narromine public school annual school report 1 0 · the conclusion of 2012 narromine public school...

NarrominePublicSchoolAnnualSchoolReport

2012

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Ourschoolataglance

Students

At the conclusion of 2012 Narromine PublicSchoolhadastudentenrolmentof407students,Kindergarten to Year 6. There is oneMulticategorical class for students with specialneeds.

StaffTheteachersandstaffatNarrominePublicSchoolarehighlyvaluedandprofessional.Theyworkwithparentsandthewidercommunityinpartnership to provide a supportive andchallenginglearningenvironment.

SignificantprogramsandinitiativesThis year the school was involved in, orconducted a number of programs to givestudentsextraeducationalsupportandenhancedlearningoutcomesthroughout2011.Thesewere:•PositiveBehaviourforLearning(PBL)program•PrioritySchoolsProgram(PSP)•NationalPartnershipsLOWSES•Wambinya(Kindergarten)•NortaNorta(Yrs4and6)•ReadingToLearn•Multilit•KindergartenTransition•ReadingRecovery(Year1)•SpeechProgram•ActiveAfterSchoolsCommunities•PremiersSportingChallenge•StudentRepresentativeCouncil(SRC)

Studentachievementin2012StudentsinYear3and5participatedintheNationalAssessmentProgramLiteracyandNumeracy(NAPLAN).TheLiteracycomponentoftheprogramtestedstudentcompetenciesinWriting,Spelling,GrammarandPunctuation,andReading.TheNumeracycomponentofthisprogramtestedstudentcompetenciesinNumber,PatternsandAlgebra,Measurement,Data,SpaceandGeometry.

Messages

Principal’smessageThe 2012 Annual School report is a snapshot ofthe school’s achievements, programs andactivitiesfortheyear.Itoutlinestheprogressandsuccessofstudentsandtheschool,resultingfromthe outstanding commitment and dedication ofstaff and enhanced by the involvement andvaluedsupportofparents.The school has continued to maintain studentnumbers.Thisisaresultofthequalityteachinginour school and the active promotion of theexcellentprogramscurrentlyinoperation.Studentsareencouragedtodotheirpersonalbestinasafeandcaringenvironmentthatisdesignedtocaterforindividuallearningstyles.Thereisastrongemphasisonimprovingstudentliteracyandnumeracyandafocusonstudentwelfareandtechnology.ThestaffatNarrominePublicSchoolarehighlyexperiencedandundertakeallaspectsoftheirteachingwithenthusiasm,professionalismanddedication. In addition to providing a well‐balancedacademiccurriculum,weprovidenumerousopportunitiesforstudentstodevelopsporting,cultural,performingartsandsocialskillswithintheschoolenvironment.Parentsandcarersplayakeyroleintheschool.Theygiveverygenerouslyoftheirtime,skillsandknowledgeaspartoftheParentandCitizens’Association(P&C),canteen,classandschoolvolunteersandthosewhosupportandattendschooleventsincludingsportingandculturalactivities.NationalPartnershipfundingandPrioritySchoolProgramfundinghascontinuedtosupportprogramsintheareasofliteracy,numeracy,Aboriginaleducation,technologyandstaffprofessionaldevelopment.ItisaprivilegetobePrincipalofaschoolwherestudents,staff,parentsandcaregiversworktogethertopromotethevaluesofRespect,HonestyandResponsibility.

Icertifythatthe information inthisreport istheresultofarigorousschoolself‐evaluationprocessand is a balanced and genuine account of theschool’s achievements and areas fordevelopment.

TeresaHealey

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P&CmessageThisyeartheP&Chasonceagaincommittedto providing many opportunities for thewhole school community. 2012 has seen ayear of highs and lows for the P&CCommunity.Wehaveheldavarietyoffundraisingeventsincluding the Easter Egg raffle, Mother's &Father's day stall and we ran canteens atboththeschool&NARRAFathleticscarnivals.A fantastically popular Saturday feteextravaganza raising approximately $9000toppedoffour fundraisingevents. This fetewas convened by Tracee Smith & RachaelSmith who did a fantastic job. A specialmention should be made to all the staff,parents, students and thewider communityforthesupportgiventhatday.We continued to sell NPS promotionalproducts, uniforms, hats, lunch wallets,maths dictionaries and the ever‐popularhandballs.While our focus has been on the projectorsystem in 2012we have provide the schoolwith gymnastics equipment, some cricket &netball resources, classroom & libraryresources, assistance to children who madestate level in sporting events, Kindergartensample bag including a hat, Year 6 farewellpresent andpresentationday book for eachkindergarten child. The projector system isstillongoingbutwehope thatwewill see itinthehallintheverynearfuture.At the school Big Day Out reward day, weprovidedafreesausagesizzleforallstudentsandStage2onceagainreceivedatriptothetheatrewithagrantwesuccessfullyreceivedin2011. Wehavealsocontinuedtosupporttheschoolvegiepatch.The other services and community projectstheP&Chavecommittedtothisyearincludecontinuing the Teacher of the Term award,garden working bees, volunteers for Meals

onWheels, assistance at Kinder OrientationandEducationweek. P&Calsosupports theschool’s PBL program including having amemberattendmeetingseveryfortnight.Wehavecontinuedtheguestspeakerroleatourmeetings, which has encouraged moreparentstoattend.Thisyearwehaveseenanumberofchangesto our canteen, which operates 5 days aweek. At the beginning of the year wewelcomed a support Canteen Supervisor onFridays and at the end of Term 3 wefarewelled our long term CanteenManager.Term4sawfourparentsmanagethecanteenandabookkeeperwasintroduced.OnasadnotewefarewelledGlennBrowninginJuly.Glennoprovidedthemusclebehindalot of the P&C projects and was always awilling helper at many P&C functions andworkingbeesoverthepast13years.Wearecurrently in the process of having a gardensculpturememorialmadeinhismemory.Once again we would like to thank ourPrincipal, thestaff, theparents&carersandstudentsfortheirsupport in2012. Theyearcouldn't have been so successful withoutyoursupportandcommitment.IwouldalsoliketosayabigthankyoutotheP&C committee for their continued supportin2012

SandraIrvinePresident

Studentrepresentative’smessageIn2012, theCaptainsandPrefectsatNarrominePublic School displayed exemplary leadership

qualities by being active participants in the SRCbody and participating in a variety of extra‐curricularactivities.

