20
Oaklands Central School Annual School Report 2011 2791
Oaklands Central School
Annual School Report
2011
2791
1
Our school at a glance
Students Oaklands Central School offers a comprehensive, individually tailored education for students from K-12.
In 2011, 53 students were enrolled in the primary department and 24 students in the secondary department making a total enrolment of 77 students.
Staff
Oaklands Central School had a staffing entitlement of 10.462 in 2011.
All teaching staff meet the professional requirements for teaching in NSW public schools.
Messages
Principal’s message Oaklands Central School is a well-resourced educational facility that is serving the needs of its rural and isolated community.
Together with the community, Oaklands Central School strives to provide students with a quality comprehensive education that helps overcome isolation issues and prepares them for their next phase of education or the workplace.
The school aims to provide a challenging and relevant curriculum for students, which stimulates student growth intellectually, morally, socially, emotionally and physically.
During 2011 we continued, with help from parents and community members, to beautify our school environment. Extensive Stephanie Alexander Kitchen Garden Vegetable plots, agricultural gardens and poultry runs provide a very attractive and productive environment.
2011 also saw Oaklands Central School strengthen its partnership with fellow Riverina Access Partnership (RAP) schools, substantially enhancing educational and social opportunities for both students and staff. Our first two HSC students graduated successfully in 2011.
Oaklands has also started to develop stronger links with Urana Central in a range of practical
and beneficial ways. Secondary students from both schools gained from joining their elective choices, sharing expert teachers, and enhancing the learning groups.
Our school car also provides us with the means to access quality experiences outside of the school and district.
Thank you to the committed band of parents and community members who make up our Parents and Citizens Association. Their support for the school is invaluable.
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.
Mrs Jennifer Kerr - Principal
2
P & C Message
The P&C has been very busy raising funds throughout the year. A big thank you to all those involved in fundraising activities which included the very successful Melbourne Cup Luncheon, the catering for the Athletics Carnival, the Football/Netball Trials and the Election Day raffle.
The P&C continues to benefit from the very generous original donation of cattle by the Bourchier family. Thanks also to the Day, Moloney and Buntin families for looking after these cattle which have become a regular source of income for the P&C.
The P&C has donated money back to the school in the way of trophies for swimming and athletics, prizes for presentation night and a generous annual library donation. Each child attending Oaklands Central School also received a book on presentation night.
Our children are also able to attend the wonderful excursions subsidized heavily by the P&C making these excursions affordable for families and we continue to support the school by providing a comprehensive insurance for each student.
The P&C is a major part of Oaklands Central School. All the children benefit from the proceeds raised by the P&C and I would encourage all parents to take an active role.
I would like to thank the wonderful staff for their hard work during the year and wish Ms Johanna Smith and Mr Jeremy Atkins well in their new career directions and Mrs Kerr in her retirement.
Bill Buntin - P&C President
Student representative’s message 2011 has been an extremely productive year for the Student Representative Council (SRC). During Term 1 Samantha O'Riordan, Jayde Smith, Bonnie Bateman and I attended the Regional SRC conference in Deniliquin. All five secondary schools in the Deniliquin District SRC were present. The day was about team building and what we can do to make our SRC better; it also held the elections for the 2011 State Conference in Sydney in May. Fortunately, I was extremely lucky and was chosen to attend. The day was very worthwhile.
In Term 2 the SRC held many ‘food’ days such as; Jessie Day’s cake stall, Mrs Marshall’s lovely Spaghetti Bolognese and the Primary SRC ice-cream days.
We were also fortunate to have Jessie Day, Jayde Smith and Bonnie Bateman attend the Regional SRC camp held in Albury. They all came back with extremely useful ideas.
Towards the end of Term 4 the SRC worked hard on combating bullying. We came up with the ‘Warm-Fuzzy’ initiative which allowed Secondary students to write positive things about other students and put them into designated envelopes.
We also donated money towards both the Primary and Secondary excursions by various fundraisers including the infamous manure drive. A giant thank-you to Mr and Mrs Kerr and Mr and Mrs Buntin for letting us collect your manure.
