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Narromine Public School Annual School Report 2013 2713
Narromine Public School Annual School Report 2013
2713
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Schoolcontext
Students
At the conclusion of 2013 Narromine PublicSchoolhadastudentenrolmentof390students,Kindergarten to Year 6. There is oneMulticategorical class for students with specialneeds.
StaffTheteachersandstaffatNarrominePublicSchoolare committed, highly valued and professional.They work with parents and the widercommunityinpartnershiptoprovideasupportiveand challenging learning environment to engagestudents.
SignificantprogramsandinitiativesThis year the school was involved in, orconducted a number of programs to givestudentsextraeducationalsupportandenhancedlearningoutcomesthroughout2013.Thesewere:•PositiveBehaviourforLearning(PBL)program•EquityProgram(PSP)•NationalPartnershipsLOWSES•Wambinya(Kindergarten)•NortaNorta(Yrs4and6)•ReadingToLearnandDaily5•Multilit•KindergartenTransition•ReadingRecovery(Year1)•SpeechProgram•ActiveAfterSchoolsCommunities•PremiersSportingChallenge•StudentRepresentativeCouncil(SRC)•SportsInSchoolsProgram•SchoolmusicalandEisteddfod•IntensiveswimmingProgram•GotItprogram
Principal’smessageThe 2013 Annual School report is a snapshot ofthe school’s achievements, programs andactivitiesfortheyear.Itoutlinestheprogressandsuccessofstudentsandtheschool,resultingfromthe outstanding commitment and dedication ofstaff and enhanced by the involvement andvaluedsupportofparents.The school has continued to maintain studentnumbers.Thisisaresultofthequalityteachinginour school and the active promotion of the
excellentprogramscurrentlyinoperation.Studentsareencouragedtodotheirpersonalbestinasafeandcaringenvironmentthatisdesignedtocaterforindividuallearningstyles.Thereisastrongemphasisonimprovingstudentliteracyandnumeracyandafocusonstudentwelfareandtechnology.ThestaffatNarrominePublicSchoolarehighlyexperiencedandundertakeallaspectsoftheirteachingwithenthusiasm,professionalismanddedication. In addition to providing a well‐balancedacademiccurriculum,weprovidenumerousopportunitiesforstudentstodevelopsporting,cultural,performingartsandsocialskillswithintheschoolenvironment.Parentsandcarersplayakeyroleintheschool.Theygiveverygenerouslyoftheirtime,skillsandknowledgeaspartoftheParentandCitizens’Association(P&C),canteen,classandschoolvolunteersandthosewhosupportandattendschooleventsincludingsportingandculturalactivities.National Partnership funding and Equity fundinghas continued to support programs in the areasof literacy, numeracy, Aboriginal education,technologyandstaffprofessionaldevelopment.ItisaprivilegetobePrincipalofaschoolwherestudents,staff,parentsandcaregiversworktogethertopromotethevaluesofRespect,HonestyandResponsibility.Thank you to our whole school community forhelpinggreat thingshappenatNarrominePublicSchool
Icertifythatthe information inthisreport istheresultofarigorousschoolself‐evaluationprocessand is a balanced and genuine account of theschool’s achievements and areas fordevelopment.
TeresaHealey
P&CmessageIn 2013 the P&C continued some large projectscommenced in 2012. Unfortunately, 2013 also
saw thewonderful LED school sign switched offdue to a community complaint. We will belookingforwardtoseeingitbackonin2014inits
new location, reminding us of all that ishappeningatNPS.
ThecanteenwelcomedanewCanteenSupervisorandacanteencommitteewascreated,alongwith
the appointment of a bookkeeper. The canteen
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receivedamakeover and througha competition
run for the students a new name selected,“Tastebuds”.We increased & promoted healthyfood choices in support of the Fresh Tastes @
School NSW Healthy School Canteen Strategy.The canteen management committee is to becongratulated,astheypreparetoapplyfor5star
accreditationwiththeAustralianSchoolCanteenAssociation (ASCA); ‘Australia’s leadingpurchasing adviser & buying group for schools.’
Accreditationwill assistus inoptimising canteenprocesses that in turn will create a healthy,popular&profitableschoolcanteen.
School uniform changes commenced this year
withallNPSuniformitems,embroideryincluded,now is purchased at Lowes in Dubbo. The P&Cfelt that Lowes, an Australian family owned
company, would complement the alreadyexcellentserviceofferedbyMacquarieClothing.
The garden sculpture inmemory of P&C regularGlenn Browning was commencedwith a slab of
concretepouredandasmallgranitebenchwillbeinstalled as a memorial to Glenn. The projectorsystemforthemulti‐purposehall isonhold.The
High School deposit was returned and a PublicSchool hall committee has been formed topursuethisproject.
Other events in 2013 included the Easter raffle,
Mother’sDaystall,Father’sDaystall, canteenatthe athletics carnival and funding StateAchievementGrantsforeightstudentswhomade
ittoStateforasportingevent.Alsofundedwerethe Year 6 farewell gifts, books for Kindergarten
PresentationDay, netball uniforms, PBL rewardsforStage1,materialtobesewnintosaddlecloths(with NPS logo) for School Horse Sports Team,
gifts for staffduringAdministrationAppreciationWeek and the welcome gift bags for newstudentsontheirfirstdayofKindergarten.
Theschoolvegetablegardenhassomelargesigns
installedonthewallinthegardenareadisplayinglotsofbrightpictures&nutritionaladviceforthestudents.
A stand out catering effort was overseen by
Jacqui Schofield & Sandra Irvine with a mealprovided prior to and during the musical, TheAmazing Race around theWorld. The night was
very successful& this success is due in no smallmeasure to the generosity of the schoolcommunity, who donated nearly everything
neededtocreatethemeals.
Each year the P&C to provide volunteers formeals on wheels, organises the Teacher of theTerm Award, provides representatives for many
events such as the Kindergarten Orientationinformationsessions&EducationWeek.Thisyearthe P&C was able to support the school PBL
programbyassistingwithfundingforavisitfrom‘The Protectors’, a musical theatre productiondealing with bullying issues. There were 2 very
entertaining performances, geared to Stage 1 &Stage2&3.ThecommitteeagreedwiththePBLteam that 100% attendance was important and
fundingfromtheP&Cmadethispossible.
AnotherschoolinitiativesupportedbytheP&Cin2013 was the revival of the School InstrumentGroup.Whenapproachedbystaff for fundingto
expandtheequipmentpooltomeetdemandweagreed unanimously to pay for the purchase ofinstruments.