The SRC body is represented by students from

Year 1 to Year 6, elected by fellow students inTerm 1. This action group aims to increasestudent engagement by providing opportunities

for students to be more active participants inschoollife.

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By modelling the school values of Respect,

Honesty and Responsibility, student leaders areable to expand their leadership expertise in theareas of decisionmaking, organisation, problem

solving, assertiveness, negotiation, effectivecommunication, teambuildingand interpersonalskills.

In 2012, the Student Representative Council

continuedtoorganisefundraisingeventssuchasCrazyHairDayandPinkStumpsDay.DuringTerm3, the studentbody liaisedwithNarromineHigh

School’s SRC body and organised activities forAcceptanceWeek. During this time, the primarystudents led a guessing competition and

multicultural stall, where all money raisedcontinued to support our World Vision SponsorChild. In addition, Senior SRC representatives

from the primary and feeder high schoolmanaged outdoor games for K‐6 students. Acolouringandpoetrycompetitionalsotookplace

duringthisweek.

Throughouttheyear,theSRCbodyorganisedtheschool socials and talent quest. The schoolcaptains and prefects attended a leadership

conference andwerequality hosts duringwholeschool assemblies. The 2012 studentrepresentativeshaveconductedthemselveswith

pride and care and have developed valuableleadershipskillsduringtheyear.

GurmitThakurSRCLeader

Schoolcontext

Studentinformation

It is a requirement that the reporting ofinformation for all students must be consistentwithprivacyandpersonalinformationpolicies.

Studentenrolmentprofile

Studentenrolmentcontinuestoremainstrongwithananticipatedenrolmentof405studentsin2013.The ratio of boys to girls is very similar andaveragesaround50%

Gender 2007 2008 2009 2010 2011 2012

Male 215 204 202 202 214 213

Female 201 200 194 194 194 194

Studentattendanceprofile

In2012ouraverageattendancerateperdaywas93.4. Years 2,3,4 and 6 had the highestattendancerates.

Year 2008 2009 2010 2011 2012K 93.5 92.4 94.1 92.3

1 93.3 93.2 94.0 93.12 93.6 94.0 94.3 94.03 94.4 93.2 91.8 93.94 93.0 94.6 93.4 94.35 94.2 92.9 93.6 92.46 93.1 92.3 92.9 93.9

Total 93.9 93.6 93.3 93.4 93.4

Managementofnon‐attendance

ItisimportantthatstudentsatNarrominePublicSchoolattendschoolregularly.Absenteeismcanmarkedlyaffectthequalityoflearningofastudent.Tosupportstudentsthefollowingprocesseshavebeenputinplace:•Identificationofstudentsatriskofhighabsenteeismbyweeklyrollchecks.•Classteacher’sphoning/contactingparentsofstudentswithattendanceconcerns.•AttendancePlanscompiledbytheLearningSupportTeam(LST)forstudentsatriskidentifiedfromthepreviousyear’sdata.•ReferraltotheHomeSchoolLiaisonOfficer

050

100150200250300350400450

2007 2008 2009 2010 2011 2012

Stud

ents

Year

Enrolments

Male Female

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(HSLO)ifabsencesremainaconcern.•Spot‐OnProgramforK‐2studentsatrisk.Staffinformation

It is a requirement that the reporting ofinformation for all staffmust be consistentwithprivacyandpersonalinformationpolicies.

Staffestablishment

Position Number

Principal 1

AssistantPrincipal(s) 3

ClassroomTeachers 14

TeacherofMCSupportClass 1

TeacherRelief 0.672

TeacherofReadingRecovery 0.5

SupportTeacherLearningAssistance 1.4

TeacherLibrarian 0.8

Parttime 0.7

Counsellor 0.4

PSPstaffingallocation 0.6

SchoolAdministrative&SupportStaff 5.122

Total 29.194

The National Education Agreement requiresschools to report on Indigenous composition oftheirworkforce.

TheIndigenouscompositionofourworkforceistwofulltimeAboriginalEducationOfficers(AEOs)andanAboriginalEducationWorker(AEW).Theschool also has staff members appointed undertheIndigenousEducationProgram.

Staffretention

The school retained themajorityof its teachingstaff from 2011. One teacher was successful ingaining a permanent merit based appointmentout of the Region. A number of temporaryteachers were employed to replace permanentstaff on higher duties or maternity leave.Temporary teacherswerealsoemployedaspartoftheNationalPartnershipLowSESprogram.

Teacherqualifications

All teaching staff meet the professionalrequirementsforteachinginNSWpublicschools.

Qualifications %ofstaff

DegreeorDiploma 86%

Postgraduate 14%

Financialsummary

This summary covers funds for operating costsand does not involve expenditure areas such aspermanent salaries, building and majormaintenance.

Dateoffinancialsummary 30/11/2012

Income $

Balancebroughtforward 1151965.69Globalfunds 235241.26Tiedfunds 264361.81School&communitysources 88957.31Interest 45758.87Trustreceipts 107747.11Canteen 0.00Totalincome 1894032.05

Expenditure

Teaching&learning Keylearningareas 25521.23Excursions 41633.25Extracurriculardissections 31769.66

Library 15039.98Training&development 7053.71Tiedfunds 284354.02Casualreliefteachers 31981.23Administration&office 79348.78School‐operatedcanteen 0.00Utilities 48103.20Maintenance 28913.20Trustaccounts 415393.43Capitalprograms 0.00Totalexpenditure 1009111.69Balancecarriedforward 884920.36

The balance carried forward includes unpaidsalaries,unpaidaccounts forgoodsandservices,tied funds; which must be spent on specificprograms, and money set aside for assetreplacement.

