Annual Report 2011 - Hawkesbury Independent School · 2012-08-03 · Hawkesbury Independent School – Annual Report 2011 5 Maths During 2011 all students from Kindergarten to Year

Hawkesbury Independent School – Annual Report 2011 1 Hawkesbury Independent School – Annual Report 2011 1

Hawkesbury Independent School

Annual Report 2011


Report from the School Management Committee The school is operated by Hawkesbury Independent School Incorporated, a not-for-profit incorporated association, made up of parents, staff and friends of the school. The School Management Committee is elected each year by and from the members of the Association to manage the school. This involves determining a framework of policies and procedures, managing the school’s finances and employing the school’s Principal and staff. The decisions of the Committee are taken consistent with the school philosophy and are designed to enable and enhance the school to continue to deliver an excellent educational experience for the children and families of the Hawkesbury area.

In 2011, the School Management Committee had 13 members and met on nine occasions during the year. Other parents from the school attended and participated in the meetings from time to time.

During 2011 the School Management Committee provided the opportunity for parents, community members and staff to work in close cooperation for the benefit of the school. Monthly meetings provided a forum for parents and staff to discuss issues concerning the education and welfare of the students.

The Committee is keen to get feedback from the school community about the operation of the school. During 2011 a general parent satisfaction survey about the school was accessed on line. The results of the survey strongly endorsed the school’s practices, while making some positive suggestions that have been implemented.

The Committee is very supportive of the Principal and staff and regards 2011 as a successful and effective year in the operation of the school. As we reflect on the year’s achievements we feel very proud of what our school community has accomplished. Through strong teamwork our staff maintained their professional approach and dedication to our students and school programs. The Management Committee is well satisfied with the breadth and quality of educational experiences provided for the students within the positive, caring atmosphere that is Hawkesbury Independent School.

This report outlines highlights, achievements and the priorities actioned during 2011 as well as some recommendations for our work in 2012.


School snapshot Hawkesbury Independent School is a small co-educational school for children from Kindergarten to Year 6. It is situated at Kurrajong, New South Wales and offers a positive alternative for children and parents in the Hawkesbury area. Our school is based on a strong sense of community. We have developed a supportive and nurturing atmosphere where all children look out for each other and where parents are invited to be part of the life of the school. Active learning describes our school activities, both inside and outside the classroom. While the learning program is very structured and covers all the requirements of the New South Wales Board of Studies curriculum, the activities are stimulating, 'hands-on' and active.

Established in 1993, the school provides a strong educational foundation for children from Kindergarten to Year 6. It is a co-educational K-6 school providing an education underpinned by strong social values and operating within the policies of the NSW Board of Studies.

Student population

Our enrolment at the end of 2011 was 61 children. Our families are drawn from a wide area of the Hawkesbury and a cross-section of the community. Over 30% of our students are children of educators. It is reassuring that so many teachers and lecturers continue to choose our school for their children. This indicates confidence in the educational programs and reflects positively on the teaching practices within the school.

Hawkesbury Independent School – Annual Report 2011

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Highlights of 2011 Value added information

Student performance in a number of state-wide tests is discussed on pages 10-12. The school ran a number of interesting and varied programs throughout 2011 to support and engage students.

English

Our school has achieved a milestone in the Premier’s Reading Challenge where all of our students have met the challenge for the seventh year in a row. This program encouraged a greater use of our Library, more borrowing and it motivated reluctant readers to get back into books. In addition, seven of our children met the Challenge for the fourth consecutive year and have been recognised for their wonderful efforts by being awarded special Gold Certificates. Congratulations to Gold Certificate recipients: Isabelle, Allegra, Jess, Lillian, Joel, Lily W and Jared.

All the children from Kindergarten to Year 6 spent Term 2 writing poetry. They then chose one of their poems to enter in the Dorothea Mackellar Poetry Competition.

As part of our English studies on Procedural Writing, the children in Years K, 1, 2, 3,& 4 were involved in lots of cooking activities during Term 2, including baking cakes. These activities were written up in the form of procedures that made our writing of text types both interesting and relevant to the children.

All of our children took part in the Scholastic Australia Classroom Care Reading Challenge during Term 3. This involved each of our four Literacy classes taking on the task of reading one

hundred books. For each class that reached this goal, one hundred books would be delivered to children in need. Our children participated with lots of enthusiasm and as a result four hundred books were delivered around Australia to children in need.

In 2011 all the children from Year 3 to Year 6 sat the UNSW English Competition Congratulations to Jess who was awarded a Distinction certificate which placed her in the top 10% of the state; Clare, Joel, Lillian, Emma and Reuben were each awarded a Credit certificate. The number of children who were awarded special certificates represented 26% of our primary population.


