LLENCEOur school at a glance

Students

At the end of 2010, 444 students were enrolled at Terranora Public School - 231 boys and 213 girls. Years K-2 had 210 students and Years 3-6 had 234 students.

StaffIn 2010 there were 18 full time classroom teachers at Terranora Public School. In addition, two permanent part-time teachers delivered technology and library lessons. They also provided Release from Face to Face (RFF) for classroom teachers. One Reading Recovery/Support Teacher Learning Assistance (STLA) teacher supported students with identified needs in literacy and numeracy by tailoring specialized programs for these students. Trained specialist teachers from outside the school also supported teachers and students in a variety of ways throughout the year.

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

Significant programs and initiativesTerranora Public School provides students with many opportunities to participate in extra curricula programs.

Band

Choir

Computer program

Reading Recovery

Story Dogs

Aboriginal education program

Creative arts program

Student welfare program

Seasons for Growth program

Multicultural program

Individual learning plans

Girls and Boys Forum

Whole school sports program

K-6 buddy program

Intensive swimming program

Book Week program and book fair

Famous author visit

Premiers Spelling Challenge

Maths Olympiad

Public speaking Program

Public speaking training course for parents and teachers

Premier’s Sporting Challenge

Premier’s Reading Challenge

Chaplaincy program

Social skills program

Student achievement in 2010

Numeracy- NAPLAN Year 3 56% of students were placed in the top three

achievement bands in the data and measurement strand.

54% of students were placed in the top three achievement bands in the number patterns and algebra strand.

Overall, in 2010, 96% of Year 3 students at Terranora Public School have achieved at or above the national minimum standard in numeracy.

Numeracy –NAPLAN Year 5

NSW Department of Education & Training 3189

2010 Annual School ReportTerranora Public School

NSW Public Schools – Leading the way

75% of students were placed in the top three achievement bands in the data and measurement strand

79% of students were placed in the top three achievement bands in the number patterns and algebra strand.

Overall, in 2010, 98% of Year 5 students have achieved at or above the national minimum standard in numeracy.

Literacy- NAPLAN Year 3 76% of students were placed in the top three

achievement bands in the writing strand.

72% of students were placed in the top three achievement bands in the grammar and punctuation strand.

67% of students were placed in the top three achievement bands in spelling.

Overall, in 2010, 95% of Year 3 students have achieved at above the national minimum standard in literacy.

Literacy- NAPLAN Year 5 75% of students were placed in the top three

achievement bands in the grammar and punctuation strand.

66% of students were placed in the top three achievement bands in the writing strand.

66% of students were placed in the top three achievement bands in the spelling strand.

Overall in 2010, 97% of Year 5 students have achieved at or above the national minimum standard in literacy.

Messages

Principal’s messageSchools play a vital role in the lives of individual children and the community, and at Terranora Public School we strive to continue our tradition of providing outstanding educational programs across all key learning areas.

This annual report provides not only the outline of our major successes for the year but also outlines the various extra-curricular activities that are provided and supported by an active and involved parent community.

I have the privilege of working alongside the dedicated, professional and highly motivated staff of Terranora Public School. On a daily basis they demonstrate their expertise in our core business of teaching, learning, assessing and reporting on the progress of your children. Our students are friendly, eager to learn and well presented.

In the domain of Education, change is often the key word, and we are certainly experiencing major change at present. The construction works on site are a result of the Federal Government’s “Building the Education Revolution” (BER) and we all await our additional new classrooms and increased access to technology with great anticipation.

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.

James Hackett

P&C MessageAnother fine year of Public School education passes -and another successful year for a precariously small P&C Association.

The P&C has been successful in managing our uniform shop and canteen - both services that many consider to be essential to school life - and both wholly reliant on volunteers.

Profits from these enterprises go towards educational materials, library resources and items which improve and enhance the school experiences of our children.

Congratulations are deserved by the whole of the school community, and my thanks go to the teachers and volunteers, through whose generosity the atmosphere of education is enhanced.

I also wish to welcome and thank in advance those parents who will find the time to be a part of our P&C Association for the coming school year.

Thank you

Lachlan Hamill

President-Terranora Public School P&C Association.

