Upload
haminh
View
216
Download
2
Embed Size (px)
Citation preview
1
Ourschoolataglance
Students
At the conclusion of 2012 Narromine PublicSchoolhadastudentenrolmentof407students,Kindergarten to Year 6. There is oneMulticategorical class for students with specialneeds.
StaffTheteachersandstaffatNarrominePublicSchoolarehighlyvaluedandprofessional.Theyworkwithparentsandthewidercommunityinpartnership to provide a supportive andchallenginglearningenvironment.
SignificantprogramsandinitiativesThis year the school was involved in, orconducted a number of programs to givestudentsextraeducationalsupportandenhancedlearningoutcomesthroughout2011.Thesewere:•PositiveBehaviourforLearning(PBL)program•PrioritySchoolsProgram(PSP)•NationalPartnershipsLOWSES•Wambinya(Kindergarten)•NortaNorta(Yrs4and6)•ReadingToLearn•Multilit•KindergartenTransition•ReadingRecovery(Year1)•SpeechProgram•ActiveAfterSchoolsCommunities•PremiersSportingChallenge•StudentRepresentativeCouncil(SRC)
Studentachievementin2012StudentsinYear3and5participatedintheNationalAssessmentProgramLiteracyandNumeracy(NAPLAN).TheLiteracycomponentoftheprogramtestedstudentcompetenciesinWriting,Spelling,GrammarandPunctuation,andReading.TheNumeracycomponentofthisprogramtestedstudentcompetenciesinNumber,PatternsandAlgebra,Measurement,Data,SpaceandGeometry.
Messages
Principal’smessageThe 2012 Annual School report is a snapshot ofthe school’s achievements, programs andactivitiesfortheyear.Itoutlinestheprogressandsuccessofstudentsandtheschool,resultingfromthe outstanding commitment and dedication ofstaff and enhanced by the involvement andvaluedsupportofparents.The school has continued to maintain studentnumbers.Thisisaresultofthequalityteachinginour school and the active promotion of theexcellentprogramscurrentlyinoperation.Studentsareencouragedtodotheirpersonalbestinasafeandcaringenvironmentthatisdesignedtocaterforindividuallearningstyles.Thereisastrongemphasisonimprovingstudentliteracyandnumeracyandafocusonstudentwelfareandtechnology.ThestaffatNarrominePublicSchoolarehighlyexperiencedandundertakeallaspectsoftheirteachingwithenthusiasm,professionalismanddedication. In addition to providing a well‐balancedacademiccurriculum,weprovidenumerousopportunitiesforstudentstodevelopsporting,cultural,performingartsandsocialskillswithintheschoolenvironment.Parentsandcarersplayakeyroleintheschool.Theygiveverygenerouslyoftheirtime,skillsandknowledgeaspartoftheParentandCitizens’Association(P&C),canteen,classandschoolvolunteersandthosewhosupportandattendschooleventsincludingsportingandculturalactivities.NationalPartnershipfundingandPrioritySchoolProgramfundinghascontinuedtosupportprogramsintheareasofliteracy,numeracy,Aboriginaleducation,technologyandstaffprofessionaldevelopment.ItisaprivilegetobePrincipalofaschoolwherestudents,staff,parentsandcaregiversworktogethertopromotethevaluesofRespect,HonestyandResponsibility.
Icertifythatthe information inthisreport istheresultofarigorousschoolself‐evaluationprocessand is a balanced and genuine account of theschool’s achievements and areas fordevelopment.
TeresaHealey
2
P&CmessageThisyeartheP&Chasonceagaincommittedto providing many opportunities for thewhole school community. 2012 has seen ayear of highs and lows for the P&CCommunity.Wehaveheldavarietyoffundraisingeventsincluding the Easter Egg raffle, Mother's &Father's day stall and we ran canteens atboththeschool&NARRAFathleticscarnivals.A fantastically popular Saturday feteextravaganza raising approximately $9000toppedoffour fundraisingevents. This fetewas convened by Tracee Smith & RachaelSmith who did a fantastic job. A specialmention should be made to all the staff,parents, students and thewider communityforthesupportgiventhatday.We continued to sell NPS promotionalproducts, uniforms, hats, lunch wallets,maths dictionaries and the ever‐popularhandballs.While our focus has been on the projectorsystem in 2012we have provide the schoolwith gymnastics equipment, some cricket &netball resources, classroom & libraryresources, assistance to children who madestate level in sporting events, Kindergartensample bag including a hat, Year 6 farewellpresent andpresentationday book for eachkindergarten child. The projector system isstillongoingbutwehope thatwewill see itinthehallintheverynearfuture.At the school Big Day Out reward day, weprovidedafreesausagesizzleforallstudentsandStage2onceagainreceivedatriptothetheatrewithagrantwesuccessfullyreceivedin2011. Wehavealsocontinuedtosupporttheschoolvegiepatch.The other services and community projectstheP&Chavecommittedtothisyearincludecontinuing the Teacher of the Term award,garden working bees, volunteers for Meals
onWheels, assistance at Kinder OrientationandEducationweek. P&Calsosupports theschool’s PBL program including having amemberattendmeetingseveryfortnight.Wehavecontinuedtheguestspeakerroleatourmeetings, which has encouraged moreparentstoattend.Thisyearwehaveseenanumberofchangesto our canteen, which operates 5 days aweek. At the beginning of the year wewelcomed a support Canteen Supervisor onFridays and at the end of Term 3 wefarewelled our long term CanteenManager.Term4sawfourparentsmanagethecanteenandabookkeeperwasintroduced.OnasadnotewefarewelledGlennBrowninginJuly.Glennoprovidedthemusclebehindalot of the P&C projects and was always awilling helper at many P&C functions andworkingbeesoverthepast13years.Wearecurrently in the process of having a gardensculpturememorialmadeinhismemory.Once again we would like to thank ourPrincipal, thestaff, theparents&carersandstudentsfortheirsupport in2012. Theyearcouldn't have been so successful withoutyoursupportandcommitment.IwouldalsoliketosayabigthankyoutotheP&C committee for their continued supportin2012
SandraIrvinePresident
Studentrepresentative’smessageIn2012, theCaptainsandPrefectsatNarrominePublic School displayed exemplary leadership
qualities by being active participants in the SRCbody and participating in a variety of extra‐curricularactivities.
