[school code]

Harwood Island Public School Annual School Report 2014

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School context statement Harwood Island Public School was established in 1871 and has an enrolment of 74 students accommodated in three classrooms. Harwood Island Public School prides itself on providing high quality education for all students. The key priority of the school is to give the students a thirst for knowledge and a desire to become lifelong learners. The dedicated team at Harwood Island work very hard to ensure that the students' needs are met through the delivery of a varied and interesting curriculum. School facilities include a technology centre within each of the air conditioned classrooms. Each classroom is equipped with an interactive whiteboard and the senior room is a connected classroom boasting video conference facilities. The school has an air conditioned library, multi-purpose court, rainforest learning area and outdoor environmental education learning centre. School grounds are significantly enhanced by established rainforest areas which provide study areas and cool retreats at playtime. The multi-purpose court allows for students to participate in a variety of sports. Technology is a major focus within the school. Each classroom now has a ratio one computer for every child. A bank of iPads allows one on one access for students. Teachers incorporate technology into all Key Learning Areas.

Principal’s message It has been a privilege to take on the role of Relieving Principal at Harwood Island Public School for the final term of 2014. The school is a very rewarding school to work in, with students consistently displaying caring, respectful and responsible attitudes; teachers who are dedicated to providing a quality education; and a community that is active and supportive. The students are afforded a wide variety of

opportunities, which they seize with enthusiasm and confidence. They have worked hard to achieve excellence in various academic, creative arts, sports and leadership activities. All members of the community deserve acknowledgement and congratulations on their part in the school achieving such success. 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. Jenni McKeon Relieving Principal

P&C message In 2014 we welcomed some new members to our school community and encouraged some fresh faces to join the P&C committee. This injection of enthusiasm has helped us towards another successful year with respect to fundraising. Our small and dedicated team of volunteers work tirelessly to provide additional educational, social, cultural and physical opportunities for our children. This year the P&C began with a healthy $7,500 in the bank. We raised around $13,000 this year through the following fund raising activities: • An Easter Raffle that made around $500.

• The annual “Mill Mud Drive” was again a resounding success with the bags filled in a record time and $6,200 raised overall.

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• The Mothers Day and Fathers Day stalls raised $200. • We had a generous donation of $200 from the Harwood Youth Club. • The canteen was opened during the athletic carnival. The $370 profit from this event has gone on our books. • BCF donated a kayak and some fishing rods to the school. We procured some more donations from our supportive community to add to this raffle. Through ticket sales and market stall we raised over $1,500. • In Term 4 we started the Joker draw raffles at the Harwood Hilton. It has been and should continue to be a successful fundraiser. These funds will be used to upgrade the canteen. We again donated around $200 for calculators as a gift to the graduating Year 6 students, as well as $ 2,000 worth of donations to make the excursions more affordable. Many thanks to all the parents and families that help make this year so successful. A special thank you goes to Mr John Allen at Maclean Variety Meats, who was awarded our “Annual Community Service Award”. He has generously contributed to our annual fundraising by donating and supplying sausages, bacon and meat trays at cost for our many and varied fundraising events. The P&C wish to show their appreciation for all the effort from the teachers this year, including the relieving principal Mrs McKeon. Danielle Hollis P&C President

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Teaching staff included the teaching Principal, a further 2 full-time teaching positions and one part-time position. Support staff included a part-time School Learning Support Officer, School Administrative Manager, and a part-time School Administrative Assistant in 2014.

Gender 2008 2009 2010 2011 2012 2013 2014Male 25 22 27 28 27 27 37Female 22 25 33 33 36 34 38

Year 2009 2010 2011 2012 2013 2014K 95.5 93.3 94.9 95.5 91.9 96.21 95.3 94.5 91.6 91.3 95.8 94.92 94.6 94.1 95.5 95.4 94.1 94.83 97.0 97.7 96.4 95.5 94.7 96.74 96.2 96.1 96.1 94.5 93.2 95.55 97.4 96.3 95.6 96.6 95.3 93.06 97.8 95.9 97.4 93.8 93.5 94.0

