fairy meadow demonstration school annual report background school vision statement delivering...

FairyMeadowDemonstrationSchoolAnnualReport

1898

2015

IntroductionThe Annual Report for 2015 is provided to the community of Fairy Meadow

Demonstration School (FMDS) as an account of the school’s operations andachievementsthroughouttheyear.

Itprovidesadetailedaccountoftheprogresstheschoolhasmadetoprovidehighquality educational opportunities for all students, as set out in the school plan. It

outlines the findings from self-assessment that reflect the impact of key schoolstrategies for improved learning and the benefit to all students from the

expenditureofresources,includingequityfunding.

KristineMawson

RelievingPrincipal,Term4,2015

Schoolcontactdetails:

FairyMeadowDemonstrationSchoolCnrBalgownieRd&PrincesHighwayPOBox149FairyMeadowNSW2519

Web:www.fairymeado-p.schools.nsw.edu.auEmail:[email protected]:0242842009

Schoolbackground

Schoolvisionstatement

Deliveringexcellence,success&opportunity

ThevisionofFairyMeadowDemonstrationSchool(FMDS)istodeliverteachingexcellencecreatinghighqualitylearningenvironmentwhere,everystudentisengagedandhastheopportunitytobecomeasuccessfullearner.

Wesupporteverystudenttobeconfidentandcreativeindividualswhowillbecomeactiveandinformedcitizens.

Schoolcontext

FairyMeadowDemonstrationSchoolissituatedintheIllawarra,approximately80kmsouthofSydney.TheschoolisanactivememberoftheKeiraCommunityofSchoolswithintheWollongongNorthNetwork.

FMDShasclassesfromPreschooltoYear6withacurrentenrolmentof380students.Theschoolhasasupportunitoffourclasses (currently41students)meeting the learningneedsofstudentswithmild,moderateorsevere intellectualdisabilities.AlthoughthesestudentshavetheirownclassestheyareotherwiseintegratedwithmainstreamstudentsinlearningopportunitiesincludingStudentRepresentativeCouncil,sportandperformingarts,includingchoiranddance.

Theschoolenrolmentincludes:

• 32%ofstudentswithanon-Englishspeakingbackground(including8refugees);and

• 4%ofstudentswithAboriginalandTorresStraitIslandbackground.

The school has a strong teaching emphasis on the core subjects of English andMathematicswhile delivering awidevarietyofopportunitiestostudentsinahighqualitylearningenvironment.

The school has a commitment to deliver high quality teaching, to challenge students, to achieve success in terms ofstudentlearningoutcomes,engagingeverystudentineveryclassandwhilstbuildingstrongcommunitypartnerships.

FMDSmaintainsstrongpartnershipswith:

• the University ofWollongong delivering authentic learning opportunities for pre-service teachers within theschool’sclassrooms.

• the IllawarraWoodworkersGroupwhere volunteers offer students, real opportunities to learn inwoodworkclassesoneafternoonperweekthroughouttheterm.

Self-assessmentandschoolachievements

Self-assessmentusingtheSchoolExcellenceFrameworkThissectionoftheAnnualReportoutlinesthefindingsfromself-assessmentusingtheSchoolExcellenceFramework,ourschoolachievementsandthenextstepstobepursued.TheFrameworksupportspublicschoolsthroughoutNSWinthepursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,TeachingandLeading.

Thisyear,ourschoolundertookself-assessmentusingtheelementsoftheSchoolExcellenceFramework.

InthedomainofLearningoureffortshavebeenprimarilyfocusedontheelementsofLearningCulture, CurriculumandLearningandAssessmentandReporting.Wehavecontinuedtodevelopacultureoflearningand engagementatFMDS.WenowusethenewsyllabusesinEnglish, Mathematicsandhavedevelopedwholeschoolscopeandsequenceswhichareimplementedinallclassrooms. ForthenewScienceandTechnologyandHistorysyllabiwehavedevelopednewunitsofworkwhichwearetriallingin classrooms.Wehaveretainedourfocusonensuringstrongskillsinliteracyandnumeracyforevery studentandadoptedprovenpedagogiessuchasLanguage,LiteracyandLearning(L3)inKindergartenandYear1.Programs suchas L3 formthebasisofourearly literacy programsensuringa firmbaseofknowledge for later learningacrosstheKeyLearningAreas.FMDShascontinuedtoanalyseandrefineassessmentandreportingpracticeswithintheteachingandlearningcycle.

InthedomainofTeachingwehavefocusedonEffectiveClassroomPractice,DataSkills,andCollaborativePractice.In2015FMDSdevelopedanassessmentanddataplanwhichhasbeenusedtoguideteachingpractice byenablingteacherstodifferentiatelearningopportunitiesforallstudents.AllstudentsK-6aretrackedonthe LiteracyandNumeracyContinuumsandenteredonPLAN.Thishasbeenachievedthroughthecollaborativeeffortsof teachersfocuseduponunderstandingwhere their studentsarecurrentlyat,wheretheyneedtogo nextandhowteacherswillassist students to reach theirpotential.