The SRC body is represented by students from
Year 1 to Year 6, elected by fellow students inTerm 1. This action group aims to increasestudent engagement by providing opportunities
for students to be more active participants inschoollife.
3
By modelling the school values of Respect,
Honesty and Responsibility, student leaders areable to expand their leadership expertise in theareas of decisionmaking, organisation, problem
solving, assertiveness, negotiation, effectivecommunication, teambuildingand interpersonalskills.
In 2012, the Student Representative Council
continuedtoorganisefundraisingeventssuchasCrazyHairDayandPinkStumpsDay.DuringTerm3, the studentbody liaisedwithNarromineHigh
School’s SRC body and organised activities forAcceptanceWeek. During this time, the primarystudents led a guessing competition and
multicultural stall, where all money raisedcontinued to support our World Vision SponsorChild. In addition, Senior SRC representatives
from the primary and feeder high schoolmanaged outdoor games for K‐6 students. Acolouringandpoetrycompetitionalsotookplace
duringthisweek.
Throughouttheyear,theSRCbodyorganisedtheschool socials and talent quest. The schoolcaptains and prefects attended a leadership
conference andwerequality hosts duringwholeschool assemblies. The 2012 studentrepresentativeshaveconductedthemselveswith
pride and care and have developed valuableleadershipskillsduringtheyear.
GurmitThakurSRCLeader
Schoolcontext
Studentinformation
It is a requirement that the reporting ofinformation for all students must be consistentwithprivacyandpersonalinformationpolicies.
Studentenrolmentprofile
Studentenrolmentcontinuestoremainstrongwithananticipatedenrolmentof405studentsin2013.The ratio of boys to girls is very similar andaveragesaround50%
Gender 2007 2008 2009 2010 2011 2012
Male 215 204 202 202 214 213
Female 201 200 194 194 194 194
Studentattendanceprofile
In2012ouraverageattendancerateperdaywas93.4. Years 2,3,4 and 6 had the highestattendancerates.
Year 2008 2009 2010 2011 2012K 93.5 92.4 94.1 92.3
1 93.3 93.2 94.0 93.12 93.6 94.0 94.3 94.03 94.4 93.2 91.8 93.94 93.0 94.6 93.4 94.35 94.2 92.9 93.6 92.46 93.1 92.3 92.9 93.9
Total 93.9 93.6 93.3 93.4 93.4
Managementofnon‐attendance
ItisimportantthatstudentsatNarrominePublicSchoolattendschoolregularly.Absenteeismcanmarkedlyaffectthequalityoflearningofastudent.Tosupportstudentsthefollowingprocesseshavebeenputinplace:•Identificationofstudentsatriskofhighabsenteeismbyweeklyrollchecks.•Classteacher’sphoning/contactingparentsofstudentswithattendanceconcerns.•AttendancePlanscompiledbytheLearningSupportTeam(LST)forstudentsatriskidentifiedfromthepreviousyear’sdata.•ReferraltotheHomeSchoolLiaisonOfficer
050
100150200250300350400450
2007 2008 2009 2010 2011 2012
Stud
ents
Year
Enrolments
Male Female
4
(HSLO)ifabsencesremainaconcern.•Spot‐OnProgramforK‐2studentsatrisk.Staffinformation
It is a requirement that the reporting ofinformation for all staffmust be consistentwithprivacyandpersonalinformationpolicies.
Staffestablishment
Position Number
Principal 1
AssistantPrincipal(s) 3
ClassroomTeachers 14
TeacherofMCSupportClass 1
TeacherRelief 0.672
TeacherofReadingRecovery 0.5
SupportTeacherLearningAssistance 1.4
TeacherLibrarian 0.8
Parttime 0.7
Counsellor 0.4
PSPstaffingallocation 0.6
SchoolAdministrative&SupportStaff 5.122
Total 29.194
The National Education Agreement requiresschools to report on Indigenous composition oftheirworkforce.
TheIndigenouscompositionofourworkforceistwofulltimeAboriginalEducationOfficers(AEOs)andanAboriginalEducationWorker(AEW).Theschool also has staff members appointed undertheIndigenousEducationProgram.
Staffretention
The school retained themajorityof its teachingstaff from 2011. One teacher was successful ingaining a permanent merit based appointmentout of the Region. A number of temporaryteachers were employed to replace permanentstaff on higher duties or maternity leave.Temporary teacherswerealsoemployedaspartoftheNationalPartnershipLowSESprogram.
Teacherqualifications
All teaching staff meet the professionalrequirementsforteachinginNSWpublicschools.
Qualifications %ofstaff
DegreeorDiploma 86%
Postgraduate 14%
Financialsummary
This summary covers funds for operating costsand does not involve expenditure areas such aspermanent salaries, building and majormaintenance.
Dateoffinancialsummary 30/11/2012
Income $
Balancebroughtforward 1151965.69Globalfunds 235241.26Tiedfunds 264361.81School&communitysources 88957.31Interest 45758.87Trustreceipts 107747.11Canteen 0.00Totalincome 1894032.05
Expenditure
Teaching&learning Keylearningareas 25521.23Excursions 41633.25Extracurriculardissections 31769.66
Library 15039.98Training&development 7053.71Tiedfunds 284354.02Casualreliefteachers 31981.23Administration&office 79348.78School‐operatedcanteen 0.00Utilities 48103.20Maintenance 28913.20Trustaccounts 415393.43Capitalprograms 0.00Totalexpenditure 1009111.69Balancecarriedforward 884920.36
The balance carried forward includes unpaidsalaries,unpaidaccounts forgoodsandservices,tied funds; which must be spent on specificprograms, and money set aside for assetreplacement.
A full copy of the school’s 2012 financialstatement is tabled at the annual generalmeetingsoftheSchoolCounciland/ortheparentbody. Further details concerning the statementcanbeobtainedbycontactingtheschool.