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Maths

During 2011 all students from Kindergarten to Year 6 participated in an Internet Mathematics program called Mathletics. This program is internet-based and the children work online to complete various tasks. The program is used to reinforce knowledge and skills across all areas of the Mathematics curriculum as well as being used to support our classroom Maths activities and to improve student learning. Each student is encouraged to use the website as often as they can – as the more the students practise Maths activities, the more knowledge and skills they will gain. The students completed activities assigned by their teachers and then competed against students from around the world in the Maths Live part of the program. This has been a very exciting part of the program.

Much of our regular Maths lessons include a variety of interesting hands-on activities. For example, as part of a theme on length, the children in Years 3 & 4 made spider webs and measured the length of the threads in the webs; the children in Years 5 & 6 made paper aeroplanes and measured the lengths of how far their planes could fly across the playground.

In the UNSW Maths 2011 Competition Lillian was awarded a Distinction Certificate and Neo, Joel and Jared were each awarded a Credit Certificate.

HSIE & Science & Technology

The children studied a number of interesting Main Lesson topics throughout the year, including:

Light & Colour Ancient Egypt Our Bodies Government

The Environment As part of our topic on Light and Colour the children in Kindergarten to Year 6 did experiments with light using mirrors and a triangular prism to show how white light could be split into its component colours. They did lots of art and craft activities and each child produced a unique tie-dyed t-shirt. As part of our Main Lesson work on the Human Body, the children examined the structure of bones; learned about muscles and tendons and made working models. They made plaster models of brains which showed how the brain was divided into two halves and which area of the brain was responsible for which tasks. They played some memory activities and tested their reflexes. It was a very interesting and meaningful way to learn about our bodies. As part of our Main Lesson work on Ancient Egypt, the children were enthusiastic about learning about the lives of the ancient Egyptians. They each made a wonderful funeral mask, jewellery and tools. They learned about hieroglyphics and wrote their own names in this ancient script. This unit culminated in an Egyptian feast where each of the children came dressed as their favourite Egyptian character.


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As part of our Main Lesson work on the Environment, the children in Years 5 & 6 participated in Murder under the Microscope which is an internet-based science program that ran throughout second term. It revolved around a fictitious (but possible) environmental crime in an Australian river system.

The children had to become detectives. By using the cryptic clues given over the internet and their powers of investigation and research, they attempted to solve the crime.

The children were so highly motivated; they often requested time at recess and lunch to follow up their hunches. Many children accessed the site at home and had their whole families involved.

In addition to learning about issues that can impact on our environment, they learned about the geography of Australia; they wrote information reports on many of our native plants and animals; they related their clues to the probability line in Maths; they researched and developed a better understanding of the impact on our environment of seemingly insignificant things.

The children’s hard-work was paid off when they were named Eco-Sleuths 2011 and were awarded first place in the competition that had attracted over a thousand entries. Sage, Jess and Reuben accepted the award on behalf of our Years 4, 5 and 6 children and Sage moved to the microphone with confidence and made a wonderful acceptance speech.

Then all of our children were invited up on the stage to sing their song Think before you act! Jess explained how our song had been created and Reuben then introduced it to the audience. The 500 strong audience received our children with great applause and the children performed admirably.

In addition to receiving a certificate and trophy, the children were invited to attend a hands-on experience at the UWS Hawkesbury’s “Crime Scene House”. This is related to the detective skills that the children had to develop to solve the eco- crime.

As part of our Main Lesson theme on Government, we took Years 5 & 6 to Canberra for Senior Camp and took part in lots of interesting learning activities. We visited many places of interest including the Discovery Room at the War Memorial, Old Parliament House, Questacon, the Electoral Office, Parliament House, Lake Burley Griffith, the Dinosaur Museum and the CSIRO Discovery Centre. We had the opportunity to dress up and role play in both Parliament House and Old Parliament House and to learn about our electoral system. In the 2011 UNSW Science Competition 29% of our students received special awards. Lillian was awarded a High Distinction Certificate and was placed in the top 1% in the state; Caleb, Genevieve, Jess, Neo, Jared and Joel were each awarded Credit Certificates.

As well as using computers on a regular basis, each child from Kindergarten to Year 6 took part in a series of intensive computer studies blocks. During one of these blocks, the children produced their own individual front covers for their portfolios.


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During another block, the children in Years 5 & 6, learned how to use Microsoft Powerpoint. Later in the year, the Year 5 children showed off the skills they had learned when they produced a Powerpoint presentation for our Year 6 children that was shown to the delight of parents, friends and children at our annual Presentation Night.

