Watervale Primary

School

Annual Report

2012

Annual Report 2012

Page 1

Context

School Name : Watervale Primary School School Number: 0470

Principal: Mrs Wendy Burge Region: Yorke & Mid North

Building on the school’s rich tradition, Watervale Primary School empowers students to strive for excellence. The school community actively encourages a respect for individuals in a caring and nurturing environment. At Watervale Primary School we value: Respect, Honesty, Excellence and Joyfulness. 2012 began with an enrolment of 43 students, increasing to a total of 48, with 66% being boys. There was one Year 7 student. 2012 Highlights

Yr 5, 6 & 7 Indigenous Camp to Quorn & Wilpena Pound, guided by Four Winds Dreaming

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Yr 1-4 ZooSnooze overnight camp

Reception class Day at the Zoo and Pyjama Party

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Community Competitions: • WPS excelled with poetry at the Max Fatchen Literary Awards and received 6 prizes,

including one First, two Second and two Highly Commended places. • 12 entries were received for University NSW Competitions in Computing, Spelling, English

and Maths. Strong results were attained including 5 Credits, one Distinction and one High Distinction.

• All students completed the 2012 Premier’s Reading Challenge.

Australian Curriculum:

• Much work and teacher training around the Australian Curriculum in the areas of Maths, Science and English led to implementation, planning and assessment during 2012.

LOTE – French: R-7 French continues to be well received by the children, enhancing the curriculum offerings at Watervale. French Day is an annual highlight. WPS began its involvement in the Multi-Lingual Literacy Project in 2012.

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Eat Well Be Active: • Swimming Carnival cancelled due to extreme weather. • Footsteps dance program, culminating in social night with excellent family attendance. • Senior students actively chose to participate in 4 SAPSASA sports including athletics, cross

country, soccer and football. • A fine team effort and great determination led to success at Sports Day with two shields being

brought home to Watervale, and Eammon winning the Sportsmanship Medal. • SRC continued to promote guidelines for eating recess snacks, reducing playground litter. A

bin for recycling cans and cartons was introduced. And our first Nude Food Day was held. • Vegetable garden continued to flourish and expand. Mosaic bird bath added. Healthy food

preparation a spontaneous part of many of our school celebrations, Fun Days, and community service work.

• Jump Rope for Heart • Darren Liddle joined us as our first Student Welfare Worker and was instrumental in senior

transition programs, and the building of two new go karts for the school in conjunction with our Flexible Learning Options student and case manager.

The Arts:

• Eight students took part in Festival of Music performance • Ongoing and varied public speaking opportunities • End of year Concert

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School – Community Partnerships: • Ongoing community and parent involvement at all levels throughout the year • Strong response across the Horrocks Hill Hub (HHH) for Yr 6/7 Student Leadership program,

funded through ICAN grant • LAP program helpers are a small but crucial group • Two competitive parent teams at Sports Day • Much input to work in vegetable garden, cooking days and Activities Morning • Great response and support for Bev Venning’s retirement celebrations • Successful fundraising programs to support students and school projects eg Canberra Trip

School Surrounds projects: • Trellis built and climbing jasmine planted between the top steps and the Stanley Grammar

fence. • Rainwater watering system fully installed from the Resource Centre through to the top native

garden. • Architecturally designed shelter area fully completed and widely used by the school

community; outside water trough and electricity reconnected. • Off road carpark (staff and visitors) and boundary fencing completed. • External painting on the stone building.

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Report from Governing Council

GOVERNING COUNCIL AGM – Kerry Hadley, Chairperson

2012 wasn’t any different to any other year in regards to its intense activity.

Watervale Primary began the year with 43 students & with more enrolments during the year. It was

decided that 2 and a half classes was going to be the best fit for the diversity of the students. The

increase in numbers during the year forced the staff to create 3 classes which has worked very

effectively, & sees us finishing the year with 48 students.

Through the year we saw the continuation of the effective LAP program & the ICAN program. The

whole school participated in the ‘Nude Food Day’ where everyone was to bring their food in

containers instead of wrappers or plastic wrap to avoid the litter situation, and to further encourage

fresh foods.

