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Ulladulla Public SchoolAnnual School Report

2012

3302

Our school at a glance

Students and StaffAt the end of 2012 school year there were 641 students at Ulladulla Public School comprising 340 boys and 301 girls. There were 28 students in 3 Special Education classes. Students come from a range of socio-economic and cultural backgrounds.

We had 38 members of school staff in 2012. All teaching staff met the professional requirements for teaching in NSW public schools.

Principal’s messageBeing at Ulladulla Public School in 2012 has been stimulating, because the children who attend our school have so many opportunities and such a diverse range of learning activities available to them. Thanks to the many staff and school community members for their dedication to our school. 2012 has been a dynamic and exciting year for students to learn and for staff to work. A special thanks the P&C once again.

At Ulladulla Public School, staff are dedicated to assisting students to achieve learning outcomes that are relevant and meaningful. Teaching and learning programs also integrate the use of technology as a means of understanding and achieving learning outcomes. Textbooks are a thing of the past, with our classrooms set up around group work based on collaboration, sharing and reflection. Concepts are often introduced with interactive whiteboards, and consolidated through the use of exercise books and group activities that have an emphasis on participating rather than simply recording.

Our results from National Testing confirmed the great work being done in classes. Our focus for 2013 will be to improve our numeracy outcomes, as well as extend our students writing. A wide range of activities to extend students was developed by teachers as well as individual programs developed by our School Learning Support Teachers for identified students.

Many extra-curricular activities have been held throughout the year including sport, dance, choir, environmental and for student leadership.

However, the major achievement this year has been in the sporting area. It has been an unprecedented year in this respect. Our school has achieved 3 State titles in different sports. Firstly, the Boy’s Rugby League team won the Classic Shield and the Boys Touch Footy team also won the State title. In Athletics the Boy’s 100m relay came first. Furthermore, special congratulations to James Gallaugher who became the National title holder in the 100m and 200m sprint.

We have had some major works completed in our school this year including internet re-cabling; junior toilet upgrade and all our handrails repainted, We have continued to improve our school grounds as well as provide a wide variety of environmental activities. 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.

Paul WoodcockPRINCIPAL

P & C MessageUlladulla Public School has enjoyed another successful year due to the cooperative and supportive relationship it enjoys with students, staff and parents. Due to the outstanding support of the P & C, we were able to raise significant funds that directly benefit the children. We held our usual fundraising activities this year which included raffles and our annual school Market Day. Our fundraising efforts raised approximately $16,000. Many thanks must go to parents, grandparents and friends who gave up their free time to volunteer at many of these fundraising events. Without the support of these generous people these days would not happen.

Throughout the year, we have contributed funds towards many projects. These have included Tracksuits for South Coast sport representatives, assistance to the Premiers Spelling Bee finalist, funds towards the, Year 6 Farewell. We would like to thank everyone who gave donations of time or money and look forward to your continued support in 2013.

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Mrs Liz Craig P&C President

Student representative’s messageThe Student Representative Council (SRC) had meetings to discuss things that were happening around the school and in the community.

There was a strong focus on fundraising for various charities with $671.60 raised for Budawang Special School and Relay for Life. The SRC held many school fundraising events in 2012. These included a Junior and Senior disco and a cup cake making day.

Significant Programs and InitiativesThe school engaged in a number of significant programs to give students extra educational support throughout 2012. These were: Aboriginal Education English Programs including

Fast For Word Mini Lit Multi Lit L3 Drama – including school play Public Speaking and debating

Maths Programs including: TEN Count On

Students with Special needs CAPA Programs including:

Talent Expo Drumming

Environmental Programs including: Vegetable gardens Forest Ferals

Computer Technology Programs Sports Programs

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

2007 2008 2009 2010 2011 20120

100200300400500600700800

Enrolments

Male Female

Year

Stud

ents

Classes sizes

Class Total per year Total in classKC 18 18

KD 19 19KH 18 18KN 19 19KS 19 191C 24 241G 23 231W 23 232C 24 242M 25 252W 25 252/3J 15 262/3J 11 263K 29 293W 26 26

3/4A 15 30

3/4A 15 30

4M 30 304S 29 29

4/5C 19 264/5C 7 265A 28 285B 27 275J 30 306B 28 286E 28 286M 28 28

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Student attendance profile

Year 2009 2010 2011 2012

K 95.2 94.8 95.7 94.3

1 93.5 93.0 93.9 93.2

2 94.4 93.5 93.9 93.8

3 93.9 94.3 93.7 94.4

4 93.8 92.0 94.2 94.1

5 95.2 93.4 93.7 93.7

6 94.0 93.6 93.0 94.7

Total 94.1 93.5 93.9 94.0

Management of non-attendance

Student non-attendance is managed through the following steps:

Parents are provided with a proforma absent note

Students are reminded to bring notes in verbally and newsletters

Students who are away for 3 days are followed up with a phone call

Students who do not provide an explanation of absences are phoned and/or a letter is sent home

Students who still do not respond to phone calls or letters are contacted a second time

The Home School Liaison Officer is contacted if parents still do not provide a note

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

Staff establishment

Position NumberPrincipal 1Deputy Principal(s) 1Assistant Principal(s) 5Classroom Teachers 20Teacher of Emotional Disabilities 1Teacher of Mild Intellectual Disabilities 1Teacher of Multicategorical class 1Teacher of Reading Recovery 0.63Support Teacher Learning Assistance 1.4Teacher Librarian 1.2Teacher of ESL 0.0Counsellor 0.6School Administrative & Support Staff 2.3Total 36.13

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

[Enter a statement describing the Indigenous composition of the school workforce. Principals are strongly advised to refer to the Support Document for further information.]

Staff retention

The staff of Ulladulla has been stable over the last year. During 2012 Ms Helen Naughtin, our Assistant Principal and Mr Ewan Wilson retired after long and distinguished careers. Mr Eric Lloyd was transferred in as the new Deputy Principal.

Teacher qualifications

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

Qualifications % of staffDegree or Diploma 100%Postgraduate 33%

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

Date of financial summary 30/11/2012

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Income $Balance brought forward 204224.67Global funds 370179.27Tied funds 213735.28School & community sources 147400.80Interest 1136882Trust receipts 24720.10Canteen 0.00Total income 971628.94 ExpenditureTeaching & learning

Key learning areas 61361.98Excursions 42599.81Extracurricular dissections 39764.30

Library 11780.81Training & development 6205.83Tied funds 225159.54Casual relief teachers 136543.95Administration & office 57954.25School-operated canteen 0.00Utilities 44957.73Maintenance 36120.70Trust accounts 24704.07Capital programs 12384.45Total expenditure 699537.42Balance carried forward 272091.52

A full copy of the school’s 2012 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 2012

AchievementsArtsThis year our school presented a musical play called “In Days of Knights”, before different audiences. Sixty students were involved including the Special Education classes. Involvement in the play offers an opportunity to showcase some of the drama and musical talents in our school. Batemans Bay Primary, Ulladulla High School, Budawang SSP, St Marys, Shoalhaven Anglican School and the local senior citizens all enjoyed the matinee shows. The main event was the evening show for family and friends.

Mr Kevin Richards volunteers his time, expertise and musical plays for Ulladulla to use. This is the 8th year that the play has been in production and has become a feature of the school year.

This is a wonderful opportunity for community and interschool participation with our school.

Talent ExpoThe annual Talent Expo was once more a fantastic success. After a series of heats, a selection of students from 2-6 performed in the night time final. The audience were amazed and thoroughly entertained as young people took to the stage and performed with confidence and enthusiasm. The variety was sensational and included singing, drumming, guitar playing, joke telling, magical acts, performance of original songs, piano playing and dancing. The night showcased to perfection the extraordinary talent we have at Ulladulla Public School.

Sport

2012 has been an extraordinary year for our school. Our list of achievements is something to boast about.

