2009 Tamworth West PS ASR - tamworthw … · At Tamworth West there were 175 students ... through...
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NSW Department of Education & Training 3158 2009 Annual School Report Tamworth West Public School NSW Public Schools – Leading the way
Transcript of 2009 Tamworth West PS ASR - tamworthw … · At Tamworth West there were 175 students ... through...
NSW Department of Education & Training
3158
2009 Annual School Report Tamworth West Public School
NSW Public Schools – Leading the way
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Our school at a glance
Students
At Tamworth West there were 175 students enrolled at the beginning of 2009. There were 102 boys and 73 girls. Thirty five percent of these students identified as Aboriginal.
The population climbed to 194 students by the middle of March and maintained this figure throughout the year.
Staff
In 2009 the staffing allocation for Tamworth West was 24 teachers. This included part-time teachers, specialist teachers and itinerant teachers for hearing impairment and behaviour. These teachers and our additional support staff provide a rich range of experiences and quality teaching and support to children.
The staff are committed to the school’s focus on improving educational outcomes for students and providing the best possible conditions for children to learn in.
In 2009 there were 6 executive staff including 2 executive staff for hearing, 8.2 itinerant staff and 10 classroom teachers.
Other staff included an Aboriginal Education Officer, In- class tutors, classroom aides, a band teacher and support staff for the school.
The staff were presented the Regional ‘Excellence in Education’ award this year for their outstanding commitment to quality teaching in literacy.
Mr Eady, our general assistant received a local award for his outstanding contribution to the school. Mrs Sue Mclachlan received a 30 year teaching certificate and Mrs Mulligan was acknowledged for her work with ‘Art-rageous’.
All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives
Aboriginal Education
Multicultural Education
Priority Schools Program
Positive Behaviour for Learning
Accelerated Literacy
Reading to Learn
Norta Norta
Learning Support Team
School Band
Breakfast Club
Student achievement in 2009
IN the 2009 NAPLAN literacy and numeracy assessments our students achieved better than like school groups, where slightly below the state average but demonstrated growth between year 3 and year 5 substantially above that of the state. The schools targets for 2009 were achieved in both literacy and numeracy. For 2010 the school will have similar targets for improving literacy and numeracy for all students.
Messages
Principal's message Tamworth West Public School is a well respected and significant learning institution within the Tamworth area. It aims to fulfil its motto ‘I Strive’ by providing programs, which enables all students to develop their full potential educationally, socially and emotionally.
The school has made significant inroads into development of an effective anti bullying policy which, when combined with the initiative of Positive Behaviour for Learning, will see all students provide with support and strategies for dealing with bullies.
2009 will also be remembered as a challenging but rewarding year for the whole school community. It began well but with numbers less than we were expecting, which resulted in the collapsing of a 5/6 class and the loss of Mrs Kristine Sharkey to another local school.
The issue resolved itself over the course of the first term with a significant increase in numbers and the re-establishment of the second 5/6 class.
During this time we welcomed Mr Mark Stephens. He quickly stepped into the role and gained the respect of the senior boys.
In 2009 the school made enormous improvements in the area of literacy.
The establishment of both ‘Accelerated Literacy’ and ‘Reading to Learn’ has, as an across the school focus, resulted in significant improvements to the quality teaching of literacy and more importantly outcomes for children.
Significant Federal and State Government funding has been directed towards our school this year which should see our school continue to improve both aesthetically and educationally over the coming two years.
Finally I would like to thank the staff for their extremely hard work during this year in ensuring that the school focus on Quality Teaching and
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improved student outcomes remains the most important focus for us all.
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.
Jeremy Mills
P&C and/or School Council message The P&C has had a relatively successful year in 2009. We have held some successful fundraising ventures during the year and we have participated in discussions relevant to the future running of the school.
We again saw an increase in the number of parents actively participating in the P&C. New parents became involved as volunteers in the canteen, managed by Alison Tolmie and I would like to thank all volunteers for their continued support.
Highlights for the year included:
the development of our fundraising committee run by Tracey Van der Spuy and Amanda Price who, through their dedication, managed to raise nearly $2000 in a range of activities.
The coordination and running of the Carols under the Cola where father Christmas arrived in an Australian Army Bushmaster.
The canteen had increased opportunities to provide catering services for visiting teachers and principals involved in professional development activities.
As we move into 2010 we are focused on continuing our support of Tamworth West financially and in person. We look forward to initiating uniform improvements, being part of the decision making process and planning for our school and to providing input into policy development.
Kathy Cain (President 2009)
Student representative's message
We consider ourselves privileged in being selected by the children of Tamworth West for leadership positions this year.
