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NSW Department of Education & Training
1002
2010 Annual School Report Aberdeen Public School
NSW Public Schools Leading the way
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Our school at a glance
Students
Student numbers entitled Aberdeen Public School to form eight classes in 2010. During the year our student enrolment was stable, with 197 students enrolled at the end of the year.
Significant programs and initiatives
Our school has a number of programs that assist and enhance student outcomes. These include:
Creative and Performing Arts programs school band, representative dance group, Kia-Ora Music Camp, Glee Club, Dance Club and Aberdeens Got Talent.
Kindergarten Early Birds Program and Year 6 transition programs.
An active Learning Support Team consisting of our: executive staff, the school counsellor, the support teacher learning assistance and our reading recovery specialist teacher.
Student Welfare Programs including our Anti-Bullying Program.
Support Teacher Learning Assistance (STLA) with an emphasis on Early Intervention.
Best Start in Kindergarten.
Reading Recovery.
Positive playground games in Term 3 and 4.
Premiers Sporting Challenge
The NSW Premiers Sporting Challenge.
The NSW Premiers Spelling Challenge.
All classes from Kindergarten to Year 6 studied a stage appropriate unit of work on
The Environment and Sustainability. This unit culminated with each class performing at or displaying their work at our Education Week Assembly.
Recycle, reuse
Student achievement in 2010
Literacy - NAPLAN Year 3
34% of Year 3 students were placed in Band 5 or above and 43% achieved in Band 3 or 4 in the 2010 NAPLAN Literacy assessments. Results in the writing assessment were pleasing. However, overall literacy results were lower than the state average but slightly higher than those schools in our SSG (similar schools group).
NUMERACY- NAPLAN Year 3
24% of students were placed in Band 5 or above and 64% achieved in Band 3 or 4 in the 2010 assessment, with no students placed in Band 1. However, overall numeracy results were lower than the state average but higher than those in our SSG (similar schools group).
LITERACY NAPLAN Year 5
21% of students were placed in Band 7 or higher and 56% were placed in Band 5 or 6. However, our results were lower than the state average, with the exception of writing where our results equalled state results. Our school results were higher than those in our SSG (similar schools group).
Growth in NAPLAN scores from Year 3 to Year 5 in overall literacy for both boys and girls was lower than the state average.
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NUMERACY NAPLAN Year 5
20% of students were placed in Band 7 or higher and 55% of students were placed in Band 5 or 6. However, our growth in NAPLAN scores, for matched students, from Year 3 to Year 5, was lower than the state average.
Newcastle Permanent Primary Mathematics Competition
All Stage 3 students participated in this competition. Lucy Brazell, Riley Burgin, Jacinta Ferris, Angela Smith, Brianna Muddiman, Jackie Lockhart and Ryan Jones were all awarded a distinction. Brianna Denley, Edan Tickle, Bailey Cullen, Shernene Kellett, Jake Duffin, Kelsey French, Hayden Bell, Zoe Surawski, Ashlee Cuschieri, Brad Day, Jayden Dunn and Taylah Townley were awarded a merit.
Premiers Spelling Bee
Edan Tickle and Brianna Muddiman competed in the zone Stage 3 final of this competition. Brianna was placed second and Edan was placed 5th. Cooper Dever was placed 5th in the Stage 2 section of this competition.
Muswellbrook and Upper Hunter Eisteddfod
2010 saw the introduction of a Literacy category to this event. Jacinta Ferris excelled in the primary school division of the eisteddfod. Jacinta was awarded 1st place for her short story, 1st place for her letter to the editor, 1st place for her original poem and a 2nd placing for her prose. What an outstanding effort.
Principals message
Aberdeen Public School aims to provide a happy, supportive and challenging learning environment for our students. The values of respect and responsibility underpin our schools operation.
2010 saw the addition of two new facilities at our school, the first being our new school hall. This facility will make a huge difference to our school community and has been well used since it was opened for use in Term 3. The second was the installation of our connected classroom in Term 4. The connected classroom allows us to hold video conferences and interact with students from other schools and organisations such as the CSIRO.