At National Level

Individual achievements include:

James Gallaugher National champion 100m and 200m sprint

At State Level

Team sports achievements include:

State champions in Rugby League

State champions in boy’s touch

State champions in boy’s relay

Top 4 in State in girl’s touch


Travis Wooden – State Touch team

Travis Wooden – State Cross Country team

James Gallaugher – State Rugby League team

James Gallaugher – 100m and 200m champion and Most Outstanding athlete at the meet

Brittany Peters – discuss

Lily Murdoch – cross country

South Coast Level

Team sports achievements include:

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South Coast Champions – boy’s touch

South Coast Champions – girl’s touch

South Coast Champions – boy’s Rugby League


James Gallaugher – Athletics, Rugby League

Travis Wooden – South Coast Touch, Rugby League, AFL, Cross Country and Athletics

Ryan Searle – swimming

Tarje Whitford – Rugby League, Rugby Union, Touch

Joel Blakey – Cross Country, Touch and Athletics

Lily Murdoch – Cross Country

Tom Cunningham – Snowboarding

Max Boland – Snowboarding

Gus Boland - Snowboarding

Jackson Cunningham – Skiing

Brittany Peters – Athletics

Kristen Overall – Cross Country

Zane Stedman – AFL, Athletics

Ben Russell – Rugby League, Rugby Union

Liam Blakey – Cross Country, Touch

Other Sporting Achievements

Ulladulla won the District Cross Country for the 10th year in a row.

On-going Stage 3 fitness program.

National Competitions Each year the students of Ulladulla Public School are given the opportunity to participate in the Educational Assessment Australia examinations which are run by the University of NSW. Our results were as follows: In English our students were awarded: - 7 credits and - 12 participation certificates.

In Mathematics our students were awarded: - 2 distinctions, - 8 credits and - 32 participation certificates.

n Science our students were awarded: - 3 distinctions, - 1 credit and - 4 participation certificates. In Writing our students were awarded: - 2 high distinctions and - 2 distinctions and - 3 credits and - 3 participation certificates. n Spelling our students were awarded: - 3 distinctions and - 9 credits and - 10 participation certificates. n Computers our students were awarded: - 2 distinction, - 9 credits and - 5 participation certificates.

Literacy Achievements

Spelling

Our school enters the Premier’s Spelling Bee annually. This year Zara Osborn from Year 6 made it through to the State finals. She performed very well and made it through to the second round.

Poetry

Many of our Stage 3 students entered the local Rotary Bush Poetry competition. The students could write an original piece of poetry or they could recite an Australian poem.

Debating

This year we implemented a new local debating and public speaking competition between the four local Primary schools. Our school performed extremely well and won the trophy.

Academic

In the National Assessment Program, the results across Year 3 and Year 5 are reported in Bands 1 to 8.

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)

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Reading – NAPLAN Year 3

1 2 3 4 5 60

5

10

15

20

25

30

Percentage in bands:Year 3 Reading

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

Bands

Perc

enta

ge o

f stu

dent

s

Spelling – NAPLAN Year 3

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage in bands:Year 3 Spelling


Bands

Perc

enta

ge o

f stu

dent

s

Grammar and Punctuation– NAPLAN Year 3

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage in bands:Year 3 Grammar & Punctuation