This year we were lucky enough to receive a
wonderful lockup storage area underneathWaratah block. We purchased some storagecupboards and it has made a very useful &
spaciousareatokeepallourimportantpapers&stockforevents.ThanksTeresa,Kerry&team..
Onbehalfof the2013committee Iwould liketo
thank everyone who has volunteered at schoolfor reading, scripture, sports or art & craft, allthose that helped whenever we had an event,
Claire, Libby& the canteen committee& all ourwonderfulcanteenvolunteersIwouldalsoliketoextend my thanks to Teresa & the committee
itself, I have enjoyed my year as President &appreciateallthehelp&supportIhavereceived.
SharonDohertyP&CPresident
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Studentrepresentative’smessage
In2013, theCaptainsandPrefectsatNarrominePublicSchoolhavedisplayed leadershipqualitiesbybeingactiveparticipants in theSRCbodyandparticipating in a variety of extra‐ curricularactivities.
The SRC body is represented by students fromYear 1 to Year 6, elected by fellow students inTerm 1. This action group aims to increasestudent engagement by allowing opportunitiesfor students to be more active participants intheirschoollife.
BymodellingthevaluesofRespect,HonestyandResponsibility,studentleadersareabletoexpandtheir leadership expertise in the areas ofdecision‐making, organization, problem solving,teambuildingnegotiationassertiveness,effectivecommunication,andinterpersonalSkills
In 2013, the Student Representative CouncilcontinuedtoorganisefundraisingeventssuchasThe World’s Greatest Shave, Footy Colours DayPink Stumps Day and Yellow Day. The studentsalsohelpedraisefundsforthechildren’swardatDubbo Base Hospital by hosting a barbecuebreakfastatschool,withradiostation,STARFM.
Laterintheyear,PeerSupportLeaders,ofwhomsome were also SRC representatives read toyoungerchildrenduringLiteracyWeek. TheSRCbodyalsocontinuedtosupportourWorldVisionSponsorChildinAfrica.
Throughouttheyear,theSRCbodyorganisedtheschool socials. The school captains and prefectsattended a leadership conference and werequality hosts during whole school assemblies.The 2013 student representatives haveconducted themselves with pride and care andhaveestablishedvaluableleadershipskillsduringtheyear.
GurmitTahkurSRCLeader
Studentinformation
It is a requirement that the reporting ofinformation for all students be consistent withprivacyandpersonalinformationpolicies.
Studentenrolmentprofile
Studentnumbersremainedsteadyin2013.Thereis an expected drop in numbers in 2014,with asmallerkindergartenenrolment
Studentattendanceprofile
In2013ouraverageattendancerateperdaywasthehighest ithasbeenfor5years.Kindergartenand years 2,3 and 6 had the highest attendancerate
Managementofnon‐attendance
ItisimportantthatstudentsatNarrominePublicSchoolattendschoolregularly.Absenteeismcanmarkedlyaffectthequalityoflearningofastudent.Tosupportstudentsthefollowingprocesseshavebeenputinplace:•Identificationofstudentsatriskofhighabsenteeismbyweeklyrollchecks.•Classteacher’sphoning/contactingparentsofstudentswithattendanceconcerns.•AttendancePlanscompiledbytheLearningSupportTeam(LST)forstudentsatriskidentifiedfromthepreviousyear’sdata.•ReferraltotheHomeSchoolLiaisonOfficer(HSLO)ifabsencesremainaconcern.•Spot‐OnProgramforK‐2studentsatrisk.
Stud
ents
Year
Enrolments
Male Female
Gender 2007 2008 2009 2010 2011 2012 2013
Male 215 204 202 202 214 213 207
Female 201 200 194 185 201 194 175
Year 2008 2009 2010 2011 2012 2013
K 93.5 92.4 94.1 92.3 94.21 93.3 93.2 94.0 93.1 92.4
2 93.6 94.0 94.3 94.0 94.1
3 94.4 93.2 91.8 93.9 95.0
4 93.0 94.6 93.4 94.3 92.75 94.2 92.9 93.6 92.4 93.9
6 93.1 92.3 92.9 93.9 94.6Total 93.9 93.6 93.3 93.4 93.4 93.8
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Workforceinformation
It is a requirement that the reporting ofinformation for all staffmust be consistentwithprivacyandpersonalinformationpolicies.
Workforcecomposition
Position Number
Principal 1
AssistantPrincipals 3
ClassroomTeachers 15
TeacherofReadingRecovery(LOWSES) 1
LearningandSupportTeachers 1.6
TeacherofReadingRecovery 0.5
TeacherLibrarian 0.8
TeacherofMCsupportclass 1
PartTime 0.7
Teacherrelief 0.672
SchoolCounsellor 0.4
SchoolAdministrative&SupportStaff 6.122
Total 31.794
The Australian Education Regulation, 2013requires schools to report on Aboriginalcompositionoftheirworkforce.
TheindigenouscompositionofourworkforceistwofulltimeAboriginalEducationOfficers(AEOs)and two Aboriginal Education Worker (AEWs).The school also has staff members appointedundertheIndigenousEducationProgram.
Teacherqualifications
All teaching staff meet the professionalrequirementsforteachinginNSWpublicschools.
Qualifications %ofstaffDegreeorDiploma 86Postgraduate 14NSWInstituteofTeachersAccreditation 2
Financialsummary
This summary covers funds for operating costsand does not involve expenditure areas such aspermanent salaries, building and majormaintenance.
Dateoffinancialsummary 30/11/2013
Income $
Balancebroughtforward 884920.36Globalfunds 245807.26Tiedfunds 331250.05School&communitysources 89377.40Interest 27175.17Trustreceipts 188105.15Canteen 0.00Totalincome 1766635.39
Expenditure
Teaching&learning Keylearningareas 25326.36Excursions 38106.75Extracurriculardissections 38112.96
Library 9821.72Training&development 4005.67Tiedfunds 418443.22Casualreliefteachers 51194.05Administration&office 76801.72School‐operatedcanteen 0.00Utilities 54181.01Maintenance 34416.70Trustaccounts 309361.21Capitalprograms 0.00Totalexpenditure 1071323.37Balancecarriedforward 695312.02
The balance carried forward includes unpaidsalaries,unpaidaccounts forgoodsandservices,tied funds; which must be spent on specificprograms, and money set aside for assetreplacement.
