NSW Department of Education & Training

2704

2010 Annual School Report Narellan Public School

NSW Public Schools – Leading the way

1

Our school at a glance

Messages

Principal’s message It is with great pleasure that I present this report to the school community of Narellan.

Narellan Public School is committed to the provision of quality educational programs within a supportive, positive and caring environment.

Our school has a clear sense of purpose and works towards promoting a balanced, comprehensive curriculum with a focus on literacy and numeracy skill development, a positive environment where students are actively involved in learning activities and enjoy being at school, a caring atmosphere for our students through respect and a positive approach to good discipline, and the active involvement of parents in school life.

2010 has been a productive and happy year for students, staff and parents.

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.

Mrs Karen Masciocchi Principal

P & C and/or School Council message Narellan Public School P & C has a small but extremely dedicated and hardworking group of parents. P&C meetings are held twice a term and are a valuable forum for discussion on issues that are important to us and our children.

This year we financially supported the school in the following ways : Kindergarten Chicken Hatching project, Reading Boxes for the primary children, trestle tables for the hall, Year 6 Farewell, Presentation Day trophies and we held successful Mother’s Day and Father’s Day stalls. We are saving towards purchasing curtains for the school hall which we hopefully will be able to have installed next year.

Thank you to everyone who has contributed so much time and effort this year.

Mrs Belinda Milne P&C President

Student representative’s message 2010 was a very busy and productive year. There have been many events held throughout the year. As captains we had to do many important jobs as well as representing our school in our local community. The Hall was finished this year and it is wonderful to have so much extra large indoor area for all our students to use and enjoy. We have used it for our assemblies, our school concert and many performances and dance group sessions. The builders who built the hall have done a great job and the whole area looks great and is very useful. All of the stages went on some terrific and interesting camps and excursions. Early Stage 1 & Stage 1 children went to the IMAX Theatre and the Aquariums. Stage 2 travelled to Stanwell Tops for a camp and Stage 3 went to Bathurst and Hill End for their excursion to learn all about the discovery of Gold in Australia. Year 6 also spent a great few days at Jervis Bay and at the end of the year went to the movies, bowling and lunch as their farewell excursion. 2010 has been full of many good fun experiences. We would like to say thank you to the staff and our fellow pupils for making our primary school years so enjoyable. Also we would like to thank the prefects for their support this year. They have done a fantastic job of making Narellan Public School a more fun filled place to be. We wish the Year 6 students the best of luck in High School and hope they fulfill their hopes and dreams. To the rest of the students at Narellan Public School, we hope you enjoy your school years as much as we have.

Brittany Stoker & Jordan Cracknell

School Captains 2010

2

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

2006 2007 2008 2009 2010 Male 117 113 115 127 104 Female 144 130 139 144 137

Student attendance profile

Our attendance rate (94.3%) is on par with region (94.7%) and state (94.4%) levels. Our school attendance plan had been implemented in 2010.

Management of non-attendance

Regular monitoring of class rolls occurs. Teachers then refer non-attendees to the school contact person. Parents are contacted personally and through formal letters. The Home School Liaison Officer regularly attends the school and the more serious non-attendees are followed up.

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 2010 class size audit conducted on Wednesday 17 March 2010.

Structure of classes

Roll Class

Year Total per Year

Total in Class

KW K 21 21 K/1 S K 12 20 K/1 S 1 8 20 1/2 D 1 10 23 1/2 D 2 13 23 3 J 3 29 29

4/5 P 4 20 27 4/5 P 5 7 27 5/6 K 5 13 29 5/6 K 6 16 29 5/6 J 5 15 32 5/6 J 6 17 32

4/5/6 M 4 7 23 4/5/6 M 5 7 23 4/5/6 M 6 9 23

1 M 1 19 19 2 S 2 24 24

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 7 Primary Part-Time Teacher 0.4 Primary Teacher RFF 0.42 Teacher of Reading Recovery 0.42 Support Teacher Learning Assistance 0.4 Teacher Librarian 0.6 Teacher of ESL 0.2 Counsellor 0.2 School Administrative & Support Staff 2.222 General Assistant 0.422

The National Education Agreement requires schools to report on Indigenous composition of their workforce. There are no Indigenous staff members at Narellan Public School

Staff retention

The school enjoys a high staff retention rate and there is currently a stability of leadership.

“The Blues Brothers”.

