Debating Challenge

Support Teacher Learning

English as a Second Language

Reading Recovery

Plateau Enrichment Program

Information Communication Technology

Student achievement in 2010In 2010 eighty-five Year 3 students and one hundred and one Year 5 students sat the NAPLAN literacy and numeracy assessment.

92% of our Year 3 students achieved at or above the minimum standards in Reading, 99% in Writing and Spelling and 94% in Punctuation & Grammar. 94% of our Year 3 students achieved at or above the minimum standards in Numeracy. 98% of our Year 5 students achieved at or above the minimum standards in Reading, 99% in Writing, 92% in Spelling and 95% in Punctuation & Grammar. 99% of our Year 5 students achieved at or above the minimum standards in Numeracy.

Messages

Principal’s messageIn 2010, we continued to celebrate outstanding student achievement with students having the opportunity to excel academically, in sport, in the creative arts and in personal development. Staff at Alstonville Public School is dedicated to providing a diverse program in a safe, nurturing, environment, promoting optimum achievement for all and ensuring that the individual needs of all students are catered for. Our enthusiastic teachers have continued their commitment to their professional learning and implementation of quality, innovative learning programs. This year saw the introduction of the Language, Literacy and Learning Program (L3) program with kindergarten and a whole school Values Education Program. As a proud member of The Plateau to the Sea Learning Community, staff have actively participated in projects that have enabled them to work with and share their learning with colleagues. Learning Community Projects have included Mathematics 5-8, Live Life Well (a Physical Education/Health project), Teaching Values and Leadership Development.

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This has ensured that they are up-to-date with current trends in teaching and learning. Literacy and numeracy, technology and the complete welfare of all students are school priorities.

The strong Parent/community participation is encouraged and appreciated. At the end of 2010 our magnificent new hall was completed and this will be a magnificent asset to our school well into the future. We have valued the support of the P & C Infrastructure Group during the BER program and the significant upgrade of our school environment which included a new car park, steps and a path to our lower playground, covered walkways to classrooms, a new outdoor learning area, better positioning of the playground equipment and improved gardens. We greatly appreciate the efforts of parents/caregivers and community members who have assisted us to achieve our goals through their support at working bees, in the canteen, the band, sport, the library, as tutors in computers and reading and supporting student performance. Communication to the school community has been enhanced with the upgrading of the school website and the use of e-mail for disseminating the school newsletter and parent information. Parents are regularly informed of their children’s progress and feedback is encouraged and acted upon.

The well-resourced library, technology centre and integrated programs for gifted and talented, music and dance, fitness and sport, student support, literacy and numeracy are seen as special features. We endeavour to provide the skills, knowledge, attitudes and values required by students to take their rightful place in a technological world. ‘Effort Earns Success’ is the School Motto and in 2010 the achievements of the staff, students and parent community have certainly shown this to be true.

After 45 years of teaching, I am retiring and this will be my last Annual Report as Principal of Alstonville Public School. I trust that my contribution to public education and the school has been a positive one. I have enjoyed immensely the last ten and a half years and leave with many wonderful memories. I would like to thank the staff, students, parents and wider school community for their assistance, cooperation, dedication and caring. Best wishes to our School Education Director, Mr. Greg Cloak,

for his retirement. I have greatly appreciated his ongoing support, advice and friendship. Welcome to Mrs. Cate Moore, the new Principal. I hope that the years ahead at Alstonville for you are as rewarding and enjoyable as mine have been.

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.

Lorraine Bryant, Principal

P & C and/or School Council messageThe 2009/10 year has been a time of change for the Alstonville P & C. The previous executive did not seek re-election at the 2009 Annual General Meeting and an entirely new committee was elected. As a voluntary organisation, the P & C relies entirely on the goodwill and generosity of its members and supporters. The new committee, from the very first meeting, sought to create an environment where new members would be encouraged to attend and participate in P & C activities to support our school. The results of this approach have been encouraging with a noticeable increase in numbers of new parents coming along to P & C meetings and participating in P & C activities. This has translated into a number of positive outcomes for the P & C including new fund raising initiatives, improved performance in the canteen and the formation of an infrastructure group which has contributed to significant improvements around the school. Significant funds have been contributed to the school including the provision of new electronic white boards, flat screen televisions, reading and mathematics resources and the music program to name a few. On behalf of the P & C I would like to congratulate and thank Lorraine and all of the dedicated staff here at the school for their efforts and contributions to the education of our children over the last 12 months. The P & C will be watching with interest the construction of the new school hall under the BER program. Whilst there are some issues surrounding the BER program, the P & C will be taking a positive approach and working closely with the Principal and the contractors to deliver the best possible outcome for the school. Thank you to everyone that has contributed to the school over the last 12 months, no matter how large or small, as

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without you we could not have achieved what we did. To quote the family motto of some close personal friends: “Nobody can do everything, but everybody can do something”.

