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Kemblawarra Public School

Annual School Report

4083

2011

1

Messages

Principal’s message

The heart of Kemblawarra Public School is its children. Children from Pre-school to Year 6 enjoy well resourced, quality programs in a family atmosphere. Teachers, School Learning Support Officers, the Aboriginal Education Officer and administrators and parents work together as a team to help children reach their full potential as learners. Our P&C is active, dedicated and innovative and provides a forum in which all parents can make suggestions and contributions for the benefit of all the children. Kemblawarra Public School is a small school on the south coast of NSW situated near Port Kembla. On site there is a two unit, full day preschool. Our prior to school program includes exciting and effective Kindergarten transition activities as well as developing pre-reading skills through children’s use of computers and the internet. As well, all aspects of school readiness are developed so that each child has the skills to enter Kindergarten prepared and confident. For many years the school has had a high proportion of Aboriginal students. The school has an integrated and systematic approach to improving learning outcomes and on ensuring continuous improvement for all students. Our programs and procedures are strategically designed to raise the cultural awareness and cultural sensitivity of staff and students, recognise individual learning styles and develop the whole child. The core values of NSW Public Schools and a long standing emphasis on restorative practices underpins our student welfare programs. A broader use of the restorative practices framework in 2011 has helped the students build greater social capital and achieve enhanced social discipline.

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.

Eleanor Thompson

P & C message

The P & C held meetings throughout the year

with dedicated parents of the school community.

During our meetings we were engaged in

fundraising which assisted in purchasing the

Mathletics Program and other resources that the

school required plus, as usual, the we purchased

the Year 6 Farewell cake. We attended school

forums in order to discuss concerns and make

decisions affecting school policy and procedures.

Two representatives also held positions on the

Schools in Partnership Advisory Committee.

The P & C is looking forward to old and new

parents and community members joining in the

coming year to plan more fundraising and fun

days for the children.

Mrs Cheryle Makin, President

Mrs Sarah Whelan, Chairperson

Student representative’s message

Captains and Vice Captains worked with the Student Representative Council to organize and run successful fund raising and social events. We also helped the younger students to develop their public speaking skills by helping them conduct and lead the weekly assemblies.

Sarah Bailey and Alison Young (Captains)

Tiga Barr and Jayden Jerrard (Vice Captain)

School context

Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

Gender 2007 2008 2009 2010 2011

Male 55 46 39 41 27

Female 28 33 33 32 26

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Student attendance profile

Student attendance increased from 88.1% in 2010 to 90.7% this year.

Management of non-attendance

The school’s attendance plan uses both formal and informal strategies to manage non-attendance. There is a focus on identifying and monitoring student absences, communicating with parents, strengthening student engagement with the school and with their own learning, referring students to the Home School Liaison Officer when necessary and rewarding students who attend regularly.

Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

Structure of classes

All classes as shown above were multi-aged, mixed ability. The two preschool classes, not shown in the table above, provided school readiness opportunities for children who had

reached the age of four or who turned four by the end of July.

Staff information

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

The school had 5.93 teaching positions allocated in 2011. This included 1 executive, 4 permanent full-time staff and 2 permanent part-time staff.

Staff establishment

Position Number

Principal 1

K-6 Teachers 2

Preschool Teachers 2

Primary Release From Face To Face 0.126

Preschool Release From Face To Face 0.168

Teacher of Reading Recovery 0.21

School Learning Support Coordinator 0.2

Teacher Librarian 0.168

Teacher of ESL 0.2

Priority School Funding Scheme Teacher 0.1

Primary Part-Time Teacher 0.168

Counsellor 0.1

Primary Aboriginal Education Officer 1

School Administrative & Support Staff 5.656

Total 13.096

The National Education Agreement requires schools to report on Indigenous composition of their workforce. In 2011 there were three Aboriginal members of staff.

Staff retention

Our full time teaching staff remained the same as in 2010. Mrs Marion Ardana, our SLST, received a transfer and was replaced by Mrs Judy Markham. During the year the school was allocated a teacher under the New Arrivals Program which was filled by Mrs Karen Johnston. Mrs. Diana Morgan, who has worked in the Preschool over many years and who is well respected by the community, has retired and will not be back in 2012.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 100

0

25

50

75

100

2008 2009 2010 2011

Att

en

dan

ce r

ate

Year

Student attendance rates

School Region State DEC

Roll class Year

1 K/1/2J K

2 K/1/2J 1

3 2/3W 2

4 K/1/2J 2

5 2/3W 3

6 3/4/5/6G 3

7 3/4/5/6G 4

8 3/4/5/6G 5

9 3/4/5/6G 6

19

19

19

19

Total In class

18

18

19

18

19

5

5

Class Sizes


Total per year

10

7

10

1

9

2

7

3

Financial summary

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

This year the school received $40,000 in Schools

in Partnership funding to improve the

educational outcomes of Aboriginal students.

