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Elands Public School
Annual School Report
2011
1824
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Our school at a glance
Students
At the end of 2011 Elands Public School had an enrolment of 11
students, 3 boys and 8 girls. There were two class groups for the
morning and middle sessions. The second class group was
supplemented by Priority Schools Program (PSP).
Staff
In 2011 Elands Public School had a full time teaching principal.
Additional casual staff were employed for the intensive numeracy
and literacy programs for targeted students.
All teaching staff meet the professional requirements for
teaching in NSW public schools.
Significant programs and initiatives
During 2011 the school was included in Priority Schools Program
(PSP) and Low SES National Partnership Program.
Messages
Principals message
I have thoroughly enjoyed my year as Principal of Elands Public
School and wish to express my thanks to all those people (students,
staff, parents and community members) who supported and guided me
during that time. It is also gratifying to report that our school
motto, Living to Learn, Learning to Live is very much entrenched in
the schools teaching and learning programs and that all students
are actively engaged in their learning.
I certify that the information in this report is the result of a
rigorous school self-evaluation process and is a balanced and
genuine account of the schools achievements and areas for
development.
Diane Myer
P & C and/or School Council message The Elands Public School
P&C Association enjoyed a smooth and productive year,
particularly in terms of fund-raising to help support school and
student activities such as subsiding bus transport,
excursions, extra insurance cover, special events catering,
canteen inspection fees, additional infrastructure, charitable
donations, etc.
The main event was the huge Elands Spring Fair / School Reunion
which took place on September 17 and attracted large numbers of
community members, and past students and staff from far and wide.
It was a great joint effort on the part of all staff, parents,
citizens and students, and the day was fun, nostalgic, warm in both
weather and spirit, well-organised, entertaining and
community-building. From running the cafe and white elephant stall,
the P&C managed to raise over $1600 on the day! We are grateful
for all the help we received.
The school canteen was revived and ran weekly throughout term 3,
and occasionally in term 4. This provided a tasty, nutritious, hot
lunch with yummy cakes as a welcome change for the students, and
was well-patronised by the staff too.
The P&C also continued its role as a forum for discussion
about curriculum, policy and student activities including
playground supervision, the waterwatch program, ethics alternative
to scripture, student conduct, anti-bullying policy, school camp
and excursions.
The students have benefitted greatly from the completed new
classroom under the Federal Government's BER program and the
P&C is pleased to have been able to influence its design, under
the guidance of past president Robert Butler.
The P&C acknowledged the wonderful work of relieving
principal, Diane Myer, throughout 2010, and expressed thanks for
carrying out her considerable work load so smoothly and efficiently
whilst always nurturing positive relationships with students,
parents and staff.
As current president, I wish in particular to thank the
secretary, Jane Watson, and treasurer Marie Lowe, for their
expertise and steadfast efforts in
keeping the association running smoothly.
Sandra Kwa
President (2011) Elands Public School P&C Association
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Student Report
Elands School got a large new classroom. We
also got new furniture. We got an interactive
whiteboard and a television with two cameras so
we can video conference other schools. We sent
Bonalbo School in northern NSW a creature
called Elando and they sent us Dairy Dan and
Carrotfly. We could talk to them by video.
Kindergarten to Year 2 stay in the new classroom,
Year 3-6 sometimes go into the new classroom in
the afternoons.
Elands School had a reunion and a fete, we had
lots of fun and games and lots of markets.
Elands school went with Bobin to Taree for
swimming lessons at the Aquatic Centre.
We joined with Bobin, Mount George, Hannam
Vale and Crowdy Head schools and went to camp
at Point Wolsoncroft. At camp we did many
activities in and out of the water. The most
popular activities were the giant swing, rock
climbing, canoeing and night activities. The camp
was extremely fun.
Rick Reynolds ran art workshops at school we
used pastels to draw trees and we also did
portraits of each other.
The whole school entered in an art exhibition and
Ellas was chosen out of about 600 entries. It is
now hanging up in a bank.
