Watervale Primary

School

Annual Report

2014

Annual Report 2014

Page 1

Context

School Name: Watervale Primary School School Number: 0470

Principal: Mrs Wendy Burge Region: Mid North Partnership

Building on the school’s rich tradition, Watervale Primary School empowers students to strive for excellence. The school community actively encourages a respect for individuals in a caring and nurturing environment.

At Watervale Primary School we value: Respect, Honesty, Excellence and Joyfulness. These important values are affirmed throughout the year, and reflected in many and varied activities, programs and approaches across the school community. 2014 began with an enrolment of 59 students, with 58% being boys. There was one Year 7 student.

2014 Highlights

Senior Class: Port Augusta, Quorn & Four Winds Indigenous Camp

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Middle Class: Urban Wellbeing Camp – Botanic Gardens, Museum, Central Market & Cirkidz circus school

Junior Class: Gorge Wildlife Park Day Trip

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Community Competitions:

WPS was once again successful in Max Fatchen Literary Awards, receiving 3 prizes for their poetry, including two First places and one Commended.

22 entries were received for University NSW Competitions in Computing, Spelling, English, Science, Writing and Maths. Results attained included 2 x Merits, 1 x Credit, 2 x Distinctions and 1 x High Distinction.

Again WPS participated in the Premier’s Reading Challenge as a whole school, receiving acknowledgement from Certificate through to Hall of Fame. 93% students completed the challenge (88% in 2013).

Senior and middle students were highly successful in the state-wide PMA Maths Challenge for their innovative maths projects, five groups achieving State Winner and one Highly Commended. This was the first year that the middle class entered in the challenge, and were justly proud of being announced as State Winners for their whole-class entry.

Many students achieved success with their Clare Show entries.

Australian Curriculum:

Teacher training and curriculum work around the Australian Curriculum in the areas of Maths, English, Disabilities and The Arts led to ongoing implementation, planning and assessment during 2014.

Indigenous aspects integrated throughout all curriculum areas, supported by key visiting personnel.

Learning celebrated each week at Assembly. 2014 saw the introduction of a class insert in the fortnightly newsletter that further showcased current learning for the students.

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LOTE – French: R-7 French remains an important part of the curriculum:

integrated across the school

whole school French Day

Happy Birthday is sung in French at assembly

French Jolly Phonics introduced to senior students; resources better suit each learner

Physical Health:

Swimming Carnival well attended and successful

Senior students actively chose to participate in SAPSASA sports including athletics, cross country and football

Team effort and great determination led to high sense of success at Sports Day, although no shields were secured; Tim was the deserving winner of the Sportsmanship Medal.

SRC continued to promote guidelines for recess snacks, reducing playground litter and Nude Food Days

Four Youth Environment Leaders selected for the first time; created a long-term plan to work on eight projects to improve the environment within our school

Joined flexible model of Stephanie Alexander Kitchen Garden Program; edible garden continued to thrive and produce used in both class and whole school cooking

Access to Hot Shots tennis program and generous age-appropriate resources

Eight Yr 6/7 students participated in the Horrocks Hill Hub Student Leadership program, including GRIP workshop, Drumbeat, and Errappa Camp

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The Arts:

Public speaking opportunities - ongoing and varied, both planned and spontaneous

Visual arts; Drama; Dance; Music; Media; including teacher training around new curriculum

Footsteps Dance five week program culminating in Social with families

Festival of Music; fourteen students performed on stage at Festival Theatre, including two soloists for the first time

Visiting artists and performances, often combined with Hub schools

Applied for Artist in Residence grant to create flora and fauna mural around cement tank in school grounds

End of year Concert; whole school production for the first time – How the Grinch Stole Christmas – well received and a hugely successful process and experience

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School-Community Partnerships:

Active parent, family and community involvement at all levels throughout the year

Enthusiasm for Artist in Residence project, working closely with local mural artist; project will be pursued despite inability to secure grant funding

LAP program helpers are a small, committed and crucial group

Willing and competitive parent teams at Sports Day, Swimming Carnival and Jump Rope

Much input to volunteer work in garden, cooking days, Activities Morning, class activites, working bees

Great response and support for class excursions especially when requiring parents to work with small groups of students and/or transport students

Successful fundraising programs to support students and school projects eg kitchen workbench and cooking equipment; market stalls; Canberra Trip; garden produce sales; Twilight Disco; car wash for a maths project; local and international charities

Visiting instructors and tutors in specialist skills eg cricket, hockey, yoga, mindfulness, bowls, bike riding and football