Scott Turner, President, Alstonville Public School

Student representative’s messageThe Student Representative Council and School Captains were elected in Term 4, 2009, announced at the Annual Presentation Evening and served during the 2010 school year at Alstonville Public School. We were proud to have been elected to our positions and were able to represent and serve our school student assemblies and on numerous occasions of significance such as ANZAC Day, Presentation Night and Year 6 Farewell. On numerous occasions we were required to receive special visitors to our school and to host special events such as Grandfriends’ Day Celebrations and K-2 concerts. The SRC organised numerous fundraisers and events on behalf of our school’s charity, Stewart House, and The Rescue Helicopter. We also conducted fundraising through the sale of Year 6 T-Shirts, ‘Memento Bears and Balls’, Discos and our much anticipated annual Trivia Day. From these proceeds we were able to commit $3 000.00 to the re-establishment of an outdoor learning area in the school environment; specifically for the purchase of a second blue shade sail. This has enhanced the school’s amenity and attractiveness. As a Student Leadership Group, we have valued the opportunity to have been student leaders throughout 2010 and also for the many leadership, organisational, decision making and fundraising opportunities that have been provided throughout our year of service. We wish the 2011 leadership team well in their pursuits.

2010 School Captains, Zoe Whelan-Young and Nelson Binney and the SRC, Alstonville Public School

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

In 2010 we began the year with 562 students across 22 classes. Numbers increased through the year reaching to 592 in October. Five percent had a Non-English speaking background and 4% were Indigenous. Mobility refers to the number of students who have enrolled outside the normal enrolment period. Ninety-seven students enrolled giving an inward mobility of 23% and 32 left giving an outward mobility of 12.5%.

2006 2007 2008 2009 20100

100

200

300

400

500

600

700Enrolments

Male Female

Year

Stud

ents

Student attendance profile

Year 2007 2008 2009 2010School K 93.2 93.7

1 93.3 93.32 93.7 94.83 94.5 93.54 93.0 94.15 94.6 94.06 93.8 94.0Total 94.1 93.9 93.7 93.9

Region K 92.5 93.41 92.3 93.22 92.4 93.33 92.6 93.24 92.6 93.35 92.4 93.26 92.2 92.9Total 93.3 92.8 90.1 93.2

State DET K 94.3 94.7

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1 93.72 94.03 94.14 94.05 94.06 93.6Total 94.0 94.1 92.1

Management of non-attendance

Student non-attendance is managed by communication between the school staff and the parents. If attendance does not improve after this point, NSW Department of Education Attendance guidelines are adhered to and the support of the Home School Liaison Officers is sought.

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.

Note: Class size data are as provided by schools in the annual class size audit.

Roll Class

Year Total per Year

Total in Class

1A 1 24 241C 1 20 201F 1 22 222D 2 23 232H 2 23 23

3/2V 2 16 233/2V 3 7 233/4A 3 18 313/4A 4 13 313/4C 3 13 283/4C 4 15 283/4G 3 19 303/4G 4 11 303/4J 3 12 323/4J 4 20 323/4R 3 13 303/4R 4 17 305/6B 5 15 295/6B 6 14 295/6H 5 16 305/6H 6 14 30

5/6L 5 12 285/6L 6 16 285/6M 5 14 295/6M 6 15 295/6P 5 15 315/6P 6 16 315/6S 5 16 295/6S 6 13 295/6W 5 15 315/6W 6 16 31K/1B K 14 20K/1B 1 6 20KF K 18 18KL K 19 19KS K 19 19

Structure of classes

We started the year with 562 students in 22 classes, fourteen of which were multi-age classes organised in stage groups. In Stage 3 there is an “Opportunity C” class for high achievers.

Staff informationIt is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies

Staff establishment

Position NumberPrincipal 1Deputy Principal(s) 1Assistant Principal(s) 4Head Teachers 0Classroom Teachers 18Teacher of Emotional Disabilities 1Teacher of Mild Intellectual Disabilities 0Teacher of Reading Recovery 0.815Support Teacher Learning Assistance 0.8Teacher Librarian 1Teacher of ESL 0.2Counsellor 1School Administrative & Support StaffTotal

The National Education Agreement requires schools to report on Indigenous composition of their workforce. We have two Indigenous teachers at the school.