A full copy of the school’s 2012 financialstatement is tabled at the annual generalmeetingsoftheSchoolCounciland/ortheparentbody. Further details concerning the statementcanbeobtainedbycontactingtheschool.

Schoolperformance2012

Achievements

Arts

Narromine Public School has participated in avast range of activities throughout 2012. These

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opportunitiesenabled students toenhance theirlearning in creative andperformingarts throughclassroom and extra curricular activities. Theactivities also assisted in developing confidenceand self‐esteemand enhanced connectionswiththecommunity.Theseactivitiesincluded:• A successful display at the Narromine Show

with many students entering artworks andachievinggreatsuccess.

• Visiting performances that demonstratedtheirskillsandinspiredthestudents.

• Circus Narromine performed at variousschoolandcommunityevents.

• Choir showed great talentwhilst performingatEducationWeekevents,theFete,CarolsbyCandle Light and many other school andcommunity events. The elderly also enjoyedwatchingthechoirperformwhentheyvisitedTimbrebongie House. The choir alsoparticipated in a workshop aimed atdeveloping their musical technique andconfidence.

• Raps and drumming workshops were ahighlight for the students with the studentsdeveloping their understanding of rhythm,beat and rhyme while enhancing their self‐confidence.Thesestudentsalsoperformedatawholeschoolassembly.

• The senior and junior dance groupsperformedattheDubboEisteddfodwiththestudentsreceivingafirstplaceandtwohighlycommended awards. They also showcasedtheir talent by performing at a range ofschoolevents.

• All students participated in a range ofcolouring incompetitionsthatpromotedourcommunity.

• Opportunities were provided to all studentstoperform invariousassemblies throughouttheyear.

• Acquisitionofnewresourcesforartandcraftand reorganisation of school storagefacilities.

• Staffparticipatedinanartcompetitionwheretheycreatedaportraitofacolleague.Theseweredisplayedfortheschoolcommunityanddevelopedcollegialrelationships.

Sport

Sport is highly valued by all members of theNarromine Public School community. Students

have hadmany opportunities to participate in a

rangeofsportingactivitiesin2012.

Physicalexercisethroughsportandfitnessbuildsteamwork skills,whilst building game skills, self‐esteem, motivation and improving engagement

inotherkeylearningareas.

2012hasseenmanystudentsperformingwellonthe sporting front at school carnivals and try‐outs, resulting in a number of students

representingourschool,NARRAF/GobonderyandWestern. There were many great achievementsandpersonalbestscelebratedthisyear.

This year, Narromine Public School took part in

the Premier’s Sporting Challenge. Students andstaff strove to improve their activity levelsthroughout a ten‐week period, in order to

achieve awards in the Premier’s SportingChallenge.

Highlights,experiencesandopportunitiesin2012included a Year 6 Fun‐run fundraiser day,

AcceptanceWeek tabloid event with NarromineHigh School students, K‐2 Tabloid sports day,Olympic Games sports day, Country Rugby

LeagueclinicsandaCricketGalaDay.

StudentsrepresentedatWesternandStatelevelsinnetball,swimming,rugbyLeague,rugbyUnion,cross‐countryandathletics.

Theschoolparticipated inavarietyofPSSAarea

knockout carnivals and district carnival days,giving students opportunities to develop skillsand compete in soccer, netball, touch football,

tennis, softball, cricket, rugby league and rugbyunion.

The Circus Arts program continued this year,

holding performances at the school and in thecommunity,includingEducationWeekandschoolassemblies.

The Stage 2 and 3 dance program enabled

students to participate in several performancesfor the school and excellent results wereachievedattheDubboEisteddfod.

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Peer Support: A K‐6 social skills program led by

Stage3 leaders toencourage theuseofpositivesocial skills was run during the year. Otheractivities held included structured, supervised

sportsrunthroughoutlunchbreaksandstudentsvs teachers sports events. Year 6 studentsweretrained inActiveAfterSchoolgames,whichthey

ran with K‐2 students as a lunchtime gamesprogram. Year 5 students took part in PeerMediation training and used this training in the

playground.

2012sawtheintroductionoftheLiveLifeWell@School program, this year focusing onencouragingstudents todrinkwater,andonthe

teachingoffundamentalmovementskills.

At Narromine Public School we greatly value allthe support we receive from our community,including coaching, transport and assisting

teacherswithsportinourschool.Newresourcespurchased during 2012 included new balls,updates to current equipment and various skills

equipment.Muchofthenewequipmentthisyearwas made possible due to the support we hadfrom the community with the Coles Sports for

Schoolsvouchers.

Academic

In theNationalAssessment Program, the resultsacross the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefromBand1toBand10.

The achievement scale represents increasinglevelsof skillsandunderstandingsdemonstratedintheseassessments.

Yr3:fromBand1(lowest)toBand6(highestforYear3)

Yr5:fromBand3(lowest)toBand8(highestforYear5)

Reading–NAPLANYear3

• Proficiency bands for reading in NAPLAN

wereachievedby24%studentsinYear3.• Numberofstudents inBand6forSpelling in

Year3increasedby15.5%.

Numeracy–NAPLANYear3

• Our Year 3 students performed better inNumber than in Measurement, Space and

Geometry.• 38% of Year 3 students scored in the top 3

bands.

• Our students scored significantly lower thanYear 3 students across the state in timemeasurementquestions.

• 82.8% of Year 3 students achieved at oraboveminimumstandard.

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Bands

Percentageinbands:Year3Reading

PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012StateDEC%inBands2012

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Percentageinbands:Year3Spelling


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Reading–NAPLANYear5

• Year5Boys(21students)are37scalescoresabove the state average growth in the test

aspectofReading.• Aboriginal students have improved by 27

scale scores from the 2011 data in the test

aspectofSpelling.• Proficiency bands for reading in NAPLAN

wereachievedand18%ofstudentsinYear5.

• Number of students in proficient bands forSpellingincreasedby3%.

• NumberofAboriginalstudentsintop2bands

forspellingincreasedby8%.

Numeracy–NAPLANYear5

• 35%ofYear5girlswereplaced in the top3bandscomparedto25%in2011.