(2010 concert)

3

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100 Postgraduate 0

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

Income $

Balance brought forward 137 302.54Global funds 122 426.87Tied funds 52 905.30School & community sources 79 838.47Interest 7 180.75Trust receipts 6 441.15Canteen 0.00Total income 268 792.54

ExpenditureTeaching & learning Key learning areas 19 095.67 Excursions 35 333.71 Extracurricular dissections 32 806.63Library 5 943.33Training & development 3 679.53Tied funds 58 823.21Casual relief teachers 29 504.88Administration & office 30 092.48School-operated canteen 0.00Utilities 23 537.58Maintenance 15 482.65Trust accounts 7 597.73Capital programs 550.00Total expenditure 262 447.40Balance carried forward 143 647.68

The amount set by the school community for annual voluntary contributions is $37 per child or $47 per family. These resources were used to purchase resources for the library and English equipment.

A full copy of the school’s 2010 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 2010

Achievements

Arts

• 2010 was very busy for the Arts. 200 children across K-6 viewed and participated in a performance by The Impro Show. This performance showcased improvisational drama and how it can be applied to a number of scenarios.

• Three dance groups were established this year. 22 girls participated in the Junior Girls Dance Group. 7 boys formed the Junior Boys Dance group and 24 girls from years 3-6 formed the Senior Dance Group. Both of these groups performed at the Biennial School Concert, Whole School Assemblies and on other occasions.

• A senior drumming group was established but after careful refinement and fine tuning, they aim to include year 3 and 4 students and plan to perform in 2011.

• The school choir comprised of 67 students in years 3-6 performed at Public Education Day, Anzac Day Ceremony, Assemblies, School Concert and Presentation Day

• Years 5 and 6 students were selected for the Opera House Choir, and performed with the massed choir at the Sydney Opera House.

• All primary students participated in the school public speaking competition.

• Art was selected from all classes and sent to our sister city in Japan.

• The Talent Quest was once again entered by a number of students and supported by peers and parents.

• The Easter Hat Parade showcased a variety of artistic headwear creations and activities.

4

Sport

Throughout 2010, students at Narellan Public School have been involved in numerous sporting activities.

At a school level this included a Gymnastics program which was conducted in Term 4. Approximately 175 children participated in this program and received specialized tuition in gymnastics skills and terminology.

Paid Sport was offered to Years 3 – 6 students in Term 1 with Cheerleading, Swimming and Tennis offered, and Kinder to Year 2 in Term 2 with Cheerleading and Tennis offered.

We were also involved in several visits from development officers from Cricket NSW, Country Rugby League and soccer clinics. Students participated in the Milo Cup Gala day.

During 2010, each stage ran their own fitness programs which focused on increasing fitness and improving fundamental movement skills.

The Early & Stage 1 team based their Sports sessions on the Fundamental Skills Movements.

The school also ran successful sporting carnivals for Swimming, Cross Country and Athletics. All the carnivals were supported by students and parents. From the school carnivals, students were selected to go on to represent our school at the Razorback Zone Carnivals. This year the school utilized trained parents to support the athletics training at the school.

During terms 2 & 3, our school was involved in the Razorback Northern Zone Gala days. In term 2, we had student representatives in Netball, Hockey and Soccer. During Term 3 we had student representatives in Softball – Tball, Oztag and Cricket.

We had a very successful year on the sporting field:

• Twenty-seven children attended the Razorback Swimming Carnival. Brittany Stoker achieved Regional and State level at Swimming, but could not attend the PSSA State Carnival.

• Thirty-two children attended the Razorback Cross Country Carnival. Alysha Hearne, Jordan Cracknell and Jamie McMurdo reached Regional level in Cross Country.

• In Athletics, forty-one children attended the Razorback Carnival. The following children competed at both Regional and PSSA State levels; Jordan Cracknell - High jump and long Jump; Stephen Baillie - 100m; Nateisha Fennell - 100m, 200m, Jnr Relay; and the Junior Girls Relay Team: Nateisha Fennell, Tenayah Nelmes, Brittany Bunyan, Jamie McMurdo.

• Jordan Cracknell was the Razorback Boys Senior Athletics champion.

Students from Years 5 and 6 were given the opportunity to trial for a variety of Razorback sporting teams. The following children attained representative positions: Jordan Cracknell - Razorback & Regional Soccer Razorback & Regional Cricket Jack Evans - Razorback & Regional Rugby League

Warm Up at Gymnastics

Competitions

During 2010, a number of students entered in the University of NSW competitions, Multi Cultural Perspectives Public Speaking competition, local chess tournaments, the Premier’s Spelling Bee, and the Premier’s Reading Challenge. This form of assessment provided teachers and parents with a benchmark of achievement and individual levels of strengths and weaknesses.