A full copy of the school’s 2013 financialstatement is tabled at the annual generalmeetings of the P&C committee. Further detailsconcerning the statement can be obtained bycontactingtheschool.
Schoolperformance2013Arts
Narromine Public School has participated in agreatvarietyofactivitiesthroughout2013.Theseopportunitiesenabled students toenhance theirlearning in creative and practical arts throughclassroom and extra curricular activities. The
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activities also assisted in developing confidenceand self‐esteemand enhanced connectionswiththecommunity.
Theseactivitiesincluded:
•TheintroductionoftheSongRoomProgram
for Stage 2 students. This resulted in a hugegrowth of music for both staff and students.Engagement of students was high and asuccessful concert was presented to parents inDecember.Theprogramwhich is fullyfundedbyGrainCorpwillcontinueinSemester12014
• A successful display at the Narromine Showwith many students entering artworks andachieving great success as well as the schooldisplaywhereeverychildcontributedtocreateaclasspiece.
•Visitingperformancesdemonstratednew skillsand inspired the students. They also developedstudent’s skills and provided new opportunitiesforlearning.
• CircusNarromine performed at various schoolandcommunityevents.
• Choir performed at the Narromine Showcase,Timbrebongieandschoolevents.
• Visit by Artist in Residence for MacquarieConservatorium – composer, Paul Jarman whoworkedwiththerapgrouptodeveloptheir ideaof rhythm and rhyme and with the choir onsingingtechnique.
• Raps and drumming workshops were held foridentified students from Stages 2 and 3 insessionsheldforatermonedayaweek.Inthesesessions, students could write, read, talk andlisten using raps and poetry to increase literacyand also understanding of rhythm, beat andrhyme while enhancing their self‐confidence.Thesestudentsalsobenefited fromtwovisitsbyDaleFreeman,thedrumteacherfromMacquarieConservatorium. He helped the children learndrumtechniquesandtodevelopsomedrummingrhythms.
• In Dance, we had three dance groups whorepresented NPS at the Dubbo Eisteddfod. Thesenior, junior and infants all presented groupsand were awarded a highly commended, thirdandsecond in thatorder.Thedancegroupsalsoparticipatedinavarietyofotherschoolevents.
•Allstudentsparticipatedinarangeofcolouringincompetitionsthatpromotedourcommunity.
•Opportunitieswereprovidedtoall students toperform in K‐2 and 3‐6 assemblies throughouttheyear.
•Newresourceswereacquired forartandcraftto boost the teaching of art skills as well asrestockarttrolleys.
• More percussion instruments were bought toenablea tubof instruments tobedistributed toeach class for 2014. There was a stock take ofinstruments and the storeroomwas cleanedoutandreorganisedtomakeitmoreuserfriendly.
•Thebandwas formed from funding frombothP&C and a grant from GrainCorp. With thismoney, we were able to purchase violins, swanneck and straight flutes, music stands, guitars,music books and keyboards with stands. Wecurrentlyhavesixflautists,twokeyboardplayersand four violinists and four guitarists rangingfromYear3to6.
Sport
Sport is highly valued by all members of the
Narromine Public School community. Studentshave hadmany opportunities to participate in awiderangeofsportingactivitiesin2013.
Physicalexercisethroughsportandfitnessbuilds
teamwork skills,whilst building game skills, self‐esteem, motivation and improving engagementinotherkeylearningareas.
2013hasseenmanystudentsperformingwellon
the sporting front at school carnivals and try‐outs, resulting in a number of studentsrepresentingourschool,Gobondery/NARRAFand
Western. There were many great achievementsandpersonalbestscelebratedthisyear.Studentsrepresented at Western and State levels in
swimming, rugby league, rugby union, cross‐countryandathletics.
Highlights,experiencesandopportunitiesin2013includedaschoolwideFun‐runfundraiserday,K‐
2 Tabloid spots day, Country Rugby Leagueclinics, Rugby Sevens gala days, Dream CricketandSportsinSchoolsAustralia.
Theschoolparticipated inavarietyofPSSAarea
knockout carnivals and district carnival days,givingstudentsopportunities todevelopskills to
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compete in soccer, netball, touch football,
softball,cricket,rugbyleagueandrugbyunion.
The Circus Narromine program was continuedthisyear,holdingperformancesattheschoolandin the community, including at the musical,
Middleyearsconcertandtheshow.
The whole school dance program enabledstudents to participate in several performancesfor the school and excellent results were
achievedattheDubboEisteddfod.
Peer Support: A K‐6 social skills program led byStage3teacherstoencouragetheuseofpositivesocial skills was run during term 2. Other
activities held included structured, supervisedsportsgamesheldduringlunchbreaksaswellassportstrolleysonbothovalsforstudentstouse.
2013 was the second year Narromine Public
Schoolwas involved in Live LifeWell@ Schoolsprogram with its focus on FundamentalMovementSkills.
At Narromine Public School we greatly value all
the support we received from our community,including coaching, transport and assistingteacherswithsportinourschool.
Academicachievements
NAPLAN
In theNationalAssessment Program, the resultsacross the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefromBand1toBand10.
The achievement scale represents increasinglevelsof skillsandunderstandingsdemonstratedintheseassessments.
Year 3: fromBand1 (lowest) toBand6 (highestforYear3)
Year 5: fromBand3 (lowest) toBand8 (highestforYear5)
The My School website provides detailedinformation and data for national literacy andnumeracytesting(NAPLAN).
Clickonthelinkhttp://www.myschool.edu.au
and enter the school name in the Find a schoolandselectGOtoaccesstheschooldata.
NAPLANYear3‐Literacy
• Therewas an increase of students achievingintheproficiencybandsinReadingfrom24%(2012)to27%(2013).
• 32%(2013) of students were below theNationalbenchmarkinReading,comparedto43%in2012.
• Thepercentageofstudentsachievingbands5and6inGrammarandPunctuationrosefrom13.8%in2012to25.4%in2013.
• In Spelling there was an increase in thepercentageofstudentsachievingbands5and6 in2013compared to2012andadecreaseinthepercentageofstudentsinbands1and2.
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Bands
Percentageinbands:Year3Reading
PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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Percentageinbands:Year3Grammar&Punctua\on
PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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NAPLANYear3‐Numeracy
• Our Year 3 Numeracy target was met withover20%ofstudentsachievingproficiency.
• The percentage of students in band 6 wasabove our average for the last 4 years andabove the percentage receiving band 6 forthesimilarschoolsgroup.