• Our Year 5 students performed better in

Number, Patterns and Algebra than inMeasurement,SpaceandGeometry.

• Year 5 students achieved greater average

growth (2010‐2012) than Year 5 studentsacrossthestate.

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30

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Percentageinbands:Year3Numeracy


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3 4 5 6 7 8

Percen

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Percentageinbands:Year5Reading

PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012

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20

30

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3 4 5 6 7 8

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Percentageinbands:Year5Spelling

PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012

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Percentageinbands:Year5Numeracy


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Progressinreading

Graph shows average growth for reading fromyear 3 to 5. The period 2010 – 2012 showsconsiderable growth in this area compared tobothStateandSchoolGroupArea.

Progressinnumeracy

The growth for students from year 3 (2010) toYear5(2012)isgreaterthantheStateandschoolgroupaverage.

The My School website provides detailedinformation and data for national literacy andnumeracytesting(NAPLAN).

Click on the link http://www.myschool.edu.auand enter the school name in the Find a schoolandselectGO.

Significantprogramsandinitiatives

Aboriginaleducation

Our school provides support and guidance forAboriginal students and their families andoperatesprogramstoeducateallstudentsabout

Aboriginalhistoryandculture.

In 2012, Narromine Public School had anAboriginalstudentpopulationof45%.

ThisyearourschoolwasfundedtoruntheNorta

Norta program for targeted Aboriginal Studentsin years 4 and 6 to improve their literacy andnumeracy skills as per their NAPLAN results.

StudentsalsohadaPersonalisedLearningPlantoensuretheirindividuallearningneedswerebeingmet. A teacher and an Aboriginal Education

Officer(AEO)supportedthestudents.

Another program that Narromine Public Schoolhas implemented this year is Wambinya. Thisprogramprovidesadditionalsupportfortargeted

Aboriginalstudentstoexperiencesuccessintheirfirst compulsory year of schooling. The focus oftheprogramistoprovidelearningsupportinthe

areas of literacy and numeracy, in particularcomprehension, which leads to improvededucational outcomes for all students in the

program.

YarnUpswereheldwithourschoolstudentspastand present as well as members of thecommunity. The aim of these activities was to

increase student and community engagement atNarromine Public School. There were threedifferent Yarn Ups all having different aims and

targeted at a different audience. Stage 1 had acommunitynursediscussinghealthy lunchesanddifferent ideas for school lunches. Stage 2 boys

invited a male adult in for the day where theyparticipated in some reading, drawing andconstructionactivitiesfollowedbysomesporting

games.Stage3deepenedtheirunderstandingofAboriginal story telling by researching a story

from their language group. These students thentoldtheirstorytoarangeofdifferentaudiences.

Our school has an active Aboriginal EducationCommittee, who meets regularly to discuss

programs within our school and where possibleadd an Aboriginal perspective to classroomactivities. The main aim of this committee is to

improve educational outcomes for all studentsand to increase Aboriginal student engagement.Oneprogramthatwasestablishedthisyearfrom

this committeewas the After School HomeworkCentre.Thefocusofthisprogramwastoprovide

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150

2008‐2010 2009‐2011 2010‐2012

Progress

AverageprogressinReadingbetweenYear3and5

School SSG StateDEC

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200

2008‐2010 2009‐2011 2010‐2012

Progress

AverageprogressinNumeracybetweenYear3and5

School SSG StateDEC

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opportunities for all students to access the

Internetandassistwithhomeworkand researchtasks.

The school is an active member of the localAboriginal EducationConsultativeGroup (AECG);

staffattendmonthlymeetingsandseekadviceonpathways for working together to better theeducational outcomes for all students. This

committee is very proactive in the communityand has strong partnerships with local serviceproviders.

Our NAIDOC celebrations this year received

outstanding support from the community.Cultural activities were run in classes andcommunity members and parents were invited

along to help with the activities and share in aluncheonwithstaff.

Our school continues to provide support forAboriginal students, parents and community in

developing strong partnerships, facilitating andimplementing programs to improve educationaloutcomesforAboriginalstudents.

Multiculturaleducation

NarrominePublicSchoolstudentsandstaffhave

celebrateddiversity inavarietyofways in2012.Theseinclude:

• National and Torres Strait Islander daycelebratedwithinStages

• FundraisingforUNICEF• AcceptanceWeek

Environmentaleducation

Students are being reminded of environmental

issuesthrough:

• weeklycollectionofpaperandcardboardforrecyclingbyclassrepresentatives.

• participation in Clean Up Australia Day and

EarthHour.• planting and maintaining flower and

vegetablegardensby students, teachersand

P&Cmembers.

• the Enviro Detective programme which

encouragestheresponsibleuseofresources.• promotionofrecyclingandsustainabilitybya

guestspeakerfromNetWaste.

PositiveBehaviourLearning(PBL)

OurPositiveBehaviourforLearningteamconsists

of a core team comprising of the Principal,Assistant Principals, teachers, parentrepresentative and aDistrictWelfare Consultant

(coach). Our whole team expands to includewider community representatives, all teachers,executiveandAEOs.

Ourfocusin2012hasbeencontinuedembedding

of PBL practices, systems and processes andstrengthening data collection and analysis toallow for school movement to Tier 2 Training.

(Tier Two is the next step in PBL journeywherewe are able to put in place numerousinterventions toreteachstudentshowtodisplay

expectations)

Wehavecontinuedtogatherandreviewdatatoidentify behaviours that require improvedpractice. These were targeted through explicit

teachingofexpectations.

In2012wefocusedon:

• Supporting consistency between classroomsthroughexplicitlessons.

• UsingPBLrewardstoencourageexamplesofexpectedbehaviour.

• Continuing with consistent use of PBLlanguage and rewarding of expectedbehaviourintheplayground.

• Evaluating and revising levels system tosupportPBLpractice.

• Signageofschoolwideexpectations.• Embedding PBL practices into Student

WelfarePolicy.• Challenge initiatives in partnership with

Wambangalang Environmental EducationCentre.

• TraininginTiertwotargetedinterventions.