Links with community services and events eg Public Library, Anzac Day, Remembrance Day & Arch Dedication

Successful establishment of first year of Watervale OSHC service; two Co-Directors providing and ensuring a stimulating and viable service in response to community need

Working alongside work experience students and student teachers

Welcoming special guests to our school – Ms Jayne Johnstone, DECD Head of Schools; Hon Jennifer Rankine, Minister for Education & Child Development; Mr Nick Champion, Member for Wakefield; Mr Michael Griffiths, singer and actor

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School Surrounds projects:

Consultation and planning culminating in the delivery of an extension to our double building; a beautiful new classroom and ‘side room’ for the senior class; relinquishing the weatherboard building to resume its function as our Resource Centre; senior class began working in the new classroom as of Term 4

Arborist report sought re health and safety of large gum tree central to the playground

Restoration of grassed and planted areas before and after building work completed

Middle class redesigned front native garden to create an Enchanted Garden

Decision to purchase a further 10 iPads for wider use across all classrooms

Governing Council pro-active in applying for PIE grants to support desired projects

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Governing Council Report

2014 was not any different to previous years in terms of the busyness.

The year commenced with 59 students, that’s including 10 Receptions and 2 older students, and

OSHC began operating and servicing the Watervale community.

To start the year the staffing was increased to include an extra ½ day of teaching across R1 &

French, a Science teacher each Monday, 5 mornings of SSO for D level students & increased general

classroom support through SSO’s.

With 3 full classrooms, the restricted space was challenging but the school still managed it’s weekly

assemblies and supported learning areas well.

There were 2 SSO’s helping with the MultiLit program, Mrs Kathy Mitchell & Mrs Julie Kelly.

There was also an increased number of LAP volunteers and this is seen as a critical success for

students. Not to mention the parent support through other areas within the school.

The school’s priorities were still around Literacy, Numeracy & Wellbeing.

The scheduled PAT-R, PAT-M, Reading Recovery & MultiLit (phonics & reading support) was

planned, & results were collected to assist the staff with any areas of learning difficulties for the

students. Together with these was the CCNet Project, where an iPad communication tool was

started.

The Mid North Partnership was established with Clare High, 3 pre-schools & 9 primary schools,

developing professional & whole school opportunities. Meanwhile staff were still trying to maintain

Hub professional sharing.

Term 1 saw the School Improvement Plan’s first draft and the new building proposal was submitted

with the hope of funding our own classroom. By the end of the year the School’s Improvement Plan

was well received by the Education Director, and the result of the building proposal is the new and

fresh senior classroom which has proven to be ‘a perfect fit’.

During the first semester all students were highly engaged with both classroom learning & beyond,

with many extra curricula activities.

Those school happenings were in, out and around which included:

Various camps – Senior class to Quorn & Wilpena Pound, Middle class to Warradale &

Cirkidz, & the Junior class to the Gorge Wildlife Park.

HHH Leadership events eg the Errappa Camp with 36 students attending. This camp is a very

rare opportunity & the children that were fortunate enough to go are extremely lucky.

Swimming lessons & carnival at the beginning of the year & the Sports Day.

Footsteps lessons & the social night.

French day.

The senior class bike rides & whole school bike ride.

Various class excursions.

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The disco, movie night, ANZAC day service, bowls lessons & Book Week.

Jeans for Genes day, & Jump Rope for Heart.

The erection of the Enchanted Garden.

Also, various other events such as PE week, Geoffrey Graham Performance, & infamous Ice

Bucket Challenge. All these are to name a few.

SAPSASA training & events were again a success, and made life just that little bit busier. Giving the

kids the opportunity to mix with others & make new friendships, while also learning some life skills

with organisation & priority to different needs.

Around the school more salt damp work was done to the main building, & the teachers provided

another successful information night, sharing their focus for the year.

Parent teacher interviews were conducted. Mid year reports were taken home and this is just one

way of communication the school uses to inform parents.

This year saw the first ‘Youth Environment Forum’ & the 4 students involved were Danielle, Teagan,

Ethan and Aiden. The Youth Environment group focused on providing recycling bins in the yard,

improvement on the reed bed, analysing the school’s energy, seed propagation, indigenous plantings,

nude food days, & the frog pond.

As well as camps, excursions and leadership events, there was also Drumbeat for the year 6/7

students.

Behaviour & bullying was reviewed & the Student Welfare Worker review was received. It was then

decided by Governing Council that various letters regarding action towards the restructuring of the

Student Welfare Worker position be written.

