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Ellalong Public School
Annual School Report
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Our school at a glance
Students Ellalong Public School, situated in the rural village of Ellalong in the foothills of the Wattagan Mountains, is a small school of 114 students. We have five composite classes. Our school is a proud member of the Cessnock Community of Great Public Schools and enjoys strong support from the Parents and Citizens Association and the local community.
Enjoying Peer Support group activities
Staff Ellalong Public School staff team is led by a full time teaching Principal with an Assistant Principal
and three classroom teachers. The Librarian/RFF teacher is employed for 3 days per week. A Learning Support Teacher, one day per week, helps support special programs. Our SLSOs also support learners in the classroom and with special programs. Our Senior Administration Manager, part time SAO, General Assistant and cleaner complete the team.
All teaching staff members meet the professional requirements for teaching in NSW public schools.
Messages
Principal’s message
I am pleased to have been appointed to Ellalong with permanent status in term 4 after a term relieving.
It was great to be part of the centennial celebrations. All classes researched school life over the past 100 years. Ms Poole, a past principal, and Carol Giffen, a long term resident, visited the school and told us stories from the past. We looked at old photos and artifacts and read about the history of the school and town. We looked at old buildings and sites in Ellalong and visited the cemetery. Our excursions to Tocal and The Rocks in Sydney also added to our knowledge of the olden days.
The P&C and community organized a great festival day and the students gave an excellent performance of bush dancing.
The Mayor, Alison Davey (an ex-principal of Ellalong PS) unveiled the fabulous mural, painted by Jodie Lucas, which stands as a reminder of our rich heritage.
It warmed my heart to see ex-students, some in their eighties, sitting in groups in the playground discussing their old school days. Lots of pleasant memories were also brought back in the photo gallery.
In 2011 we strive to continue the tradition of a caring and nurturing school with all students aiming to achieve their maximum potential.
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 school’s achievements and areas for development.
Susan Sims
Tocal Homestead
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Dressed in 'olden days' clothes at Tocal Homestead
Parents and Citizens Association message
Ellalong P&C is a school based organisation consisting of parents and community members. The P&C Association supports the school by organising fundraisers throughout the year.
We have a uniform shop and the school canteen is run by volunteers from the P&C with all proceeds going to purchase resources for school needs.
In 2011 fundraisers included; Mothers and Fathers Day stalls, Trivia night, Easter raffle, Christmas raffle, pie drive, chocolate drive and the 100 year celebration reunion and fete.
The money we raised from fundraisers went to reading resources, new dictionaries and atlases, a communication board and sign for the school entrance, contributions to excursions costs for all students, swimming scheme and the end of year picnic day.
I would like to thank all members, parents and teachers for their support helping and running our P&C throughout the year.
Helen Polley
President, Ellalong P&C
Student representative’s message
On behalf of the students of 2011, I would like to tell you what a great year it was at Ellalong School.
We have all loved this year. We have had lots of sporting opportunities with teams for soccer, netball, touch football and horse sports.
Our school celebrated its 100 year centenary in 2011, which was a successful day.
The school representatives are proud to have been voted into their positions and to be role models. We have enjoyed the assemblies that we have taken part in, as well as the excursions.
Thankyou teachers, parents, community members and students for all the time they have taken to listen to what we had to say and to organize all these special things.
Abby Baker
School Captain 2011
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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
Student attendance profile
Student attendance exceeded regional and state averages.
Management of non-attendance
Student absences are tracked using Sentral Web Attend. Notes of absence are required on return to school. Students who have unexplained absences have reminder letters sent home. In cases of repeated absences or regular lateness the principal may contact parents by phone or request an interview. The Home School Liaison Officer (HSLO) helps monitor and manage absences.
Gender 2007 2008 2009 2010 2011
Male 53 46 46 54 51
Female 59 62 62 64 63
0
20
40
60
80
100
120
140
2007 2008 2009 2010 2011
Stu
de
nts
Year
Enrolments
Female Male
0
25
50
75
100
2008 2009 2010 2011
Att
en
dan
ce ra
te
Year
Student attendance rates
School Region State DEC
Year 2008 2009 2010 2011
K 96.2 93.0 95.8
1 93.2 94.6 93.9
2 94.7 95.2 92.6
3 95.4 96.1 95.0
4 91.8 94.0 97.1
5 94.7 95.5 94.8
6 91.7 95.9 92.5
Total 94.5 94.1 94.9 94.5
K 94.3 94.6 94.7
1 93.6 93.9 93.9
2 93.7 94.0 94.0
3 93.7 94.0 93.8
4 93.5 93.9 93.9
5 93.4 93.7 93.6
6 93.0 93.3 93.2
Total 93.7 91.5 93.9 93.9
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
Sta
te D
EC
Sch
oo
lR
egi
on
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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.