I would like to thank Mrs Kerr and Mr Atkins for being fantastic advisors and being supportive throughout the year. I would also like to thank my fellow SRC members: Bonnie Bateman, Samantha O’Riordan, Phillip Purtell, Jayde Smith, Riley Kerr, Jessie Day, Madeline Preedy, Allanah Moloney, Nathan Barnes, Sam Owen, Ellie Arnold and Byron Habermann.
Thank you for all your support during 2011!
Demi Smith – School Captain and SRC President
3
Student attendance rates
0
25
50
75
100
2008 2009 2010 2011
Year
Att
en
dan
ce r
ate
School Region State DEC
Enrolments
0
5
10
15
20
25
30
2007 2008 2009 2010 2011
Year
Stu
de
nts
Male Female
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 - Primary
Student enrolment profile - Secondary
Student attendance profile - Primary
Student attendance profile - Secondary
Management of non-attendance
Student non-attendance is managed on a case by case basis.
Class sizes
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 2011 Class Size Audit conducted on Monday 21 March 2011.
Structure of classes
Each year classes are structured according to student numbers, the needs of the student cohort and the available teaching staff. In 2011 three classes operated in the primary school. These were K / 1, 2 /3 and Years 4 / 5 / 6.
C l a s s N a m e Y e a r Students Class Total
Kinder/Year 1 K 6 14
Kinder/Year 1 1 8 14
Year 2/3 2 10 17
Year 2/3 3 7 17
Year 4/5/6 4 5 22
Year 4/ 5/6 5 8 22
Year 4/5/6 6 9 22
4
Retention to Year 12 & Post-school destinations
Small class numbers preclude us from including specific data that would breach student privacy although 100% of students were retained to Year 12.
Year 12 students undertaking vocational or trade training & attaining HSC or equivalent vocational educational qualification
Small class numbers preclude us from including specific data that would breach student privacy.
Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Staff establishment
Position Number
Principal 1
Deputy Principal(s) 0
Assistant Principal(s) 1
Head Teachers 1
Classroom Teachers 6.894
Teacher of Emotional Disabilities 0
Teacher of Mild Intellectual Disabilities 0
Teacher of Reading Recovery 0
Support Teacher Learning Assistance 0.1
Teacher Librarian 0.468
Teacher of ESL 0
Counsellor 0.08
School Administrative & Support Staff 3.827
Total 13.369
The National Education Agreement requires schools to report on Indigenous composition of their workforce. The Indigenous composition of the staff at Oaklands Central School is 0%.
Staff retention
All staff were retained from 2010 with the exception of Mr Steven Kelly who left during the year to be replaced by Mrs Fiona Marshall and Mrs Karen Davis. A third primary class was established with Miss Johanna Smith employed as a temporary teacher in this position.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 20
Postgraduate 80
5
Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the P&C. Further details concerning the statement can be obtained by contacting the school.
School performance 2011
Achievements
Arts
Students at Oaklands Central School are presented with a wide range of cultural experiences. During 2011 students engaged in a variety of artistic and cultural activities:
All students enjoyed a visit from the theatre group Monkey Baa.
The HSC English class attended a performance of The Shoe Horn Sonata at Wagga Wagga as part of their HSC course of study.
All students attended the Alpha theatre production of Cinderella in the Oaklands Hall.
Students attended a Musica Viva performance entitled The World According to James at the Urana Hall.
Three students, Bonnie Bateman, Bernard May and Taylor Day attended the opening of the Director’s Choice exhibition where a number of our students displayed their artwork.
A group of five primary and secondary students attended the children’s opera experience at Morundah run by Richard Gill.
The Talking and Listening aspect of literacy, was enhanced with the aid of a specialist speech consultant. Mrs Grace Stein developed students’ public speaking skills. Ten students successfully competed in the Albury Eisteddfod with Allanah Moloney winning a gold medal and Crystal Bateman a silver medal.
All students from Kindergarten to Year 12 performed in a concert for the community.
Nathan Barnes and Lachlan Day attended a camp at Moulamein as a follow up to the Aspire Me to Colour My World program from 2010.
Students attended a live performance of Journey to the Centre of the Earth.