Special needs, finance and admin, and grounds all had an increase in hours.

The new flexible teaching model of The Stephanie Alexander Kitchen Garden Program was

approved. The Stephanie Alexander Kitchen Garden program has and will provide the school with

training, resources, growing & cooking, additional mobile workbench, table settings and more.

Another first was the Nationally Consistent Disability Data Collection and training, which covers all

areas of learning & behaviour. The NCDDC correlates with the Wave Model of Intervention.

Governing Council addressed highlighted points from the parent opinion survey. The most common

points were surrounding the school’s communication with parents. These were discussed and

suggestions were made regarding how they could be improved. Also the Social Emotional Wellbeing

Survey was taken & again the results were analysed.

New classroom building tenders were called for, the School Improvement Plan was completed, &

OSHC’s 6 month review was at the end of term 2.

All students completed the Premier’s Reading Challenge, and NAPLAN was scheduled & completed.

Some students were exempt from some literacy areas of the NAPLAN. All 14 received results

above the National Minimum Standard in literacy & 13 achieved @ or above the ‘middle 60%’ in all

literacy areas. There were no exemptions in the NAPLAN Numeracy & all students achieved the

National Minimum Standard, as well as scoring @ or above ‘middle 60%’.

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An application for I Level students was successful.

SRC were very active this year in strategies for change, improvement & development surrounding

the whole school. The SRC managed the Social Emotional Wellbeing of the school through;

a) Feelings & emotions

b) Managed anger by having calm corners in every classroom &

c) Planning a buddy/friendship bench in the yard.

There were behaviour issues that were addressed this year by various forms such as:

a) Discussions, conferencing & class talks

b) Revisit of policies & steps of action

c) Determination to remain consistent & persistent as a whole school

d) Red card action

e) Focus on relationships within health & keeping safe lessons

f) Family contact & collaboration.

Various professional development and training was completed this year, especially ‘Boys In

Education’ & the Arts Curriculum. There were also sessions that ran during the year such as

Carbonkids, PALS, & Ann Baker Maths.

Watervale was again very successful at the PMA Maths Challenge Awards, bringing home 5 awards

with the help of Kel & Sharyn. Another successful Max Fatchen Poetry Awards, the winners being

Sophia, Ginger, & Cooper. Along with many and excellent UNSW (Uni) Competition winners.

The students had Activities Day, Fun Day on the last day, & the Graduation Dinner for seven of the

senior students. Through the year the attendance remained stable.

Successful run club & City to Bay participation was driven by Kel, and we are proud to say Kel has

been named in the top 36 candidates in the NEITA awards which is national. Congratulations!

A visit from my cousin Michael inspired our choir to excel in The Festival of Music. The night was

full of colour, talent & enthusiastic young people, entertaining many ages. It was well done by all,

including our two soloists (for the first time).

Our parent body PAWS, were responsible for the popular movie night, disco night, and the Chef’s

Toolbox fundraiser. They also applied for a Wellbeing Action Grant worth $500 which was

successful. It was suggested that a PIE grant application could support wellbeing and self esteem

through ‘Learning from Rock & Water’ &/or ‘A Wellbeing Book’. We won’t know the outcome of

that for a while.

In 2014 we farewelled Simon Pringle & Darren Liddle. Simon was on Governing Council and the

Finance Committee, & Darren was our Student Welfare Working for the last two and a half years.

They will be missed.

Thank you.

Kerry Hadley, Chairperson Governing Council

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Governing Council 2014 (a full complement of members):

Kerry Hadley (Chair) Helen Maloney (Vice Chair; OSHC)

Kathrynn Ackland (Secretary; OSHC) Donna Cowan (Finance)

Keira James (Community) Simon Pringle (Finance)

Jackie Scott (OSHC) Jane Olssen

Maria Holst-Salomonsen Kel Barns (Staff)

Rebecca O’Leary (PAWS) Julie Cutten

Claire Stone (resigned mid year) Bec Bryksy

Site Improvement Planning

2014 saw the review and refining of Statement of Common Practice

Summary of ongoing and embedded practices

Those elements that the school community values and expects to be maintained

Have become the foundation and strength of the school culture 2014 School Improvement Plan

Targets and goals for specific and identified areas for improvement

All students strive for improvement and aim for high levels of academic success

High expectations, purposeful leadership and quality teaching practices are critical

Founded on strong school and family partnerships Priority 1: LITERACY Goals set for The Big 6