Some members of our Chess Team

5

Academic

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Literacy – NAPLAN Year 3

Numeracy – NAPLAN Year 3

6

Literacy – NAPLAN Year 5

Numeracy – NAPLAN Year 5

Progress in literacy

7

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 2010

Percentage of Year 3 students achieving at or above minimum standard

Reading 97 Writing 97 Spelling 90 Punctuation and grammar 90 Numeracy 93

Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 5 students achieving at or above minimum standard

Reading 97 Writing 92 Spelling 92 Punctuation and grammar 90 Numeracy 100

Significant programs and initiatives

Aboriginal education

Our school continues to provide programs that educate all students about Aboriginal history and culture and contemporary Aboriginal Australia. We participated in Reconciliation Week where we combined classroom activities with reconciliation posters that were displayed across the school.

Our school received Norta Norta funding which assisted Aboriginal students with literacy and numeracy skills in a one-to-one tutoring program.

“Welcome to Country” is used at the beginning of all our assemblies and we sing a version of the National Anthem that incorporates an Aboriginal music background.

8

Multicultural education

We have continued to focus on Multicultural perspectives through strategies employed in the curriculum area of HSIE. The aim of our Teaching/Learning programs is to develop in the students the skills, knowledge, attitude towards and awareness of the fact that Australia is a multicultural country, a culturally diverse society, where we need to respect each others’ differences and celebrate our similarities. In Term 1 we celebrated Harmony Day, which recognises the cohesive and inclusive nature of our nation and promotes the benefits of cultural diversity. The children were asked to wear orange and donate a gold coin. In class the children learnt about Harmony Day and completed a variety of related activities.

In Term 2, students in Years 5 and 6 took part in a multicultural public speaking competition. The various topics were all related to multiculturalism and included areas such as racial harmony, asylum seekers, being bi-lingual, religions, belonging and global citizenship. This was a great opportunity for the children to broaden their perspectives and enhance their knowledge on multiculturalism.

Respect and responsibility

One of our initiatives this year was “You Speak Out” – an anti-bullying campaign. This was a series of classroom lessons, culminating in a Positive Behaviour Day, run by the students in Year 6. The day involved small group activities for students Kindergarten to Year 5 based on good listening, cooperation and team work. Examples were; blind-fold obstacle course; buckets of water races; making fairy bread and passing a hoop around a chain of bodies.

The Year 6 students also made posters of anti-bullying pictures and slogans and the children were allowed to draw anti – bullying slogans on

all of the school’s asphalt areas (in chalk). The day was a tremendous success and sent a strong message of respect for peers and responsibility for actions.

Other programs

Support Teacher Learning Assistance (STLA) Two teachers delivered the STLA program in 2010. Reading, writing and mathematics continued to be the main focus areas of support. This year ten children were assessed for the Intensive Reading Class program and one was successful in gaining a position.

Reading Recovery The Reading Recovery program was delivered by a trained teacher. There are currently four fully trained Reading Recovery teachers on staff. Eleven children participated in the Reading Recovery program in 2010. Stage One teachers and parents were again encouraged to attend and observe lessons to develop an understanding of the Reading Recovery tuition sessions.

Learning Support Team (LST) The learning support team consists of the school counsellor, representatives from the three stages, school executives and the support teacher learning. In 2010 seven students received integration funding and two aides were employed to support these students both in the classroom and on the playground. Review meetings were held with the students’ families to discuss their progress. The LST also liaised with the local high school to ensure a smooth transition of students. A number of children have attended weekly high school orientation sessions on a needs based program.

“Grease” is the word.

Positive Behaviour Day

9

Progress on 2010 targets

Target 1

To continue to improve student outcomes in Numeracy.

Our achievements include:

• All year 5 students achieved at or above the minimum standard in NAPLAN. 26% of these were in the top two bands.

• 96% of our year 3 students achieved at or above the minimum standard in NAPLAN. 15% of these were in the top two bands.

• In comparison, our average growth in Numeracy was 11 scaled marks above all DET schools in NSW and 10 scaled marks above our School Education Group.

• Numeracy ability groupings across the primary grades continued to work effectively. STLA support provided.

• Participation in a “Language of Mathematics” teacher professional learning focusing on the explicit teaching of mathematical vocabulary.