Two new interactive whiteboards were installed in the Stage 1 classrooms in February. We now
have an interactive whiteboard in every classroom.
This report outlines our major achievements and sets the scene for directions and goals in 2011 and beyond.
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 schools achievements and areas for development.
Michelle Floyd
P & C message
The P & C wish to thank all members of our school community for their ongoing support of fundraising activities such as the Easter raffle, Mothers and Fathers Day stalls, Family Fun and BBQ Night and the school canteen. We were delighted with the support we received for our major fundraising activity, the Mt Arthur Coal Walkathon. This proved to be a very successful fundraiser especially with the support of the BHP Billiton Matched Giving Program. Our Family Fun and BBQ Night was well attended and received many positive comments from the community. The support received from the school staff, school families, community members and volunteers helped make the night a success.
Our fundraising projects have allowed the school to purchase two new transportable shade covers, replace the existing shade cover over the play equipment and donate a significant number of books to the school library.
I would like to thank the P & C executive, the P & C members and our band of willing parent helpers who worked tirelessly to organize fundraising events, special days and the running of our canteen and uniform shop. Due to their efforts and those of the wider community our school is a better place.
Teresa Keegan P & C President
Walkathon
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Student representatives message
It has been a privilege to have been elected School Captains and the leaders of our Student Representatives for 2010. Our responsibilities have included running our daily morning assembly, organizing and conducting the whole school formal fortnightly assembly, assisting with fundraisers and school programs such as our school Anzac Day service, marching with and representing our school on ANZAC Day, hosting Presentation Day and assisting with the organization of the mini fete.
Our experiences as Captains will stand us in good stead for our years at high school.
Jessica Dallah and Ryan Jones
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
2006 2007 2008 2009 2010 Male 105 90 98 84 100 Female 108 100 97 92 95
Student Attendance Profile
Year 2007 2008 2009 2010 School K 96.1 93.1 1 93.7 93.0 2 93.2 93.5 3 94.4 93.6 4 92.5 93.2 5 92.1 93.3 6 87.9 90.9 Total 94.0 92.8 92.8 92.9 State DET K 94.3 94.7 1 93.7 94.2 2 94.0 94.4 3 94.1 94.5 4 94.0 94.5 5 94.0 94.4 6 93.6 94.0 Total 94.0 94.1 92.1 94.4
Management of non-attendance
Student attendance is managed at the school level by the classroom teacher, School Administration Officer and principal. Reminders
for absences were sent out on a regular basis. The Home School Liaison Officer monitors the schools overall attendance pattern.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
Roll Class
Year Total per Year
Total in Class
KR K 20 20 KF K 18 18
1/2C 1 9 1/2C 2 15 24
1/2F 1 10 1/2F 2 14 24
3/4D 3 13 3/4D 4 17 30
3/4I 3 12 3/4I 4 17 29
5/6P 5 10 5/6P 6 16 26
5/6W 5 9 5/6W 6 17 26
Structure of classes
In 2010 classes at Aberdeen Public School were organized in stage classes. This allowed for flexibility in student placement while allowing teachers to share planning and programming resources and expertise.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
All teaching staff met the professional teaching standards required for teaching in NSW public schools.
Staff establishment
Position Number
Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 2 Head Teachers 0 Classroom Teachers 6 Primary Part-Time Teacher 0.3
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Primary Teacher RFF 0.336 Teacher of Reading Recovery 0.5 Support Teacher Learning Assistance 0.5 Teacher Librarian 0.4 Teacher of ESL 0 Primary Home School Liaison Officer 1 School Administrative & Support Staff 1.922 Total 13.958
Our school is also served by our two dedicated school administration officers, Marj ORourke and Imbi Holdsworth, our caring school learning support officers, Kaye Wright and Leanne Walklate, our efficient part time general assistant, Rod Wither and our two hard working part time cleaners, Dodo Wilton and Bev Constable.