Structure of classes
Student numbers dictate that we have five composite classes. Number of students in the junior classes is lower, in line with DEC policy.
Staff information
Staff establishment
Position Number
Principal 1
Deputy Principal(s) 0
Assistant Principal(s) 1
Head Teachers 0
Classroom Teachers 3
Teacher of Emotional Disabilities 0
Teacher of Mild Intellectual Disabilities 0
Teacher of Reading Recovery 0
Support Teacher Learning Assistance 0.2
Teacher Librarian 0.6
Teacher of ESL 0
Counsellor 0.1
School Administrative & Support Staff 1.4
Total 7.3
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
Ellalong Public school has no indigenous staff in 2011.
Staff retention
2011 saw some staff changes at Ellalong P.S. Mr. Daniel Ebert accepted a promotion to a principal’s position (PP6) in western N.S.W. The Principal, Mr. Bruce Robinson, transferred during term 2 and was replaced by Mrs. Sims.
Mrs. Anna O’Brien began maternity leave in semester 1 and has been replaced by Ms Lee Beneke. Mrs. O’Brien is due to return in June 2012.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100%
Postgraduate 0%
Gym Skool
Musica Viva
Roll class Year
0K/1H K
0K/1H 1
1/2OH 1
1/2OH 2
2/3R 2
2/3R 3
4/5R 4
4/5R 5
5/6S 5
5/6S 6
26
27
27
27
27
14
6
15
5
6
11
16
Total per year
17
9
21
Total In class
20
20
20
20
26
5
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
A full copy of the school’s 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
Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
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)
Literacy – NAPLAN Year 3
Notes: The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 students.
State average band distributions do not include students who were exempted from the tests.
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 3 Reading
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
40
50
1 2 3 4 5 6
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 3 Writing
Percentage in Band
SSG % in Band 2011
State DEC % in Band 2011
Date of financial summary
30/11/2011
Income $
Balance brought forward 23261.02 Global funds 104653.74 Tied funds 50575.81 School & community sources 43701.36 Interest 2242.36 Trust receipts 3119.90 Canteen 0.00 Total income 227,554.19 Expenditure
Teaching & learning Key learning areas 15378.81 Excursions 17895.02 Extracurricular dissections 21854.07
Library 2982.92 Training & development 5074.97 Tied funds 45571.86 Casual relief teachers 20441.23 Administration & office 37160.16 School-operated canteen 0.00 Utilities 15614.24 Maintenance 8460.54 Trust accounts 3119.90 Capital programs 0.00 Total expenditure 193,553.72 Balance carried forward 34,000.47
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Notes: The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 students.
State average band distributions do not include students who were exempted from the tests.
Numeracy – NAPLAN Year 3
Literacy – NAPLAN Year 5
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 3 Spelling
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 3 Grammar & Punctuation
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
1 2 3 4 5 6
Pe
rce
nta
ge o
f st
ud
en
tsBands
Percentage in bands:Year 3 Numeracy
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 5 Reading
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
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Numeracy – NAPLAN Year 5
0
10
20
30
40
50
3 4 5 6 7 8
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 5 Writing
Percentage in Band
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
40
50
3 4 5 6 7 8
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 5 Spelling
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 5 Grammar & Punctuation
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands:Year 5 Numeracy
Percentage in Band
School Average 2008-2011
SSG % in Band 2011
State DEC % in Band 2011
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Progress in literacy
Note: Average progress for Writing 2009-2011 is not displayed due to the change in the Writing scale from Narrative to Persuasive.
Progress in numeracy
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
0
20
40
60
80
100
2008-2010 2009-2011
Pro
gre
ss
Average progress in Reading between Year 3 and 5
School SSG State DEC
0
20
40
60
80
100
2008-2010 2009-2011
Pro
gre
ss
Average progress in Spelling between Year 3 and 5
School SSG State DEC
0
20
40
60
80
100
120
2008-2010 2009-2011
Pro
gre
ss
Average progress in Grammar & Punctuation between Year 3 and 5
School SSG State DEC
0
20
40
60
80
100
120
2008-2010 2009-2011
Pro
gre
ss
Average progress in Numeracy between Year 3 and 5
School SSG State DEC
100.0
100.0
88.9
100.0
100.0
Minimum Standards data
Percentage of Year 3 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
76.5
75.0
81.3
81.3
82.4
Spelling
Writing
Reading
Grammar & Punctuation
Numeracy
Percentage of Year 5 students achieving at or
above minimum standard (exempt students
included)
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Arts
The school took part in the ‘Musica Viva’ program with musicians visiting the school to give live performances which invite student participation. Pre-visit and follow up activities were carried out in class. Students thoroughly enjoyed these performances.