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In2013weaimto:

• Continue to embed PBL as best‐practicestudentmanagement.

• Establish Tier Two Committee that will beworkalongsideLearningandSupportteamtoguidetargetedinterventions.

• Implement a consistent Levels system linkedcloselytoPBLexpectations.

• ProvideTeacherProfessionalLearningaroundbehaviour management and school systemsandpractices.

• Decrease the amount of learning time lostthroughexitingfromclassrooms.

• Increase communication between classroomteacher and parent/caregivers regardingbehaviour.

• EvaluateandupdateStudentWelfarePolicy.• Recognition of our achievements through

schoolsystems.

Nationalpartnershipprograms

[In2012theschoolcontinuedtoreceiveNationalPartnership Low SES School Communitiesfunding.

Arequirementofthisprogramwasfortheschoolto undertake an evaluation and to establishspecific targets for improvement. These targetsareidentifiedintheSchoolManagementPlan.

The leadership program has enabled all staff toanalysedatamoreeffectivelyacrossawiderangeofareas.Staffhavealsoreflectedonthecontextand culture of the school community andincorporated this into their planning. Throughprofessional learning experiences, teachers haveimproved their capacity to meet the learningneedsofAboriginalstudents.

Theprogramalsoenabledthepositionofliteracyleader to bemaintained. This position has beenhighly supportive in mentoring and coaching allstaff in reflecting on and supporting them inchanging teaching and learning practices in linewith the Quality Teachingmodel. The focus hascontinued on evidence based practice planningwith staff skills in analysing data continuing togrow. Literacy programs have continued to be afocusandReadingtoLearnisembeddedinmostclassroompractices.

Twopart‐timeDeputypositionsweremaintained,one being fulltime and the other two days perweek.Thesepositionshavecontinuedtosupport

staff and students in building relationships withthe community, supporting parents by providinghighlyinteractiveworkshops,developingpositivestudentwelfaresystemsanddevelopingstrongerlinkswithcommunityagencies.

Students were also supported with theemployment of an additional classroom teacherto reduce class sizes andone toprovide in‐classsupportinliteracyandnumeracygroups.AnSLSOposition was maintained to continue to run aspeech program. A homework centre forAboriginalstudentsoperatedononedayaweek,supporting students in enhancing theirtechnologyskillsandincompletinghomework.

The school will continue to receive NationalPartnershipsfundingin2013.

Connectedlearning

2012hasseenanumberofsignificantchangesinInformation Technology at Narromine PublicSchool.Wehadachangeoverinserversystems,which required training and development forstaff.Thisprocessisstillinthefinishingstagesasweensurethatallstaffandstudentshaveaccesstorequiredinformationandhardware.

StaffDevelopment

• VideoConferencinghascontinuedtobeusedwith student use for learning, staff trainingandmeetings

• Staff blog is used regularly forcommunicationofweeklyeventsandtrainingopportunities

• Training of staff in accessing and storinginformationontheserverhasbeengivenandanumberofstaffarenowabletoassistwithtroubleshootingstaffproblems.

• Implementation of the ICT plan is underwaywith the purchase of appropriate hardwaretoimproveaccesstocomputertechnologyinclassrooms.

StudentUseofICT

• Stage Three accessed the Movie MakingprojectandsomeclassesinStage3mentoredyoungerstudentsinClaymation.

• Students acted as technology assistants andran sound systems for most regular eventsand the school spectacular and supportedstaff in implementing the new LaptopTrolleysinclassrooms.

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• UseofBlogEdintheclassroomhascontinuedthis year with use of the program assistingwithstudentsthatareabsentfromschoolforextendedperiods.

TheScopeandSequenceisstillindevelopmentalstages and finalisation and implementation of

thisin2013willbeapriority.

Otherprograms

PrioritySchoolPrograms(PSP)

2012was our final year with the 4‐year PrioritySchools Program funding. Next year we havebeen able to secure a further 12 months offunding through equity programs which willenableus to continueonwith someof our verysuccessfulprojects.

Thisyearwehavecontinuedtoextendourstage3 students in literacy and provide support inliteracytostudentsfromKindergartenthroughtoYear4.This includedtakingonnewprojects thisyear involving music in literacy. We have alsobeenable tomake connectionswith communityorganisationssuchasCentaCare,TheMen’sShedand the Dubbo Conservatorium in meeting theneedsofourstudents.

Forthefourthyearrunningwehavebeenabletorun three small group10weekprojects. Stage2and 3 were able to build Billy carts developingskills inproceduresandbuilding, supportedwithliteracy lessons.Wehavehadan increase in thesupport provided by parents involved in thisproject, coming up to help with the buildingprocess. Stage 2 and 3 also participated in theRAPS program and were again given theopportunity to include drumming as part of thisproject. The groupswere able to go intoDubbotoworkwithmembersoftheconservatoriumandperformed at school events. The third projectwastheMovieMakingproject,whichwasaimedat extending the literacy of Stage 3 students.Students wrote their scripts and learnt the ICTskillsinvolvedinproducingshortfilms.

In addition to these projects Kindergartenparticipated in a 10‐week project involvingKaraoke. With the support of Centacare staff,students learnt a number of concepts throughsong and performed to their parents at theconclusion of the program. The improved

confidence and engagement in students wasoutstandingtosee.

The funding was also used to support the PreSchool to Kindergarten Transition program. Thisranfor10weeksandenabledstudentsstartingin2013 to prepare for their start at school. Thisprogramhasproventobeverysuccessfulwithallpositions again filled prior to the start oftransitionthisyear.

Our most successful project in 2012 hascontinuedtobetheemploymentofanadditionalteacher to develop early reading strategies inStage 1 students. This teacher has been able towork alongside our current Reading Recoveryteacher and between them have been able toofferassistance toallofour students inneedofreadingsupport.Wehavedoubledthenumberofstudents who could access these lessons. Thisteacher has also supported Year 2 students andreceived additional training this year to supportherinherrole.

In 2013 we aim to continue to provide theservicesandprogramswehavedonethisyear.

