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Shoal Bay Public School
Annual School Report 2014
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School context statement Shoal Bay Public School is a happy and friendly school and operates in close partnership with parents and the wider community. The school has large, attractive grounds to complement the excellent learning facilities. Strong emphasis is placed daily on literacy and numeracy, resulting in rising achievements at or above state benchmarks. Students are also provided with a wide range of extra curricula activities in creative arts, public speaking, environmental programs, music and sport. The school offers inclusive programs and caters for students from different cultural backgrounds. Parents are encouraged to be active participants in school activities and their child’s education. Effective and extensive support programs are developed for children identified with special needs through the learning support team. The school has an effective student welfare policy that focuses on values, leadership skills and social responsibility. The school is a member of the Tomaree Learning Community, a group of schools committed to providing outstanding public education through respect, responsibility and striving for excellence. Our preschool to kindergarten and our primary‐secondary transition programs promote important links for students and parents.
Principal’s Message
Quality, Honesty, Respect, Caring and Cooperation – Excellence Through Effort
It is with great pleasure that I report on the many achievements and highlights that have occurred throughout 2014 in my first year as Principal of Shoal Bay Public School. There have been many highlights throughout this year which have strengthened the unity of our school community and made available a diverse range of educational opportunities to our students.
This report acknowledges and celebrates the culmination of a year of student and community achievement ranging from academic and cultural through to sport and citizenship achievements.
Student achievements celebrated success in a diverse range of areas including but not limited to distinctions and credits in academic competitions, reaching regional and state representation in sport and creative arts, participation in a variety of excursions and whole school programs including gymnastics and visiting performances.
Many students were also involved in the junior and senior dance troupes and choirs who performed in the Tomaree Music Festival. The school musical “Oliver” and Twilight Band Concert also provided the opportunity for students to perform.
Parents continued to support the school through participation in school events, fundraising and assisting teachers and students in the classrooms. We are extremely lucky to be so strongly supported by our P & C. They are a very committed band of volunteers who work tirelessly to benefit students learning. Sincere thanks to the many parents who have volunteered their time to assist in classrooms, canteen and at school functions to ensure we continue to be well resourced and school and class programs are supported.
I would like to recognize the commitment, responsibility and endeavour with which our student leaders, including Premiers, Parliamentarians and Sporting House ministers have fulfilled their civic roles within the school this year.
I would like to highlight the commitment, dedication and professionalism of our staff to ensure that all children strive to achieve “excellence through effort”.
Our Annual School Report gives a very clear picture of where Shoal Bay currently is and the directions for 2015. This is a public document that will be available to you early in the 2015 school year. I encourage all family members to take a few minutes to review this and understand the diversity of this wonderful school.
Narelle Mann
Principal
P & C Message
The 2014 school year was a busy one for the staff, students and the P&C. The P&C faced a number of challenges early in the year managing the canteen budget and finalising recruitment action for the canteen supervisor. The P&C have worked hard this year to resolve these issues and continued to improve the canteen menu to offer healthy and ethically sourced options for our students and staff. We trialed a number of options during the year and happily ended the year with a good balanced cost effective menu that is easy for our canteen supervisor and volunteers to implement.
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We would like to say thank to everyone for your patience as we tried to resolve these issues and we appreciate all the feedback we received from parents.
We tried a few different fundraising options this year such as the Adidas fun day, two sushi days and a movie night, along with a few old favourites like sausage sizzles and discos. We raised much needed funds to balance the books and purchase items for the school.
Towards the end of the year we ran a logo completion for our canteen menu. We had numerous great entries from our students.
There was strong support from the P&C to fund some key items for the school. We asked the teachers what they needed and money was given to the school for home readers and extra sporting equipment. The P&C also purchased a new projector for the school hall.
The P&C and canteen has struggled this year, as in other years, with lack of support outside of a small number of P&C members. More volunteers and helpers are needed to support the P&C and its various fundraising activities.
The YMCA continues to provide a valuable before and after school care and vacation care service to assist busy carers who work outside of school hours.
An incredible amount of work has been done by a few parent helpers to transform the garden club from an overgrown jungle to a beautiful veggie, fruit and herb garden. Well done to all involved.