• Our percentage of students in band 1 isbelowouraverageforthelast4yearsbutthepercentageinband2issignificantlyhigher
NAPLANYear5‐Literacy(includingReading,Writing, Spelling and Grammar andPunctuation)
• In Reading there was an increase in thepercentageofstudentsinband4from2012.
• In Grammar and Punctuation there was anincrease in the percentage in bands 6 and 7comparedto2012.
• Thepercentageofstudents inbands7and8forWriting rose from3.6% in2012to10.9%in2013
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Percentageinbands:Year3Numeracy
PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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Percentageinbands:Year5Reading
PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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PercentageinBandsSchoolAverage2011‐2013SSG%inBands2013StateDEC%inBands2013
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NAPLANYear5‐Numeracy
• 10.8% of students achieved proficiency,which was 5.1% higher than the similarschoolsgroup.
• 63.6% of students made greater than orequaltoexpectedgrowth.
• Our school demonstrated greater averagescaledscoregrowththanthestate.
• AswithYear3ourpercentageofstudents inband 1 is below our average for the last 4years but the percentage in band 2 issignificantlyhigher.
ProgressinLiteracy
Graphshows significantgrowth inGrammarandPunctuationfromYear3to5.Theperiod2011–2013 shows considerable growth in the areacomparedtotheStateaverage.
ProgressinNumeracy
The growth for students from Year 3 (2011) toYear 5 (2013) is greater than the school groupandStateaverage.
Significantprogramsandinitiatives
Aboriginaleducation
Our school provides support and guidance forAboriginal students and their families andoperatesprogramstoeducateallstudentsaboutAboriginalhistoryandculture.
In 2013, Narromine Public School had anAboriginalstudentpopulationof45%.
ThisyearourschoolwasfundedtoruntheNortaNortaprogramfortargetedAboriginalstudentsinyears 4, 5 and 6 to improve their literacy andnumeracy skills as per their NAPLAN results.StudentsalsohadaPersonalisedLearningPlantoensuretheirindividuallearningneedswerebeingmet. A teacher and an Aboriginal EducationOfficer(AEO)supportedthestudents.
Another program that Narromine Public Schoolhas implemented this year is Wambinya. ThisprogramprovidesadditionalsupportfortargetedAboriginalstudentstoexperiencesuccessintheirfirst compulsory year of schooling. The focus oftheprogramistoprovidelearningsupportintheareas of literacy and numeracy, in particularcomprehension, which leads to improvededucational outcomes for all students in theprogram.
Our school has an active Aboriginal EducationTarget group committee, whomeet regularly todiscuss programs within our school and wherepossible add an Aboriginal perspective toclassroom activities. The main aim of thiscommittee is to improve educational outcomesforallstudentsandtoimproveAboriginalstudentengagement.Variousinitiativeswereundertakenthis year to improve Aboriginal studentengagement such as NAIDOC Day, K‐2 Kite
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Percentageinbands:Year5Numeracy
PercentageinBandsSchoolAverage2009‐2013SSG%inBands2013StateDEC%inBands2013
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2008‐20102009‐20112010‐20122011‐2013
Progress
AverageprogressinGrammar&Punctua\onbetweenYear3and5
School SSG StateDEC
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2008‐20102009‐20112010‐20122011‐2013Progress
AverageprogressinNumeracybetweenYear3and5
School SSG StateDEC
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making day, Stage 2 boys activities, Song roomandKindergartenmen’safternoon.
The school is an active member of the localAboriginal EducationConsultativeGroup (AECG);staffattendmonthlymeetingsandseekadviceonpathways for working together to better theeducationaloutcomesforallstudents.
Our NAIDOC celebrations this year receivedoutstanding support from the community.Cultural activities were run in classes andcommunity members and parents were invitedalong to help with the activities and share in aluncheon with staff. We also held a jointassembly with Narromine High School whereRhys Wesser was the ambassador. All studentswere involved in Traditional Indigenous Gamesthroughouttheday.
Our school continues to provide support forAboriginal students, parents and community indeveloping strong partnerships, facilitating andimplementing programs to improve educationaloutcomesforAboriginalstudents.
Multiculturaleducation
NarrominePublicSchoolstudentsandstaffhavecelebrateddiversity inavarietyofways in2013.Theseinclude:
• National and Torres Strait Islander daycelebratedwithinStages
• FundraisingforWorldVision
EnvironmentalEducation
The school promotes environmental issuesthrough:
• weekly class collection of paper andcardboardforrecycling
• planting and maintaining flower andvegetablegardensby students, teachersandP&Cmembers
• participation in Clean Up Australia Day andEarthHour
• hosting guest speakers from Netwaste toremindclassesofrecyclingandsustainability
PositiveBehaviourLearning(PBL)
OurPositiveBehaviourLearningTeamconsistsof
a core team comprising the Principal, Assistant
Principals,Teachers,aparentrepresentativeand
a District Welfare consultant as our externalcoach. Our whole team expands to include allteachers,executive,schoolcounsellorandAEOs.
Our focus in 2013 has been ensuring our
practices, systems and processes are embeddedin all areas to allow our training andmovementintoTierII.Wehavehadateamofstafftrainedin
TierIIandestablishedacommitteethatwillworkalongside the Learning and Support team. Twomembers of staff attended a PBL conference at
UWSPenrith andparticipated in further traininginTierIIandPBLsystemsandprocesses.
WehaverevisedourrewardsystemsandafterconsultingwiththeSRCwehavemadechanges
tooursystemsthathaveboostedPBLengagement.Wehavecontinuedtousedatatoguideourteachingaroundourexpectations.A
PBLBlogwassetupforstafftoaccesslessonsandotherrelevantinformation.
In2013wefocusedon:
• ReviewingourPBLrewardstoencourageexamplesofexpectedbehaviourinallareas.
• RevieweddataentriesatleadershipandstagelevelstosupportconsistencyinuseofSTARS.
• ReviewedandchangedStudentWelfarePolicytoimproveconsistencyinconsequencesforinappropriatebehaviour.
• ProvidedTierIItrainingforstaffandgathereddatatoascertainthesupportfortheintervention.Databasesweresetupof
mentors.ATierIIhandbookwasdevelopedtoguideimplementationin2014.
• ProvidedChallengeinitiativesexcursioninpartnershipwithWambangalangEnvironmentalEducationCentre.
• ProvidingTeacherProfessionalLearningaroundPBLsystemsasabestpracticeforstudentmanagement.
