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Papunya School

Annual Performance Report to the School Community

2014

DEPARTMENT OF EDUCATION

Papunya School

2014 Annual Performance Report to the School Community

School Overview Our School Papunya School is located in the community of Papunya, 240km west of Alice Springs. The population is approximately 350 and the main language spoken is Luritja.

Papunya is a creative and dynamic community, which has produced many firsts. It is the birthplace of the Papunya Tula Art Movement in 1971, and the home of Warumpi and Tjupi bands. Many contemporary Indigenous bands perform and record in the Papunya recording studio. The school and the community are still impacted by the legacy of a five-year period of extensive petrol sniffing in the 1990’s.

Papunya School provides education from early years to senior years. Students enter the school speaking and understanding only Luritja. The Indigenous assistant teachers bridge the worlds of home and school and play a vital part in the learning process.

Papunya has been identified as a Territory Growth Town (TGT) under the NT Government's A Working Future initiative. TGTs will become towns with comparable services to other country towns in Australia. Papunya School caters for students ranging in age 0 to 17. A Family as First Teacher (FAFT) educator and an indigenous Families Liaison Officer (FLO) work with mothers and their children. The McDonnell Shire, through a partnership agreement between the Shire and the Northern Territory Department of Education & Children’s Services (DECS), operates a childcare facility in one corner of the school grounds. The building belongs to the school, but is maintained by the Shire. Transition and year one students are housed in Kiwinyi class with a teacher and indigenous assistant teacher, Year 2 and 3 students are housed in Kipara class with a teacher and indigenous assistant teacher, and Year 4, 5 and 6 students are housed in Ngaya class with a teacher and indigenous assistant teacher. Papunya School operated a Middle Years (MY) and a Senior Years (SY) programme for parts of the year. Due to staffing issues the MY and SY classes were combined in term 4. Our Staff The current Teaching Principal took up the position for Semester 2, 2014. In Semester 1, the TP role was filled by the Remote Schools Support Unit ESL Officer. Name Total Non-

Indigenous Indigenous

Teaching Principal (TP 2) Theo de Beer Pauline Parker*

1 1

Classroom Teacher Kristy Tabone Glenn Osborne*

6 6

Papunya School


Estella Page Nicole Holt*

Marieta de Beer* Gayle Sampson

Assistant Teacher Karen McDonald Charlotte Roberts

1.5 3

PH2 Mark Douglas* Dara Molloy*

1

AO3 Sally Sena 1 1 CSO (School funded) Joyce Dixon

2 3

ST1 FaFT Family Educator Julie Bates 1 1 AO4 FaFT Family Liaison Officer

Linda Lechleitner*

1 1

• TP2 – Pauline Parker filled this roll for term 1 and most of term 2. Jenny Carew, Mardi Haselton and others covered for one week stints in term 2.

• Glenn Osborne left at the start of the last week term 3. He did not return and the position was not backfilled due to uncertainty of his health and unavailability of a teacher to fill the position for 4 weeks at a time.

• Nicole Holt left early in term 2, but returned in term 3. • Marieta de Beer started in term 3 in a Stronger Futures position. • PH2 - Mark Douglas resigned at the end of term 1. • PH2 - Darra Molloy started in term 3, and then resigned midway through term

3. • AO4 FLO – Linda Lechleitner resigned beginning term 4. The position was not

filled. Our Students Papunya had an average roll of approximately 120 with a further 30 – 40 on the passive roll. Average attendance was approximately 65 across all age groups. High levels of transiency are impacting on attendance. Families often travel between Kintore, Mt Liebig, Haast Bluff and Alice Springs for family business, funerals, sports and shopping. Fridays are particularly affected as it is used as a travelling day. All students at Papunya are indigenous and mostly speak Luritja as their home language. English is spoken as a second or third language. Almost all students are ESL (98%).

Papunya School


Teaching and Learning

All students demonstrate improved literacy / numeracy skills and knowledge

A 3% increase annually in the number of students meeting NMS for Literacy and Numeracy

• Teachers identify specific areas

to develop.

• Teachers develop clear learning

intentions and success criteria

for target areas.

• Professional development for

staff.