The opportunities to run organised activities, be asked to speak on behalf of the student population, even though we were all feeling nervous, has been great.
Some of the activities we had to organise included running the weekly assemblies, attending special ceremonies such as ANZAC day and NAIDOC Week, assisting to organise the Presentation evening and hosting the evening and being there for when our teachers needed us.
At the beginning of the year we were all wondering what being a school leader would be like but as the year went on we all felt that we had grown a lot and took on more responsibilities
“This has been the best year of my life so far” Jesse Ridgewell.
“This year has been tough but rewarding. There were times that I had to make decisions that I wasn’t feeling comfortable with, especially when it came to my friends, but I knew they were the right decisions.” Bree Colgate
“I have thoroughly enjoyed my year as Captain of the school. I have learnt a lot and will remember this experience for the rest of my life.” Susan Sayabath
Bree Colgate, Colby Liddle, Holly Anderson, Mathew Davis, Jesse Ridgewell, Susan Sayabath
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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
The school in 2009 reached a peak of 198 students during second term. It was also a year that saw an increase in our transient population with a number of families moving to other states and schools due to work and family commitments.
At the time of census our school population was 175 students. It is anticipated that the school in 2010 will be slightly larger due to an increase in the number of kindergarten enrolments and a plateau in the number year 6 students leaving.
Of significant note is the number of bys in attendance at Tamworth West compared to girls.
Student attendance profile
Tamworth West, during 2009 bettered the State attendance rates by 0.1%. The schools individual improvement between 2008 and 2009 was 0.3% points.
Management of non-attendance
The Department of Education and Training policy in relation to attendance states that children must attend school when the school is open. Our policy in relation to the attendance policy matches that of the State.
Initiatives at our school to enhance student attendance are:
Timely follow up of student non attendance by the classroom teacher;
The establishment of a rewards system for appropriate attendance patterns;
Timely follow up of Indigenous students by our Aboriginal Education Officer which eliminates chronic absenteeism
Policy and procedures being followed in regard to the referral of students to the Home School Liaison Officer
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2009 class size audit conducted on Wednesday 18 March 2009.
Roll Class Year Total per Year
Total in Class
1 YELLOW 1 22 22 2 BLUE 2 24 24 3/4 H 3 11 23 3/4 H 4 12 23 3/4 M 3 14 23
3/4 M 4 9 23 5/6 M 5 11 26 5/6 M 6 15 26 5/6 S 5 16 20 5/6 S 6 4 20
K PURPLE K 23 23
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120
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Student attendance rates
School Region State
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Structure of classes
Classes in 2009 were structured to support the Government’s commitment to lower class sizes in kindergarten.
The school endeavoured to provide the best possible learning conditions for all students as well as maintain classes at the ‘average’ level across the school. All classes in the infants were structured as straight grade classes. All primary classes were structured as multigrade composite classes.
In addition to normal class provisions, additional support was provided in the infants through flexible staffing and was utilised to improve literacy and numeracy development.
PSP initiatives also allowed the school to enhance learning assistance in the primary. When combined with the school’s learning assistance funding that it receives, the primary was able to structure small group and individual learning assistance for children requiring additional support.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Staff establishment
Position Number
Principal 1 Assistant Principal(s) 3 Classroom Teachers 4 Teacher of Language Disorders 1 Primary Teacher R.F.F./ Part Time .6 Teacher of Reading Recovery .315 Support Teacher Learning Assistance
.3
Teacher Librarian .4 Counsellor .22 School Administrative & Support Staff (SASS)
1.6
Aboriginal Education Officer 1 General Assistant .43 Total 13.865
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
The Staff at Tamworth West are committed to improving themselves professionally for the benefit of students.
Five staff members undertook training in Accelerated Literacy pedagogy and have now been accredited. One staff member is an accredited Accelerated Literacy Coach and mentor
All primary staff elected to develop ‘Reading to Learn’ pedagogies in the primary classes and have been active in pursuing professional development activities. All primary staff were trained in Reading to Learn and have developed the implementation collaboratively.
The explicit teaching model provided by both Accelerated Literacy and Reading to Learn will lead to improved literacy understandings by all students.
Qualifications % of staff Degree or Diploma 100% Postgraduate 15%
Out of Uniform Day
‘Raising money for our school excursions’
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
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Date of financial summary: 30/11/2009
Income $
Balance brought forward 158 290.29
Global funds 169 707.31
Tied funds 243 895.62
School & community sources 30 069.85
Interest 5 776.51
Trust receipts 2 030.90
Canteen 0.00
Total income 609 770.48
Expenditure Teaching & learning
Key learning areas 23 007.50
Excursions 7 872.36
Extracurricular dissections 22 285.41
Library 3 992.19
Training & development 26 990.77
Tied funds 189361.17
Casual relief teachers 45 892.37
Administration & office 46 750.82
School-operated canteen 0.00
Utilities 44 818.04
Maintenance 13 990.06
Trust accounts 1 461.90
Capital programs 5 611.84
Total expenditure 432 034.43
Balance carried forward 177 736.05
A full copy of the school's 2009 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 2009 Tamworth West endeavours to deliver high quality programs for all students. Our school is inclusive and engages as many students as possible in as many opportunities as possible. We aim to provide a ‘rich’ curriculum.