Oral language

Phonics & Spelling

Vocabulary

Fluency

Reading & Comprehension Outcomes

Strengths in oral language focus around fluency, vocabulary and comprehension

Purposeful use of Jolly Phonics and Sheena Cameron methodologies and classroom pedagogies to focus on phonics, spelling and grammar, text types and reading comprehension

Particular focus on inference and reflection in reading

Explicit teaching to integrate ICT across all literacy work

69% of Yr 1&2 students confidently read at or above their year level [Running Records]

71% of Yr 2-7 students confidently read at or above their year level [PAT-R]

93% of Yr R-3 students increased in spelling age by at least one year [Waddingtons]

All Yr 3, 5 & 7 students achieved above National Minimum Standard in Literacy (2 students exempted) [NAPLAN]

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More than 40% students scored in the top two proficiency bands in Reading, Grammar & Spelling; 14% students scored in the top two proficiency bands in Writing. Yr 3 & Yr 7 students excelled with all Grammar scores in the top two proficiency bands.

Professional development and quality teaching relevant to Australian Curriculum – including familiarity with The Arts curriculum - involved work as a Hub, Partnership and site

Targeted SSO / special education support within classrooms, and resources including Reading Recovery, MultiLit and CCNet (one year project)

Three classes: R/1, Yr 1-3, Yr 4-7 Recommendations for 2015

Three classes: R/1, Yr 1/2/3, Yr 4-6

Priority on both Literacy & Numeracy

Literacy to retain balance across all areas of the Big 6; maintain synthetic phonics

Explicit teaching around interpreting information, inference and reflection

PAT-R assessment implemented twice a year Yr 1-6 if possible under new DECD recommendations; release for staff to implement

Targeted resources including ICT, reading materials and non-fiction

Broaden employment of SSO / both general and special needs support Priority 2: NUMERACY Goals set for Real-life Maths and problem solving

Improvements evident across NAPLAN and PAT-M testing

PAT-M conducted twice each year to inform targeted teaching across all Mathematics areas

Explicit teaching of number and algebra, measurement and geometry, statistics and probability

Experience in proficiencies including understanding, fluency, problem solving and reasoning

Outcomes

Purposeful development of Ann Baker’s Natural Maths methodologies and classroom pedagogies to focus on problem solving, fluent processing and real-life applications

Explicit teaching to integrate ICT across all numeracy work

30% of Yr 2-7 students confidently working at or above their year level [PAT-M]

All Yr 3, 5 & 7 students achieved above National Minimum Standard in Numeracy (1 student exempted) [NAPLAN]

34% students scored in the top two proficiency bands in Numeracy

Professional development and quality teaching relevant to Australian Curriculum including work as a Hub, Partnership and site

Targeted SSO / special education support and resources within classrooms Recommendations for 2015

Priority on Number

Numeracy to be strengthened through PAT-M testing; twice a year for Yr 1-6 if possible

PD as Partnership to consolidate Natural Maths approach

Develop stronger maths partnerships with home; workshops, information nights, take-home materials, newsletter

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Priority 3: COGNITIVE, EMOTIONAL, SOCIAL, SPIRITUAL & PHYSICAL WELLBEING Goals set for

Confidence, risk taking and peer connectedness

Continuity of learning and transition

Environmental awareness

Whole school attendance rates

Optimum conditions for learning that foster engagement, powerful learners and intellectual stretch for all

Outcomes

Explicit emotional support through LAP

Student Welfare Worker projects and short-courses, including Coaching for Success and Passport to High School

SWAG grant providing for wellbeing survey to be conducted; focusing SRC work around self-esteem, wellbeing and relationships; highlighted main areas of action as (1) managing anger/violence/temper and (2) expressing feelings/worries/emotions

Over the year, mean wellbeing scores moved from 124.5 to 125.5

There were no scores at Risk Level 1; an increase in Levels 5&6

Temper scores improved (with less yelling and screaming); less mean; an increase in feeling very bad and nervous

Hub student leadership events including GRIP, Drumbeat & Errappa Camp

Transition programs, especially targeting first year of one intake at Reception level; moving onto High School; movement across classes and rooms

Strong and valued staff, school and family partnerships as seen in LAP work, willing volunteers at sports events, fund raising, committees, preparations, celebrations, gardening and cooking, working bees, concert costume and prop making, holiday vegetable garden watering and chicken care roster, daily classroom reading, interviews and whole school events, commitment to OSHC services

SRC generated initiatives to maintain pride, involvement and ownership including fundraising for local, national and international projects