Student Representative Council MessageOur 2010 SRC was composed of 16 elected students from Years 3-6. Our Year 6 leaders, along with student leaders from other local schools also participated in a leadership forum which was held at Tweed Heads in April.

2010 was a productive year for the SRC, with students involved in many fundraising activities.

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These were: Easter Raffle, Mufti Days, Cake Days, Crazy Hair Day and a K-2 Fun Day. All SRC members were given opportunities to help organise and assist with their fund raising activities. $3230.30 was raised as a result of these activities. The SRC met each fortnight to discuss ideas and new initiatives. In addition, SRC members were able to take on leadership opportunities by assisting with the K-2 Easter Hat Parade and the K-2 Fun Day.

A food and Christmas present drive was held to support the local charity “You Have a Friend”. This organisation provides direct and practical support to homeless people in the Tweed area. The SRC also contributed towards the support of a sponsored child through World Vision.

We have gained valuable experience as members of the Student Representative Council and wish to thank Mrs Daley for her support, encouragement and guidance over the past year.

Members of the SRC.

School context

Student informationIt 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 2010Male 166 192 207 212 226Female 169 167 178 201 222

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100150200250300350400450500

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Student attendance profile

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Student attendance rates

School Region State DET

Management of non-attendanceStudent attendance at Terranora Public School is consistently high. Families are asked to supply the school with a written explanation following any absence, and are required to inform the principal beforehand if extended absences are likely. This provides the school with the information beforehand. If a student is regularly absent, without significant reason, a referral to the Home-School Liaison Officer may be made.

Class sizesIn 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.

Note: Class size data are as provided by schools in the annual class size audit.

Roll Class

Year Total per Year

Total in Class

KF K 20 20KH K 19 19KM K 20 20KK K 14 141D 1 22 221H 1 22 221R 1 21 212S 2 23 232M 2 24 24

2GG 2 23 233A 3 29 293W 3 29 29

3/4G 3 9 303/4G 4 21 30

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4H 4 30 304/5P 4 13 294/5P 5 16 295F 5 30 30

5/6S 5 9 305/6S 6 21 306W 6 30 30

Structure of classesIn accordance with NSW DET policy, Kindergarten, Year One and Year Two classes are capped at a maximum of 20, 22 and 24 students respectively. Teachers agree that in the vitally important early years of literacy and numeracy learning, and in the essential areas of social and emotional development, smaller class sizes allow students to access the curriculum in the most beneficial way.

Staff informationIt is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies

Staff establishmentPosition Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teachers 0

Classroom Teachers 15

Teacher of Emotional Disabilities 0

Teacher of Mild Intellectual Disabilities 0

Teacher of Reading Recovery 0.8

Support Teacher Learning Assistance 0.3

Teacher Librarian 0.8

Teacher of ESL 0

Counsellor 0.2

School Administrative & Support Staff 2.6

Total 23.9

Whilst none of the staff at Terranora Public School identify as indigenous, the staff is committed to delivering a program that is inclusive to increase knowledge and understanding of the histories, cultures and experiences of Aboriginal and/or Torres Strait Islander people as the first peoples of Australia.

Staff retentionIn 2010, two permanent staff appointments were made. Both these staff members will commence duty on day one of the new 2011 school year. They are Ms Marg Ryan, Assistant Principal, and Classroom Teacher Ms Angela Wraight.

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

Enter text here

Qualifications % of staff

Degree or Diploma 39

Postgraduate 61

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

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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

At Terranora Public School we strive to provide a rich array of learning opportunities for all students. We aim to provide a balance of tasks and experiences across all Key Learning Areas. The following information outlines some of the student achievements for 2010.

Achievements

ArtsAll Terranora Public School students have the opportunity to participate in a range of performing arts activities.

The Band Instrument program has developed over the year, with 60 students now receiving tuition in a

variety of instruments. The concert band performed throughout the year at diverse school events and assemblies. Mrs Seckold coordinates the school band and also tutors some students.

Nine students attended the Far North Coast Performing Arts Camp at Lennox Head in Term 4. They participated in band, choral, dance and visual arts activities. This camp provided an enriching performing arts environment for students and teachers.

Two students from each stage attended ‘Operation Art’ at Centaur Public School. These students had an opportunity to explore their talents alongside other gifted primary school artists. The Terranora Public School Choir performed proudly at the launch of Operation Art at the Regional Art Gallery.