Staff retention

During 2010, one classroom teacher and two Assistant Principals retired. We welcomed two Assistant Principals and one classroom teacher.

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Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staffDegree or Diploma 79%Postgraduate 21%

Financial summaryThis summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary: 30/11/2010

Income $Balance brought forward 251 725.15Global funds 281 951.28Tied funds 216 857.38School & community sources 257 870.22Interest 14 670.55Trust receipts 22 965.25Canteen 0.00Total income 1 046 039.83

ExpenditureTeaching & learning Key learning areas 35 804.33 Excursions 121 807.68 Extracurricular dissections 84 648.92Library 2 591.06Training & development 538.90Tied funds 219 601.06Casual relief teachers 93 294.36Administration & office 55 815.89School-operated canteen 0.00Utilities 44 500.95Maintenance 34 443.97Trust accounts 18 990.89Capital programs 44 542.05Total expenditure 756 580.06Balance carried forward 289 459.77

A significant amount of the balance carried forward is Tied or Trust funds ($ 82655.85). More than $172,000 is held for targeted asset purchase and replacement, unpaid orders and unpaid salaries. The voluntary contribution was set by the P & C at $50 per child or $60 for a family

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

AchievementsArts

Excellent and varied opportunities for quality music, drama, dance and art experiences were provided for all students K-6. Presentation Night, Senior Citizens’ Day, concerts and assemblies showcased their talents throughout the year.

The outstanding senior, junior and stage bands’ performances included their award winning participation in Eisteddfods in Lismore and the Gold Coast. Highlights of the bands’ fantastic year include their award winning performances at Parliament House in Canberra, Roseville Public School, The Yamaha Festival in Sydney, Grandfriends’ Day, The CWA Scottish Day Assembly, Alstonville Plaza, Performing Arts Concert, Dreamworld, the school’s CAPA night, Alstonville Show and the Carols Night featuring Rachel Beck.

Their performances were also greatly enjoyed by the Senior Citizens from St Andrews, the Ex-Servicemen’s, PineVale Villas, the Seven Day Adventist Home and the Frangipani Respite Group at our Frangipani concerts held each term. Joining the band at many of these performances was our exceptional choir. A very special thank you goes to the supportive band parents. The choir has been selected to perform at the Sydney Opera House in 2011.

This year our CAPA program was extended with the introduction of a guitar group and our Year 2 students participated in recorder lessons.

The North Coast Dance Festival, Lismore Performing Arts Festival, Coastal Kids Concert, Lismore Eisteddfod, Grandfriends’ Day, the NAIDOC Assembly, Frangipani Concerts and Alstonville Show provided opportunities and high

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acclaim for our dance groups. A highlight for Stage 3 was the introduction of Zumba.

Alstonville Show saw a spectacular display of art/craft and classwork earning the ‘Champion School Award’.

Five students were selected to attend the North Coast Creative Arts Camp and two students won selection to the State Dance Camp.

Two students attended the Art Smart Workshop and had their work displayed in the Lismore Art Gallery

Sport

During 2010 the School focus continued to be on the promotion of participation in activities, development of skills and a healthy lifestyle. All students were encouraged to elevate their individual skill level through sport and physical education programs.

We have continued to embrace the principles and practice of ‘The Live Life Well at School’ Program and ‘The Premier’s Sporting Challenge’, a program that required all students to recognise and register their physical activity for weekly periods over a 10 week registration period. This program in turn provided whole school funding to acquire valuable school sports equipment. Additional funding for sports equipment was acquired through the ‘Coles Sports’ Coupons’ promotion and Alstonville Public School’s community amassed 68 090 coupons which was used to purchase sports equipment to be used exclusively in the new hall facility.

Once again our Swimming, Athletics and Cross Country Carnivals were successful, enjoyable and promoted healthy competition and involvement by a large number of students. Participation rates have continued to grow annually. In 2010; 224 students participated in Ballina District Trials in all sports, 78 represented at Far North Coast level, 24 at Regional level and 13 participated in Regional teams at State Carnivals.

Early Stage 1 and Stage 1 continued to focus on the development of motor skills and active game skills through an active play focus in the playground. The skills development program was continued during grade physical activity lessons. Again, the highlight of the K-2 sports program was a wonderful ‘Infants Athletics Carnival’. As

well as this both Years 1 and 2 participated enthusiastically and successfully in a 10 week gymnastics program.

Our School again entered the PSSA Knockout Competitions. Our most successful team was our Rugby Team which reached a State Final stage being recognised as ‘Runners Up’ in 2010; a very commendable effort. All other PSSA teams enjoyed their participation and competed well and fairly.