Date of financial summary 30/11/2011
Income $
Balance brought forward 130,515.71 Global funds 130,255.80 Tied funds 63,587.64 School & community sources 50,550.69 Interest 7,125.15 Trust receipts 2538.65 Canteen 0.00 Total income 384,573.64 Expenditure Teaching & learning
Key learning areas 25,044.77 Excursions 27,563.08 Extracurricular dissections 6,243.27
Library 3,881.93 Training & development 2,256.03 Tied funds 59,177.64 Casual relief teachers 11,518.39 Administration & office 47,564.36 School-operated canteen 0.00 Utilities 19,658.74 Maintenance 6,774.51 Trust accounts 3,324.95 Capital programs 61,943.73 Total expenditure 274,951.40 Balance carried forward 109,622.24
6
Sport
Sport is an important component of the social fabric of the local community. Students at our school are presented with a breadth of opportunities to develop skills and contacts in sport, both at an individual level and as part of a team. Students utilise local facilities as well as taking part in excursions to access wider experiences.
Sports provided at the school in 2011 included Australian Rules Football (AFL), cricket, basketball, netball, volleyball, golf, lawn bowls, athletics, swimming, tennis, dance and cross-country running. Students represented our school and community, as well as at local, zone, regional and state levels.
Some of the notable experiences and opportunities provided in 2011 included:
The Learn to Swim and Swim Fun programs for all primary students were conducted for 10 days over the first three weeks of Term 1.
High levels of participation were recorded at zone and regional swimming carnivals. Primary students won the handicap trophy at Corowa and secondary students also performed strongly at The Rock where Dominic Buntin won his age championship.
Our Peter Dobson small schools mixed relay team of: Sam Owen, Connor Arnold, Allanah Moloney and Ellie Arnold competed in the regional swimming carnival in Albury.
Secondary students participated in RAP open cricket trials with Daysee-Mae Purtell gaining selection on the girls’ team.
Lachlan Day was selected in Corowa to represent Balldale zone at the regional cricket trials in Albury.
Nathan Barnes participated in zone tennis trials in Corowa.
Oaklands hosted the district PSSA football and netball trials involving students from the Balldale zone. Byron Habermann, Lachlan Day, Connor Arnold and Nathan Barnes were selected to play in the Balldale zone football team at the Western Riverina Australian Rules trials in Barooga.
Secondary boys joined with boys from Urana CS to compete in a basketball knockout at Corowa High School.
Both primary and secondary students attended the Oaklands Community Gym for sport.
Primary students won the handicap shield at the zone cross-country carnival at the Urana Aquatic Centre with Xavier Buntin winning his age championship.
Primary boys participated in the Paul Kelly Cup, 12 - a - side Aussie Rules Carnival, in Finley.
The Active After School Communities Program continued with the help of parents and featured whole primary school participation. The program was funded by the GP Network Grants.
Secondary students competed well at the zone cross-country at Urana with Dominic Buntin, Riley Kerr, Daysee-Mae Purtell and Phillip Purtell gaining selection to the regional event in Albury.
Oaklands and Urana Central Schools students competed together in Oaklands at the annual athletics carnival.
Bethany Moloney, Xavier Buntin, George Sandral and Sam Owen represented the zone at the Regional Cross Country Carnival in Deniliquin.
Years 6 to 10 participated in a sports day at the Barooga Sports Centre as a transition activity for the end of term 1.
7
Eight secondary students competed at the Regional Athletics Carnival in Albury with Bernard May gaining selection and competing at the state carnival in Sydney.
Gabrielle Sutcliffe won her age championship at the Zone Athletics Carnival in Corowa with George Sandral and Nathan Barnes runners up in their respective championships.
Primary students joined local catholic schools for participation in the Frank Kelly Cup in Aussie Rules and Netball.
Breannan Killick had a very successful year in lawn bowls competitions.
Years 6 to 12 attended a sport day at Wagga experiencing many new things at Airborne Gymnastics.
Primary students participated in a Super 8’s cricket day in Rand.
Other
Students also participated in a range of other activities designed to strengthen and broaden their educational and social experiences including:
The school was involved in the community Anzac Day Service with students marching in the parade and reading at the service.
Kindergarten to Year 6 participated in Life Education programs in the Life Education van.
Preschoolers and Year 6 participated in a range of transition programs.
Students walked to school on the walking school bus with community volunteers.
All students had fun at a Footy Colours day.
Kindergarten and Year 1 played hosts to their parents during a Bear Day, complete with porridge.