Achievements
Arts
Band
2009 saw the commencement of the Tamworth West Band. Eight enthusiastic students came together under the tutelage of Mr Keith Griffiths, a woodwind player with the Tamworth Conservatorium. All but two students were beginning musicians.
Public Speaking
Use of oral language is an important focus for all students. Our aim is to develop highly competent and confident communicators.
Students are taught public speaking skills as part of their literacy program and are prepared for an in-school public speaking competition. All students from years 3 to 6 are given the opportunity to prepare a speech in preparation for the Multicultural Public Speaking Competition. Two representatives are selected in both the junior and senior divisions to contest the state wide initiative.
In 2009 4 students represented our school at Tamworth Public School in the Regional Public Speaking challenge.
Dance Group
A number of opportunities presented for the dance group this year.
The year began with 30 students coming together to perform at the opening of the AELEC centre in April after being selected to perform in February.
Following this opportunity the dance group, under Mrs Clare entered the eisteddfod, dance festival and Wakikirri Indigenous video competition.
The children gained first place at the Tamworth Eisteddfod, were key performers on the Saturday evening of the performance and gained a silver medal nationally in the Wakikirri dance.
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Wakikirri Writing
Three students entered the Wakikirri writing competition this year. One student received a gold medal whilst the remaining students received a silver medal in the competition. Congratulations children!
Chess Club
In 2009 the chess club was formed as an interest group during lunch breaks. The club had 10 regular participants and was focused on developing the skills of playing the game of chess as well as an understanding of the rules. This winter time activity proved popular for those who participated.
All children were rewarded with a trip to the Regional chess championships where they participated.
Engineering Challenge
The senior students again participated in the annual primary ‘Engineering Challenge’ in 2009. The students Bridge Building’ where a trolley is passed over a bridge testing it to destruction and ‘Job Juggle’ where students had to arrange an assembly line in the most efficient manner. Tamworth West finished overall second on the day.
Sport A comprehensive range of sport programs was provided, focussing on building skills, confidence and fitness levels through enjoyable learning experiences.
In the Primary School Sport Association (PSSA) competition the school entered teams in netball, soccer, softball and cricket.
Our junior girls’ soccer team reached the second round of the competition which was a first for the school. Various sport clinics were held throughout the year. Professional players and coaches attended the school, teaching skills and games in, soccer and rugby league, rugby union and AFL. The school held its swimming carnival trials at Tamworth Pool. Eleven students represented our school at the Tamworth Zone Swimming Carnival. One student represented at the Regional Carnival. The school held its Cross Country carnival at Riverside Park in conjunction with the Golden Circle Fun Run. One hundred and seventy two students attended the carnival. 8 students attended the zone carnival with one student being selected to attend the Regional Carnival. Tamworth Zone PSSA Cross Country carnival and one student was selected in the zone team. The school held its Athletics Carnival at the Tamworth Regional Athletics complex. 155
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students attended the day which is the most supported carnival for a number of years. Over 65 students participated in the Active After Schools Sports program coordinated by Miss Kelly. This proved to be an outstanding program for the participants. Activities in 2009 included dance, touch football, karate and swimming. Students who do not participate in PSSA sport were offered a range of sports including basketball, tennis, dance and swimming. Eighty students participated in the Department of Education and Training School Intensive Swimming Scheme program.
Premiers Sporting Challenge In Terms 2 and 3, Kindergarten through to Year 6 participated in the Premier’s Sporting Challenge. The main aim of the Challenge was to encourage and increase student participation in physical activities, during and out of school. Each class entered their activity time each week over a period of 10 weeks. All of the infants’ classes reached the gold level, with the Primary classes varying between bronze and silver levels. As a whole, the school was awarded the silver level in the Sporting Challenge.
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 the 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
The following graphs indicate the performance of Tamworth West year 3 students who sat the NAPLAN tests in 2008.
These graphs have been compared as a relative performance for our year 3 students during the previous two years.
The school average for the years 2007 to 2009 is in red whilst performance for 2009 is in green.
Our year 3 students performed better in reading, grammar and punctuation and spelling when compared to writing than other components of the test.