In thedomainof Leadingourmajor focusareashavebeen inSchoolPlanning, Implementation andReporting, SchoolResources,ManagementPracticesandProcesses.Inthisfirstyearofthe2015-17SchoolPlanningcycleallteachers haveengagedwiththeAustralianTeachingStandards,developingpersonallearninggoalsfocused ontheachievementoftheSchoolPlanpriorities.Allteachersarecommittedtotheirongoingdevelopmentasmembersofthe teachingprofession.Teachershavealsotakenonarangeofresponsibilitiesbeyondtheirregular classroomdutiestosupportandenrichthelearningopportunitiesavailabletoourstudents.

Ourself-assessmentprocesswillassisttheschooltorefinethestrategicprioritiesinourSchoolPlanleading tofurtherimprovementsinthedeliveryofeducationtoourstudents.

StrategicDirection1

QualityTeachingPractice

Purpose

All teachersat FMDSbelieve thatquality teachers, combinedwith strategic teacherprofessional learning,have thegreatestimpactonimprovingstudentlearningoutcomes.

Atthisschool,allteachersarecommittedtoidentifying,understandingandimplementingthemosteffectiveteachingmethodswithahighprioritygiventoevidencebasedteachingstrategies.

Overallsummaryofprogress

Thissectiondescribestheschool’songoingself-assessment,reflectionprocessesandprogressforStrategicDirection1oftheSchoolplan.Itdrawsonacomprehensiverangeofevidencetodemonstrateschoolachievements.

ProgresstowardsachievingimprovementmeasuresResources(annual)

Improvementmeasure(tobeachievedover3years)

Progressachievedthisyear

Improvingteacherquality

StageandStaffMeetingfocusonformativeassessmentwithDylanWilliams.Videoanddiscussionsdemonstratedadevelopmentofameta-languageandgreaterunderstanding.

PDPsalignedtoteacherprofessionallearningandschoolprofessionaldevelopmentsessions.

Ongoingself-reflection,planningandtrainingforstaffonformativeassessmentproceduresandrelevantprofessionalreadingshaveenabledteacherstomoreaccuratetrackstudentsonboththeliteracyandnumeracycontinuums.

$17524

Evidencedbasedprogramsof

differentiatedlearning

TrackingandplottingstudentsK-6onPLAN.

Readingbenchmarksandlevelsdetermined,usingPMbenchmarkkitandProbes

LiteracyGroupsformedtomeetstudentneeds.

NumeracyGroupsformedtomeetstudentneeds.

$29674

Bestpracticetrainingandimplementationof

teachingprograms

ReformattedauditofclassroomTeachingandLearningprograms.

StageMeetingsfocusdiscussionsonformativeassessment.

PlanningDays.

$21084

Nextsteps

• IntegratethenewGeographysyllabusintotheSchoolCurriculumPlan.

• Ongoingteacherdevelopmentformingstagelearninghubsandschoolfocusteams.

• Identifytalentedstudents.Incorporatedifferentiatedstrategiestobettersupporttheirlearningneedsandrefinetrackingofhigherperformingstudents.

StrategicDirection2

InclusiveLearning

Purpose

High-levelengagement,evidencedrivenqualityteachingandlearningprograms,opportunityandhighexpectationsofsuccess are critical tomaximise the learning of every student in every classroom.At FMDS the learningmeets theneeds of students’, addressing their cultural and socio-economic backgrounds and, the equally diverse range, ofsupportneeds,whetherwithinspecialeducationormainstreamclassrooms.

TolearnistherightofeachstudentandatFMDSeachstudentisengagedinrichandmeaningfullearningexperiencestooptimiselearningineveryclassroom.


Throughout2015all teacherscontinued theirprofessionaldiscourse regardingplacing studentson theLiteracyandNumeracy Continuums. Teachersworked in their Stage teams to developing rich assessment tasks supporting andinformingteachingandlearningactivities.




ExemplaryLearningEnvironment

PLP’sforallAboriginalstudentscompleted.

StaffattendanceatAECGMeetings.

NortaNortafunding.

$16019.07

TransitionsSupportallocatedtoidentifiedstudents.

Flexibletimetableestablishedtoaddressneedsofstudentsandmosteffectiveuseofstaff/EALD/SLAST.

$13201.04

PositiveBehaviourFor

SuccessPBLmatrixdistributed.

KindergartentoYear6PDgroupsformedwiththefocusonanti-bullyingstrategies.

StatisticsreflectalowernumberofBehaviorReferrals.

$4656.85

Nextsteps

InclusiveLearning

• Consistentteacherrecordsonstudentsestablishedandmaintained.

• ReviseLearningSupportTeamandprocesses(ILP,PLP,LSandAdjustments)areinplacefortargetedstudentsandinterventiondataiscollectedandanalysed.

• Developmentofstrategiestodifferentiatelearningtomeetstudentneeds.

• ClearguidelinesestablishedforLearningSupportstaffandaides.