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
In 2010 the school employed one part time indigenous staff member.
Staff retention
The school has a stable and long term teaching team. In 2010 our student numbers increased and we were able to employ another teacher. This vacancy was filled by Jessica French, a temporary appointment. Mrs. Christina Darlington assumed an acting principals position at Rouchel PS and Megan Thompson, a temporary teacher, was employed during this time. At the end of Term 1 2010 Mrs. Cheryle Fry, a teacher of 25 years standing at our school, retired and was replaced by Patrick Wild, another temporary appointment.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100% Postgraduate 8%
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Balance brought forward 111 443.80
Global funds 110 310.23
Tied funds 56 594.12
School & community sources 79 472.03
Interest 5 001.84
Trust receipts 10 787.86
Canteen 0.00
Total Funds available 373 609.88
Expenditure
Teaching & learning
Key learning areas 7 192.33
Excursions 30 045.14
Extracurricular dissections 29 937.16
Library 8 106.78
Training & development 400.92
Tied funds 61 592.41
Casual relief teachers 19 978.63
Administration & office 54 312.30
School-operated canteen 0.00
Utilities 23 996.63
Maintenance 11 207.04
Trust accounts 37 895.72
Capital programs 0.00
Total expenditure 284 665.06
Balance carried forward 88 944.82
A full copy of the schools 2010 financial statement is tabled at the annual general meetings of the School P & C. Further details concerning the statement can be obtained by contacting the school.
School performance 2010
Achievements
Arts
At Aberdeen Public School, activities in the arts provide a balance to academic and sporting programs. In addition to class based creative arts programs students had the opportunity to participate in variety of other programs in 2010 including:
Dance: Our dance groups were provided with opportunities to perform on many occasions: Aberdeen Big Boys Toys, Aberdeen Red Cross Fete, Family Fun and BBQ night, school assemblies, Grandparents Day and our schools presentation day. The quality of their
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performance and their enthusiasm raised the level of student interest and participation in dance.
Year 6 Farewell
Early Stage 1 and Stage 1 students learnt many dances for the Fairy Tale Ball and Stage 3 students learnt a variety of both modern and traditional dances in preparation for the Year 6 Farewell.
Fairy Tale Ball
Music: The school band, under the leadership of Miss Janelle French, has continued to prosper throughout the year. They performed at various school and community events including school assemblies, Presentation Day, the Family Fun and BBQ night and the Education Week Award Ceremony at Scone High School. At the Upper Hunter Eisteddfod, the band was very competitive receiving a 3rd placing in the Primary School Band section. In the Duo and Trio section Jackie Lockhart and Angela Smith were awarded 1st place and Makaylah Angel and Bessie Lloyd were awarded 2nd place.
School band performing
Ten of our students participated in the Power of Music initiative and performed in Bobby the Musical. This was organized by the Upper Hunter Conservatorium of Music.
The Kia-Ora Upper Hunter Music Camp, conducted at Scone, provided opportunities for students to explore their interest in music and dance with expert tutors and conservatorium musicians providing their expertise.
Early Stage 1, Stage 1 and Stage 2 visited and performed at Strathearn Village, a local retirement hostel and nursing home. These groups were well received.
Public Speaking: Students were given the opportunity to perform in the Upper Hunter Eisteddfod Speech and Drama section. Our students received very favourable comments from the adjudicators. In the Kindergarten Nursery Rhyme section KF were Highly Commended and KR were awarded 2nd place. 1/2W were awarded 1st place and 1/2C were awarded 2nd place in the Stage 1 Nursery Rhyme section and 3/4I were highly commended for their efforts in the Stage 2 Poetry section. A number of Stage 2 and 3 students participated in the Individual and Duet sections. Tristan Roussot and Elise Taylor were awarded a 3rd place for their poem, Hannah Gleeson received a 3rd place for her speech, Jacinta Ferris and Taylor Tromp gained a 3rd place for their poetry duet and Angela Smith was placed 1St for her individual poem.