There are a number of issues identified by the P&C that still require resolution:
The canteen needs to be modernised and a new additional fridge is required
There is no message board sign outside the front of the school
The computer server room lacks adequate air conditioning and ventilation
We need more helpers for the canteen, various fundraising events and the garden club.
A big thank you to my hard working executive committee, the small band of regular helpers and Mrs. Mann for their support this year!
Sharon Molloy
P & C President
Student Representative Message
As the New Year started the Parliamentarians were allocated our portfolios. We held the first of our four Parliamentary sessions and involved ourselves in many extra curricula activities.
Term 1 was a busy time for our sports teachers and teams. There were plenty of sports to try out for, such as netball, soccer, football and touch. Many of the sporting teams were a success in the first round of the state knockout.
All Parliamentarians went to a leadership conference in Newcastle. We all learnt many important qualities that will stay with us and help us throughout high school.
In Term 2 we had “Nuf-Nuf Day” (fun backwards) which was a huge success with year 6 raising a lot of money. We also had public speaking, choir, dance and gymnastics. We also had a solemn Anzac Day assembly which took place in our hall.
Term 3 was exciting as we got new Acer laptops. Our school also took part in the annual Tomaree Music Festival. All the sporting teams competed at the sports gala days. We also started our trash ticket collecting that Tamara, one of our Parliamentarians, started up.
As term 4 arrived everyone was excited. The Parliamentarians cooked a barbeque for the gold award winners and assisted with kindergarten orientation which was successful. At the end of the year we had a year 6 farewell. We also had a pool party for years 2 to 6, while kindergarten and year 1 went to the movies. Our school performed a school play called Oliver which took place at school.
Year 6 have raised enough money to put towards the new speaker and purchase new blazers and new shirts for special occasions.
Toby Fraser and Isabel Moore
Premiers, 2014
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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
Student attendance profile
Management of non-attendance
Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents, are responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, school staff (as part of their duty of care) monitor part and whole day absences very carefully.
Class teachers mark the roll each day and follow up on any absences, without explanation, by way of a phone call or note to parents. Any prolonged absences or pattern of absences are referred by class teachers to the Learning Support Committee for their attention. A letter from the committee is sent to parents expressing concern. The Principal then contacts the Home Liaison Officer if improvement is not noted in attendance. Parents are encouraged to send their students to school regularly and are reminded of this through information in our newsletter.
Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition
Position Number
Principal 1
Deputy Principal(s) 0
Assistant Principal(s) 3
Head Teachers 0
Classroom Teacher(s) 12
Teacher of Reading Recovery 0
Learning and Support Teacher(s) 0.8
Teacher Librarian 0.8
Teacher of ESL 0.2
School Counsellor 0.2
School Administrative & Support Staff 2.922
Total 22.152
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The school had one Aboriginal staff member in 2014.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 90
Postgraduate 10
Professional learning and teacher accreditation
Staff were involved in a variety of professional learning opportunities in 2014 which enhanced classroom teaching practice, assisted in the management of the school, supported continued implementation of the NSW mathematics, science and history syllabus documents based on the Australian Curriculum..
0
100
200
300
400
2008 2009 2010 2011 2012 2013 2014
Stu
den
ts
Year
Enrolments
Male Female
Year 2009 2010 2011 2012 2013 2014
K 94.0 93.3 96.3 95.7 97.2 95.5
1 93.2 94.3 94.0 94.8 95.1 97.3
2 93.5 93.1 95.5 94.6 94.6 94.5
3 93.5 93.5 95.0 95.3 94.9 95.5
4 92.0 93.0 93.8 93.1 96.6 94.5
5 94.6 92.3 93.7 94.1 93.0 95.9
6 91.9 94.4 93.2 92.1 95.4 91.6
Total 93.2 93.4 94.5 94.3 95.3 95.0
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These professional learning opportunities included:
Online Courses:
Anaphylaxis e-learning (APTSs)
Disability Standards for Education: NSW DEC
Online Training Australia: Inclusion for learners with speech, language and communication need
PLAN Software Further data analysis
Syllabus PLUS K-6 History - Historical inquiry - concepts, skills, sources and evidence
Syllabus PLUS K-6 Science and Technology - Material World
e-Emergency care (e-care)
Other courses:
General WHS Awareness
Nationally Consistent Collection of Data on School Students with Disability
Learning and Support Network Meeting
Child Protection Update 2014
Code of Conduct Update 2014
Supporting Executive to develop a quality school based Induction Program for Beginning Teachers.
