whalan public school annual school report our school at a glance students the majority of whalan...

Whalan Public School

Annual School Report

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Our school at a glance

Students

The majority of Whalan students live in the local community, although some preschoolers and many students in support classes travel from further afield.

In February 2012 the student population included 166 boys and 152 girls from Kindergarten to Year 6. In addition to 14 mainstream classes, we have 5 regional support classes for children with identified special needs. The support unit includes 2 classes for children with mild intellectual disabilities, 2 classes for children with moderate intellectual disabilities and an Early Intervention class. Our preschool provides one full-time class and two part-time classes, and caters for 60 children in the year before they begin Kindergarten. A supported playgroup also operates within the school.

Twenty three percent of students are Aboriginal and 25% of students come from a Language Background Other Than English (LBOTE), with Samoan students accounting for 15% of the K-6 student population. Of the 18 different language backgrounds the main ones are Samoan, Tongan, Tagalog, Hindi, Arabic and Urdu

Staff

Whalan Public School has 43 teachers, including a regional vision team of 5 teachers and a school counsellor position. The teaching staff includes a number of early career teachers, experienced part-time teachers who work mostly in support positions, and 11 temporary teachers. The school also has 15 ancillary staff, including 10 School Learning Support Officers (SLSO), mostly filled by permanent staff. We also have an Aboriginal Education Officer, a part-time General Assistant and 3 Administration staff.

Significant programs and initiatives

Whalan Public School has participated in equity programs over a number of years to support student learning by providing quality teacher professional learning and through the implementation of successful and innovative

school learning and engagement programs. This is the second year of our participation in the National Partnership Program for Low SES Schools. Literacy and Numeracy are significant priorities along with student and community engagement strategies.

This year our ongoing literacy work with academic partner Associate Professor Brian Cambourne has focused specifically on spelling. This whole school action learning program has led to a rich literacy culture.

In terms 1 and 2 we worked with a Mathematics consultant to improve students’ problem solving abilities. Preschool to Year 2 teachers also worked with a local speech therapist to increase their ability to support speech and language skills development of young children.

We also officially launched the Stephanie Alexander Kitchen Garden program with gardening and cooking classes for Years 3 to 6 beginning in May.

The Active After School Sports program continued this year, providing Years 3 to 6 students with the opportunity to participate in structured physical activity on a weekly basis.

In the first semester classes also participated in Harmony Day activities which were linked to our school Positive Behaviour for Learning (PBL) rules, culminating in the Whalan Olympics celebrations. The day concluded with a medal ceremony to promote Joy of Effort; Respect of Others; and Fair Play. Community attendance at this whole school event was outstanding, with over 100 parents and other family members joining in the sporting events and celebrations.

In term 4 staff and students worked diligently to produce the biennial Whalan on Canvas art show, an exhibition of various artworks produced by all students from Preschool to Year 6.

In 2012 the school continued to work with Mission Australia and Graciedes Cottage to provide community access to a range of local support agencies, after school activities and a supported playgroup

This year our school was also selected to participate in the Early Action for Success program, which provides ongoing professional learning support in literacy and numeracy.

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Student achievement in 2012

While many of our Year 3 students did not meet Regional or State targets in NAPLAN, an analysis of numeracy growth rates from Year 3 to Year 5 showed greater than State growth by 15 points. 90% of Year 3 students performed at or above the minimum standard in writing and 79% of Year 5 students achieved at or above the minimum standard in numeracy. Further information is provided in Academic Achievements on page 8.

Principal’s message

2012 has been a year of outstanding achievements. This was the second year of our participation in the National Partnership for Schools in Low SES Communities, with an ongoing focus on staff professional learning in literacy and mathematics. This Annual School Report includes detailed information about specific programs and school achievements.

Our P&C have taken over the running of the canteen and worked extremely hard to raise enough funds to purchase air conditioning for all classrooms. The canteen has become a hub of community activity and support.

The National Year of Reading was the ideal time to reinvigorate our home reading program with the purchase of an array of high quality children’s literature for each classroom, and accompanying paraphernalia. The Twilight Tales launch and Pyjama Day with children’s author Deborah Abela was extremely successful. Deborah Abela also visited the school throughout the year to conduct writing workshops with Years 3 to 6 classes. We also continued the Books in Homes program with guest speakers: author James Roy; paralympian Sarah Stewart; and illustrator Marjorie Crosby-Fairall.

The Stephanie Alexander Kitchen Garden program (SAKG) moved from the planning stage to a reality this year. With the assistance and expertise of our Garden and Kitchen Specialists and volunteers, students now maintain a substantial harvest garden and orchard. They also learn about nutrition in a highly functional kitchen, in which they prepare and sample meals made using fresh vegetables and herbs.

Favourite recipes are shared via the school newsletter and classes even cooked their own Christmas dinner. We hosted a bus tour for over

fifty educators and our facilities will be used for SAKG training next year

During an educational review in November our community and staff were praised for their strong, supportive relationships and ongoing commitment to excellence, equity and humanity. This only happens with hard work, trust and an enduring focus on meeting the needs of students. Thank you to all families for the open and honest way you have worked with us this year.

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.

Jo-Ann Lock

School context

Student information

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

Student enrolment profile

In 2012 there were 318 students enrolled in classes from Kindergarten to Year 6 with another 60 children enrolled in preschool classes. There has been a slow but steady decline in enrolments over the last ten years although kindergarten numbers have increased over the last three years and this positive trend is expected to continue.