Creative Arts: Students participated in the Scone Public School 2010 Art Festival where Angela Smith was awarded 2nd place in the Senior Primary Section for her art work.
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Sport
Staff, students and parents are committed to improving and developing the sporting ability of all students. Highlights in 2010 include:
Students sporting skills were developed through their participation in the state Primary School Sports Association knockout competition. Teams were entered in boys soccer, girls netball, boys and girls touch football and boys cricket. All teams competed well.
Our PE program continued to improve fitness, coordination and stamina in all students. This was complimented by a balanced sports program.
A most successful swimming carnival, cross country carnival and athletics carnival were held. As a result of participating in these carnivals many students went on to compete at zone level in cross country, athletics and swimming.
Athletics Carnival
An intensive swimming school for non-swimmers in Years 2 - 6 improved swimming skills significantly. Seventy students were involved in this program.
In Terms 2 and 3 all classes participated in the Premiers Sporting Challenge. This is a ten week sport and physical activity challenge. Our students received a Gold award for their efforts.
Other
A range of alternate recess or lunch time activities were offered to students in 2010. Mr. Wild organized Glee Club and the Gardening Club, Mrs. McCamley organized Dance Club and Ms. French organized a Science Club. In Terms 3 and 4 Mr. Ingle, Mrs. Cotterill and Mrs. Hill organized a variety of lunch time sports and games. All these activities were well attended by students.
Stage 1 Transport- excursion to Newcastle
Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
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Literacy NAPLAN Year 3
Year 3 Writing
Year 3 Reading
Year 3 Spelling
Year 3 Grammar and Punctuation
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 writing
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 grammar and punctuation
Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010
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Numeracy NAPLAN Year 3
Literacy NAPLAN Year 5
Year 5 Writing
Year 5 Reading
Year 5 Spelling
0
10
20
30
40
50
60
1 2 3 4 5 6
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 3 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
45
50
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 writing
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Year 5 Grammar and Punctuation
Numeracy NAPLAN Year 5
Progress in literacy
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 grammar and punctuation
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Per
cen
tag
e o
f st
ud
ents
Band
Percentage of students in bands: Year 5 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
0
20
40
60
80
100
120
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ss
Average progress in writingbetween Year 3 and Year 5
School State DET
0
20
40
60
80
100
120
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ss
Average progress in reading between Year 3 and Year 5
School State DET
10
Progress in numeracy
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 3 students achieving at or above minimum standard
Reading
84 Writing
100
Spelling
92 Punctuation and grammar
92
Numeracy 100
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 5 students achieving at or above minimum standard
Reading
95 Writing
100
Spelling
100 Punctuation and grammar
90
Numeracy 95
Significant programs and initiatives
Healthy Lifestyles
As part of the active lifestyle and social programs within the school, the following programs were implemented.
2010 saw the continuation of the Playground Games initiative.
In semester 2 the PDHPE committee, led by Mrs. Cotterill, continued the implementation of a series of weekly playground games where students learnt a new game each week. These included a range of traditional and new games.
As a result of the positive outcomes and positive feedback from parents from this program it will be repeated next year.
79
80
81
82
83
84
85
2008 - 2010
Pro
gre
ss
Average progress in spellingbetween Year 3 and Year 5
School State DET
79
80
81
82
83
84
85
2008 - 2010
Pro
gre
ss
Average progress in spellingbetween Year 3 and Year 5
School State DET
0
10
20
30
40
50
60
70
80
90
100
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
ss
Average progress in numeracybetween Year 3 and Year 5
School State DET
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Crunch N Sip. All classes, with the exception of Stage 3, followed the Crunch N' Sip program with a 10 minute fruit break taking place at 10am. This program raised awareness and encouraged healthy eating habits.
Aboriginal education
During 2010 we had 22 identified Aboriginal students attending our school.