Bands

Perc

enta

ge o

f stu

dent

s

Writing – NAPLAN Year 3

1 2 3 4 5 60

10

20

30

40

50

60

Percentage in bands:Year 3 Writing

Percentage in BandsSSG % in Bands 2012State DEC % in Bands 2012

Bands

Perc

enta

ge o

f stu

dent

s

Numeracy – NAPLAN Year 3

6

1 2 3 4 5 60

10

20

30

40

Percentage in bands:Year 3 Numeracy


Bands

Perc

enta

ge o

f stu

dent

s

Reading – NAPLAN Year 5

3 4 5 6 7 80

10

20

30

Percentage in bands:Year 5 Reading


Bands

Perc

enta

ge o

f stu

dent

s

Spelling – NAPLAN Year 5

3 4 5 6 7 80

10

20

30

40

Percentage in bands:Year 5 Spelling


Bands

Perc

enta

ge o

f stu

dent

s

Grammar and Punctuation – NAPLAN Year 5

3 4 5 6 7 80

10

20

30

Percentage in bands:Year 5 Grammar & Punctuation


Bands

Perc

enta

ge o

f stu

dent

s

Writing – NAPLAN Year 5

7

3 4 5 6 7 80

10

20

30

40

50

Percentage in bands:Year 5 Writing

Percentage in BandsSSG % in Bands 2012State DEC % in Bands 2012

Bands

Perc

enta

ge o

f stu

dent

s

Numeracy – NAPLAN Year 5

3 4 5 6 7 80

10

20

30

40

Percentage in bands:Year 5 Numeracy


Bands

Perc

enta

ge o

f stu

dent

s

Progress in Literacy

2008-2010 2009-2011 2010-20120

20406080

100

Average progress in Reading between Year 3 and 5

School SSG State DEC

Prog

ress

Progress in spelling

2008-2010 2009-2011 2010-20120

20406080

100120

Average progress in Spelling between Year 3 and 5


Prog

ress

Progress in grammar and punctuation

2008-2010 2009-2011 2010-20120

20406080

100120

Average progress in Grammar & Punc-tuation between Year 3 and 5


Prog

ress

Progress in numeracy

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2008-2010 2009-2011 2010-20120

20406080

100120

Average progress in Numeracy between Year 3 and 5


Prog

ress

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

Minimum Standards dataPercentage of Year 3 students achieving at or above minimum standard (exempt students

included)

Reading 95.3Writing 97.7Spelling 95.3Grammar & Punctuation 95.3Numeracy 94.1

Percentage of Year 5 students achieving at or above minimum standard (exempt students

included)



excluded)Reading 97.6Writing 100.0Spelling 97.6Grammar & Punctuation 97.6Numeracy 96.3


excluded)


The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO.

Significant programs and initiativesAboriginal education

This year Ulladulla Public School was successful in gaining grants to fund two projects in Aboriginal Education. They were Aboriginal Language Funding and Aboriginal Literacy Funding.

A Literacy program has again been implemented this year. Two Aboriginal Education Officers have been employed to increase the literacy levels of Indigenous children in Grades K to 2. Selected students in Stage 3 were also targeted for In Class Tuition in Numeracy and Literacy.

The Dhurga Language and Culture Program did not continue this year. due to the fact we were not able to find a person to teach it.

Personal Learning Plans were completed by all Indigenous children, their parents and class teachers.

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http://www.myschool.edu.au/

Health Check Days were held in April by the Coordinator of Closing the Gap on Indigenous Health Program. Fifteen families took part in this service.

During Term 3, a local Aboriginal man, Mr Paul Carriage attended our school each week to teach our Aboriginal Students 3 dances which were performed at our NAIDOC Assembly. The children hand painted T-shirts, made lap laps to wear and decorated clap sticks for the performances. The school assembly was well attended with over 100 parents, Aboriginal elders and community members. A luncheon was provided for our Indigenous students, parent, elders and community members. All students were involved in Cultural activities. The Apology Speech framed that is now hung in the school foyer. In July, all of our students were involved in an Aboriginal Awareness day where the children learnt about Traditional Indigenous Games. Students from the High School came to help on these days.

Four of our students are nominated for awards at the Illawarra South East Region’s Aboriginal Education Achievement Award Ceremony in November this year. Brooke Williams (Yr6) nominated for both Leadership, Citizenship and Community service and Attendance, while James Gallaugher (Yr 6) was nominated for a Sporting Achievement Award. James Gallaugher was nominated for Shoalhaven City Junior Sport Person of the Year, Nanga Mai Award, South Coast PSSA Sports Person of the Year and The Milton Ulladulla Times Sport person of the month. He was awarded the medal for the month of August.