Strategic Financial Management for NSW Public Schools
Proficient Teacher Accreditation Information for Principals and supervisors
Primary Leadership Conference
School Sport - Rugby League Modified Games Coach Accreditation
Teaching outside the classroom
Staff Development Days
There were five Staff Development Days (SDD) in 2014 as set by Department of Education and Communities. Professional learning for all staff on these days included many of the topics outlined above with focus on new syllabus implementation for mathematics, science and history. A combined session with Tomaree Learning Community was held on Term 4 SDD with keynote speaker, Peter Baines, covering a range of leadership ideas and concepts.
Teacher Accreditation
In 2014 two new scheme teachers were working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation and seven new scheme teachers were maintaining accreditation at Proficient.
Beginning Teachers
In 2014, there were no beginning teachers working at our school.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2014
Income $
Balance brought forward 99968.80 Global funds 219974.24 Tied funds 160423.54 School & community sources 76561.48 Interest 6477.56 Trust receipts 43516.02 Canteen 0.00
Total income 606921.64
Expenditure
Teaching & learning Key learning areas 46365.22 Excursions 16276.29 Extracurricular dissections 8975.16
Library 5268.19 Training & development 0.00 Tied funds 122985.02 Casual relief teachers 72882.10 Administration & office 31860.21 School-operated canteen 0.00 Utilities 42476.39 Maintenance 21526.76 Trust accounts 36345.69 Capital programs 2871.65
Total expenditure 407832.68
Balance carried forward 199088.96
A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School P & C. Details concerning the statement can be obtained by contacting the school.
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Class Sizes Roll class Year Total in class Total per year
KC K 21 21
KH K 21 21
KP K 20 20
1S 1 22 22
1W 1 20 20
1/2B 1 9 2 14 23
2L 2 23 23
2R 2 25 25
3A 3 23 23
3W 3 23 23
4B 4 25 25
4D 4 26 26
5C 5 33 33
5/6H 5 17 6 16 33
6B 6 33 33
School performance 2014
International Competitions and Assessments for Schools (ICAS) This year students from years 3 to 6 once again participated in the English and Mathematics competitions. In English, there was five distinctions, eight credits and three merits from the forty two students that participated. In Mathematics, there were two distinctions, nine credits and three merits from the forty four students that participated.
Academic achievements
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
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.
Alternatively:
NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Reading
Year 3 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for reading.
Writing
Year 3 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for writing.
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40
1 2 3 4 5 6
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Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 3 NAPLAN Reading
Average score, 2014 416.3
State DEC
404.1
SSG
434.3
School
State DECSSG
390.1 401.5
School
Average score, 2014 420.5
Year 3 NAPLAN Writing
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Spelling
Year 3 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for spelling.
Grammar and Punctuation
Year 3 students scored well above both the DEC state mean and schools in the statistically similar group (SSG) for Grammar and Punctuation.
NAPLAN Year 3 - Numeracy
Year 3 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for numeracy.
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10
20
30
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50
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
0
5
10
15
20
25
30
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Spelling
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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10
20
30
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
State DEC
Average score, 2014 426.2 404.1 418.8
Year 3 NAPLAN Spelling
School SSGSSG
391.1
School
426.5
Year 3 NAPLAN Numeracy
Average score, 2014
State DEC
401.6
Year 3 NAPLAN Grammar and Punctuation
SSG State DEC
Average score, 2014 461.3 410.5 427.1
School
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NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Reading
Year 5 students’ score was just below the DEC state mean and were above the schools in the statistically similar group (SSG) for reading.
Writing
Year 5 students did not score as well as the state mean or the statistically similar group (SSG) for writing.
Spelling
Year 5 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for spelling.
496.7Average score, 2014
Year 5 NAPLAN Reading
State DECSSGSchool
497.3484.7
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10
20
30
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Reading
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 5 NAPLAN Writing
460.8 467.1Average score, 2014
School SSG State DEC
446.2
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Writing
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 5 NAPLAN Spelling
493.8
School SSG State DEC
Average score, 2014 503.1 502.7
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10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Grammar and Punctuation
Year 5 students scored below the DEC state mean but were above the schools in the statistically similar group (SSG) for grammar and punctuation.