The school also received Priority Schools Program

funds of $19,000 and $119,000 in Low SES

National Partnerships funding to improve the

educational outcomes of all students. The

Aboriginal Community and Preschool

Engagement Project provided $5,685 to employ

an Aboriginal Community Liaison Officer to

increase the enrolment of Aboriginal students in

the preschool.

Date of financial summary: 30/11/2011Income $

Balance brought forward 217085.90Global funds 86872.34Tied funds 119613.86School & community sources 62736.14Interest 10151.46Trust receipts 75880.10Canteen 9341.80Total income 581681.60

ExpenditureTeaching & learning Key learning areas 27535.69 Excurs ions 1665.00 Extracurricular dissections 10009.19Library 125.00Training & development 2218.74Tied funds 204212.16Casual relief teachers 9680.29Administration & office 16525.88School-operated canteen 10483.87Utilities 20459.08Maintenance 9402.88Trust accounts 74109.20Capital programs 1131.41Total expenditure 387558.39Balance carried forward 194123.21

A full copy of the school’s 2011 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 2011

Achievements

Academic

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

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

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

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

Literacy – NAPLAN Year 3

In Reading 81.8% of students achieved results above national minimum standards (Bands 3 & 4) and 18.2% achieved results in the proficient standards (Bands 5 & 6). In comparison to the Statistically Similar Group (SSG) and the State Year 3 were not represented in the below national minimum standards for Reading (Band 1). Students performed above the Statistically Similar Group in the proficient standards.

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Note: School averages for Writing are not displayed due to the change in the Writing scale from Narrative to Persuasive.

In Writing 36.4% of students achieved results at or above national minimum standards (Bands 2 & 3) and 63.7% achieved results in the proficient standards (Bands 5 & 6). In comparison to the Statistically Similar Group and the State Year 3 were not represented in the below national minimum standards for Writing (Band 1). Students performed above the Statistically Similar Group in the proficient standards.

In Spelling 45.5% of students achieved results above national minimum standards (Band 4) compared to 34% in 2010. 45.5% of students achieved results in the proficient standards (Bands 5 & 6) compared to 33% in 2010. Students performed above the Statistically Similar Group in the proficient standards.

In Grammar & Punctuation 54.6% of students achieved results above national minimum standards (Bands 3 & 4) and 36.4% achieved results in the proficient standards (Bands 5 & 6). In comparison to the Statistically Similar Group and the State Year 3 were not represented in the below national minimum standards for Grammar & Punctuation (Band 1). Students performed above the Statistically Similar Group in the proficient standards.

0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Grammar & Punctuation

Percentage in Band

School Average 2008-2011

SSG % in Band 2011

State DEC % in Band 2011

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Numeracy – NAPLAN Year 3

In Numeracy 63.7% of students achieved results at or above national minimum standards (Bands 2, 3 & 4) and 36.4% achieved results in the proficient standards (Band 5). In comparison to the Statistically Similar Group and the State Year 3 were not represented in the below national minimum standards for Numeracy (Band 1). Students performed above the Statistically Similar Group in the proficient standards.

Literacy – NAPLAN Year 5

Narrative summaries are used when there are less than 10 students in a year group as summary statistics or graphical representation of student performance cannot be used.

In Reading no students were below national minimum standards and the average score for the school was 473.4 compared to 435.1 for the Statistically Similar Group.

In Writing no students were below national minimum standards. In comparison to the Statistically Similar Group and State no Year 5 students achieved results in the proficient standards.

In Spelling all students achieved results above national minimum standards or in the proficient standards. The average school score was 481.9 compared to 449.5 for the Statistically Similar Group.

In Grammar & Punctuation the average school score was 463.4 compared to 441.0 for the Statistically Similar Group.

Numeracy – NAPLAN Year 5

Narrative summaries are used when there are less than 10 students in a year group as summary statistics or graphical representation of student performance cannot be used.

In Numeracy no students were below national minimum standards. In comparison to the Statistically Similar Group and State no Year 5 students achieved results in the proficient standards. The average school score was 465.5 compared to 447.9 for the Statistically Similar Group.