In2014weaimto:• ImplementTierIIinterventionsforsmall
groupsofchildrenidentifiedthroughdata.
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• Continuetofocusonconsistencyinrecording
notificationsandrewarding.• Increaseparentknowledgeand
understandingofPBL.
• MonitortheratioofPositivetoNegativefeedbackstudentsreceive.
• ReviewLevelsystemstoensureafairand
equitablesystemisinplace.
ConnectedLearning
TherehavebeenfurthersignificantdevelopmentsintheInformationTechnologyareaatNarrominePublicSchoolduring2013.We
havebeddeddownthenewsystemsandembarkeduponfurtherexpansionandupgrading.StageOnenowhasthesameaccesstonotebook
computersastheotherstudents.ManyclassroomshavebeenupgradedtoimprovedprojectorsfortheIWBsensuringappropriate
clarityoftheimages.Theaudiosystemswereimprovedatthesametime,withhighqualityvisionandsoundinallrooms.
StaffDevelopment
Wehavecontinuedtousearangeofonline
servicessuchasVideoConferences,webinarsandonlinetrainingthisyear.Somefurthertrainingwillbeneededtogetthebestusefromournew
iPadsets.
• iPadswillgivestaffamoreconvenientwayofaccessingnewDECservicessuchastheupgradedERNsystemandLMBR.
• TheuseofBlogshaswidenedtoincludethePBLsystemandforgeneralcommunications
• Allstaffincludingdailycasualshaveaccesstolaptops,withsparesavailableifneeded
• Onlinelearninginsmallgroupshasbeenaregularfeatureofstafftrainingandwiththequalityofaudiovisualequipment;anyclassroomisasuitablevenue.
• MyPLuseisalmostuniversalwithanumberofstaffhavingactedaseventcoordinators.
• AnewiMachasbeenobtainedtoactasthesynccomputerfortheiPads
StudentUseofTechnology
• StageThreestudentscontinuedtoaccesstechnologysuchasMovieMaking
• ThestudentTechnologyTeamreachednewlevelsofskillintrainingStageOnestudentsinusingtheeT4Lsystem.Thesestudentsalsomanagedlaptoptrolleysandassistedstaffingettingthetechnologyworking.
• Studentuseofaudiotechnologywasdemonstratedatahighstandardintheschoolmusicalperformance.MembersoftheTechnologyTeamcontributedtothelightingdesignandmanagementofthesoundstage.
• Useoftheservertoplacematerialsconvenientlyforstudentaccessiswidespreadafterimprovementstothereliabilityofsharepointaccess.
• StudentswillbenefitfromtwotrolleysofiPads,whichwillbeusedtoprovideextraaccesstotheinterweb,aswellasarangeofmultimediapossibilities.
TransitionalEquityFunding
In2013wehaveusedourequityfundingto
supportourstaffandstudentsinachievingtheschooltargets.Themajorfocushasbeenthecontinuationoftheadditionalreadingrecovery
teacherinStage1.Thispositionhasenabledustodoublethenumberofstudentsaccessingthisvaluableservice.Wehavealsobeenableto
extendthissupporttoYear2studentsinthefinaltermoftheyear.
ThisyearwecontinuedonwiththeMovieMakingprojectsofthepastenablingextensionof
Stage3Literacystudents.Wealsocontinuedwiththerapsprogramtosupporttheliteracyneedsofstage2and3students.
Additionallythisyearweusedtheexpertiseof
stafftorunanextensionScienceprogramforstudentsfromyears2to6.Thisprovided
engagementopportunitiesforstudentsinfieldsbeyondEnglishandMathematicsandenhancedthestudents’understandingofthelanguagein
Science.
FinallywecontinuedwithourverysuccessfultransitiontoschoolprogramforKindergarten2014.Thisprogramhasrunforanumberofyears
withgreatsuccessinpreparingstudentsforthestartofKindergarten.Ithasalsoprovided
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valuableinformationtohelpstaffinorganising
appropriateclassesandlessonsforthestartoftheschoolyear.
Ourfocusin2014willbeonliteracysupportandintegratingtheuseoftheliteracycontinuuminto
ourplanning.
Nationalpartnerships
In2013theschoolcontinuedtoreceiveNationalPartnership Low SES School Communitiesfunding.
Arequirementofthisprogramwasfortheschoolto undertake an evaluation and to establishspecific targets for improvement. These targetsareidentifiedintheSchoolManagementPlan.
The leadership program has enabled all staff toanalysedatamoreeffectivelyacrossawiderangeofareas.Staffhavealsoreflectedonthecontextand culture of the school community andincorporated this into their planning. Throughprofessional learning experiences, teachers haveimproved their capacity to meet the learningneedsofAboriginalstudents.
Theprogramalsoenabledthepositionofliteracyleader to bemaintained. This position has beenhighly supportive in mentoring and coaching allstaff in reflecting on and supporting them inchanging teaching and learning practices in linewith the Quality Teachingmodel. The focus hascontinued on evidence based practice planningwith staff skills in analysing data continuing togrow. Literacy programs have continued to be afocusandReadingtoLearnisembeddedinmostclassroompractices.Theliteracyleader,Principaland theResearchassistant conductednumerouslesson observations and provided feedback tostaff.
Twopart‐timeDeputypositionsweremaintained,one day per week each. These positions havecontinued to support staff and students inbuilding relationships with the community,supportingparentsbyprovidinghighlyinteractiveworkshops, developing positive student welfaresystems and developing stronger links withcommunityagencies.
Students were also supported with theemployment of an additional classroom teacherto reduce class sizes andone toprovide in‐classsupportinliteracyandnumeracygroups.AnSLSO
position was maintained to continue to run aspeechprogram.
LowSESNationalPartnerships fundingceased inDecember2013.
Schoolplanningandevaluation2012—2014
Schoolplanning2012—2014:progressin2013
Schoolpriority1‐Literacy
Targets:
1.30%ofYear3studentsrepresentedinator
aboveNationalStandardsinReadingin2014.
2.IncreasenumberofYear5studentsinProficiencyBandsfrom15%in2013to18%in2014inReading.
Outcomesfrom2012–2014
Improvedliteracyoutcomesforallstudents
Utilisation of school and system basedassessments.
Implement specific professional learning tosupportteacherqualityandmaintainconsistencyofpracticeacrosstheschool
Utilization of RAM funds to achieve studentgrowthinliteracy.
Evidenceofprogresstowardsoutcomesin2013:
• StaffperformeddetailedanalysisofNAPLAN,BestStartandBenchmarkingdatatoidentify
specific areas of concern as a whole groupandforindividualstudents.