NAPLAN Year 5 – Numeracy
Year 5 students scored above both the DEC state mean and schools in the statistically similar group (SSG) for numeracy.
Other achievements
Arts
Tomaree Music Festival
The Tomaree Music Festival was again a wonderful opportunity for our students to perform, either in choir or dance groups. A large number (approximately 130) of our students voluntarily participated in this event which has been held annually for a number of years at Tomaree High School.
SSG State DEC
504.7
School
502.8 493.9
Year 5 NAPLAN Grammar and Punctuation
Average score, 2014
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10
20
30
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 5 NAPLAN Numeracy
477.6493.8
School State DEC
Average score, 2014
SSG
488.5
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10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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School Instrumental Band The school Instrumental band rehearsed weekly
under the guidance of Mrs Forester and Mrs
Bianca Wilson. They performed proudly at the
Twilight Band Concert held at Anna Bay Public
School.
Mrs Wilson also provided private lessons for
students. A variety of musical instruments were
taught.
Musical “Oliver” Students from Years 1 – 6 acted, sang, mimed and danced to the music to tell the famous story, “Oliver”. Matinees and evening performances took place in Week 8 of Term 4. The musical was choreographed, produced and directed by Ms Riley. Choir Performances During the year the school choirs have performed at special events including the school ANZAC Day service, Tomaree Music Festival, Harbouside Retirement Village and Nelson Bay Christmas Carols as well as school assemblies.
Visiting Performances
Students from K – 6 were given the opportunity to attend and be enriched by visiting performances including “CSIRO” in Term 1, “Didgeribone Spectacular” in Term 3 and “Fractured Fairy Tales” in Term 4.
Other programs that were provided to the school by visiting presenters included:
Life Education Van
Interrelate Program for Years 5 and 6
Robogals – Years 5and 6 girls
NSW Roads and Maritime Services Boating Safety and Lifejackets Presentation
Sport
2014 has been a busy and productive year for sport at Shoal Bay Public School.
Students have had the opportunity to participate in class and stage based sport and PE lessons, swimming and athletics carnivals and try-outs in many sports.
In Term 3 gymnastics was offered to all students and was provided by ‘Sport for Life’ qualified instructors.
Qualified instructors also taught Zumba lessons to Kindergarten, Years 3, 4, 5 and 6 at various times during the year.
The Commonwealth Games Day (coordinated by ‘Be Skilled, Be Fit’) and Adidas School Fun Run also provided opportunities for the whole school to be involved in physical activity.
Knockout competitions included netball, girls and boys soccer, and girls and boys touch football. Teams also participated in gala days for Rugby League and Rugby Union.
Sixty students from Years 2 – 4 participated in the annual School Swimming and Water Safety Program at Tomaree Aquatic Centre.
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Swimming
Students in 2014 that turned 8-13 years old had the opportunity to compete at a school level at Tomaree Aquatic Centre for the Shoal Bay Public School Swimming Carnival. On the day students were involved in both competitive and non-competitive races, allowing them to have the opportunity to compete and have a lot of fun. Shoal Bay students represented their school in swimming at the Port Stephens Zone Swimming Carnival at Lakeside Leisure Centre. All students competed to the best of their ability and behaved exceptional well on the day. An elite team went along to Hunter Regional Swimming Carnival. Four boys represented the Hunter region in the relay at the NSW PSSA Swimming Carnival.
Athletics Carnival
The annual athletics carnival was held over two days at the Tomaree Sports Complex.
Day 1 was a participation and qualification day for field events. Children from Year 2 - 6 participated in a rotation of long jump, shot put and discus in their house and age groups.
Day 2 involved children from Year 1 – Year 6. Age races, 200m and 800m races were held along with finals for the field events.
Many parents attended the day and events ran smoothly for a very successful day.
The winning house was Zenith.
Thirty two students represented the school in Port Stephens Zone Athletics track and field events. Four students represented the zone at the Hunter Regional Athletics Carnival.