Total 96.2 95.4 95.1 94.6 94.0 95.1K 94.3 94.7 94.7 94.3 95.0 95.21 93.7 94.2 94.2 93.9 94.5 94.72 94 94.4 94.2 94.2 94.7 94.93 94.1 94.5 94.4 94.4 94.8 95.04 94 94.5 94.3 94.3 94.7 94.95 94 94.4 94.2 94.2 94.5 94.86 93.6 94.0 93.8 93.8 94.1 94.2

Total 92.1 94.4 94.3 94.2 94.7 94.8

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Workforce composition

Position Number Principal 1 Deputy Principal(s) Assistant Principal(s) Head Teachers Classroom Teacher(s) 3 Teacher of Reading Recovery Learning and Support Teacher(s) 0.2 Teacher Librarian 0.462 Teacher of ESL School Counsellor School Administrative & Support Staff 1.2 Total 4.862

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There are no Indigenous staff working at the school.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 100% Postgraduate 25%

Professional learning and teacher accreditation

All teaching staff meet the professional requirements for teaching in NSW public schools.

Teachers were provided with training on the new English and Mathematics syllabuses in order to implement them in teaching programs.

Teachers also received extensive training for iPads in order to manage this resource and maximize their benefits in classrooms.

All staff participated in CPR, anaphylaxis, child protection, code of conduct and emergency care.

The Principal and School Administration Manager attended courses on Strategic Financial Management in government schools.

The Principal participated professional learning in leadership, career development, curriculum development, data analysis and the New School Plan.

Beginning Teachers

The school has no permanent beginning teachers.

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2014

Income $ Balance brought forward 32669.57 Global funds 74766.54 Tied funds 41990.35 School & community sources 31640.60 Interest 1209.99 Trust receipts 2836.35 Canteen 0.00 Total income 185113.40 Expenditure Teaching & learning

Key learning areas 11048.07 Excursions 10054.79 Extracurricular dissections 15052.99

Library 1303.83 Training & development 2054.67 Tied funds 41295.30 Casual relief teachers 12883.30 Administration & office 28686.64 School-operated canteen 0.00 Utilities 14942.01 Maintenance 2502.75 Trust accounts 3453.85 Capital programs 0.00 Total expenditure 143278.20 Balance carried forward 41835.20

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the P & C. Further details concerning the statement can be obtained by contacting the school.

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School performance 2014

Academic achievements NAPLAN

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter Harwood Island in the Find a school and select GO to access the school data.

Arts

• All students performed at the Grafton Eisteddfod. Both the senior and junior dance groups won their sections.

• Nine students participated in piano and singing lessons were offered by Sharyn Macdonald.

• Guitar lessons were conducted by the Clarence Valley Conservatorium of Music teacher Ryan Enns. The eight students had several performance opportunities throughout the year, including the Yamba markets.

• Ryan Kemp won a music scholarship with the Clarence Valley Conservatorium by impressing the committee with his singing and guitar playing.

• Students in the senior class all participated in filmmaking, adding action and drama to the school song. Sam Hollis won Best Music video at the Big River Public Schools’ Film Festival.

• Children from all classes entered artworks into the Maclean Show.

• All students attended a performance of The Barber of Seville by Opera Australia’s Oz Opera.

• Footsteps Dance Group conducted hip hop dance lessons for the whole school. In just one week, we learnt 4 new dances and had a ball at a disco at the Harwood Hall.

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Sport Sport is an important part of school life at Harwood Island. All students are encouraged to have a go, have fun and try their hand at lots of different activities.

• The school swimming carnival kicked the sporting calendar off. All students attended and participated in a range of events from age races to novelty events. The 2014 Swimming Champions were: Minor Girl - Lily Jackson Minor Boy - Rory McLeod Junior Girl - Madeline Hollis Junior Boy - Jack Evans 11yr Girl - Ruby Stewart-Wayland 11yr Boy - Linken Coram Senior Girl - Molly McLeod Senior Boy - Zephyr Skipper A great day of competition and sportsmanship resulted in Harwood Island being the first school to have their name on the new Small Schools PSSA Swimming Shield. Competing against Iluka Public School, Palmers Island Public School and Chatsworth Island Public School, successful students included Paris Ryan, Jack Evans, Linken and Cindi Coram, Taylah and Laura Develder, Molly McLeod, Ruby Stewart-Wayland, Holly Whiting, Jenna Carter and Madeline Hollis. These students continued on, representing Harwood Island at the PSSA

Zone Swimming Carnival in Lismore. Cindi Coram continued on to compete at the regional North Coast PSSA carnival.