• Revision of the Count Me In Too student assessment recording system to allow for improved access to individual student data.

• Resources to support classroom lessons purchases and distributed as needed.

• Online tutorial program, ‘Mathletics’, implemented successfully in all classes. Student merit system modified to include recognition of achievement within the ‘Mathletics’ program. Student engagement and enthusiasm notably improved as a result.

• Problem solving activities included in daily mathematics lessons throughout all classrooms to assist in the development of mathematical thinking strategies.

• Parental workshops run to improve the capacity for parents to support their child’s learning.

Target 2

To continue to improve student outcomes in Literacy.

Our achievements include:

• 97% of 5 students achieved at or above the minimum standard in NAPLAN. 47% of these were in the top two bands.

• All year 3 students achieved at or above the minimum standard in NAPLAN in Reading and Writing. 22% of these were in the top two bands in Reading and 35% in Writing.

• In comparison, our average growth in reading was 5.3 scaled marks above all DET schools in NSW and 8.9 scaled marks above our School Education Group.

• Teachers attended a number of professional learning sessions on explicit and systematic teaching of Literacy skills.

• Participation in the “Beyond the Literal” Literacy Project, focusing on 6 main elements of reading comprehension. This included a series of professional learning sessions, inclusion of strategies and scope and sequence in term programs, and the provision of resources to support teaching.

• Attendance at Persuasive Text writing and Spelling professional learning sessions.

• Continuation of the Jolly Phonics program in K-2 and a trial of “Sound Waves” spelling program for 3-6, both of which focus on phonemes (sounds) rather than letters.

• Support for students with learning difficulties in Literacy provided through STLA, Reading Recovery, LAP funding and the Intensive Reading Support initiative.

• All classroom teachers followed the school assessment schedule and kept records for tracking of students

• Students from Years 3-6 were involved in both the Multicultural Public Speaking and Macarthur Region Oracy competitions.

• Provision of parent information and training sessions to allow for individual reading with children targeting as needing further support in reading

Problem Solving

10

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 2010 our school carried out evaluations of Leadership and Visual Arts.

Educational and management practice

Leadership

Background The School/Map Management survey was used to evaluate the perceptions of students, parents and teachers to the various forms of leadership within the school. Surveys were provided to a random selection of parents (100 families) who were encouraged to take the opportunity to express their opinion on Leadership. Forty replies were received. School staff and students from one class from each stage used the Interactive Pods to complete the survey. Findings and conclusions Parents and students mostly believe that the school leadership team understands and supports the school. Consequently they are able to get the best from staff and students.

Most of the parents and students feel that the school continually finds ways to improve student outcomes and involves other groups in these decisions. They also felt that leaders at the school encouraged students to take responsibility for, and be actively involved in their own learning.

All groups acknowledged that they are encouraged to accept appropriate leadership roles within the school. The senior students particularly mentioned the successful Student Leadership Program and felt it was a very valuable experience and that they felt confident taking on leadership roles.

Staff responses indicated that the school’s leadership demonstrated an interest in accountability for student learning; model commitment to school improvement; has established and maintained a culture of continuous improvement; and encouraged teachers to reflect on their teaching practice.

Future directions In 2011 professional learning plans will include opportunities for teachers to constructively challenge educational practice at class, stage and whole school levels.

Continue to evaluate the school’s programs to ensure it is responding to the needs of the school community.

We will continue to foster close links with families in the school community to support students’ personal, social and learning needs.

Curriculum

Visual Arts

Background Staff, students from all Stages and a random selection of K-6 parents were surveyed to gain their opinions on the Visual Arts programs provided for our students.

Findings and conclusions Analysis of parent surveys reflected 100% support for the value of teaching Visual Art in the curriculum and that there was an expectation that regular classroom lessons would be taught.

Analysis of student’s results indicated a high level of enjoyment in Visual Arts. They liked trying things that are new and different and enjoyed talking about /looking at the artwork of others. Analysis of the staff survey results indicated that staff are familiar with the syllabus outcomes and expectations for their stage; their students enjoy achieving in Visual Arts; and that they have adequate resources to teach this subject area but there is the need to improvise at times. Future directions Regular opportunities will be provided for students in Visual Arts by continuing to enter in local and regional programs and competitions.

The inclusion of excursions to local art galleries was noted as being very important as many of our students had never been in one. Continuation of professional learning for staff will be provided to further develop their skills and understandings in Visual Arts.