In Term 4 many students participated in Years 2 - 6 ten day Intensive Swimming School. This enabled many students to develop confidence, style and endurance in the water. The School maintained a priority focus on still water swimming competency by all students 3 – 6 with many students again reaching the required standard.

During the year the school had development program intervention from the sports of Football, AFL, Cricket and Rugby Union. Our Stage 3 students were involved in a 3 week mentoring program with the Yr 10 Sports Science classes from Alstonville High School. Our Friday sports sessions have continued to address the varied interests and abilities of our Year 3 to 6 groups and offered a wide and developing variety of sports to students.

Other

In the Australian Schools’ Competitions students achieved the following awards, high distinction(HD), distinction(D), credit(C), achievement/merit/proficiency(A/M/P). Two students attended the Newcastle Permanent Mathematics Awards to receive 1st and 2nd place major awards.

Competition HD D C AM/P

UNSW English 5 8 17

UNSW Writing 2 17 15

Australian Maths 5 38 12

UNSW Mathematics 10 25

UNSW Science 9 15

6

UNSW Computer 1 6 15

UNSW Spelling 1 6 15

Primary Research 8 7 6 8

Mathematics Challenge

9 5 12 13

Science Challenge 2 3 16 11

Newcastle Permanent Maths

8 41 65

World Wide Maths 1 11 8

Maths Olympiad 6 10 7

A student was runner up in the Senior Section of the Regional Final of the Premier’s Spelling Bee.

A student won $1000 and a game in the Write4Fun Writing Competition.

A student won the Norman Lindsay Writing Competition and another made the final.

At World Maths Day, one student was 1st in Australia in the primary section and one class was 19th in the world out of over 20,000 schools.

The school finished 6th in Australia in the Maths Olympiad out of over 1,000 schools competing.

Our Debating Team reached the regional finals and a student was selected in the North Coast Team and travelled to Sydney.

Three students won awards in the ANZAC Day Writing competition and one was selected to read their work at the Alstonville ANZAC Day Service.

Grandfriends’ Day, held in May, attracted over 150 visitors who enjoyed a concert, classroom displays, morning tea and a small gift.

The community was most generous when it came to helping those less fortunate. For Stewart House we raised $1486.90, for the Rescue Helicopter $509.20, for Rotary $251.64 and for Shave For a Cure $294.35.

We continued our successful excursion program. Year 6 enjoyed a five-day excursion to Brisbane and the Sunshine Coast, Year 5 visited the New England Tablelands for four days, Year 4 had a three day stay in Coffs Harbour and Year 3 spent

2 days at Camp Koinonia, Evans Head. These excursions provided an opportunity for students to extend the educational programs in the classrooms as well as providing excellent opportunities for developing social skills.

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.

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

In 2010 eighty-five students sat for the NAPLAN literacy assessment. Literacy average marks were above the Similar School Group (SSG) in reading but lower than the SSG and the state in other strands. Analysis of results indicates that students would benefit from further work in critical literacy, identifying points of view, persuasive strategy, purpose and context, spelling where there are silent letters and the use of commas and capitals.

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1 2 3 4 5 60

5

10

15

20

25

30

Percentage of students in bands: Year 3 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

1 2 3 4 5 60

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 3 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage of students in bands: Year 3 spelling

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

1 2 3 4 5 60

5

10

15

20

25

30

Percentage of students in bands: Year 3 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

Numeracy – NAPLAN Year 3

8

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage of students in bands: Year 3 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

Numeracy average marks were below the Similar School Group (SSG) and the state. Analysis of results indicates that the students performed better in the Data, Measurement, Space and Geometry strands than in the Number Patterns, Algebra and Numeracy strands. Students would benefit with further work on analog clocks, number patterns and problems using multi-step multiplication, time and division.

Literacy – NAPLAN Year 5

In 2010, 101 students sat for the NAPLAN Literacy assessment. In reading, writing, grammar and punctuation the school’s average mark was significantly higher than both the state and LSG. In reading the average mark was 510.5 compared to 489.6 for the SSG and 489 for the state. In writing, the average mark was 503.9 compared to 490.2 for the SSG and 488.4 for the state. In grammar and punctuation, the average mark was 515.9 compared to 512.2 for the SSG and 504.6 for the state. In Spelling, our average mark was below both the SSG and state. In reading and writing there are considerably less students in the lower two Bands than is the case for the State and Region and the percentage in the top two bands is well above the other two measures. The school analysis summary indicated that students would benefit with further work in spelling particularly identifying errors, the use of verbs

and adverbs in grammar, making inferences and identifying purpose and points of view.