Ms C was away for the year and Mrs Myer was
the principal.
By Jarrah Bastin and Joy Hobson Year 5
School context
Student information
It is a requirement that the reporting of information for all
students must be consistent with privacy and personal information
policies.
Student enrolment profile
In 2011 Elands Public School began with an enrolment of 13
students. During the year 2 students left the school leaving a
current enrolment of 11. In 2012 no students will be going on to
high school and 3 kindergarten students will start school.
Student attendance profile
The attendance rate at Elands Public School falls below state
average. Due to the isolation our families usually take an entire
day during the week to access regular family matters such as
shopping, medical appointments, and other services.
Sch
oo
l Year 2008 2009 2010 2011
K 94.7 91.5 89.0
1 na 93.6 94.5
2 92.1 83.8 95.6
3 94.4 84.0 75.3
4 80.8 86.7 88.5
5 84.3 86.2 92.3
6 87.4 89.5 64.8
Total 87.7 89.0 88.1 87.4
Reg
ion
K 92.5 93.4 93.3
1 92.3 93.2 92.9
2 92.4 93.3 93.0
3 92.6 93.2 93.1
4 92.6 93.3 93.0
5 92.4 93.2 92.9
6 92.2 92.9 92.6
Total 92.8 90.1 93.2 93.0
Stat
e D
EC
K 94.3 94.7 94.7
1 93.7 94.2 94.2
2 94.0 94.4 94.2
3 94.1 94.5 94.4
4 94.0 94.5 94.3
5 94.0 94.4 94.2
6 93.6 94.0 93.8
Total 94.1 92.1 94.4 94.3
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Student attendance rates
0
25
50
75
100
2008 2009 2010 2011Year
Att
en
dan
ce r
ate
School Region State DEC
Management of non-attendance
Student attendance is a priority at our school. Regular
communication with families is a key management technique used to
manage attendance.
Parents are encouraged to find alternate arrangements to
accommodate family matters. The school continues to address this
priority.
Class sizes
Primary class sizes are included in the annual school report in
order to provide parents with as much local information as
possible. The following table shows our class sizes as reported at
the 2011 Class Size Audit conducted on Monday 21 March 2011.
Roll class Year
1 K-6 2011 K
2 K-6 2011 1
3 K-6 2011 2
4 K-6 2011 3
5 K-6 2011 4
6 K-6 2011 5
7 K-6 2011 6
13
13
Total In class
13
13
13
13
13
Class Sizes
Elands Public School
Total per year
2
1
3
2
2
2
1
Structure of classes
Two classrooms ran this year. Years K/1/2/were taught in one
class and Years 3, 4, 5 and 6 were taught in a second class for
both the morning and middle sessions. The classes were joined for
afternoon lessons. The second class was funded using PSP
supplementary funding. Using PSP funding we have also been able to
provide individual attention to students not meeting expected
outcomes for their cohort.
Staff information
It is a requirement that the reporting of information for all
staff must be consistent with privacy and personal information
policies.
Mrs. Diane Myer was Relieving Principal in 2011. Mrs. Myer took
over from Ms Kay Crossman who during 2011 was the Consultant for
the TEN program (Targeting Early Numeracy). Ms Andrina Sheahan and
Mrs. Lynda Cowley have supported the school through providing
Release from Face to Face (RFF), intensive numeracy and literacy
programs and class split for literacy and numeracy sessions.
Staff establishment
Position Number
Principal 1
Classroom Teachers 0.084
Teacher of release from Face to Face 0.042
Support Teacher Learning Assistance 0.1
Primary PSP funding 0.1
Teacher Librarian 0.084
Total 1.41
Teacher qualifications
All teaching staff meet the professional requirements for
teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100
Postgraduate 100
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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: 30/11/2011Income $
Balance brought forward 74636.11Global funds 39798.95Tied funds
75454.71School & community sources 5709.32Interest 4349.02Trust
receipts 401.85Canteen 0.00Total income 200349.96
ExpenditureTeaching & learning Key learning areas 12573.37
Excurs ions 3802.21 Extracurricular dissections 1651.27Library
1043.64Training & development 2534.88Tied funds 57417.16Casual
relief teachers 1836.05Administration & office
24211.98School-operated canteen 0.00Utilities 1478.75Maintenance
5156.17Trust accounts 0.00Capital programs 0.00Total expenditure
111705.48Balance carried forward 88644.48
The school is in a strong financial position. The
school was awarded funding through the Federal
Governments Building the Education Revolution
(BER) program. This funding has been used to
construct a permanent classroom during 2010.