• Use technology – Mathletics /

Reading Eggs etc.

Baseline data was not available to accurately measure

progress. PM Benchmarking was done with most students

indicating varying degrees of progress.

Reading and greater support for students with special needs

were flagged as areas to develop in 2015.

Professional development around Visible Learning continued

and is beginning to influence classroom practice in some

classes. Greater awareness of the importance to communicate

LI and SC to students was evident and the use of Learning

Intentions was visible in some classes.

Professional development mainly focussed on SWPBS. No

external curriculum PD was undertaken.

Mathletics was used with success in some classes to support

the teaching of mathematical concepts. A number of online

programmes supported literacy and maths programmes.

All students engaged with the Australian Curriculum

Australian Curriculum being used effectively as the basis for program development and delivery from Transition to year 10

• Curriculum maps following

ACARA and NTCF are in use in

each class.

RSSU curriculum maps are used to direct programmes. MY & SY also used pre-vet programmes.

Develop and implement Visible Learning Action Plan to enhance student outcomes

Teachers communicating Mastery Skills, Learning Intentions and Success Criteria for English and Maths

• Embed the Visible Learning

pedagogical practices across

the school.

• Develop a shared and common

language to be used in

professional dialogue and in the

classroom.

VL pedagogical practices embedded to some degree in some

classes. Several changes in leadership have caused

inconsistencies and some confusion amongst staff. Effective

management of VL is a priority for 2015.

Access and use data sets from BIC, SAIS and Visible Learning to inform teaching and learning programs

• Initiate the understanding and

use of effect size to measure

impact on student learning

There appears to be a greater understanding of using data to

inform programmes rather than teaching to the textbook at

the year level.

Implement a systematic collection of student outcome data, including test data and quality classroom assessments

ACER PAT Maths and PAT Reading tests conducted with Year 1 – 10 students twice per year NAPLAN conducted each year

• Analysis of formative

assessment to drive learning • Share analysis with learners as

part of becoming assessment-

capable learners – showing

students their progress and

next step.

PAT Maths & PAT R testing were conducted in term 1 and 3.

Technical difficulties caused delays and some students were

not tested. Results showed some progress.

NAPLAN was conducted in term 2.

Some progress has been made to use formative assessment to

direct teaching. Attempts to communicate progress with

learners are becoming more common among some staff.

Low attendance percentages continue to be a concern as some

students do not attend enough to be assessed.

Papunya School


Wellbeing

Continual improvement in student attendance and retention. The school is a safe and supportive learning environment for all students and staff.

The school is a safe place, maintaining supportive learning environments

• Implement the School Wide

Positive Behaviours action

plan. • Staff make an effort to

welcome students. • Teachers create “time out

areas” where students can go

when feeling anxious. • Weekly incentive awards. • Set students up for academic

and social success through

academic and pastoral care

programmes

• Implement instant reward

programme.

Conducted mandatory reporting training at the start of term 1

and 3. Conducted sexual development training with MOS+

involving all staff and providers in term 4.

SWPBS training occurred in term 3 and 4 with Louise O’Kelly.

Action plan was partially implemented with varying degree of

success and buy in.

Weekly incentive rewards worked well, and CARE cards give

students the instant recognition when making good choices.

Focussing on where students are at and supporting their learning

from that point has taken away some anxiety and resulted in

increased academic success. The range of levels, high numbers in

class and absenteeism from Assistant Teachers have been a

challenge to consistently provide the support.

A range of providers (MOS+, DCF, Waltja, youth worker) were

involved in pastoral care programmes. Local elders were

regularly involved in providing support.

Improve % attendance across the school

• Work closely with the local

RSAS team.

• Develop programmes and

activities that are relevant

and interesting.

• Partnership with community

stakeholders / organisations

and agencies promoting

initiatives to improve

attendance

• Nutrition program –

Provision of breakfast,

morning tea and lunch.

• Staff develop a greater

cultural understanding and

awareness through

professional development.

• Develop appropriate cultural

and language programmes.

