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Flinders Public School Annual School Report 2013

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School context

Flinders Public School, established in 2003, is situated within the coastal city of Shellharbour. At Flinders Public School there is an enrolment of 537 students. 4% of students are Aboriginal or Torres Strait Islander and 19% of students have a language background other than English.

In 2008 the school’s ICSEA value was 1000. This value does fluctuate. In 2013 the value is now 986. Currently the school performs below state means in NAPLAN in all areas. This is the first National Partnership Program Flinders Public School has undertaken. Flinders Public School participated in the Regional Focus School Program in 2011. As a result of this program L3 commenced in Kindergarten, K-2 commenced the Targeting Early Numeracy (TEN) and 3-6 commenced the program Taking Off With Numeracy (TOWN).

In 2013 and 2014 the school will effectively utilise resources provided by the Improving Literacy and Numeracy National Partnership to improve and initiate a cultural, organisational and instructional change in the implementation of quality teaching and learning with a focus on the Reading Texts and Comprehension aspects and to improve student achievement within these clusters. The focus for the Improving Literacy and Numeracy National Partnership (ILNNP) will be Literacy.

Flinders Public School will continue our commitment with the Language, Learning and Literacy (L3) program that is currently implemented in Kindergarten and Year 1 in 2013. Staff will also engage in professional development in Focus on Reading 3-6 to promote and improve consistency in teacher judgment, organisation planning, instruction and assessment. Learning tools such as ‘Key Into Comprehension’, CATS, Super 6 may also be investigated to improve student Literacy results.

Principal’s message Welcome to the 2013 Annual School Report. This report provides a summary of our achievements, efforts and commitment to personal and collective improvement across our school. As the principal of Flinders Public School, I am exceptionally proud of the many achievements listed throughout the report. Our improvements have been built upon genuinely examining our strengths, identifying areas of need, accepting the challenge to attempt new and sometimes uncertain processes and strategies in order to obtain new learning and improved learning outcomes. These challenges have been undertaken within a period of considerable transition of staff both departing and entering into the school team.

2013 has been a year of outstanding achievement at Flinders Public School. The school’s participation in the

National Partnerships for improving Literacy and Numeracy required the school to complete a detailed situational analysis to identify areas of need, strength and focused improvement. Our National Partnership team were able to identify “Literacy” as the focus area based upon data from the National Assessment Program Literacy And Numeracy (NAPLAN), school based students achievement and the requirement to implement the new mandatory English Syllabus in 2014. The substantial additional funding has had a significant impact on improving the quality teaching and student learning outcomes across the school. A more detailed summary of the outcomes of this program are contained later in this report.

It is appropriate that I must acknowledge the very committed and extremely dedicated staff of Flinders Public School. The staff demonstrates a genuine care for each and every one of our students. The manner in which staff extend themselves to develop a school culture that embodies our school motto of, “Quality teaching and learning in a caring environment”.

I would also like to acknowledge the support of our parents, carers, families and community that do so much to add to the rich fibre of our school. The partnership between home, community and our school promotes learning, personal best and collective responsibilities for all.

Final thanks must be extended to the wonderful students of Flinders Public School. The enthusiasm, Joy and pleasure for learning is captured in our students involvement in the vast array of activities and learning opportunities on offer at Flinders Public School.

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.

Greg Wells

Principal

P&C and/or School Council message

The P&C Committee continued to work hard during the school year of 2013 to raise the funds for the upgrade of the School Hall. The P&C were able to assist in the addition of the new lighting and sound system in the hall, and are continuing their fund raising efforts to purchase the stage curtains.

The P&C purchased the broad brim hats for the new Kindergarten enrolments, and continue to discuss a possible change in the school uniform. Our student’s school cap was replaced with a much needed new

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material cap that is less resistant to fading in the sun, and wear and tear.

The 2013 P&C presented Mr Greg Wells with a cheque for $6,000. This amount included the $5,000 as an end-of-year donation to help assist with the ongoing expenses of the hall upgrades, and $1,000 to pay for the Kindergarten School Hats.

The P&C Committee worked continuously to bring our Flinders Families together throughout the year. We held numerous successful events such as the Family Fun Fair, School Disco, Cancer Council’s Biggest Morning Tea, Education Week, Father’s Day and Mother’s Day stalls, the Easter Hat Parade and the Kindergarten Orientation Program.

The school year of 2013 saw the formation of the P&C Canteen Sub-Committee which meets regularly and assists in the successful running of our school canteen, which is now proving to be financial viable in operating 5 days a week. The Sub-Committee implemented The National Healthy School Canteen guidelines to ensure our Flinders Students have healthy food and drink choices.

The P&C Committee made a $250 donation to student Trey Barlow to assist in his financial expenses during his representation of Flinders Public in the NSW Athletics Team at the PSSA National Athletics Championships. Well Done to Trey.

Cash available is $31535.13 after payment of all accounts, an increase of $4245.83 over the beginning of the school year.

During the year the school held a number of fundraising ventures which generated net approx $6000 (income $15700, expenditure $9700).

The Canteen financial position is steadily improving, following the corrective action taken over the last 18 months which included closure for 1 day a week, reducing the number of stock items and stock levels, and reducing the Canteen Manager's paid hours. The canteen returned a profit of $8,850 for the year The "Gross Profit %" is still quite low on a whole year basis (40.5%) but the term figures indicate an improvement over the final 2 terms. A little bit of caution may be required for 2014 as the first 2 terms of each year seem to be very slow to build up.

The Daily Takings figures show Thursdays and Fridays as the very profitable days with Wednesdays slightly less so. Mondays and Tuesdays seem to hover around the breakeven mark of (currently) $400 per day. The daily breakeven figure is calculated currently at $400.

The P&C would like to thank the whole Flinders Public School Community for the continued support of our children. Thank you to the wonderful volunteers that

have given their time to help in the classroom, library, canteen and various school and community events. You are very much appreciated. Thank you to the Teachers, Support Staff, and Administration Staff for providing our children with a happy and safe school environment that allows our children to learn and work at their best. The continuation of the positive, collaborative relationship between parents, the P&C and school staff ensures that Flinders Public continues to develop and successfully achieve the learning outcomes we endeavour for our children. The energy and effort of the school staff who continue to inform, guide, and facilitate the work of the P&C is invaluable, and greatly appreciated.

I thoroughly enjoyed my time as Flinders Public School P&C President. I would like to take this opportunity to welcome in the new P&C Executive Committee. With their enthusiasm and great ideas, I am positive the school is yet to see many more wonderful things in 2014.