3 4 5 6 7 80

5

10

15

20

25

30

Percentage of students in bands: Year 5 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

3 4 5 6 7 80

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 5 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

9

3 4 5 6 7 80

5

10

15

20

25

30

35

Percentage of students in bands: Year 5 spelling

Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

Numeracy – NAPLAN Year 5

.

3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

In 2010, 101 students sat for the NAPLAN Numeracy assessment. The school’s average mark was significantly higher at 505.5 than both the state (494.1) and SSG (496.1). The school analysis summary indicated that students would benefit with further work in chance and multiplication problems.

Progress in literacy

Ninety percent of student results in Year 5 can be matched to their Year 3 results. Growth in writing and spelling exceeded the state and SSG and in grammar and punctuation exceeded the state growth.

10

2006 - 2008 2007 - 2009 2008 - 20100

102030405060708090

100

Average progress in reading between Year 3 and Year 5

School SSG State DET

Prog

ress

2006 - 2008 2007 - 2009 2008 - 20100

10

20

30

40

50

60

70

80

90

Average progress in writingbetween Year 3 and Year 5

School SSG State DET

Prog

ress

2008 - 20108182838485868788899091

Average progress in spelling

between Year 3 and Year 5

School SSG State DET

Prog

ress

2008 - 201092

94

96

98

100

102

104

Average progress in grammar & punctuation

between Year 3 and Year 5

School SSG State DET

Prog

ress

Progress in numeracy

Ninety percent of Year 5 students were matched to their Year 3 result. The average growth in numeracy was slightly higher than both the state and SSG.

2006 - 2008 2007 - 2009 2008 - 20100

102030405060708090

100

Average progress in numeracybetween Year 3 and Year 5

School SSG State DET

Prog

ress

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 in our school achieving at or above the minimum standard in 2010

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Percentage of Year 3 students achieving at or above minimum standard

Reading 92Writing 99Spelling 99Punctuation and grammar 94Numeracy 94

Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 5 students achieving at or above minimum standard

Reading 98Writing 99Spelling 92Punctuation and grammar 95Numeracy 99

Significant programs and initiatives

Student WelfareStudent Welfare is a school priority. The Learning Support Team meets weekly to monitor and review individual cases, allocate resources, liaise with support agencies and personnel and develop case management plans. The team designs, reviews and coordinates programs to meet the specific needs of students. New students were assessed on entry by the Support Teacher Learning (STL) to ensure early identification of learning needs. In 2010, 157 students were supported in literacy and/or numeracy by the school STL. Community Tutors supported 18 students and 42 students received additional support provided through the Learning Assistance Program (LAP). The School Discipline and Anti-bullying Policies were successfully implemented. Self-esteem of students was enhanced with positive behaviour and recognised and rewarded with certificates, stickers, assembly awards, pennants and medallions. A reduction in negative behaviour was evident. A kindergarten orientation program supported the successful transition of students into the school. A very successful orientation program for students with special needs was conducted to support their transition to High School. Seasons for Growth, a program to support students who have experienced major change in their family, supported 18 students. The Brainstorm

Productions, ‘The Magic Words’ with an anti-bullying message, was attended by all students.

Aboriginal education

In 2010, the Alstonville Public School Aboriginal Education Committee met to discuss and provide advice on issues relating to Aboriginal Education and to plan the school’s NAIDOC Week celebrations. Personalised Learning Plans for Indigenous students were developed by teachers in consultation with parents and caregivers. School representatives attended Aboriginal Education Network Meetings and Local Aboriginal Education Consultative Group Meetings throughout the year. In the lead up to NAIDOC Week, all classes discussed the theme for NAIDOC Week and learnt about Aboriginal and Torres Strait Islander culture and heritage

Aunty Bertha Kapeen was a special guest at our NAIDOC Assembly and gave the Welcome to Country and later cut the damper. The assembly was led by senior Indigenous students. Classes presented items, including a Readers’ Theatre of Aunty Bertha Kapeen’s, ‘Henry the Mullet’ and a play based on the Dreamtime Story, ‘Thukuri’. Year 1 sang the lovely lullaby Carra Barra Wirra Canna, 3/4R showed their Harmony paintings and Kindergarten recited a wonderful Reconciliation Poem. A special feature this year was our own dance group trained by Mrs Harris to perform an Aboriginal Dance. Many aspects of students’ learning about Aboriginal and Torres Strait Islander culture and heritage were presented at this assembly. The children had earlier voted for fellow students who they felt promoted harmony in our school and these children were presented with Harmony Medals. The backdrop to the assembly was the boomerangs painted by the students.