Schoolperformance2012
Achievements
Arts
Narromine Public School has participated in avast range of activities throughout 2012. These
5
opportunitiesenabled students toenhance theirlearning in creative andperformingarts throughclassroom and extra curricular activities. Theactivities also assisted in developing confidenceand self‐esteemand enhanced connectionswiththecommunity.Theseactivitiesincluded:• A successful display at the Narromine Show
with many students entering artworks andachievinggreatsuccess.
• Visiting performances that demonstratedtheirskillsandinspiredthestudents.
• Circus Narromine performed at variousschoolandcommunityevents.
• Choir showed great talentwhilst performingatEducationWeekevents,theFete,CarolsbyCandle Light and many other school andcommunity events. The elderly also enjoyedwatchingthechoirperformwhentheyvisitedTimbrebongie House. The choir alsoparticipated in a workshop aimed atdeveloping their musical technique andconfidence.
• Raps and drumming workshops were ahighlight for the students with the studentsdeveloping their understanding of rhythm,beat and rhyme while enhancing their self‐confidence.Thesestudentsalsoperformedatawholeschoolassembly.
• The senior and junior dance groupsperformedattheDubboEisteddfodwiththestudentsreceivingafirstplaceandtwohighlycommended awards. They also showcasedtheir talent by performing at a range ofschoolevents.
• All students participated in a range ofcolouring incompetitionsthatpromotedourcommunity.
• Opportunities were provided to all studentstoperform invariousassemblies throughouttheyear.
• Acquisitionofnewresourcesforartandcraftand reorganisation of school storagefacilities.
• Staffparticipatedinanartcompetitionwheretheycreatedaportraitofacolleague.Theseweredisplayedfortheschoolcommunityanddevelopedcollegialrelationships.
Sport
Sport is highly valued by all members of theNarromine Public School community. Students
have hadmany opportunities to participate in a
rangeofsportingactivitiesin2012.
Physicalexercisethroughsportandfitnessbuildsteamwork skills,whilst building game skills, self‐esteem, motivation and improving engagement
inotherkeylearningareas.
2012hasseenmanystudentsperformingwellonthe sporting front at school carnivals and try‐outs, resulting in a number of students
representingourschool,NARRAF/GobonderyandWestern. There were many great achievementsandpersonalbestscelebratedthisyear.
This year, Narromine Public School took part in
the Premier’s Sporting Challenge. Students andstaff strove to improve their activity levelsthroughout a ten‐week period, in order to
achieve awards in the Premier’s SportingChallenge.
Highlights,experiencesandopportunitiesin2012included a Year 6 Fun‐run fundraiser day,
AcceptanceWeek tabloid event with NarromineHigh School students, K‐2 Tabloid sports day,Olympic Games sports day, Country Rugby
LeagueclinicsandaCricketGalaDay.
StudentsrepresentedatWesternandStatelevelsinnetball,swimming,rugbyLeague,rugbyUnion,cross‐countryandathletics.
Theschoolparticipated inavarietyofPSSAarea
knockout carnivals and district carnival days,giving students opportunities to develop skillsand compete in soccer, netball, touch football,
tennis, softball, cricket, rugby league and rugbyunion.
The Circus Arts program continued this year,
holding performances at the school and in thecommunity,includingEducationWeekandschoolassemblies.
The Stage 2 and 3 dance program enabled
students to participate in several performancesfor the school and excellent results wereachievedattheDubboEisteddfod.
6
Peer Support: A K‐6 social skills program led by
Stage3 leaders toencourage theuseofpositivesocial skills was run during the year. Otheractivities held included structured, supervised
sportsrunthroughoutlunchbreaksandstudentsvs teachers sports events. Year 6 studentsweretrained inActiveAfterSchoolgames,whichthey
ran with K‐2 students as a lunchtime gamesprogram. Year 5 students took part in PeerMediation training and used this training in the
playground.
2012sawtheintroductionoftheLiveLifeWell@School program, this year focusing onencouragingstudents todrinkwater,andonthe
teachingoffundamentalmovementskills.
At Narromine Public School we greatly value allthe support we receive from our community,including coaching, transport and assisting
teacherswithsportinourschool.Newresourcespurchased during 2012 included new balls,updates to current equipment and various skills
equipment.Muchofthenewequipmentthisyearwas made possible due to the support we hadfrom the community with the Coles Sports for
Schoolsvouchers.
Academic
In theNationalAssessment Program, the resultsacross the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefromBand1toBand10.
The achievement scale represents increasinglevelsof skillsandunderstandingsdemonstratedintheseassessments.
Yr3:fromBand1(lowest)toBand6(highestforYear3)
Yr5:fromBand3(lowest)toBand8(highestforYear5)
Reading–NAPLANYear3
• Proficiency bands for reading in NAPLAN
wereachievedby24%studentsinYear3.• Numberofstudents inBand6forSpelling in
Year3increasedby15.5%.
Numeracy–NAPLANYear3
• Our Year 3 students performed better inNumber than in Measurement, Space and
Geometry.• 38% of Year 3 students scored in the top 3
bands.
• Our students scored significantly lower thanYear 3 students across the state in timemeasurementquestions.
• 82.8% of Year 3 students achieved at oraboveminimumstandard.
0
10
20
30
40
1 2 3 4 5 6
Percen
tageofstude
nts
Bands
Percentageinbands:Year3Reading
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012StateDEC%inBands2012
0
10
20
30
40
1 2 3 4 5 6
Percen
tageofstude
nts
Bands
Percentageinbands:Year3Spelling
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012StateDEC%inBands2012
7
Reading–NAPLANYear5
• Year5Boys(21students)are37scalescoresabove the state average growth in the test
aspectofReading.• Aboriginal students have improved by 27
scale scores from the 2011 data in the test
aspectofSpelling.• Proficiency bands for reading in NAPLAN
wereachievedand18%ofstudentsinYear5.
• Number of students in proficient bands forSpellingincreasedby3%.
• NumberofAboriginalstudentsintop2bands
forspellingincreasedby8%.
Numeracy–NAPLANYear5
• 35%ofYear5girlswereplaced in the top3bandscomparedto25%in2011.
• Our Year 5 students performed better in
Number, Patterns and Algebra than inMeasurement,SpaceandGeometry.
