[school code]

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School context

Urana Central School is located in the Riverina region, central to Wagga Wagga, Albury, Deniliquin and Griffith. The school caters for twenty eight students K-6 in a rural setting.

Typically the school has has a strong history of educational delivery for students from Urana and surrounds having been in existence for up to 150 years. The changing demographics of rural NSW is evidenced by a proposed school reclassification as a public school in 2015.

The community is characterized by an increasing percentage of families from low socio-economic backgrounds with aspirational dreams for their childrens’ future and who support the continuous improvement of the school to improve the literacy and numeracy outcomes of all students.

Quality literacy and numeracy programs such as Focus on Reading (FoR), Language Literacy and Learning (L3), Targeting Early Numeracy (TEN) and Taking Off With Numeracy (TOWN) drive the quest for literacy and numeracy growth for all students.

The BiJOU Learning Community encompasses Urana, Berrigan, Jerilderie and others and provides a vehicle to develop teachers’ capacity to meet the literacy and numeracy needs of all students. Professional learning with others is a valuable tool in self-improvement.

Principal’s Message

We never know where the life-long learning journey will take us, nor the path it will take us on to get there or if indeed we will ever arrive at the destination. Nevertheless we keep going, trying to do things better as we go, refine our practice

and encourage others to come on board along the way.

It’s not unlike the classroom where a love of learning flows! It’s evident in how time flies, in how much more we wanted to do and how many things we would like to have done but couldn’t fit in. The year starts and gathers momentum but never slows down long enough to do everything!

This year was a revelation – the students put the learning bar up themselves, challenged themselves to get over it and found the self-motivation to learn and improve, to teach others and talk about their learning. Because they learned to love to write they wrote at every opportunity and because they practiced math’s mental strategies they used them confidently to problem solve efficiently. It came naturally to them! This year they gave themselves a ‘star’ for writing and mental math’s strategies – we gave them a star for reaching for the stars! We are very proud of everyone’s learning effort this year.

Our first year as a primary school has been a settled one, the lack of secondary students in the school didn’t seem to faze the primary students but being able to use the whole playground was a bonus. Having Mrs Schirmer for Music and Ms Hughes for Art and Library softened the start and the year went on as normal. We adjusted to a new way and soon found that uninterrupted time with our class paid dividends.

Eleven careful steps, over two years, in a closure process have been ticked off. Our secondary students transitioned to their respective school of choice and completed their first year in a new setting. Ideally we will start 2015 as Urana Public School - new name, new number and new classification but same safe supported learning environment!

Thank-you to our school community, parents, grandparents, friends, our chaplain, teachers and admin staff for your contribution to this place of learning, this safe, supportive learning space, the space we all love – collectively its ours – together we make it what it is! Thank-you for your

support, your encouragement, your advice and for not being afraid to tell it like it is! Thank you for being an integral part of the home-school partnership! Dorothy Dore

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P & C Report

Wow, another busy year has come to an end! Firstly on behalf of the P&C we would like to thank all of the teachers and staff at UCS for the support and guidance they provide to the committee so we can be an active participant in our children’s school environment.

Catering has been a major contributor to fund raising efforts this year. We had the Small Schools Cross Country at Urana, so with lots of little hungry mouths to feed we got busy catering for a huge number at Victoria Park. This meant lots of cakes to cook and plenty of hot dogs, pies, pizzas to warm and serve. Without the help of the parent body we would be unable to provide this service for our great school.

We ran a Mother’s Day raffle as we had three fantastic prizes donated, two of which were homemade: a patchwork quilt and tote bag and a crocheted baby blanket as well as Three Wise Monkey statues.

Mother’s Day and Father’s Day gifts were available and there were lots of excited faces as the children carefully selected presents to surprise Mum and Dad.

Over 170 students and staff were part of the Cultural Infusion event held at Urana. This was a huge catering event in order to keep the food up to the students of Berrigan, Jerilderie and Urana.

Mrs Dore approached the P&C with the idea of revitalizing the vegetable garden and chook pen to enable them to be incorporated into the

school curriculum. P&C felt this would be a great idea to support the learning outcomes of our children. Plans were drawn up and displayed at school where staff and parents could contribute their ideas.