250 Terranora Public School students performed in the inaugural Aurora Show Biz concert. Students from all stages performed in this exciting showcase of talent. Thank you and congratulations to all the performers and hard working teachers and parents who supported this special event in so many ways.

Sport

2010 was once again a very successful year for both sporting teams and individuals at Terranora Public School, with many outstanding performances and achievements.

All students K-6 participated in the weekly school sporting program. They also enjoyed taking part in our three major school carnivals. We greatly appreciate the strong parental and community support provided for our athletics, cross country and swimming carnivals. These days involve a great deal of organisation, and we sincerely thank all who assisted.

The most outstanding athlete for 2010 was Sean Garner, who performed with great distinction in rugby, rugby league, swimming and athletics.

In Touch Football, our Senior Boys gained second place in the PSSA NSW Knock Out competition. Once again we played against South Wagga in this final game. This was a superb result, being the fourth consecutive year that the Terranora Public School Touch Football Team has played in the grand final. This knock out competition originally consisted of 312 teams across NSW, and throughout this competition our boys competed with amazing persistence and strength. We appreciate the never ending parental support that was so willingly provided - thank you to all those

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families who were there to help in many ways. Of course, recognition must go to the coach of this team, Mrs Alison Scott, for her skill, energy and commitment, and congratulations to our fantastic team of touch footy stars. Look out for us next year...No. 1 is getting close!

A senior boy was North Coast Athletics Champion and an 11yrs girl was the North Coast Athletics Champion.

One boy student was selected to captain the North Coast Touch Football Team.

In Swimming, 3 students represented the school in the NSW PSSA Carnival.

Teams participated in a variety of State Knock Out Competitions, including soccer, tennis, basketball, netball, rugby league and AFL.

The school took part in the Premiers Sporting Challenge.

Teams participated in the District AFL Round Robin Competition, and also gained valuable experience in rugby league, soccer and hockey.

In addition, teams participated in the district hockey competition.

9 students attended the NSW Primary Schools Sport Association (PSSA) Athletics Carnival.

We also fielded a team in the NSW PSSA Rugby League Open competition.

Our school fielded representatives in the Far North Coast and North Coast Cross Country Carnival, with two representatives in the NSW PSSA Cross Country Carnival.

New sporting equipment and kits have been purchased this year, enabling students to access a variety of sports and to develop skills and confidence.

AcademicIn 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

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Percentage of students in bands: Year 3 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Whilst results for Terranora Public School in reading indicate above state and regional scores in band 6, there is work to be done in improving the outcomes of students in the middle (3,4and 5) bands. In reading, the school average was 408.8, and the state average was 414.3.

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Percentage of students in bands: Year 3 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Results in writing indicate a lower than expected result in the top achievement bands. Specific strategies have been designed to address this need in 2011. In writing, the school average was 413.4 and the state average was 422.6

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Percentage of students in bands: Year 3 spelling

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

In spelling, achievement in the upper bands indicates sound performance, with some work to be done to improve performance in the middle bands. The school average in spelling was 412.9 and the state average was 408.3

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Percentage of students in bands: Year 3 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

In grammar and punctuation, the school average was 425.7 and the state average was 416.3 This is a pleasing result, especially in the higher achievement bands.

Numeracy – NAPLAN Year 3

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Percentage of students in bands: Year 3 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

56% of students were placed in the top three achievement bands in the data and measurement strand of numeracy. School plans for 2011 include strategies to further support students in Bands 1, 2

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and 3. Additional work needs to be done to improve student achievement in Bands 5 and 6. The school average in numeracy was 389.0 and the state average was 396.1

Literacy – NAPLAN Year 5

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Percentage of students in bands: Year 5 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

In reading, the school average was 500.4 while the state was 489.0. We will be looking at ways to further improve this result, especially for students achieving in bands 5 and 6.

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Percentage of students in bands: Year 5 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Results in writing indicate a lower than expected result in the top achievement bands. Specific strategies have been designed to address this need in 2011. In writing, the school average was 495.2 and state average was 488.4

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Percentage of students in bands: Year 5 spelling

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Spelling results indicate sound achievement. The school average was 507.1 and the state average was 498.2. Whilst this achievement is pleasing, there is room for improvement in the middle achievement bands. The school focus on writing will impact on future spelling results.