• We finished the year with the Intensive Swimming Scheme. Every student participated in daily swimming lessons for 2 weeks in term 4, with lessons catering to beginner swimmers, stroke improvement and life-saving skills.

• The school Cross Country Carnival was held in term 1. Congratulations to our Cross Country Champions: 5/6/7 boys - Zack Kemp 5/6/7 girls - Natalia-Lee Armour 8/9 boys - Harry Evans 8/9 girls - Tyra Hildrew 10 boys - Jack Evans 10 girls - Madeline Hollis 11 boys - Harrison Earle 11 girls - Ruby Stewart-Wayland 12 boys - Noah Sharrock 12 girls - Molly McLeod

• Our students were successful at the Small Schools Cross Country Carnival. Molly McLeod and Harrison Earle were champions for their age group. Eleven students continued on to represent the school at the zone carnival in Corndale. Molly McLeod continued on to compete at the North Coast PSSA Regional Cross Country Carnival in Kempsey, placing 10th overall.

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• The school Athletics Champions for 2014 were: Seniors: Molly McLeod and Zephyr Skipper. 11 years: Ruby Stewart-Wayland and Harrison Earle Juniors: April Shannon and Angus Nielsen Minors: Trianna Gibson and Nathan Moss.

• The Small Schools District Athletics Carnival was a successful day with Ruby and Harrison the 11 years champions and Molly McLeod senior girls champion. Molly McLeod and Harrison Earle were successful at the zone competition in Lismore and continued on the North Coast Regional Athletics Carnival.

• Tennis coaching is held at the school every Wednesday. Parents have the option of taking advantage of a tennis coach visiting the school to give lessons.

• The Harwood Island Tennis team (Tom Everson, Molly McLeod, Laura Develder and Zephyr Skipper) competed well at the LCTA Primary School Tennis Championships.

• The school also participated in a number of gala days including basketball; rugby union; and Milo cricket. Students enjoyed AFL and rugby league clinics.

Other

• A visit from the Questacon Science team, thrilled students with experiments and scientific demonstrations.

• A pet care day gave students from Kindergarten to year 2 an opportunity to learn more about looking after and staying safe around animals.

• The school captains attended the U20 Youth Leadership forum at Southern Cross University in Lismore. This was part of the G20 and discussed important issues such as youth unemployment, the cost of living and education.

• The Annual School spelling bee was won by Zephyr Skipper (year 6); Linken Coram (year 5); Tahlia Ryan (year 4); and Aaron Sharrock (year 3). who went on to compete at the Regional Finals in Maclean.

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• This year’s book fair was even more fun when we combined it with a Mad Scientist Day. Weird and wonderful outfits were worn and students divided into groups to conduct experiments and create optical illusions.

• Forty three students successfully completed the Premier’s Reading Challenge. The Harwood Island Reading Challenge continued the reading momentum with 25 awards given out.

• Students achieved good results in ICAS Testing including three distinctions, five credits and seven participations.

• The senior classes spent three days at Adventureland in Foster, developing personal skills, especially in risk taking and teamwork.

• Kindergarten to year 2 visited Dolphin Marine Magic in Coffs Harbour, learning about sea animals and caring for the environment.

• The whole school learnt about water conservation, the importance of keeping our waterways clean and the principles of water supply when The Waterwise program visited our school. We are now a fully accredited Waterwise school.

Significant programs and initiatives – Policy and equity funding Aboriginal education

The school’s teaching programs educate all students about Aboriginal history and culture and contemporary Aboriginal Australia. The programs focus on key issues relating to reconciliation, improving relationships, understanding country, valuing culture and sharing history.

Aboriginal perspectives are presented across all areas of the curriculum and are not taught in isolation.

Our annual Naidoc Day celebrations included art and craft activities in all classes and the production of a whole school mural for the canteen.

Multicultural education and anti-racism

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All students participated in a Tyke-oh Japanese Drumming workshop, which was great musical and cultural fun.

The USA was the focus of a multicultural unit taught in Human Society and Its Environment across the school. Mrs Jane Davidson taught the unit during Release from Face to Face sessions and library lessons. Students developed a deep understanding of American culture and history and celebrated their achievements with a USA Day in Term 3.