A Year 11 student, Josh Peters, is doing a School based trainee -(Cert III Education Support). He assisted in:- with a kinder class helping and mentoring a

student who is experiencing difficulties transition into the school environment,

- other kinder classes, - in our special education class.

- our Year 6 Aboriginal Students with their High School orientation.

We have been approached to take another student trainee for next year.

Our staff have completed two modules of the No Gaps No Excuses training.

Other programs

L3 ProgramOur Kindergarten teachers have participated in their third year of training in the Language, Learning and Literacy (L3) program. New Kindergarten students are assessed at the beginning of the year using the Best Start Assessment. Early Learning Plans are generated using this data, enabling teachers to place students on the literacy continuum and instruct students at their point of need using L3strategies.

All components of this explicit literacy program have been incorporated into the daily Kindergarten routine including a ‘Read To’ session in which students engage in rich literary texts, poems and songs. Teachers work with small groups of no more than 3 students to explicitly teach skills through short, sharp, focused lessons in reading and writing. Kindergarten teachers use their professional judgement and the knowledge acquired from L3 training to move children flexibly and fluidly from group to group, dependent on their individual needs, using the literacy continuum as their guide. L3 has been a highly successful initiative for Kindergarten children. All new Kindergarten teachers will continue to be trained in L3 and ongoing professional learning will continue for trained Kindergarten. Year 1 teachers in 2013 have indicated an expression of interest to be trained for L3.

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2%

14%

31%

53%

2012 Week 35 Text Reading Levels

LEGEND - READING LEVELS

RR 1-2

RR 3-5

RR 6-8

RR 9-11

RR 12 and above

Fast ForWord This program was initiated in 2012 at Ulladulla Public School. It is an educational software program that aims to develop a child's cognitive skills, especially regarding phonological awareness skills in reading. The program strengthens memory retention, attention, processing speed and sequencing ability in reading. The program correct underlying learning difficulties and then improve student’s literacy levels.Ten children, who were identified as having learning or processing difficulties, participated in the 20 week program with each child spending 50 minutes per day completing computerised exercises. As a child progressed through the individualised program their activities become more challenging. Mrs. Bev Johnson, the Learning

and Support Teacher (LST) coordinated this program.

The results for the first 5 students were exceptional. All students made significant gains, with some children making as much as 4 times their usual gain in reading. The gains are sustained because students have not just been propped up, but the underlying problems have been overcome.

Studen

t 1

Studen

t 2

Studen

t 3

Studen

t 4

Studen

t 50

2

4

6

8

10

12

Reading Age (Aug)Reading Age (Dec)Comprehension Age (Aug)Comprehension Age (Dec)

MiniLit

MiniLit is an evidence-based, effective early literacy program. Two teachers attended a 2-day Professional Development Workshop in February. The explicit, structured MiniLit reading program was then introduced to Kinder to Yr 3 students in Ulladulla Public School during 2012 by the Learning Support Teacher. The program addresses word attack skills, sight word recognition, reinforced reading and other essential reading components in a highly focused small group daily session. This program improves the reading results of students who attend, students who would normally achieve lower results than their peers in reading assessments. Results from the program have been extremely effective to date. School Learning Support Officers (SLSO) have been trained in the program this year and now implement the program within classrooms when working with small groups as part of the class reading program.

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Progress on 2012 targets

Throughout 2012 the staff at Ulladulla Public School worked hard to achieve the targets set in 2011.

Target 1 Literacy

The number of students in NAPLAN Reading in bands 5 & 6 will increase by 10% of 36.9% (2011) to 40.6%.

Our achievements include:

42.2 % of Year 3 children are achieving in Bands 5 and 6.

Regional target was 95.3% of students above National Minimum Standard and Ulladulla Public School was 97.6%.

Target 2 Numeracy

The percentage of students performing at or below minimum standard for Data, Measurement, Space and Geometry will reduce from 19.4% to 15% in 2012.