• JollyPhonicsandGrammarhascontinued to
be successful with this year a scope andsequence seeing its implementation intostage 2. Extensive training for staff and a
parent information session were conductedby an external consultant, which improvedengagementwiththeprogram.
• Extensive Professional Learning andmentoring in the use of the EnglishContinuum has promoted explicit teaching
forgrowthasaresultofassessment.Theuseof this resource has empowered students
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withtheknowledgeofwherethere isatand
whattheyneedtomoveforward.• Employment of additional Reading Recovery
teacher had supported Year 1 students’ not
meeting benchmarks.While in Kindergarten,3SLSOswereemployedtorunWambinyatosupportstudentsnotmeetingbenchmark.
• Successful programs that have engaged andmotivated students include Movie Making,RAPSandScienceworkshops.
• Growth in staff confidence in deliveringquality learning experiences in line with theQuality Teaching Framework has been
evidenced through Framework LessonObservations.
• Staff training around the New English
Syllabus has developed skills andunderstandingstoensureasmoothtransitionintotheimplementationofthisdocument.As
a culmination of this training stagesdeveloped and taught a unit of workcollaboratively.
Strategiestoachievetheseoutcomesin2014
• Dataanalysiscompletedbyteamleadersandshared with whole staff through TPL andStagemeetings.
• Support in data analysis and developing aschool scope and sequence for explicitteaching of reading, grammar andpunctuation.Reviewof resources to supportthisprogram.
• Mentoring staff with SMART data andanalysistoinformprogrammingandfocusonstudentperformance.SMARTdataanalysistobe driving teachers programming andTeachingandLearningactivities.
• Use of the Literacy Continuum to monitorandtrackstudentprogress.
• Useofparttimeallocationtosupportstage3literacygroups.
• Tosupporttheengagementofallstudents.
• ImproveReadinglevelsthroughStageGuidedReadingandReadingToLearn.
• Wambinya Program ‐ Employment of 3 parttime tutors to support Aboriginal studentsidentifiedthroughtheBestStartassessment.
• Scienceprogram
• Appropriateassessments tobedevelopedatschoolforReading(Moderatingpurposes).
• Oral,Listening,Readingcomprehensionskillsdevelopment, grammar and punctuation,comprehendingtext.BasedonPEG,R2L,JollyGrammar/Phonics, Best Start and WritingRubrics.
• Identification and implementation ofcomputerresourcesforliteracyK‐6.
• ContinueR2Ltrainingforteachersnewtotheprogramandon‐going training forclassroomleaders proficient in R2L. Mentoring in R2Lstrategiesinclassroomsbytheliteracyleader&othertrainedteachers.
• Resourcestobeutilisede.g.SpringboardCD’sand incorporating the use of these into R2Llessons.
• Useofstageappropriatetexts.
• Reviewandupdate resources and classroompracticeofR2L
• Professional Learning for staff in ReadingStrategies.
• Students selected from PBL data andHigh/Low Literacy benchmarks (Stage 2) towriteandperformrapstoencouragestudentengagement and perform at promotionalevents. Top end support writing/readingextensiongroups
• Expansion of the Reading Recovery ProgramtosupportthestudentsinYear1notmeetingBenchmarks
Theschoolwill:
displaytargetsanddiscussprocesswithstaff
reviewtargetswithinthe‐TARSprocess
reviewtheSchoolPlanatallexecutiveandstagemeetings
recordprogressusingtheTrafficLightProcess
supportSchoolLeadersinimplementingtheTARSprocess – classroom QT assessments andcollaborativeprogramming
Theschoolwill:
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conductparentinformationsessionson
teaching of reading and how to maintainengagement.
continue school/community workshops forAboriginalfamilies
link with Equity to build stronger relationshipswithparents/carers.
Support for staff to participate in culturalimmersionprogram.
Schoolpriority2‐Numeracy
Target:Increase the percentage of students in the toptwobandsinnumeracyfrom20%in2013to25%or more in 2014 for year 3 and from 10.8% in2013to15%ormorein2014foryear5.
Outcomesfrom2012–2014
ImprovednumeracyoutcomesforallstudentsUtilisation of school and system basedassessments.
Evidenceofprogresstowardsoutcomesin2013
• The Numeracy Target team supported classteachersinanalysisofNAPLANresults.Areasof need were identified and programsimplemented tosupportall students suchasBest Start continuums and streamed groupsfor Years 3‐6. An extension group was alsotrialledforYear3withgreatsuccess.
• The online core program Stepping Stones isavailable to all teachers who are furthersupported in their teaching throughprofessional learning with whole staffTeacher Professional Learning and one ononesupportavailableaswell.
• Students in Years 3‐6 were given theopportunity to participate in the UniversityMathematics Competition with 3 creditsbeingreceived.
• 30 Stage 3 students competed in the fiveMathOlympiadsthisyear.
• Resources were purchased to support allstrandsofMathematicsthisyearandlaptopsand iPadsmadeavailabletostaffto improveaccesstoonlineresources.
• Problem solving remains a focus for K‐6.Resourceswerepurchasedtosupport this instage2.
• Allstaffparticipatedin5webinarsofferedtosupport Teachers with the upcoming
implementation of the new MathematicsSyllabus.
• NAPLAN Data indicates that the year 3component of the target was achieved with20% of students who sat the NAPLANNumeracytestachievingproficiency,butwithour year 5 cohort only 11% achievedproficiency, which was a drop from 16% inthepreviousyear.
Strategiestoachievetheseoutcomesin2014:
• Data analysis completed by teachers andshared with other staff through trainingsessionsand stagemeetingsandwhole staffTPL.
• All staff to participate in SyllabusImplementation Training to prepare forimplementationof thenewsyllabus in2015.AfocusonYear6for2014inpreparationforhigh school 2015 (as they have alreadystartedusingthenewsyllabus)
• Teachers mentored on NAPLAN trends sothat appropriate teaching and learningactivitiescanbeprogrammed.
• Teaching of core program Stepping Stoneswhichisavailableonlinetoallclassteachers.
• Best Start assessment used to identifystudents in need of support for EarlyIntervention. K‐6 staff to use Numeracycontinuumtotrackgrowthanddevelopmentofstudentsinnumeracy.
• Develop consistency in pre and postassessmentforK‐6.
• Focus on Maths language and problemsolving using Stepping Stones and ThinkTanks.