All class programs K-6 incorporate Aboriginal content.
The school provided literacy support programs for targeted Aboriginal students in 2010.
The anniversary of the Federal Government Apology to the Stolen Generation was formally recognised in our school with a special reconciliation assembly organized by our Stage 3 students.
One of our Aboriginal students was awarded a Galuwa Scholarship. This was a significant achievement as only 20 of these scholarships were awarded in NSW.
Multicultural education
Aberdeen Public School works hard to ensure that an inclusive school community exists. Class practices are culturally inclusive and a strong multicultural perspective is evident in all our class units of work.
Respect and responsibility
The values of respect and responsibility are an integral part of school life at Aberdeen Public School and form the basis for all interaction across our school community.
The school playground expectations were reviewed and formalized in 2010.
Our Anti Bullying Program continued to be implemented across the school. Data revealed a lessening of students being bullied or seeing bullying in the playground
The Learning Support Team at Aberdeen Public School discussed and prioritised students whose welfare and learning was of concern. In each case, individual needs and awareness of family circumstance were taken into account when determining a course of action. Learning Support Team Meetings occurred weekly with the intent of improving student learning and welfare outcomes.
Friends
Connected learning
A connected classroom was installed in the school in Semester 2. Staff have been trained in the use of this facility.
Other programs
Mathletics, the Internet based Mathematics program, was continued enabling students to link with students from other countries in mathematics games and competitions making mathematics an engaging and enjoyable activity.
The school participated in the Premiers Sporting Challenge.
Fruit and Vegetable Week performance
Progress on 2010 targets
Target 1
To improve student literacy outcomes through embedding the Quality Teaching Framework in classroom practice.
Our achievements include:
21% of Year 5 students achieved Bands 7 or 8 in overall literacy achievement in the 2010 NAPLAN Test.
All students met or exceeded regional literacy targets with the exception of Year 3 reading.
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34% of Year 3 students achieved Bands 5 or 6 in overall literacy achievement in the 2010 NAPLAN Test.
86% of students K-2 achieve at or beyond regional benchmark levels in reading.
A comprehensive review of the key components needed for:
The teaching spelling K-6.
The teaching of grammar K-6.
These reviews have resulted in explicit and sequential overviews for both the teaching of spelling and the teaching of grammar in each stage.
Target 2
To improve numeracy outcomes through the implementation of the Learning Framework in Number across all stages and maintaining the focus on Quality Teaching.
Our achievements include:
20% of Year 5 students achieved Band 7 or 8 in overall numeracy achievement in the 2010 NAPLAN Test.
24% of Year 3 students achieved Band 5 or 6 in overall numeracy achievement in the 2010 NAPLAN Test
Target 3
To further develop teaching staff in the implementation of Quality Teaching with a focus on Intellectual Quality and Significance.
Our achievements include:
The introduction of Newmans Analysis to enhance the explicit teaching of problem solving in mathematics.
Each mathematics lesson is explicitly introduced to all students using W.I.L.F., What I am looking for.
The criteria used to assess students in mathematics and writing is made clear to all students.
Frequent, detailed and specific statements about the quality of work expected in mathematics and writing is communicated to students.
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of the Learning taking place at our school.
Educational and management practice
Learning
Background
All students in Years 3-6 and staff were surveyed. A cross-section of parents were surveyed, using a telephone survey conducted by a school learning support officer.
Findings and conclusions
78% of students indicated they always try their best and take pride in their learning, while a further 22% of students indicated that this was the case sometimes.
92% of parents surveyed felt that the school expected their students to learn all they can.
89% of parents surveyed felt the school offered opportunities for their child to learn new and different things.
100% of staff felt that:
We provided opportunities for students to participate in engaging activities.
They provided a balance of independent and group learning activities.
Our school is clear in the expectations it sets for all students.
Our school provides all students with varied opportunities to experience success.
Future directions
As a result of this evaluation, the school will:
Ensure high expectations are maintained across all school stakeholders.