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.

0

10

20

30

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Numeracy

Percentage in Band

School Average 2008-2011

SSG % in Band 2011

State DEC % in Band 2011

100.0

100.0

90.9

100.0

100.0

100.0

100.0

100.0

60.0

100.0

Percentage of Year 5 students achieving at or

above minimum standard (exempt students

included)

Spelling

Writing

Reading

Grammar & Punctuation

Numeracy

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Minimum Standards data

Percentage of Year 3 students achieving at or

above minimum standard (exempt students

included)

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Significant programs and initiatives

Aboriginal education

One of the specific targets the school has focused on using Low SES School Communities National Partnerships funding has been to improve the educational outcomes for our Aboriginal students.

To achieve this target information sessions, class visits, meetings with teachers, formation of social support groups based on interests and needs were organized for Aboriginal community members.

Cultural Training by the Aboriginal Education Officer and Community Elders where appropriate was organized for staff and students including cultural excursions.

There was an increase of Aboriginal enrolments in the preschool due to the efforts of an Aboriginal Community Liaison Officer who was employed using the funds provided by the Aboriginal Community and Preschool Engagement Project.

All Aboriginal students now have Personal Learning Plans which have been developed in consultation with the Aboriginal Education Officer, parents/carers, teachers and students.

The attendance of each student has improved and there have been no Aboriginal students suspended this year. Increased numbers of Aboriginal students have been elected to student leadership positions.

All Year 3 Aboriginal students achieved NAPLAN results in Reading above national minimum standards (Bands 3 & 4).

In the NAPLAN Writing the percentage of Year 3 Aboriginal students in proficient bands has increased from o% to 25% (Band 5).

In the NAPLAN Spelling the percentage of Year 3 Aboriginal students at or above national minimum standards has increased from 0% to 75% (50% Band 4 and 25% Band 5).

In the NAPLAN Grammar & Punctuation the percentage of Year 3 students at or above national minimum standards has increased from 50% to 75% (50% Band 3 and 25% Band 6).

Schools In Partnership Program 2010-2012

The focus of this program has been to improve the attendance rates and the literacy and numeracy outcomes of Aboriginal students. Solid, research based, teaching and learning practices are in place in classrooms. The funding has allowed us to build on and enhance our existing practices. Each Aboriginal student has a Personal Learning Plan, and Individual Education Plan and an Attendance Plan that have been developed in consultation with the student parents, class teacher and the Aboriginal Education Officer.

Each class has been assigned one School Learning Support Officer to provide daily assistance with organization, preparation and administration within the classroom. As well as this each Aboriginal student receives individual tuition in small, flexible groups.

An Advisory Committee provides advice and support to the school, helps strengthen partnerships between the school and the groups they represent, strengthens community understandings of the school’s role, purpose and function and disseminates information to the school community regarding the Schools in Partnership initiative and co-ordinates accountability and reporting requirements. The Advisory Committee includes the Principal, the Aboriginal Education Officer, two Aboriginal Education Consultative Group representatives, two representatives from the P&C and a NSW Teachers Federation representative.

As a result of this program Aboriginal student attendance has improved, suspensions and detentions have decreased and each student has made improvements in Literacy and Numeracy.

Respect and responsibility

The Student Executive, Student Parliament and

Student Representative Council were

democratically elected by all students and

provide opportunities for service and leadership

development. Towards the end of 2010 the

school began to introduce a Restorative approach

P-6 with a focus on individual worth, respect and

accountability. This approach has been

continued and expanded this year resulting in

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improved attendance and behavior to the extent

that there have been no suspensions this year.

Priority Schools Program

Funding has enabled the school to continue its

successful Individualized Intervention initiative

the focus of which is continuous improvement in

literacy and numeracy through quality teaching,

individualized attention and supplementation of

resources. This initiative allows us to supplement

the small amount of School Learning Support

Teacher time available to a small school.