It was a busy year for the 6/7’s with the Impact Leadership Workshop, Musomagic & also the Four

Winds Dreaming Camp for the 5/6/7 group. They also enjoyed the district football/netball day & for

a few, SAPSASA events. The Choir headed off to the Festival Theatre for their performance, and

again the senior class hosted a student teacher. For the junior class it was the ZooSnooze Camp &

the Zoo visit for the reception students.

The children again were enthusiastic for the bike lessons & the popular fun days. This time it was

building a camp fire & cooking with the produce from the edible garden. Here saw the installation of

the mosaic bird bath. We also had the ongoing work around the school such as, the new fence

between the Grammar School & the Primary School, the paving repairs, the erection of the trellis,

the new fencing, kerbing, & gravelling in the car park, the exterior painting of the stone building, the

repair of the ceiling in the reception class, & the completion of the shelter. We also buried the time

capsule from our 150th celebrations & were able to purchase 10 new iPads for next year.

This year we were nominated for a PE Award for the school’s work with healthy eating & keeping

active. This showed with the success at the Sports Day again bringing home 2 of the 3 shields,

showing the depth, skill, & competitive drive throughout the school, students, staff & parents alike.

The school was proud of the success & joy the kids were having, but it was the sportsmanship that

was displayed that should be commended. It was an inspiration to see this quality in these young

kids!

We also saw lots of movement within the school staffing. First was the appointment of our Student

Welfare Worker, Mr Darren Liddle. This was previously titled Christian Pastoral Support Worker

& Governing Council had the opportunity to change & broaden the criteria of this position which

has proven to be a decision that was well accepted. Darren has brought a lot more than his title

suggests & we are very lucky to have someone with his qualifications & knowledge. Our other

support, Lisa Battams, Julie Kelly & Kathy Milburn who are our SSOs provide another invaluable

service. The work they do with the students are a great help for the teachers & allow the

‘personalised education’ for all the children. Last term we also said goodbye to SSO & front office

person, Mrs Kathy Mitchell & welcomed Lyn Friebel. Not to mention the reappointment of

Principal, Mrs Wendy Burge.

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Our groundsman, Terry Richards retired as did our beloved Bev Venning. Bev was given a send off

displaying how treasured she was throughout her years teaching & we wish her all the best in her

retirement.

On behalf of the Governing Council, I would like to thank the community, staff, parents & students

for making 2012 at Watervale a strong & supportive network through all diversities.

Governing Council 2012:

Kerry Hadley (Chair) Helen Maloney (Vice Chair)

John Peet (Secretary) Simon Pringle (Treasurer)

Donna Cowan (Finance Committee) Paula Smith (resigned mid year)

Jackie Scott Jane Olssen (PAWS Chair)

Julieanne Weedon Sharyn Williams (Staff)

Marilyn Scott (Community)

Site Improvement Planning

2012 saw the refinement of our Statement of Common Practice

• Summary of ongoing practices • Those elements that the school community values and wishes to maintain or consolidate • Have become the foundation of the school culture

2012 Site Improvement Plan

• Targets and goals for specific and identified areas for improvement • With the underlying assumption that all students strive for improvement and aim for high

levels of academic success • High expectations and quality teaching and practices are critical • Values strong school and family partnerships

Priority 1: LITERACY & NUMERACY Goals set for

• Oral language • Reading for understanding • Spelling & grammar • Real life writing • Problem solving • Real life maths

Outcomes

• 53% of Yr 1&2 students confidently read at or above their year level [Running Records]

• 44% of Yr 3-7 students confidently read at or above their year level [PAT-R]

• 60% of students increased in spelling age by at least one year [Waddingtons & Schonnell]

• All Yr 5 students achieved above National Minimum Standard in Reading and Spelling [NAPLAN]

• All Yr 3 students achieved above National Minimum Standard in Writing and Numeracy

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• 75% Yr 5 and 66% Yr 3 students scored in the top two proficiency bands in Reading & 25-33% in Numeracy; none of the possible eight students scored in the top two proficiency bands for Spelling

• Professional development around Australian Curriculum – especially relevant to Science, Maths, English and History - included work as a Hub and pupil free days