The area was cleared by a group of keen parents

and a group of hard working Yr 10 students from Broughton College who kindly donated their time to assist with this project. This is the first step. Many hands make light work and no doubt our children would be very proud to see their parents helping out at school.

P&C hosted Christmas Lunch under the COLA for the students and staff on the last day of the

school year. It was a feast! Roast meats, ham and vegetables followed by ice-cream Christmas cakes – a traditional lunch shared in each other’s company and an opportunity to reminisce on another brilliant year of education at UCS. Emma Jones P&C President

Student information

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

Student enrolment profile

Urana Central School primary numbers are buoyant rising to a healthy thirty students in 2014, the highest primary numbers seen for many years. Kinder enrolments of four continued the trend of positive growth in the early years. The gender balance has evened out with similar numbers of boys and girls.

2014 Kindergarten students

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10

20

30

40

2008 2009 2010 2011 2012 2013 2014

Stu

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Year

Enrolments

Male Female

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2014 students and staff

Student attendance profile

Attendance rates have improved significantly over the past 5 years however with relatively

small numbers in each year level the attendance rate of one or two students can distort attendance rates markedly.

Non-attendance is managed by regular communications about the relationship between student achievement and attendance in school newsletters. Incidences of non-attendance are followed up in the first instance with an SMS and then encouragement to complete the absence slip provided with each newsletter and for them to be returned to the school.

Conversations are conducted with students and parents/carers if necessary to investigate issues of poor attendance. The HSLO (Home School Liaison Officer) is called in to monitor students whose attendance is of concern. Students with exemplary attendance are rewarded at the school’s annual presentation night.

Workforce information

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

In 2014 there was a teaching principal with a responsibility for the Kindergarten – Yr2 class and a second classroom teacher on the Yr 3-Yr 6 class, one office manager, one part-time General Assistant and one part time Technology Support Officer for part of the year who also performs the part time Computer Coordinator role.

Workforce composition

Position Number

Principal 1.0

Classroom Teacher(s) 1.468

School Administrative & Support Staff .956

Total 3.424

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. In 2014 there were no Indigenous teachers.

In addition to the above staffing allocated by the DEC the school also used other funding to employ additional teaching and administrative staff to meet the needs of the students and the school.

Staffing retracted back to two teachers to cover two primary classes in a small rural setting.

The expertise of the secondary teachers and the value of central school whole school staffing was lost with the secondary division going into recess. One long serving secondary teacher retired and two other permanent secondary teachers secured transfers. The school’s extensive technology resources were supported by a computer coordinator as well as a Technology Support Officer (TSO) until the contract ceased. Gener8 Ministries funded a School Chaplain and her presence on a weekly basis and the contribution she made to student and staff wellbeing across the whole school was valued by all.

Urana Central School staff 2014

Year 2009 2010 2011 2012 2013 2014

K 98.2 86.6 90.8 92.5 90.9 94.0

1 na 98.9 94.3 92.9 90.0 93.1

2 88.9 97.9 93.5 90.5 94.7 95.2

3 86.3 95.0 98.9 91.6 94.7 90.4

4 94.7 90.6 97.6 97.7 97.4 94.1

5 93.7 93.6 93.5 97.1 92.1 89.1

6 90.9 90.6 78.8 90.2 96.1 97.7

Total 86.4 92.3 91.6 92.5 93.0 93.1

K 94.3 94.7 94.7 94.3 95.0 95.2

1 93.7 94.2 94.2 93.9 94.5 94.7

2 94 94.4 94.2 94.2 94.7 94.9

3 94.1 94.5 94.4 94.4 94.8 95.0

4 94 94.5 94.3 94.3 94.7 94.9

5 94 94.4 94.2 94.2 94.5 94.8

6 93.6 94.0 93.8 93.8 94.1 94.2

Total 92.1 94.4 94.3 94.2 94.7 94.8

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Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 50

Postgraduate 50

Professional learning and teacher accreditation

All teaching staff participated in a wide range of professional learning activities during 2014. Professional learning opportunities are valuable in improving staff capacity to address the literacy and numeracy needs of the students.

A quality learning environment

Our continuing involvement in the 229 School Empowering Local Schools National Partnership program and the subsequent migration to a new budgeting landscape and student management platform has not been without a hitch. We continue on the journey with a positive attitude and tackle each challenge as it presents. We have accessed the expertise of our LMBR Implementation Officer to guide this process.