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Percentage of students in bands: Year 5 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

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Achievement in grammar and punctuation was pleasing overall in Year 5, however there is room for improvement in the highest band, and potential for movement out of the middle achievement bands.

Numeracy – NAPLAN Year 5

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Percentage of students in bands: Year 5 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Results indicate that there is potential for growth out of band 6 overall in numeracy. Good results in the top band are very encouraging and our 2011 work in gifted and talented programs will cater to high achieving students.

Progress in literacy

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Average progress in reading between Year 3 and Year 5

School SSG State DET

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2006 - 2008 2007 - 2009 2008 - 2010

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Average progress in writingbetween Year 3 and Year 5

School SSG State DET

Progress in numeracy

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2006 - 2008 2007 - 2009 2008 - 2010

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Average progress in numeracybetween Year 3 and Year 5

School SSG State DET

Minimum standardsThe 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

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Percentage of Year 3 students achieving at or above minimum standard

Reading 91Writing 97Spelling 96Punctuation and grammar 96Numeracy     96

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 95Writing 96Spelling 100Punctuation and grammar 96Numeracy     98

Significant programs and initiativesReading RecoveryReading Recovery is a school program designed for year one students who require additional support in literacy. Teachers undergo extensive training in the Reading Recovery method, which provides explicit and intensive reading instruction for targeted students. 19 students entered the program in 2010. Student reading levels usually progress as soon as they begin the program, and growth of up to 15 reading levels often occurs as a result of this intervention.

Students exit the program when they demonstrate class average reading and writing skills and can apply strategies to solve problems when reading or writing. This year, classroom teacher Kim McQuhae has commenced training in Reading Recovery, whilst teachers Michelle Woods and Jo Kafer are already trained.

Aboriginal EducationIn 2010, Aboriginal education at Terranora Public School took a very important step forward. Teaching and ancillary staffs of all three schools in the Aurora Learning Community - Terranora PS, Centaur PS and Banora Point High School, participated in an indigenous education awareness program.

We visited several 'significant sites' within the Tweed area. These sites included Norrie's Headland, Chinderah South Sea Islander Cemetery, Minjungbal Boardwalk, Minjungbal Bora Ring and Fingal Headland.

The combined staffs were led by indigenous guides through the history, culture and significance of location. At Banora Point High School a short lunch was followed by keynote speaker, Mr Paul Dodd of Corporate Culcha, Kirra.

Mr Dodd drew on his experience as a member of a number of indigenous communities to present a truly fascinating and wide ranging account of both the tragedy of the past indigenous policies and the hope for the future of indigenous education. The audience was spellbound hearing a mixture of injustices, colonial history, perceptions and aspiration with several poignant points and reflective statements presented.

At the end of a very special day all those in attendance were profoundly affected by the experience of the day. Perhaps from Terranora Public School’s perspective, the most significant point of the day was that all other schools in the Tweed District are now trying to duplicate our initiative. Teacher Loueen Adams was responsible for the successful sourcing of funding for this self nominated project. She was supported by teacher Tom Gardiner who was the contact person for much of the organisation of this Aurora Learning Community Staff Development Day.

Public Speaking This year’s Tweed Valley Public Speaking Competition was a highly successful one for Terranora Public School, with three of our students gaining awards in the final. In Stage Three, Brady gained a very creditable third place against some very high level competition. Lilli had everybody in awe and gave a stand out performance, gaining first place in Stage Two. Ava was awarded a Highly Commended Medal for her engaging speech. Prize winners: Ava, Lilli and Brady, are pictured below.

It is evident that the traditional organisation of this competition may need to be re-organised in the future. Well done to all our entrants, and congratulations to those successful students.

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Premier’s Spelling BeeThis state wide competition attracts many students, with more than 88 000 entrants in 2010. Following elimination rounds across the state, 76 finalists were eventually selected. Terranora Public School students were eager participants in this competition, and they all deserve commendation. Our Junior (Stage 2) winners were Ashleigh and Olivia, and our Senior (Stage 3) winners were Harrison and Elliot. All four students represented Terranora Public School at the district level with pride and impeccable behaviour. They displayed much grace when they were eliminated. Our highest achiever was Elliot, who made it through to the fifth round. These elimination rounds were all conducted at Centaur Public School.