Years 1/2/3 students from Oaklands and Savernake schools enjoyed their annual excursion to Melbourne.
Infants and Primary students celebrated the end of the year with respective socials in the new school hall.
Primary students developed a healthy lifestyle with the Live Life Well@School and Crunch and Sip programs.
Healthy Food programs sponsored a Healthy Eating Day where primary students cooked and experimented with different healthy foods.
George Sandral and William Bott achieved credit awards in the NSW University mathematics competition.
Year 5 students participated in a gifted and talented day at the Riverina Environmental Education Centre at Wagga Wagga.
Years 5 & 6 students participated in the CWA International project learning about Iceland.
Senior primary students attended a Urana Shire Council meeting to celebrate Local Government Week.
Years 4/5/6 along with students from Urana Central, Savernake Public and St Francis Xavier participated in a 5 day excursion to Canberra exploring 22 venues in our national capital.
Allanah Moloney and Madeline Preedy attended Schools Spectacular in Sydney with Ms Kempton and a group of district primary students.
Years 6 and 7 participated in the CAP sponsored leadership days at Oaklands involving leaders from local schools and run by Rising Generations.
Jed Ansell, Eliza Purtell and Mary Sandral won their section in the boiled fruit cake competition at the 2010 Berrigan Show making them eligible to compete at the next level at the Shepparton Show which they did.
8
Years 7 and 8 students participated in a maths challenge day at Finley High School.
Secondary Agricultural students raised and exhibited meat birds at the Sydney Easter Show.
Secondary students had a wonderful excursion to Hobart, Tasmania. Many students flew for the first time!
Middle school students attended two sessions of Science in the Bush programs presented by Charles Sturt University at Thurgoona.
Years 9 & 10 participated in a four day, three night work experience program at Albury.
Years 9 to 11 took part in mock interviews.
Jessie Day, Jayde Smith and Bonnie Bateman attended the regional SRC camp at Lake Hume Resort Albury.
Years 9 and 10 students engaged in The Premier’s Volunteering Program.
Secondary students participated in a fundraising Manure Drive to raise money for their major excursion.
Students participated in Cyber Safety training with our school counsellor Ms Daniella McMahon.
Samantha O’Riordan completed work Placement at The Blue Door Café in Berrigan.
Demi Smith, Greg May and Samantha O’Riordan attended an information day at Charles Sturt University at Wagga Wagga.
Demi Smith was elected a district SRC representative and travelled to Sydney to participate in the state conference.
Senior students attended a RAP study camp at Yanco.
Senior students attended a teach@NSW conference at Charles Sturt University in Wagga hosted by the comedian Anh Do.
Year 11 students attended a RYDA (Rotary Youth Driver Awareness) Program at Yanco Agricultural College.
Secondary students participated in the Simulated Impaired Driving Experience run by Vinnie’s at Albury with Demi Smith winning a driving lesson.
Senior students participated in driving lessons as part of a NRMA driver education program.
Senior students attended the personal development program Love Bites at Urana.
Senior students completed their first aid training in Urana.
Oaklands hosted the Term 4 Study Day for Year 12 RAP students.
Year 12 RAP students dressed up for the occasion and danced the night away at their graduation ceremony at Barellan.
9
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) Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7) Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9). In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
Literacy – NAPLAN Year 3
Year 3 students achieved results significantly above the state and SSG (statistically similar group) average in reading, writing, grammar and punctuation and spelling.
Numeracy – NAPLAN Year 3
Year 3 students achieved excellent results in numeracy with results well above both state and SSG averages.
Literacy – NAPLAN Year 5
Year 5 students achieved results below the state average and similar to SSG in reading. They were above both the state average and SSG in writing. Year 5 students performed below both the state
average and SSG in spelling and better than the SSG in grammar and punctuation.
Numeracy – NAPLAN Year 5
Year 5 students achieved excellent results in numeracy which were well above SSG and slightly above the state average.
Literacy – NAPLAN Year 7
Year 7 performance in literacy was above state and well above SSG averages in reading, writing and spelling. Year 7 students performed slightly below the state, but well above the SSG in grammar and punctuation.
Numeracy – NAPLAN Year 7
Year 7 students performed below state average in numeracy but above SSG.