Targeting Early Numeracy (TEN) and Language, Learning and Literacy (L3) are two early intervention programs in the junior primary classroom aimed to give the numeracy and literacy learning a kick start. Both programs have been effective in getting the learning happening earlier and giving the students a strong platform for further literacy and numeracy success. Training was completed for each of these programs during the course of the year, much of it by video conference and through an Adobe Connect meeting room.

Kwoa Do’s message - Life is a struggle, but focus on what you have, not what you don’t have.

Staff Development Days are an opportunity to complete mandatory training: CPR, Anaphylactic training, Asthma training, Child Protection, Code of Conduct and to collaborate about the future direction of the school and to work on strategic planning.

The BiJOU Learning Community organized professional learning specific to the new English syllabus which enabled the staff of several schools to network and share. School policies were reviewed and revised to ensure they were current and relevant. We attended the School TechOz conference in Melbourne laying the groundwork for the implementation of iPads into the learning environment.

SASS staff have been involved in all network and local professional learning opportunities offered this year and continued their personal professional journeys at every opportunity.

There were no teachers working towards achieving accreditation in 2014

Beginning Teachers

There were no beginning teachers at UCS in 2014.

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Financial summary

This summary covers funds for the management of the school and includes all operational funds and staffing funds allocated by the DEC.

Financial Summary for the year ended 31 December 2014

2014 Actual($)

Opening Balance 154, 255

Revenue (10609) 605, 918

Appropriation 595, 508

Sale of Goods and Services 1, 494

Grants and Contributions 6, 743

Other Revenue -

Investment Income 2, 173

Expenses (106010) 543, 912

Recurrent Expenses 543, 912

Employee Related 442, 403

Operating Expenses 101, 509

Capital Expenses -

Employee Related -

Operating Expenses -

Surplus for the year 62, 006

Balance Carried Forward 216, 261

The school is in a healthy financial position mainly due to unallocated transitional National Partnership funds accrued over the 2013-2014 period. It hasn’t been necessary to access those funds with reduced numbers within a changed education setting as yet.

A full copy of the school’s 2014 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 2014

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

For all state tests small student numbers preclude the inclusion of specific data as this breaches student privacy. Parents have received information on their child’s performance via school reports, external test results, at parent teacher interviews and through informal school to home communications.

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Other achievements

Deni Ute Muster Writing Competition

The committe of the reknown Deni Ute Muster organized a writing competition for students – on offer a ‘bluey’ for the best piece of writing from each school and tickets to the Ute Muster for the piece of writing judged to be the best.

We had one student finish in the top five, judged to have produced an exemplary piece of writing using lots of imagery. Students used the official website as stimulus. This vindicated our decision to focus student learning on producing a quality piece of writing.

Deni Ute Muster winner

Sport

This year Urana Central School returned to the small schools arena due to the change from a central school to a primary school and we changed PSSA Zones and moved west to the Finley District Zone.

We started the year with a very successful swimming carnival - a low-key event at the end of a very hot week! This was our first primary swimming carnival and St Francis joined us for a day of competitive racing and novelty events.

A group of eager Yr3-6 students travelled to Yarrawonga for the Small Schools Swimming Carnival. We finished with two age champions and a runner up age champion.

Swimming achievement in the small schools arena

Four boys qualified to compete at the Finley District Swimming Carnival. The experience of swimming at the higher level was invaluable, above all they enjoyed themselves and performed to the best of their ability. UCS hosted the Small Schools Cross Country around the picturesque Urana Aquatic Centre. Students from Savernake, Lowesdale and Mulwala travelled to be part of this day. This year all students K to 6 had the opportunity to run. The smile of a champion – a Junior Boy Age Champion!

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A strong team of 8 runners qualified to run in Jerilderie as part of the Small Schools team for this event. One student travelled to Deniliquin to compete in the Riverina Primary Cross Country. He ran very well on the day and finished a creditable 18th in a field of 40. Without exception our students did UCS proud with their willingness to participate in everything and give it their best shot at the Small Schools Athletics carnival at Savernake. One student’s solo effort in the 800m was a memorable moment, sprinting the entire race to lead from start to finish.