Gender 2007 2008 2009 2010 2011 2012

Male 222 211 196 180 176 166

Female 198 186 163 166 155 152

0

100

200

300

400

500

2007 2008 2009 2010 2011 2012

Stu

de

nts

Year

Enrolments

Male Female

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Student attendance profile

The average attendance rate in semester 1 2012 was 88.1%. However this increased to 89% in semester 2 giving us a yearly average attendance of 88.725%, which is an increase of nearly 1% on 2011 figures. The average attendance rate for Aboriginal students is 87.3% which is the best rate since 2007

Student attendance has improved for the third consecutive year.

Semester 1 attendance by year

Year 2009 2010 2011 2012

K 82.3 88.8 88.5 88.2

1 81.6 88.6 86.9 86.7

2 82.8 90.2 88.1 89.6

3 87.0 90.1 88.8 86.0

4 84.7 91.3 87.7 88.1

5 91.9 93.4 89.8 87.7

6 87.0 91.5 90.2 90.9

Total 85.3 90.5 88.5 88.1

Management of non-attendance

While a significant number of students showed improved attendance rates in 2012 a small cohort had particularly low attendance patterns.

Strategies to manage non-attendance included: teachers phoning home after two or more consecutive absences; reminder notes when an absence is unexplained; newsletter articles about the legal obligation for students to attend school; weekly attendance awards; semester lunch with the Principal for students with 100% attendance or significantly improved attendance and few partial absences; newsletter information about school and grade improvements in attendance and reductions in lateness.

A number of families participated in attendance conferences with the regional home school liaison team to address chronic absenteeism. To assist families in meeting legal obligations and to build an expectation of high student attendance this is an ongoing target. See 2013 School Priority 3 for detailed information.

Staff information

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

Equity funds and funding to support students with additional needs has been used to employ six additional teachers and 2.4 school learning support officers. These numbers are additional to the staff establishment table.

The National Education Agreement requires schools to report on Indigenous composition of their workforce. Three Aboriginal staff members are employed at Whalan Public School, in ancillary and support roles. Included in this number is our Aboriginal Education Officer.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 94%

Postgraduate 6%

Staff establishment

Position Number

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teachers 7

Itinerant Teachers Vision 5

Teacher of Mod. Intellectual Disabilities 2

Teacher of Mild Intellectual Disabilities 2

Teacher of Early Intervention Students 1

Preschool Teachers 2

Release From Face to Face Teacher 2.412

Support Teacher Learning Assistance 1.9

Teacher Librarian .8

Teacher of ESL .6

Counsellor .6

School Administrative & Support Staff 13.422

Total 44.734

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Staff retention

At the end of 2012 Assistant Principal, Julie Oliver left Whalan for employment elsewhere within the Department of Education and Communities. Our Librarian, Toni Verity retired, and Mrs Tamsett and Mrs Murphy continued their maternity leave.

Whalan Public School Class Sizes in 2012

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2012 Class Size Audit.

In order to maintain low class sizes and to establish stage teams Years 3 to 6 students are grouped in composite classes. As a school with a relatively transient student population the stage team structure ensures flexibility of placement for new students. The support unit includes multi-grade classes with enrolments determined at a regional level.

Structure of classes

Class Year Total per year Total In class

KK K 16 16

KN K 17 17

KP K 18 18

1J 1 15 15

1M 1 14 14

1S 1 15 15

2M 2 17 17

2V 2 17 17

K-3H K-3 ---- 10

2-6S 2-6 ---- 10

3/4C 3 12 24

3/4C 4 12 24

3/4G 3 11 24

3/4G 4 13 24

3/4M 3 10 23

3/4M 4 13 23

3-6D 3-6 ---- 18

3-6M 3-6 ---- 18

5/6B 5 13 22

5/6B 6 9 22

5/6O 5 9 24

5/6O 6 15 24

5/6P 5 11 23

5/6P 6 12 23

Although not included in this table we also have three preschool classes and an early intervention class for preschool children who require extra learning support prior to Kindergarten. One of the preschool classes offers full-time attendance to Aboriginal children and local Whalan children. The other two classes cater for children who attend the preschool on a part-time basis.

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 30/11/2012

Income $

Balance brought forward 367250.57 Global funds 332851.43 Tied funds 485668.29 School & community sources 41173.23 Interest 15570.25 Trust receipts 14264.95 Canteen 0.00

Total income 1256778.72

Expenditure

Teaching & learning Key learning areas 27887.81 Excursions 27291.61 Extracurricular dissections 77370.18

Library 3306.86 Training & development 576.95 Tied funds 528720.47 Casual relief teachers 38188.52 Administration & office 83644.86 School-operated canteen 0.00 Utilities 67541.98 Maintenance 34009.68 Trust accounts 13532.15 Capital programs 23170.76

Total expenditure 925241.83

Balance carried forward 331536.89

Further details concerning the school financial statement can be obtained by contacting the school.

The balance of funds carried forward at the end of November 2012 includes tied funds which are committed to casual salaries and unpaid orders. Of the remaining funds $66 500 will be used to purchase iPads and XO computers for student use and 2 classroom interactive whiteboards.

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School performance 2012

This section of the report provides an overview of learning opportunities the school provides and student achievement in a range of areas.

Achievements

Arts

Visual Arts

We have had a very successful and productive year with our Visual Arts program. A group of students visited the Art Gallery of New South Wales to view the most significant exhibition of Picasso’s art ever held in Australia. More than 150 important paintings, sculptures, prints and drawings created by Pablo Picasso (1881–1973) came from the artist’s personal collection – works he was determined never to relinquish. The student’s knowledge of the exhibition after their visit was most inspiring.

The school once again entered four student artworks in Operation Art for the children’s hospital at Westmead, and Tahlia’s artwork was chosen to be included on the Teacher’s Resource CD. The school also sent over eighty children’s artworks to be hung in the Olympic Athletes Village in London during the Olympic Games to wish the athletes good luck and to help our athletes feel at home whilst in London.