The number of children at or below NMS is 14.4% (98.9% at or above NMS)

Explicit teaching of Measurement. Our Professional Learning as a focus school in Mathematics ensured extra strategies in the teaching of Measurement in 2012.

Target 3 Aboriginal Education

100% of Aboriginal students in Year 3 will achieve National Minimum Standard in NAPLAN Reading and Numeracy


100% of Aboriginal children achieved National Minimum Standard in Reading and 100% in Numeracy

School evaluationNSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluation of Library.

After a staff survey about use of the library these points were of importance:

Teacher Librarians meet with classroom teachers to plan the work for the term which will be

integrated into the Library component of units. This may be research based skills and/or a Literature based section. These meetings also allow the TL and classroom teacher to update scope and sequence to augment new curriculum where applicable. This process will continue with more importance into 2013 and 2014 as new curricula are introduced.

The idea of a Book Parade morphed into a character parade for Book Week in Stage 3. Promoted through readings and book discussions in the library and classrooms a highly successful, going by the children’s participation, fundraiser was held as part of their Walk-a-thon.

The idea of making the library more user friendly with lounging areas was suggested. A request has been made to a local furniture store for old lounges suitable for use in the library. A follow-up inclusion activity to this would be having the children decorate bright new coverings.

More emphasis on borrowing and browsing before school rather than playing on computers through the introduction of Technology Free mornings twice a week and encouraging children to read instead. This has resulted in a threefold increase in the number of children who borrow before school.

We’ve had author visits from local author Leonie Rogers to promote her book Sammy Sings a Song and Tracey Hawkins who entertained K-2 with her enthusiasm for writing through her book Max Meets a Monster.

Literature Promotion and the Use of IT

Book Week was an opportunity to use new titles as a stimulus for the creation of Photostory3 videos/slideshows. Children are required to select and download suitable photos to fit their retelling of the text, manipulate transitions and motion then add a suitable soundtrack. This has led to the children taking their own photos from texts they choose to retell.

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Research Skills

More ongoing instruction is required across the particularly Stage 2 and 3 classes in effective search strategies. The use of Boolean operators to narrow search results and website navigation is necessary to find the most relevant and useful information. Also not allowing children to print directly from websites discourages plagiarism and encourages a selection of facts that are understood and pertinent.

For research presentation going beyond Powerpoints has been achieved by online platforms such as Popplet and Glogster which allow children to load media and links into their work.

School Spelling Review 2012.

The review was seen as needed by the staff and Literacy committee as due to NAPLAN results in Spelling and Grammar being a weakness and to provide professional development

Rationale:

• to allow teachers to reflect on their beliefs about the teaching of spelling

• to facilitate a whole school approach to the explicit teaching of spelling strategies

• to have some simple between-session tasks allowing teachers to trial strategies and tasks in their classrooms

Delivery

All teachers participated in three workshop sessions. Each session gave specific direction for explicit spelling teaching. All sessions were interactive and group based.

All staff have a spelling resource folder with readings, teaching strategies. Criterion based diagnostic tests Stage statements and NEW

ENGLISH SYLLABUS outcomes and Norm based tests.

As a result of the review it was anticipated that: with results in italic.

1. K-6 diagnostic testing would be put into place for the start of each year

All staff overwhelmingly agreed to put start of year diagnosis in program.

2. New scope and sequence for spelling rules would be put into the spiralling core scope and sequence for each grade

All staff reviewed current programs and agreed on adding stage based rules to existing programs. Theme based high frequency words added to resource folders.

3. All staff would raise the profile of spelling in their classrooms and teach systematically and effectively highlighting the 4 areas of spelling-through staff professional development.

Staff have been positive about the professional development and have ensured the teaching of spelling in classrooms is more explicit. All primary grades participated in The Premier’s Spelling Bee with Zara Osborne from Year 6 representing in the State Final.

4. Assessment of spelling would be ongoing with a Norm based test at the end of the year giving a score for comparison-data to be recorded on KIDTRAK.