• Targeted SSO / Special education support within classrooms • Term 3&4 saw the transition to three complete classes: Reception, Yr 1/2, Yr 3-7

Recommendations for 2013

• Three complete classes: R/1, Yr 2/3, Yr 4-6 (no Yr 7s) • Priority on Literacy • Numeracy to be embedded within Statement of Common Practice • Reading comprehension focus, incorporating vocabulary, phonics and spelling • Planning, assessing and reporting alongside Australian Curriculum in Maths, Science, English

and History by the end of the year • Professional development around Australian Curriculum in English and History, and Teaching

for Effective Learning framework (TfEL) looking at ways of teaching • Commitment to Principals as Literacy Leaders (PALL), Literacy Project (Jolly Phonics focus),

Multilingual Literacy (French focus), Reading Recovery • Targeted SSO / special needs support; PAT-R and PAT-M assessment tools

Priority 2: COGNITIVE, EMOTIONAL, SOCIAL, SPIRITUAL & PHYSICAL WELLBEING Goals set for

• Confidence, risk taking and connectedness • Continuity of learning and transition • Minimise screen time for children

Outcomes

• Additional emotional support through LAP, Student Welfare Worker, Flexible Learning Options (FLO / Trade Shed), self esteem skill sessions, Hub student leadership events each term (funded), transition programs

• Promotion of strong and valued staff, school and family partnerships evident in involvement in LAP work, willing volunteers to participate in Sports Day, fund raising, committees, preparations and celebrations, Fun Days, gardening and cooking, working bees, concert costume and prop making, holiday vegetable garden watering roster, hearing daily reading, high level attendance at interviews and whole school events

• SRC maintained guidelines that required students to eat recess snacks at the tables / under the shelter / near the bins before playing; continued to be very effective in minimising snack packaging and litter in yard; created a new bin to collect recyclable cans and cartons

• Edible gardens expanded, produce used seasonally for food preparation and/or sold; supported by Community Foodies and parent volunteers

• Native garden connected to rainwater • Eat well be active program continued • Successful school camp experiences for all ages • Active involvement in daily fitness, swimming & PE lessons, Sports Day, SAPSASA, visiting

coaching opportunities, lunchtime activities, Fun Days, Jump Rope, Footsteps dance • Much work completed around student behaviour and expectations, leading to consultation

and major review of Behaviour Code and the introduction of a No Bullying Policy

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Recommendations for 2013 • Consolidate and broaden work of Student Welfare Worker • Consolidation of whole school commitment to edible garden and healthy food preparation • Refurbish reed bed and re-educate current students about its function • Analysis of solar and energy saving devices • Child Protection Curriculum; incorporating relationships, cybersafety and screen time • ICAN funding for HHH Yr 6/7 Student Leadership program – second year of program • Whole school camp to Victor Harbor with a particular focus on History • Final year of eat well be active program • Develop strong buddy / peer support relationships • Bike safety and Riesling Trail ride • Review of school values; embed language and understanding of school values

Student Achievement

Diagnostic Test Purpose % students functioning above Chron Age

% students functioning at Chron Age

% studen ts functioning below Chron Age

Waddington’s Spelling Yr 1-2 56 6 38 Schonnell Spelling Yr 3-7 50 12 38 PAT-R Reading

Comprehension Yr 2-7

31 13 56

Running Records

Yr 1-2 Reading 24 29 47

63% Yr 1/2 students showed improvement in spelling ages of a year or more. Reading Running Records show 53% of Yr 1/2 students are reading at or above their recommended reading level. 60% of these students showed growth in the Medium quartile over the year. 50% of Yr 3-7 students improved in spelling ages by one year or more. 44% of senior students are reading at or above their chronological age. [Further deeper analysis of PAT-R and PAT-M data is anticipated in 2013] NAPLAN

Year 3 Literacy and Numeracy

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Figure 1: Year 3 Proficiency Bands by Aspect

Figure 4: Year 3 Mean Scores

All Year 3 students attained National Minimum Standard (NMS) in Writing and Numeracy. 66% of students attained NMS in all areas of Literacy and Numeracy. Collectively, WPS Yr 3 scores were above the Regional and National mean in Numeracy. The Yr 3 strengths were in Numeracy. One student scored in Band 2 (working at NMS) for Writing. 66% students scored in the top two bands in two literacy areas, with Spelling attaining the lowest collective band scores. Highest consistent scores were achieved in Numeracy. 33% students attained scores in the top two bands, with no students working at Band 2 level. Mean scores show that there has been a steady decline in all Yr 3 results since 2010.