StrategicDirection3

EngagedCommunity

Purpose

FMDS supports a culture of high expectations and community engagement resulting in sustainable whole school-schoolimprovement.

Theimplementationofqualitysystemsandprocesses,includingbettercommunication,willimprovetheengagementofallcommunitystakeholdersandpromoterealpartnershipsineducationatthisschool.


Teachers developed their initial Professional Development Plans, following the Framework outline, settingprofessional goalsbasedontheschoolpriorities.Theycollectedevidencetowardsachievementofthesegoalsandparticipatedincollaborativelearningactivitiesandclassroomobservationsofpractice. Teachersreflectedonthisprocessandevaluatedtheirgoals.




Parentsandcommunityaspartnersinlearning

TellThemFromSurveycompletedbyparents,studentsandstaff

FencearoundWoodworkshedconstructedsocommunitycanuseitsevendaysaweek

ParentaccesstoComputerLab

Communicating SkoolbagApp.launchedandcommunityusehasincreased

Onlinepaymentsforexcursionsandschoolactivitiesnowavailable

InterculturalUnderstanding

AboriginalEducationdaysplannedandallstudentsK-6participatedinactivities

ReconciliationDayacknowledgeandHarmonyDaycelebratedK-6

IntroductionoftheHistorysyllabustoimproveunderstandingofculturalawareness

Nextsteps

EngagedCommunity• Changereportingformattoalignwithnewsyllabusrequirementsandschoolcommunityneeds

• Schoolsigneffectivenesstobeevaluated

• Communitygroupsestablishedduringschoolhours

• Professionallearningforstafftobetterunderstandfamilyculturesandbeliefs

Keyinitiativesandotherschoolfocusareas

Keyinitiatives(annual) Impactachievedthisyear Resources(annual)

Aboriginalbackgroundfunding

Funds were used to provide additionallearning support to targeted students andto assist students to participate in a rangeof extra-curricular activities. Funds wereused for teacher release to attendprofessional learning in literacy andnumeracy and to purchase a range ofcurriculum resources to support allstudents.

AllAboriginalstudentshavehadtheopportunityto develop sound literacy and numeracy skillsthrough Norta Norta funding. Students’continued to participate in the development oftheirPersonalLearningPrograms.

The School Excellence Framework indicates thatour school is sustaining and growing in StudentPerformance Measures (Aboriginal studentsincluded) through the acknowledgement ofFMDS as a ‘value added’ school. This has seenour NAPLAN results gradually increase over thepastsixyears.

$11,502

(0.2EFTT2-T4)

(NortaNorta$3199)

MaqlitKitpurchasedincludingteachertraining

Englishlanguageproficiencyfunding

Targeted funding support for new arrivalsand refugeeswas used to support all newarrival and refugee students to adjust totheir new classrooms by providingadditional funds (1 day per week) toemploytheESLteacher,employmentofanSLSO who could speak Arabic (1 day perweek) and financial support to enablestudentstoparticipateinschoolexcursions,includingtheswimmingscheme.

A number of educational resources were alsopurchasedtoaidstudentsintheirunderstandingand use of English, including 6 new i-pads thathadprogramsthestudentscouldusetopractiseEnglishintheirclassrooms.

$8,151

Targetedstudentssupportforrefugeesandnewarrivals

During 2015, FMDS enrolled a number oftemporary students from a variety ofcultures as their parents studied at UOW.We also enrolled two families of recentlyarrived Syrian refugees who were warmlywelcomed into our FMDS community.Thesestudentsjoinedourpreviousrefugeestudents from Africa and Burma, intosettling into their new school, learningEnglishandbeginninglifeinAustralia.

Ourmanydifferentcultureswerecelebratedandvalued throughout the year at FMDS in theclassrooms especially through COGS and HSIEunits. During Harmony week students in everyclassdiscussedthemeaningof livinginharmonywith each other and enjoyed activities from theHarmonyDaywebsite.Stage3studentsenjoyedlistening to a speaker from a different religiousbackground(Muslim)fromourlocalcommunity.Anti-Racism activities were included in our PDgroupswhereourstudentsexploredthebenefitsof valuing and accepting others as people nomatter what culture, language or backgroundtheyhavecomefrom.

$4915.08

NextSteps

Socio-economicfunding

Funds were used to provide additionallearning support to targeted students, toassist students toparticipate ina range ofextra-curricular activities, to release toattend professional learning and topurchase a range of curriculum resourcesincluding iPadsandLibrarybooks.

Allstudentshavehadtheopportunitytodevelopsound literacy and numeracy skills across thecontinuums. Targeted students have had theopportunitytoengageinawiderrangeofextra-curricularactivities.

Relevant resources have been purchased tosupport teaching and learning programs andstudent needs. This includes the use andavailability of different technologies to ensuretargeted students are not disadvantaged andhaveaccessto21stcenturylearningtools.