Maintain school programs which require student self direction, teacher professional learning and parent teacher interaction.
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Curriculum
English
Background
All students in Years 3-6 were surveyed. All classroom teachers were asked to participate in the survey, only 63% of surveys were returned. 20% of parents were surveyed using a telephone survey conducted by a school learning support officer.
Findings and conclusions
Students:
86% of students felt English is an important subject.
94% of students enjoy using computers in English.
82% of students felt they were getting better at reading and 17% were not sure.
73% of students felt they were getting better at writing and 18% were not sure.
72% of students felt they were getting better at talking and listening and 22% were not sure.
57% of students felt their teachers told them how they were progressing in English and 36% were not sure.
16% of students felt they were given extra help at school by a parent and 4% were unsure.
35% of students felt they were given extra help at school by a support teacher and 32% were not sure.
Parents:
75% of parents agreed that the school kept them well informed about the teaching of English.
82% of parents agreed that they were provided with useful reports about their childs progress in English.
69% of parents agreed that they were satisfied with the frequency of reporting in English.
75% of parents agreed that their child had developed new reading skills during the year.
100% of parents agreed that their child had developed new writing skills during the year.
94% of parents agreed that their child had developed new talking and listening skills during the year and 6% were unsure.
62% of parents agreed that their child was given adequate assistance for English learning when needed and 31% were unsure.
82% of parents agreed that home reading was a valued part of a childs learning and 18% were unsure.
56% of parents agreed that the school provided adequate training about home reading and 6% were unsure.
Teachers:
100% of teachers felt that their assessment practices were in line with the English Syllabus.
80% of teachers felt that our reporting methods adequately informed parents about their childs progress in English.
All teachers felt that more work needs to be done to ensure students have a good understanding of the criteria used to assess student work.
The following priorities for teacher professional learning were identified: assessment practices, consistency of teacher judgement, support programs to assist students with learning needs and programming.
The following resourcing needs were identified: more guided and home readers, comprehension resources and new dictionaries.
Future directions
As a result of this evaluation, the school will:
Ensure that students have a clear understanding of the assessment criteria their teachers are using and that teachers give constructive feedback to students so they are aware of their progress.
Supplement the current two written reports (one at the end of each semester) by hosting parent teacher interviews at the end of Term 1 and again in Term 3.
Provide more information to parents on how they can better support their child with home reading by including useful information in the school news letter, on the school website and by holding information sessions.
Allocate additional funds to purchase identified resources.
Ensure staff professional learning has a focus on assessment and consistency of teacher judgment.
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Stage 3 Gold Excursion to Bathurst
Other evaluations
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
100% of parents surveyed agreed that:
The school was an attractive place, where their child liked to go.
The school was connected to its community and welcomes parental involvement.
They were encouraged to contact the school to discuss concerns.
The students are the schools main concern.
The school maintains a focus on literacy and numeracy.
The school teaches and promotes core values.
Our teachers are competent and set high standards of achievement.
The school promotes its uniform policy.
92% of parents agreed the school is a friendly place that is tolerant and accepting of all students.
31% of parents agreed the school has supportive welfare programs and 69% did not know about our welfare programs.
62% of parents agreed that the school offered challenging programs to its students and 23% did not know.
85% of parents agreed the school offered a wide range of extra curricular programs e.g. sport, music, drama and 15% did not know.
85% of parents agreed that students had good access to computers and strong technology programs and resources.
92% of parents agreed that fair discipline exists within the school.
Students:
95.5% of students felt that their teacher was fair to them.
92% of students considered the work covered at school was important for their future.
89% of students felt they knew how to cope with the work.
Teachers:
All staff agreed that:
The school provided a supportive physical environment for students.
They had someone they could talk to at school if they need help or advice.
50% of staff agreed that the school provided a supportive physical environment for staff. 50% of staff felt that more could be done to improve the physical layout of the school e.g. improvements to staffroom, adequate areas for meetings and discussions and improved teacher work spaces.