• Year 5 students achieved greater average
growth (2010‐2012) than Year 5 studentsacrossthestate.
0
10
20
30
40
1 2 3 4 5 6
Percen
tageofstude
nts
Bands
Percentageinbands:Year3Numeracy
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012StateDEC%inBands2012
0
10
20
30
40
3 4 5 6 7 8
Percen
tageofstude
nts
Bands
Percentageinbands:Year5Reading
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012
0
10
20
30
40
3 4 5 6 7 8
Percen
tageofstude
nts
Bands
Percentageinbands:Year5Spelling
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012
0
10
20
30
40
3 4 5 6 7 8
Percen
tageofstude
nts
Bands
Percentageinbands:Year5Numeracy
PercentageinBandsSchoolAverage2008‐2012SSG%inBands2012StateDEC%inBands2012
8
Progressinreading
Graph shows average growth for reading fromyear 3 to 5. The period 2010 – 2012 showsconsiderable growth in this area compared tobothStateandSchoolGroupArea.
Progressinnumeracy
The growth for students from year 3 (2010) toYear5(2012)isgreaterthantheStateandschoolgroupaverage.
The My School website provides detailedinformation and data for national literacy andnumeracytesting(NAPLAN).
Click on the link http://www.myschool.edu.auand enter the school name in the Find a schoolandselectGO.
Significantprogramsandinitiatives
Aboriginaleducation
Our school provides support and guidance forAboriginal students and their families andoperatesprogramstoeducateallstudentsabout
Aboriginalhistoryandculture.
In 2012, Narromine Public School had anAboriginalstudentpopulationof45%.
ThisyearourschoolwasfundedtoruntheNorta
Norta program for targeted Aboriginal Studentsin years 4 and 6 to improve their literacy andnumeracy skills as per their NAPLAN results.
StudentsalsohadaPersonalisedLearningPlantoensuretheirindividuallearningneedswerebeingmet. A teacher and an Aboriginal Education
Officer(AEO)supportedthestudents.
Another program that Narromine Public Schoolhas implemented this year is Wambinya. Thisprogramprovidesadditionalsupportfortargeted
Aboriginalstudentstoexperiencesuccessintheirfirst compulsory year of schooling. The focus oftheprogramistoprovidelearningsupportinthe
areas of literacy and numeracy, in particularcomprehension, which leads to improvededucational outcomes for all students in the
program.
YarnUpswereheldwithourschoolstudentspastand present as well as members of thecommunity. The aim of these activities was to
increase student and community engagement atNarromine Public School. There were threedifferent Yarn Ups all having different aims and
targeted at a different audience. Stage 1 had acommunitynursediscussinghealthy lunchesanddifferent ideas for school lunches. Stage 2 boys
invited a male adult in for the day where theyparticipated in some reading, drawing andconstructionactivitiesfollowedbysomesporting
games.Stage3deepenedtheirunderstandingofAboriginal story telling by researching a story
from their language group. These students thentoldtheirstorytoarangeofdifferentaudiences.
Our school has an active Aboriginal EducationCommittee, who meets regularly to discuss
programs within our school and where possibleadd an Aboriginal perspective to classroomactivities. The main aim of this committee is to
improve educational outcomes for all studentsand to increase Aboriginal student engagement.Oneprogramthatwasestablishedthisyearfrom
this committeewas the After School HomeworkCentre.Thefocusofthisprogramwastoprovide
0
50
100
150
2008‐2010 2009‐2011 2010‐2012
Progress
AverageprogressinReadingbetweenYear3and5
School SSG StateDEC
0
100
200
2008‐2010 2009‐2011 2010‐2012
Progress
AverageprogressinNumeracybetweenYear3and5
School SSG StateDEC
9
opportunities for all students to access the
Internetandassistwithhomeworkand researchtasks.
The school is an active member of the localAboriginal EducationConsultativeGroup (AECG);
staffattendmonthlymeetingsandseekadviceonpathways for working together to better theeducational outcomes for all students. This
committee is very proactive in the communityand has strong partnerships with local serviceproviders.
Our NAIDOC celebrations this year received
outstanding support from the community.Cultural activities were run in classes andcommunity members and parents were invited
along to help with the activities and share in aluncheonwithstaff.
Our school continues to provide support forAboriginal students, parents and community in
developing strong partnerships, facilitating andimplementing programs to improve educationaloutcomesforAboriginalstudents.
Multiculturaleducation
NarrominePublicSchoolstudentsandstaffhave
celebrateddiversity inavarietyofways in2012.Theseinclude:
• National and Torres Strait Islander daycelebratedwithinStages
• FundraisingforUNICEF• AcceptanceWeek
Environmentaleducation
Students are being reminded of environmental
issuesthrough:
• weeklycollectionofpaperandcardboardforrecyclingbyclassrepresentatives.
• participation in Clean Up Australia Day and
EarthHour.• planting and maintaining flower and
vegetablegardensby students, teachersand
P&Cmembers.
• the Enviro Detective programme which
encouragestheresponsibleuseofresources.• promotionofrecyclingandsustainabilitybya
guestspeakerfromNetWaste.
PositiveBehaviourLearning(PBL)
OurPositiveBehaviourforLearningteamconsists
of a core team comprising of the Principal,Assistant Principals, teachers, parentrepresentative and aDistrictWelfare Consultant
(coach). Our whole team expands to includewider community representatives, all teachers,executiveandAEOs.
Ourfocusin2012hasbeencontinuedembedding
of PBL practices, systems and processes andstrengthening data collection and analysis toallow for school movement to Tier 2 Training.
(Tier Two is the next step in PBL journeywherewe are able to put in place numerousinterventions toreteachstudentshowtodisplay
expectations)
Wehavecontinuedtogatherandreviewdatatoidentify behaviours that require improvedpractice. These were targeted through explicit
teachingofexpectations.
In2012wefocusedon:
• Supporting consistency between classroomsthroughexplicitlessons.
• UsingPBLrewardstoencourageexamplesofexpectedbehaviour.
• Continuing with consistent use of PBLlanguage and rewarding of expectedbehaviourintheplayground.
• Evaluating and revising levels system tosupportPBLpractice.