Four Youth Environment Leaders selected; began work on their plan of eight projects, including recycling, reed bed, water use, solar and energy, plant propagation, nude food; participated in district Youth Forums with three other schools

Joined Stephanie Alexander Kitchen Garden Program under flexible model; professional development for two teachers, resource funding; enhancement of existing garden, kitchen facilities and equipment; more structured kitchen and garden lessons for middle and senior classes

Successful class camps or day trip experiences for all ages (growth in enrolment numbers required a shift in management of senior indigenous and R-4 camp procedures)

Active involvement in daily fitness, swimming & PE lessons, Swimming Carnival, Sports Day, SAPSASA, visiting coaching opportunities, lunchtime activities, bike rides, Run Club (after school)

Child Protection Curriculum integrated across all areas

Attained attendance rates of 94.4% [target 93%]

Senior class relocated from Resource Centre to new purpose-built classroom Term 4; whole school regained access to Resource Centre facilities

Actively pursued constructive feedback

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Recommendations for 2015

Employment of Pastoral Care Worker (to replace Federally funded Student Welfare Worker)

Whole school plan for kitchen garden facilities and lesson structure; including purchase of equipment, building garden shed, time-tabling kitchen and garden lessons

Second year of YEL/Youth Environment Forum each term, alongside SRC – ongoing and new environmental projects

Integrated Child Protection Curriculum; incorporating relationships, bullying, behaviour and cybersafety

Second year of wellbeing audit; identifying actions, strategies around values, managing emotions and anger eg Better Buddies, Calm Corner, Play at Lunchtime (PAL)

Student Leadership program to become site focused (rather than Hub), including GRIP workshop, Halogen Foundation workshop, Rock & Water

Whole school camp to Arbury Park and associated class work

Mural Art around belly of cement tank in school grounds; working alongside local artist Harry Sherwin

Day trips or excursions – with a particular curriculum focus

Bike and road safety and Riesling Trail ride

Strengthen house point system

Grow LAP

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Student Achievement

PAT-R (Reading Comprehension) Growth – biannual

0

20

40

60

80

100

120

140

160

IsabelBryksy

EuanCowan

ClarrieCutten

NiamhJames-Peet

RhianaLaughton

Ella Murray ThorinScarles

T1 2012

T4 2012

T2 2013

T4 2013

T1 2014

T4 2014

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Trends in scores show overall growth and development. Testing tools support the immediate identification of level or dipped results, leading to a shift in teaching strategy or practice. Deeper analysis of PAT-R results shows the greatest areas of challenge are around interpreting explicit information, inference and reflection. Comparative graphs for PAT-M will be able to be collated during 2015, although identification of strengths and weaknesses is evident at the time of the testing.

Diagnostic Test Purpose % students functioning above Chron Age

% students functioning at Chron Age

% students functioning below Chron Age

Waddington’s Spelling Yr R-3 68 (67) 25 (13) 7 (20)

PAT-R Reading Comprehension Yr 2-7

60 (67) 11 (13) 29 (20)

PAT-M Maths Yr 2-7 24 6 70

Running Records

Yr 1-2 Reading 46 (72) 23 (14) 31 (14)

While 93% Yr R-3 students are working at or above their age in spelling, 23% attained growth of a year or more. Reading Running Records show 69% of Yr 1/2 students are reading at or above their recommended reading level. 58% of these students showed growth in the Medium quartile over the year, with 42% showing Low growth.

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PAT-R scores show 71% students Yr 2-7 are working at or above their appropriate reading level; more students are reading below their chronological age than in 2013. PAT-M scores in the second semester were particularly poor, with 70% showing maths function below expected age level.

NAPLAN – 14 students eligible

Year 3 Literacy and Numeracy

Figure 1: Year 3 Proficiency Bands by Aspect

Figure 4: Year 3 Mean Scores

All Year 3 students achieved well above National Minimum Standard (NMS) in all areas of Literacy and Numeracy. Collectively, 88% Yr 3 students were above the National mean in all areas. The Yr 3 strengths were in Grammar and Reading, with Writing posing greatest challenge. All students scored in the top two bands in Grammar, with one student scoring in the top two bands across all areas. 43% students scored in the top two bands in Numeracy, Reading and Spelling, with Writing attaining the lowest collective band scores. No students were working below Band 4 level. Nine scores were in the ‘exceptional pointy end’ of the scale. Mean scores show marked improvement over the past year in all areas except Writing.