Literacy & Numeracy – NAPLAN Year 9
Small class numbers preclude us from including specific data that breaches student privacy.
Progress in literacy & numeracy
Small class numbers preclude us from including specific data that breaches student privacy.
School Certificate & Higher School certificate
Small class numbers preclude us from including specific data that breaches student privacy.
10
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 9 students achieving at or above minimum standard
Small class numbers preclude us from including specific data that breaches student privacy.
Significant programs and initiatives
Aboriginal education
The school continues to focus on Aboriginal Education by emphasizing indigenous perspectives across all KLAs from Kindergarten to Year 12.
Specific teaching strategies have been adopted to cater for Aboriginal students including personal learning plans and the use of Norta Norta funding.
Primary students visited Aboriginal artwork at the National Gallery and strengthened their understanding of indigenous history and culture engaging with sites at our national capital.
Secondary students visited an Aboriginal exhibition at the Museum of Tasmania during their Tasmanian excursion.
Multicultural education
Oaklands Central School actively encourages a multicultural outlook that supports the small number of students with ESL backgrounds.
As part of this approach the school participated in Harmony Day activities, celebrating difference.
Secondary students studied French for their Language other than English component. The French cultural aspects were enhanced with cooking sessions experimenting with French cuisine.
Minimum Standards data
Percentage of Year 3 students achieving at or above minimum standard (exempt students
included)
Reading 100.0
Writing 100.0
Spelling 100.0
Grammar & Punctuation 100.0
Numeracy 100.0
Percentage of Year 5 students achieving at or above minimum standard (exempt students
included)
Reading 100.0
Writing 100.0
Spelling 100.0
Grammar & Punctuation 100.0
Numeracy 100.0
Percentage of Year 7 students achieving at or above minimum standard (exempt students
included)
Reading 100.0
Writing 100.0
Spelling 100.0
Grammar & Punctuation 85.7
Numeracy 100.0
11
National partnership programs
Oaklands Central School has been selected to participate in the Low SES National Partnership program from 2012. Initial planning and training was conducted in 2011 utilising a seeding grant of $5,000.00.
Other programs
Country Areas Program (CAP)
This year CAP has financially supported all of our students enabling them to have hands on experiences in: Transport (Melbourne for Years 1, 2 and 3); Democracy (Canberra for Years 4, 5 and 6) and Geography/History (Tasmania for all Secondary students). CAP has also supported students to access state events such as: Sporting, SRC camps, Creative Arts performance experiences and leadership opportunities.
CAP supported our students in Curriculum Engagement and Enhancement providing: literacy intervention for targeted students; ipods for small group motivational learning; resources for the cooking program; lighting for the annual school performance and access to sporting and HSIE events.
CAP also supported our connected learning allowing us to access live video conferences. It supported our staff to attend the State Equity Conference.
Mrs M Gorman – CAP Coordinator
Riverina Access Partnership (RAP)
Students and staff across the schools worked very hard to prepare for their Higher School Certificate exams. The staff continually demonstrated a high level of dedication to this process, and continued to maintain contact with their students up until their end of year exams were completed.
2011 was another year of successful RAP sports programs, in which the combined schools have entered a range of sport knockouts across the year, including Tennis, Cricket, Lawn Bowls, Netball, Touch Football and AFL. One of the more successful events was the girls cricket team which finished up Riverina Champions, a great effort by the girls.
As in years past we have had the pleasure of a number of special ‘study days’, where staff and students have travelled to a variety of locations for a catch up day or two. The year began with the Preliminary Year Induction camp held at the Murrumbidgee Rural Studies Centre facilities at Yanco. This enabled the staff and students to have contact before beginning their Video Conference lessons. This was followed by a one day event hosted by Barellan Central School. Then in Term 2 we attended a Year 12 and Year 11 combined study camp, once again at Murrumbidgee Rural Studies Centre. Here we evidenced the strong bonds that grow between students once they become a cohort. In Term 4 we visited Oaklands Central School for another day of face-to-face catch up. A band of very excited students left for New Zealand during Week 10 of Term 1. This was, once again, a highly successful adventure, a life changing experience for our young adults.
In 2011 RAP offered a total of 30 HSC subjects and 33 Preliminary subjects across the preliminary and HSC years.