Mrs Tracie Skinner fulfilled the role of Anti-Racism Contact Officer.

An inclusive school in every way, Harwood Island prides itself on its harmonious and welcoming community. Students respect and value difference in others and are encouraged to share their cultural heritages in lessons across the curriculum.

We developed and sustained a positive and inclusive school culture by encouraging and supporting parents to contribute to school life through volunteering in classrooms and the canteen; as well as providing social activities through the P&C.

Our School Learning Support Officer, Jennifer Battye, was a wonderful asset in classrooms, as she worked to improve student learning outcomes.

Our Kindergarten orientation program offered parents the opportunity to learn more about their children’s schooling and to meet others from the Harwood Island community. It allowed students to make a smooth transition to primary school, familiarising them with the teacher, classroom, grounds, other students and routines.

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

• Evaluation meetings • Analysis of teaching programs • Analysis of assessment results • Consultation with community

School planning 2012-2014:

School priority 1

Literacy

• Increase the percentage of students achieving band 6 or above for NAPLAN spelling from 75% of Year 5 in 2013 to 80% of Year 5 in 2014.

• Increase the percentage of Year 5 and Year 3 students in NAPLAN Reading placed in the proficiency bands (bands 4-6 yr 3 and bands 6-8 yr 5) from 95% in 2013 to 100% of Year 5 and Year 3 students placed in the proficiency band in NAPLAN reading in 2014.

Outcomes from 2012–2014

• Improve spelling skills of students Years K-6.

• Improve teacher knowledge of the teaching of spelling K-6.

• Continue to improve and use K-6 spelling program devised in 2012.

• Increased technology competency levels will be demonstrated by staff and students to enhance learning in every classroom.

• Improve reading skills of students Years K-6.

• Improve teacher knowledge of the teaching of reading K-6.

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Evidence of achievement of outcomes in 2014:

• In Spelling, 50% of students in year 5 were in band 5 or higher.

• In school testing, 72.5% of students from years 1-6 recorded results suggesting age appropriate or better spelling ability.

• Continued use of the K-6 spelling program was considered effective by teachers and it will continue in 2015.

• In Reading, 80% of Year 3 students placed in bands 4-6. 12.5% of Year 5 students placed in bands 6-8.

• School testing showed that 93.4% of all students K-6 were reading at age appropriate or better level.

• Teachers attended training in Focus On Reading; using iPads in literacy lessons; and use of the literacy continuum for assessment, grouping and planning.

Strategies to achieve these outcomes in 2014:

• Teachers use data (including SMART) to inform planning for teaching and learning.

• Professional development activities.

• Full implementation and teaching of the New English Syllabus.

• Specific, uninterrupted daily reading and spelling sessions across the school using the Interactive Whiteboard to enhance learning.

• Utilise web based reading and spelling programs to enhance engagement during spelling and reading lessons.

• Purchase tablet resources to support the implementation of spelling and reading in the K1 classroom.

• Utilise staff meeting time to allow for increased collaborative planning, building of consistency of teacher judgment, programming support and sharing of resources and assessment strategies.

• Tracking students using school based testing in semester 1 and semester 2 including the use of a Benchmarking tool for children who have achieved level 30 in reading.

• PLPs are developed for Gifted and talented students.

• Ensure all Aboriginal students and students at risk have a Personalised Learning Plans and are updated at least once a term.

School priority 2

Numeracy

• Increase the percentage of Year 3 students in NAPLAN Numeracy placed in bands 4-6 from 67 % in 2013 to 80% of Year 3 students placed in bands 4 – 6 in NAPLAN Numeracy in 2014.

• Increase the percentage of students, in stages one, two and three, improving their overall result in school maths results from 91% in November 2013 to 100% in November 2014 in school based diagnostic testing.

Outcomes from 2012–2014

• Improve student performance in numeracy K-6.

• Teachers have enhanced skills in the use of data to inform programming and planning for the teaching of numeracy.

• Teachers have developed enhanced skills in the teaching of numeracy.

Evidence of achievement of outcomes in 2014:

• In NAPLAN Numeracy results, 70% of Year 3 students achieved results which placed them in bands 4-6.