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We were delighted to see so many parents, Indigenous and Non-Indigenous, joining in our celebration

Multicultural education

The school places significant emphasis on the delivery of programs which promote racial tolerance and harmony and promotes multicultural perspectives across the curriculum. Understandings about cultural diversity were developed through the implementation of the Connected Outcomes Groups (COGS).

The Anti-Racism Contact Officer (ARCO) position is filled by a trained staff member and their role advertised to the school community. Although the incidence of racism is extremely low the ARCO is accessible at all times. Records of complaints of racism are maintained, including the strategies used to resolve them.

The DET calendar for cultural diversity was used in each classroom to promote the acceptance of the cultural, linguistic and religious diversity of Australia. School and class celebrations reflect our own community diversity.

The school employed a part-time ESL teacher to teach English to a newly arrived student.

The school participated in the Multicultural Public Speaking competition. Students in Stages 2 and 3 prepared speeches with a multicultural focus.

The school hosted the Country Women’s Association Scottish Day. Our band played to welcome our guests, the choir performed a beautiful rendition of Caledonia and a beautiful presented group of students danced the Cumberland Reel.

The hall looked wonderful with all the tartan, flags and ‘Rampant Lions’. The walls were decorated with the many posters and colouring-in completed by the children. Stage 3 displayed beautiful books they had written about Scotland. The CWA ladies were delighted with the entire morning.

Respect and responsibility

Our school places an emphasis on student welfare policies which promote respect and responsibility. Our Code of Conduct is reviewed and modified annually. The code incorporates the Values of NSW Public Schools and the Core Rules for Students in NSW Schools. A new whole school Values Education program was implemented in Term 4 promoting the values of Respect, Responsibility and Excellence. This program will be expanded in 2011 to incorporate all the Core Values of the NSW Department of Education and Training.

Our school anti-bullying policy, social skills programs and peer reading programs support and develop students’ understanding of respect and responsibility.

In accordance with our Anti-Bullying Policy, all classes participated in activities to raise awareness of bullying behaviours and develop knowledge of anti-bullying strategies. The number of bullying incidents continued to decline.

Triple ‘C’ certificates are awarded at the end of the term to students who have demonstrated cooperative, courteous and caring behaviour throughout the term. In 2010, 2109 certificates were awarded. Students who received three Triple ‘C’ certificates are awarded a Triple ‘C’ Pennant. In 2010, 322 pennants were awarded. In 2008 a new award was introduced to recognise those students who had earned 6 pennants.

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These students are presented with a Triple ‘C’ medal at an award ceremony followed by a special morning tea. Forty-one students received Triple ‘C’ medals in 2010. Students who have received their medallion and continue to demonstrate cooperation, courtesy and caring for a further two years receive a Triple ‘C’ commitment award. Six students received this new award.

Connected learning

To promote connected learning, developments in 2010 included the provision of fifteen new PC’s for the library, five new laptop computers for staff and classroom use, two data projectors, a smartboard with a further two new smartboards being installed over Christmas, bringing the total to five plus a connected classroom that will enable teacher and student video-conferencing across the country. Eight 50 inch plasma television sets were installed in the demountable classrooms and a 60 inch plasma TV, data projector and large motorized screen were purchased for the new hall. The new hall and connected classroom development led to a significant upgrade of data input and electrical power capacity to the school. All staff attended professional learning activities to promote the use of the new equipment.

Environmental Education for Sustainability

In 2010 the School Environmental Management Plan (SEMP) was reviewed and modified. Students participated in a variety of activities to raise awareness of environmental issues. Stage 2 and 3 students attended education sessions on recycling conducted by the team from the Greenhouse Mobile Waste Education Program.

Students participated in talks and activities presented by visiting experts. Parks and Wildlife presented information on Cane Toads. Staff from Dorroughby Environment Centre organised Streamwatch activities and developed students’ knowledge of waste management and alternative power sources. The school operates a worm farm and participates in recycling of waste paper. The school Infrastructure Group (parents and teachers) completed several projects to beautify the grounds, improve safety and reduce erosion. The many new gardens created will be used for vegetable production and planting of shrubs to attract birds. A ‘Green Team’ (parents and teachers) was established in Term 4. They are looking at ways to increase recycling and assisting with garden improvements. Two water tanks have been installed with one tank providing water for the ‘J’ toilet block. A submission to provide solar power was successful and the grid will be installed in early 2011.

Progress on 2010 targetsTarget 1

Increase staff and student access to and use of Information Communication Technology through Professional learning opportunities and enhanced equipment.