• Signageofschoolwideexpectations.• Embedding PBL practices into Student
WelfarePolicy.• Challenge initiatives in partnership with
Wambangalang Environmental EducationCentre.
• TraininginTiertwotargetedinterventions.
10
In2013weaimto:
• Continue to embed PBL as best‐practicestudentmanagement.
• Establish Tier Two Committee that will beworkalongsideLearningandSupportteamtoguidetargetedinterventions.
• Implement a consistent Levels system linkedcloselytoPBLexpectations.
• ProvideTeacherProfessionalLearningaroundbehaviour management and school systemsandpractices.
• Decrease the amount of learning time lostthroughexitingfromclassrooms.
• Increase communication between classroomteacher and parent/caregivers regardingbehaviour.
• EvaluateandupdateStudentWelfarePolicy.• Recognition of our achievements through
schoolsystems.
Nationalpartnershipprograms
[In2012theschoolcontinuedtoreceiveNationalPartnership Low SES School Communitiesfunding.
Arequirementofthisprogramwasfortheschoolto undertake an evaluation and to establishspecific targets for improvement. These targetsareidentifiedintheSchoolManagementPlan.
The leadership program has enabled all staff toanalysedatamoreeffectivelyacrossawiderangeofareas.Staffhavealsoreflectedonthecontextand culture of the school community andincorporated this into their planning. Throughprofessional learning experiences, teachers haveimproved their capacity to meet the learningneedsofAboriginalstudents.
Theprogramalsoenabledthepositionofliteracyleader to bemaintained. This position has beenhighly supportive in mentoring and coaching allstaff in reflecting on and supporting them inchanging teaching and learning practices in linewith the Quality Teachingmodel. The focus hascontinued on evidence based practice planningwith staff skills in analysing data continuing togrow. Literacy programs have continued to be afocusandReadingtoLearnisembeddedinmostclassroompractices.
Twopart‐timeDeputypositionsweremaintained,one being fulltime and the other two days perweek.Thesepositionshavecontinuedtosupport
staff and students in building relationships withthe community, supporting parents by providinghighlyinteractiveworkshops,developingpositivestudentwelfaresystemsanddevelopingstrongerlinkswithcommunityagencies.
Students were also supported with theemployment of an additional classroom teacherto reduce class sizes andone toprovide in‐classsupportinliteracyandnumeracygroups.AnSLSOposition was maintained to continue to run aspeech program. A homework centre forAboriginalstudentsoperatedononedayaweek,supporting students in enhancing theirtechnologyskillsandincompletinghomework.
The school will continue to receive NationalPartnershipsfundingin2013.
Connectedlearning
2012hasseenanumberofsignificantchangesinInformation Technology at Narromine PublicSchool.Wehadachangeoverinserversystems,which required training and development forstaff.Thisprocessisstillinthefinishingstagesasweensurethatallstaffandstudentshaveaccesstorequiredinformationandhardware.
StaffDevelopment
• VideoConferencinghascontinuedtobeusedwith student use for learning, staff trainingandmeetings
• Staff blog is used regularly forcommunicationofweeklyeventsandtrainingopportunities
• Training of staff in accessing and storinginformationontheserverhasbeengivenandanumberofstaffarenowabletoassistwithtroubleshootingstaffproblems.
• Implementation of the ICT plan is underwaywith the purchase of appropriate hardwaretoimproveaccesstocomputertechnologyinclassrooms.
StudentUseofICT
• Stage Three accessed the Movie MakingprojectandsomeclassesinStage3mentoredyoungerstudentsinClaymation.
• Students acted as technology assistants andran sound systems for most regular eventsand the school spectacular and supportedstaff in implementing the new LaptopTrolleysinclassrooms.
11
• UseofBlogEdintheclassroomhascontinuedthis year with use of the program assistingwithstudentsthatareabsentfromschoolforextendedperiods.
TheScopeandSequenceisstillindevelopmentalstages and finalisation and implementation of
thisin2013willbeapriority.
Otherprograms
PrioritySchoolPrograms(PSP)
2012was our final year with the 4‐year PrioritySchools Program funding. Next year we havebeen able to secure a further 12 months offunding through equity programs which willenableus to continueonwith someof our verysuccessfulprojects.
Thisyearwehavecontinuedtoextendourstage3 students in literacy and provide support inliteracytostudentsfromKindergartenthroughtoYear4.This includedtakingonnewprojects thisyear involving music in literacy. We have alsobeenable tomake connectionswith communityorganisationssuchasCentaCare,TheMen’sShedand the Dubbo Conservatorium in meeting theneedsofourstudents.
Forthefourthyearrunningwehavebeenabletorun three small group10weekprojects. Stage2and 3 were able to build Billy carts developingskills inproceduresandbuilding, supportedwithliteracy lessons.Wehavehadan increase in thesupport provided by parents involved in thisproject, coming up to help with the buildingprocess. Stage 2 and 3 also participated in theRAPS program and were again given theopportunity to include drumming as part of thisproject. The groupswere able to go intoDubbotoworkwithmembersoftheconservatoriumandperformed at school events. The third projectwastheMovieMakingproject,whichwasaimedat extending the literacy of Stage 3 students.Students wrote their scripts and learnt the ICTskillsinvolvedinproducingshortfilms.
In addition to these projects Kindergartenparticipated in a 10‐week project involvingKaraoke. With the support of Centacare staff,students learnt a number of concepts throughsong and performed to their parents at theconclusion of the program. The improved
confidence and engagement in students wasoutstandingtosee.
The funding was also used to support the PreSchool to Kindergarten Transition program. Thisranfor10weeksandenabledstudentsstartingin2013 to prepare for their start at school. Thisprogramhasproventobeverysuccessfulwithallpositions again filled prior to the start oftransitionthisyear.
Our most successful project in 2012 hascontinuedtobetheemploymentofanadditionalteacher to develop early reading strategies inStage 1 students. This teacher has been able towork alongside our current Reading Recoveryteacher and between them have been able toofferassistance toallofour students inneedofreadingsupport.Wehavedoubledthenumberofstudents who could access these lessons. Thisteacher has also supported Year 2 students andreceived additional training this year to supportherinherrole.