We had 10 students go to Berrigan to represent UCS as part of the Small Schools Team. Achievements for the day were one student coming second in the high jump – jumping 1.12m and the Junior Boys Relay finishing second. Two students travelled to Deniliquin as part of the JerriBerriesO team to play in the Tony Lockhart Shield. They enjoyed the opportunity to play at the representative level and while not successful on the day it was great to be part of a team. From this day one student was selected to play in the Paul Kelly Cup competition. The Paul Whitehead Trust has once again allowed our students to access expert sporting tuition and to join with St Francis Xavier to share the experience. A tennis coach travelled to Urana and conducted tennis lessons over 8 weeks. We value the opportunities we can offer students with the injection of these funds. Morning fitness for term four was all about skipping. We supported the Jump Rope for Heart initiative by participating in many different skipping activities each morning.

Skipping in unison

The UCS Division 1 team finished a great day of cricket as winners at the annual Rand Super 8’s Cricket Carnival. This continued the team’s cricket success of the previous year. Everyone contributed to the outstanding result. There were plenty of ‘six’ stories!

Super 8’s success

Significant programs and initiatives – Policy and equity funding

Excursions The major primary excursion for 2014 was to the nation’s capital, Canberra. Students from Yrs 4, 5 and 6 joined with their peers from Oaklands Central School, St Francis Xavier and Savernake Public School to experience the culture and history of our great nation. The week was packed with viewing exciting exhibitions and visiting iconic buildings that display our evolving story as a country and a continent. One highlight was students observing the daily closing ceremony at the Australian War Memorial. This was a memorable occasion and our two Year 6 students represented UCS by laying a wreath as part of the ceremony.

A view down Anzac Parade to Parliament House

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Australian War Memorial - Canberra

Throughout the year students experienced many authentic learning experiences through various excursions. This included a trip to Wonga Wetlands, where students could be a scientist for a day – testing water quality, bird watching and developing their expertise with a microscope. The students learnt more about our environment and how we can contribute positively to the health of the world we live in.

Bird watching

Students also enjoyed a hands-on learning experience when they explored the Urana Aquatic Centre. Complete with gumboots, waders, nets, microscopes and pans they collected and examined micro-invertebrates caught in the murky waters. This type of practical

learning is engaging and developed the students’ passion for science.

What’s in the water?

Students and staff travelled to Tuppal Station where agriculture was on display at the Food and Fibre Festival, and everyone could learn a little more about what it takes to produce food and clothing. It was a hands-on day with lots of baby animals, machinery, grains and wool to look at. The cotton fascinated both students and staff alike while the action of the shearing shed was a real draw-card. Students could also grind some wheat to make flour and then make and cook their very own damper! Students could even try their hand at milking a cow. Many students took the opportunity to get up close and personal with a range of animals namely rabbits, ducklings and guinea pigs.

Hands-on learning

Yr3-6 students attended the monthly August council meeting to learn more about how decision making works at the local level. They had the opportunity to ask questions and to recognise some of the positive things happening in the shire.

Question time

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Aboriginal education

170 students and staff from Urana, St Francis Xavier, Berrigan Public School and Jerilderie Public School participated in Cultural Infusion and were treated to a smorgasbord of rich cultural experiences when Big Al and his sons transported the assembled crowd into the world of Indigenous culture.

The students listened to stories of the Dreamtime, used symbols to depict story through art and imagined they were native animals in dance. As a finale the students participated in a dance showcase performed to the compelling sound of the didgeridoo.

Story-telling symbols

Goannas on the move

Multicultural education and anti-racism

All school programs are based on being part of an inclusive school community and a racism free learning and working environment. The school has a trained Anti-Racism Contact Officer. These concepts are promoted through the HSIE, PDH and English programs.

Harmony Day is an opportunity to celebrate cultural diversity and multiculturalism in Australia. It’s about inclusiveness, respect and a sense of belonging for everyone.

A tree in harmony

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Socio-economic background

Excursions are subsidized through the use of equity funds to encourage maximum participation in valuable experiences that complement the classroom learning.

Musica Viva

Visiting musical troupes both vocal and instrumental entertained students. These high quality interactive musical opportunities are an integral part of the extra curricula experiences the school offers students.

Rising Generations

Once again our students were fortunate enough to have the opportunity to work with this inspirational group. They inspire students to be a positive person, to lead by example and believe they can influence others. Students from other Deniliquin Network schools joined for this wonderful learning experience.