As a result of these evaluations, the school will:
Continually monitor and measure the welfare standing of our students.
Continue to ensure student welfare, student learning and student progress is central to all we do.
Be proactive and public in promoting Aberdeen Public School as a quality place that meets and extends the needs of all students.
Professional learning
All staff participated in professional learning in one or more of the following areas:
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Technology including the use of Interactive Whiteboards K-6 and Connected Classroom.
Child Protection
Mathematics teaching
Literacy teaching
Best Start training
L3 Training
PE and Sport Games
Reading Bench mark procedure
Reading Recovery
Support Teacher Learning Assistance
Anti Racism Training
Librarian Training Workshops
Mindmatters level 2 training
Staffmatters training
Motor Co-ordination Difficulties
Understanding Autism
School development 2009 2011
Targets for 2011
The 2009-2011 School Plan was developed to address specific needs identified through data analysis and school community surveys. Priorities in this plan are literacy, numeracy and Quality Teaching.
Target 1
Increased levels of Numeracy achievement for every student.
Strategies to achieve this target include:
Continued implementation of the School Mathematics Program from K-6.
Continued emphasis on and the explicit teaching of problem solving skills and the use of Newmans Analysis to assess student progress.
Efficient programming practices using evidence of working mathematically.
Differentiated instruction in class lessons to cater for individual learning strengths, weaknesses and styles.
Development of a K-6 lesson procedure to assist with the implementation of explicit teaching in all classrooms.
Implementation of the Quicksmart program to support identified students.
Our success will be measured by:
40% of Year 3 students will appear in Band 5 and 6 in overall numeracy achievement in the 2011 Naplan Test
33% of Year 3 students will appear in Band 3 and 4 in overall numeracy achievement in the 2011 Naplan Test
33% of Year 5 students will appear in Bands 7 & 8 in overall numeracy achievement in the 2011 Naplan Test
30% of Year 5 students will appear in Band 5 and 6 in overall numeracy achievement in the 2011 Naplan Test
All students are explicitly taught to use Newmans prompts when problem solving. Student work samples are assessed using Newmans Analysis followed by explicit teaching at the students point of need.
Stage 1 at Strathern Village
Target 2
Increased levels of literacy achievement for every student.
Strategies to achieve this target include:
The continued focus on Best Start assessment profile in Kindergarten and its progression into Years 1 and 2.
The use of L3 processes and methodology in Early Stage 1 and Stage 1 classes.
A continued focus on the early identification of students who are
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experiencing difficulty in literacy and the provision of quality support programs e.g. reading recovery and Multilit, combined with referrals to expert others e.g. Centre for Effective Reading
K 2 teachers utilize the Early Literacy continuum to assess and plan for student Literacy development.
Rubrics developed for all writing text types and used for pre and post assessment.
Explicit teaching across all strands of English with quality feedback to students on their progress and what they need to do to develop their skills.
All students K-6 to have a minimum of 3 guided reading lessons per week.
Our success will be measured by:
35% of Year 3 students will appear in Bands 5 and 6 in overall literacy achievement in the 2011 Naplan Test
55% of Year 3 students will appear in Bands 3 and 4 in overall literacy achievement in the 2011 Naplan Test
24% of Year 5 students will appear in Bands 7 and 8 in overall literacy achievement in the 2011 Naplan Test
65% of Year 5 students will appear in Bands 5 and 6 in overall literacy achievement in the 2011 Naplan Test
Panning for Gold
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analyzed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Leanne Walklate - School Learning Support Officer
Di Wither - Assistant Principal
Michelle Floyd - Principal
Louise Roach - Assistant Principal
Teresa Keegan - P&C President
School contact information
Aberdeen Public School
Segenhoe St
Aberdeen 2336
Ph: 65437271
Fax: 65437712
Email: [email protected]
Web: http://www.aberdeen-p.schools.nsw.edu.au
School Code: 1002
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