$39,392

(1.0 SLSO)

$28,800

DisabilityAdj$1259

SLSO50days$10,770

Teacher30days$11,520

StudentAssist$2000

Lowleveladjustmentfordisabilityfunding

A School Learning and Support Officer(SLSO)wasemployedfor 5 daysperweekto assist students to improve their literacyand numeracy skills with a focus on earlyintervention.

A very high percentage of students at FMDSconsistentlyachieveaboveminimum standardinexternalassessment.In2015:

Year 3 Reading (93.3%),Writing (96.7%),Grammar and Punctuation (100%),Spelling (93.3%andNumeracy(96%)

Year 5 Reading (96.9%), Writing (96.9%),Grammar and Punctuation (96.9%), Spelling(100%andNumeracy(100%)

$38,133

(1.2SLAST)

Otherschoolfocusareas Impactachievedthisyear Resources(annual)

ConsultativeDecisionMakingProcesses ThesefundswerereceivedinOctober2015.Theywill be used in 2016 to support a range ofactivities as determined by the school staff andParentsandCitizensAssociation(PandC).

$9720.23

PositiveBehaviourforLearning(PBL)

FMDShasasetofcorevalueswhichguideits approach to student wellbeing anddiscipline. Expected behaviours areexplicitlytaught.

SET analysis evaluated the successfulimplementation of PBL at FMDS. The schoolscored 100% in 5 of 7 areas including clearlydefined behavioural expectations. The resultsfrom this audit enabled the PBL team to devisethe Action Plan required to both continue toimplement those areas successfully are addressothertargetareasinto2016.

$4656.85

Mandatoryandoptionalreportingrequirements

StudentinformationIt is a department requirement that the reporting ofinformation for all studentsbe consistentwithprivacy andpersonalinformationpolicies.

Studentenrolmentprofile

Studentattendanceprofile

WorkforceinformationReportingofinformationforallstaffmustbeconsistentwithprivacyandpersonalinformationpolicies.

Workforcecomposition

Position Number

Principal 1

AssistantPrincipal(s) 4

Classroomteachers 17

PrimaryPart-Time/RFF 1.308

TeacherofReadingRecovery 0.525

LearningandSupportTeacher(s) 1.3

TeacherLibrarian 0.8

TeacherofESL 0.6

SchoolCounsellor 0.8

SchoolAdministrative&SupportStaff 7.6

Pre-SchoolRFF 0.084

Total 35.017

TheAustralianEducationRegulation,2014requiresschoolstoreport on Aboriginal composition of their workforce. FMDScurrently hasoneAboriginalteacher.

TeacherqualificationsAll teaching staff meet the professional requirements forteachinginNSWpublicschools.

Qualifications %ofstaff

Undergraduatedegreeordiploma 100

Postgraduatedegree 30

Professionallearningandteacheraccreditation

FMDS supported one teacher through their maintenance ofproficiency to complete their accreditation requirementswithinguidelinesoftheAustralianInstituteofTeachers.

In2015teachersparticipatedinawiderangeofprofessionallearning activities. All staff attended School DevelopmentDays, Staff and Stage Team Meetings and TeacherProfessional Learning (TPL) sessions. These opportunitiesaimedtoexpandindividualandcollegialprofessionallearning.Professional learning related to: School Plan, SchoolExcellence Framework, Formative Assessments, the schoolCurriculumPlan, Interactive resources. Fundswereallocatedtoenableteacherstomeetinstageteams,onceeachterm,tocompare student learning, analyse data and plan futureteaching and learning experiences. Each semester teacherswere also allocated time with their stage to develop theirskills of consistent judgment for student reporting, throughcomparisonofstudentworksamplesandplottingstudentsonthe Literacy andNumeracy Continuums. Teachers in theK-1area were trained in Language, Literacy and Learning (L3)pedagogy and now use this in their classrooms to supportstudents.

0

100

200

300

400

500

2009 2010 2011 2012 2013 2014 2015

Stud

ents

Year

Enrolments

Male Female

Financialinformation

FinancialsummaryThissummarycoversfundsforoperatingcostsanddoesnotinvolve expenditure areas such as permanent salaries,buildingandmajormaintenance.

Afullcopyoftheschool’s2015financialstatementistabledat the annual general meetings of the parent and/orcommunitygroups.Forfurther i n f o rm a t i o n , c o n t a c t FM D S .

Schoolperformance

NAPLAN

In theNationalAssessmentProgram, the resultsacross theYears 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. Theachievement scale represents increasing levels of skills andunderstandingsdemonstratedintheseassessments.

TheMy School website provides detailed information anddatafornationalliteracyandnumeracytesting.Clickonthelink My School and insert the school name in the Find aschoolandselectGOtoaccesstheschooldata.

Parent/caregiver,student,teachersatisfactionEach year schools seek the opinions of parents, students andteacherstodrivefuturedirectionsoftheschool.Theirresponsesarepresentedbelow.

All students from Year 4 to 6 completed two Tell ThemFromMeonline surveys during the year. The survey asksquestionsaboutfactorsthatareknown toaffectacademicachievementandother outcomes.Thefocusofthesurveyis on student wellbeing, engagement and effectiveteaching practices.