Carla Mete P&C President

Student representative’s message During December 2012 elections were held to determine the Student Representative Executive for 2013. The Executive consists of eight Year 6 students and they are elected by students from Years 3 to 6 and Teachers.

At the beginning of 2013 each class from Year 2 to Year 6 elect two Class Student Representatives. All Student Representatives attend regular lunchtime meetings to discuss school activities and to report back to their respective classes.

During Term 1 2013 the SRC Executive attended the Hallogen Young Leaders Conference in Sydney, where they experienced inspirational talks presented by influential leaders.

The school leaders for 2013 were:

Alex Kessell Phillip Vrtkovski Lachie Bellhouse Olivia Spiteri Tiarne Goody Kristina Barrazza Sophie Hopkins

Care Bears – a Student Initiative

The Care Bear Program was established at the end of Term 1 2013 and originated from ideas shared from the Leadership Conference. The program aims to provide leadership opportunities to Year 6 students in the form of peer support activities. Forty Year 6 students attended a Leadership and Initiative Day called, “The

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Amazing Race”, held at the Illawarra Environmental Centre (Killalea). Following this day the students, including the SRC Executive, implemented a weekly program of Care Bears in the playground. The Care Bears provided peer support, ran lunchtime games, a morning homework centre and helped out in the canteen.

Kids for Kids Day Initiative

Six of our SRC members volunteered to be involved in a Kids 4 Kids Charity Day. The students elected to support Unicef (Kids in Asia) and Stewart House (Kids in Australia). The students the spent many lunch times making craft items to sell and advertising the day. On 20th October we had our Blue Kids 4 Kids Day and raised $1,023 through various stalls, blue mufti and blue food from the canteen.

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

Student enrolment profile

Flinders Public School enrolments were 535 in 2013. This enrolment remains at a similar level to previous years despite a significant tightening up in the enrolment procedures for non-local students enrolments. The school maintains strong links with our local preschool and offers an extensive orientation program to successful support the effective transition. This ongoing collaboration between the school and community has resulted in a steady flow of enrolments enquiries for Kindergarten places.

Student Enrolment

Gender 2007 2008 2009 2010 2011 2012 2013

Male 297 292 285 285 272 270 269

Female 271 274 265 268 258 260 266

Student attendance profile

Student’s attendance is highly valued at Flinders Public School. During 2012 a student attendance team was developed to explore “best practice” in promoting the importance of regular attendance to support academic, social and emotional learning.

The classroom teacher is responsible for online roll marking and is monitored by the attendance team, executive team and the principal. Unsatisfactory attendance is managed by the attendance team with referrals to the Home School Liaison Team where appropriate.

Student Attendance

Year 2008 2009 2010 2011 2012 2013

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K 94.7 94.9 95.2 94.3 96.1

1 94.8 95.3 94.4 93.9 95.1

2 93.3 94.3 94.2 94.5 95.4

3 94.4 94.6 94.1 94.3 96.8

4 94.1 94.4 93.5 93.9 96.3

5 94.7 93.4 93.1 93.9 95.0

6 94.6 94.0 93.4 92.3 96.1

Total 94.5 94.4 94.4 94.0 93.9 95.8

Regi

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K 94.3 94.5 94.4 94.3 95.0

1 93.4 93.9 93.9 94.0 94.2

2 93.9 94.0 93.7 93.9 94.4

3 93.9 94.3 93.6 94.0 94.5

4 93.7 93.9 93.7 93.9 94.4

5 93.7 93.8 93.3 93.7 94.1

6 93.2 93.6 93.1 93.4 93.7

Total 93.7 91.8 94.0 93.7 93.9 94.3

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K 94.3 94.7 94.7 94.3 95.0

1 93.7 94.2 94.2 93.9 94.5

2 94.0 94.4 94.2 94.2 94.7

3 94.1 94.5 94.4 94.4 94.8

4 94.0 94.5 94.3 94.3 94.7

5 94.0 94.4 94.2 94.2 94.5

6 93.6 94.0 93.8 93.8 94.1

Total 94.1 92.1 94.4 94.3 94.2 94.7

Management of non-attendance

Online roll marking is the responsibility of the class teacher and is monitored by the attendance team, executive staff and principal. The school follows DEC requirement in relation to absences and a note of explanation is required for full and partial absences. Reminder letters are send home to parents/carers weekly for any unexplained absences. This year the school has encouraged the community to follow the Exemption From School Policy for extended planned

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Male Female

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absences. Attendance plans are developed and implemented to support families to improve their child’s attendance and participation in learning. Regular ongoing contact and support is provided to the Attendance Team by the Home School Liaison Officer.

Workforce composition

Position Number Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Head Teachers 0 Classroom Teacher(s) 17 Teacher of Reading Recovery 0.63 Learning and Support Teacher(s) 1.6 Teacher Librarian 1 Teacher of ESL 0.4 School Counsellor 0.4 School Administrative & Support Staff 3.962 Total 30.992

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100% Postgraduate 56% NSW Institute of Teachers Accreditation 12%

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

Date of financial summary 30/11/2013

Income $ Balance brought forward 78,718.88 Global funds 282,617.38 Tied funds 273,480.13 School & community sources 153,679.51 Interest 4,973.90 Trust receipts 23,324.25 Canteen 0.00 Total income 816794.05 Expenditure Teaching & learning

Key learning areas 3,532.51 Excursions 35,659.56 Extracurricular dissections 116,566.10

Library 27,110.43 Training & development 236.44

Tied funds 236,088.77 Casual relief teachers 82,639.79 Administration & office 43,925.04 School-operated canteen 0.00 Utilities 40,432.59 Maintenance 18,733.74 Trust accounts 23,897.42 Capital programs 46,500.49 Total expenditure 675322.88 Balance carried forward 141471.17

A full copy of the school’s 2013 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 2013

Academic achievements NAPLAN

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.

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

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

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 to access the school data.

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

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

NAPLAN Year 3 - Reading

In 2013, 70.4% of all students achieved Band 4 or above; 19.7% achieved Band 6, 15.5% achieved Band 5 and 35.2% achieved Band 4. The largest cohort of students was represented in Band 4.

NAPLAN Year 3 – Spelling

In 2013, 73.8% of all Year 3 students achieved Band 4 or above; 8.5% of students achieved Band 6, 23.9% achieved Band 5 and 40.8% achieved Band 4. The largest cohort of students was represented in Band 5.