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Year 5 Literacy and Numeracy

Figure 2: Year 5 Proficiency Bands by Aspect

Figure 5: Year 5 Mean Scores

All Year 5 students achieved NMS in Reading and Spelling. 75% attained NMS in all areas. Collectively, WPS Yr 5 scores were above the Regional and National mean in all areas. The Yr 5 strengths were in Reading and Grammar. One student scored in Band 4 (working at NMS) for Reading. 75% students scored in the top two bands in one or more Literacy areas, with all students scoring within the “middle 60%” or better in Spelling. One student scored exceptionally in Reading and Grammar. 75% students achieved NMS in Numeracy. While 50% students scored within the “middle 60%”, 25% were working in the top two proficiency bands.

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Mean scores show overall strengthening of results, or at least very similar to those attained in 2010. Progress since 2010 was recorded across Reading and Numeracy. All students were rated as Medium-Upper growth in Reading and Low-Medium in Numeracy. Year 7 Literacy and Numeracy There being a very small cohort of Yr 7 students, no identifying data is being presented within this document. Reading progress was rated as Low, and Numeracy as Medium growth since 2010. Mean scores over the past two years show a decline in overall scores across all Literacy and Numeracy areas, there being no Yr 7 students in 2011. Figure 6: Year 7 Mean Scores

Student Data

Attendance and Retention

Enrolments overall remain stable with strong growth in the early years. There was one Year 7 student in 2012. Attendance rates generally remain sound at 94.1%, slightly lower than in 2011. All raw percentage scores were above 90% at each year level, with attendance rates improving in Reception, Yr 4 & 7 since last year. Most absences are supported by explanations. The gender spread across the school remains within the 65-68% range for boys.

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Client Opinion

Raw scores from both parents and students were very similarly placed as 2011, rating around the top 25%ile when compared regionally and across the state. Staff and student responses were fractionally improved on the previous year, while parent scores were fractionally lower. 17 families (55%) responded to the survey, six staff and 12 senior students. Staff expressed a high level of personal and professional satisfaction. Key action points raised by parents concur with those highlighted in 2011:

• Clearer information about learning programs and individual progress • Sourcing sufficient support through resources and agencies • Greater inclusion in decision making

Key action points raised by students:

• Awareness of own learning progress and how to improve • Student behaviour • [Overall care of the school is no longer raised as an issue]

Comments expressed: [praise and issues raised ] The teachers should be more open to input from parents … We are concerned re the significant number of children with learning disabilities and or special needs. A great learning environment at this school with dedicated teachers. My child’s teacher knows what he is capable of and aims to achieve it. Fantastic school, teachers are great. More readers for younger children would benefit their learning. For such a small school they are very technology savvy. We have an excellent SSO who provides support on a limited basis. I do not think that the environment is safe when bullying is occurring. My child receives support and motivation that he needs, but just lacks self motivation occasionally. I feel comfortable at this school and more of the time communication is satisfactory. As a younger mother I feel that sometimes my opinion or suggestions are unheard. We are very happy as a whole with the school. The school is a wonderful facility that we in the community are very proud of and its students are always praised in the community as being wonderful examples of young people. Our family has only been at the school for a short while and we are happy with our child’s education at this school.

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Accountability

Staff

Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of

Qualifications

Graduate Degrees or Diplomas 7

Post Graduate Qualifications 0

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0 3.80 0 2.16

Persons 0 5 0 4

Watervale Primary School sadly and proudly farewelled long-term teacher, Mrs Bev Venning, at the close of 2012 after eighteen years of dedicated work at the school. Mrs Wendy Burge was successful in attaining a further five year tenure as Principal of Watervale Primary School.

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Financial Statement

Watervale Primary School has an Index of Disadvantage (IOD) of 6, based on social and economic factors including employment, income and stability of residence. 2012 Profit and Loss Statement – please see attache d appendix