There are no three year trends available for spelling and grammar as these components were tested for the first time this year.
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Percentage of students in bands: Year 3 reading
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LSG average 2009
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Percentage of students in bands: Year 3 writing
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Numeracy – NAPLAN Year 3
Literacy – NAPLAN Year 5
The following graphs indicate the performance of Tamworth West year 5 students who sat the NAPLAN tests in 2008.
These graphs have been compared as a relative performance for our year 5 students during the previous two years. The school average for the years 2007 to 2009 is in red whilst performance for 2009 is in green.
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Percentage of students in bands: Year 3 spelling
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Percentage of students in bands: Year 3 grammar and punctuation
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Percentage of students in bands: Year 3 numeracy
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LSG average 2009
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Percentage of students in bands: Year 5 reading
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Numeracy – NAPLAN Year 5
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Percentage of students in bands: Year 5 writing
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Percentage of students in bands: Year 5 spelling
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Percentage of students in bands: Year 5 grammar and punctuation
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Percentage of students in bands: Year 5 numeracy
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LSG average 2009
State average 2009
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Progress in literacy
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.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2009
Percentage of Year 3 students achieving at and above minimum standard
Reading 88 Writing 70 Spelling 77 Punctuation and grammar 73 Numeracy 77
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2009
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2005 - 2007 2006 - 2008 2007 - 2009
Pro
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Average progress in reading between Year 3 and Year 5
School LSG State
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Average progress in writingbetween Year 3 and Year 5
School LSG State
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Average progress in numeracybetween Year 3 and Year 5
School LSG State
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Percentage of Year 5 students achieving at and above minimum standard
Reading 89 Writing 85 Spelling 96 Punctuation and grammar 85 Numeracy 96
Significant programs and initiatives
Priority School Funding
Tamworth West Public School is a P.S.P. (Priority Schools Program). This program attracts additional funding for the benefits of the school community. In 2009 P.S.P. funds have been utilised to further develop the quality of teaching of literacy at Tamworth West.
We completed the training of infant’s staff in Accelerated Literacy and this is proving to be an outstanding and effective style of teaching literacy with results already heading in a positive direction.
The school also used funds to implement ‘Reading To Learn’ a similar styled pedagogy in the primary.
In addition funding was also used to support:
parent participation in Accelerated Literacy
workshops and to enhance understandings of the PSP process;
literacy and numeracy in the park with a focus on numeracy and the language of maths;
the purchase of literacy materials, resources to support Reading to Learn
staff Training to enhance understandings of NAPLAN data and use of data in improving outcomes;
professional learning and resources to support the CMIT project;
professional learning in SMARTBOARD for the classroom; and
Funding for teacher aiding in Literacy and Numeracy.
Findings and conclusions
An average of 14 parents attended P&C during 2009 ( a slight increase)
25 parents attended the Accelerated literacy workshop.
Parent training in assisting children at home needs to be further developed as there is still less than 10% of parents actively involved in student’ education for a time of more than 15 minutes per night.
Although literacy and numeracy day in the park was washed out, it was still a successful whole school community project. A small number of parents assisted on the day.
The staff completed the CMIT matrix in semester 1. Findings indicated that the schools is still in the early stages of development as a whole school focus with maths being taught in a traditional manner.
The employment of additional aiding time to support junior students who are not achieving in numeracy or literacy has resulted in increased engagement of at risk students and improved attendance rates.
The employment of an additional teacher for 1 day per week has been very successful in embedding CMIT and Reading To Learn initiatives
Six staff members have completed Accelerated Literacy training. Five staff members have completed ‘Reading To Learn’. All staff members are implementing these initiatives in their daily teaching.
One staff member completed Regional Accelerated Literacy Tutor Training.
Ongoing data from classes supports above state average growth in children’s literacy achievements as indicated in the NAPLAN results for 2009.
Future Directions
The school will continue the development of ‘Accelerated Literacy’ in K-2 with Reading to Learn initiatives being further developed in year 3-6. This will be partly funded through P.S.P. but the majority of initiatives will be funded through National Partnerships Literacy and Numeracy. This will free up significant funding opportunities for the development of Numeracy.
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The school will also:
Train any new staff entering the school in A.L. or Reading to learn.
Engage in a ‘Community of Schools’ based professional learning project to support professional learning in Accelerated Literacy/ Reading to Learn and Quality Teaching.
Continue to enhance the Reading to Learn program by purchasing resources for stages 2 and 3.
Continue to develop and refine Literacy Strategy packs for all grades to complement what is being taught in the classrooms.
Count Me In Too will be fully implemented across the school to develop children’s numeracy skills.