Progresson2012targets

Target1

Increasethebandrepresentationofstudents intheproficientbandsinreadingfrom29%in2011(Year3)to345in2013(Year5)

Ourachievementsinclude:

• StaffperformeddetailedanalysisofNAPLANand specific areas of concern and studentshavebeenidentified.

• FurtherstafftraininginReadingtoLearnhasassisted in explicit teaching of all Literacyconcepts.

• The Multilit, Norta Norta and Wambinyaprogramhaveransuccessfullythisyearwitha large number of students being able toaccesstheseprograms

• PEG spelling has continued to beimplementedthroughouttheschool.

• Programs such as Movie Making, Billy Cartsand RAPS have been successful in engagingstudents and building positive relationshipswiththeschoolcommunity.

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Target2

Increase the percentage of students in the toptwobandsinnumeracyfrom18%in2011to22%ormorein2012


• The Numeracy leader supported classteachers in the analysis of NAPLAN results.

Areas of needwere identified andprogramsimplementedtosupportallstudents.

• The online core program, Stepping Stones isavailable to all teachers who are furthersupportedintheirteachingwithprofessional

learning.• 58 students participated in the University

MathsCompetitionandweresupportedwith

practicepapers.• Year 6 students have competed in the five

MathsOlympiadsthisyear.

• Resources were purchased to support ourfocusonmeasurementacrosstheschool.

• Problem solving remains a focus K‐6. Ourstudents’ repertoire of problem solvingstrategies was evident during NationalLiteracy and Numeracy Week when allstudents participated in a problem solvingcompetition.

Target3

Increase the proportion of Year 5 Aboriginalstudents in the top 2 bands in Writing to20%from10%in2010.

Increase the percentage of Year 5 Aboriginalstudents in the top2bands fornumeracy from12%in2011to14%in2012.


• 52%ofAboriginalchildreninYear5achievedat proficiency or above in the areas ofwriting.4%ofthesewereintoptwobands.Amarkedimprovementfrom2010results.

• Aboriginal students have improved by 27scale scores from the 2011 data in the testaspectofSpelling.

• ThetargetforMathematicswasnotachieved– with 8% of Aboriginal students in the toptwo bands. This will need to be a strongpriorityfor2013.

Target4

Improvement of Kindergarten attendance for2012 by 10% and increase the level of studentengagementinallgrades(2012)by15%.


• Our data is gathered, analysed and sharedwithallstaffonaregularbasis.

• Our PBL data triangle indicates the correctproportion of students in the three areas ofcompliance tononcompliance. Showingover85% of our students follow schoolexpectationsinallsettings.

• PBL school evaluation tool conducted bydistrictrepresentativeindicated100%ofstaffand students knew our expectations andrewardsystems.

• Kindergarten attendance rates havemaintainedabove90%fortheyear.

Schoolevaluation

NSW public schools conduct evaluation tosupport the effective implementation of theschool plan. In 2012 our school carried outevaluationsonprogrammingandMathematics.

EducationalandManagementpractice

Programming

Background

Theschoolconductedasurveyofthestafftofind

out how staff program for their classes, howteachers feel about their programming, thesupportprovidedandtheinclusionoftechnology

in programming. A number of staff receivedtrainingintheuseofOneNoteforprogrammingand programming in Literacy using Reading to

Learn. Classroom teachers were asked tocompletethesurvey.

FindingsandConclusions

Ananalysisoftheresultsrevealedthat:

• Over the year an increasing number of

teachersstartedusingOneNotetoprogram.AmajorityoftheteachersinKindergartentoYear2usedOneNoteinTerm4of2012and

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collegial planning improved with the

implementationofthis.• The majority of teachers participated in

collegialplanningandsharingofprograms in

the minor key learning areas, but less so inLiteracyandNumeracy.

• All teachers surveyed used a range of

assessmentdatatoinformprogramming.• 92%ofteacherssurveyedwereteachingPBL

inclasses(withtheexceptionofthosenoton

class during the designated PBL sessions).100% of these teachers reported using thegivenPBLlessons.

• 83%reportedteachingReadingtoLearnasacompleteprogramorpartsofthisprograminliteracy,however,70%oftheseteachersalso

reported only sometimes using the ReadingtoLearnlessonplans.

• Intimetablingkey learningareasall teachers

identified Literacy as having the most timededicatedto it,withmostteachersspendingon average 10 hours per week on Literacy

and between 5 and 7.5 hours per week onNumeracy.

FutureDirections

• Teachers requested further support in theuseofOneNoteasaprogrammingtool.

• Monitoring the full implementation ofReading to Learn to ensure consistency inpractice and accuracy in program

implementation.• Developing appropriate systems to ensure

easyaccesstosharedprogramsbyallstaff.

Curriculum

Mathematics

Mathematicswas the target curriculum area for2012.

In2012SteppingStoneswasmadeavailabletoallteachers. This interactive program provides

teacherswith units of lessons, interactive digitalresources and printed worksheets. For eachlesson there are activities for extra help, extra

practice,andextrachallengeforthestudents.K‐2

studentsarefurthersupportedwiththeSteppingStones big books, which develop and reinforcemathematical language and understanding by

stimulating discussion on specific concepts.Problem solving skills of students 3‐6 aresupported by the availability of Think Tanks in

each classroom. These activity cards allowstudentstoworkindependentlyandattheirownpace. Each Think Tank series contains activities

fordevelopingaparticular areaofmathematics:computation and number sense or thinkingmathematically and problem solving. Teachers

arereportingahugeincreaseintheconfidenceofstudents in using a variety of strategies whenfaced with a mathematical problem. National

Partnership funding has also provided extrateachingstaff tosupportMathsclasses instages2and3.Thishas facilitated the teachingofhigh

needstudentsinsmallergroups.Instage1theseextrateacherssupportedstudentsintheirareaofneed. Preterm and end of term tests have

indicated excellent growth for these students.ParticipationintheUniversityMathsCompetitionhas grown with 58 students participating this

year. Year 6 students competed in the 5MathsOlympiads this year and became increasinglyconfidentateachstage.