NAPLAN Year 3 – Grammar & Punctuation


NAPLAN Year 3 – Writing


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Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

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Percentage in bands: Year 3 Spelling


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Percentage in bands: Year 3 Grammar & Punctuation


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NAPLAN Year 3 - Numeracy

Students at Flinders Public School achieving at or above minimum standard.

Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded)

Reading 98.6

Writing 97.2 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 98.6

NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

NAPLAN Year 5 - Reading

In 2013, 55.1% of all students achieved Band 8 or above; 8.7% of students achieved Band 8, 17.4% achieved Band 7 and 29.0% achieved Band 6. The largest cohorts of students were represented in Band 5 and 6.

NAPLAN Year 5 – Spelling

In 2013, 42% of all students achieved Band 8 or above; 2.9% of students achieved Band 8, 15.9% achieved Band 7 and 23.2% achieved Band 6. The largest cohort of students was represented in Band 5, with 31.9% of students achieving this band.

NAPLAN Year 5 – Grammar & Punctuation

In 2013, 44.9% of all students achieved Band 8 or above; 5.8% of students achieved Band 8, 23.9% achieved Band 7 and 18.8% achieved Band 6. The

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Percentage in bands: Year 3 Numeracy


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Percentage in bands: Year 5 Reading


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Percentage in bands: Year 5 Spelling


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Percentage in bands: Year 5 Grammar & Punctuation


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largest cohort of students was represented in Band 5, with 31.9% of students achieving this band.

NAPLAN Year 5 – Writing

In 2013, 44.8% of all students achieved Band 8 or above; 4.3% of students achieved Band 8, 15.9% achieved Band 7 and 24.6% achieved Band 6. The largest cohort of students was represented in Band 5, with 27.5% of students achieving this band.

NAPLAN Year 5 - Numeracy

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

excluded)

Reading 95.7 Writing 88.4 Spelling 91.3 Grammar & Punctuation 87.0 Numeracy 91.3

Progress in Reading Average progress in Reading

between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 76.4 64.8 79.2 114.4

SSG 83.3 76.8 81.2 87.7

State DEC 83.7 74.0 79.2 85.7

It is pleasing to note that Flinders Public School has made significant average progress in Reading between Year 3 and Year 5. The trend data shows a superior progress rate of 28.7 points higher than that which is average in student across the state and 26.7 for schools that are statistically similar.

The trend data from 2008-2010 indicates that the school was significantly behind that of the state and other statistically similar schools by – 7.3 points. This increased to – 9.2 points in 2009-2011. However, by 2010-2012 the school had an average growth equal to the state in Reading at 79.2.

This is very pleasing average progress and the challenge for the school is to maintain this progress.

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Percentage in bands: Year 5 Writing


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Average progress in Reading between Year 3 and 5

School SSG State DEC

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Progress in Spelling

Average progress in Spelling between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 82.5 81.3 92.4 92.5

SSG 87.8 80.7 97.8 85.8

State DEC 84.5 75.4 95.4 84.9

This progress in Spelling for students in Years 3 to 5 highlights progress greater than both state and statistically similar schools. Students at Flinders showed progress at 7.6 points higher than those across the state and 6.7 points higher than these in statistically similar schools.

There is no trend data that supports this as an area of sustained progress. This will be a focus in 2014.

Progress in Grammar & Punctuation

Average progress in Grammar & Punctuation between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 84.6 74.8 78.0 75.0

SSG 100.1 81.7 79.6 82.9

State DEC 96.6 82.7 81.3 79.4

The average progress in Grammar and Punctuation is an area for considerable focus. The trend data shows that Flinders Public School has consistently scored lower than the state and other statistically similar schools. Whilst the deficit has decreased in recent years it is still not acceptable and must be an area of focus for the school.

Progress in Writing

Average progress in Writing between Year 3 and 5*

2011-2013 School 66.6 SSG 52.5 State DEC 55.2

There is no trend data for Writing progress greater than 2011-2013. Pleasingly Flinders students scored above both state and statistically similar schools. Flinders scored 11.4 points above state and 14.1% above other statistically similar schools.

Progress in Numeracy Average progress in Numeracy

between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 76.9 91.7 96.4 95.3

SSG 89.1 94.3 101.3 82.7

State DEC 89.6 95.8 98.2 89.7

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In the 2011-2013 period Flinders scored above that of both the state and statistically similar schools. The school was 5.6 points above state and 12.6 points above other statistically similar schools. Whilst this is please Flinders needs to maintain this progress.

Significant programs and initiatives Aboriginal education

In 2013 there are 24 Aboriginal students, representing 15 families, are enrolled in Flinders PS. All students have a Personalised Learning Plan (PLP). These plans were developed with parents and their children, along with the classroom teacher, where requested. Thirteen families chose to be a part of the development of these plans. All teachers have these PLPs.

To encourage the development of positive relationships between school and home In Term 1 an Aboriginal Art Day for students, their parents and teachers, was organised. Thirteen students had a relative attend. Twenty two students enthusiastically created works of art that are displayed in the corridor of the administration block. Classroom teachers of these students were able to participate some time during this session. Parents were offered the opportunity to have an interview with parents during this, or a convenient, time. Six families chose to participate in these interviews.

NAIDOC (National Aboriginal and Islander Day Observance Committee) week gives Aboriginal and Torres Strait Islanders cultures an opportunity to celebrate and recognise the contributions of Indigenous Australians in various fields. To celebrate this week all Flinders students participated in activities organised by the National Parks Aboriginal Rangers. Students had an informative day, learning about men’s and women’s business, looking at traditional tools, food, technology. They also participated in an art activity that was compiled to create a collective banner. A very thought provoking role play enabled students to reflect on issues surrounding Aboriginal issues.

School leaders and two Aboriginal students represented Flinders School in at the Shellharbour Council’s Reconciliation March. Flinders School proudly supports the Councils commitment to reconciliation and recognition of the Aboriginal heritage of the local area, its history and its future.

Library

• The Library is staffed by a qualified, experienced Teacher –Librarian.

• On average, over 500 loans are made each week through our Library.

• All 21 classes enjoy spending time here for learning and recreational purpose.

• Our dynamic collection endeavours to meet both the educational and recreational reading needs of our students.

• Our Book Week book character parade was reveled in by students and staff with the theme for 2013 being “Read Across The Universe”.

• Flinders PS is proud participant in the Premier’s Reading Challenge and just over 300 of our students completed the challenge in 2013. Whilst many students received a gold certificate indicating 4 years of completion our students persist and are rewarded.