Attendance continued to be an issue, particularly on Thursday

and Friday when families travel to town, sports carnivals and

funerals. RSAS did not function well and relationships

deteriorated because of conflict between RSAS staff and some

school staff. RSAS staff appeared not to be proactive or worked

actively to get students to school. A clear divide between the

SATO (Outstation Mob) and the SAO’s (town mob) existed and

this was not helped by a number of changes in supervision from

Ngurutjuta (the service provider).

Nutrition programme continued to operate out of the school

kitchen and students were provided with breakfast, morning tea

and lunch.

Conducted staff training to improve cultural understanding and

awareness.

A cultural and language programme did not realise, even though

AT’s were encouraged and supported. AT’s were supported

through Susan Moore who did 2 days of professional

development, including seeing how other schools implemented

their programme.

Positive behaviour management and effective ‘Wellbeing’ programmes

• School Wide Positive

Behaviour Support is

embedded in the school.

• Develop individual learning

programmes, and support

programmes for students

with special needs.

Support for special needs students is limited and a number of

students with obvious traits and behaviours to support diagnosis

of FASD and ADS have not been diagnosed. Data about these

students is not always available and there is no one place where

information is stored. Most staff have adapted their learning

programmes to support the SN students in their classes despite

difficult circumstances. Special needs will be a priority for 2015.

Papunya School


Participation, Transitions and Pathways

Engage with national agenda for Early Years/ implementing the Early Years framework

Early Years Framework in the Early Years class

• Implementation of the Early

Years Framework in the Early

Years classes.

The FAFT programme was started, but the preschool

programme was discontinued. Both programmes are

needed in this community. Staff engaged with early years

framework

Develop effective transition programs that assist student movement through ‘Phases of Learning’

Early Years transitions gives carers and student a clear understanding of what to expect.

• Establish a preschool

programme for 2015.

• FaFT program participants are

transitioned to Preschool for

2015

• Develop a programme to

transition preschool aged

students, who are currently

participating in the FaFT

program, into Transition class

for 2015

Significant effort was put into communicating with families,

the clinic and drawing up a list of students who would enter

a preschool class in 2015. 22 students were identified. Due

to strained relationships between the FAFT and Transition

staff the transition programme did not occur as planned.

The transition programme exists on paper.

Develop programmes for phases of learning

Year 6 & 9 students transitioning to appropriate middle & senior years schooling options

• Identify and develop pathways

for middle and senior year

students in consultation with

the community, students, staff

and other agencies and service

providers.

• Discuss with families the

options available to meet the

individual student’s needs.

• Communicate future pathways

and why full engagement in

schooling is important with the

wider community.

Year 6 students engaged with MY/SY class twice to support

their transition.

A number of families expressed a desire to send their

children to boarding schools – Kormilda College, Adelaide

and Yirara College. Linda Brooks from Waltja organises

these.

Some discussions have taken place with families to discuss

future schooling options.

Due to being short staffed in term 4 the MY and SY classes

were combined.

Papunya School


Partnerships

Schools and community working together to improve educational outcomes for all children

Build positive partnerships with parents and carers to promote student learning

• Build community and family

participation in the School Wide

Positive Behaviours initiative so

that everyone takes ownership

and feels empowered to work

together on common goals for

Papunya learners.

• Engage parents / community

members in culture, language,

music and art programmes.

• Encourage parents to sit in class

and observe lessons.

• Displays of student work.

Parents are actively encouraged to participate and

engage in school activities, and be in class with their child

(ren), however this is not common culture and

community members generally demand to be

remunerated or rewarded before agreeing to engage.

Relationships between some staff and parents have

broken down, and the resulting conflict caused a lot of

tension. Some teachers have developed good

relationships with families. The general feeling among

parents have been hesitant. The inconsistency in

direction and leadership have been mentioned as a

reason why parents were not engaged in the school.

Education is not a priority for some parents / families

who will leave it up to the children to decide if they are

going to school or not. A major obstacle in the goal to

promote student learning is the challenging family life for

most students. Some student will sleep in different

houses each week and live with different family or

community members. Collaboration and developing trust

between the school and the community will have to be a

major focus for 2015.

Effective school and community partnership agreements in place

• Continue to develop the networks

with the providers within the

community – GEC, RSAS, RJCP,

MOS+, DCF, Health Services, Shire,

Clinic, Store, Mission Australia and

visiting support services including

Arm Tour and Jimmy Little

Foundation.