We held our bi-annual 3 day art exhibition, ‘Whalan on Canvas’ in Term 4. Teachers and the Visual Arts teacher worked together with the students encouraging them to produce works that showed a sustained effort and the

implementation of the Visual Arts syllabus. The artworks showcased a range of students' work from preschool to Stage 3. Students used a variety of media, such as sculpture, ceramics, drawing, painting, photography and collage, producing a high standard that expressed creativity, originality and individuality. Once again the local community showed strong support by attending and purchasing artworks from this wonderful event.

Choir & Music Count Us In

The choir included students from Kindergarten to Year 6. They rehearsed regularly throughout the year and displayed an enthusiastic and positive attitude. They performed at the Education Week Public Performance at Westfield Mount Druitt with the school’s drumming club and at numerous whole school end of year assemblies.

For the first time Whalan participated in Music Count Us In which gave children of all ages and abilities the opportunity to learn a song that they performed simultaneously with hundreds of thousands of students nationwide. We performed ‘Different People, Different Places’ and the students thoroughly enjoyed the occasion.

Senior Dance

Our senior dance group comprised students from

Years 4 to 6. The students worked hard to create

a hip hop dance to a popular dance song ‘Getting

Over You’. It was fantastic to see a large group of

students show their interest and dedication to

the art of dance. Our students auditioned again

for the Public Education concert, however were

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unsuccessful this year. This process was a great

experience for our students as it developed their

confidence and ability to accept feedback.

Our students also performed at the Christmas

Carols concert in December, where they learnt a

new dance to David Campbell’s version of ‘Jingle

Bell Rock’. Our talented students showed a

willingness to learn challenging and technical

choreography and participated with enthusiasm.

Sport

Netball

The junior PSSA netball team worked hard every week to improve their skills and work as a team. For many of them, it was their first time playing netball and they learnt the rules quickly. Juniors finished third in their pool.

The senior netball team worked closely with each other to devise strategies and understand their positions. The players displayed commendable sportsmanship all season. The senior team finished fourth in their pool.

Oztag

This year is the first year for PSSA Oztag in the Mt Druitt district, so both the junior and senior team were learning the game for the first time.

The junior team rapidly improved their skills. They encouraged one another, enjoyed the PSSA experience and won the grand final against Shalvey.

The senior team showed dedication during their games and communicated well on the field. They finished fifth in the competition.

Softball

The girls’ PSSA softball team demonstrated fantastic sportsmanship through the competition and worked brilliantly as a team to finish fifth in the table.

The boys’ team made it to the semi-finals but unfortunately due to the wet weather the game was cancelled and they were eliminated.

Soccer

There were two PSSA junior soccer teams. For many of the students this was the first time they had ever played the game. Each student

displayed great sportsmanship and developed their knowledge of skills and strategies. One junior team finished fourth and the other fifth in their pools.

The senior soccer team improved each week and finished fifth in the table.

Newcombe Ball

This year the PSSA junior newcombe ball team demonstrated excellent skills in throwing and catching and they improved their court coverage skills throughout the season. They made the semi-finals and finished fifth overall.

Rugby League

Whalan participated in both the Royce Simmons Shield (Years 3 & 4) and the Greg Alexander Shield (Years 5 & 6) Shield rugby league gala days hosted by Penrith Panthers. Both teams participated admirably and exhibited great sportsmanship throughout the competition.

Congratulations to Alomax, a Year 5 student who was selected for two Mt Druitt Zone PSSA Rugby League teams this year, the 11s and Open teams. Both teams were the Sydney West Champions at the end of the competition.

Zone Athletics Carnival

Whalan fielded a strong side of 39 competitors in the Mt Druitt PSSA Zone Athletics Carnival.

Four students achieved selection in the Sydney West PSSA Athletics Championships.

Zone Swimming Carnival

13 students participated in the school’s swimming trials and 5 students were selected to represent Whalan at the Mt Druitt PSSA Zone Swimming Carnival.

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Cross Country

One student qualified to represent Mount Druitt District at the Sydney West Cross Country competition.

Other

Senior Camp

In June Years 5 and 6 students and staff took part in a four day visit to Camp Crusader at Lake Macquarie. As this was a self-catering camp students and staff prepared and cooked all food and organized all activities.

The campers enjoyed fishing on the lake, bushwalking, rock climbing, archery, participating in a number of sport and team building activities, and sharing the time with their friends. They also enjoyed the evening activities which included a campfire and pyjama party. All students worked in the kitchen, preparing and cooking delicious snacks, meals and desserts for everyone to enjoy. At the end of the week they returned to school exhausted but very keen to do it all over again.

Junior Camp

In term 4 Stage 2 students travelled to Hazelbrook in the Blue Mountains to attend Camp Fletcher. We had beautiful weather both days. Stage 2 teachers attended the camp and ran the activities. Students created visual diaries of their stay, exercised and danced in the hall, and trekked to Horseshoe Falls. The bushwalk took students to a cave beneath the falls where

they found stalactites clinging to the rock ceiling and could feel the continuous drip of water that formed them. As the camp took place on October 31st, we had a Halloween themed evening, with a decorated hall and many of the staff in costume. Students formed teams and raced to ‘Pin the tail on the Black Cat’, put together a skeleton jigsaw and make a toilet paper mummy. Everyone had a wonderful but tiring time at Camp Fletcher, with many asleep on the bus ride home.