Aspire Me Drama Camp

This two day event hosted by experts created an environment that developed self -confidence, public speaking and allowed students to find their voice while awakening the orator, actor or dramatist in all students.

Learning and Support

School funds were utilized to supplement the staffing of the school, to target individual students and small groups and provide learning support to better meet the needs of the students.

A small group of students participated in the Fast ForWord brain training program in an effort to sharpen the brain’s pathways to make learning

more meaningful. Fast ForWord develops and strengthens memory, attention, processing rate and sequencing – cognitive skills for reading and learning success.

Other significant initiatives

Community Involvement

We have an integral role in significant community events, particularly Anzac Day and Remembrance Day. We gather and proudly march behind the school banner and beating drum into the Urana Memorial Hall for the Anzac Day service. School leaders deliver solemn prayers from the stage. We reverently lay wreaths and flowers in remembrance of lives lost, as part of the Remembrance Day service. We regularly visit the senior residents of Colombo Lodge at Easter and at Christmas time to sing carols and share morning tea. We take our books up and read to them.

Out and about in the community

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Bounce Back

The BOUNCE BACK! Wellbeing & Resilience Program addresses the environmental building blocks and the personal skills for fostering resilience in children and young people. The program focuses mainly on the teaching of coping skills to help children and young people respond positively to the complexity of their everyday lives. In other words, children are taught how to ‘bounce back’ after experiencing sadness, difficulties, frustrations and hard times. UCS enlisted the assistance of the school chaplain to deliver this program to all students; it's a neat fit with the chaplaincy work of building positive, trusting relationships, of recognising emotions and of learning how to overcome emotions that threaten to derail daily life. As well, the program compliments the safe, caring and supported learning environment we value. The centrepiece of the program is the BOUNCE BACK song and associated acronym. This acronym helps children and young people to memorise and recall 10 basic coping statements based around positive self-talk. At UCS we are 'bucket fillers', naturally perceptive young people who can recognise the good in others and help when others are feeling down.

Leadership The school leaders banded together displaying a social conscious and a desire to support others less fortunate than themselves through fund raising. The Buy-a-bale initiative raised money to buy hay to truck to drought stricken stock in Northern NSW and southern QLD. The area was suffering from a devastating dry period.

The students sang 'Keep On' for the guests at Australia's Biggest Morning Tea at Urana MPS and then enjoyed a sumptuous afternoon tea after handing over a sizeable donation to the Cancer Council.

It's traditional to dress in your favourite footy colours in September each year to raise money for the Fight Cancer Foundation. Football is about spirit, strength and courage to win, the same qualities are needed to fight cancer.

The school dressed in red for Keep Kids Safe Day, all funds raised went to the Daniel Morcombe Foundation. We continue to educate students about personal safety and empower everyone to make communities safer places for children. We may be small in numbers but our contributions are all worthwhile.

School planning and evaluation 2012—2014

School planning 2012-2014:

School priority 1

Literacy and Numeracy

Outcomes from 2012–2014

Whole school collaborative approach to the implementation of quality teaching and learning in literacy and numeracy

School based data will show each student achieving individual learning goals in relation to stage outcomes for literacy and numeracy

Targeted professional development, building teacher capacity to deliver improved literacy and numeracy outcomes

Evidence of achievement of outcomes in 2014:

Individual student growth was significant across all areas tested in NAPLAN

Targeted professional development in literacy and numeracy programs is reflected in engaging literacy and numeracy teaching in the classrooms, demonstrated implementation of new programs as well as evidence of planning and programming for the new curriculum

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Staff attended professional learning opportunities when offered to build their knowledge base and improve their capacity to better meet student needs

Strategies to achieve these outcomes in 2014:

Build teacher understanding of assessment through consistent teacher judgment to more accurately grade work samples

Whole school focus on the teaching of writing, editing and effective feedback

BiJOU Learning Community sourcing quality professional learning opportunities to build teacher capacity

Utilize a common tracking sheet to maintain accurate and accessible records of student achievement

School priority 2

Curriculum, Student Engagement and Attainment

Outcomes from 2012–2014

Improved attendance

Continued student input and leadership in areas such as SRC and other extra curricula activities