In 2013 we aim to continue to provide theservicesandprogramswehavedonethisyear.
Progresson2012targets
Target1
Increasethebandrepresentationofstudents intheproficientbandsinreadingfrom29%in2011(Year3)to345in2013(Year5)
Ourachievementsinclude:
• StaffperformeddetailedanalysisofNAPLANand specific areas of concern and studentshavebeenidentified.
• FurtherstafftraininginReadingtoLearnhasassisted in explicit teaching of all Literacyconcepts.
• The Multilit, Norta Norta and Wambinyaprogramhaveransuccessfullythisyearwitha large number of students being able toaccesstheseprograms
• PEG spelling has continued to beimplementedthroughouttheschool.
• Programs such as Movie Making, Billy Cartsand RAPS have been successful in engagingstudents and building positive relationshipswiththeschoolcommunity.
12
Target2
Increase the percentage of students in the toptwobandsinnumeracyfrom18%in2011to22%ormorein2012
Ourachievementsinclude:
• The Numeracy leader supported classteachers in the analysis of NAPLAN results.
Areas of needwere identified andprogramsimplementedtosupportallstudents.
• The online core program, Stepping Stones isavailable to all teachers who are furthersupportedintheirteachingwithprofessional
learning.• 58 students participated in the University
MathsCompetitionandweresupportedwith
practicepapers.• Year 6 students have competed in the five
MathsOlympiadsthisyear.
• Resources were purchased to support ourfocusonmeasurementacrosstheschool.
• Problem solving remains a focus K‐6. Ourstudents’ repertoire of problem solvingstrategies was evident during NationalLiteracy and Numeracy Week when allstudents participated in a problem solvingcompetition.
Target3
Increase the proportion of Year 5 Aboriginalstudents in the top 2 bands in Writing to20%from10%in2010.
Increase the percentage of Year 5 Aboriginalstudents in the top2bands fornumeracy from12%in2011to14%in2012.
Ourachievementsinclude:
• 52%ofAboriginalchildreninYear5achievedat proficiency or above in the areas ofwriting.4%ofthesewereintoptwobands.Amarkedimprovementfrom2010results.
• Aboriginal students have improved by 27scale scores from the 2011 data in the testaspectofSpelling.
• ThetargetforMathematicswasnotachieved– with 8% of Aboriginal students in the toptwo bands. This will need to be a strongpriorityfor2013.
Target4
Improvement of Kindergarten attendance for2012 by 10% and increase the level of studentengagementinallgrades(2012)by15%.
Ourachievementsinclude:
• Our data is gathered, analysed and sharedwithallstaffonaregularbasis.
• Our PBL data triangle indicates the correctproportion of students in the three areas ofcompliance tononcompliance. Showingover85% of our students follow schoolexpectationsinallsettings.
• PBL school evaluation tool conducted bydistrictrepresentativeindicated100%ofstaffand students knew our expectations andrewardsystems.
• Kindergarten attendance rates havemaintainedabove90%fortheyear.
Schoolevaluation
NSW public schools conduct evaluation tosupport the effective implementation of theschool plan. In 2012 our school carried outevaluationsonprogrammingandMathematics.
EducationalandManagementpractice
Programming
Background
Theschoolconductedasurveyofthestafftofind
out how staff program for their classes, howteachers feel about their programming, thesupportprovidedandtheinclusionoftechnology
in programming. A number of staff receivedtrainingintheuseofOneNoteforprogrammingand programming in Literacy using Reading to
Learn. Classroom teachers were asked tocompletethesurvey.
FindingsandConclusions
Ananalysisoftheresultsrevealedthat:
• Over the year an increasing number of
teachersstartedusingOneNotetoprogram.AmajorityoftheteachersinKindergartentoYear2usedOneNoteinTerm4of2012and
13
collegial planning improved with the
implementationofthis.• The majority of teachers participated in
collegialplanningandsharingofprograms in
the minor key learning areas, but less so inLiteracyandNumeracy.
• All teachers surveyed used a range of
assessmentdatatoinformprogramming.• 92%ofteacherssurveyedwereteachingPBL
inclasses(withtheexceptionofthosenoton
class during the designated PBL sessions).100% of these teachers reported using thegivenPBLlessons.
• 83%reportedteachingReadingtoLearnasacompleteprogramorpartsofthisprograminliteracy,however,70%oftheseteachersalso
reported only sometimes using the ReadingtoLearnlessonplans.
• Intimetablingkey learningareasall teachers
identified Literacy as having the most timededicatedto it,withmostteachersspendingon average 10 hours per week on Literacy
and between 5 and 7.5 hours per week onNumeracy.
FutureDirections
• Teachers requested further support in theuseofOneNoteasaprogrammingtool.
• Monitoring the full implementation ofReading to Learn to ensure consistency inpractice and accuracy in program
implementation.• Developing appropriate systems to ensure
easyaccesstosharedprogramsbyallstaff.
Curriculum
Mathematics
Mathematicswas the target curriculum area for2012.
In2012SteppingStoneswasmadeavailabletoallteachers. This interactive program provides
teacherswith units of lessons, interactive digitalresources and printed worksheets. For eachlesson there are activities for extra help, extra
practice,andextrachallengeforthestudents.K‐2
studentsarefurthersupportedwiththeSteppingStones big books, which develop and reinforcemathematical language and understanding by
stimulating discussion on specific concepts.Problem solving skills of students 3‐6 aresupported by the availability of Think Tanks in
each classroom. These activity cards allowstudentstoworkindependentlyandattheirownpace. Each Think Tank series contains activities
fordevelopingaparticular areaofmathematics:computation and number sense or thinkingmathematically and problem solving. Teachers
arereportingahugeincreaseintheconfidenceofstudents in using a variety of strategies whenfaced with a mathematical problem. National
Partnership funding has also provided extrateachingstaff tosupportMathsclasses instages2and3.Thishas facilitated the teachingofhigh
needstudentsinsmallergroups.Instage1theseextrateacherssupportedstudentsintheirareaofneed. Preterm and end of term tests have
indicated excellent growth for these students.ParticipationintheUniversityMathsCompetitionhas grown with 58 students participating this
year. Year 6 students competed in the 5MathsOlympiads this year and became increasinglyconfidentateachstage.