Forty eight students represented the school at the Port Stephens Zone Cross Country. Two girls went on to represent the zone at the Hunter Regional Cross Country.
Soccer Gala Day (girls)
Shoal Bay had the opportunity to have two girls teams to compete in the Port Stephens Gala Day, hosted by Tanilba Bay for the first time. The girls had a fun filled day learning many new skills along the way. Both the A and B teams competed against some tough and competitive schools and tried their best. Good effort to both of the girls teams for your fantastic behaviour and sportsmanship.
Soccer Gala Day (boys)
Shoal Bay entered two boys team to compete in the Port Stephens Gala Day, hosted by Tanilba Bay for the first time. They had a fantastic day. This year the boys A team played 5 games, winning 3, losing one and drawing one. The B team had some fantastic games and won the B grade grand final in a nail biter against Tomaree, claiming the shield for 2014.
Touch Football Gala Day
Twenty boys and girls participated in a touch
football gala day and received certificates for
outstanding performance and sportsmanship on
the day.
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Rugby League
The school rugby league team played in the
Newcastle Knights Jarrod Mullen Cup at
Salamander Sporting Complex. It was an
extremely hard competition and the boys
acquitted themselves well and displayed excellent
sportsmanship. They finished 3rd in their pool
having won three of their five games.
Rugby Union
The school rugby union team played in the local knockout competition. It was a round robin event and the boys played exceptionally well to gain a 3rd placing and winning $200 to be spent on sporting equipment.
Other
Student Parliament
Eight Parliamentarians represented the student body in 2014.
Mackenzie Goring and Jack Stewart – Ministers for Functions and Events
Maddi Mitchell and Mitch Affleck – Ministers for Sport and Recreation
Tamara Stevens and Sam Tonks - Ministers for the Environment
Isabel Moore and Toby Fraser – Premiers and Ministers for Public Relations
Parliament sessions were held on four occasions, once per term. Many ideas and issues were discussed and the Parliamentarians made regular meetings with teachers and the Principal to investigate issues raised.
All of the Parliamentarians attended the Grip Leadership conference in Newcastle. It was a very worthwhile experience.
Year 5 Leadership Program This year, year 5 students were involved in the Leadership Program. Most year 5 students have been involved by either helping out with supervision or playing games with the students in the south playground. Others have been volunteer library and canteen monitors. Through this program, students learn how to be responsible citizens, which is excellent preparation for our future school leaders.
Year 5 Buddies The kindergarten children enjoyed spending time with their year five buddies during Term One. They helped the children to adjust to school life by helping them in the playground during lunch and recess. Later this changed to Friendly Friday time, with the kindergarten children and their buddies getting together for fruit and a story on a Friday afternoon. Buddy time culminated with the Easter Hat making afternoon in preparation for the Easter Hat Parade.
Premiers Spelling Bee After competing in school based competitions, four students progressed to represent the school in the Premiers Spelling Bee competition.
Public Speaking During Term 3, everyone at Shoal Bay Public School competed in a school public speaking competition. Representatives from each class participated in the school finals. Mrs Bzadough and Mr Wagland (Head Teacher, English, from Tomaree High School) had the difficult job of adjudicating the competition. The winner and runner up from each stage represented the school in the zone public speaking competition. One student received a highly commended award at the next level.
Kindergarten Excursion to Australian Reptile Park Kindergarten travelled to the Australian Reptile Park for their excursion. Activities include seeing many Australian animals up close, many hands on experiences, shows, talks and walks in an outdoor setting.
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Stage 1 Excursion to Wetlands Environmental Education Centre
Years 1 and 2 students travelled to the Wetlands Environmental Education Centre. Students were introduced to a variety of plants and animals that depend on wetlands. Discovery activities included:
Dipnetting – sampling for live pond animals;
Discovery Classroom – hands on activities and microscopes;
Visitors’ Centre – viewing live and static displays of wetland animals;
Wetland walk – walk to view birdlife on outer ponds.
Stage 2 Excursion to Oakvale Farm and Fauna World and Australian Shark and Ray Centre
Stage 2 classes visited two local venues for their excursion. At Oakvale Farm and Fauna World they were entertained and educated by a wide range of native wildlife and farm animals involving hands on experiences and talks as they walked around the farm.