• We hosted 2 author visits in 2013: Michael Salmon who worked with students from Kinder to Year 6 and Phil Kettle whose visit was enjoyed by our Year 2 – 6 students.

• Our Scholastic Book Fair provided just over $3,500 worth of great new books for our students to enjoy. Also our running of Scholastic Book Club once per term means students have access to a wonderful range of reading materials at reasonable prices. Thanks must go to our Book Club and Book Fair helpers whose contribution is vital – especially Mrs Cheyne Fanke, Mrs Liz Duffy and Mrs Jennifer Turnbull.

• Library Monitors are to be congratulated for contributing to the smooth running of our Library, especially during the very busy lunch time sessions.

• Regular newsletter pieces are contributed to keep our school community up-to-date with Library happenings.

• Our Library activities and displays all have the aim of providing a fabulous focus on books and reading.

• In 2013 new shelving was purchased for our picture book collection will greatly enhance access to these resources for students and staff. The new tub arrangement means book covers will be face-out which will also make browsing much more enjoyable.

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Multicultural education

In 2014, the EAL/D (English as a Second Language or Dialect) students at Flinders Public School totaled 128.

A specialist teacher delivers an ESL program that supports both students and teachers, in teaching English language skills, for two days a week.

In the Kindergarten grades, the program has a “Listening and Speaking” focus, designed to improve and develop student’s oral skills.

The program for grades 1 -5 has a literacy focus that assists students in comprehending meaning in reading, as well as improving their writing skills.

The ESL program is totally integrated with mainstream programs to enable students to engage more effectively in the classroom.

Mrs Ingrid Grigic, is an outstanding educator that works closely with the Learning and Support Team to supplement the Learning program for students from a non-English language background. Mrs Grigic brings extensive expertise to the teaching team and is a lead teacher in designing quality teaching and learning programs.

Southern Stars

Southern Stars brings together more than 2,500 students from across the Illawarra and South East Region of the Department of Education in an arena styled performance event. The theme for Southern Stars in 2013 was “Extra!” which was an affectionate look at the history of newspapers.

The performance, an inspiring and energetic mix of dancers, vocalists, orchestras, bands, choirs and other outstanding young performers from across the region, is held annually at the WIN Entertainment Centre, Wollongong. Twenty-one students from Flinders Public School danced as part of the show this year. The students spent eight weeks learning three dance routines: a pre-finale and the grand finale as well as our particular item, which was part of the Business Section of the newspaper story. In this, we danced to “Material Girl” and pretended we were out shopping in New York.

The Southern Stars performances were held at the end of August and attracted an audience of more than 12,000 people. Our families, extended families and friends were delighted and enthralled by some of the most talented and gifted young performers from the region- but especially by our representatives who exhibited commitment, enthusiasm and joy as well as great manners and behaviour.

Choir

The Southern Illawarra Music Festival celebrated its 38th annual performance in 2013.

The Festival was staged at the Shelharbour Club and allowed for the professional development of teachers to enhance the implementation of the Creative Arts K-6 Syllabus and provide students with an opportunity to strive for and deliver an excellent choral performance, with an emphasis on enjoyment, before a large audience.

Our school performed alongside 5 local public schools at this year’s Southern Illawarra Music Festival, forming a combined choir of over 300 primary school students. The massed choir performed brilliantly, singing old time favourites such as The Time Warp and Simple Melody as well as classic songs including an Annie Medley and You Raise Me Up.

Over 70 students from Year 3 to 6 joined together to form the Flinders School Choir. Our students performed with great pride and skill and sang a song by Harry Belafonte that was inspired by a storyteller in a small African village in Guinea. The song Turn the World Around encourages us all to turn the world around if we try to know one another This song was made popular when performed on the Muppet Show in 1978. Our choir also sang Iko Iko written by James Crawford in 1953 in New Orleans. This song is better known from its appearance in the Oscar award-winning movie The Rain Man. Both items were performed brilliantly by the choir with great skill and enthusiasm.

The dedication and commitment of our choir teachers Mr Simon Kunkler, Mr Jack Richardson and Mrs Sharon Hayman is to be commended.

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Operation Art

Operation Art provides opportunities for K-10 students and demonstrates the standards of excellence in visual arts education through major exhibitions across NSW.

Operation Art provides opportunities for students to demonstrate their achievements in visual arts through a major exhibition which receives widespread publicity and recognition. The works submitted are designed to contribute to a visual environment that helps relieve anxiety for children during hospitalisation. Contemporary research shows that an optimistic outlook reflected in artworks contributes to the healing process and recovery of patients.

All schools are invited to participate in Operation Art – a joint initiative of the NSW Department of Education and Training and The Children’s Hospital at Westmead in association with the Art Gallery of NSW and Sydney Olympic Park.

We had 4 entrants this year –Jessica Giustiniani’s - Boat at Sunset, Claudia Halley’s - Tiger, Zachary Fanke’s - Boy and Mason O’Hara’s – King of the Jungle.

All four students were thrilled to see their artworks framed and hanging at the Sydney Olympic Park’s Armory Gallery.

Jessica’s artwork was selected for inclusion in the 2013 OPART Teacher Resource CD.

Sport

2013 was another exciting year for sport at Flinders Public School. Over the course of the year students were invited and encouraged to participate in a wide range of sporting and fitness activities to develop skills and promote a healthy and active lifestyle. Some of the sport programs and initiatives Flinders Public School were involved in include Physical Education lessons, stage/class fitness programs, weekly sport programs, gala days, representative teams facilitated by the Primary Schools Sports Association (PSSA) and annual sporting carnivals.

Stage 2 staff members undertook professional development in the Live Life Well Program and developed a sustainable and comprehensive Physical Education Program that explicitly taught students fundamental movement skills and nutrition. The aim of this long term program is to get more students, more active, more often as well as focusing on healthy eating habits. This program has been well received by students in Stage 2 and is set to continue in 2014.

2013 also saw the introduction of the Sports in Schools Australia program at Flinders Public School. This highly engaging and exciting program was offered to all students from Kindergarten to Year 6 and participating students received instruction from specialised PDHPE teachers. Students were also exposed to a wide variety of equipment that enhanced the development of fundamental movement skills, improved sportsmanship and promoted the importance of an active and healthy lifestyle.

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Throughout 2013 Flinders Public School achieved many great sporting results from the efforts of both individuals and teams. Some of these achievements include;

• Over 68 students representing the Mid South District in sports including swimming, cross country, athletics, AFL, soccer, rugby league, touch football and netball.

• 1 student placing second (Junior Boys Discus) in the National PSSA Athletics Championships.