We had great results in the 2011 UNSW Computer Competition. Of the 24 primary children who sat this very difficult test, 7 children received special awards. That represents 29% of our primary population. Lillian was awarded a High Distinction Certificate which placed her in the top 1%; Clare and Isabelle were awarded Distinction Certificates which placed them in the top 10% of the state; Jess, Sage, Jared and Lily O were awarded Credit Certificates.

Creative and Practical Arts

The children in Years 3-6 took part in a full day digital animation workshop held at the school. The children worked in small groups to produce a short “claymation” film. This involved the children writing a simple narrative based around a set theme (Respect); producing some clay figures and sets; videoing their scenes, adding music and sound effects. They learned how to add in titles and how to edit their project before rendering it into a movie. They all had a wonderful time and produced some wonderful results. Each of the groups then presented their animations to Kindergarten, Years 1 and 2. They were received enthusiastically. It was a wonderful experience and each child ended up with a DVD of his/her animated movie. During Term 1 all of our children made a stepping stone with a creative design. These stones have oride of place in our garden.

At the end of Term 1, each child entered a painting in the Hawkesbury Show. The topic for the Years 3 & 4 was Food, Glorious Food and for Years 5 & 6 the topic was International Year of the Forests. This year, Meika (Year 2) was awarded third place for her wonderful painting in the infants section of the competition. We participated in two Musica Viva Programs during 2011. During Term 2, a group called Pastance shared Celtic and Anglo folk music. From well-known songs to rare treasures, students played and interacted with the distinctive instruments of the genre like the harp, recorder, fiddle, Baroque guitar, lute, bagpipes, darabukka and bodhran. Through narrative-based music, students met a Celtic prince, danced a foot-stomping fisherman’s jig, celebrated a wedding, and marched to the bagpipes! This was a wonderful experience for our children.

During Term 3 our children had the opportunity to experience the music from a quintet called Sousaphonics. Sousaphonics play a range of instruments – including a sousaphone (a tuba-like instrument), trombone, saxophones, flute, percussion and drums. The music was very up-beat and the children really enjoyed bopping along and dancing.

They created a festival atmosphere in the school with a high level of participation from our children. All the band’s members are active musicians,


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teachers and composers (and comedians) in Sydney.

As part of our Main Lesson theme on Light and Colour each of the children made a multi-coloured tie-dyed t-shirt which they proudly displayed during the school open day. Each year all of our children, from Kindergarten to Year 6, enjoy a live theatre production. During Term 4, the whole school travelled to the Joan Sutherland Theatre at Penrith to watch a wonderful performance of Emily Eyefinger. Emily Eyefinger is the story of an adventurous heroine, Emily, who was born with an extraordinary gift, an eye on the end of her finger. It is a light-hearted joyous work with resonating themes of identity, respect, self worth and friendship.

As part of our End of Year Concert we performed a whole school musical. The musical was called Cinderella and was based on the fairy-tale. It included all of the children from Kindergarten to Year 6 participating in lots of singing and dancing. It highlighted a number of solo singers and dancers.

Personal Development, Health & Physical Education

In addition to the regular weekly sporting activities, the children took part in a number of special sports days:

At the start of the school year, we held our annual Family Camp at a scout camp called Camp Kurringai at Cumberland Reach (Lower Portland). This is a time where all the families in our school camp together under canvas at Camp Kurringai leaving behind the mod cons of home. It was a great way for the members of our school community, especially new families, to get to

know each other in a relaxed environment. We shared meals, walked, sang, toasted marshmallows and played games together.

The children participated in a Tabloid Sports Carnival during Term 1. The carnival included 3 hours of a wide variety of physical activities with interesting equipment. There was a high level of participation in a non-competitive environment.

During Term 2, the children participated in an indoor soccer tournament. Even though our school is small we entered four teams – a junior girls team, a junior boys team, a senior boys team and a senior girls team. All our teams performed well against some tough opposition.

We held a school cross country carnival for the whole school, (Kindergarten to Year 6), where the emphasis was on participating rather than winning. All of the children performed well.

During Term 2, all the children from Kindergarten to Year 6 took part in an 8 week Gymnastics & Dance Program at the school with two qualified gymnastics and dance coaches, Skye and Tony

The program included:


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o taking weight on different parts of the body

o exploring ways of travelling along a bench o performing movement sequences that

include a starting and finishing position o performing movement sequences that

varied in shape, size, direction, level, speed and flow

At the end of the program, it was great to see how much the children had improved at tumbling, balancing, forward and backward rolls, handstands, cartwheels, working on the high and low bars, travelling across the horse and trampolining.

During Term 4, all the children participated in an eight-day intensive swimming program. Children were assessed at the start of the program and placed in small groups where they received swimming coaching under the direction of specially trained coaches. The program was designed to teach our non-swimmers to swim and to improve the skills of the children who could already swim. The progress of the children was excellent over the 8 day period.