As well as the pleasing results achieved in the NAPLAN students have also made progress as evidenced by school conducted standards based and standardized testing. Our data demonstrates:-

75% of Kindergarten working at or beyond stage outcomes in Writing and Data, Measurement, Space and Geometry;

84% of Kindergarten working at or beyond stage outcomes in Number, Patterns and Algebra;

75% of Yr 1 working at or beyond stage outcomes in Grammar and Punctuation;

62% of Yr 1 working at or beyond stage outcomes in Data, Measurement, Space and Geometry;

100% of Yr 2 working at or beyond stage outcomes

38% of Yr 2 working beyond stage outcomes in Reading, Spelling and Numeracy;

60% of Yr 3 working at or beyond stage outcomes in Reading and Spelling;

50% of Yr 3 working at or beyond stage outcomes in Number, Patterns and Algebra, Data, Measurement, Space and Geometry and Numeracy;

50% of Yr 4 working at or beyond stage outcomes in Reading, Writing, Spelling, Grammar and Punctuation and Number, Patterns and Algebra;

80% of Yr 5 working at or above stage outcomes in Reading, Number, Patterns and Algebra and Numeracy;

100% of Yr 5 working at or above stage outcomes in Spelling and Data, Measurement, Space and Geometry;

100% of Yr 6 working at or above stage outcomes in Reading, Writing, Number, Patterns and Algebra, Data, Measurement, Space and Geometry and Numeracy.

As well as funding the program provides a staffing supplement of 0.1 used to employ a casual teacher for a whole day per week. This allowed for release of teachers to:

engage in professional learning opportunities;

support students who were not working at appropriate stage levels in literacy and numeracy in small, grade groups;

collaboratively plan individual programs and whole class activities with class teachers and teacher’s aides to enhance literacy and numeracy outcomes of all students;

periodically assess student’s literacy and numeracy progress through standardized testing and standards based assessment and the tracking of English and Mathematics outcomes.

Low SES School Communities National

Partnership

Funding provided under this program allowed the school to implement strategies to strengthen teacher capacity with Technology, improve student engagement and retention, create a Restorative culture in the school and improve the Literacy and Numeracy outcomes of all students K-6.

Teachers were provided with professional learning to enable them to develop their individual skills and engage in professional dialogue with their peers about the innovative ways in which Technology can be used in the classroom. All classes K-6 now have interactive whiteboards which teachers are using to teach across all Key Learning Areas as well as to develop Restorative strategies to improve students’ behaviour and teach Character Education. As a result of the Technology practices teachers have introduced into their classrooms student engagement has increased.

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Restorative strategies were developed and implemented that would assist in the creation of a school culture and classroom environments that enhance cultural and social awareness, build social capital and promote social discipline through participatory learning and decision making.

Relationships between students and teachers and parents and teachers have become more positive and student engagement has increased. Students’ confidence in themselves as learners has increased and their educational outcomes have been enhanced due to the additional support the School Learning Support Officers provide in the classroom. Students are using a variety of strategies to resolve conflicts and are encouraging others to act appropriately. They are more aware of their own feelings and are able to articulate them and communicate more effectively in order to have their emotional needs met. Incidents of bullying and violence have decreased dramatically and there have been no suspensions in Terms 3 and 4.

Teacher capacity to improve student outcomes was strengthened. An overview and timetable of individual professional learning has been developed. Teachers are now using SMART data to inform their teaching and learning programs and to meet the particular needs of individual students. Restorative strategies are evident in all classes and throughout the whole school. The release of the Teaching Principal has provided opportunities for staff to be supported in their classrooms and to receive in-school mentoring and coaching in the areas of student management, Restorative Practices, Technology and the use of school based assessment data and SMART data. Teaching Principal release has also provided the opportunity for more significant interaction with parents to support the development of greater congruence between home and school.

Progress on 2011 targets

As part of our school plan each year we set improvement targets. In 2011 our targets covered improvements in Literacy and Numeracy.

Target 1

Improve student achievement of outcomes in

Literacy

Our NAPLAN achievements include:

an increase from 33% to 100% of Yr 5 girls in Band 8 for Reading;

an increase from 0% to 57% of Yr 3 girls in Band 5 for Writing;

a decrease from 20% to 0% of Yr 3 boys at or below National Minimum Standard for Writing with 75% of Yr 3 boys in Bands 5&6;

60% of Yr 5 students above National Minimum Standard in Band 5 for Writing but 0% in Bands 7 & 8;

an increase from 0% to 29% of Yr 3 girls in Band 5 for Spelling;

100% of Yr 3 boys above National Minimum Standards in Spelling;

an increase from 0% to 100% of Year 5 boys above National Minimum Standard for Spelling;

an increase from 0% to 25% of Year 5 boys at Proficient Standard in Spelling;

87% of Yr 3 girls above National Minimum Standard in Grammar and Punctuation but 0% at Proficient Standard;

A decrease from 12% to 0% of Yr 3 boys below National Minimum Standards in Grammar and Punctuation with 25% at National Minimum Standards and 75% at Proficient Standard;

Yr 3 achieved above the State average results in Writing;

Yr 5 achieved above State average results in Reading and Grammar and Punctuation;

Yr 5 average growth was 2.7 Skill Bands.