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Year 5 Literacy and Numeracy

Figure 2: Year 5 Proficiency Bands by Aspect

Figure 5: Year 5 Mean Scores

All Year 5 students who completed the tests achieved NMS in all areas. Collectively, 40% Yr 5 scores were above the National mean in all areas. The Yr 5 strengths were in Reading, Grammar and Spelling. One student scored in Band 4 (working at NMS) for Reading, Writing and Grammar. 40% students scored in the top two bands in two or more Literacy areas. Mean scores show overall weakening of results when compared to 2013, except in Grammar.

Year 7 Literacy and Numeracy There being a very small cohort of Yr 7 students, no identifying data is being presented within this document. All results were well above NMS in all areas. Mean scores over the past three years show sound improvement across Reading & Grammar, with Writing showing as the weakest area. There will be no Yr 7 students in 2015.

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Figure 7: Year 3-5 Growth

NAPLAN School Growth: Year 3-5

Progress since 2012 was recorded across Reading and Numeracy. All students were rated with Middle-Upper growth in Numeracy and Upper in Reading.

Student Data

Attendance and Retention

Figure 9: Attendance by Year Level

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Attendance by Year Level % Attendance

2012 2013 2014

Reception 92.4 92.7 94.6

Year 1 94.8 91.9 94.1

Year 2 96.1 94.9 95.7

Year 3 90.6 96.2 92.6

Year 4 95.9 92.7 97.5

Year 5 91.8 95.1 89.7

Year 6 95.1 88.5 95.0

Year 7 94.8 91.8 93.1

Total All Year Levels 94.1 93.6 94.4

Total ACARA 1 TO 10 94.5 93.9 94.4

Enrolments overall remain stable to strong, with growth especially in the early years. There was one Year 7 student in 2014.

Attendance rates have strengthened to 94.4%, slightly above 2013. The current attendance rate target is 93%, which has been achieved. Yr 5s raw percentage score was below 90%, with attendance rates improving in Reception, Yr 1, 2, 4, 6 & 7 since last year. Most absences are supported by explanations. The gender spread across the school is gradually becoming more balanced, shifting from 64% to 58% of boys.

Client Opinion

Parent, student and staff opinion surveys were not issued or collated centrally in 2014. WPS surveyed families via paper only, based on 2012/13 questions, and collated manually. Staff responses were collected informally during performance management meetings and the Planning Day. Student responses were captured in the R-7 Wellbeing Survey. 13 families (30%) responded to the survey. Staff expressed a high level of personal and professional satisfaction. Parents rated all areas between Neutral/Don’t Know – Strongly Agree. Points of concern raised by parents (as determined by three neutral or don’t know votes):

Support for special needs

Programs change to improve student achievement

Information about other support agencies

School seeks parent opinions about educational programs

Parents have opportunity to participate in decisions about education

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Comments expressed: [praise and issues raised]

The school is a community which is only achieved through the development of relationships and two way communication. Very happy. Keep up the good work. School could make better use of technology such as SMS and Facebook – more frequent updating of website. At times I feel the school is conservative in their pedagogy and management. I would like to see more alternative teaching styles trialled for individual students rather than a one-size approach. Some of the ‘specialist’ teachers do not seem to be trained in their field eg science. Love the increase of the Stephanie Alexander program in the school. We do not think the children are safe playing in the park under the huge gum tree. Fitness is a wonderful way to start the day. How about Nude Food every Friday as is done at some other schools in the area? Watervale is an excellent school with wonderful teachers and staff that make our children’s learning experience a lot easier. They are kind and friendly and are willing to help your children in all areas of learning. The quality of teaching is excellent. I have huge respect for the staff at WPS and I’m very grateful. My daughter is dyslexic and the support in her learning has been outstanding. Communication with staff is always at a very comfortable level. I feel fortunate that my children attend WPS. Our staff use positive communication and provide excellent support to all students. I find the teachers very approachable.

Staff

Teacher Qualifications All teachers at Watervale Primary School are qualified and registered with the SA Teachers Registration Board. No staff member is indigenous. We are proud of our high performing teachers and support staff, and their commitment and dedication to their work and approach. One teacher was nominated twice during 2014 for excellence in teaching awards, generously nominated by appreciative and grateful parents. Two SSO staff attained permanency during 2014. The school community farewelled our Student Welfare Worker of two and a half years, due to a change in Federal funding criteria. Governing Council will pursue the appointment of a Pastoral Care Worker for 2014.

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Financial Statement

Watervale Primary School has an Index of Disadvantage (IOD) of 6, based on social and economic factors including employment, income and stability of residence. 2013 Profit and Loss Statement – please see attached appendix