Many thanks to teacher, Mrs Robyn Harcourt for her dedication in the coordinating role at our school.

Maths OlympiadIn 2010 Terranora Public School entered a team in excess of 30 students to compete in the Maths Olympiad. Whilst congratulations go to every competitor, one year four student deserves special commendation this year. For the first time in the history of Terranora Public School’s participation, a perfect five out of five score was achieved by Corey. This is an outstanding result and he deserves recognition for his excellent application.

Thank you to Mrs Robyn Harcourt for her enthusiasm in co-ordinating the 2010 Maths Olympiad.

Respect and ResponsibilityCare, Cooperation, Democracy, Excellence, Fairness, Integrity, Participation, Respect and Responsibility: these are the core values that we embrace at Terranora Public School. They were developed as a part of the chaplaincy program, and in our school planning we demonstrate our commitment to them by involvement in many events. Some of these are: Girls’ and Boys’ Forum and the Student Representative Council.

The school participates in active community service activities as a part of its commitment to these values we hold. We are involved in ANZAC Day events, Clean Up Australia Day, visiting aged care homes to sing and perform, donations and fund raising for charities and sponsorship of a child through World Vision. At Terranora Public School we aim to develop students who will become caring and compassionate citizens, and who have a spirit of community and empathy towards others.

Best StartOur 4 Kindergarten teachers implemented the Best Start assessment program at the beginning of the year, prior to the Kindergarten children commencing school in 2010. The information gathered from this assessment enabled teachers to group their new Kindergarten students appropriately and begin their learning program using the students’ current abilities as a starting point. Reporting to parents is a component of Best Start, and all parents received a report following their child’s Best Start assessment.

Kindergarten (Early Stage 1) teachers attended professional learning courses through the year, and have gained experience in integrating technology into their teaching and learning programs.

TechnologyThe installation of twelve interactive whiteboards (IWBs) into our permanent classrooms has enabled teachers to broaden their teaching resources through the use of interactive facilities such as the internet. Teachers and students are fully engaged in discovering the full potential of this new technology. Teachers have accessed ongoing training and development in technology throughout the year, resulting in enhanced levels of understanding and application in all teaching and learning programs. Our six new classrooms, currently under construction under the BER program, will also have IWBs installed. One of these new rooms will have, in addition, a Connected Classroom facility. “Connected Classrooms” enable schools to interact via video and tele-conferencing with schools and individuals, both locally and internationally.

The introduction of “Typequick”, a typing skills program, across the school has been invaluable in the development of students’ keyboard skills and has assisted with their computer presentation across all stages.

The 2010 NSW Department of Education and Training’s allocation of computers has been

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directed to laptops for the new IWBs in our new classrooms, and also to upgrading our school library lab over a three year period. Older computers are being retired and access to functioning computers maximised for class use. The school also used discretionary funds to update PCs in the staff room and in some classrooms.

The association between our school and the Kingscliff ICT unit has been beneficial, resulting in the upgrading of our server network and internet speed improvement throughout our school.

Students have continued to have access to the computer library lab and have demonstrated pleasing improvements in their technology skills.

Student WelfareStudent welfare is a priority at Terranora Public School. The welfare team, comprising of executive and classroom teachers, as well as the school counsellor and chaplains, meets regularly to discuss school welfare issues.

In 2010 the welfare team successfully:

Undertook welfare programs catering for the special needs of individual students K – 6. (See specific programs in this report.)

Linked with the learning support team coordinator to discuss, create, implement and evaluate student welfare programs.

Worked alongside the school counsellor and departmental behaviour support personnel to assist in the successful implementation of welfare programs with ongoing assessment and modification to suit the needs and situations which arose.

Investigated, created, implemented and evaluated the RISC (Record of Individual Student Contact) Program for use at Terranora Public School.

Provided a centralised, computer generated data base to more effectively track and monitor student behaviour and enable more efficient parent/caregiver contact through RISC.

Implemented social skills programs, including “That’s Gold”, “Minute to Win It” and our ongoing chaplain service.