Debating

In 2012 Whalan Public School was invited to attend the Western Sydney District Debating Camp. Four Stage 3 students learnt about manner, matter and method when debating. The debating team proudly represented Whalan in the R.A Pickles Shield Debating Competition. The team was made up of twelve students ranging from years 4 to 6. The students attended workshops and weekly meetings to enhance their skills in speech writing, researching, elaborating on arguments and rebutting, all of which were used when competing in formal debates across the Mount Druitt district. The team received high praise from each adjudicator and showed wonderful improvements in each debate.

Public Speaking

In Term 2 four students represented our school at the Premiers Multicultural Public Speaking Competition which aims to heighten students’ awareness of multicultural issues. The students were selected after auditions at class and stage levels. Students presented both a prepared speech and an impromptu speech. Throughout the process the students showed improvements

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in their confidence and speech-writing skills. Their well-prepared speeches showed a strong understanding of multiculturalism.

Drumming

This year many students from K-6 participated in the lunch time Drumming Club. 10 students from Stage 2 and Stage 3 also devoted extra time and effort as part of the Drumming Performance Group. Together with the Choir they performed “The Lion Sleeps Tonight” at Mt Druitt Westfield’s Shopping Centre during Education Week and entertained a visiting preschool at our own preschool in Term 4. The students showed great flexibility and resilience in learning to play multiple parts and instruments including the djembe, bongo and glockenspiel.

Academic

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

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

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

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

Significant programs and initiatives

Aboriginal education

With an Aboriginal student population of almost 25% Aboriginal Education is a focus area for this school. We have also been included in the Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) group of focus schools. This has meant that in 2012 we participated in additional training in Mathematics and later in the year three staff participated in Connecting to Country, a three day cultural immersion program that provides cultural and historical information about the Darug people and their relationship with the land. Early in 2013 we will also take part in a Dare to Lead snapshot, which evaluates our school’s programs and initiatives in relation to Aboriginal and Torres Strait Islander education.

In 2012 we celebrated NAIDOC by including a number of stage specific lessons and activities in each class program. We also acknowledged NAIDOC during a student fashion parade of clothing designed and made by members of a local Aboriginal community group, and modeled by some of our Aboriginal students. This event was highly successful, extremely well attended and it will again feature during NAIDOC Week in 2013.

Student Personalised Learning Plans were evaluated this year by a regional evaluation team. While the results of the evaluation are yet to be released we will also conduct our own review of our PLPs in 2013.

Our newsletter for Aboriginal families has become very popular. It was renamed ‘Yarn Up’ and it is now published on a fortnightly basis, with more examples of student work, and more information of particular interest to Aboriginal families.

Please refer to the Progress on 2012 Targets (Target 4) section of this report for more detailed information-p12. School Planning 2012-2104 Priority 4 also gives detailed information on 2013 targets to improve outcomes for Aboriginal students.

Multicultural education

Our school celebrates Harmony Day in term 1 each year and we use this event to highlight the multicultural heritage of our community. This year our unit was called “Making Cultural

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

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Connections’. We also combined the event with a focus on the 2012 Olympics and the Olympic values. The Whalan Quarterly also includes student work about multicultural issues.

National partnership programs

Literacy Action Learning Model

During the last three years all teachers have worked on a whole school literacy action learning project with Associate Professor Brian Cambourne, from Wollongong University. The professional learning model was refined this year to provide stage leaders with information and skills that they could then customise to suit the professional learning needs of each group of teachers.

In 2012 the specific literacy focus area was spelling with staff working through a series of workshops and stage meetings to reflect, participate in dialogue with others and refine their practices in the teaching of spelling.

In July six of our ‘magnet teachers’ outlined details of their classroom work in literacy during two highly regarded presentations at the Australian Literacy Educators Association conference in Sydney.

Numeracy Professional Learning Project

In 2012 teachers also participated in a numeracy action learning program. NAPLAN data showed that student performance in problem solving was an area of concern and the action learning model was used to improve teachers’ skills in this area. A combination of whole staff sessions, stage meetings and in-class team teaching led to the following:

Focus on problem solving strategies across the school with common language and implementation of Newman’s hurdles. Problem solving is now more regularly integrated into lessons

Teachers are now much more confident in team planning for maths and have become more able to appropriately differentiate lessons to meet needs of their students

The Quicksmart program continued and was extended to stage 2

Unfortunately the numeracy professional learning project did not continue into semester 2 but will begin again in 2013.

Support classes

Our school offers a broad and inclusive program for children from Preschool through to Year 6. In addition to mainstream classes, we have regional support classes for children identified with special needs. They currently include two classes for children with mild intellectual disabilities, two classes for children with moderate intellectual disabilities and an Early Intervention class.

This year we have welcomed three new teachers to our support unit, Mrs Robyn Kneale, Mrs Greta Newell and Ms Tracy Day. They have joined our staff in the school’s continued focus on teacher professional learning, with each support class attached to a different stage team, based on students’ social and learning needs. Through this structure teachers create education programs that meet student’s individual needs, while being closely aligned to the content of mainstream classes. This can be challenging, and yet our teachers have shown commitment and flexibility.

The students in our support classes inspire others daily. Many of our students have represented the school in sporting and academic activities, as well as in leadership roles. We are proud of these achievements and the positive emphasis this brings to support children in the eyes of others.

Our students and teachers continued to utilise the Interactive White Boards and all support classes will be equipped with an IWB next year. We have also experimented with teaching and learning activities using iPad technologies, which are an engaging learning tool.

We have made some improvements to our IEPs this year to ensure that they reflect the ongoing learning and achievements of students. Many of our Aboriginal students also have PLP’s and our goal for next year is to combine aspects of each student’s PLP into their IEP, to include such things as their totem, family history and personal goals.