The children participated in the Life Education Program. For the younger children this program included learning how to look after our bodies – eating correctly and exercising well. For the older children the program included learning about peer pressure, the effects of alcohol and tobacco on our bodies and learning how to say No!

During third term we held our ninth annual Family Games Night. We took part in many fun games - Heads and Tails, solving puzzles, answering trivia questions and guessing the next line of that song plus some dancing. Everyone participated with a great spirit of enjoyment and enthusiasm. It was a very successful evening that brought staff, students and parents together.

During Term 4 an educator from the Responsible Pet Ownership program visited the school to talk to children in Kindergarten, Year 1 and Year 2. The program covered the concepts of responsible pet ownership, and in particular safety around dogs in order to prevent dog attacks. The program aims to reduce the incidence and severity of injuries by dogs to children through education. The program understands that dogs are integral to our lives and is designed to offer safety information in a positive context with clear key messages and friendly graphics and wording.

Hawkesbury Independent School – Annual Report 2011 10

School performance in nationwide tests and examinations Student Achievement Literacy & Numeracy National Assessments in Years 3 & 5 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 the assessments. Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

In 2011, all of our Year 3 students (3 children) and all of our Year 5 students (9 children) participated in the National Assessment Program Literacy and Numeracy (NAPLAN).

Because of the small numbers of students undertaking these standardised tests at our school, it is difficult to draw meaningful comparisons with state averages. The real measure of the success of the school’s performance in the basic skills areas has to be the progress each child makes against their previous results. (The results of all of our Year 5 students showed a marked improvement in every area when compared to their previous Year 3 results). There also needs to be consideration of the time that a child has spent at our school. There is a considerable gulf between those children who had been in the school a number of years compared with those children who had recently enrolled.

A critical aspect of the reporting of the results in the standardised tests must be to ensure that the scores of an individual child cannot be identified. In our small school, particular care has been taken to make general statements about the outcomes.

Literacy & Numeracy – NAPLAN Year 3 In order to be assigned an average mark, a school must have more than 5 students sit the NAPLAN tests. Our school had only 3 students in Year 3 during 2011 and so did not receive average marks for the school.

Literacy & Numeracy – NAPLAN Year 5 Analysis of Year 5 data shows that Hawkesbury Independent School students overall continue to perform equally well in literacy and numeracy in comparison with students in similar schools across Australia.

Year 5 Reading Writing Spelling Grammar & Punctuation Numeracy

School 519 482 479 485 477

Similar schools 482 474 476 491 481


Growth of Year 5 students

Year 5 students are also matched against their year 3 results to show what is termed ‘value added growth’. In other words, what progress has been made since they were last tested? This is measured on a scaled point system. The average growth for our students was excellent when Year 5 were compared with their results in Year 3. Our students made their greatest growth in the area of Reading, where most children grew more than 100 points. One child grew 231 points and another 196 points, since sitting the Year 3 test in 2009. The growth of our Year 5 students in Reading (141.71) was much greater, when compared to other schools and the state average (74).

In Numeracy, our students made gains similar to the rest of the population.

These improvements reflect positively on the teaching practices within the school.


Australasian Schools Competitions in Years 3, 4, 5 & 6

During 2011, 100% of the children in Years 3-6 sat the various UNSW Australasian Schools Competitions with excellent results. While some schools only allow their talented children to sit these tests, at Hawkesbury Independent School we do not select which children sit these tests, but rather use the tests as a way of familiarising all of our primary children with the format of external testing. Children learn the skills of taking part in a multiple choice type test, including how to complete the information about themselves, how to interpret the questions and how to complete the computer-marked answers sheet. The tests are taken under exam conditions and are sent away to be marked externally.

2011 Australasian Schools English Competition

Of the 23 children who sat this test, 26% of our students received special awards. One child was awarded a Distinction certificate and five children were each awarded Credit Certificates.

2011 Australasian Schools Mathematics Assessment

Of the 25 primary children who sat this test, 16% received special awards. One child was awarded a Distinction certificate and three children were awarded Credit Certificates.

2011 Australasian Schools Science Competition

Of the 24 primary children who sat this test, 29% received special awards. One child was awarded a High Distinction Certificate and was placed in the top 1% in the state; six children were each awarded Credit Certificates. 2011 Australasian Schools Computer Skills Competition

We had great results in the 2011 UNSW Science Competition. Of the 24 primary children who sat this very difficult test, 7 children received special awards. That represents 29% of our primary population. One child was awarded a High Distinction Certificates; two children were awarded Distinction Certificates and four children received Credit Certificates.

While these results are consistent with the school’s results from previous years, they are nevertheless, outstanding for a school of its size.