During 2011 the classroom became fully
operational as a learning centre which includes
an interactive white board and Video
Conferencing facilities.
A full copy of the schools 2011 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
School performance 2011
Achievements
Arts
Apart from normal lessons in the Arts, the
following were notable activities/achievements;
Students singing performance on the day of Elands School and
Community Reunion.
Operation Art- One students artwork selected to be hung in
Regional Department of Education and Communities offices and
selected for inclusion on 2011 Operation Art teachers resource
CD.
Life skills days at Bobin and Elands.
Life Skills Day at Elands
Sport
Swimming carnival with Bobin and Mount George
Basketball Gala Day Small School Athletics Carnival
Swimming Carnival (Wingham pool 2011)
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Other
Elands School and Community Reunion
On September 17th 2011, Elands Public School P&C held a
school and community reunion. This event took six months planning
and organizing, in which staff, parents, P&C members and
community members were involved. The day was a resounding success
and saw some 250 visitors to our school. Many visitors were
ex-students some who had attended the school in the 1930s, 40s and
so on. There were also some ex Principals who had taught at the
school in the 1950s. People came from far and wide and were
entertained by Elands students (singing) and, many of the wonderful
musical talents of this beautiful area. There was a photo
exhibition, art exhibition, craft exhibition and many market
stalls. Im sure many people enjoyed the fantastic variety of food
available on the day and the beautiful surroundings, as well as the
opportunity to catch up with friends and acquaintances some not
seen for many years.
Students perform at Elands Reunion
Academic
Literacy NAPLAN Year 3
Because of the low cohort no significant data was
available.
Numeracy NAPLAN Year 3
Because of the low cohort no significant data was
available.
Literacy NAPLAN Year 5
Because of the low cohort no significant data was
available.
Numeracy NAPLAN Year 5
Because of the low cohort no significant data was
available.
Minimum standards
Significant programs and initiatives
Aboriginal education
There were no students who identified as Aboriginal during the
2011 school year. However, an Acknowledgement of Country is
included in all significant assemblies/events to show respect to
the Aboriginal elders, past, present and future as it is with these
people that the stories and culture which is important to
Aboriginal people is held.
Multicultural education
The school promotes positive multicultural attitudes and
outlooks. During 2011 Elands Public School was involved in Harmony
day activities. We also held a multicultural luncheon where foods
from many cultures around the world were enjoyed by all.
National partnership programs
The school has been involved in the Low SES National
Partnerships program during 2010 and 2011 this will continue in
2012. This program has assisted teachers in the development of
their teaching and learning skills, as well as giving access to
professional learning opportunities to improve teaching and
learning outcomes for all students.
Other programs
Priority Schools Programs (PSP) enabled the school to focus on
literacy and numeracy through the use of extra Teacher time and
extra resources.
Progress on 2011 targets
Target 1
To improve student performance in spelling to
match stage appropriate syllabus standards
Our achievements include:
programs reflecting Quality Teaching practices.
participation of all teachers in Accelerated Literacy
professional learning.
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implementation of Accelerated Literacy strategies in all
classrooms.
Introduction of Educational games afternoon where community
members/ parents come into the school and join in with students to
play games such as Scrabble, Boggle, Chess, thus increasing
students capacity to think and learn.
Target 2
To improve student performance in Numeracy
to match stage appropriate syllabus standards.