Futuredirections

NAPLAN and school data will be analysed to

gauge success of our programs and teaching.Further training sessions will be conducted inStepping Stones, problem solving and student

assessment.Studentswillbe furtherencouragedtoparticipateinAustralia‐widecompetitionssuchasUniversityCompetitionsandtheOlympiads.

Studentprofilesweredeveloped forYears4and6 teachers based on students not meetingNationalbenchmarksforthestartof2013.

Parent, student, and teachersatisfaction

In 2012 the school sought the opinions ofparents,studentsandteachersabouttheschool.

Theirresponsesarepresentedbelow.

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A range of data was collected throughparent/teacher interviews, focus groups, phonesurveys, P&C meetings, newsletters, staffmeetings, PBL meetings, information evenings,school education director reviews, interagencymeetings, parent workshops and communityinterviews.

Ofnotewerethefollowingresponses:

• Community relationship building is a highpriority.

• Theschooliswellresourcedandthephysicalenvironmentiswellmaintained.

• The school’s website is wellmaintained andcontinuallyupdated.

• Access to quality computer technology ishighlyvaluedbystaff,studentsandparents.

• Developing leadershipopportunities for staffandstudentsisahighpriority.

• Effective, efficient communication needs toremainafocusfortheschool.

• Thepositivelettershome,parentinformationnights and personalized learning planmeetingsrehighlyvaluedbyparents.

ProfessionallearningIn 2012 all staff participated in training andprofessional development. This professionallearning includedmandatory training forall staffinChildProtectionupdates,EmergencyCareandCPR and staff also participated in Non‐ViolentCrisis Intervention. These were conductedalongside school‐wide professional learningpresented on the 5 staff development daysthroughouttheyear.

At the school level training and professionallearningwaspresentedonthenewEverySchoolEvery Studentmodules in Learning and Support,Positive Behaviour Learning updates and skillbuilding in managing behavior at school, ActiveSupervision andongoingprofessional learning inLiteracyandNumeracy.Allstaffalsocompleted5modulesontheQualityTeachingdocumentsandtheirimplementationattheclassroomlevel.

Anumberof staffhaveattendedandcompletedthe online training modules provided as part ofthe Every School Every Student initiative, staffhave been trained in Behaviour, Dyslexia andSpeech. Staff then provided training to staff at

school after returning from the completion ofthesecourses.

In support of the school targets professionaldevelopment has been selected to support skillbuilding in the areas of Literacy, Numeracy,

InformationTechnologyandAboriginalEducationand 2 more staff have been trained and are

undertakingaccreditationinReadingtoLearn.

Teachers have identified long and short‐termgoalsagainthisyearandtheTeacherAssessmentReviewwasusedtomonitorstaffintheirgrowth

against these goals. Goal setting will be usedagainin2013withteachersaligningtheirgoalstothe school targets, helping us to ensure that

professional development of teachers supportsthegrowthoftheschool.

Schoolplanning2012—2014Theschoolplanningpolicyprovidesdirection forthe preparation and implementation of schoolplansincludingtheidentificationofpriorityareas,intended outcomes and targets that areconsistent with the NSW State Plan and theDepartment’splanningdocuments.

Schoolpriority1

Outcomefor2012–2014

School Priority 1 Literacy

Improvedliteracyoutcomesforallstudents.

Utilization of school and system basedassessments.

Implement specific professional learning to

supportteacherqualityandmaintainconsistencyofpracticeacrosstheschool.

Utilization of PSP and NP Low SES funds toachievestudentgrowthinliteracy.

2012Targettoachievethisoutcomeincluded:

Increase in band representation of students in

proficient bands in reading from 29% in 2011(Year3)to34%in2013(Year5).

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Strategiestoachievethistargetinclude:

• DataanalysisofNAPLANcompletedbyteamleadersand sharedwithwhole staff throughTPLandstagemeetings.

• Support data analysis and developing schoolscope and sequence for explicit teaching ofreading,grammarandpunctuation.

• Mentor staff with use of SMART and usingthis to drive programming and teachinglearning.

• Appropriate assessments to be developedandcompletedforReading.

• EmploymentofSLSOtorunspeechprogramsdevelopedbySpeechPathologist.

• LiteracyLeaderpositioncreatedtoprovideinclasssupport/mentoring.

• Continued embedding of Reading to LearnacrossK‐6.

• Selectedstudents,throughPBLdataand lowliteracy benchmarks for programs such asRapsandBillyCartsforsmallgroupworkwithliteracyfocus.

• Expansion of Reading Recovery program tosupport Year 1 students not meetingbenchmarks.

• Two SLSOs employed to run Wambinyaprogram for Kindergarten children notmeetingbenchmarksinBestStart.

• Purchasing of resources to supportimplementationofexplicitteaching.

• Staff having a strong understanding of theschool targets and review the classroomstrategieswithinTARSmeetings.

• Regional supportwithplanning teachingandlearning strategies in Grammar andPunctuation and incorporating these intoReadingtoLearnlessons.

• Teacher Professional Learning revising theQuality Teaching Framework and providingevidenceofelementswithinourclassrooms

OurSuccesswillbemeasuredby:

• ProgramsreflectuseofSMARTtoinformanddrive programming, teaching and learningand student focus on areas of particularconcerns.

• ImprovementinNAPLANresults.• Implementation of Springboard into

Comprehension Resources into classrooms 2–6.

• Improved attendance ‐ engagement ofstudents

• Staff demonstrate knowledge of schooltargets and show links to targets andprioritiesintheirclassroomandprogram

• Successful implementation of Reading toLearninmoreclassrooms.

• Growth in staff confidence in deliveringquality learning experiences in line with theQualityTeachingFramework.

• School mentor/coach employed to supportexplicit Quality teaching in Literacy andNumeracy.

Schoolpriority2


Improvednumeracyoutcomesforallstudents

Utilisation of school and system basedassessments.