Target 2

Improve student achievement of outcomes in Numeracy

Our NAPLAN achievements include:-

An increase from 0% to 29% of Yr 3 girls

at Proficiency standard in Numeracy;

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100% of Yr 5 students at or above

National Minimum Standards in

Numeracy but 0% at Proficient Standard;

an increase from 0% to 29% of Yr 3 girls

at Proficiency standard in Data,

Measurement, Space and Geometry;

an increase from 0% to 20% of Yr 5

students at Proficiency standard in Data,

Measurement, Space and Geometry;

an increase from 0% to 14% of Yr 3 girls

at Proficiency standard in Number,

Patterns and Algebra;

an increase from 50% to 100% of Yr 5

girls above National Minimum Standards

in Number, Patterns and Algebra;

Yr 5 average growth was 2.7 Skill Bands.

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 2011 our school carried out an evaluation of the opportunities the school provides for student leadership as part of its restorative approach. We also sought to evaluate the effect that the on-line, interactive mathematics program Mathletics has had on student engagement with and attitudes toward mathematics in general.

Educational and management practice

Student Leadership

Background

As part of the school’s restorative approach many strategies have been developed to help students develop their self-confidence, sense of community and individual responsibility and the need to provide leadership and service to enhance their school community. Our aim was to evaluate the student leadership opportunities already provided which included Year 6 holding student executive positions within the school and Year 1 to Year 6 students being members of the Student Representative Council. We also sought to find ways in which student leadership and

service to the school community could be enhanced and increased.

Findings and conclusions

Parents were generally satisfied with the existing opportunities but some voiced the opinion that more children K-6 should be given the opportunity to develop their leadership skills and to provide service to the school community. Some parents were also concerned that the self-esteem of some Year 6 students might be affected by exclusion from executive responsibilities due to the small numbers in Year 6.

Students indicated that they were happy with the Student Representative Council but many thought there should be more representatives from each Year. Year 5 and Year 6 students also mentioned the need for all Year 6 students to be involved in the student executive of the school due to the small numbers of students in Year 6.

Teachers were also of the opinion that more opportunities for leadership and service needed to be provided for K-6 students. They also felt that the continuation of a Year 6 Student Parliament was not possible due to the small numbers of Year 6 students. Teachers also wanted the students to participate more in making decisions by giving the Student Representative Council more responsibility.

Parents, students and teachers all acknowledged that each Year 6 student would need to maintain a record of good behavior and commitment to their learning in order to continue in a student executive role.

Future directions

In 2012 all Year 6 students will be given the opportunity to gain student executive positions. Each student will sign an agreement to demonstrate a high standard of behavior and commitment to their learning. The responsibilities of the Student Representative Council will be increased to include ongoing evaluation of the performance of the student executives with the ability to make recommendations regarding continuation of roles. All Year 4, 5 and 6 students will be trained as Peer Mediators and will be available to assist other students in solving issues of concern.

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Curriculum

Evaluation of the effect Mathletics has had on student engagement with mathematics.

Background

The P&C raised funds to purchase Mathletics, which is a worldwide, online, interactive, subscription based mathematics program. This generous gift from the P&C meant that all K-6 students were given the opportunity to improve their mathematics outcomes by developing their enthusiasm for and confidence with mathematics.

This program includes many features that appeal to students, teachers and parents. Students participate in interactive lessons covering the whole curriculum. Students’ individual needs are assessed and customized content is developed. They also have the opportunity to participate in live challenges, with other users around the world, play games and engage in live drills. Teachers are able to access on-line reports detailing student progress and to download class and individual workbooks. Students receive public recognition of their successes and award certificates are generated to be printed off by teachers to further celebrate student achievements. As well as utilizing the program at school students are able to log into the program from home and parents have access to the program and are able to monitor the progress of their children.

Findings and conclusions

The majority of students accessed Mathletics each night, on the weekends and on school holidays from their homes. Most enjoyed participating in the live challenges, particularly with other students from around the world. Most felt that working with the program improved their mathematics skills. Many students said that they had also tackled activities designed for higher grades.

Parents’ comments were overwhelmingly positive with many parents expressing delight with the fact that children who had previously never wanted to do school work at home were now enthusiastically “doing maths” online at home even during school holidays. Many parents expressed their appreciation for the P&C funding the Mathletics program. A few parents mentioned that they did not have internet access

at home but said that their children were able to access the program from other venues.