Organised and offered welfare programs for students. These included: Life Education, child protection lessons and Stewart House.

Provided various training courses to support personnel when working with students with special needs.

School ChaplainsThe federally funded school chaplin service supports students, teachers and the school community. We have 2 chaplains: Brian Bruce and Naomi Harry, who are professional and experienced in connecting with students on an “everyday” basis. Our chaplains work alongside other caring professionals to provide a listening ear for children who may be in crisis, or in need of a special friend. A chaplain may deal with behaviour management issues such as anger, peer relationships or bullying. Programs such as Seasons for Growth, touch football, arts/crafts, Friends For Life and Minute to Win It are popular extra-curricular activities that help children to establish positive social relationships and enjoy being in the playground.

That’s Gold“That’s Gold” is a Social Skills program which supports students who experience difficulties when mixing with and relating to peers at school.The program is composed of two elements.

One element is the physical component, to aid students in developing fitness and endurance by utilising gross motor skills and refining fine motor skills in order to stimulate both sides of the brain. Data has proven that physical activity aids students who have difficulty in concentrating and learning.

The other element is the small group session, which demonstrates appropriate ways to respond to others in social settings, at school and in the community. These include aspects such as: being a good listener, making eye contact, approaching peers in a friendly, respectful way, how to avoid arguments, taking turns and building trust.

There has been a decrease in the incidence of inappropriate behaviour at school, and evidence that students can apply self monitoring strategies to modify their behaviour and make informed decisions if in a challenging situation.

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(from front to back) Ben Cousins, Jaidyn Warwick, Noah Johannsen, Zoe Baker, Lachlan Garner and Riley Coleman, enjoying “That’s Gold”.

Other ProgramsLearning Support TeamThe Learning Support Team is a whole-school planning and support group. Its purpose is to effectively address the learning needs of students through the co-ordination development, implementation, monitoring and evaluation of educational programs.

In order to meet this primary function, the Learning Support Team addresses whole-school planning and also addresses the needs of individual students.

Funding SupportFunding support is provided to schools by the NSW Department of Education and Training. It is provided to enable schools to maximise access to the curriculum for students who may have disabilities and are enrolled in regular mainstream classes.

In 2010, the Funding Support program supported 21 students at Terranora Public School. The budget for students with disabilities in 2010 was $140 000. This funding was used to provide additional learning support officers for classroom teachers, enabling them to develop and implement Individualised learning programs for the identified students.

Little BuddiesThis program is designed to motivate and engage children in the reading and writing process. Children take home a toy pet, and complete literacy activities which are designed around this toy animal. Teachers who operated this program

reported improved writing skills and high levels of interest and engagement from students.

Fynn Brayshaw, Annalese Weeks and Dylan Vuurman with one of their “Little Buddies”.

LibraryWith six new classrooms under construction, 2M has been based in the library this year. In order to ensure that all students had ongoing access to library resources and borrowing facilities, the library teacher visited each class weekly for a 40 minute lesson. Classes were provided with a selection of books to borrow and return. Lessons included sharing quality literature and reviewing new books. The use of interactive whiteboards enabled many library web sites to be utilised. All classes were able to access the computer laboratory during their RFF time, enabling them to research and present work on subjects being studied.

The school participated in a “book swap” during Book Week, and also successfully participated in an art and poster competition run by Murwillumbah and Tweed Public libraries. 8 of our students won book vouchers through this competition.

Visiting author Loanne Arnell visited the school and inspired students with her enthusiasm and love of literature. Following studies on fairy tales, students had the opportunity to attend a performance of Snow White and the Seven Dwarves performed by the Tweed Theatre Company.

Mrs Edwards conducted library lessons and Mrs Gallagher worked on all the administrative aspects of the library.

Public Education AwardsExcellence in Public Education was celebrated on Thursday the 16th of September at the Far North

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Coast and Southern Cross Public Education Awards. Teachers, school staff, students and volunteers were acknowledged for making an exceptional contribution to government schools.