2013Targettoachievethisoutcomeinclude:

Increase the percentage of students in the toptwobandsinnumeracyfrom12%in2012to20%ormorein2013forYear3andfrom16%in2012to20%ormorefor2013forYear5

Strategiestoachievethistargetsinclude:

• Data analysis completed by teachers andshared with other staff through training

sessionsandstagemeetings.• Teachers mentored on NAPLAN trends so

that appropriate teaching and learning

activitiescanbeprogrammed.• An additional teacher employed in stage 2

and3tosupportidentifiedneedsofstudents.

• Teaching of core program Stepping Stoneswhichisavailableonlinetoallclassteachers.

• Implementation of Early Intervention

programs to support students identifiedthrough Best Start assessment – Wambinyaprogram.

• Purchase of stage laptop sets which givestudentsaccesstomathssoftwareandonlineprograms(Studyladder).

• Purchase of resources to support theteachingofmeasurement.

• Pre‐ and post‐term assessments tomeasure

studentgrowtheachterm.

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• Focus on Maths language and problem

solvingusingSteppingStonesbigbooks(K‐2)andThinkTanks(3‐6).

• Students supported in their participation in

Australia wide competitions, e.g. UniversityMathscompetitionandOlympiads.

Schoolpriority3


Improvedattendance

IncreasedStudentEngagement

2013Targetstoachievethisoutcomeinclude:

ImprovementofKindergartenattendancefor

2013by10%on2012figures.

Increasethelevelofstudentengagementinall

gradesin2013by10%asmeasuredbyPBLdata.

Strategiestoachievethesetargetsinclude:

• Implementation of new Student Welfarepolicy.

• All staff to attend regular and whole schoolandcorePBLmeetings.

• Continue to develop capacity of LearningSupport.

• ToregularlyidentifyandsuggestPAPorHSLO

referralsupport.

• Information sessions for Aboriginal parentsand carers on the importance of regularattendance.

• Implement mentoring support for staff inmodels of engaging students – to includeRegional Aboriginal Pedagogies Program (8waysofLearning).

• Support in implementing and following upprogramsforattendanceandengagementofAboriginal students. Building links withfamilies and the community. K‐2 spot onprogramandGetSmart.

• LinkswithPBLpointssystemK‐6.

• AEOstimetabledintoclassrooms.

• 100% attendance award ceremonies at endof year presentation for those studentswhohaveachievedthis.

• Participate in PL activities organized by SEG,RegionandStateinAboriginal/culture.

• Following in‐class steps for inappropriatebehaviour.

• Collection of exit data and recognition ofachievement.

• ParticipateinregionalTier2TrainingforPBL.

• Utilise Aboriginal community – Elders andthosewithspecialskills.

• Yarn‐Ups – Focus on kindergartenattendance.

• Employ twoexecutive staff (O.2 each) atDPlevel to coordinate TPL and mentor staff inWelfare strategies and engagement ofstudents in the classroom. Deputy Principalto lead a review in currentpractices inBoysEducation and develop relevant and flexibleprograms.

• PBLstrategiestocontinue

• Identify target group using DP NationalPartnershipsrole.

• Programsto improveengagemente.g.RAPS.Fathers/boys days, Science activities.Dance/sportandinterestgroups.

• Reduceclasssizes–Extrateacherforstage2and additional support in all stages forliteracyandnumeracy.

Schoolpriority4


ImprovedliteracyandnumeracyoutcomesforallAboriginalstudents.

Utilisation of school and system basedassessments.

Improvementinattendance

Increased parental involvement in the decisionmakingprocess.

Utilisation of Equity and NP Low SES funds toachievehigherlevelsofstudentengagement.

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Personalised Learning Plans completed for allstudents.

2013Targetstoachievethisoutcomeinclude:

Increase the proportion of Year 5 Aboriginalstudents in thetop2bands inWritingto12% in2013from4%in2012.

Increase the proportion of Year 5 Aboriginalstudents in the top 2 bands for numeracy from8%in2012to12%in2013.

Strategiestoachievethesetargetsinclude:

• Explicitteachingbyallstaffwithanemphasison Aboriginal Education and incorporatingthe8waysofLearningintoprogrammingandteaching.

• Implement mentoring support for staff inmodels of engaging Aboriginal students toinclude regional Aboriginal PedagogiesPrograms.

• Information evenings for Aboriginalparents/carers on the importance of regularattendance. Support in implementing andfollowing up programs for attendance andstudentengagementofAboriginalstudents.

• Building links with families and thecommunity.

• Participate in PL activities organized by SEG,region, and State in Aboriginaleducation/culture.

• TransitionProgram–term4.

• Continue CMIT explicit teaching andnumeracymoderatingwithinstages.

• Implement programs focused on improvingliteracy and numeracy outcomes E.g. R2L,CMIT,Counting‐On,andSteppingStones.

• Implement programs focused on improvingwriting outcomes E.g. R2L, writing rubrics,bestStart,PEG.

AboutthisreportIn preparing this report, the self‐evaluationcommittee has gathered information fromevaluations conducted during the year andanalysed other information about the school'spractices and student learning outcomes. Theself‐evaluation committee and school planningcommittee have determined targets for theschool'sfuturedevelopment.

TeresaHealeyPrincipal

AmandaTurnbullAssistantPrincipal

AlbertWebbAssistantPrincipal

JoEllisLiteracyLeader

RosemaryWebbClassroomteacher

GurmitThakurClassroomteacher

EmmaSmithClassroomteacher

MalloryLawrenceClassroomteacher

JordanMoranClassroomteacher

BerylKentClassroomteacher

KerryGowerSchoolAdministrationManager

BevTowneyAEO

KerrieWaldenAEO

SandraIrvineP&CPresident

Schoolcontactinformation

NarrominePublicSchool

MeryulaStreet,Narromine

Ph:0268894566

Fax:0268894451

Email:Narromine‐[email protected]

Web:www.narromine‐p.schools.nsw.edu.au

SchoolCode:2713

Parents can find out more information aboutAnnual School Reports, how to interpretinformation in the reports and have theopportunity to provide feedback about thesereportsat:

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

narromine public school annual school report 1 0 · the conclusion of 2012 narromine public school...

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