Futuredirections
NAPLAN and school data will be analysed to
gauge success of our programs and teaching.Further training sessions will be conducted inStepping Stones, problem solving and student
assessment.Studentswillbe furtherencouragedtoparticipateinAustralia‐widecompetitionssuchasUniversityCompetitionsandtheOlympiads.
Studentprofilesweredeveloped forYears4and6 teachers based on students not meetingNationalbenchmarksforthestartof2013.
Parent, student, and teachersatisfaction
In 2012 the school sought the opinions ofparents,studentsandteachersabouttheschool.
Theirresponsesarepresentedbelow.
14
A range of data was collected throughparent/teacher interviews, focus groups, phonesurveys, P&C meetings, newsletters, staffmeetings, PBL meetings, information evenings,school education director reviews, interagencymeetings, parent workshops and communityinterviews.
Ofnotewerethefollowingresponses:
• Community relationship building is a highpriority.
• Theschooliswellresourcedandthephysicalenvironmentiswellmaintained.
• The school’s website is wellmaintained andcontinuallyupdated.
• Access to quality computer technology ishighlyvaluedbystaff,studentsandparents.
• Developing leadershipopportunities for staffandstudentsisahighpriority.
• Effective, efficient communication needs toremainafocusfortheschool.
• Thepositivelettershome,parentinformationnights and personalized learning planmeetingsrehighlyvaluedbyparents.
ProfessionallearningIn 2012 all staff participated in training andprofessional development. This professionallearning includedmandatory training forall staffinChildProtectionupdates,EmergencyCareandCPR and staff also participated in Non‐ViolentCrisis Intervention. These were conductedalongside school‐wide professional learningpresented on the 5 staff development daysthroughouttheyear.
At the school level training and professionallearningwaspresentedonthenewEverySchoolEvery Studentmodules in Learning and Support,Positive Behaviour Learning updates and skillbuilding in managing behavior at school, ActiveSupervision andongoingprofessional learning inLiteracyandNumeracy.Allstaffalsocompleted5modulesontheQualityTeachingdocumentsandtheirimplementationattheclassroomlevel.
Anumberof staffhaveattendedandcompletedthe online training modules provided as part ofthe Every School Every Student initiative, staffhave been trained in Behaviour, Dyslexia andSpeech. Staff then provided training to staff at
school after returning from the completion ofthesecourses.
In support of the school targets professionaldevelopment has been selected to support skillbuilding in the areas of Literacy, Numeracy,
InformationTechnologyandAboriginalEducationand 2 more staff have been trained and are
undertakingaccreditationinReadingtoLearn.
Teachers have identified long and short‐termgoalsagainthisyearandtheTeacherAssessmentReviewwasusedtomonitorstaffintheirgrowth
against these goals. Goal setting will be usedagainin2013withteachersaligningtheirgoalstothe school targets, helping us to ensure that
professional development of teachers supportsthegrowthoftheschool.
Schoolplanning2012—2014Theschoolplanningpolicyprovidesdirection forthe preparation and implementation of schoolplansincludingtheidentificationofpriorityareas,intended outcomes and targets that areconsistent with the NSW State Plan and theDepartment’splanningdocuments.
Schoolpriority1
Outcomefor2012–2014
School Priority 1 Literacy
Improvedliteracyoutcomesforallstudents.
Utilization of school and system basedassessments.
Implement specific professional learning to
supportteacherqualityandmaintainconsistencyofpracticeacrosstheschool.
Utilization of PSP and NP Low SES funds toachievestudentgrowthinliteracy.
2012Targettoachievethisoutcomeincluded:
Increase in band representation of students in
proficient bands in reading from 29% in 2011(Year3)to34%in2013(Year5).
15
Strategiestoachievethistargetinclude:
• DataanalysisofNAPLANcompletedbyteamleadersand sharedwithwhole staff throughTPLandstagemeetings.
• Support data analysis and developing schoolscope and sequence for explicit teaching ofreading,grammarandpunctuation.
• Mentor staff with use of SMART and usingthis to drive programming and teachinglearning.
• Appropriate assessments to be developedandcompletedforReading.
• EmploymentofSLSOtorunspeechprogramsdevelopedbySpeechPathologist.
• LiteracyLeaderpositioncreatedtoprovideinclasssupport/mentoring.
• Continued embedding of Reading to LearnacrossK‐6.
• Selectedstudents,throughPBLdataand lowliteracy benchmarks for programs such asRapsandBillyCartsforsmallgroupworkwithliteracyfocus.
• Expansion of Reading Recovery program tosupport Year 1 students not meetingbenchmarks.
• Two SLSOs employed to run Wambinyaprogram for Kindergarten children notmeetingbenchmarksinBestStart.
• Purchasing of resources to supportimplementationofexplicitteaching.
• Staff having a strong understanding of theschool targets and review the classroomstrategieswithinTARSmeetings.
• Regional supportwithplanning teachingandlearning strategies in Grammar andPunctuation and incorporating these intoReadingtoLearnlessons.
• Teacher Professional Learning revising theQuality Teaching Framework and providingevidenceofelementswithinourclassrooms
OurSuccesswillbemeasuredby:
• ProgramsreflectuseofSMARTtoinformanddrive programming, teaching and learningand student focus on areas of particularconcerns.
• ImprovementinNAPLANresults.• Implementation of Springboard into
Comprehension Resources into classrooms 2–6.
• Improved attendance ‐ engagement ofstudents
• Staff demonstrate knowledge of schooltargets and show links to targets andprioritiesintheirclassroomandprogram
• Successful implementation of Reading toLearninmoreclassrooms.
• Growth in staff confidence in deliveringquality learning experiences in line with theQualityTeachingFramework.
• School mentor/coach employed to supportexplicit Quality teaching in Literacy andNumeracy.
Schoolpriority2
Outcomefor2012–2014
Improvednumeracyoutcomesforallstudents
Utilisation of school and system basedassessments.