Our achievements include:

Professional Learning provided to staff in Student Based Reporting, Using computer-based learning in teaching, using the Connected Classroom and interactive whiteboards.

Additional interactive whiteboards, large screen television sets, data projectors, the connected classroom, wireless access and laptop computers provided increased access to computers and related technology for staff and students.

All teachers used the SBSR for reporting to parents.

Staff reported the increased use of websites and programs to enhance their teaching and learning.

Target 2

Improved Levels of Student Engagement

Our achievements include:

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Student attendance increased by 0.2% and at 93.9% was higher that the regional average.

Bullying incidents decreased by 53%.

92% of students achieved Triple ‘C’ awards exceeding our target of 80%.

All stages developed quality assessment tasks to inform teaching and learning.

Key evaluationsIt is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of Communication with Our School Community and Technology –Connected Learning

Educational and management practice

Communication With Our School Community

Background

Our previous survey on communication highlighted a need for improvements in the practices we use to communicate with parents and the wider community. As a result of the feedback, our newsletter was updated and a different format was used with photographs replacing clip art. We offered the option of receiving the newsletter by e-mail or reading it on the school website. The website was upgraded and updated weekly. The inclusion of important policy documents, photographs, reports from classes and stages, access to permission notes makes it a worthwhile site to visit. The photo gallery is extremely popular. We also sought feedback on our roadside noticeboard, communication with our office staff, use of the school e-mail address, accessing teachers and the principal, weekly assemblies and our formal reports to parents. Parent and staff opinions were sought through surveys and discussion.

Findings and conclusions

The table below indicates the responses.

1. Needs Improvement 2. Satisfactory

3. Good 4. Not Used

Communication Strategy

1 2 3 4

Roadside 2.5% 27.5% 67.5% 2.5%

Noticeboard

Our Newsletter 0% 7,5 90% 2.5%

Website 0% 10% 47.5% 42.5%

Use of School e-mail 0% 15% 47.5% 37.5%

Notes -excursions, special events

5% 27.5% 65% 2.5%

Weekly Assemblies 7.5% 5% 57.5% 30%

Front Office Support 0% 15% 82.5% 2,5%

Back Office (Accounts) Support

0% 10% 82.5% 7.5%

Telephone communication with Office Staff

2.5% 10% 87.5% 0%

Accessing/Meeting Teachers

0% 10% 87.5% 2.5%

Student Reports 0% 20% 77.5% 2.5%

Accessing/meeting Principal

0% 10% 65% 25%

Some parents indicated that they would like more notice of upcoming events and felt that students did not always pass on information when it was distributed.

Future directions

In 2011 we will continue to improve the school newsletter and website adding more information. It was suggested that we incorporate more staff/volunteer profiles and stories about new families. We will endeavour to give sufficient notice for upcoming events and encourage students to pass on newsletters and notes to parents. We will again survey staff and parents to ascertain the success of this project and determine what further strategies could be included to enhance the home/school partnership and develop community spirit.

Curriculum

Technology – Connected Learning

Background

A target for 2010 was to develop Information Communication Technology, Connected Learning

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access for staff and students by providing opportunities for professional development for staff and increased equipment for student use. Evaluations of professional development activities were completed and parents/carers were surveyed.

Findings and conclusions

During 2010, new equipment included fifteen new PC’s for the library, five new laptop computers for staff and classroom use, two data projectors, an interactive whiteboard and eight 50 inch plasma television sets for the demountable classrooms. Wireless access to the internet was established. A connected classroom that will enable teacher and student video-conferencing across the country was installed. A 60 inch plasma TV, data projector and large motorized screen were purchased for the new hall. A further two interactive whiteboards will be available for use at the commencement of 2011. All staff attended professional learning activities to promote the use of the new equipment and the evaluations indicated that these were very positive and useful. All staff participated in the Student Based School Reporting.

Student and parent surveys indicated that 72% of students always enjoyed technology learning with 28% stating they usually enjoyed these activities. The school follows a scope and sequence for learning activities and 96% of respondents believed that the school always or usually developed appropriate learning skills in the students and that most teachers gave clear explanations during lessons. Some parent/carers indicated they would like a list of the skills being developed at each stage and websites/ programs that the students use.

Future directions

In 2011 we will continue to provide professional development for staff and upgrading of technology equipment. The school website will be used to publish the policies related to technology and will include the skills being developed at each stage with a list of programs/websites that are being used. Students will be encouraged to take home their work samples to share with parent/carers.