Terranora Public School is very proud of our recipients, Mrs Robyn Harcourt (pictured above) and Year 5 student, Celine Ogg (pictured next column)

Story Dogs This year the 'Story Dogs' program was introduced to Terranora Public School. The program aims to improve focus, literacy skills and confidence to reluctant readers in Year 2. The non-judgmental, loving nature of dogs gives this program its magic. Children relax, open up, try harder and have fun reading to a friendly and calm dog. We have been very fortunate to receive weekly support from Kate and her dog 'Pia' and from Leah and her dog 'Nora'. Improvement in reading fluency and confidence has been noted in the targeted students. We look forward to receiving support from 'Story Dogs' again during 1011.

Lachlan, Nora and Rita, enjoying a book.

Progress on 2010 targetsTeachers undertook a range of professional learning opportunities, with an emphasis on the use of interactive whiteboards (IWBs). These learning sessions were led by experienced staff members, who shared their knowledge, enabling individual teachers to develop new skills, access resources and participate in further training and development.

Target 1TECHNOLOGY. To increase the incidence of direct instruction in classrooms using Interactive Whiteboards from inception to daily usage in all classrooms in 2010.

Our achievements include:

Twelve interactive whiteboards have been successfully installed in classrooms, and integrated into teaching and learning programs throughout the school.

By means of our links with district schools, Terranora Public School staff has accessed resources and participated in professional development in technology.

Professional growth amongst teachers has been excellent and substantive, resulting in highly motivating and visually stimulating interactive teaching and learning experiences across all key learning areas. This area of training and development is ongoing.

Plans are in place to expand the use of IWBs into our new classrooms. Included in these new

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rooms will be IWB conferencing facilities (connected classrooms) and greater access to North Coast professional learning opportunities in 2011.

Target 2NUMERACY. To increase the percentage of students in Bands 5 and 6 in Year 3 NAPLAN data from 39% in 2009 to 42% in 2010, and to decrease the percentage of students in bands 3 ,4 and 5 in Year 5 NAPLAN data from 27% in 2009 to 20% in 2010.

Our achievements include:

36% of Year 3 students were placed in the top two achievement bands in number, patterns and algebra.

Decrease in the number of Year 3 students in the lowest achievement band in numeracy.

Stability in the number of Year 3 student achievement in the top bands in data and measurement.

A 5% decrease in the number of Year 5 students placed in the lower achievement bands: 3, 4 and 5.

52% of Year 5 students were placed in the highest achievement bands, 7 and 8, in number, patterns and algebra.

Target 3WRITING. To increase the percentage of students in Bands 5 and 6 in Year 3 NAPLAN data from 56% in 2009 to 60% in 2010, and to increase the percentage of students in bands 7 and 8 from 23% in 2009 to 35% in 2010.

Our achievements include:

Results indicate that further work needs to be carried out in the area of writing, as Year 3 achievement has not reached expected outcomes in the higher bands. An ongoing focus on this aspect of literacy in 2011 will aim to improve this result.

In Year 5, a 7% increase into bands 7 and 8 indicates pleasing growth. Continued professional learning will take place in 2011 to consolidate this trend.

Teachers undertook ongoing training in the use of interactive whiteboards, with an emphasis on integration of this technology into day to day teaching and learning. Staff also attended a variety of training and development

opportunities, with specific reference to improving the quality of student writing.

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 staff satisfaction with school programs and technology.

Educational and management practice

BackgroundA survey was conducted across the school staff, in order to assess beliefs and understandings about the following programs in the school: welfare, gifted and talented students and sport.

Findings and conclusionsSurvey data indicated the following:

72.2% of staff either agreed or strongly agreed that the school offers opportunities for identified gifted and talented students to be challenged by innovative teaching and learning programs.

27.8% of staff believes that further development of the gifted and talented program is necessary in order to maximize opportunities for students.

100% of staff either agreed or strongly agreed that the school accommodates the needs of students very well in sport and physical education.

100% of staff considers that the welfare programs in place at the school are well run, appropriate and relevant to those students and families concerned.

Future directions Students identified as gifted and /or talented

will be given expanded opportunities to excel in their field of expertise.

Training and development in catering for these students will be provided for teachers.

Purchase of resources to support this program.

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Parents of targeted students will be invited to share information and ask questions at a meeting, prior to the implementation of this program.

Curriculum

Students need to be provided with appropriate learning opportunities in technology. Interactive whiteboards enable teachers and students to broaden their teaching and learning potential in readiness for the demands of 21st century learning.