Dateoffinancialsummary 30/11/2015

Income $

Balancebroughtforward 276121.57Globalfunds 259269.07Tiedfunds 140853.69School&communitysources 89351.50Interest 6255.77Trustreceipts 38104.05Canteen 0.00Totalincome 809955.65

Expenditure

Teaching&learning Keylearningareas 20415.92Excursions 33447.29Extracurriculardissections 31710.72

Library 10743.98Training&development 1625.92Tiedfunds 192584.37Casualreliefteachers 133272.45Administration&office 55375.45School-operatedcanteen 0.00Utilities 56361.41Maintenance 36413.26Trustaccounts 30801.06Capitalprograms 0.00Totalexpenditure 602751.83Balancecarriedforward 207203.82blank

SurveyMeasure %ofFMDSstudentscomparedtoDepartmentof

EducationAverage(DoE)

Studentsreportahighrateofparticipationinsports

82%(DoE83%)

Studentsreportahighrateofparticipationinextra-curricularactivities

44%(DoE55%)

Studentsfeelvaluedandacceptedbytheirpeersandothersatthisschool

84%(DoE81%)

Studentshavefriendsatschooltheycantrustandwhoencouragethemtomakepositivechoices

93%(DoE85%)

Studentsbelievethateducationwillbenefitthemandhaveastrongbearingontheirfuture

96%(DoE96%)

Studentsdohomeworkwithapositiveattitudeandinatimelymanner

62%(DoE74%)

Studentsdonotgetintotroubleatschoolfordisruptiveorinappropriatebehaviour

98%(DoE83%)

Studentsareinterestedandmotivatedintheirlearning

79%(DoE78%)

Studentstryhardtosucceedintheirlearning

94%(DoE88%)

StudentsfeelchallengedintheirEnglishandMathsclassesandfeelconfidentinthesesubjects

50%scoredinthequadrantofhighSkillsandhighknowledge(DoE53%)20%saidtheywouldlikemorechallenges(DoE26%)

Teachingiswell-organised,withaclearpurposeandwithimmediatefeedbackthathelpsthemlearn

82%(DoE82%)

Supportforlearningatschool

67 Parentssaidthatteachersshowedaninterestintheirchild’slearningandencouragedthemtodotheirbest.

Positiveschoolbehaviour

74 Parentssaidthatteachersexpectedtheirchildtopayattentioninclass,classroomswerewell-managedandstudentswereclearaboutbehaviourexpectations.

Safetyatschool

75 Childrenfeelsafeatschooland coming and goingfromschool.

Inclusion 66 Someparentsfeltthattheirchildneededmoresupportwiththeirlearning.Teacherswereseenasassistingchildrentodevelopfriendshipsandensuringallchildrenareincludedinschoolactivities.

Parent-teachercontact

95%ofparentshadspokentotheirchild’steachermorethantwicesincethebeginningoftheyearand93%hadattendedtwoormoremeetingswiththeteacherinthesameperiod.

Parentinvolvementinschoolcommittees

25%oftherespondingparentssaidthattheywereactivelyinvolvedintheschoolincludingcanteen,uniformshop,sportandassistingteachersinavarietyofways.

Studentsweresubjectedtobullyinginthepreviousmonth

23%(DoE36%)

Studentsfeeltheyhavesomeoneatschoolwhoconsistentlyprovidesencouragementandcanbeturnedtoforadvice

62%(DoE6.5%)

Studentsfeelteachersareresponsivetotheirneedsandencourageindependence

86%(DoE84%)

Thereareclearrulesandexpectationsforbehaviour.Studentsunderstandtheseandteachersmaintainhighexpectationsthattheybefollowed

76%(DoE72%)

Theschoolstaffemphasiseacademicskillsandholdhighexpectationsforallstudentstosucceed

88%(DoE87%)

InSeptemberparentswereinvitedtoparticipatefor thefirst time in the online Tell Them From Me Survey.Unfortunately the response ratewas disappointingwiththe opinions of less than 10% of families wererepresented.

Teacherscompletedevaluationsonthefollowing ‘Drivers’ofstudentlearning

Driver AverageScore/10

Relatedaspectsofteachingandlearning

Collaboration 8.2 Teachersworktogethertoplanandimplementqualitylearningprogramsforstudents

LearningCulture 8.8 Studentengagement,learninggoals,feedbacktostudentsabouttheirprogress,highexpectations,relevanceoflessoncontenttostudents

DataInformsPractice

8.9

SurveyMeasure

Average

%

Comments

Parentsfeelwelcome

72 Parentsfeltwelcomeandsaidtheywerewellinformedaboutschoolactivities.TheOfficestaffwasveryhelpful.Parentswouldpreferthatactivitieswereheldinthemorningorafternoonasthemiddlesessionisdifficultforworkingparentstoattend.