• Students supported in their participation inAustralia wide competitions, e.g. UniversityMathematicscompetitionandOlympiads.
Schoolpriority3–AboriginalEducation
Target: 1. Increase the proportion of Year 5 Aboriginalstudents at or above National Standards inWritingto12%in2014.
2. Increase the percentage of Year 5 Aboriginalstudents in the top 2 bands for numeracy from0%in2013to8%in2014
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Outcomesfrom2012–2014
ImprovedliteracyandnumeracyoutcomesforallAboriginalstudents.Utilisation of school and system basedassessments.ImprovementinattendanceIncrease parental involvement in the decisionmakingprocess.UtilisationofRAMfundstoachievehigher levelsofstudentengagement.Personalised Learning Plans completed for allstudents.
Evidenceofprogresstowardsoutcomesin2013:
• 100%ofteachingstaffunderwenttrainingin8waysofLearningforAboriginalEducation.The8wayssymbols
havenowbeenincludedintoallTeachingandLearningprograms.
• ThetargetforWritingandNumeracywas
notachieved–0%ofAboriginalstudentsachievedthetarget.Thiswillneedtobeastrongpriorityfor2014.
• 3staffmembersweretrainedinReading2Learn,whichwillassistwithimprovedwritingoutcomesforAboriginalstudents.
Strategiestoachievetheseoutcomesin2014:
• ExplicitteachingbyallstaffwithanemphasisonAboriginalEducation.
• Incorporating the 8 ways of Learning intoprogrammingandteaching.
• ContinueCMITexplicitteaching.
• Numeracymoderatingwithinstages.
• ExplicitteachingbyallstaffwithanemphasisonAboriginalEducation.
• Implement programs focused on improvingmathoutcomesE.g.R2L,CMIT,Counting‐On,SteppingStones,BUILD
• AEOstimetablefocusaroundCMITgroups
• Implement programs focused on improvingwriting outcomes E.g. R2L, Writing rubrics,BestStart,PEG, jollyGrammar,JollyPhonics,DailyFive.
• R2Lexplicitteachertrainingforteachersnewto the program and on‐going training forclassroom leaders proficient in using R2L –supportinclassesfromSLOS
• Review current resources and purchaseadditional resources in line with the newEnglishsyllabus.iPadapps
• Daily5
• TPL sessions for whole staff in literacy andnumeracy.
School Priority 4 Engagement andAttainment
Target
1. Improvement of Kindergarten attendance for2014by10%on2013figures.2.Increasethelevelofstudentengagementinallgradesin2014by10%asmeasuredbyPBLdata.
Outcomesfrom2012–2014
ImprovedattendanceIncreasedStudentEngagement
Evidenceofprogresstowardsoutcomesin2013:
Target1.
• Implementationof100%attendanceawards
andoutstandingawards(5absencesorless)attheendofterm
• Supportinimplementingandfollow‐up
programsforattendanceandengagementofAboriginalstudents,forexampleSpot‐OnandGetSmartprograms.
• OrganisecommunityeventssuchasKiteDaytoprovidecommunitylinksandencourageattendance
• Programstoimproveengagement,e.g.RAPS,fathers/boysdays,Mother/childcraft,dance,choirandsports.
• TimetableAEOsintoclassroomstodevelopconnectionswiththecommunity
• ConsultationwithHSLO,ASLOandLSTto
identifyandprovidestrategiesandsupportforstudentswhohavebeenreferredforattendance
• Dataisgathered,analysed,sharedandrevisedwithallstaffonaregularbasisatLST(PAPs)
• SupportsocialskillsdevelopmentthroughgrouplunchtimeactivitiesrunbytwoSLSOs
• Increasedkindergartenattendancebyover
10%from2012to2013
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Target2
• Continuationand reviewof thenewStudent
WelfarePolicy• AllstaffattendregularandwholeschoolPBL
meetings
• Implementation of programs to engagestudents in learning, including RegionalAboriginal Pedagogies program 8 Ways of
Learning• Teacherprofessional learning inareasofPBL
such as use of STARS system, tier 2,
behaviourmanagement,useofPBLprocesseswithin classroom and playground (includingflow charts), improved consistency of
reporting• TeacherprofessionallearninginKLAssuchas
CAPA, mathematics, literacy including new
curriculum,toprovidemulti‐modalstrategiesand resources to staff to implement in theclassroom
• Increased extra‐curricular activities such asband, choir, dance, science club, sports andSRC.
• Analysis of fortnightly PBL data to influenceteachingofPBL lessonswithintheclassroombasedonschoolandclassneeds.PBLlessons
alsofocusedonanti‐bullyingpolicy,includingin‐houseperformance
• Participationintier2trainingforPBL
• Disabilities training for staff to increaseawareness of individual needs in order tocreatemodifications and adjustments in the
classroomandwithintheschool
Strategiestoachievetheseoutcomesin2014:
• All staff to attend regular whole school andcorePBLmeetings.
• Continue to develop capacity of LearningSupportTeam.
• Information sessions for parents and carers
ontheimportanceofregularattendance.• PBLatfirstassemblyonDay1
• Complete last 2 modules of 8 ways trainingformoststaff
• K‐2spot‐onprogram.• LinkswithPBLpointsystemK‐6.
• AEOclassvisits.• GetSmart• 100% attendance award ceremonies at end
of year presentation for those studentswho
haveachievedthis
• Making links between the school andcommunity.
• Participate in PL activities organised by SEG,region,StateinAboriginalEducation/culture
• Following in‐class STEPS for inappropriatebehaviour.
• TPLincheckincheckoutforallteachers
• Collectionandanalysisofexitdata.
• Recognitionofachievement.
• Utilise Aboriginal community – Elders andthosewithspecialskills.
• PromotionandPublicity
• Yarn‐Ups – Focus on Kindergartenattendance.
• ExplicitTeaching.
• Regular attendance checks and follow upvisits
• Yarn‐Ups.
• PBLstrategiestocontinue.
• Programs to improve engagement e.g.Father/boysdays.
• Dance/sportinterestgroups.
• Songroomproject
ProfessionallearningIn2013allstaffparticipatedinmandatorytrainingincludingChildProtection,CPRand
EmergencyCaretraining.AllstaffalsoparticipatedinAsthmatrainingresultinginourschoolbeingaccreditedasanAsthmaFriendly
School.
Otherprofessionaldevelopmentthatstaffparticipatedinconnectedtoourschooltargetsinliteracy,numeracyandengagementofstudents.