• 1 student competing in the NSW PSSA State Athletics Championships.

• 8 students competing in the NSW PSSA State Swimming Championships.

• 2 students competing in the NSW PSSA State Cross Country Championships.

• Junior and Senior Rugby League teams competing in the Paul McGregor and Rod Wishart Shields.

• Participation in the NSW PSSA Knockout Competition in netball, soccer (girls and boys), touch football (girls and boys), rugby league.

• Three students gaining selection in South Coast PSSA sports teams. (Rugby League, AFL and Rugby Union)

• The introduction of the ‘Flinders Friendly Netball Competition,’ a weekly netball competition for Stages 2 and 3 that promoted skill development and sportsmanship.

National partnerships and significant Commonwealth initiatives (participating schools only)

Improving Literacy and Numeracy National Partnership

In May 2013, Flinders was selected to participate in a two year Improving Literacy and Numeracy National Partnership. The overall objective of the National Partnership is to improve the performance of students who are falling behind in literacy and or numeracy, including targeted groups such as students from disadvantaged backgrounds and Aboriginal and Torres Strait Islander students in participating schools.

It was recognised that Flinders was well-positioned to use the additional funding of $70,000 per year for the two years to support the significant work already in place - enhancing quality teaching and learning in the area of literacy. The funding has been utilised to support various strategies including professional learning, resourcing and the use of 21st century technology tools – including the purchase of 30 additional laptop computers.

The implementation of the National Partnership at Flinders is underpinned by a whole-school approach to improve student outcomes in the area of comprehension. This approach recognises the critical role of quality teaching and leadership in improving student learning outcomes, and the importance of focusing on continuous improvement to optimise student achievement and to ensure sustainability.

The school has shared the progress, achievements and future directions in:

• Focus on Reading – an extensive training program for improving comprehension skills across the school K-6.

• L3 – Literacy, Language and Learning – an intensive Literacy program that operates in our Kindergarten and Year 1 classrooms.

• The Learning Support Team – quality processes and programs offered to support the learning of students who are identified with particular learning needs.

• The Curriculum – preparation for the new English syllabus implementation in 2014.

• Teachers have strengthened assessment of student literacy performance with pre and post testing for each aspect of the NSW K-6 Literacy Continuum, resulting in aligned teaching strategies that explicitly support student learning.

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• Teachers also engaged in regular professional dialogue to ensure consistent teacher judgment of students’ learning outcomes to inform planning and reporting.

School planning 2012—2014: progress in 2013

School priority 1 - Numeracy

To increase the number of students achieving expected growth or higher in the NAPLAN Numeracy Assessment to reflect that of state by 2014.

Evidence of progress towards outcomes in 2013:

• The 2013 Year 5 cohort performed to a higher level than that of the state in the area of expected growth between their Year 3 and Years 5 NAPLAN Assessments, thus achieving Target 1.

• Maintaining the delivery of the North Coast Scope and Sequence program through a daily Numeracy block of at least 60 minutes every day in every class.

• Intensive Teacher Professional Learning in Best Start, Targeting Early Numeracy (TEN) and aspects of Taking Off With Numeracy (TOWN) during collaborative staff and stage meetings.

• Gathering of quality assessment data utilising consistent teacher judgment to inform future explicit teaching strategies aligned to the numeracy continuum.

Strategies to achieve these outcomes in 2014

• Select and train a staff member to be an in-school Targetting Early Numeracy (TEN) facilitator.

• Identify five classroom teachers to participate in the intensive inclass Targetting Early Numeracy (TEN) strategies and resources.

• Creation of a mathematics improvement team (MIT) of staff willing to raise the profile of mathematics, improve the pedagogy and knowledge, organise school training and events, participate in data analysis and resource management, build their own leadership and content skills in mathematics, examine how ICT can enhance/consolidate mathematical skills and knowledge to support quality teaching and learning programs in mathematics K-6.

• The new Mathematics Curriculum is being “unpacked” and “shared” through professional learning experiences throughout second

semester to prepare staff for implementing the curriculum in 2015.

• Analysis of NAPLAN, Best Start and school based data;

o Whole school analysis of NAPLAN using SMART 2

o Target stage/grade/individual teacher support and focus based on individual student data/performance to strategically plan, establish teaching and learning goals, outcomes and strategies

o Implementation of Best Start program to develop deep knowledge of numeracy continuums. K and 1. This will be tracked using the Program Literacy and Numeracy (PLAN) tool.

o Explore the use of Sentral and learning continuums in Numeracy to begin tracking student achievement and programs.

o Students, teachers and parents using “Mathletics” as a tool to improve mathematical understanding and skills.

o Using mathletics to support the delivery of differentiated mathematical tasks.

2014 Annual Target - Numeracy

To increase the number of students achieving expected growth or higher in the NAPLAN Numeracy Assessment to reflect that of state by 2014.

School priority 2 - Literacy

To increase the number of students achieving the expected growth or higher in the NAPLAN reading assessment to reflect that of the state by the end of 2014.


The average progress made by students in Reading between Year 3 and Year 5 has significantly increased. This has risen from 79.2 points between the years 2010-2012 to 114.4 points between the years 2011-2013. This is 26.7 points higher than schools of a similar size grouping and 28.7 points above the growth of the state. In comparison to the state average group our students score As a result of our increased growth, Flinders Public School is minimising the difference between results obtained by our school and the state average.

The average progress made by students in Writing is 14.1 points higher than schools of a similar size grouping and 11.4 points above the growth of the state. As a result of our increased growth, Flinders Public

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School is minimising the difference between results obtained by our school and the state average.

The average progress made by students in Spelling is 6.7 points higher than schools of a similar size grouping and 7.6 points above the growth of the state.

All staff undertaking extensive professional learning in Focus on Reading 3-6. This training will continue in 2014 and has increased consistency in the delivery of targeted learning experiences for all students in the areas of Reading and Comprehension. It has also developed the ability of teachers to apply consistent judgement when assessing students and placing them on the Literacy Continuum.

Implement Language, Literacy and Learning (L3) programs in Early Stage 1 and Year 1.

2014 Annual Target - Reading

To increase the number of students achieving the expected growth or higher in the NAPLAN Reading assessment to reflect that of the state by 2014.

Strategies to achieve these targets in 2014 include:

• Professionally support all teaching staff during the implementation phase of the Australian English Curriculum to ensure a common knowledge and understanding is developed.

• Explicitly examine and identify specific student needs relating to comprehension by analysing NAPLAN SMART data and utilize this information to direct teaching practices with particular focus on reading comprehension.