Parentsareinformed

58 Parentswouldlikemoretimelyinformationabouttheirchildren’sacademicperformanceaswellastheirchild’sbehaviour,emotionalandsocialdevelopment.

Parentssupportlearningathome

70 Parentssaidthattheyencouragedtheirchildrentodowellatschoolandtalkedtothemabouttheimportanceoftheirschoolwork.Mostreportedhelpingtheirchildrenwithhomeworkforlessthan30minutesperday.

Methodsofformalandinformalassessmenttoguideplanning,futureteachingandassiststudentstoknowwhatneedstobelearntnext

finalistscompetingf

Policyrequirements

Aboriginaleducation

In 2015, FMDS received both Aboriginal BackgroundFunding and Norta Norta funding. This was used tosupportplanning,learningandengagementintheareaofAboriginalEducationforbothourAboriginalstudentsandthewiderstudentpopulation.2015 Norta Norta funding was used to support literacyand numeracy development for our Aboriginal studentswhowereidentifiedasrequiringadditionaltuition,basedon NAPLAN results. A qualified tutor was employedthroughanEOIMeritSelectionprocessandworkedwiththesestudentsonedayperweek,fromTerm2toTerm4(inclusive). Students were assessed in line with theschool’sDataCollectionPlanandlearningwasplannedforcollaboratively. TheNortaNorta tuition resulted in gainsinreading,writingandnumeracyforthesestudents.OurAboriginalBackgroundFundingwasusedtosupportarange of procedural requirements, learning experiencesand initiatives. The outcomes of the school’s work inAboriginaleducationin2015included:• A Nanga Mai award nomination and attendance at

theceremonyinWollongong;• Awhole-schooldedicatedweekofawarenessraising

and associated classroom experiences for Close TheGap;

• A whole-school dedicated week of learning andcultural activities associated with Reconciliation

WeekandNAIDOCWeek;• Participationinacommunityofschoolsreconciliation

communitywalkandassociatedculturalexperiencesincludingmusicandart;

• Updated Personalised Learning Plans for allAboriginal students at FairyMeadowDemonstration

School, revised in consultation with the region’sAboriginalEducationandEngagementOfficer,Kellee

Evans;• Whole-staff training and development on NSW

Department of Education PLP requirements andrelatedpoliciesandlegislation;

• Whole-staff traininganddevelopmentonaddressingtheAboriginalandTorresStraitIslanderhistoriesand

culturescross-curriculumpriorityarea;• Associatedmembershipandattendanceof two staff

members in the Northern Illawarra AboriginalEducationConsultativeGroup;and

• Forward planning for 2016 literacy support throughthe purchase of aMaqlit kit and associated training

foroneteacher.

MulticulturalEducationandAnti-racismDuring 2015, FMDS enrolled a number of temporarystudents from a variety of cultures as their parentsstudiedatUOW.WealsoenrolledtwofamiliesofrecentlyarrivedSyrianrefugeeswhowerewarmlywelcomedintoourFMDScommunity.ThesestudentsjoinedourpreviousrefugeestudentsfromAfricaandBurma,intosettlingintotheir new school, learning English and beginning life inAustralia.Unfortunately, by Semester 2, the Syrian refugees hadfound more affordable housing and reluctantlytransferredtocloserlocalschools.Theyneverforgottheirinitial experiences at FMDS and continued to visit ourschool,especiallyastheycelebratedmoresuccess.Targeted funding support for new arrivals and refugeeswasusedtosupportallnewarrivalandrefugeestudentstoadjusttotheirnewclassroomsbyprovidingadditionalfunds (1 day per week) to employ the ESL teacher,employment of an SLSO who could speak Arabic (1 dayper week) and financial support to enable students toparticipate in school excursions, including the swimmingscheme. A number of educational resources were alsopurchasedtoaidstudentsintheirunderstandinganduseofEnglish, including6new i-pads thathadprograms thestudentscouldusetopractiseEnglishintheirclassrooms.Ourmanydifferent cultureswere celebrated and valuedthroughouttheyearatFMDSintheclassroomsespeciallythrough COGS and HSIE units. During Harmony weekstudents ineveryclassdiscussedthemeaningof living inharmonywitheachotherandenjoyedactivitiesfromtheHarmonyDaywebsite.Stage3studentsenjoyedlisteningto a speaker from a different religious background(Muslim)fromourlocalcommunity.Anti-Racism activities were included in our PD groupswhereour studentsexplored thebenefitsof valuingandaccepting others as people no matter what culture,languageorbackgroundtheyhavecomefrom.

TeachingStrategies

8.6 Learninggoals,feedback,clearexpectationsofstudents,arangeofteachingstrategiestosupportthefullrangeofstudents

Technology 8.1 Useoftechnologytosupportstudents’learning

InclusiveSchool 9.2 Adjustingtheclassroomprogramtomeetthelearningneedsofallstudents

Parentinvolvement

8.1 Informingstudentsabouttheirchildren’sprogress,buildingpartnershipswithparentsaroundtheirchildren’slearning

Otherschoolprograms

FMDS-“High-ValueAddSchool”FMDwas identified in2015asa ‘highvalue-add school’.Between 2010 and 2014, our school is one of 36 NSWschools that has contributed most to growth in ourstudents’learning.The study identified effectivepractices common toNSWgovernmentschoolsthatachievedhighgrowthinNAPLANbetween 2010 and 2014. These High Value-Add (HVA)schoolsshowedastrongpositiveinstitutionalculturethatemphasised academic, professional and personaldevelopment and strong engagement among students,teachersandtheleadershipgroup.