11

Parent, student, and teacher satisfaction In 2010 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below. • Our kindergarten orientation process was

highlighted as a positive experience for new students and their families.

• Parents felt strongly that the school was friendly and tolerant and accepting of all students and that our teachers set high standards of achievements.

• The students indicated that they felt proud of their achievements and that the school expected them to do their best. They liked their teachers and felt safe and comfortable in the classroom and on the playground.

• The staff (100%) indicated that they were happy at Narellan Public School and that the children received a good education at the school. They all felt that the general running of the school was successful and that the lines of communication were open. They all felt that we have a clear sense of purpose and that the school is heading in the right direction to ensure quality education for all our students.

Professional learning

The main focus of professional learning is to support our school plan and targets. All staff participated in school development days in terms 1,2 and 4. Professional learning is valued and recognised as a major contributing factor for improving the learning outcomes of all our students. All teaching and non-teaching staff

have undertaken ongoing professional learning that develops skills, knowledge and understanding.

In 2010, activities ranged from afternoon network meetings, staff meetings, in-services and leadership conferences. Our priorities were:

• We took part in a ‘Literacy Project’ which focused on the importance of comprehending texts read and the successful teaching strategies that can be used to achieve a thorough understanding of texts. This involved attending meetings at a district level, staff meetings, stage meetings and implementation of specific teaching programs and evaluations at all levels.

• The Early Stage 1 and Stage 1 teachers were involved in Best Start training of the modules for implementation in 2010.

• New scheme teachers were supported with time and dedicated professional learning courses to develop samples that will be used towards attaining professional competence.

• Staff were given the opportunities to work in collegial groups to support their curriculum development and focus on developing the consistent language of Quality Teaching.

• Staff were given opportunities to attend a number of interest area in-services. Some of which included: Maths, Reading Recovery support, Leadership conferences, Visual Arts, and Literacy network meetings.

• Administration Staff attended courses on Oasis, ERN and Excel spreadsheets. Office Manager attended Conference. Librarian attended network meetings. All staff trained in CPR.

• Principal’s conferences attended by principal and other executive members.

• Staff were involved in the “Live Life Well” program for implementation and evaluation.

• Narellan Public School has spent approximately $1000.00 per staff member this year on Professional Learning.

Perpetual Trophy Winners 2010

12

School development 2009 – 2011

Targets for 2011

Target 1

To continue to raise Numeracy standards for all students with emphasis on Number.

Strategies to achieve this target include:

• Use the Quality Teaching Framework to guide team planning and classroom practice;

• Teacher professional learning in explicit and systematic teaching of the skills associated with numeracy, particularly problem solving strategies;

• Numeracy groups to provide explicit teaching at appropriate levels of need;

• Analysis of NAPLAN and school based assessment results and relevant professional learning according to need;

• Explicit and systematic teaching of the language of Maths used in all strands.

Our success will be measured by:

• 85% of students achieving at or above minimum standard in NAPLAN

• 15% of students achieving in the highest bands in NAPLAN

• 80% of Year 5 students achieving or exceeding state average growth in NAPLAN

• 80% of students achieving grade exit outcomes in Numeracy.

Target 2

To continue to improve student outcomes in Literacy with an emphasis on Writing.

Strategies to achieve this target include:

• Use the Quality Teaching Framework to guide team planning and classroom practice;

• Teacher professional learning in explicit and systematic teaching of the skills associated with writing for a purpose, spelling, punctuation and grammar;

• A continued focus on implementing the school’s scope and sequence for Writing;

• The purchase of resources relevant to Key Learning Areas that enhance and maintain our Writing for a Purpose : Scope and Sequence;

• Analysis of NAPLAN and school based assessment.

Our success will be measured by:

• 85% of students achieving at or above minimum standard in Reading in NAPLAN.

• 15% of students achieving in the highest bands in reading in NAPLAN

• 80% of Year 5 students achieving or exceeding state average growth in NAPLAN

• 80% of students achieving grade exit outcomes in English.

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.

Karen Masciocchi Principal Karina Shepherd Assistant Principal Greta Jensen Assistant Principal David Kidd Assistant Principal Coral Fehrenbach Administration Manager

School contact information

Narellan Public School

Camden Valley Way, Narellan

Ph: 02 4646 1223

Fax: 02 4647 1551

Email: narellan.p.school@det.nsw.edu.au

Web: www.narellan-p.schools.nsw.edu.au

School Code: 2704

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