The Shark and Ray Centre also provided hands on experiences with the theme changing to marine animals. Instructors provided students with an array of marine facts and activities in an interactive environment.
Stage 3 Excursion to Morisset – Dora Creek Stage 3 went on a three day excursion to Dora Creek at the Outdoor Education centre. Approximately one hundred year 5 and 6 students attended as well as three parent helpers and three
teachers. The excursion was a huge success and all the children had a memorable experience. They completed activities such as canoeing, archery, mudworld, the giant swing, abseiling, the giant flying fox, various night activities, the Leap of Faith and the high ropes course. This excursion supported personal development activities throughout the year on cooperation, respect, caring, perseverance and persistence.
Excursion Coordinator: John Bayliss
Stage 3 also participated in two other excursions to Maitland Goal (Term 1) and Taronga Zoo (Term 3).
Kindergarten/ Stage 3 Excursion to Fingal Bay
Kindergarten and Stage 3 classes walked to Fingal Bay Surf Life Saving Club (FBSLSC) to learn about water and beach safety. Volunteers (including parents) from FBSLSC gave talks and demonstrations including learning about rips, Nippers activities, building sand castles and viewing equipment used by the club.
Significant programs and initiatives – Policy and equity funding
Aboriginal education
At Shoal Bay Public School, Aboriginal Education initiatives have been addressed by:-
Implementing teaching programs that contain strong components of Aboriginal perspectives across the KLA’s and a continued focus to increase the resources for teachers to support their classroom lessons.
Personalised Learning Plans (PLP’s) were implemented after a process of consultation with teachers and parents/ carers.
Access to NAPLAN results for individual students has given additional insight to each child’s strengths and weaknesses.
Visiting performance, ‘Didgeribone’, visited the school in Term 2 to help celebrate Naidoc Week.
Multicultural education and anti-racism
Multicultural education achievements in 2014 include:
Participation in Multicultural Public Speaking Competition. The aim of the competition is to heighten the awareness of multicultural issues among NSW primary school students while developing their interest in public speaking and
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improving their confidence and speech-writing skills.
Culturally inclusive teaching practices.
Students recognise our multicultural population through units of study in COGS units.
Aboriginal background
Equity funding for Aboriginal students provided funding to ensure that the learning needs of Aboriginal students were catered for. These funds were combined with equity funding for students from low socio economic backgrounds and were used as outlined under Socio- economic background. Funds also supported programs to educate all students about Aboriginal culture.
Socio-economic background
Equity funding for students from low socio economic backgrounds provided funding to address the learning needs of these students by:
Providing additional staffing, including a teacher three days a week and School Learning Support Officers, to support higher student achievement in literacy and numeracy;
Extra release for class teachers to plan quality teaching and learning programs individually and for stage teams;
Support opportunities for parent/ teacher communication and consultation when planning and reporting on student progress.
Learning and Support
Equity funding for students requiring low level adjustment for disability were used to support students with additional learning needs in the regular classroom by:
Employing School Learning Support Officers to support students in the classroom;
Providing release for teachers to prepare resources, learning plans and consult with parents as required in provision of personalized learning and support.
Professional Learning for staff - Online Training Australia: Inclusion for learners with speech, language and communication need.
Learning and Support Teacher provided support in the following ways:
Student learning was supported through a wide range of programs run by our Learning and Support Teacher four days a week. Some of the literacy programs such as Rotary Reading and our morning literacy sessions are made possible through the dedication of our trained community volunteers that support the operation of these programs. These programs provide opportunities for students to enjoy individual attention in a range of focus areas such as, sight words knowledge, phonological knowledge and reading. The inclusion of these programs in our school has reinforced our school – community connections and provided our students with the skills to become lifelong learners.
Students requiring support are also offered individual or small group learning sessions with the Learning and Support Teacher. These sessions are designed to meet the needs of each student and include; language, reading, phonics, sight words, writing and mathematics. All students participating in these sessions have improved their academic skills, some have achieved up to 3 years growth in reading in one year.
Social support is offered through our Rock and Water program which runs during lunchtimes to provide students with a supportive peer group and skills in conflict resolution through a range of physical exercises. Other opportunities, like the mosaic pot group are provided for students to participate in supervised, meaningful activities during lunchtimes. These programs have been very successful in reducing the severity and volume of thinking room referrals for some of our boys.