• Continue the training of staff in Language, Literacy and Learning (L3) to include new members of the Year 1 teaching team in order to ensure a consistent approach towards the quality instruction of Literacy.

• All staff complete Focus on Reading 3-6 (For 3-6) training. This program replaced the CATS program as a priority to due to its more explicit focus when teaching reading and comprehension skills and strategies.

Strategies to achieve these outcomes in 2014:

• Professionally support all teaching staff to fully implement the Australian English Curriculum.

• Undertake extensive professional development in the Focus on Reading 3-6 (FoR 3-6) program that explicitly teaches the 6 comprehension strategies; making connections, predicting, summarising, questioning, monitoring and visualising alongside the additional strategy; inferring. This professional development will be undertaken by all teaching staff

at Flinders Public School to promote consistency and ensure the program is sustainable and effective.

• Continue to extend the training of staff in Language, Literacy and Learning (L3) to ensure a consistent approach towards the quality instruction of literacy in the early years.

• Continually track student baseline data alongside the Literacy Continuum and Best Start Continuums to guide and inform teaching and learning programs within classrooms. The continual tracking and monitoring of student achievement should ensure Literacy lessons are differentiated to meet the learning requirements of students.

• Utilise technologies more effectively to improve comprehension skills to assist in the delivery of a differentiated curriculum, promote higher order thinking skills and meet the needs of 21st Century Learners.

School priority 3 - Attendance

2013 Annual Target

To identify the rates of non-attendance in students at Flinders Public School and develop a whole school approach to improving student attendance at or above 94%


• Attendance Team formed, attended training and devised draft attendance policy

• Increased number of families applying or exemptions from attendance for known extended absences.

• Increased community awareness of responsibilities of students and families through newsletter items, Kindergarten Orientation sessions, school pamphlets and information handouts at parent/teacher meetings.

• Letters sent home weekly regarding unexplained absences

• Six students identified as at risk had attendance plans developed and were monitored by classroom teacher and Attendance Team for 5 weeks. Improved attendance was noted for 5 students and cases filed down one student was referred on to the Hone School Liaison Officer

• Attendance improved to 95.83% (as at 30 August 2013) from 92% in 2012.

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2014 Annual Target – Attendance

Student Attendance is maintained at or above 94% due to the whole school approach in supporting students and their families.

Strategies to achieve these outcomes in 2014:

• Continued professional training and support for staff to ensure that partial absences are recorded accurately.

• Expand community awareness and understanding through newsletter items, website and information sessions.

• Close monitoring of student attendance through SENTRAL with appropriate action where necessary by teacher, Attendance team, Executive staff and principal.

• Refining of the Draft Attendance policy

• Implementation of a reward scheme for 100% attendance.

• Trial implementation of the KINDER Go Program.

Professional learning Schools rely on the quality of the teachers to ensure the best outcomes for students. All staff at Flinders Public School are active practitioners who undertake regular professional learning to maintain and enhance their practice. All formalised professional learning at Flinders is intentionally aligned to targets in the School Plan and the priorities of the NSW Department of Education and Communities. In 2013, $31,047 was committed to Professional Learning. In addition to Professional Learning Funds provided by the Department and the National Partnership Program, the school also committed supplementary funds to give priority support to building teacher capacity across a range of areas. In addition to school-based professional learning, teachers also attended courses facilitated by the Warilla Community of Schools, the NSW Department of Education and Communities and other providers.

In 2013, all staff participated in five school development days. Further professional learning sessions were facilitated on a weekly basis. These sessions focused on:

• school and National Partnership Plan priorities including Literacy, Aboriginal Education, Curriculum and Assessment, Leadership Development and Engagement and Attainment; and

• mandatory training in Emergency Care, Asthma, Anaphylaxis and Disability Standards for Education.

Personalised professional learning was also provided for staff on a voluntary basis in the areas of the use of information and communication technology (ICT),

literacy and numeracy, quality teaching, leadership and career development. Three New Scheme Teachers were supported towards their achievement of accreditation at Professional Competence and a further three teachers continued working towards maintenance of their accreditation.

Professional Learning - Focus on Reading

An important outcome of the provision of National Partnership funding was the capacity to implement Focus on Reading (FoR) to support the development of students’ to improve reading and comprehension levels across the school.

As this is a long term project, careful consideration has been given to overall school planning to enhance both teacher and student learning in the area of Literacy. Four school leaders participated in Focus on Reading Facilitator Training to equip them to lead the professional learning within the school. This has provided a supportive network where facilitators can engage in professional dialogue, trial strategies and teaching ideas before sharing them with the staff. This model of implementation ensures the implementation of the program will be sustainable in the future.

Over 14 hours of professional learning has been undertaken to work through the initial Focus on Reading (FOR) For Modules. This has also involved extensive time beyond school hours. Teachers have enhanced understanding to continue to explicitly teach reading and metacognitive comprehension strategies and to enable students to access a wide range of texts. They engaged their students in rich talk, carefully planning and programming with colleagues using continuous assessment data and tracking students on the Literacy Continuum. Teachers were given opportunities to reflect on their teaching practice whilst incorporating the Super Six comprehension strategies and increasing student vocabulary knowledge across Key Learning Areas. Feedback in relation to FoR, from both teachers and students, has been extremely positive. As a direct result of explicit teaching of comprehension strategies and adjustments to programming to meet the needs of all students, literacy levels have improved.

Professional Learning – Australian Curriculum

Online training modules and supplementary school-developed programs guided teachers’ examination of the new English Curriculum. Teachers navigated the new interactive document, examined the similarities between the existing syllabus and the 2014 English syllabus document and examined the differences/changes. After examination of this document all stages collaborated to prepare a sample

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unit of work which was trialled within their classrooms. This unit was also shared with the wider staff during after-school professional learning sessions in Term 4 2013. Through this course all staff are now equipped to utilise and understand the new document when planning and programming content rich, systematic and explicit English lessons and units.

Curriculum leaders also participated in professional learning to further develop an understanding of explicit deconstruction and critical analysis of the dot points in the English Syllabus K-10 for the purpose of using proformas/program builder to write programs and units of work for the multistage environment. Further exploration and creation of proformas built capacity to promote quality teaching - including use of the Board of Studies Program Builder to develop teaching and learning programs for multistage contexts.