Teachers felt confident in using Mathletics as part of the teaching experiences they provided for their students because it covered all areas of the NSW Mathematics Syllabus. The on-line, individual student reports identified for teachers that there had been an improvement in the mathematics skills of all students. They also commented that the majority of students were enthusiastic about using the program and highly motivated by the opportunity to compete against other students from around Australia and throughout the world. The teachers were able to identify the high level of student engagement with the program that was happening at home by the number of certificates they needed to present to the students.

Future directions

Parents, students and teachers have identified Mathletics as an appropriate and worthwhile teaching strategy and motivational tool. As a result the school is planning on renewing its subscription for all students to this program in 2012.

Parent, student, and teacher satisfaction In 2011 the school sought the opinions of

parents, students and teachers to determine

their level of satisfaction with the school’s efforts

to involve parents in school committees and to

conduct ‘parent education’ classes to help

parents engage more fully with their child’s

learning at school and at home.

This was done through surveys, focus group discussions, interviews and reviewing anecdotal records and written notes from parents.

Their responses are presented below.

All parents that had been involved in committees,

classes or parent/teacher discussions reported

that their knowledge of school programs had

increased, they had enjoyed the presentations

and the opportunities to contribute ideas and felt

more confident to support their children’s

learning at home. Most of these parents

indicated that they wanted more opportunities

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for involvement to be made available.

Unfortunately, a number of parents indicated

that they had not been made aware of

opportunities for involvement or training and had

they known they would have attended.

Most students indicated that they had given their

parents the notes sent home inviting them to the

various meetings. Some said they never got a

note and a few couldn’t remember. Children

whose parents had attended meetings said they

thought it was a good idea that their parents

could find out about what they did at school and

make suggestions.

Teachers said that parents had told them how

much they had enjoyed the presentations.

Teachers all wanted to see more opportunities

for parents to attend information sessions and to

make suggestions for future directions of

programs and approaches. All teachers were also

concerned that many children leave their notes at

school or lose them which means parents are not

finding out about information sessions or

committee meetings.

Future directions

Common concerns relating to parents being

informed, level of satisfaction with parental

involvement and the desire for more

opportunities for involvement were identified.

As a result in 2012 the school will employ a

Community Liaison Officer one day per week to

increase numbers of parents involved in

committees and attending parent workshops.

Two parent workshops per term will also be

conducted to help parents engage more fully with

their child’s learning at school and at home.

Professional learning

All teachers participated in extensive professional learning throughout the year in line with the 2011 School Plan. Early Stage 1 and Stage 1 teachers completed training in Count Me In Too and how it links in with the Mathematics syllabus. Stage 2 and 3 teachers were provided with training in the implementation of Phase 1 of the

Taking Off With Numeracy Program. Teachers of Stage 1, 2 and 3 were professionally developed in the use of the Accelerated Literacy pedagogy. Teachers of all stages undertook training in the incorporation of Quality Literacy Strategies into their programs, the use of NAPLAN date to inform their planning, teaching and assessment and the effective implementation of Information and Communication Technologies, including the Interactive White Board, into their teaching and learning programs.

The Preschool teachers participated in regular, ongoing professional development designed to assist them in meeting the new requirements of the National Quality Standard as stipulated in the National Quality Framework for Early Childhood Education and Care. Funds were also provided by the Department for their attendance at Preschool conferences and workshops focusing on the Early Years Learning Framework. Regional personnel came to the school to provide training and the teachers attended regular video conferences at school outside school hours. Global funds were also used to release teachers to collaborate, plan and program for the implementation of the new requirements.

On scheduled school development days teachers received training in the Live Life Well strategy, the use of Mathletics to improve student performance in mathematics, Character Education, Interactive Whiteboards and further strategies to support the Restorative Practices approach. Teachers also received training in the new Work Health and Safety legislation.

All P-6 teachers benefited from Teacher Professional Learning funds of $6,000 with the average expenditure for each teacher being $1,000. The Priority Schools Program staffing differential of .1 was also used to release teachers for professional development. Community of Schools transition funds allocated to Warrawong High School were also accessed to enable the Year 6 teacher to be released to attend joint planning and professional learning days.

School planning 2012—2014

The 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

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consistent with the NSW State Plan and the Department’s planning documents.

School priority 1 Literacy

Outcome for 2012–2014

Improved Literacy outcomes for all students.