2013Targettoachievethisoutcomeinclude:
Increase the percentage of students in the toptwobandsinnumeracyfrom12%in2012to20%ormorein2013forYear3andfrom16%in2012to20%ormorefor2013forYear5
Strategiestoachievethistargetsinclude:
• Data analysis completed by teachers andshared with other staff through training
sessionsandstagemeetings.• Teachers mentored on NAPLAN trends so
that appropriate teaching and learning
activitiescanbeprogrammed.• An additional teacher employed in stage 2
and3tosupportidentifiedneedsofstudents.
• Teaching of core program Stepping Stoneswhichisavailableonlinetoallclassteachers.
• Implementation of Early Intervention
programs to support students identifiedthrough Best Start assessment – Wambinyaprogram.
• Purchase of stage laptop sets which givestudentsaccesstomathssoftwareandonlineprograms(Studyladder).
• Purchase of resources to support theteachingofmeasurement.
• Pre‐ and post‐term assessments tomeasure
studentgrowtheachterm.
16
• Focus on Maths language and problem
solvingusingSteppingStonesbigbooks(K‐2)andThinkTanks(3‐6).
• Students supported in their participation in
Australia wide competitions, e.g. UniversityMathscompetitionandOlympiads.
Schoolpriority3
Outcomefor2012–2014
Improvedattendance
IncreasedStudentEngagement
2013Targetstoachievethisoutcomeinclude:
ImprovementofKindergartenattendancefor
2013by10%on2012figures.
Increasethelevelofstudentengagementinall
gradesin2013by10%asmeasuredbyPBLdata.
Strategiestoachievethesetargetsinclude:
• Implementation of new Student Welfarepolicy.
• All staff to attend regular and whole schoolandcorePBLmeetings.
• Continue to develop capacity of LearningSupport.
• ToregularlyidentifyandsuggestPAPorHSLO
referralsupport.
• Information sessions for Aboriginal parentsand carers on the importance of regularattendance.
• Implement mentoring support for staff inmodels of engaging students – to includeRegional Aboriginal Pedagogies Program (8waysofLearning).
• Support in implementing and following upprogramsforattendanceandengagementofAboriginal students. Building links withfamilies and the community. K‐2 spot onprogramandGetSmart.
• LinkswithPBLpointssystemK‐6.
• AEOstimetabledintoclassrooms.
• 100% attendance award ceremonies at endof year presentation for those studentswhohaveachievedthis.
• Participate in PL activities organized by SEG,RegionandStateinAboriginal/culture.
• Following in‐class steps for inappropriatebehaviour.
• Collection of exit data and recognition ofachievement.
• ParticipateinregionalTier2TrainingforPBL.
• Utilise Aboriginal community – Elders andthosewithspecialskills.
• Yarn‐Ups – Focus on kindergartenattendance.
• Employ twoexecutive staff (O.2 each) atDPlevel to coordinate TPL and mentor staff inWelfare strategies and engagement ofstudents in the classroom. Deputy Principalto lead a review in currentpractices inBoysEducation and develop relevant and flexibleprograms.
• PBLstrategiestocontinue
• Identify target group using DP NationalPartnershipsrole.
• Programsto improveengagemente.g.RAPS.Fathers/boys days, Science activities.Dance/sportandinterestgroups.
• Reduceclasssizes–Extrateacherforstage2and additional support in all stages forliteracyandnumeracy.
Schoolpriority4
Outcomefor2012–2014
ImprovedliteracyandnumeracyoutcomesforallAboriginalstudents.
Utilisation of school and system basedassessments.
Improvementinattendance
Increased parental involvement in the decisionmakingprocess.
Utilisation of Equity and NP Low SES funds toachievehigherlevelsofstudentengagement.
17
Personalised Learning Plans completed for allstudents.
2013Targetstoachievethisoutcomeinclude:
Increase the proportion of Year 5 Aboriginalstudents in thetop2bands inWritingto12% in2013from4%in2012.
Increase the proportion of Year 5 Aboriginalstudents in the top 2 bands for numeracy from8%in2012to12%in2013.
Strategiestoachievethesetargetsinclude:
• Explicitteachingbyallstaffwithanemphasison Aboriginal Education and incorporatingthe8waysofLearningintoprogrammingandteaching.
• Implement mentoring support for staff inmodels of engaging Aboriginal students toinclude regional Aboriginal PedagogiesPrograms.
• Information evenings for Aboriginalparents/carers on the importance of regularattendance. Support in implementing andfollowing up programs for attendance andstudentengagementofAboriginalstudents.
• Building links with families and thecommunity.
• Participate in PL activities organized by SEG,region, and State in Aboriginaleducation/culture.
• TransitionProgram–term4.
• Continue CMIT explicit teaching andnumeracymoderatingwithinstages.
• Implement programs focused on improvingliteracy and numeracy outcomes E.g. R2L,CMIT,Counting‐On,andSteppingStones.
• Implement programs focused on improvingwriting outcomes E.g. R2L, writing rubrics,bestStart,PEG.
AboutthisreportIn preparing this report, the self‐evaluationcommittee has gathered information fromevaluations conducted during the year andanalysed other information about the school'spractices and student learning outcomes. Theself‐evaluation committee and school planningcommittee have determined targets for theschool'sfuturedevelopment.
TeresaHealeyPrincipal
AmandaTurnbullAssistantPrincipal
AlbertWebbAssistantPrincipal
JoEllisLiteracyLeader
RosemaryWebbClassroomteacher
GurmitThakurClassroomteacher
EmmaSmithClassroomteacher
MalloryLawrenceClassroomteacher
JordanMoranClassroomteacher
BerylKentClassroomteacher
KerryGowerSchoolAdministrationManager
BevTowneyAEO
KerrieWaldenAEO
SandraIrvineP&CPresident
Schoolcontactinformation
NarrominePublicSchool
MeryulaStreet,Narromine
Ph:0268894566
Fax:0268894451
Email:Narromine‐[email protected]
Web:www.narromine‐p.schools.nsw.edu.au
SchoolCode:2713
Parents can find out more information aboutAnnual School Reports, how to interpretinformation in the reports and have theopportunity to provide feedback about thesereportsat:
http://www.schools.nsw.edu.au/asr