Participation in regional courses provided opportunities for two of our school’s curriculum leaders to be introduced to the professional learning courses and resources available for implementing the New NSW Syllabuses incorporating the Australian Curriculum. Workshops included an overview of the first two online professional learning courses and an introduction to the new professional learning courses for English, Mathematics, History and Science. Teachers also accessed an outline of resources available for Scope and Sequencing, Programming and Units of Work.

Professional Learning - Literacy Continuum

Teachers have engaged in a variety of professional learning sessions to develop knowledge and understanding of the key aspects of the Literacy Continuum. This learning has scaffolded teachers' deep understanding of tracking student achievement against markers - incorporating guided professional dialogue to ensure consistency of judgment and access to various sources of assessment data.

Professional Learning - Language, Learning and Literacy (L3)

Teachers of Kindergarten and Year One are participating in 30 hours of professional learning in the Language, Learning and Literacy (L3) program - targeting text reading and writing. As part of a school team, teachers attend 12 half day face to face professional learning sessions, teach at least three L3 sessions each week, film and record teaching sessions and are supported to collect and submit student data. The L3 training course was initiated in Term 1 2013 and students currently undertaking this program are experiencing high levels of success. As of Term 4 2013, the majority of students are achieving higher than their anticipated growth.

Professional Learning (Leadership Development) - 7 Habits of Highly Effective People

This course provided practical leadership skills and tools for school leaders supporting the National Partnership implementation to be more proactive and manage time efficiently, set long and short term goals and work with others to achieve positive outcomes.

Professional Learning – (Leadership Development) - Great Leaders Great Teams Great Results

The Learning and Support Leadership Team (responsible for supporting students experiencing difficulty in the area of Literacy) were guided through a skill set, tool set and mindset for practical leadership skills and tools that was transferred into school wide practice immediately.

Leadership Development - Leading at the Speed of Trust

School leaders responsible for whole school implementation of the National Partnership initiative participated in professional learning to make building trust in the workplace an explicit goal of their work. The leaders learnt how others perceive their trustworthiness, made action plans, developed understanding of the real, measurable Trust Taxes they might be paying without realizing it and how to develop the benefits that come from growing trusting relationships.

Professional Learning – Best Start Kindergarten Assessment

This two day professional learning program for teachers of Kindergarten students provided participants with an overview of the Best Start initiative and an introduction to the administration of the Best Start Kindergarten Assessment. In particular, professional learning and guided discussion provided an introduction to the Literacy and Numeracy Assessment process, strategies to administer the assessment and the development of a school model for implementation.

Professional Learning – Community of Schools

Throughout 2013, members from each school in the local Community of Schools (COS) have been engaged in regular meetings that provide a platform to discuss and share methods and ideas to improve students reading and comprehension results and examine the new English Curriculum. This group also examined the Literacy Continuum in the aspects of Reading Texts and Comprehension to ensure all local schools, including the local high school, had and shared understanding of clusters and expectations. The information shared at previous meetings was then presented to all teaching staff in the COS area at a communal SDD in Term 2. The

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COS will hold a final sharing session in Term 4 2013, where all schools will share teaching ideas and resources that they have found effective in the explicit teaching of comprehension within their classrooms.

Parent/caregiver, student, and teacher satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

In 2013 the school made the decision to change the manner in which the Best Start assessments were conducted in 2014. The alterations were in regards to a one-on-one allocated time for each new Kindergarten student. This ensured that families had a designated day and time for their child to meet with their child’s teacher and support staff to undertake activities in literacy and numeracy.

As has become common practice a ‘Catch Up Cuppa’ session was organized for families to be involved in an information session regarding the Best Start Assessments. This also provided time for feedback regarding the extensive Kindergarten Orientation sessions.

Focu

s Q

uest

ion

Extr

emel

y

Very

Som

e

A lit

tle

Not

at a

ll

N/A

1 found the Best Start day/time helpful

47% 48% 3% 1% 1% -

The staggered time on the first day was good

46% 48% 1% 2% - 3%

The Orientation package assisted my knowledge of the school

48% 49% 2% - - 1%

Overall the Transition to School program was helpful

46% 52% 2% - - -

Some highlights included:

• 95% of respondents found that the new arrangements with the Best Start Assessments and starting times/day were either extremely or very helpful.

• 94% of respondents found that having staggered start on the first day was either extremely or very helpful.

• 97% of respondents believed that the Orientation Package assisted their knowledge of the school was extremely or very helpful

• 98% of respondents believed that overall the Transition to School Program was either extremely or very helpful.

Concerns focus on the following areas of the Transition Program:

• Uniforms and the sale of the uniform ie, difficulty in obtaining, collecting and delays.

• Drop off/collection points for children near classroom.

• Opportunities to chat with teacher more regularly in first few weeks.

• Possibly starting orientation sessions in the June of the year before.

Program evaluations Student Attendance

Background

In 2013 the School Attendance Team was formed and attending training with the regional Home School Liaison Team at Bomaderry Public School. Following the training analysis of the current attendance was conducted. As a result of this a draft action plan for attendance was created and implemented. The aim of this action plan is to better inform teachers, families and students about their responsibilities, address current attendance concerns, create implement and review attendance plans and to improve the schools overall attendance rate in both whole day absences and partial absences. The school extended the use of the computerised roll marking system called SENTRAL. This system allows students and teachers to be actively engaged in the daily process of taking the roll. It also allows the Attendance Team, Executive Staff and Principal to analyse the current attendance and recent attendance trends quickly.

Findings and conclusions

After attending training the Attendance team undertook a situational analysis of attendance and attendance procedures. This analysis uncovered that there were wide ranging misunderstanding and misconceptions of the process of roll marking by staff. This was addressed by providing all staff with professional development sessions on roll marking, codes and legal responsibilities (including one with the Home School Liaison Officer) and providing ongoing professional dialogue. It was also identified that parents/carers were not aware of, or following the DEC policy for exemption from school for known extended absences. Staff were instructed to direct families to the

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Principal or attendance team when learning of impending family holidays. This resulted in a significant increase to exemptions sought and a dramatic change to the schools absence data accuracy.

A Verbal/Telephone slip was devised and trialled with the Office staff to standardise the way that telephone and verbal absences reported to the office were recorded and reported to teachers.

A number of meetings were held with the Home School Liaison Officer in Terms 3 and 4 where student attendance was examined and a Situational Analysis – Roll Marking Checklist was completed. As a result of this visit attendance plans were devised and implemented for 6 students. These plans were implemented by the class teacher with support from the Attendance Team. The plans were monitored for a 5 week period after which 5 students demonstrated improved attendance and were filed down and 1 student was further actioned by Home School Liaison Officer.