Students accessing a broad range of social, cultural, educational and sporting activities

Quality implementation of the new Australian curriculum to reflect 21st Century skills to prepare students for a global and sustainable world

Evidence of achievement of outcomes in 2014:

Improved attendance, particularly of some individual students

Increased participation by all students in a range of activities that complement classroom learning

Staff participation in professional learning around the new curriculum both in the online environment and in additional staff development days. Evidence in teacher programming that teachers are meeting requirements

Strategies to achieve these outcomes in 2014:

Student access to laptops with addition of ipads as a tool for learning

How2Learn professional learning to learn more about the skills required by the 21st Century learner and how the learning environment needs to evolve to better meet the needs of the learner is planned

The BiJOU Learning Community will foster the building of the capacity of teachers to deliver the new curriculum through targeted professional learning, increased collaboration and sharing of collective knowledge

School priority 3

Management and Leadership

Outcomes from 2012–2014

Develop and enhance the leadership skills of teachers and school executive to drive school improvement

All staff share responsibility for whole school planning

Innovate and encourage ideas to cultivate a positive, engaging and sustainable learning environment for all students

Evidence of achievement of outcomes in 2014:

School’s targets clearly displayed in the staff room as a visual reminder of what drives the school’s improvement

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Allocation of shared planning time within the timetable to collaborate, plan and program

Targeted numeracy professional development attended and completed

Strategies to achieve these outcomes in 2014:

Implementation of ’10 minutes of TEN’ (Targeting Early Numeracy) activities to build number sense and Newman’s Analysis to build problem solving skills

Begin the process of revising current Mathematics program and to be prepared for implementation of a new syllabus in 2015

Involve all members of the school community in the development of the strategic planning process

Demonstrating learning

Parent/caregiver, student, and teacher satisfaction

In 2014, the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Conversations with parents on a regular basis together with a short survey over the course of the year indicated there is widespread satisfaction with the learning environment. Their children are engaged and want to come to school. They feel communications between the school and home are positive and that the staff are teaching explicitly, are using up to date practices and providing interesting and informative learning experiences.

Staff indicate that the students and indeed the members of the school community are valued and there are strong relationships between the

stakeholders. The schooling experience is safe and supported and the students are happy.

Student surveys indicated there was widespread engagement and interest in school activities, particularly writing and mental maths strategies. They commented on the range of experiences they have the opportunity to participate in. They felt they had access to great resources and that the general feel of the school environment is very positive. Students place a high value on friendship and in school being a place they like to come to each day!

Future Directions 2015-2017 School Plan

NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

It is an aspirational plan developed with the school community – students, parents, staff and community members. They were consulted using the following methods:

Staff Development Days allowed all staff, the UPS team, including all administrative and teaching staff, to work together to look closely at what is happening in the school and to explore what needs to happen to better meet the needs of all students.

A short survey was distributed to parents, staff and students in a ‘3 wishes and a star’ format. All parents were invited, through casual conversations at the 2014 UPS Presentation Night, to engage with the principal about improvements the school could make.

The parent body worked with the principal to define a vision – ‘What is the school here for?’ This assisted in informing the development of these three strategic directions.

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Purpose: Wellbeing for Success To develop staff, students and parents to enhance self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical well-being. To have a sense of optimism about their lives and the future.

Purpose: Engaged Learners

To embrace academic excellence and develop learners who will become successful and informed citizens in a changing world. To guide learners to become resilient, independent and adaptable, who in turn are accountable for their learning and achievement.

Purpose: Quality Systems, Quality Support

To build meaningful partnerships with our learning communities, to build the capacity of individuals to be innovative in a highly supported environment.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Mrs Dorothy Dore, Principal

Ms Zillah Kurrle, Classroom Teacher

Mrs Emma Jones, President UCS P&C

School contact information

Urana Central School

62 William St, Urana NSW 2645

Ph: 0269 208005

Fax: 0269 208103

Email: urana-c.school@det.nsw.edu.au

Web: www.urana-c.schools.nsw.edu.au

School Code: 3314

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/

asr/index.php

For the joy of knowing

STRATEGIC

DIRECTION 1

Wellbeing for

Success

STRATEGIC

DIRECTION 2

Engaged

Learners

STRATEGIC

DIRECTION 3

Quality Systems

Quality Support