Purchase resources to support the effective teaching of numeracy
Implement ‘Go Maths’ as a whole school strategy.
Excursions Students from Kindergarten to year 6 had opportunities to attend excursions this year. The seniors participated in the biennial Canberra excursion, the middle school visited Sydney and the infants went to the Botanic Gardens. For many senior and middle primary students it was their first opportunity to attend an excursion.
Excursions on this scale would not be possible without fundraising activities taking place throughout the year. Fundraising activities included Friday the 13th wacky hair day, Artrageous, Easter raffle, Car boot sale and barbeques. Much of the thanks for making this possible go to Mrs Mulligan (A.P. Primary).
Breakfast Club
One of the highlights for this year at Tamworth West was the establishment of the Breakfast club on Tuesday and Thursday mornings.
On average 80 of our students attended breakfast each morning free of charge due to the very generous sponsorship of local businesses including Bakers Delight and Cargill Meats who supplied food and drink for the children.
The breakfast club would also not be possible without the very generous time given by volunteers from the View Club, The NSW Fire Brigade,Cargill Meats and community members.
The volunteers report that the children are exceptionally well mannered and truly appreciate what they are doing for them.
Some of our Volunteers including our coordinator Mrs McPherson
(second from the right)
Buddies
‘Buddies’ is a program that ensures that our new students engage in Tamworth West kindergarten with minimal disruption to learning and maximum help provided by our senior students.
Coordinated by Mrs Fletcher, each kindergarten student has a senior buddy in whom they can rely on for assistance in the first term of kindergarten.
It is an exceptionally well received program at Tamworth West by both staff and parents. It often goes unseen or noticed by anyone because of the great care given by the students to its success
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Artrageous
“Artrageous” was conducted for the first time in 2009 at Tamworth West. The program was designed to show case art in all forms from kindergarten to year 6 as well as conduct the event for fundraising purposes.
All children supplied art for the event (192) which was hung in the hall area of the school. One hundred and forty seven visitors visited the event.
Mr Jim White (Regional Director) was our special guest and his comments were very favourable in describing it as one of the best events he attended throughout the year.
Aboriginal Education Each year at Tamworth West all students participate in Human Society and Its Environment units which specifically educate students about Aboriginal history, culture and current Aboriginal Australia. Staff incorporates Aboriginal perspectives into other key learning areas as mandated.
The Aboriginal Education Assistant (AEO) worked collaboratively with all staff in enhancing literacy and numeracy growth as well as being a key project coordinator, linking the school and community to improve attendance rates.
During NATSI week students, elders and community members attended the school’s flag raising assembly. An official cake was cut and shared by the whole community. Cultural activities and perspectives were a focus for classroom activities throughout this week.
The senior Aboriginal students also engaged in a middle year’s project with Tamworth High School to improve attendance and confidence upon entry. Our students attended the program over 10 weeks and it proved to be a valuable transition tool.
Girls Group
The girls group was initiated at Tamworth West by Mrs Carol Mills (Aboriginal Education Officer) with the able assistance of Mrs Sarah Taylor (Smith family) in 2009.
The initiative was implemented to develop self assurance, cooperation skills and personal development in our senior girls. It was run in conjunction with professionals from community
health a physio therapist and a beauty therapist in partnership with ‘Learning For Life’.
Thirty three girls attended the program each Friday afternoon for 3 terms.
Key elements of the program included:
Personal grooming;
Social development and getting along;
Personal education
Dignity and grace in difficult situations; and
Knowing more about myself.
Indigenous Art Project
The school in term 3 employed an indigenous artist for 5 weeks to explore Aboriginal Art as it relates to storytelling. All children in stages 2 and 3 completed an Aboriginal Dreamtime story with artwork under the consultation of Anthony Conlan.
Personalised Learning Plans
Tamworth West has established personal learning plans (PLP’s) for all Aboriginal students. We are now in our 2nd year of implementation.
In 2009 there were 55 Aboriginal students at Tamworth West. Twenty Two parents engaged in PLP’s in collaboration with Tamworth West staff and our AEO this year
Parents who engaged reported that they were very pleased with the progress demonstrated by their children at school.
Norta Norta (Ngiyampaa word for Learning)
This program provided targeted support for our Aboriginal students by meeting learning needs for students requiring additional assistance as well as those who needed extension activities as identified in our data.
The focus of the program was on the development of literacy and numeracy skills over an extended period. Funding was used to support a part time teacher who tutored individual children for 3 hours per week for 2 for 8 weeks.
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Multicultural education The multicultural calendar is used by classroom teachers to highlight activities and celebrations throughout the year.
Multicultural perspectives are integral in the H.S.I.E. and PDHPE curriculum areas in all stages. Units of work that highlight cultural differences, religious diversity and acceptance are studied.