Papunya is inundated with visitors. The constant stream

of visitors demanding to be seen has been a constant

source of disruption. As a new principal to the school I

had to engage with all these providers to find out what

services are available to support my students and staff.

This issue has put a huge strain on my ability to support

staff, deal with issues and address systems. The

consistent turnover of staff in a number of agencies, the

tick box mentality of others, and the vagueness of some

have been very challenging to deal with. Some agencies /

individuals clearly had their own agenda that did not line

up with DoE / School policies or expectations. The fact

that some services doubled up and that communication

between agencies were non-existent put a further strain

on my time. Educating agencies to make appointments

and communicate effectively is an ongoing battle.

Improve community and parental awareness of school programs

• Parent-teacher meetings where

parents share their knowledge

and experience of children with

teachers and vice versa.

• Develop a school website.

• Fortnightly newsletters

• AT’s are involved and have a full

understanding of systems,

structures and programmes.

• Engage with community leaders /

stakeholders outside of the school

environment.

• Attend community meetings to

ensure the schools “voice” is

heard and seen.

Some progress has been made, but it is an area for major

development in 2015.

Papunya School


Leadership

High quality staff recruited and retained

Principal to gain ongoing mentoring to develop leadership capacity in line with DoE strategic plans

• Review, monitor and evaluate

school action plans – e.g.:

Attendance Plan, V.L Plan and

AOP

• Professional development

through the RSSU support

officers

• Regular contact with mentor –

Edward Duffel of Hearts Range

Jenny Carew & Edward Duffel have provided valuable and

much needed support.

Leadership opportunities provided and supported within the school by developing staff capacity

• Visible Learning professional

learning undertaken by all staff

• Staff are orientated to the V.L.

portal. Use this site to

nominate for available

professional development

opportunities. Monitor the V.L.

calendar. Identify professional

development opportunities that

align with the School V.L. Plan

• Professional development

through the RSSU support

officers

• Encourage and support

Indigenous staff to pursue

further studies.

• Building networks with

neighbouring schools staff.

Professional development around Visible Learning and

SWPBS continued. None of the staff were willing to take a

leading role in developing in any of these areas.

Implement Performance Development Framework

• All teaching staff to access and

complete the online tool

• Collaborative environment

focussed on supporting

aspirations and strengthening

areas of identified need

• Probation carried out in

accordance with DOE guidelines

and timelines

• Develop school based plan and

time line to support meeting

the Performance Management

Program (PMP)

No performance development programmes have been done

with staff in their time at Papunya. Staff were encouraged

to use the online tool, and most classroom teachers

completed this. This will be used as the basis for

performance management in 2015.

Probation for Marieta de Beer and myself was carried out

by Jenny Carew and Kim Omar in accordance with DOE

guidelines and timelines.

Efficient use of financial resources

Teaching Principal supported to grow understanding of school budgets and administrative requirements

• Professional development and

regular communication with

Michelle Ball

• Reflect on policies

Ongoing – with the introduction of global budgets more

support will be needed to be able to fulfil the

responsibilities that will placed on the school.

Papunya School


Improvement of facilities, equipment and network infrastructure within the school

• Develop a maintenance plan.

• Create a resource area for

storage of developing resources

• Create an effective teacher

resource/work space including

professional reading as well as

equipment and curriculum

resources.

• Share resources with nearby

schools to make more effective

use of monies available.

• Plan for school excursions

• Budget and plan for

engagement in Pre-VET

• Funding of School Wide Positive

Behaviours initiative

• Funding of Visible Learning

professional development

• Running costs of school-owned

troop carrier

• Planning for learning at the end

of each term to be reflected in

budget so that appropriate

resources are accessed to

support learning for each term.

The buildings and terrain is

substantial, but old and in desperate

need of maintenance. No

maintenance plan was in place. There

is no PH2 or cleaner. A PH2 was

employed for a short time, but he

resigned after a few weeks.

Maintenance and cleaning has been

done by me and Marieta de Beer

before and after school and over

weekends. In the latter stages of term

4 RJCP were contracted to do some

maintenance and cleaning.