2011 Year 6 children - Where have they gone?

Seven Year 6 children left our school at the end of 2011. One child was offered a place in a selective high school; one child was offered a place in a performing arts high school; two children enrolled in the local high school and three enrolled in independent schools. They have all settled into their respective high schools well.


Details of all teaching staff Teaching Standards

During 2011, the school employed 4 full time teachers.

Category Number of Teachers

(i) Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

3

(ii) Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

1

(iii) Teachers who do not have qualifications as described in (i) and (ii) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context. Teachers in this category must have been employed:

- to ‘teach’ in NSW before 1 October 2004 (either on a permanent, casual or temporary basis) and

- as a ‘teacher’ during the last five(5) years in a permanent, casual or temporary capacity

0

Professional Learning

The following professional development activities were undertaken by staff throughout 2011

Description of the Professional Learning Activity Number of Teachers

THRASS Accredited Certificate Course (2 days) 3

Get Reading Right – Synthetic Phonics 2

MultiLit Reading Tutor Program (Revised) - Professional Training Workshop 1

Sound Waves Introductory Workshop 3

Whole Day Writing Workshop 4

Teaching Writing Across the School 1

Musica Viva Workshop Pastance - provided information on music activities to prepare the children for visit of Pastance during Term 2

1

Musica Viva Workshop Sousaphonics – provided information on music activities to prepare the children for visit of Sousaphonics during Term 3

1

CPR Training 4

In-school training – MultiLit Reading Program 4

NSW Institute of Teachers Accreditation program for early career teachers – in school 2

OHS in-school course 4


Details of staff

Workforce Composition Teaching Staff Non-teaching Staff Indigenous Staff

Full-time Equivalent 4.0 0.2 0

Attendance and retention rate of staff

The number of 4 full-time permanent teachers was retained during 2011. In 2011 the average daily staff attendance rate was 98.16%.


Enrolment Guidelines Hawkesbury Independent School is a small co-educational school for children from Kindergarten to Year 6. All applications are processed in order of receipt and consideration is given to the applicant’s support for the philosophy of the school, whether siblings already attend the school and whether the school is able to answer the needs of the student. Once enrolled, students and parents are expected to support the school’s philosophy, pay tuition fees and comply with the school rules to maintain their enrolment.

Implementation: • New students may be enrolled provided that:

• their fifth birthday is prior to July 31 in the year they are to commence • necessary forms are completed by parent/care-giver • the Principal/delegate sights and copies the Birth Certificate and files the Record of

Immunisation. Parents have the right not to immunise their child under the Public Health (Amendment Act) 1992, but in the event of an outbreak of a vaccine preventable disease, unimmunised children will be required to remain at home for the duration of the outbreak

• the parents understand and support the philosophy of the school • the school is able to meet the needs of the child

• In the case of more applicants than enrolment places, preference will be given to those students whose brothers or sisters currently attend Hawkesbury Independent School provided that the School can answer the needs of the child. As our school is co-educational, places are also offered where possible to maintain an approximately equal balance of boys and girls

• The Principal may refuse enrolment of a student on the grounds of previously documented violent behaviour if there is evidence that the student has not learned the appropriate skills to manage this behaviour

• Students 6-17 years old must be enrolled and attend school on each day that instruction is provided • Where the destination of a student leaving the school is unknown, the Principal will contact a home

school liaison officer from the Department of Education and Training. The Principal is required to give the school liaison officer the student’s name, age and last known address.

Enrolment Procedures

• Prospective parents will be provided with information about the school through the school website www.his.nsw.edu.au or through the school brochure

• Prospective parents are welcome to arrange a time to visit the school for a tour and an introduction to the operation of the school

• Parents may then lodge an application form and an application fee. The fee is set by the School Management Committee from time to time and is non-refundable

• All applications will be processed in order of receipt

• The Principal/delegate will then organise for there to be an interview with the child and parents to ensure that the parents understand and support the philosophy of the school, and to determine if the school can meet the needs of the child. At the interview parents will be asked to provide the last two reports of the child, the NAPLAN results and any other relevant documentation (where applicable)

o The applicant’s (and parents) supporting statement / interview responses regarding their ability and willingness to support the school’s philosophy is considered.

• Each student’s educational needs are considered. To do this, the school gathers information and consults with the parents/family and other relevant persons.

• Any strategies which need to be put into place to accommodate the student are identified before a decision regarding the enrolment is made.

• Applicants are informed of the outcome.