The Anti-Racism Contact Officer (ARCO) position is filled by a trained staff member. The ARCO conducted information sessions on the nature of racism and mechanisms for addressing it. Although the incidence of racism is extremely low, the ARCO is accessible at all times. Records of complaints of racism are maintained, including the strategies used to resolve them.
Respect and responsibility The school has been involved in a number of events which promote respect and responsibility.
Achievements
Harmony Day
Our school has a proud tradition of encouragement and participation in Harmony Day. During this year the school ran a range of special projects designed to develop harmony and cooperation in the school.
The school ran a mural project with the assistance of Megan Porter (an Aboriginal artist) and parent and community helpers. All children in year 5 and 6 contributed to the mural which will hang proudly in our new hall when it is completed.
ANZAC Day
Forty seven students marched in the annual march in 2009, an outstanding effort given that it was held at the end of the school holidays in very unfavourable conditions. Not all students marched with the school but were represented in other community organisations.
Progress on 2009 targets
Target 1 Increase the percentage of year three students performing at and above minimum standard rate (top five bands) in overall literacy from 79% to 83% by 2009
Our achievements include:
The overall achievement of students in reading (top 5 bands) exceeded projected targets by 6% with 89% of students achieving above minimal standards.
Aboriginal students exceeded projected targets by 7% with 90% of students achieving in the top 5 bands for literacy.
Fifty percent of our Aboriginal students achieved in the top 2 bands for literacy. This compares to 17% of indigenous students across the state achieving the same results.
The school did not meet its overall literacy target of 83% (81% for 2009) however we performed better than 2008 by 2%.
Target 2 Increase the percentage of year five students performing at and above minimum standard (five bands) in overall literacy from 72% to 75% by 2009.
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Eighty nine percent of year 5 achieved better than minimum standards in 2009. This compares favourably to our set target of 75% and is in line with regional aspirations.
Ninety six percent of students achieved better than minimal standards in spelling bettering the state average by 1%.
The school did not perform as well in writing as it did in other aspects of literacy but still achieved better than the expected target. Eighty five percent of students met minimal standards.
Aboriginal students bettered the school targets by 12% with an overall percentage of 87%.
Target 3 Increase the percentage of year three students performing at and above minimum standard (top five bands) in numeracy from 58% to 62% by 2009.
Seventy seven percent of year 3 students achieved better than the minimum standard in numeracy exceeding our target by 15%.
Ninety percent of Aboriginal students achieved better than minimal standards exceeding the target by 28%.
Year 3 girls out performed boys in numeracy
Students performed better in number, patterns and algebra when compared to measurement, data, space and geometry. Eighty eight percent of students achieving better than minimal standards in numeracy compared to 77% in measurement.
Increase the percentage of Year 5 students performing at and above minimum standard (TOP 5 BANDS) in Numeracy from 81% to 85% by 2009.
Ninety six percent of year five students achieved better than minimal standards in numeracy.
Eleven percent of students achieved in the top 2 bands.
Eighty nine percent of Aboriginal students achieved better than minimal standards.
Girls performance was better than boys performance in numeracy.
Target 4
Improved Student Engagement and Retention
Seventy five percent of Aboriginal students have Personalised Learning Plans.
The school increased attendance by 0.3% in 2009 compared to the target of 0.2%.
The school has not completed the Aboriginal Education strategy professional learning activities at the time of writing.
The school improved the number of students attending school on time by 1% ( 93%) but did not achieve its target of 95%.
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 2009 our school carried out evaluations of Teaching and Learning and Reading.
Management- Teaching and Learning
Background
During 2009 our school was selected as a Low SES school. One of the parameters for being selected was that the school would conduct an in depth analysis of current practices and policies with regard to the quality of Teaching and Learning at Tamworth West. Surveys were conducted with staff, parents and students in determining the following outcomes and recommendations for school development.
Findings and conclusions
Focus group recognised that constant revision and discussion about the English and Numeracy curriculum benefits the staff however there needs to be a reorientation and expo of available resources to support the teaching.
There needs to be an assurance that available resources are being used by all staff in programming and teaching and learning.
A large proportion of staff program for the middle of the class but it was felt that data driven programming and quality teaching needed to happen more frequently.
An agreed approach across all grades for an effective home reading program and a guarantee that all teachers will consistently implement and monitor it.
50 % of teachers interviewed believe that reflection on the relevance of work for children would improve student engagement
The focus group believe that a school scope and sequence would benefit teaching and learning in literacy and numeracy and a school focus for quality programming and planning and that the scope includes stage 4 elements.