BackgroundThe school installed 12 interactive whiteboards in classrooms. Our strategy is to provide maximum access to students, and high quality, relevant training and development for teachers. In 2010, training and development in the use of IWBs was provided to staff. A survey was completed by staff, to provide information on how to best deliver ongoing training and development in technology.

Findings and conclusions Overall, staff indicated high levels of

satisfaction with the introduction of interactive whiteboards to classrooms.

Most staff identified training and development opportunities in technology as a high priority.

Suggestions were made as to how to best deliver staff training and development across the school, and to cater for individual levels of development.

Future directions The school will review the organisation and

delivery of training and development for teachers, in technology.

The installation of interactive whiteboards in all classrooms will continue to be a focus.

Organisation of access to technology for students and teachers whose rooms do not have an IWB will continue to be a priority.

Professional Learning

The school provides opportunities for all staff to improve their skills and knowledge for the benefit of all students. All staff participated in five school development days, as well as regular school based professional learning.

Staff also attended training courses in the following areas:

Literacy

Quality Teaching

Technology

Average expenditure per classroom teacher on professional learning was $751.00

School development 2009-2011A school improvement plan has been developed for the period 2009-2011. The focus areas are:

Literacy

Numeracy

Technology

Connected Learning, and

Student Engagement and Teacher Quality.

Targets for 2011.

Target 1Student learning outcomes in reading and writing will improve.

Strategies to achieve this target include:

Identify areas of student need in reading and writing, and support those students by designing and implementing explicit teaching strategies.

Increase the capacity of teachers to plan and deliver effective quality teaching and learning practices in literacy, with reading and writing as a focus, through ongoing training and development.

Review whole school English scope and sequence plans.

Purchase appropriate literacy resources, including ICT resources, to support teaching programs.

Identify under achieving gifted and/or talented literacy students and design programs that both challenge and support their learning.

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Our success will be measured by:

NAPLAN results which reflect improved student achievement, in particular in reading and writing.

Teachers demonstrate best practice in quality teaching, as evidenced in teacher programs and in their day to day teaching.

The planning and implementation of teaching and learning practices are in line with the whole school scope and sequence in English.

Increased availability of teaching resources in the English KLA.

Identified high achieving students demonstrate a superior level of outcomes.

Target 2

Student learning outcomes in Mathematics will improve.

Strategies to achieve this target include:

Identify areas of student need, specifically in data, space, measurement band geometry strands, and design and implement explicit teaching strategies.

Increase capacity of teachers to plan and deliver effective quality teaching and learning practices in numeracy, through ongoing training and development.

A whole school review of maths resources including the evaluation of text books.

Identify under achieving gifted and / or talented numeracy students and design programs that both challenge and support their learning.

Our success will be measured by:

NAPLAN results which reflect improved student achievement in all bands, in particular: data, space, measurement and geometry.

Teachers demonstrate best practice in quality teaching, as evidenced in teacher programs and in their day to day teaching.

Increased availability of teaching resources in the mathematics KLA.

Identified high achieving students demonstrate a superior level of outcomes in maths.

Target 3

To integrate technology into teaching and learning programs and to enhance the capacity of teachers to provide quality learning environments for all students.

Strategies to achieve this target include:

Increased and improved classroom resources which allow more student engagement in learning in a technological world.

Teacher training and development in technology will be a priority in 2011, taking into account the various stages of development of individual staff in ICT.

The school will continue to work towards providing 100% of students with access to a digital learning environment.

Our success will be measured by:

Increased teacher knowledge of the needs of learners for the future, providing for a range of learning styles.

100% of students experiencing learning styles which have elements of digital education embedded in them.

All teachers utilising interactive whiteboards with teaching and learning programs.

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.

James Hackett Principal

Robyn Harcourt Classroom Teacher

Anne Hepworth Assistant Principal

Leonie Richards Classroom Teacher

Jennifer Ward Assistant Principal

Clayton Wetherall Assistant Principal

School contact information

Terranora Public School

650 Terranora Road

P.O Box 74

Terranora N.S.W. 2486

Ph: (07) 55904146

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Fax: (07) 55904098

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

Web: www.terranora-p.schools.nsw.edu.au/

School Code: 3189

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

http://www.schools.nsw.edu.au/asr

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