Our achievements include:
implementation of a mathematics program that encourages
individual progression and student engagement, with a focus on the
teaching learning cycle
improvement in numeracy reflected through school based
assessment particularly in the area of literacy in numeracy,
multi-step word problems
use of a variety of mathematical activities to reinforce
mathematical skills.
participation of Volunteer Community members in numeracy
lessons.
Target 3
Improve teaching skill and leadership capabilities of staff
Our achievements include:
all teachers accredited with the NSW Institute of Teachers
principal involved in Collegial Leadership Network of Teaching
Principals
increased contact with parents and community
Key evaluations
It is a requirement for all NSW public schools to conduct at
least two annual evaluations one related to educational and
management practice and the other related to curriculum. In 2011
our school carried out evaluations of Community engagement and
Numeracy.
Educational and management practice
Community Engagement
Background
Parents, community members, teaching staff and SASS staff
completed surveys seeking information on community engagement
within the school. Seventeen questions were presented. A second
survey seeking information regarding the quality of the school was
completed. Twenty questions were presented.
Findings and conclusions
100% indicated that they felt welcomed in the school.
95% believe that this is a school where members of the community
are regularly invited to meet with school leaders.
90% indicated that learning activities connect students to
family and community contexts.
97% agree that information about student leaning is shared
between home and school.
100% agree that parents and carers are encouraged to be involved
in their childs learning.
100% agree the school takes parent and carers concerns
seriously.
90% agree that the school values parent and carer help and
interest in school activities.
100% agree that teachers care if my child is not doing as well
as he/she can.
97% agree that the school has a safe and secure environment.
Future directions
Parents indicated that individual pupils needs are catered for,
each student works at their own level and are monitored regularly
regarding their progress. It was also indicated that we have in
place a well-structured timetable balancing a variety of
activities, skills and learning. The children are motivated and
engaged. Teachers and staff were also another strong point and that
the presentation of the curriculum to students included lots of
variety. Teachers do not give up on pupils. If one method doesnt
work others are tried. These points were noted as some of the
successful things that the school and community do together to
improve students learning
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outcomes. Parents indicated, that more parental/community
involvement in regular classroom activities to enable different
stages to get individual attention and more invitations to school
community to participate in open days and showing off by pupils,
are things that the school and community could do better to improve
student learning outcomes.
Curriculum
Numeracy
Background
Students and staff completed a Numeracy survey seeking
information relating to how they viewed Numeracy lessons. Sixteen
questions were presented covering areas such as the quality of the
learning environment, learning styles and the importance of each
subject.
Findings and conclusions
100% of staff indicated confidence in teaching Mathematics and
that they hold high expectations that all students will succeed in
numeracy.
100% of staff agreed that the school uses data from NAPLAN to
inform whole school strategies
100% of staff indicated that their teaching programs included a
range of strategies to explicitly address students numeracy
needs.
100% give explicit feedback to students about what they are
doing well and how to improve their numeracy skills.
100% believed the professional learning provided for me at this
school in the teaching of numeracy skills meets my needs.
100% of students indicated Mathematics was an important subject
to learn
100% of students believed that their teacher, school and parents
expected them to do well in Mathematics.
88% of students believed that the activities teachers planned
helped them learn.
100% of students identified that teachers clearly explain what
they will be assessed on in tests and assessments.
100% of students identified they knew what they were learning
and why
94% of students are aware of what they need to do to improve
their results.
89% of students indicated teachers find a variety of ways to
help them understand mathematics
Future directions
Provide opportunities for parents, staff and community to share
information about planned activities with the school in order for
the school to link learning outcomes to them.
Develop programming techniques which allow for the individual
need of students through differentiation.
Investigate ways of encouraging parental/community involvement
in regular classroom activities.
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and
teachers about the school.
Their responses are presented below.
Through surveys, parent meetings and general observations there
was evidence of satisfaction with the general management of the
school, academic performance and communication between school and
the community.
Parents indicated that more parental/community involvement in
classroom activities would assist students to gain more individual
attention.
Students indicated positive opinions about school and the
community involvement in their learning.