The aim of this study was to explore the key drivers ofschool improvement that were common across HVAschools. A robust value-added approach was used toidentify36NSWgovernmentschools(20primaryschoolsand 16 high schools) that made a particularly strongcontribution to student NAPLAN growth from 2010 to2014. Value-added measures of school performancecontrolforimportantcontextualfactorsinestimatingthecontribution that a school makes to growth in studentachievement.Quantitative datawas analysed to identifywhetherHVAschoolshadhigherlevelsofpositivestudentbehaviour, higher student engagement and morefrequent use of effective teaching practices. Staff fromtheCentre for Education Statistics andEvaluation (CESE)alsointerviewedschoolleadersandteachersin14schoolstounderstandimprovementdriversintheirschools.

Drivers of school improvement are complex and contextspecific. However, this research found that HVA schoolssharedacommonfocusonsixkeypractices:

•effective collaboration among staff, engaging andsharingrelevantprofessionallearning

•settingwhole-schoolgoalsandstrategiesforchange

•usingexplicitandeffectiveteachingstrategies

•creating an environment that promotes learning andhighlevelsofstudentengagement

•settinghighexpectationsforstudentachievement.

Studentleadership

The SRC met regularly throughout 2015. It consisted offorty five active and engaged students, including SchoolPresidents, House Captains and Class Representatives.TheSRCprovidedaforumwhereallstudentvoiceswerevaluedandheard.TheSRCraisedandacteduponmattersof concern from the student body, with the SchoolPrincipal. Issueswere discussed and possible resolutionsputforward.

Itwasaveryproductiveyearwithanumberofsuccessfulfund raising venturesundertaken, supporting school andcommunity needs. This included a book swap stall andphotobooth,andassistingtheP&Cwithrafflesanddiscoorganisationandanenvironmentauditacrosstheschool.

The School Presidents attended the ANZAC Day DawnService and the School’s Commemoration Service at theWollongong Cenotaph. The Presidents were involved intherunningofstage,wholeandspecialschoolassemblies.

This year for the first time, Year 6 were involved in aprogram called ExploreDiscoverAct. They activelyparticipated in leadership exercises and cooperativechallenges. It successfully supported our student’sleadershipjourneyinYear6towardhighschool.

Achievementsinthearts

FairyMeadowisactiveintheareaofPerformingArts.Wehave a Senior and Junior Choir comprising ofapproximately 100 students from across Stages 2 and 3.OurchoirsperformattheRegionalChoralFestivalandatlocalcommunityeventsasrequested.

AnotherthirtyofourstudentsfromYear2to4aregiventheopportunitytorepresentFMDSintheIllawarraDanceFestival. Students commit to regular rehearsal timeswhich, culminates with performances at the PerformingArtsCentre.

In addition thirty of our senior students form the FMDSgroupofdancersthatperformsaspartofamassitem,atSouthern Stars each year. This event takes place at theWINEntertainmentCentreoveranumberofdays.

All of our senior students are given the opportunity toparticipate in the Community of Schools Keirabald artcompetition. Portraits are exhibited in an annualcommunityevent.

These opportunities enable our students to developstrongschoolandcommunityspiritandtobecomepartofateam,buildingself-esteem,peersupportandasenseofachievement.

AchievementsinSportStudents at F.M.D.S. were offered a variety ofopportunitiestoparticipateinphysicalactivity,todevelopFundamentalMovementSkillsandtocompeteinarangeof sports at the school level and within the PSSAstructure.Stafftaughtfundamentalmovementskillslessons,guidedby our K-6 Fundamental Movement Skills Scope andSequence. The Scope and Sequence outlines aprogression of skills that are to be learnt and practisedthroughout primary school. Students across all stagesdeveloped Fundamental Movement Skills during regularPE lessons. In Stages 2 and 3, PE lessons werecomplemented by House Sport, which allowed studentsthe opportunity to practice these skills. Students weregiven further opportunity to participate in non-threatening competitive sport atBrokersDistrict Cricket,Netball, AFL and Dragon Tag Gala Days held throughouttheyear.StudentsfromourSupportUnitparticipatedintheSportsReady program, an initiative of the Disabilities Trust,duringTerms1,2and3.