Parent, student, and teacher satisfaction

In 2010 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

The responses to a survey of parents, students and staff indicated that the school had a good profile in the community and that there were many events that created a wonderful sense of community and pride in the school. The staff and principal were seen as strengths of the school by most parent/carers who saw them as dedicated, approachable, quality, caring teachers who gave extra commitment in many areas. One respondent commented, “One on one student needs are being met and tailored to individual needs. Being so thorough is what impresses me most, the genuine care and understanding in all matters is outstanding.” The school was seen to have high but achievable expectations for students. Other strengths identified were the programs for gifted and talented students, Reading Recovery, Seasons for Growth, high academic standards, community involvement and the many extracurricular activities including opportunities for participation in music, choir, dance, debating, public speaking and sporting programs. The school was described as well rounded in all areas academic, sporting, creative and community. One parent stated, “The school offers a great selection of activities and there is something for everyone.” Student Welfare programs were seen as a strength, especially the Merit System and the proactive approaches to bullying and manners. The School Administrative Staff were given high accolades for their support and caring. The P & C and parent and community volunteers were seen as a huge asset for the amazing role they play in supporting the school.

Major strengths indicated by the majority of the staff, were the cohesive and collaborative teams, both stage and whole school, the excellent executive support, the support staff, and the parent community especially the volunteers and the Infrastructure Group who have effected so many improvements to the school.

Parents were asked to make suggestions for improvements. The majority listed things such as maintain the quality teaching, maintain the high compliance with school uniform and behaviour, maintain the good work with communication with parents and maintain the ground improvements. Several parents would like to see

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more teachers on playground and bus duty. Smaller classes were also desired by staff, students and parents.

Professional learningIn 2010 all staff had the opportunity to participate in a broad range of professional learning linked to the School Targets and outlined in the School Management Plan. Professional learning was provided in-school on Staff Development Days from visiting consultants and at staff and grade meetings. Teachers also attended courses organised through the Plateau to the Sea Learning Community and by the region. Topics included Using websites for Teaching of Mathematics, Mathematics in the Middle Years, Career and Leadership Development, Quality Teaching, CPR and Emergency Care, Spelling Strategies, Values Education - Promoting Core Values, Code of Conduct, Interactive Whiteboard Training, Using the Connected Classroom, Crisis Management, Indicators of Asperger’s Syndrome and Strategies to help the Aspergers Student, Gifted and Talented Education, Best Start Training, Communication Technology in Teaching and Learning, Visual Arts, Dance, Interactive Whiteboard Training, Critical Thinking in Literacy and Numeracy, Anaphylaxis Awareness, SBSR, EDMed - a course to help teachers understand the impact of chronic illness and treatments on learning, the Health and Nutrition Program Live Life Well @School, Supporting Early Career Teachers, Language, Literacy and Learning (L3), Mental Health Issues, NAPLAN Analysis – Where to? - strategies to increase performance in writing, spelling and reading. Ancillary Staff attended Financial Management, ERN Implementation, First Aid, Manual Handling and Personal Development Courses.

The school assisted four temporary teachers at the school to gain their accreditation and two new scheme teachers in maintaining accreditation at Professional Competence. A total of $20588 was spent on professional learning, approximately $ 514 per staff member.

School development 2009 – 2011

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Targets for 2011Click here to enter text.

Target 1

Implementation of the Positive Behaviour for Learning Program (PBL)

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Strategies to achieve this target include:

Two day training for all staff and parent representatives.

Formation of a school and community committee to plan the implementation of the program.

The development of the core rules, behavior matrix and explicit lessons by years end.

Our success will be measured by:

School rules established and known by all students, staff and community

Lessons being delivered weekly and reinforced with 100% compliance from students.

Decreased numbers of children using the discipline system and increased numbers recorded receiving school recognition awards.

Target 2

Improvement consistent teacher judgement (CTJ) and assessment practices.

Strategies to achieve this target include:

Training for all staff in CTJ

Implementation of rubrics in literacy and numeracy for all stages to assess work samples across year levels.

The development of a standardized and documented approach to ongoing assessment K-6

Our success will be measured by:

Consistent teacher judgement in all assessment and reporting K-6

About this report

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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.

Mr Scott Turner, P and C President

Mrs Lorraine Bryant, Principal

Mr Frank Scott, Assistant Principal

Mr David Wright, Teacher, Computer Coordinator

Mrs Kathryn Lowndes, Senior Administrative Manager

Mrs Claire Collings, School Administrative Officer

School contact information

Alstonville Public School

58 Main Street, Alstonville. 2477

Ph: 0266 280775

Fax: 0266 285362

Email: alstonvill-p.school@det.nsw.edu.au

Web: www.alstonvill-p.schools.nsw.edu.au

School Code: 1030

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

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