Professional learning
Staff were involved in the following courses:
Accelerated Literacy Finance and Rollover Quality Teaching
Conference K-6 Primary Art Situational Analysis Prioritising
Grammar Small schools Data Analysis 7 Habits Covey training
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School planning 20122014
The school planning policy provides direction for the
preparation and implementation of school plans including the
identification of priority areas, intended outcomes and targets
that are consistent with the NSW State Plan and the Departments
planning documents.
School priority 1
Literacy
Outcome for 20122014
Quality teaching practices for each student to improve student
performance in literacy.
2012 Targets to achieve this outcome include:
To increase the percentage of students achieving stage/grade
level expectations within the K-6 literacy continuum from 64% in
2011 t0 80% in 2012
Strategies to achieve these targets include:
Common strategies used by teachers in the teaching of spelling,
reading and comprehension including the purchase of CARS reading
and comprehension assessment kits for K - 6
Implementation and explicit teaching of spelling and writing
strategies across all stages as identified in the Teaching
Strategies links in NAPLAN material and found in teaching
programs.
Classroom practice demonstrates quality teaching elements in
programs and delivery.
Participation in Best Start Assessment program for Kindergarten
students
School priority 2
Numeracy
Outcome for 20122014
Improve student performance in all strands of Mathematics so
that 80% of students are achieving stage based outcomes (Currently
69% at this target),2012 Targets to achieve this outcome
include:
Quality teaching practices for each student to improve student
performance in numeracy.
Strategies to achieve these targets include:
Embed Quality Teaching elements into classroom practice and
assessment tasks
for Numeracy.
Development of literacy in numeracy across teaching/learning
programs to
enhance students ability to solve multi
step word problems
Common strategies used by teachers in the teaching of
Mathematics (Working mathematically- multistep problems). Purchase
of CAMS assessment kits for K 6
Participation in the Best Start Assessment Program designed to
identify the
numeracy knowledge and skills that each
student brings to school as they enter
Kindergarten and that will be used to
inform teaching and learning.
School priority 3
Teacher and Leader Quality
Outcome for 20122014
Enhanced teacher capabilities to deliver high quality learning
opportunities. 2012 Targets to achieve this outcome include:
Relevant members of staff demonstrate the achievement of
leadership level and
maintenance of accreditation in line with
the requirements of the NSW Institute of
Teachers.
Strategies to achieve these targets include:
Teachers to maintain accreditation through mandatory and
teacher
identified Professional development both
external and school based.
Benchmark current practice against the Quality Teaching
Elements. Twice each school term regular whole staff meetings will
enable time to reflect and implement and share effective
classroom
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practice particularly after attending Professional
development
Investigate Professional development opportunities for all staff
to ensure
Targets are met.
Access Leadership centre, My PL@DET, School BIz programs and
courses attend/complete where appropriate.
School priority 3
Curriculum and Assessment/21st
Century learning
Outcome for 20122014
Quality teaching practices for each student. 2012 Targets to
achieve this outcome include:
Computers and all relevant technologies are used by students to
research and complete tasks across all KLAs in line with Quality
teaching practices.
Strategies to achieve these targets include:
Students use appropriate and relevant ICT software and hardware
technology to research and complete tasks.
Staff and students use VC Connected classrooms and Bridgit
Conferences to engage with other schools for the purpose of
teaching and learning.
Staff trained in use of tracking system/ input of data etc.
Use database to track students progress in numeracy and
literacy.
PLPs developed for each student and reviewed at set times whilst
being recorded and tracked on database
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.
Diane Myer- Principal
Andrina Sheahan- Teacher
Lynda Cowley-Teacher Sandra Kwa- Parent / P& C President
School contact information
Elands Public School
192 Glenwarrin Road Elands 2429
Ph: 02 6550 4557
Fax: 02 6550 4412
Email: [email protected]
Web: http://www.elands-p.schools.nsw.edu.au
School Code: 1824
Parents can find out more information about Annual School
Reports, how to interpret information in the reports and have the
opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
Waterwatch 2012
http://www.schools.nsw.edu.au/asr