2012 Targets to achieve this outcome include:

READING

All students K-2 will achieve minimum Reading Recovery levels set for their grade by September, 2012. These levels are Level 6 for Kindergarten, Level 16 for Year 1, Level 23 for Year 2;

Increase Year 3 students achieving above National Minimum Standard in NAPLAN from 43% to 50% ;

All Yr 4 and Year 6 students will be able to read texts and demonstrate efficiency with the aspects of reading as identified in the clusters appropriate to their grades by the Literacy Continuum K-6;

Increase percentage of Yr 5 boys working above National Minimum Standard in NAPLAN from 0% to 25%;

Year 3 Aboriginal students will achieve at or above National Minimum Standard results in the NAPLAN;

Year 5 Aboriginal students will achieve growth of one skill band for in the NAPLAN.

WRITING

All students K-2 and in Years 4 and 6 will demonstrate efficiency with the aspects of writing as identified in the clusters appropriate to their grades by the Literacy Continuum K-6;

Increase percentage of Yr 3 demonstrating correct use of cohesive links (Criterion No 06) from 0% to 28% ;

Increase percentage of Yr 5 achieving proficiency (Bands 7&8) from 0% to 20%;


100% of Yr 5 Aboriginal students will achieve above National Minimum Standard in NAPLAN.

Strategies to achieve these targets include:

Best Start data is analyzed and results inform planning for Kindergarten programs;

Teachers continue to develop and consolidate their knowledge of the Accelerated Literacy pedagogy Years 1 – 6;

In school Professional development for teachers new to Accelerated Literacy;

Teachers incorporating Quality Literacy strategies in their programs;

Training all staff to use the new centralized SMART 2 data system to diagnose students’ strengths and weaknesses from NAPLAN data;

NAPLAN data used to identify areas for development and to develop teaching programs in line with syllabus outcomes;

Use of multimedia program ABC Reading Eggs to support Literacy P-6;

Greater use of technology including Interactive White Boards placed in each classroom.

School priority 2 Numeracy


Improved Numeracy outcomes for all students.


NUMERACY

All students in Years 1and 2 and Years 4 and 6 will achieve a score of at least 50% on the Maths Diagnostic Test in September, 2012;

Increase the NAPLAN average growth of Yr 5 from 2.7 to 3 Skill Bands;

100% of Yr 3 Aboriginal students at or above National Minimum Standard in NAPLAN;

Year 5 Aboriginal students will achieve growth of one skill band in the NAPLAN.

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DATA, MEASUREMENT SPACE & GEOMETRY


Increase percentage of Yr 3 in Bands 5&6 from 36% to 40%;

Increase percentage of Yr 5 in Band 8 from 0% to 17%.

NUMBER, PATTERNS AND ALGEBRA


Increase percentage of Yr 3 achieving at or above National Minimum Standard in NAPLAN from 91% to 100%

Increase the NAPLAN average growth of Yr 5 from 2 Skill Bands to 2.5 Skill Bands.

Strategies to achieve these targets include:

Best Start data is analyzed and results inform planning for Kindergarten programs;

Teachers continue to develop and consolidate their knowledge of the Accelerated Literacy pedagogy Years 1 – 6;

In school Professional development for teachers new to Accelerated Literacy;

Teachers incorporating Quality Literacy strategies in their programs;

Training all staff to use the new centralized SMART 2 data system to diagnose students’ strengths and weaknesses from NAPLAN data;

NAPLAN data used to identify areas for development and to develop teaching programs in line with syllabus outcomes;

Use of multimedia program ABC Reading Eggs to support Literacy P-6

Greater use of technology including Interactive White Boards placed in each classroom.

School priority 3

Engagement and Attainment


Improved student engagement and attainment from Preschool to Year 6.


Improved student engagement and attainment from Preschool to Year 6 through differentiated teaching and learning practices.

Strengthened relationships between school and community that support all students.

Strategies to achieve these targets

Use of school’s Attendance Plan strategies to improve whole school and individual attendance;

Continue to build student capacity and promote social discipline through Restorative Practices with particular emphasis on Character Education, the Compass of Shame Framework and informal, student initiated and led conferencing to solve problems;

Employment of a Community Liaison Officer one day per week to increase numbers of parents involved in committees and attending parent workshops;

Two parent workshops per term designed to help parents engage more fully with their child’s learning at school and at home conducted per term;

Provide in-class support to individual students and small groups.