In Semester 2 we began weekly music groups. Each Wednesday afternoon all students participated in music activities which included percussion band, dance, singing and music appreciation. Group rotated every five weeks.
Private music lessons through Musitopia, Cessnock were available to students at the school. A number of students took part in these. Disappointingly drum and guitar teachers became unavailable part way through the year.
The piano teacher, Emily, reported a successful year tutoring a number of our students each week. Emily will be offering piano and violin lessons at the school in semester 2, 2012.
Musica Viva
Sport and Healthy Lifestyle
Ellalong Public School has a long and proud
tradition in performing well at sport, as well as
providing opportunities to participate in a range
of different sports. Our students participated in
PSSA rugby league, netball, soccer and basketball.
One student was successful in obtaining a
position in the regional team for soccer.
We joined with other schools for numerous gala
days and sporting activities and athletics and
swimming carnivals. Ellalong students had great
success at these days developing their skills and
sportsmanship. The senior netball teams were
very successful at the Cessnock gala day winning
the senior overall point score.
Senior boys Netball team
As part of our schools sport program, students
participated in Gym Skool in term 3. This sporting
initiative was partly funded by the P&C. In term 4
students participated in a K-6 rugby league skills
and development program. Also in term 4
students took part in swimming school at Kurri
Kurri Pool. P&C helped keep the cost to families
down by subsidising the bus cost.
Gym Skool
Ellalong also combined with two local small
schools, Paxton and Millfield, for ‘Fun and Fit’
days, once per term, focusing on soccer and
netball skills.
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We continued with the Crunch and Sip program
and promoted healthy lifestyle and eating by
teaching nutrition lessons during Peer Support
sessions and in class and by conducting healthy
food taste testing days with seasonal fruit and
vegetables.
Senior Girls Netball Team
Environmental Education
Ellalong School undertakes a number of environmental initiatives.
Mr. Sims led students in monitoring our local water way, the Ellalong Lagoon, by carrying out ‘Bugwatch’ and ‘Waterwatch’ surveys. Selected classes walked down to the lagoon and took water samples and caught, identified, counted and released water bugs. The samples and results were analysed at school and also sent to the catchment authority to add to the state data base.
In 2011 we also took part in P Day, testing the water for phosphorous and participating in a workshop led by Amanda Gregory from the Catchment Management Authority.
At school we actively try to reduce our impact on the environment by recycling and composting. We harvest rain water in tanks for use on the gardens and have had solar panels installed on our new building.
All classes have been involved in working in the school vegetable garden.
Planting native shrubs to beautify our grounds
Significant programs and initiatives
In 2011 Ellalong has continued to follow ‘Positive Behavior for Learning’ (PBL) principles as the basis for student welfare.
A program to improve reading, Multilit, was introduced in semester 2 for identified students who had not attained set reading benchmarks in 2010. The program focuses on developing sight word vocabulary and work attack skills and is delivered individually. Significant improvement has been made by the students involved in 2011.
Ellalong Public School is a member of the Cessnock Community of Great Public Schools and combines with other schools from this group for sporting and cultural events such as ‘Fun and Fit’ days, ANZAC day march, SOS resilience program and Aboriginal initiatives such as ‘Yarn for Your Future’.
In 2011 Ellalong Public School celebrated 100 years as a school on this site. Celebrations culminated in a very successful Centenary Festival in October.
Aboriginal education
The Hunter Valley is home to a number of sites significant to Aboriginal heritage testimony to a rich local Aboriginal history. We are committed to providing an indigenous perspective across the curriculum. In Human Society and Its Environment (HSIE) units, activities include traditional stories, art and history with an Aboriginal perspective. Stage 3 Aboriginal students took part in ‘Yarn for Your Future’. This event, involving Aboriginal
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students from all schools in the Cessnock community, consisted of workshops and discussions led by successful adult indigenous mentors. In 2011 our school continued its membership with the Dare to Lead coalition of schools.