Student Leader Responsibilities

A team of 3 student leaders attended a series of project based workshops called the SEAT Project (Student Equity Advisory Team). The purpose of this project was to encourage student voice in the Western Sydney region.

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The students learnt how to identify an important issue in their school or local area, and were shown ways to assist them to become a voice in the community to raise awareness of this issue.

The students were shown how to make a video to promote their chosen issue, and developed skills designed to persuade and inform, as well as camera, body and voice techniques.

At school, the team met with the other student leaders and SRC, to make a 2 minute video on the chosen issue – Bullying and bystanding.

When the team returned to the SEAT workshop, they showed their video and were taught how to run a campaign to promote the issue.

The school leaders and Student Representative Council (SRC) created a campaign called ‘Bystander Awareness Day’. On this day, all students in Whalan Public School were involved in a series of activities to promote and teach strategies to combat bullying. Activities included making an anti-bullying banner, role play activities and decision making scenarios. The day concluded with an assembly to showcase the previously made video.

Other student leadership responsibilities include:

Assemblies. In 2012, school leaders hosted fortnightly primary assemblies, and often performed role plays to remind students of school rules and expectations.

Charity fundraisers. SRC and student leaders supported school fundraising through advertising, promoting it in class, making posters and organising money collection.

School Discos. SRC and school leaders organize discos, raising money for our P & C. They manage games, music, money collection, selling of items and advertising.

Formalities. School leaders host important assemblies such as ANZAC Day and Presentation Day. They escort and thank special guests on behalf of the school.

SRC. Meetings are held every fortnight. Students discuss items that need addressing and report back to their class or note class thoughts and opinions for the next meeting.

Preschool Achievements

2012 has been an exceptional year for Preschool. We have had a great deal of fun while strengthening our relationship with Wingarra Preschool, Doonside. We joined Wingarra Preschool again for NAIDOC Week celebrations. It was a wonderful opportunity to learn about Aboriginal culture and traditions, as well as recognise Uncle Gary’s fantastic boy’s dance group.

We reciprocated this visit by holding a Fun Day here at Whalan Preschool where Rooby Roo the reading kangaroo came to visit in amongst a wide range of activities to celebrate 2012 as the National Year of Reading.

A community Fun Day was also held at our Preschool in conjunction with Mission Australia, Children First and Early Words to Paint the Town REaD. Community shopkeepers, local Police and the Fire Brigade came to read stories with Preschool and community children. We had lots of fun playing percussion egg shakers to join in the sing-song with Craig and Rooby Roo too.

The wonderful work of our Transition to School personalised DVD’s that were created for our 2011 Aboriginal students moving to Kindergarten in 2012 was celebrated at this year’s Western Sydney Region Equity Symposium. Our Preschool Team Leader had the opportunity to share how the process of making the DVDs was undertaken and to talk about the relationships that were forged with the families involved. It was a well-attended presentation with positive feedback from local schools who are now inspired to make their own Transition to School DVDs.

Our dedicated staff ensured that we were well prepared for our Assessment and Rating day in July. As the first DEC Preschool in Western Sydney to undergo the Assessment and Rating process, it was very rewarding to have our hard work recognised. The assessors acknowledged the wonderful relationships between staff and children, our strong links with community and community agencies, and highly praised our efforts for our documentation, programming and reflections of learning.

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Progress on 2012 targets

Target 1

Increase by 5% the number of students K-2 that reach regional reading recovery targets.

Increase by 10% the number of Year 2 students achieving at or above syllabus standard in writing using the school’s writing rubric.

Decrease by 5 % the number of Year 3 and Year 5 students achieving in the bottom 2 bands in reading.

Our achievements include:

Ongoing provision of teacher professional learning with a focus on curriculum and pedagogy through work with an academic partner. The START strategy and K-6 editing code are now embedded across all Kinder to Year 6 classrooms.

Implementation of generic writing, talking & listening outcomes and writing rubrics.

Support for teachers in analysis of miscues during reading has led to improvements in students’ reading strategy selection.

Deconstruction of DEC literacy support documents has aligned with other professional learning in this area, enabling teachers to make connections between curriculum and practice.

Stage leaders have worked closely with teachers in their classrooms, modelling, observing and advising on literacy practices.

Catch Up Literacy program has achieved strong results across Years 2 to 3.

Teacher training on deconstructing the NAPLAN process to identify and teach component skills.

Twilight Tales initiative P-6 promoted reading at home with quality literature and paraphernalia to promote its introduction.

Use of cloze and proofreading strategies has provided students with skills to independently locate and correct errors in their work.

Employment of three extra classroom teachers and three extra support teachers has reduced class sizes, and additional

teacher support in literacy sessions has maintained the continuity of programs and student engagement.

Target 2

Decrease by 5 % the number of Year 3 and Year 5 students achieving in the bottom 2 bands in number.

Increase by 5 % the number of Year 3 and Year 5 students achieving in the middle 2 bands in number.

75% of all students K-2 will achieve all grade expectations in number.

Increase from 41% to 50% the number of students 3-6 achieving all outcomes in number for their grade.


Providing teacher professional learning opportunities that focus on curriculum and pedagogy.

All class teachers participated in in-class action learning with consultant (pre and post assessments; differentiating lessons) to deliver quality outcomes in the measurement strand.

All teachers implemented the learning frameworks in Addition & Subtraction, Place value, Multiplication & Division and Fractions with consultant support.

All teachers received training to integrate problem solving in maths lessons, differentiate learning, and program by linking strands.

Continuation of ‘Quicksmart’ program for targeted stage 2 and 3 students.

teacher training on the deconstruction of the NAPLAN process to identify and teach component skills and analysis in numeracy.

Employment of three extra classroom teachers to support literacy and numeracy programs through class size reduction and additional LST allocation.