12
The Riverina Access Partnership’s progressive use of technology continues with the introduction of a RAP MOODLE facility, enabling staff and students to access some of their curriculum materials online when they wish to.
Combined Staff Development Days continue to play a vital role in the collaborative nature of the RAP. This year staff gathered at Barellan Central School to further develop the concept of virtual faculties. These have, and will, give staff the opportunity to participate in faculty like activities without having to leave their own school. No longer are our staff isolated or alone in their faculty areas but they can now share and collaborate with a wide range of virtual colleagues and from this develop more up-to-date and cohesive teaching resources.
Once again the results obtained by our students leaving school at the end of 2011 were exceptional. Not only does the RAP continually and successfully prepare students for successful university studies but also entry into the workforce in a wide range of occupations.
To all the dedicated teachers involved in getting another Year 12 cohort over the finishing line, thank you. Thank you also to the SASS staff at each of our RAP Schools, whilst their work is a little acknowledged cog in the wheel, it is very much appreciated.
To any staff members leaving us at the end of 2011, thank you for your enthusiasm and commitment to both your own subject and the program overall. Good luck in your new ventures.
Stephanie Alexander Kitchen Garden Project
As participants in the National Kitchen Garden Program, eight to twelve year-old children spend time in a productive veggie garden and home-style kitchen each and every week. There they learn skills that will last them a lifetime, and discover just how much fun it is to grow and cook their own seasonal vegetables and fruits.
Students learn to build and maintain a garden according to organic principles, and to grow and harvest a wide variety of vegetables, fruits and herbs. An abundant vegetable garden is created within the school grounds to provide edible, aromatic and beautiful resources for the school kitchen. The creation and care of the garden teaches students about the natural world, its wonders and beauty and how to cultivate and care for it.
In the kitchen, students prepare a range of delicious dishes from the seasonal produce they’ve grown. Kitchen garden and cooking classes are run on Wednesday afternoon and all primary students in Years 3-6 are involved. The philosophy of the nationwide program is learning how to grow, harvest, prepare and share fresh, seasonal food.
As this is the third year of our participation in this wonderful program we have integrated the philosophy with new primary programs of Crunch and Sip and Live Life Well@ School.
Many secondary students have now come through the Stephanie Alexander program and the whole school takes every opportunity to cook, developing this philosophy. Students enter cooking in local shows, cook on open days for visitors and show a deeper understanding of their studies in Food Technology and Agriculture.
13
Excursions
Our excursion program ensures that all students from Years 1 to 12 engage in a well-rounded and extensive range of major and minor experiences.
Years 1 to 3 visited Melbourne for the day studying the theme of Transport. Students visited the Pollywoodside and the Melbourne Airport as well as experiencing first hand train, tram and water taxi travel. Before going home everyone enjoyed a run on the beach and the view from the Eureka Skydeck.
Years 4, 5 and 6 visited our national capital Canberra. Students participated in learning activities at more than 20 venues. As well as learning about the vital areas of government and democracy students were immersed in art and participated in sport, science, environment, media, history and political activities. This is an essential experience for all students.
Secondary students visited Hobart, Tasmania which was a wonderful experience for our rural students, many of whom had not experienced air travel or left the mainland.
Every opportunity is taken to access cultural, academic and sporting opportunities, and with the support of the Country Area Program our students benefit greatly, gaining the confidence necessary to approach the wider world from their isolated rural background.
Respect and responsibility
Respect and responsibility is the cornerstone of education at Oaklands Central School.
More specific programs targeting respect and responsibility have been initiated within the Personal Development and Health programs from Kindergarten to Year 12. These include: • Peer Support and Leadership programs for primary students were conducted, training Year 6 in positive leadership roles. • Primary school leaders participated in a CAP initiated leadership program with students from local schools, developing and implementing their own leadership project within the school. • Teaching anti-bullying strategies over the whole school which emphasise that preventing and responding to bullying is everyone’s responsibility. • School Captains, SRC Representatives and House Captains lead with enthusiasm and by example, encouraging sportsmanship, participation, inclusivity and leadership. • Community service plays an important part of school life. A Year 12 student represented the school in the Lions’ Youth of the Year Public Speaking competition. Many students attended and marched in the community Anzac Day ceremony. School leaders also read at the service.