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Future directions
As a result of this analysis the school will:
Incorporate teaching strategies from SMART data for identified outcomes into teaching and learning programs;
Produce up to date scope and sequences for literacy and numeracy;
Develop staff understandings of effective programming through collaborative planning days;
Collaborative professional development days explore ways of catering for individual differences;
Produce individual learning plans for all students at risk in literacy and numeracy with information; and
Ensure both qualitative and quantitative assessment strategies drive programming for all class programs.
Curriculum- Literacy (Reading)
Background
During 2009 our school was selected as a National Partnership school. The school conducted an in depth analysis of Reading as part of the partnership as this element of school practice was causing concern. On line surveys were conducted with staff, parents and students in determining the following outcomes and recommendations for school development.
Findings
Staff
50% of staff always feel confident in implementing the K-6 English syllabus whilst the remaining 50% usually do so.
80% of staff always take responsibility for literacy skill development in students whilst 20% usually did so.
60% of staff usually explicitly addressed each student’s literacy needs whilst 40% did so always when programming.
100% of staff believed that literacy development is dependent of the quality of teaching.
90% of staff strongly agreed that literacy development in all primary years is influenced by teaching in stage 1.
70% of staff believed that literacy should be integrated into other key learning areas almost always whilst 30% of staff believed that this should usually be the case.
100% of staff believes that children learn English best by being involved in speaking, listening, reading and writing.
60% of staff always considered whether a group activity best met the needs of an outcome.
60% of staff always use the curriculum to inform the teaching programs whilst 40% usually used the curriculum to do so.
100% of staff were aware of the literacy performance on NAPLAN.
90% of the staff used information in NAPLAN either almost always or usually to inform teaching practice, whilst the remaining 10% sometimes did so.
90% of staff believe strongly that NAPLAN growth measures are useful measures of student growth over time.
90% of staff believe that whole school strategies have improved student performance.
Students
90% of students believe that English is an important subject to learn
50% of students believe that teachers always or usually plan class activities that are interesting.
65% of students believe that teachers use activities that help them learn.
84% of students believe that teachers outline the purpose of a lesson and the intended learning.
90% of students believe that always or usually, the school expects them to do their best.
70% of students try to do their best and take pride in their learning.
72% of students believe that there is usually or always a good balance between working on their own and working with other students.
74% of students believe that new or different activities are used always or usually.
91% of students believe teachers find new ways to help them understand.
50% of students believe that the English they learn is not used in other subjects.
72% of students believe that staff talk about literacy almost always or usually.
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Future directions
As a result of this analysis the school will:
Produce a stage / grade based scope and sequence;
Create professional learning opportunities for developing collaborative teacher understandings of moderated samples of work at grade/ state based standards;
Develop collaborative professional development days explore ways of catering for individual differences;
Utilise a teacher mentor to develop classroom organisation and resources to improve catering for individual differences;
Develop teacher understandings of NAPLAN through targeted on line developed courses;
Program using data to support learning;
Individual programming is evident for all ‘at risk’ students with PLP’s being utilised for all students;
Develop staff use of SMART board software to plan and deliver lessons; and
Develop school based units of work for A.L. and Reading to Learn.
Parent, student, and teacher satisfaction
In 2009 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Parents were generally satisfied with school operation, its welcoming nature, the community atmosphere and the learning conditions for their children however, the following areas need to be addressed as a whole staff:
Communication with the parent body in adequate time regarding activities, excursions or special days needs to be improved.
Communication regarding positive days that students have had at school could be enhanced as there is a feeling that too much emphasis is placed on disciplinary actions only and that staff generally only communicate when something is wrong.
Homework consistency is still an issue in some classes. Parents felt as though too much emphasis is placed on research type homework at the expense of revision of learnt skills.
Parents would like the playground to be more aesthetically pleasing
Children:
Wish to see a better playground at the school;
Want more sports equipment to play with at lunchtime;
Want more awards for the good children;
Want to see the bigger children stop bullying;
Would like to see the school have a proper music room so that children can do more music;
said that sometimes teachers use different ways of explaining things so that we understand but sometimes they explain things in a complicated way;
thought that the teachers who regularly use SMART Boards and other computer technology to teach provided much better learning opportunities for students and that they learnt better when teachers used technology;
commented on the fact that they find the work too easy and that teachers teach for the whole class rather than for individuals;
commented that their teachers were pretty good at teaching and that they help well when we put our hands up; and
commented that they thought that their teachers were preparing them well for high school by demanding that they try their best.
Future Directions
During the focus group discussion the following information is evident:
The school could further enhance the
Personalised Learning plans for all students by placing the focus of learning plans on the students current level of achievements and developing learning for the student rather than focusing on personal information that is irrelevant. This was particularly evident for our indigenous parents.