Maths fun day P-6 each semester.

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Target 3

Decrease by 10% the number of students K-2 who maintain less than 90% attendance.

Reduce the number of suspensions for all students by 10%.

Reduce by 10% the number of suspensions of Aboriginal students.


Implementation of DEC attendance policy and procedures and the school’s attendance policy.

Early identification and follow up of students whose attendance is below 90% (continue to implement calls home after 1 or 2 days absence).

Revision of classroom based, weekly reward program by rewarding the class K-2 and 3-6 with the highest % attendance each week.

Rewarding good attendance each term with lunch with the Principal.

Embedding PBL universals in order to begin classroom systems implementation and adding school signage of PBL rules for all play areas and ‘out of bounds’ areas.

Communicating low-med-high level of behaviours and consequences to families via newsletters and the school website.

Themed social skills program with Circle time lessons developed and shared via the computer network.

Implementing ‘Whalan Public School’ units at the beginning of the year ‘Making Cultural Connections’ with an Olympics theme.

Developing the Stephanie Alexander Kitchen Garden project through employment of kitchen and Garden experts and implement ’Kitchen Garden’ program for students 3-6.

Maintaining the school reward system; classroom and playground referrals (STARS database) and use of outreach class/BASE for playground social skills.

Streamlining STARS process to better meet school’s needs.

Establishing effective partnerships with families to support learning by continuing

Community Hub activities with Mission Australia to engage and empower parents.

Improvement of school’s website for increased use by students and parents.

Target 4

80% Aboriginal students P-6 achieve all outcomes as documented in the Personal Learning Plans.

Reduce by 10% the number of suspensions for Aboriginal students.


Continuing to develop and embed Aboriginal perspectives across KLAs, K-6.

Ongoing implementation of personalised learning plans for all Aboriginal students.

Kindergarten to Year 2 teachers explored aspects of the 8 Aboriginal Ways of Learning pedagogy.

All targetted Aboriginal students participated in the Heartbeat program and in working with Anglicare workers.

A fashion parade coordinated by Anglicare and featuring Whalan Aboriginal students.

Establishing effective partnerships with families to support learning by continuing to develop personalised learning plans for all Aboriginal students K-6 and celebrating achievements with families and the broader community.

strengthened partnership with Pemulway AECG and Anglicare.

School evaluation

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out an evaluation of:

the impact of literacy and numeracy programs on student learning.

The effectiveness of personalized learning strategies in meeting the needs of individual learners

Practices in assessing, monitoring and reporting student learning

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The capacity within the school to lead and support change in literacy and numeracy learning

The impact of teacher professional learning in building teacher capacity to support literacy and numeracy learning.

Background

This evaluation was conducted in November 2012 by a regional Evaluation Support Team as a preliminary step for inclusion in the Early Action for Success program.

Consistent with practices in review activities conducted under the School Development Policy the following strategies were employed to collect information pertaining to the terms of reference. The strategies are listed below with the number of incidents of each given in brackets:

Classroom observation (21)

Document analysis (over 60)

Parent interviews (17)

Student interviews (15 groups of Years 1-6)

Staff interviews (21 teachers and SLSO staff)

The document analysis included school policy and planning documents, the School Plan, the Annual School Report, and teaching programs from several stages.

Findings and conclusions

General Findings:

Parents and students stated that staff are friendly and approachable.

The Executive, staff and parents commented upon the high quality and dedication of Whalan’s teaching team, and teaching staff consistently commented on the reward of teaching at Whalan Public School and that there was a high level of satisfaction with making a difference in this community.

Students value many of the learning opportunities provided in the school, but older students voiced their desire to increase access to and engagement with technology tools (e.g. iPads) to enhance their interactive learning experiences.

Students and parents reported that teachers adopt a positive approach to interactions

with students. This view was supported in observations of classes where positive interactions were consistently observed by members of the EST team. Students demonstrated understanding of expectations of their behaviour.

Specific Findings

Teachers at Whalan Public School, articulate a clear theory of literacy learning, as recorded in the school’s “Whalan Outcomes”.

There is commitment to resourcing the school for literacy and numeracy learning, and through National Partnerships the school has implemented a reduced class size model to support literacy and numeracy learning.

However the team also found that there was sometimes a difference between what was in teachers’ programs and the actual content of lessons. Also students were not always able to demonstrate their understanding of what was taught. In addition, higher order aspects of the Quality Teaching Framework were not always evident in lessons.

There was inconsistent access to quality technology tools in classrooms, with some teachers and classes using Interactive Whiteboards and computers, while other classes and teachers did not have this technology in their rooms.

The team acknowledged that the focus by the school on numeracy, did not match the focus on literacy (due to the need to terminate the maths professional learning program. This will be reintroduced in 2013 ).

Many staff at Whalan Public School wished to engage with further professional learning to develop best practice and build whole school consistency in the planning, programming and implementation of differentiated learning experiences K-6.

The school conducts regular formal and informal assessment of student learning. Teachers, students and parents were more aware of summative assessment practices for reporting rather than the formative assessment for teaching and learning.

There was a range of parent knowledge and understanding of student progress through formal reporting and interviews. In addition,

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parents expressed concern at their capacity to assist their children at home, and in what was required in literacy and numeracy learning for their child to improve.

Parents found the teachers approachable if they wished to discuss their child’s progress. Most teachers were prepared to speak to them before or after school and could readily provide specific information about their child’s progress.

Although STARS was identified as a tracking mechanism in the school, it was not being consistently or effectively used as a tool to record and monitor the progress of students. The school should develop a consistent whole school system for the collection and management of this data.