14
Progress on 2011 targets
Target 1
88% of K-6 students achieve stage based outcomes in Literacy and Numeracy.
Our achievements include:
Student learning groups designed and implemented to maximise learning.
Professional learning opportunities accessed to strengthen teaching strategies in Literacy and Numeracy.
Peer support and whole school staffing utilised to maximise teaching time in composite classes.
84% of primary students achieved stage based outcomes in literacy and 76% in numeracy as measured by student reports at the end of the year.
Target 2
Student attendance rate (7-12) increased by 1.0%; student retention at transition points, 6-7 and 8-9 improved by 10%
Our achievements include:
Consistent use of Home School Liaison Officer, home contacts and DET materials to target students with poor attendance.
Advertising advantages of Oaklands Central School to the wider district community to increase the size of cohorts.
Advertise advantages of Riverina Access Partnership (RAP) to highlight long-term viability of Oaklands Central School.
Student attendance rate (7-12) was virtually the same as 2010. Small cohorts radically affect data.
Student retention Year 6 to Year 7 increased by 24%.
Student retention Year 8 to Year 9 increased by 35%.
Target 3
Target 3
Evidence of positive impact of ICT learning tools, interactive technologies and ICT based curriculum resources on student engagement and learning.
Our achievements include:
Stage 6 students participated in the Riverina Access Partnership (RAP) to enable them to access a wide range of subjects taught by expert teachers via video conference.
Both Year 12 students completed their HSC successfully and all three Year 11 students progressed to Year 12 and the HSC.
Primary curriculum was enhanced with regular use of interactive motivational strengthen classroom student learning.
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 2011 our school carried out evaluations of School Leadership, Literacy and Numeracy, and Combined 9/10 Electives between Oaklands and Urana Central Schools’.
Educational and management practice
Background
Teaching is a core function of schools and consequently it is vital that it is taking place effectively. The self-evaluation committee gathered information about teaching and management processes in the school via surveys of parents/caregivers, students and staff.
Findings and conclusions
Survey results were favourable, with staff in particular recognising that school leaders treated all members fairly, with relationships based on trust and with a focus on quality outcomes for students.
Change processes were identified as an area not quite as strong as others. Leaders in 2012 should ensure that changes are clearer in the benefits they will deliver to students while also encouraging staff to challenge and reflect upon educational practice. Increased communication and collaboration would help improve this area.
15
Future directions
Further development in the areas of communication and consultation of change should assist School Leadership to become even more effective. Possible improvements could include providing executive minutes/summaries to the whole staff or draft proposals with greater opportunity for discussion and feedback prior to implementation. More explicitly identifying the reasons a change is needed and the benefits it would provide to students should help ensure the school community is more confident in any change taking place.
Curriculum: Literacy and Numeracy
Background
Literacy and numeracy are core skills that everyone needs to function effectively in society. Mandatory across the school, strong literacy and numeracy helps ensure students are prepared for modern life and work.
Findings and conclusions
Survey data reflected a very clear view that staff, students and the community value strong literacy and numeracy skills. Literacy and numeracy continue to be areas where students experience a great deal of success at Oaklands Central School in both the primary and secondary departments. The graph below shows the results of surveying primary students about numeracy.
Primary student numeracy survey
Literacy survey results varied between primary and secondary groups. High expectations were clearly evident in the primary survey results in both literacy and numeracy. This was similar with
secondary, however, about 25% of secondary students felt they did not receive as much feedback about their literacy as they would have liked.
Secondary student literacy survey
Future directions
Teaching staff are well accomplished with the teaching of literacy and numeracy within the school. Further development should focus on giving more feedback to students, particularly in secondary where literacy is integrated across every subject.
Other evaluations: Joint Electives with UCS
Students and staff of both Oaklands and Urana schools were surveyed as part of evaluating the combined junior electives (Years 9 and 10) which ran between the two schools. Staff were very positive about the experience and felt it was highly beneficial for the students, particularly the greater range of subjects made available and the ability to be in a class with students from the other school.
While extremely successful, areas to be examined more closely in the future include transportation between the schools and where travel time came out of. Staff also felt that more face-to-face contact time in the earlier stages of the initiative would have helped develop rapport with students they didn’t know (ie. from the school they weren’t based at). Some staff who were new to teaching over video conferencing (one period a
16
week in each elective) also felt that the use of the video conferencing technology took some adjusting to before it was optimal for their class. Ideally they would have preferred more face-to-face time over video-conferencing time since some students lacked the maturity of senior students.