• Once an offer of a place has been made, parents are asked to provide:

o A copy of the last two reports of the child (if applicable)

o The child’s immunisation record and birth certificate

o A completed Family Detail form

o A completed Student Detail form, including a health questionnaire

o A completed Terms and Conditions of Enrolment form, signed, if possible, by both parents

• As soon as the signed enrolment forms have been received by the school, the Family Bond which is equivalent to one term’s fees becomes due and payable

• Once enrolled, students and parents are expected to support the school’s philosophy and comply with the school’s rules, policies and standards in order to maintain enrolment

• In order to secure enrolment for each term, parents must have paid all fees for the preceding term or have made arrangements with the school for a process to ensure payment is made

• If the Principal/delegate considers that a student is guilty of a serious breach of the rules or has otherwise engaged in conduct which is prejudicial to the school or its students or staff, the Principal/delegate may exclude the student permanently or temporarily at his/her absolute discretion. No remission of fees will apply.

• If the School Management Committee or the Principal/delegate believes that a mutually beneficial relationship of trust and cooperation between a parent and school has broken down to the extent that it adversely impacts on that relationship, then the School, the School Management Committee or the Principal/delegate may require the parent to remove the child from the school. No remission of fees will apply.

Subject to availability, offers of a place will be made according to whether the school is able to answer the needs of the student; whether there are siblings of the student already at the school and the order of application. Continued enrolment is subject to the student’s adherence to school rules (see enrolment contract, behaviour management policies) and payment of all school fees.


Student Attendance

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

96.3% 95.0% 93.7% 95.0% 94.3% 94.1% 92.1%

In 2011 the average daily student attendance rate for the whole school was 94.4%.

Management of Non-Attendance

During 2011, the teachers continued to use a computerised attendance register, introduced in 2009.

As the student attendance register is now computerised, it is easier to identify which children are having excessive time off school and the software is able to generate a report to parents. An attendance report is provided to parents each term. This report indicates the number of days a student is absent from school and the reasons given by the parent for the absence. It also highlights those days where there has been no explanation given for the absence.

1 Initial contact is made via a note in the student’s diary to the parent/carer

2 If there is no response, this is followed up by a phone call from the Clerical Assistant

3 If there is no response, a letter is sent out to parent/carer expressing concern at student absences

4 If there is no response and/or the situation does not improve, the Principal/delegate contacts the parent/carer

5 Referral to Home Liaison Officer

6 Mandatory reporting procedures apply where absences are extended or the student may be at risk


Policies At Hawkesbury Independent School, the teachers provide an active learning environment where:

• each child is respected and valued as an individual and as a member of the school community.

• each child's enthusiasm for learning flourishes. The emphasis is on "doing", investigating, exploring and solving problems with the opportunity to pursue individual interests.

• individualised programs ensure that each child is challenged, makes progress and feels good about what he/she is doing. There is a strong emphasis on the basic skills of literacy and numeracy.

• small class groups ensure each child receives personal attention - he/she is not "lost in the crowd".

• the program relates to the whole child - his/her intellectual, physical, creative, emotional, spiritual and social development.

• cooperation rather than competition is fostered. Each child's progress is measured against his/her own previous achievements.

• positive steps are taken to break down discriminatory attitudes evident in the wider community based on gender, race, religion, disability and age.

• parents are invited to take part in the day to day activities and the management of the school.

A. Policies for Student Welfare

The school seeks to provide a safe and supportive environment which:

• minimises risk of harm and ensures students feel secure

• supports the physical, social, academic, spiritual and emotional development of students

• provides student welfare policies and programs that develop a sense of self-worth and foster personal development


Policy Changes in 2011 Access to full text

Child Protection Policy encompassing • definitions and concepts • legislative requirements • preventative strategies • reportable conduct procedures • mandatory reporting • screening procedures • investigation processes • documentation

• Maintain modifications to comply with ‘Keep them Safe’ recommendations

• Updates in accordance with Ombudsman’s requirements

Issued to all staff (Staff Handbook)

Parents may request copy by contacting the school office

Communicated to staff annually at full staff meeting

Security Policy encompassing • Procedures for security of the grounds

and buildings • Emergency procedures

o Evacuation procedures o Lockdown procedures o Drill procedures

• Travel on school-related activities

The following policies were maintained during the year to take into account the new emergency communication system in school • Unauthorised entry to school • Emergency evacuation • Lock-down procedure

Full text issued to staff

Parents may request a copy by contacting the school office

Communicated to staff annually at full staff meeting

Supervision Policy encompassing • Duty of care and risk management • Levels of supervision for on-site and

off-site activities • Guidelines for supervisors

The following policies were maintained or revised • Supervision of students • OHS (OHS remained a standard

agenda on each Management Committee Meeting and each Staff Meeting)


Full copy in school office


Communicated each term at Full Staff meetings

Staff Code of Conduct encompassing • Personal & professional behaviour • Duty of Care • Relationships between staff and

students/parents • Discriminations & Harassment • Privacy requirements • Conflict of interest • Use of resources