Whilst some teachers expressed their ongoing use of daily anecdotal observations and formative assessment practices to inform their teaching and assessment of students, this was not a consistent practice with all staff K-6.

The staff at Whalan Public School was identified by colleagues, students and parents as being dedicated teachers and an approachable executive team. Many staff commented on the approachability and support of their supervisor and the Principal. However the need to focus on student wellbeing impacts on the availability of educational leadership to develop, lead and monitor teacher capacity to enhance and sustain pedagogical practice in classrooms.

Stage planning meetings were generally endorsed as positive, collaborative, professional learning opportunities.

Staff members stated the desire and capacity to embrace change in teaching practice based on the QT Framework and 21st Century pedagogy to improve student-learning outcomes.

It was evident that teachers at Whalan Public School value the provision of professional learning. Many teachers indicated that they were prepared to engage in Teacher Professional Learning to meet their professional learning needs towards supporting quality literacy and numeracy teaching programs.

Parents were keen to attend workshops or seminars to assist their understanding of curriculum and equip them with strategies to better support their children, in both numeracy and literacy.

Future directions

The school will develop a consistent approach to programming, teaching, assessing and evaluation of literacy and numeracy learning across K – 6, linked to the relevant curriculums and 21st Century pedagogy. This will be supported by consistent communication mechanisms across all Stages.

The school team will continue to ensure that the individual learning needs of all students are met, irrespective of the availability of additional support structures.

The school will identify the systems required and implement the necessary platforms, to allow consistent tracking, monitoring and assessing practices for all students against the Literacy and Numeracy continuum and this will be used to develop and implement differentiated learning programs. Quality teaching and learning programs will address individual student learning needs in Literacy and Numeracy.

The school Executive, will facilitate a cohesive, whole school vision that supports the staff and whole school to devise and deliver quality programs in literacy and numeracy.

The school will continue to engage in professional learning directly linked to the achievement of literacy and numeracy targets, articulated within the one and three year school cyclical plan.

The school will mentor, monitor and support all teachers in their professional learning, including Early Career Teachers with their accreditation as required by the New South Wales Institute of Teachers.

Professional learning

In order to strengthen teacher capacity to improve student learning outcomes, in 2012 we provided professional learning opportunities focusing on curriculum and pedagogy with a particular emphasis on literacy and numeracy teaching, and student engagement.

School Development Day sessions included compliance training in Child Protection, OHS training, CPR and Emergency Care and a session on the Code of Conduct. All full-time staff took part in training on these days and most part-time staff also attended. Included in these sessions

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were the school counsellor, preschool teachers and the vision team. School Learning Support Officers, the AEO and administrative staff also participated in a range of workshops and training sessions.

The following opportunities for teacher professional learning were also provided:

ongoing workshop sessions about the Quality Teaching document and its implementation in the classroom.

Implementation of the school’s induction program and TARS process that includes professional learning logs, program supervision, classroom observations, bookwork collection and regular stage and individual meetings

action learning projects in literacy and numeracy, involving regular workshop sessions, stage meetings and ongoing action learning with support from maths consultant.

All teaching staff accessed a third hour of class free time each week to accommodate online learning courses, meetings with the teacher mentor, and sessions to work with stage supervisors. Online learning included: differentiation of lesson content for each class of students, ESL training, and a focus on the lesson study model.

Professional learning opportunities for staff aspiring to leadership positions included opportunities to relieve in executive positions, committee leadership (under school plan areas), attendance at regional leadership conferences, regional committee membership, and access to mentors.

In addition 12 teachers participated in 22 hours of after school training in ‘Effective Classroom Learning Environments’. The executive team participated in 20 hours of training in ‘Team Leadership for School Improvement K-12’. Two members of the executive team took part in a three day course ‘Great Leaders, Great Teams, Great Results’. Other professional learning included courses on assessment, teaching gifted and talented students, Aboriginal cultural training,

Preschool staff also participated in the DEC course ‘Though the Looking Glass’ which was conducted throughout the year to support

changes in preschool curriculum and the move to the national quality assessment and rating framework.

Eight new scheme teachers are currently working towards accreditation at Professional Competence level and six are maintaining accreditation at Professional Competence.

School planning 2012—2014

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

This year our school continued to participate in the National Partnership for Low Socioeconomic Communities program. This program provides additional funding over four years, to support school programs that improve student educational outcomes. Substantial funding is used to ensure that all staff are provided with ongoing, sustainable, collaborative professional development. Funds are also used to address our school priority areas and to employ additional teachers to improve student outcomes in literacy and numeracy.

School priority 1

Outcome for 2012–2014

Improve literacy outcomes for all students

2013 Targets to achieve this outcome include:

Increase by 4% the number of students K-2 that reach regional reading recovery targets

Increase from 48% to 60% the number of Year 3 students achieving at or above syllabus standard in writing as measured by the school’s writing rubric

Decrease by 5 % the number of Year 3 and Year 5 students achieving in the bottom 2 bands in reading.

Strategies to achieve these targets include:

Teacher professional learning opportunities focussing on curriculum and pedagogy

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Continuing work with academic partner to provide professional learning for teachers to develop deep knowledge and understanding of the Quality Teaching Framework and to identify and build on quality practice within the literacy block with a specific focus on writing.

continue to use WPS writing, talking & listening, reading and spelling outcomes

Implement writing rubrics in all classes

Provide ongoing support in analysis of student miscues during reading in order to improve students’ reading strategy selection.

Deconstruct the following literacy support documents: K-6 reading framework; Teaching Factual Texts; Teaching writing and other related DEC docs

Begin to implement National Curriculum

Continue to implement START and K-6 editing code

Stage leaders trained in the use of structured feedback to improve classroom practice in literacy, via school leadership program.