Time was spend reviewing the departmental Attendance Policy and developing a draft school attendance policy and associated flow charts. Increased community awareness was achieved by placing weekly newsletter items during Terms 3 and 4. Families were also reissued with absentee slips to support the explanation of absences. Information sessions were held during Kindergarten Orientation sessions to inform new families of their role and responsibilities. The Attendance Team use Sentral to print out letters to families each fortnight requesting explanations for all unexplained whole day absences.

The overall result is an improved overall school attendance to 95.83% (as at 30 August 2013)

Future directions

The Attendance team will continue to provide professional training and support for staff to ensure that whole day absences and partial absences are recorded accurately and that all staff have a thorough understanding of the School Attendance Policy, roll marking procedures and their responsibilities in following up on unexplained absences. The close working relationship with the Home School Liaison Officer will be key in achieving this.

The school will continue to expand the community awareness and understanding of acceptable absences, unacceptable absences, exemption from attendance and parent/carer responsibilities through newsletter items, website items, handouts and discussion at parent teacher information sessions.

Continued close monitoring of student attendance through SENTRAL with appropriate action where necessary by class teacher, Attendance team, Executive

staff and principal. The attendance team will also extend monitoring of Sentral to identify and address the incidences of late arrivals and early departure of students.

Literacy, Language and Learning (L3)

Background

Historically low literacy achievement levels were perceived to be the result of poor oral language and few life experiences upon entry to school. The only early intervention in kindergarten was the ESL program. There were few reading resources or suitable texts available for students in their foundation years. In 2011 we were directed to embrace L3 as part of the Focus Schools program. This pedagogy was met with a range of reactions from staff who felt it conflicted with their own beliefs about how literacy should be taught. It has taken considerable time to develop a supportive team of teachers who have embraced the professional development and L3 pedagogies and implemented them in their classrooms. At the end of 2012, 91.5% of Kindergarten students were at or beyond reading recovery levels 5-8. 83% of Year 1 students were at or beyond Reading Recovery levels 16-18.

Findings and Conclusions

In 2013, of the 93 Kindergarten students assessed in Best Start, 78 students (84%) were rated at 0 in Reading Texts and Concepts About Print. 63 students (68%) were rated at 0 in Comprehension. 91 (98%) were rated at 0 in Aspects of Writing. Our five Aboriginal students were rated at 0 in Reading Texts, Concepts About Print and Aspects of Writing. In Comprehension 4 of the 5 students were rated at 0, the remaining student was rated at 1.

Kindergarten had 3 teachers in their third year of L3 professional development and one teacher (who had previously trained in Reading Recovery) in her first year of L3 training. One cross-stage (K/1) teacher had had considerable L3 experience in kindergarten in 2012 and joined the three Year 1 teachers and the stage leader in L3 professional development. This placed the grades in very different areas of development and understanding of the pedagogies. The growth in the Kindergarten team’s understanding was enhanced through the arrival of a new staff member, who had trained in another area. Melding our knowledge increased collegial discussion and generated consistency in teacher judgement. This also provided support for the teacher in her first year of L3.

L3 has provided our staff with an avenue for discussion about explicit strategies and sharing of ideas and techniques. It has provided us with a common language and understanding. It has provided the students with a

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consistent language and approach and the resulting successes in their understanding and academic achievement speak for themselves.

The Literacy Continuum benchmark of levels 5-8 in Reading Texts for the end of Kindergarten has been far exceeded. In 2013 Kindergarten entry levels for Reading Text were 100% at levels 0-2, by week 5 they were at level 1-2. By the end of 2013, 97% of Kindergarten were at or beyond reading recovery levels 5-8. 75% of Kindergarten were beyond level 8.

The percentage of students meeting the Literacy Continuum benchmark of levels 16-18 in Reading Texts for the end of Year 1 has grown. In 2013 Year 1 entry levels for Reading Text were 2% at level 2, 8% at levels 3-5, 13% at levels6-8, 25% at levels 9-11, 17% at levels 12-14, 23% at levels 15-17 and 12% at level 18+. By the end of 2013, 88% of Year 1 were at or beyond reading recovery levels 16-18.

With further staff development planned we hope to see these figures improve further. The consistent implementation of L3 pedagogies and the utilisation of Best Start data and the Literacy Continuum, together with the purchase of new resources and texts and the assistance of the Learning Support Team, all students’ individual needs are being carefully monitored and met.

Future Directions

In 2014, to sustain and support the program and prepare for future staff entering the foundation years, all Kindergarten and Year 1 Teachers will begin or complete L3 training (2 years accredited). Those teachers in their 4th year of L3 will be expected to maintain a log of professional development in Literacy (L3, PLAN and the Literacy Continuum).

Kindy Week 5 Text Reading Levels

100% L1-2

0% 2%

23%

30%

45%

Kindy Week 38 Text Reading Levels

L 6-8

L 9-L 12-14

0% 1% 3% 2%

6%

37% 51%

Yr 1 Week 38 Text Reading Levels

L 15-17

L 18+

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As the new training model will experience a delayed start, internal support will be provided for the training teachers by the those teachers in their 4th year, to begin to develop an understanding of L3 practices, management techniques, an in-depth study of the literacy continuum and how to utilise PLAN. Teachers will be released to enable them to spend time in each other’s classrooms, across K & 1, to refine and enhance teacher knowledge and performance.

Continued purchase of resources is required for K-1 including written texts, multimodal texts and quality literacy based activities to be utilised during guided reading. The use of Sunshine Online is recommended to continue.

Design a literacy information session for parents, providing ideas on how they can help their children with reading and writing, followed by a book covering session to develop a sense of community and to help get the resources into the classroom as soon as possible.

Using teachers’ working knowledge of the children, early identification of students requiring intervention through Fine Motor, LIPA and ESL withdrawal groups is possible. This intensive assistance, provided early on, will aid those students who require further support.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Mrs Rebecca O’Brien – P & C President

Mrs Rae Warwick – School Administration Officer

Mrs Wendy Boles – School Administration Officer

Ms Natalie Marshall – Classroom Teacher

Mrs Joanne Short – Classroom Teacher

Mrs Tania Giustiniani – (Rel) Assistant Principal

Mr Peter Tarasenko – Assistant Principal

Ms Lyn Anderson – Deputy Principal

Mrs Greg Wells - Principal

School contact information

Flinders Public School

Adam Murray Way

Flinders NSW 2529

Ph: 4295 7355

Fax: 4295 7455

Email: [email protected]

Web: [email protected]

School Code: 4463

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

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

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