The original custodians of the land are acknowledged at all formal assemblies and community events.
Progress on 2011 targets
Target 1
All students will demonstrate improved learning outcomes in Reading.
Our achievements include:
Reading level data demonstrates continued growth and 66% students in K-2 achieved regional Reading benchmarks
Analysis of data from NAPLAN indicates that all students in year 3 achieved at or above minimum standard in Reading but the percentage of students in the top two bands was lower than the average for our region
NAPLAN data indicates some growth in Reading from year 3 to Year 5 but less than expected
76.5% of students in year 5 were at or above minimum standard for Reading but only 12% were in the top 2 bands
Multilit reading program, introduced in term 3 for students not achieving benchmarks, has shown improvement for students involved
Target 2
All students will demonstrate improved learning outcomes in Numeracy.
Our achievements include:
100% of year 3 students achieved at or above minimum standard in NAPLAN numeracy tests
Some growth in NAPLAN Numeracy results from year 3 to year 5 was shown but less than expected
82.4% of year 5 students were at or above minimum standard but only 6.3% were in the top 2 bands
Target 3
Increased student engagement reflected in both qualitative and quantitative data through use of PBL/Student Engagement strategies and utilization of Information and Communication Technologies (ICT).
Our achievements include:
Sentral Data demonstrates PBL System, action plan and initiatives led to a lower rate of behavior referrals to planning room.
Sentral data demonstrates high rate of attendance of students maintained.
Peer Support and Peer Mediation programs constantly reinforced core values and enhanced relationships between students
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 bell times and the management of learning time and also of how Reading is taught in the school.
Educational and management practice
Background
Monitoring teaching and learning time is vital to ensure that teachers have sufficient time in the week to complete all mandatory curriculum requirements. Breaking the school day into suitably sized sessions to accommodate subject timetabling makes for more efficient use of teaching time.
Bell times had been changed in 2009 to an extended morning session, an early lunch break and shorter learning sessions later in the day. Staff and parents asked for an evaluation of the effectiveness of and satisfaction with this timetable.
Findings and conclusions
Teachers indicated that the morning session, currently, 9:00 till 11:20, was too long and the breakup of the day awkward for subject times.
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Some whole school activities such as ‘Peer Support’ groups and Sport were timetabled at key learning times.
Currently the first bell for end of recess rings at 2pm. Following time for students to walk up from the playground, gather and a brief assembly the afternoon teaching session is approximately 50 minutes. Teachers felt this was too short and would prefer a full hour to ensure quality lessons could be delivered.
Monitoring of time taken to move from the playground to lines and for the supervising teacher to address and dismiss the assembly established that up to ten minutes was being used, thus shortening time in the classroom.
When the P&C and a number of parents were surveyed about preference for lunch time, they responded overwhelmingly with a preference for a later lunchtime (i.e. recess first break, lunch second break). The majority of staff agreed.
Canteen workers stated a preference for a later lunch and recess first.
Future directions
In 2012 morning sessions across the school will be used for literacy focus, including timetabled guided reading groups in which support staff are used. Teachers agreed that a two hour block would be most suitable for the literacy session. To allow for roll marking, ‘crunch and sip’ and movement of staff between classes for guided reading groups an additional 10 minutes will be added.
Activities such as ‘Peer Support’, music groups and sport will be timetabled in the afternoon session so daily literacy sessions are not interrupted and so that other KLAs can be timetabled effectively in prime learning times.
Lunch and recess times will be changed to accommodate student, parent, canteen workers and staff preference of recess break first and lunch later.
Lunch will end at 1:50 to ensure a full hour of teaching time in the afternoons.
Line-up assemblies will be kept brief with messages to the school being delivered at morning assembly only.
Curriculum
English - Reading
Background
Less than expected growth from years 3 to 5 in Reading achievement as indicated by NAPLAN data coupled with low percentages of students achieving in the top two bands in NAPLAN Reading tests highlighted Reading, particularly in years 3-6 as an area for concern. K-2 benchmarking of Reading levels indicated that 66% of these students were at or above regional expectations. Further investigation, reflection and formulation of a plan for improvement were undertaken by staff.