Nil Issued to all staff (Staff Handbook)

Codes of Conduct Policy encompassing • Code of conduct for students • Behaviour management • Role of student leadership

The following policies were maintained or revised during the year • Behaviour management • Suspension, exclusion and

expulsion




Pastoral Care Policy encompassing • Pastoral care system • Availability of and access to special

services • Health care procedures

The following policies were maintained or revised during the year • Administration of Medication • Infectious Diseases



Parents may request a copy by contacting the


• Critical incident policy • Homework policy

• Health & Illness school office

Communication Policy encompassing • Formal and informal mechanisms in

place for facilitating communication between school and those with an interest in the student’s education and well-being

• Communication page maintained on school website

• Reporting format maintained to comply with government

• Regular newsletters to whole school community

• Parent information evening • Open Day

Newsletters accessible from school website

Hard copies given on request


B. Policies for Student Discipline

Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour.

All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion provides processes based on procedural fairness.

The full text of the school’s discipline policy and associated procedures is provided to all members of the school community through:

o Staff Policy Handbook

o Parent Newsletter

o School website

The school expressly prohibits corporal punishment and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at school. Corporal punishment is not permitted under any circumstances.

C. Policies for Complaints and Grievances Resolution

The school’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the school’s policy and processes for complaints and grievances resolution is provided in the staff handbook. An outline of the policy and processes is also provided to the school community via the school newsletter and on the secure section of the school website.


Achievement of targeted priorities for 2011 These achievements relate to targets that were set in our 2010 Annual Report. Other achievements are highlighted elsewhere in this report. These targets are set as a two-year goal and will continue during 2012 in order to complete the targets.

Area Activities undertaken and outcomes achieved

Target 1

To improve student outcomes in Reading: Phonics Skills

Development of Synthetic Phonics program

• Teachers participated in professional development opportunities to develop knowledge and understanding of Synthetic Phonics

• Teachers planned and programmed collaboratively

• The curriculum was differentiated to meet the individual needs of students

• A new Scope and Sequence Chart related to the teaching of Synthetic Phonics was developed

• New reading resources were investigated and some were purchased

• Additional reading resources Get Reading Right to support phonics programs for all stages was purchased and prepared for student usage

• Whole class and individual charts were developed

• Sound files were produced to support the program

Target 2

To improve student outcomes in Reading: Comprehension & Fluency

Development of Core Reading program


• The revision and development of units related to the core reading program was commenced

• Additional reading resources to support reading programs for all stages was purchased

• Resources were organised to improve access by teaching staff

• The development of resources for use on the interactive whiteboard and computers to accompany the Core reading program was commenced

Target 3

To further integrate the use of technology into classroom practice


• ICT resources were audited to determine reliability and consistency of programs to all computers on the network

• Training teachers in the use of Interactive Whiteboards and IWB software to enhance teaching and learning in the classroom

• A new video camera was purchased

• An individual response system was purchased for use with the interactive whiteboards

• A larger server was purchased to support the curriculum network

• Internet access was upgraded to provide a faster and more reliable service


Other School Achievements during 2011 Area Achievements Teaching & Learning • Our students were named Super Sleuths 2011 when they won the Murder

under the Microscope competition against over 1300 teams across Australia. They attended an award ceremony in Sydney where they received their award.

• Participation in the Premier’s Reading Challenge which encouraged a greater use of the Library. Our school had 100% participation for the seventh year in a row.

• Additional library books were purchased.

• Additional readers have been purchased to supplement the school’s core reading program

• Improvement in numeracy and literacy was evident when considering the Year 3 & 5 results for NAPLAN

• Teachers participated in a number of professional development activities to improve classroom teaching and learning

Student welfare The following policies were reviewed and/or maintained during the year • Occupational Health and Safety • Administration of Medication • Infectious Diseases • Health & Illness • Enrolment Policy

• Student attendance register has been updated to include a Report to Parents which is issued each term. In addition the introduction of recording the number of days a child is absent on school reports was introduced.

• The register to investigate and record accidents at school was reviewed and maintained during 2011

• The Hazard identification system has been reviewed and maintained

• Staff has undergone annual training in identifying risk

• Morning supervision and afternoon dismissal procedures were maintained and reinforced

Facilities & Resources • Additional musical instruments have been purchased to complement our music programs

• Additional resources were purchased for use with the interactive whiteboards

• Class sets of dictionaries and thesauruses were purchased

• An individual response system was purchased for use with the interactive whiteboards


School-determined targets for 2012 The targets determined for 2011 will be built upon and will continue into 2012.