Due to a partial upgrade in the

administration building staff now

have a better workspace and kitchen

facilities.

A number of excursions were

undertaken (Bush trips, Alice Springs

and Sydney) and students and staff

benefited greatly. Attendance in the

senior end of the school was

constantly high due to the attendance

requirements of these excursions.

MY and SY pre-vet programmes and

school wide programmes (VL, SWPBS)

were adequately funded.

Papunya School


ATTACHMENT A

Audited Financial Statements

Papunya School


Papunya School


ATTACHMENT B

NAPLAN data Year Level 3

2009 2010 2011 2012 2013 2014

Grammar

School Mean Range 206 - 296 108 - 169 179 - 215 166 – 290 78 - 479 -23 - -23

School Mean 251 138 197 228 279 -23

NT Mean 316 311 313 315 338 326

Aust Mean 420 417 421 424 428 426

Numeracy

School Mean Range 165 - 259 204 - 229 321 - 351 173 - 285 313 - 391 256 - 299

School Mean 212 217 336 229 352 278

NT Mean 322 329 338 323 332 338

Aust Mean 394 395 398 396 397 402

Reading


School Mean 236 121 91 232 344 165

NT Mean 322 329 323 332 339 332

Aust Mean 411 414 416 420 419 418

Spelling


School Mean 228 226 234 245 326 184

NT Mean 305 300 303 337 327 327

Aust Mean 405 399 406 414 411 412

Writing (Persuasive)

School Mean Range - - 89 - 193 125 - 206 241 - 395 95 - 95

School Mean 141 166 318 95

NT Mean 330 323 320 318

Aust Mean 416 416 416 402

Papunya School


Year Level 5

2009 2010 2011 2012 2013 2014

Grammar


School Mean 316 108 288 281 241 170

NT Mean 415 397 400 394 423 419

Aust Mean 500 500 499 491 501 504

Numeracy


School Mean 368 309 371 324 373 421

NT Mean 430 422 424 418 422 423

Aust Mean 487 489 488 489 486 488

Reading

School Mean Range 285 - 350 -20 - 352 125 - 212 268 - 308 330 - 394 102 - 219

School Mean 317 166 168 288 362 160

NT Mean 421 412 403 405 437 426

Aust Mean 494 487 488 494 502 501

Spelling


School Mean 299 318 302 312 339 366

NT Mean 411 409 393 413 413 422

Aust Mean 487 487 484 495 494 498



School Mean 256 216 337 200

NT Mean 397 391 386 380

Aust Mean 483 477 478 468

Papunya School


Year Level 7

2009 2010 2011 2012 2013 2014

Grammar

School Mean Range 59 - 482 - 219 - 326 214 - 394 322 - 390 121 - 121

School Mean 271 273 304 356 121

NT Mean 465 460 457 476 442 465

Aust Mean 540 535 532 546 535 543

Numeracy


School Mean 386 391 372 456 412

NT Mean 485 487 481 475 477 484

Aust Mean 544 548 545 538 542 546

Reading


School Mean 381 219 413 387 132

NT Mean 483 488 480 474 469 479

Aust Mean 541 546 540 542 541 546

Spelling


School Mean 348 351 400 387 344

NT Mean 466 469 462 464 467 462

Aust Mean 540 545 538 543 549 545



School Mean 210 221 342 164

NT Mean 446 435 418 416

Aust Mean 529 518 517 512

Papunya School


Year Level 9

2009 2010 2011 2012 2013 2014

Grammar

School Mean Range - - - 389 - 447 500 - 500 169 - 211

School Mean 418 500 190

NT Mean 513 513 507 515 498 507

Aust Mean 574 579 572 573 573 574

Numeracy



NT Mean 540 530 529 532 523 532

Aust Mean 589 585 583 584 584 588

Reading



NT Mean 526 524 526 516 528 522

Aust Mean 581 574 580 575 580 580

Spelling



NT Mean 509 514 516 506 519 509

Aust Mean 576 579 581 577 583 582




NT Mean 492 472 470 463

Aust Mean 566 554 554 550

Papunya School


ATTACHMENT C

Student Enrolment, Attendance and Learning

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