Future directions include greater contact between the schools, with the adjustment of delivery so that it is more effective for teaching and learning. Further adjustment to transport arrangements should aim to solve any issues of students losing recess/lunch and sometimes curriculum time to travel between schools.
Parent, student, and teacher satisfaction In 2011 the school sought the opinions of parents, students and teachers about the school.
Parents were very satisfied with the school. The areas where there were lower levels of satisfaction revolved around parent involvement in school decision making yet 100% of parents felt there was a positive relationship between the school and its community. More investigation needs to be undertaken to identify the specific areas where parents feel they are missing out on being part of consultation processes.
Students and staff were very satisfied with the school environment, as reflected in very positive data collected through the curriculum areas and school leadership evaluation.
Key responses are presented below (most significant items of agreement or disagreement).
Professional learning Each year school staff take part in professional learning opportunities. Funding for teachers is supplied by the Department of Education and Training as a tied fund, supplemented by the school using global funds with additional training days available as an incentive to overcome address isolation. The funding is spent on course/seminar fees, casual teacher replacement, accommodation and travel.
Activities included: School development days, conferences, regional activities, specific faculty development days, Board of Studies seminars and school based activities.
Staff participated in:
Literacy and Numeracy activities (which were the major focus). Specifically School Certificate marking and Best Start courses.
RAP was supported at a combined staff development day in Barellan and focused on moodle training.
Stephanie Alexander Kitchen Garden training.
17
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.
School priority 1: Literacy/Numeracy
Improved achievements in literacy and numeracy
2012 Targets to achieve this outcome include:
Whole school literacy program developed;
85% of students achieve stage based outcomes in literacy and numeracy; and
School’s average scale growth is within 3% of state average scaled score growth or better.
Strategies to achieve these targets include:
Analyse data from NAPLAN and school based assessment to identify areas for improvement;
Analyse Best Start K-2 data to identify starting points and continuum indicators; and
Analyse School Certificate results to identify areas for improvement.
School priority 2.
Student Engagement and Attainment
Improved attendance, retention and leadership
2012 Targets to achieve this outcome include:
Student attendance rate exceeds or is within 2% points of regional average; and
Improved transition from Years 6 ->7 and Years 8 ->9.
Strategies to achieve these targets include:
Monitor attendance of all students;
Identify and communicate regularly with ‘at risk’ students and their families;
Include student attendance on school reports;
Establish individual encouragement systems for underperforming students; and
Identify Aboriginal students at risk and provide support.
School priority 3
Curriculum and Assessment
Quality implementation of NSW curriculums; transitioning to National curriculum
2012 Targets to achieve this outcome include:
Curriculum to reflect 21st century skills to prepare students for global and sustainable world.
Strategies to achieve these targets include:
Quality implementation of NSW curriculums; transitioning to national curriculum with teaching programs reflecting 21st century skills;
Broad resources purchased to enhance curriculum and learning; and
Differentiated assessment practices to draw quality feedback, quality programming and enhanced student progressive learning.
18
School priority 4
Leadership and Management
Strengthen leadership and management capacity of teachers, executive, and principals to drive school improvement
2012 Targets to achieve this outcome include:
School management team encompassing principal, executive and staff.
Strategies to achieve these targets include:
Implement performance management procedures that result in school improvement and improved outcomes for the students;
Principal and executive access professional learning needs through peer association and regional training;
Develop an innovative, competency based professional learning strategy for school leaders that value flexibility, innovation and achievement; and
Ensure that all leadership strategies provide for an equitable approach to cultural diversity and the changing needs of local and global societies.
19
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.
Jennifer Kerr Principal
Andrew Glazebrook Head Teacher Secondary
Margot Gorman Assistant Principal
Paul Robey Secondary Teacher
Janelle Day P&C Representative
School contact information
Oaklands Central School
Coreen St. Oaklands NSW 2646
Ph: 02 60354290
Fax: 02 60354382
Email: [email protected]
Web: http://www.oaklands-c.schools.nsw.edu.au
School Code: 2791
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