Target 1

To improve student outcomes in Reading: Phonics Skills

Development of Synthetic Phonics program

Strategies to achieve this target include:

• Developing teacher knowledge and understanding of Synthetic Phonics

• Focus on staff development in the teaching of synthetic phonics

• Providing professional learning opportunities for staff

• Planning and programming collaboratively

• Differentiating the curriculum to meet the individual needs of students

• Trialling and modifying the Scope and Sequence Chart related to the teaching of Synthetic Phonics developed in 2011

• Continuing the investigation of new reading resources available K-6

• Purchasing additional reading resources (as necessary) to support phonics programs for all stages

• Producing resources (as necessary) including charts and sound files to support the program

• Organising resources to improve access by teaching staff

• Entering of resources on Library database for ease of searching

• Formalising a benchmarking and tracking system to monitor student progress

Our success will be measured by:

• Improved results of students in word attack skills

• Improved and accurate monitoring of students

• Increased reading resources available for all stage levels

Target 2

To improve student outcomes in Reading: Comprehension & Fluency

Development of Core Reading program


• Providing professional learning opportunities for staff


• Revising and developing units related to the core reading program

• Purchasing additional reading resources to support reading programs for all stages

• Organising resources to improve access by teaching staff

• Entering of resources on Library database for ease of searching


• Developing resources for use on the interactive whiteboard and computers to accompany the Core reading program

• Formalising a benchmarking and tracking system to monitor student progress


• Improved results of students in reading

• Improved and accurate monitoring as students progress through the reading levels

• Increased reading resources available for all stage levels

• The improved accessing of resources within the school

Target 3

To further integrate the use of technology into classroom practice


• Survey staff to determine areas of training need and developing a differentiated training program for all staff


• Auditing ICT resources in order to improve reliability and consistency of programs to all computers on the network

• Training teachers in the use of Interactive Whiteboards and IWB software to enhance teaching and learning in the classroom

• Purchasing an individual response system, provision for training teachers and students in use of the system

• Resources uploaded to school server and organised on server for ease of access by students and teachers

• Upgrading computer software

• Upgrading internet access


• An increase in the use of interactive whiteboards and linked success in enhancing teaching and learning

• The number of teachers trained and the development of higher skill levels and competency in using ITC in teaching and learning

• A qualitative increase in the effective use of digital technologies by teachers and students

• Increase in ICT resources on network

• Increased student access to computers

• Upgrade of computer hardware and software


Respect and Responsibility The school respects and values each child as an individual and as a member of the school community. Teachers and parents provide the care and support that engender self-esteem, mutual respect and responsibility. Respect and responsibility are stressed in class and in everyday school life. There is an expectation of courtesy, good behaviour, care for the community they belong to, and respect for all.

As a small school, we are able to foster strong personal relationships between students, and with teachers and parents. Integral to this is the development of mutual respect and understanding, and accepting responsibility for one’s actions. This is stressed in class and in all aspects of school life. Any behaviour of students that is in conflict with these principles is addressed promptly.

A culture of mutual respect, care and responsibility is very strong within the school and this is acknowledged and appreciated by parents.

The weekly “Friday Meetings” of the whole school enable issues to be raised by students and staff and provides a forum for the development of practices with strong commitment from the students.

Parent, student and teacher satisfaction The school is very proud of its ‘open door policy’ with parent involvement welcomed and encouraged. The School Management meets once a month during term time and provides one of a number of avenues for parents to express their level of satisfaction. The level of parent involvement in the Committee is high and discussions throughout the year indicated that parent satisfaction is extremely positive.

An online survey conducted at the end of the 2011 school year confirmed the view that overall parents, teachers and students were very satisfied with the school. Some of the key areas of satisfaction identified in the survey where most of the parents rated the items as “very positive” included:

o The range of educational experiences provided o The different teaching strategies used by the teachers to make the lessons stimulating and enjoyable o The opportunities for me to become involved in school activities o The actions taken by teachers to manage student behaviour in class and out of class

Some comments recorded on the survey have included:

o “Our children have had very positive experiences. When issues have been raised they have been acted upon immediately”

o “Love the variety of activities available for the children, and the way the whole family can be involved in some of these”

o “The teachers are great”

o “The atmosphere is one of nurturing, thoughtfulness and respect”

o “My child goes to school enthusiastically every day. He loves it.”


Summary financial information Graphical representation of income and expenditure using percentages only

The following summary covers operating costs including permanent and casual salaries, buildings and major maintenance. A full copy of the school’s 2011 financial statement was tabled at the annual general meeting of the School Management Committee.

(a) Income represented by pie chart

(b) Expenditure represented by pie chart

Documents

Annual Report 2011 - Hawkesbury Independent School · 2012-08-03 · Hawkesbury Independent School – Annual Report 2011 5 Maths During 2011 all students from Kindergarten to Year