Ourswimming,crosscountryandathleticscarnivalstookplace during the first semester. Our schoolrepresentativesgaveastrongshowingatBrokersDistrictcarnivals.SeveralstudentsprogressedtotheSouthCoastand State carnivals. Many students trialled for Brokers,Zone and SouthCoast PSSATeams. Twoof our studentsrepresentedSouthCoastSSAatStatecarnivals.DuringTerm4oursuccessfulRecreationalSportsProgramcontinued.Theprogramallowedstudents inStage2andStage 3 a chance to choose a sport of interest thatmaynotbecateredforinourregularsportsandPEprograms.The program also serves as a gateway for students toparticipate sports offered by local sporting organisationsand businesses. Our Early Stage 1 and Stage 1 studentsparticipatedinaHotShotstennisprogramrunbyoneofour local tennis coaches during Term 4. We thank thelocalorganisations,coachesandbusinessesthatprovidedtheirservicesandfacilitiesforthebenefitofourstudents.AlargegroupofstudentsattendedtheannualSwimmingandWaterSafetyProgramofferedbytheDepartmentofEducation and Training. The two-week program allowedstudentstolearnvitalswimmingandwatersafetyskillstohelp reduce childhood drowning and increase student’senjoymentofaquaticactivities.Our school entered teams in several NSW PSSA sportscompetitions. We were proud of the efforts and goodsportsmanshipdisplayedbyourschoolrepresentativesinallsportingteams.(Mr.MichaelDill)

PositiveBehaviourforLearning

In terms 1 and 4 students participated in PeerDevelopment Groups (PD Groups), a weekly programbasedonexplicit teachingofthePBLmatrix,anti-racism,resilience,anti-bullyingandpeer interactions.PDGroupsrunatawholeschoollevelwherestudentsaremixedintogroups of all grades, supported by senior students whohave the opportunity to develop leadership skills byrunning activities during these sessions, guided byteachers.

The PBL team meets fortnightly to ensure the effectiveimplementation of Positive Behaviour for Learning at awhole school level. In 2015 FMDS undertook a SETanalysistoevaluatethesuccessfulimplementationofPBLatFMDS.Theschoolscored100%in5of7areasincludingclearlydefinedbehaviouralexpectations.TheresultsfromthisauditenabledthePBLteamtodevisetheActionPlanrequired to both continue to implement those areassuccessfully are address other target areas into 2016.Moving into 2016, Fairy Meadow will continue toimplement all current aspects of PBL in addition tomoving towards an external coaching role to supportotherschoolsto facilitatePBLandthetrainingofstaff inchangestoTier2andTier3interventionsystems.

PBL has been successfully implemented at FMDS since2008asitissupportedatawholeschoollevel,byallstaff,whovaluetheprinciplesandsystemsofthemodel.FMDSis excited to continue to demonstrate excellence in thisareainto2016andbeyond.(Mrs.PipFenwick)

ReadingRecovery

ReadingRecoveryhascontinuedtoassistYear1studentswho are in need of extra support in lifting their readingand writing levels to that of their peers. Studentsparticipating in the program have intensive one on onedaily 30 minute lessons for up to 20 weeks to providethemwitheveryopportunitytoreachgradeexpectations.ReadingRecoverystudentscontinuetobemonitoredanddatacollectedastheyprogresstoYear2andYear3.

In 2015 four students each daywere able to access theprogram. In 2016 a new teacher will be trained in theReadingRecovery theories,whichwill furtherstrengthenour school resources in supporting all students’ literacyachievements.(Mrs.KarenWyres)

FMDSPre-School

We endeavour to develop a program that will help thechildren develop their emerging autonomy, inter-dependence, resilience, sense of agency and skills thatwill help them settle and cope with their transition toschool the following year. This is delivered through playusingtheEarlylearningFrameworkasaguide.Duringfirstterm we concentrate on fine motor skills, socialisation,getting the children used to routines in pre-school andlearningtoshareandmakefriends.Fromthesecondtermonwardswefocusonthechildrenlearning the first aspects of literacy, numeracy andincorporating the Munch and Move Program into oureveryday programme. We create teacher led activities,sciencebased,thatmaystimulatethechildrens’interests.Wealsouseobservationsofindividualchildrentodevelopactivitiesthatcatertotheirinterestsandneeds.Oneofourgoals lastyearwastocontinuetofurtheroureffortstointegratewiththemainschoolthrough:

• JoiningKindergartenfordance

• Goingtotheschoollibrary&BookweekParade• Doingaschoolitemfortheinfantsassembly

• Joiningtheschoolintheirgroupsinging• JoinedintheEasterParade&ChristmasConcert

• RemembranceDayassembly

We had special days: We had a pirate day when weinvited the parents and grandparents to come and visitand had activities and a morning or afternoon tea. Wehad the NSW Premier Pets program visit. We joined inwiththe“NationalSimultaneousStorytime”We invited the parents to come into the pre-school andshareatalentorreadastorytous.Wehadtwoparentsjoin in. One came and did a craft activity and the othervisitedandreadabookthattheirfamilyenjoyed.(Wefindthat the parents find it harder to participate asmore ofourfamiliesworkfull-time.)We had Matilda’s Farm come as part of our Christmasparty.(Mrs.CharmaineWahltuch)

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