• School based mathematics testing results showed that 90% of students improved from semester one to semester two, showing improved understanding and ability.

Strategies to achieve these outcomes in 2014:

• Use of NAPLAN and school based data to explicitly inform programming and planning for teaching and learning and demonstrate this in teachers’ programs;

• Continued implementation of the Early numeracy continuum and the Early learning plan in numeracy;

• Effective use of interactive whiteboard technologies and computer technologies to teach numeracy;

• PLPs are developed for all Aboriginal students and any other students who are performing

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at or below national minimum standard or are at risk;

• PLPs are developed for Gifted and Talented students;

• Tracking students in numeracy using school based testing in semester 1 and semester 2;

• Professional development activities focusing on understanding and implementing the new Mathematics Syllabus; and

• Purchase a range of maths and multimedia resources to support the implementation of maths in all classes.

School priority 3

Curriculum and Assessment

• Maintain 100% of teachers who collaborate to improve the quality of classroom practice from 2013 to 2014.

Outcomes from 2012–2014

• Improve teachers understanding of the new English and mathematics syllabus documents.

• Continue to provide student centred learning across the school.

• Participation of all staff in Quality Professional Learning.

• Increase the use of technology to enhance teaching and learning.

Evidence of achievement of outcomes in 2014:

• All teachers worked collaboratively to improve the quality of classroom practice, meeting regularly to discuss pedagogy, assessment, reporting and planning, especially as the new English syllabus was introduced.

Strategies to achieve these outcomes in 2014:

• Strengthening evidence based practice in assessment to improve student learning;

• Providing collegial support, through staff meetings and the TARS process, to program and teach the new English Syllabus;

• Providing professional learning and resources to support the implementation of the new Maths Syllabus for all staff; and

• Providing professional learning and curriculum support for all staff to integrate

technology and strengthen differential teaching and learning practices to meet the needs of the diverse learner.

Parent/caregiver, student, and teacher satisfaction In 2014, through the use of surveys and the conduction of survey groups, the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Parents overall were very happy with the school. They appreciated the teaching; the family atmosphere; the lack of bullying; the extra curricular activities and variety of sports on offer; the way everyone is included and encouraged to participate in everything; and the school grounds.

Students thought Harwood Island was the best school because of the teachers; the sport; the technology; that they are all friends and everybody is happy; and the excursions and extra-curricular activities.

All staff believe they make a difference in the jobs they perform. They see the school as providing a fun, fair and supportive learning environment where children are encouraged to achieve academically and grow socially and emotionally.

Many parents were completely satisfied with the school, but some offered suggestions for improvement including:

• More opportunities for parents to be involved, including inviting them to assemblies

• Smaller class sizes • More drama opportunities • More nutritious food in the canteen • Dealing with the local environmental pest

– the mosquito • Teaching more about the local sugar cane

industry • Purchasing better quality school hats • Employing more males • Utilising our gardens better to teach

about nutrition • Using the Facebook page more to

communicate • Having the water in the bubblers filtered • Including martial arts and yoga in the

sports program

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Students expressed a desire for more technology, especially more iPads; exposure to a wider range of teachers; and more sports/play equipment.

The school actioned some of these suggestions immediately and others have been factored into the 2015-2017 School Plan.

The school has changed their assembly time to just before school finishes on a Tuesday in order for parents to attend. Parents will be invited to come along to watch class items when appropriate. A musical afternoon which offered all students the opportunity to perform for a larger crowd was held in Term 4 and was well attended by parents. It is planned to repeat the format each semester in order to give students more performance practice.

The Facebook page is more regularly updated, which has seen its following increase to reflect that most of the school community are reading it.

Future Directions 2015-2017 School Plan NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

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.

Jenni McKeon – Relieving Principal

Heather Bull – School Administrative Manager

Danielle Hollis – P&C President

Tracie Skinner – Classroom Teacher

Jane Davidson – Classroom Teacher

Emily McLeod – Classroom Teacher

School contact information

Harwood Island Public School

11 Morpeth Street

Harwood

NSW 2465

Ph: 02 66464213

Email: harwood-p.school@det.nsw.edu.au

Web: http://www.harwood-p.schools.nsw.edu.au

School Code: 2142

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

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