Parents felt that more could be done to engage indigenous students in school by including Aboriginal elders in the school more often to assist with social and emotional issues, by developing an indigenous arm of the school student council and by running parent groups that focus on ‘how to help students at home’ and ‘parenting skills’.
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The P&C indicated that they were willing to take on the development of workshops for parents to assist with homework and parenting as a way of helping the school enhance its relationships as a community.
Professional learning Professional learning is recognised as a major contributing factor for improving student outcomes.
IN 2009 $26 929 was used to professionally develop staff throughout the school. This represents a small proportion of the money that was allocated to activities as many activities had no associated cost attached.
The focus of our school was on building our capacity to implement both Accelerated Literacy and Reading to Learn as major literacy initiatives and all staff have been trained in implementation
Executive participated in the Leadership Capability Framework, the Team Leadership for school improvement and participated in the principal’s PARS visit. Most executive had opportunities to relieve in higher duties throughout the year.
One executive was selected to assist as a mentor in implementation of Accelerated Literacy across the Tamworth District.
All teachers completed an individual learning plan for professional development which assisted the school in developing its priorities and the priorities for each teacher.
All staff have commenced the ‘Team Leadership for School Improvement’ training which will be finalised in 2010.
School development 2009 – 2011 The school has developed targets for implementation over a three- year period. These are reviewed each year and modified as necessary. Copies of the management plan are available from the school office.
Targets for 2010
Target 1
Increase the levels of literacy achievement for every student
Strategies to achieve this target include:
Whole staff training in mandatory curriculum implementation to ensure that quality teaching, innovation and a shared understanding of data analysis exists across the whole school;
A school based scope and sequence for literacy be developed for literacy;
Professional development in using available resources effectively for implementation of Accelerated Literacy and Reading to Learn;
Closely monitored and timetabled assessment tasks and programming cycles based on assessment be a shared responsibility across stages;
STLA / classroom teachers develop individual student plans for identified students who have not met benchmarks, are ‘at risk’ and those who require ‘extension’;
Classrooms structures and whole school activities support implementation and support of a home reading scheme;
Whole school approach to home reading strategically planned and implemented for whole school; and
Implementation of Multilit for targeted low achieving students.
Our success will be measured by:
Increasing the number of year 3 students performing at proficiency standard from 29.6% to 31.4%;
Increasing the number of year 5 students performing at proficiency standard from 16.1% to 19%;
Reducing the number of students at minimal standards from 33% to 30% in year 3; and
Reducing the number of year 5 students at minimal standards from 11% to 8%.
Target 2
Increase the levels of numeracy achievement for every student
Strategies to achieve this target include:
Whole staff training in mandatory curriculum implementation to ensure that quality teaching, innovation and a shared understanding of data analysis exists across the whole school;
Implementation of ‘Go Maths’ Program throughout the school;
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Targeted purchases of resources to support ‘Go Maths’ implementation;
Staff using SMART Data to inform teaching practice;
Development of school Numeracy scope and sequence; and
STLA / classroom teachers develop individual student plans for identified students who have not met benchmarks, are ‘at risk’ and those who require ‘extension’.
Our success will be measured by:
Increasing the number of students performing at proficiency standard from 23% to 25%;
Increasing the number of year 5 students performing at proficiency standard from 11% to 14%;
Reducing the number of students at minimal standards from 23% to 20%; and
Reducing the number of year 5 students at minimal standards from 4% to 3%.
Target 3
Increased parent engagement and participation in school
Strategies to achieve this target include:
Develop personalised learning plans for all students in collaboration with parents;
Effective and timely notifications of events for parents;
Initiations by classroom teachers for parents to work as helpers;
Continue to support the implementation of Student welfare practices that support a culture of collaboration and security for students;
Continued involvement of parents in decision making processes; and
Employment of selected parents to meet strategic targets.
Our success will be measured by:
Improved parent satisfaction with school operation;
Improved teacher / parents relationships through communication being evident on a more consistent basis; and
Personalised Learning plans reflecting aspirations of both parents and children.
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.
Jeremy Mills ( Principal)
Neshelle Battle Executive)
Joh Mulligan ( Executive)
Garry Galloway (Executive)
Rebecca Fletcher (Teacher)
Jo Sheedy (Teacher)
Wayne Hardcastle ( Teacher
Tracy Van Dr Spuy ( parent)
Amana Price (parent)
Leonie Carter ( parent)
School contact information
Tamworth West Public School
65 Bridge Street, Tamworth, NSW
Ph: 02 67658316
Fax: 02 67621226
Email: [email protected]
Web: www.tamworthw-p.school.det.nsw.edu.au
School Code: 3158
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