Other significant initiatives
Kindergarten Transition Program
An extensive transition program (Little Learners) for new Kindergarten enrolments was planned with children participating in six sessions in the Kindergarten classrooms. These sessions aimed to assist the children to become familiar with the school environment and the staff that would be supporting them as they begin the next step of their learning at school. Parent information sessions were also held while children were at school.
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Garden Club
Two very dedicated parent volunteers have worked tirelessly to get the garden club going so that students can enjoy the pleasures of producing their own fruits and vegetables. Students would meet once a week at lunchtimes to help weed, plant and water the garden. They have successfully produced foods including herbs, strawberries, tomatoes, beetroot, silverbeet and cucumbers, just to name a few. Companion plants such as lavender and daisies were also grown. So much was produced that on a couple of occasions produce was sold to parents at mini stalls. Money raised has been used to purchase more tools, mulch and seeds for the garden. Many items have also been donated by local businesses.
Interrelate Program
Interrelate School Services provided three programs for parents and students in 2014. The Family Evening Program and Year 5 program included two sessions, while a Year 6 program was covered over four sessions. The programs were presented by a highly trained and skilled presenter and included topics relating to sexuality and relationship education.
National day of Action Against Anti bullying and Harmony Day
Students wore orange, participated in a variety of activities and produced displays and artworks to reinforce and demonstrate the commitment our school has to stamping out bullying behaviours and the respect we have for everyone who calls Australia home.
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Evaluations of progress towards targets set by staff in writing and mathematics. Analysis of NAPLAN data and school based assessment data carried out by focus groups made up of teachers from each stage.
Analysis of current policy and practice as well as school attendance data monitor and evaluate whether previous years’ improvements have continued.
Collation of relevant data as part of school evaluation process for 2015 – 2017 School Plan.
School planning 2012-2014:
School priority 1
Curriculum and Assessment
Outcomes from 2012–2014
Improve literacy and numeracy NAPLAN scores in top two bands by 5%, including Aboriginal students.
Evidence of achievement of outcomes in 2014:
Year 3 reading improved 8% from 43% in 2012 to 51% in the top two NAPLAN bands
Year 5 reading improved from 30% in 2012 to 36% in the top two NAPLAN bands
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Year 3 writing improved by 12% from 47% in 2012 to 59% in the top two NAPLAN bands
Year 5 writing declined from 18% to 8% in the top two NAPLAN bands
Year 3 numeracy improved by 12% from 36% in 2012 to 48% in the top two NAPLAN bands
Year 5 numeracy declined from 27% in 2012 to 22% in the top two NAPLAN bands. This score was equal to the 2013 result.
Year 3 scored above the state mean in the top two NAPLAN bands in all strands of literacy and numeracy.
Strategies to achieve these outcomes in 2015
Teachers will use Literacy and Numeracy Continuum to track student progress and plan for future teaching and learning.
Professional learning for staff in use of PLAN software to record student achievement (extending on Best Start K – 2).
Learning and Support Teacher (LaST) assists teachers to develop programs to support students identified as achieving lower than expected outcomes.
Continued focus on writing to improve student results.
Implementation of the new Mathematics Syllabus based on Australian Curriculum.
School priority 2
Student Engagement and Retention
Outcomes from 2012–2014
Improve student attendance
Evidence of progress towards outcomes in 2014:
Overall reduction of whole day and partial absences from 93.3% in 2012 to 95% in 2014.
A decrease of 0.3% (95.3%) in 2013 to 2014 (95%).
Strategies to achieve these outcomes in 2015:
Continue to implement Attendance Policy – reviewed and updated with staff and parents in consultation with Home School Liaison Officer.
Regular reminders via weekly school newsletter regarding expectations and policies.
Early contact with parents regarding absenteeism and being late to school.
Rewards for classes with best attendance rates.
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.
Parents were invited to a meeting to provide feedback regarding their satisfaction with various aspects of school life and contributions to future directions as part of the school evaluation and planning process. Some of their responses included:
when you walk into our school there is a feeling of a ‘sense of warmth’, it is ‘friendly and inviting’ and ‘the open space and grounds are amazing’.