Spelling assessment in the classroom is on going with staff having a greater understanding of effective strategies for teaching and assessing. All staff have norm based assessments and are recording results on Kidtrak from 2012.

Parent, student, and teacher satisfaction

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In 2012 the school sought the opinions of parents, students and teachers about the school.

Most parents believe that the school is catering for the learning needs of their children and strongly believe that the students are the main concern at this school.

Parents indicated agreement as to the school having good teachers who were approachable and agreed that the school strives for the highest standard of student behaviour, academic achievement and educational programs.

Most students believe their class in an interesting place to learn and they try to do their best and that they take pride in their learning.

Teachers agree that the school supports communication about student learning between home and school and that students are the school’s main concern, that the school is well resourced, friendly, tolerant and has effective welfare programs.

Professional learningThe teachers who engaged the Language, Learning, Literature program were given extensive professional learning.

Eleven of our K-2 teachers had extensive professional learning in a mathematics program called Teaching Early Numeracy (TEN)

Executive staff also participated in School Improvement training.

Other areas of professional learning included autism, CPR, Emergency Care, writing, spelling, mathematics, No Gaps No Excuses (an Aboriginal cultural awareness package) and Every Scholl Every Student.

School planning 2012—2014The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1 LiteracyOutcome for 2012–2014

To improve Literacy levels for all students through consistent and systematic implementation and review of programs and assessment strategies.2013 Targets to achieve this outcome include:

The percentage of students in Year 3 achieving above Minimum Standard in NAPLAN Reading, will increase from 84% to 91%

To increase the percentage of Y5 students in the top 2 bands (proficiency) in NAPLAN Reading from 36.9% in 2011 (when they were in Year 3) to 40%

Strategies to achieve these targets include:

Employ higher expectations of students in all stages through

i) Explicit teachingii) Ongoing professional dialogueiii) Team planningiv) Planned TPLv) Improved student engagementvi) Employ QT strategiesvii) Improved parent support

Continue to support collaborative planning to encourage professional dialogue and stage planning and sharing.

Continue specific programs and strategies to ‘move the middle to the top.’ Including Minilit for stage 1,2,3 students

Provide additional student and teacher literacy resources

Provide support for identified students who are not meeting benchmarks.

o Norta Norta funds

o Volunteer reading program

o SLST support

School priority 2 NumeracyOutcome for 2012–2014

To improve Numeracy levels for all students through consistent and systematic implementation and review of programs and assessment strategies.

2013 Targets to achieve this outcome include:

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The percentage of students at or below minimum standard in Year 3 Numeracy will reduce from 11% to 10% in 2013.

The percentage of students in the top 2 bands in Measurement will increase from 30.9% Y3 (2011) to 35% in Y5 (2013)


Professional Learning/mentoring for all staff to identify successful and engaging activities using QTF and to refine or improve on current practices in Numeracy within the classroom.

Un-interrupted Numeracy sessions will be implemented K-6.

Class programs ensure explicit teaching and learning of aspects of Visual Literacy/ the Language of Maths.

Basic facts and drills to be included daily in these sessions.

Focus on Measurement Strand

Under performing students will be supported through increased intensive instruction by SLST.

High performing students will be extended by SLST.

School Priority 3 Aboriginal Education Outcome for 2012–2014

2012 Targets to achieve this outcome include:

Reduce the absenteeism of Aboriginal students each year by 10%.

The percentage of Aboriginal students in Year 3 will achieve the National Minimum Standard in NAPLAN Reading and Numeracy


Implement ‘Multilit’ program for some Aboriginal Students in Years 2-6.

Introduce appropriate rewards for Aboriginal students to attend school.

Analyse the absenteeism of Aboriginal students twice each term.

About this reportIn 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.

Paul Woodcock - Principal

Angel Keegan – Assistant Principal

Craig Dougherty - Librarian

School contact information

Ulladulla Public School

Green St, Ulladulla 2539

Ph: 44551649

Fax: 44540752

Email: [email protected]

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

School Code: 3302

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

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