Findings and conclusions
Following analysis of student data, observation of classroom practices, critical reflection by teachers and surveying a focus group of parents regarding successful strategies used at Ellalong in the teaching of Reading and areas for improvement, we noted:
parents, teachers and students agreed that the Home Reading Program and reward scheme was useful and encouraged reading at home
most parents in the focus group reported students became less engaged with reading in the upper years of primary school
Guided reading groups occurred daily in K-2 classes and were seen as being very effective in raising reading achievement
Guided reading groups occurred less consistently in 3-6 classes with more ‘whole class’ teaching
There was less explicit teaching of reading skills occurring in primary classrooms
The program organized by our support teacher and delivered by parent helpers was seen as useful for additional support
Future directions
The whole school will continue to use the current Home Reading Program. ‘Focus on Reading’, a
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Reading program for years 3-6 focusing on comprehension, student engagement and teacher professional learning will be implemented beginning 2012. All classes will schedule Guided Reading groups into the morning literacy session. Support staff will be utilized during Guided Reading sessions to help with groups. Best Start will continue to be fully utilized in junior classes to inform teachers of progress on the literacy continuum. Multilit will be continued for identified students at risk of not reaching benchmarks. The STLA will help monitor reading progress and provide program assistance.
Parent, student, and teacher satisfaction
In 2011 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Overall, parents spoke encouragingly about the school and were pleased with the level and care we provide for their children. They believe the school encourages their children to do well and caters for their needs and interests.
Parents support and are proud of the behaviour within the school and the commitment of staff to encouraging positive behaviour.
Students surveyed indicated that the overwhelming majority felt that the school was a place where they felt safe and valued and that they were proud to be part of Ellalong Public School.
Students felt that their teachers listened to them and treated all students fairly. Most felt that the work was interesting and what they learn is useful.
In 2012 we will continue to seek opinions and suggestions from the school community and students.
Class 4-5 enjoy craft with Mrs. Ackerman
Professional learning
A range of teacher professional learning activities was undertaken this year supporting targeted areas from our school plan and to enhance classroom practices.
TPL in 2011 included staff development days about teaching programs, cyber bullying and use of technology in the classroom and a combined Cessnock schools development day about mental health. Individual teachers also attended courses including ‘Live Life Well at School’ P.E. and nutrition, golf for sport, communicating with your school community, leadership, Multilit tutoring, catering for learners with special needs, speaking and listening and Quality Teaching.
School planning 2012—2014
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 Department’s planning documents.
School priority 1
Outcome for 2012–2014
Increased level of achievement in Reading for all students
2012 Targets to achieve this outcome include:
To increase the percentage of K-2 students achieving regional Reading benchmarks from 66% to 75%
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To increase the percentage of students achieving at or above syllabus standards in Reading on the Literacy Continuum
To increase the percentage of year 3 students achieving in the proficient bands (bands 5 and 6) in NAPLAN Reading from 22% to 26%
To increase the percentage of year 5 students achieving in the proficient bands (bands 7 and 8) in NAPLAN Reading from 12% to 16%
To decrease the percentage of students in year 5 in the bottom 2 bands NAPLAN Reading from 28% to 23%
Strategies to achieve these targets include:
Implementation of L3 (Language, Learning and Literacy) into Kindergarten
Explicit teaching in Guided Reading group sessions across the whole school, utilising STLA and SLSO support staff and community volunteers
Implementation of ‘Focus on Reading’ into stage 2 and stage 3 classes
Encouragement of home reading with merit award system
Continuation of Multilit for identified at risk students
School priority 2
Outcome for 2012–2014
Increased level of achievement in Numeracy for all students
2012 Targets to achieve this outcome include:
To increase the percentage of students achieving at or above syllabus standards in Mathematics
To increase the percentage of year 3 students achieving in the proficient bands in NAPLAN Numeracy tests from 11% to 16%
To increase the percentage of year 5 students achieving in the proficient bands in NAPLAN Numeracy tests from 6% to 10%
Strategies to achieve these targets include:
Explicit and systematic teaching of Mathematics employing Quality Teaching elements
Implementation of the DET Scope and Sequence for Mathematics to ensure sequential teaching of concepts
CMIT (Count Me In Too) strategies to be revisited and implemented
Implementation of ‘Quicksmart’, a program targeting the area of automaticity of number facts, for students with identified need
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.
Susan Sims Principal
David Stone Assistant Principal
Amy Hobden Teacher
Luciana Naysmith SAM
Helen Polley P&C President 2011
Abbey Baker Student Representative
School contact information
Ellalong Public School
Helena St, Ellalong NSW, 2325
Ph: (02) 49981360
Fax: (02) 49981813
Email: [email protected]
Web: http://www.ellalong-p.schools.nsw.edu.au
School Code: 1826
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
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