Snippets, emails and phone app keep the families well informed.
Negative feedback regarding the A-E scaling on school reports. Parents indicated a need for extra information about what the stage expectations are so they can understand how their children achieving compared to their stage level.
Parents indicated that they were happy with everything being offered at school. They appreciate that as a whole the school is always raising the bar.
Thirty six students from across the school were surveyed. Their responses are as follows:
72% agree with the statement “I like coming to school”. One student disagreed while the rest were neutral.
83% agree with “I am happy at school”. Two students disagreed.
80% agree with “I enjoy being in the classroom”. Six students disagreed.
94% of students agree with “I enjoy being in the playground”. Two students disagreed.
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All students, except one, agree with the statement “My teacher helps me when I don’t understand the work”.
Eight of the twelve Stage 3 students agrees with the statement “We have interesting lessons”. Six of the eleven students in Stage 2 indicated that “I like lessons.” All students surveyed in Stage 1 agreed with “My teacher makes lessons fun.”
Teachers completed an online survey titled “Focus
on Learning Teacher Survey” designed by “Tell
Them From Me” which is a self-evaluation tool for
teachers and schools. Aspects of this survey that
were pleasing included teachers felt that they:
work with the School Executive to create a safe and orderly school environment.
talk with other teachers about strategies that increase student engagement.
set high expectations for student learning.
use results from formal assessment tasks to inform my lesson planning.
when presenting a new concept they try to link it to previously mastered skills and knowledge.
help students to overcome personal barriers to using interactive technology.
include students with special learning needs in class activities.
work with parents to help solve problems interfering with their child's progress.
Areas for improvement indicated in the survey included:
School Executive taking time to observe teaching.
Using computers or other interactive technology to give students immediate feedback on their learning.
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.
School Planning Process
In developing the 2015 – 2017 school plan, the following internal and external data was collected by the school self-evaluation team for information analysis through the following processes:
Evaluation of 2012 – 2014 School Plan;
Analysis of school’s current practices in areas of ‘teaching and learning’, ‘culture and values’ and ‘student engagement and achievement’.
Surveys, focus groups and interviews with parents, staff and students provided data towards key learning areas, school culture, student engagement and professional learning needs.
Teachers completed ‘Tell Them From Me’ “Focus on Learning” Teacher Survey.
Analysis of student achievement data in Year 3 and Year 5 including detailed NAPLAN SMART analysis of trend data in Reading, Writing and Numeracy.
Analysis of students’ attendance data.
Strategic Directions 2015 – 2017
STRATEGIC DIRECTION 1
STUDENT LEARNING AND ENGAGEMENT
Students achieving and succeeding in the 21st century through delivery of quality teaching and learning.
PURPOSE
To provide all students with the opportunity to develop skills and capabilities that will help them to succeed at school and beyond.
To engage all students through a differentiated, challenging and relevant curriculum.
STRATEGIC DIRECTION 2
EXPERTISE IN TEACHING AND LEARNING
Staff have the capacity to provide efficient leadership, management, teaching practices and a curriculum that is sufficiently flexible to meet the diverse needs of our students.
PURPOSE
To build a community and culture of learners where teachers collaborate and
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actively reflect on learning outcomes to maintain high expectations of excellence in student learning.
Teachers continually engage in individualised, team and shared professional practices to enhance students’ learning.
STRATEGIC DIRECTION 3
SCHOOL CULTURE AND PARTNERSHIPS
Develop a proactive and positive learning culture that engages with the school community.
PURPOSE
To imbed our values of honesty, care, respect, quality and cooperation into our school culture. When effective partnerships are developed between the family and school, our students will achieve success.
To encourage staff, parents, carers and the wider community to hold high expectations of children’s educational outcomes.
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.
Narelle Mann - Principal
Ian Beck – Assistant Principal
Peter Hamshaw – Assistant Principal (Relieving)
Troy Lockey – Assistant Principal (Relieving)
School contact information
Shoal Bay Public School
61 Rigney Street Shoal Bay 2315
Ph: 02 49 811 007
Fax: 02 49 841 637
Email: [email protected]
Web: www.shoalbay‐p.schools.nsw.edu.au
School Code: 4589
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
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