School priority 4 Aboriginal Education

Outcomes for 2012–2014

Improved student outcomes by 2014 that match or better outcomes of the broader student population; Increased Aboriginal parental engagement in supporting their child’s learning.

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READING


Year 5 Aboriginal students will achieve growth of one skill band for in the NAPLAN.

WRITING


100% of Yr 5 Aboriginal students will achieve above National Minimum Standard in NAPLAN.

NUMERACY

100% of Yr 3 Aboriginal students at or above National Minimum Standard in NAPLAN;

Year 5 Aboriginal students will achieve growth of one skill band in the NAPLAN.

ABORIGINAL PARENTAL ENGAGEMENT

A climate that welcomes Aboriginal parents and caregivers as valuable members of the school and preschool community;

Explicit involvement of Aboriginal parents, caregivers and community in the achievement of equitable and appropriate educational outcomes;

Support for parents and caregivers of Aboriginal students in their responsibility to ensure that their children attend school or preschool regularly.


Individual and small, flexible group tuition for Aboriginal students through teacher release and School Learning Support Officer support in class as per the Aboriginal Education Consultative Group’s approved Kemblawarra Public School’s Schools in Partnership program;

Teachers released from class each term to review and develop Personal Learning Plans in consultation with the Aboriginal Education Officer, parents/carer and student as per the Aboriginal Education Consultative Group’s approved Kemblawarra Public School’s Schools in Partnership program;

Information sessions, class visits, meetings with teachers, formation of social support groups based on interests and needs are organized for Aboriginal community members;

All staff complete the Illawarra South East Region’s ‘No Gaps - No Excuses’ cultural training course;

The Aboriginal Education Officer in conjunction with the classroom teacher deliver The Wadi Wadi language program to students P-6;

An Advisory Committee to support the Schools in Partnership initiative;

Encourage and support Aboriginal family members to attend Aboriginal Education Consultative Group meetings.

School priority 5

Curriculum and Assessment


Strengthened teacher capacity to improve student learning outcomes.


Strengthened teacher capacity to implement new K-10 syllabuses in 2014;

Enhanced teacher capacity to utilize assessment data to identify and plan for aspects of student underperformance.


Best Start data is analyzed and results inform planning for Kindergarten Literacy and Numeracy;

Provide professional learning in the use of Connected Learning Advisory Service for Information and Communication Technologies evaluation;

Staff continue to improve and update their Information and Communication Technology skills through professional learning sessions at school;

Following professional learning sessions, teachers will effectively implement Information and Communication Technologies into teaching and learning programs;

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Interactive White Boards operational in the two preschool classrooms and the hall;

Provide staff and student access to digital educational resources to support learning across all curriculum areas;

All teachers continue to receive training in the use of Interactive White Boards and their application to class learning;

Collaborative development of a scope and sequence of in school, standards based and standardized assessment tasks and a centralized, digital storage system of the assessment data;

Strategic implementation of a process that provides teachers with the opportunity to critically analyze and evaluate the changes and innovations associated with the introduction of a national curriculum.

School priority 6

Leadership and Management


Increased leadership and management capacity of all staff.


Improved teacher leadership capacity for school improvement

Strategies to achieve this target

In consultation with each teacher, develop an overview and timetable of individual professional learning plans;

Employ relief staff to take the Principal’s teaching load so that the Principal takes on the role of National Partnerships program facilitator;

Provision of opportunities for all staff to contribute, enhance their abilities and celebrate their achievements to the improvement of student outcomes;

Maintain and enhance productive partnerships with local businesses, institutions and social agencies;

Employ the Quality Teaching Framework as an instrument of change to incorporate quality literacy strategies in all Key Learning Areas;

Year 6 transition to high school joint plan with Warrawong Community of Schools;

Provide all staff with training in key changes to policy and practice contained in the Work, Health and Safety Act, 2011;

Principal and School Administrative Manager will undertake professional development in the Learning Management and Business Reform program.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analyzed 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.

Eleanor Thompson, Principal

Debra Smith, School Administration Manager

Dana Kokalevski, Teacher

Mirjana Gjorseska, Teacher

Nikki Josevski, Teacher

Elin White, Teacher

Carol Speechley, Aboriginal Education Officer

Cheryle Makin, P&C President

Sarah Whelan, P&C Chairperson

School contact information


Cnr Northcliffe Drive and Shellharbour Road

PORT KEMBLA. NSW. 2505

Ph: 4274 2024

Fax: 4276 2871

Email: [email protected]

Web: www.kemblawarr-p.nsw.ed.au

School Code: 4083

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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