Continue to implement Catch Up Literacy program across Yrs 2-3

Employ SLSOs for literacy support in all S1-S2 classes

teacher training on deconstructing NAPLAN process to identify and teach component skills

Subscribe to Reading Eggs; Books in Homes P-6

Continue to implement Twilight Tales initiative P-6 and continue to resource Twilight Tales class boxes and paraphernalia

Replenish classroom Read Aloud kits

Maintain and build on ‘Reader in Residence’ program and promote increased student borrowing and greater community access to school library

Increased use of Beststart software to inform teaching and learning process K-6 and use of literacy continuum K-6 for assessment purposes to ensure consistency of teacher judgements.

employ 3 extra classroom teachers and 2.5 extra support teachers to improve Literacy and numeracy outcomes through class size reduction and additional LST allocation to stage teams. All K-2 stage teams include support staff and 2 senior teachers or executive to maintain continuity of programs and student engagement.

School priority 2


Improve numeracy outcomes for all students


75% of all students K-2 will achieve all grade expectations in number

Increase from 28% to 50% the number of students 3-6 achieving all outcomes in number for their grade

Decrease by 5% the number of Year 3 and Year 5 students achieving in the bottom 2 bands in number


teacher professional learning opportunities focussing on curriculum and pedagogy

All teachers continue to participate in in-class action learning with consultant (pre and post assessments; differentiating lessons)

All teachers implement the learning frameworks in Addition & Subtraction, Place value, Multiplication & Division and Fractions with consultant support

Continue to train all teachers to integrate problem solving in maths lessons, differentiate learning and program maths by linking strands – with consultant support

TPL using the action learning process to deliver quality outcomes in the measurement strand - with consultant support and through use of her website resources

Deconstruct the measurement support documents

Improve guided instruction and tracking of students using the numeracy continuum

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ongoing use of Newman’s Error Analysis in problem solving

Continue to implement ‘Quicksmart’ program for targeted stage 2 & 3 students

teacher training on the deconstruction of NAPLAN process to identify and teach component skills and analysis in Numeracy

begin to implement national syllabus documents

employ 3 extra classroom teachers to support Literacy and numeracy programs through class size reduction and additional LST allocation

Purchase resources to top up classroom maths boxes, particularly for measurement

Establish effective partnerships with families to support learning through a maths fun day P-6 each semester

School priority 3


Improve levels of student engagement and attendance


Decrease by 8% the number of students K-2 who are

achieving less than 90% attendance, ie from 44% in

2012 to 36% in 2013

Reduce the number of suspensions for all students by 10%

Reduce the number of suspensions of Aboriginal students by 10%


Implement DEC attendance policy and procedures and the school’s attendance policy

Early identification and follow up of students whose attendance is below 90% (continue to implement calls home after 1 or 2 day/s absence for targeted families)

Continue to implement classroom based, weekly reward program by rewarding the

class K-2 and 3-6 with the highest % attendance each week.

Reward good attendance with lunch with the Principal

Introduce PBL classroom systems implementation and communicate low-med-high level of behaviours and consequences to families

Themed social skills program with Circle time lessons developed and shared via the computer network.

Implement ‘Whalan Public School’ themed units of work at the beginning of the year

introduce Stop Think Do in classrooms

Embed ’Kitchen Garden’ program for students 3-6 by ensuring that it is more closely integrated with class programs and learning in all KLAs

Continue to develop the Stephanie Alexander Kitchen Garden project through employment of kitchen and Garden experts and community volunteers

Refine reward system with adjustments to criteria to receive Whalan medal; classroom and playground referrals (STARS database) and use of outreach class/BASE for playground social skills. Include parent sessions to explain changes to award system

Streamline STARS process to better meet school’s needs

continue Community Hub activities with Mission Australia to engage and empower parents

Begin to establish community gardens to produce culturally specific harvests.

Improve school’s website for increased use by students and parents.

School priority 4


Improve learning outcomes for Aboriginal students


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80% Aboriginal students P-6 achieve at least 75% outcomes as documented in the Personal Learning Plans

Reduce by 10% no of suspensions for Aboriginal students [Enter text here.]


Provide teacher professional learning opportunities focussing on curriculum and pedagogy with all staff trained on new Aboriginal policy with regional consultancy support.

Continue to develop and embed Aboriginal perspectives across KLAs, K-6.

Implement a focus on oracy skills with cultural events, storytelling and visits from elders, to engage Aboriginal chn and to share culture with other students

Connect to Country by visiting Darug Aboriginal Tribal Corporation and utilising Darug resources and relevant teacher information

Continue to build preschool sister relationship with Wingarra Preschool via reciprocal visits and sharing days.

improve communication with Aboriginal families through ongoing publication of YarnUp newsletter.

Continue to provide access to Koori Club for all students.

Magnet teachers explore the 8 Aboriginal Ways of Learning pedagogy and begin to implement strategies with their students.

Participation of all targetted Aboriginal students in Heartbeat program and in working with Anglicare workers

Norta Norta funds to support literacy and numeracy progress of identified Aboriginal students

Establish effective partnerships with families through the ongoing implementation of Personalised Learning Plans for all Aboriginal students K-6 and celebrate achievements with families and the broader community.

Establish a bush tucker area in the garden with community 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.

Jo-Ann Lock Principal Helen Polios Deputy Principal Michele Van Vliet Assistant Principal Nicole Lansdown Assistant Principal Naomi Bennett P&C President

School contact information Whalan Public School Karangi Road, Whalan 2770 Ph: 9625 9437 Fax: 98322452 Email: [email protected] Web: www.whalan-p.schools.nsw.edu.au School Code: 4378

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

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

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

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