AllteachingstaffparticipatedinanumberoftrainingsessionsaroundthenewEnglishSyllabusinreadinessforimplementationin2014.Staff
alsoparticipatedininitialtrainingforthenew
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MathematicsSyllabusintheformoffive
webinars.
PositiveBehaviourforLearning(PBL)continuestobeafocusinimprovingengagementofstudentsandallstaff,throughstaffdevelopmentdays,
participatedinupdatetrainingaroundfunctionalbehaviourassessmentanddevelopingconsistencyinPBLpractices.Threestaff
participatedinadditionaltrainingtomoveintoTiertwointerventionsinPBL.
OurLearningandSupportTeachershavereceivedtrainingthroughonlinecoursesinbehaviour
management,speechsupportanddyslexia.Moreonlinecoursesarebeingofferedtostaffatthebeginningof2014inmotordevelopment.An
additionalthreestaffalsocompletedReadingtoLearntrainingthisyear.
Schoolbasedtraininghasincludedsupportindataanalysis,digitaltechnologyfortheEnglish
Syllabus,understandingtheroleofthecounsellor,completinglearningsupportreferralsandunderstandingcounsellorassessments.
In2014aswiththisyearstaffwilldevelop
professionallearningplansthatlinktotheschooltargets,assistingindevelopingstaffattheindividuallevelwiththegrowthoftheschool
beingkeptinfocus.
Parent/caregiver,student,andteachersatisfaction
In 2013, the school sought the opinions ofparents,studentsandteachersabouttheschool.
Theirresponsesarepresentedbelow.
A range of data was collected throughparent/teacher interviews, focus groups, phonesurveys, P&C meetings, newsletters, staffmeetings, PBL meetings, information evenings,school education director reviews, interagencymeetings, parent workshops and communityinterviews.
Ofnotewerethefollowingresponses:
• Community relationship building is a highpriority.
• Theschooliswellresourcedandthephysicalenvironmentiswellmaintained.
• The school’s website is wellmaintained andcontinuallyupdated.
• Access to quality computer technology ishighlyvaluedbystaff,studentsandparents.
• Developing leadershipopportunities for staffandstudentsisahighpriority.
• Effective, efficient communication needs toremainafocusfortheschool.
• Thepositivelettershome,parentinformationnights and personalized learning planmeetingsrehighlyvaluedbyparents.
Programevaluations
NSW public schools conduct evaluations tosupport the effective implementation of theschoolplan.Theprocessesusedinclude:
EducationalandManagementPractice
Culture
Background
Theschoolconductedasurveyofthestaff,studentsandcommunityregardingtheschoolcultureusingaschoolmapsurvey.Theaimof
thesurveyinvestigatedschoolleadership,inclusion,communicationbetweenthestakeholdersandschoolpromotion.
FindingsandConclusions
Ananalysisoftheresultsrevealed:
• Over80%ofstaffsurveyedfeltthatthe
schoolwascontinuallytryingtoimproveandthatstudentachievementswerewellcelebrated,whichencouragedstudentstodo
theirbest.• Morethan50%ofstafffeltthatimprovement
wasneededinthestaff’sabilitytorespondto
communitycontext,recognisingthecontributionsofnewstaffmembersanddevelopingasenseofownershipbythestaff.
• Over70%ofstudentssurveyedindicatedthatfelttheschoolalmostalwaysencouragesstudentstolearn.
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• 40%ofstudentsandjustfewerthan50%of
parentsfeltthattheschoolalwaysmakeschangeswhennecessary.
• Over50%ofparentsindicatedthattheyfelt
theschoolalmostalwayspraisesandrewardsstudentsthataresuccessful.
• Lessthan20%ofparentsfeltthattheparent
bodyalwayssupportwhatishappeningattheschool.
FutureDirections
Thechangesbeingmadeattheschoolleveltoaccommodatetheneedsofthestudentsandto
improvetheschoolneedtobemadeclearertotheparentandstudentbody.
Opportunitiesforparentinvolvementneedtocontinuetobeprovided.Connectionsbetween
theschoolandthewidercommunityneedtocontinuetobeafocusinthefuture,workingtowardsimprovedandwellpromotedparent
supportoftheschool.
Curriculum
English
Background
Englishwasthetargetcurriculumareafor2013.
Findingsandconclusions
In2013wehaveemployedmanystrategiestobuildskillsandunderstandinginLiteracy.Theseincluded:
• TheDailyFive,CAFÉandBUILDprograms
havebeenimplementedintoStage1classroomswithgreatsuccess.Teachersarereportingthattheseresearchedbased
programsaremakingahugeimpactonstudentengagementandincreasesinnumberofstudentsmeetingoutcomes.
• StafftrainingintheEnglishContinuumandguideduseofthisresourceinclassroompractisehasledtooutstandingprofessional
dialoguearoundlearningandexplicitteachingfromassessment.
• ExtensivetrainingintheNewEnglishSyllabus
wascarriedoutonStaffDevelopmentdaysandongoingthroughouttheyearinstagemeetinggroups.Teachersarefeeling
confidentinprogressingtousingthenewsyllabus.
• JollyPhonicsandJollyGrammar‐extensive
traininghasbeencompletedandit’simplementationhasbeenafocus.Aschoolscopeandsequenceofgrammarandspelling
intoStage2hasbeendevelopedandimplemented.
• AnExpansionoftheReadingRecovery
ProgramtosupportYear1studentsnotmeetingbenchmarkshasassistedstudentlearning.
• ContinuedtrainingandimplementationofReadingtoLearnacrossallstagesseesacontinuedfocusonexplicitteachingin
literacy.• TeacherMentorRolefocusedonLiteracy
support/mentoringinStage1and2.Instage
2ourfocuswasVocabularywithintheEnglishcontinuum.InstageoneandEarlystage1,mentorworkedextensivelyonwritingand
buildingskillstomeetcontinuumbenchmarks.
• FrameworkLessonObservations–Allowed
forevaluationofLiteracyteachingandlearningoccurringinclassroomsinlinewiththeQualityTeachingFrameworkelements.
FutureDirections
SchoolDataandNAPLANwillbeanalysedtodeterminethesuccessofourprogramsandteaching.Afurtherfocuswillbeonimplementing
theNewEnglishSyllabusandprovidingsupportaroundthisimplementation.TheEnglishContinuumwillcontinuetobeusedameansof
assessmenttoguideteachingandlearningwhilealsomakinglearningvisibleforstudentsandgivingthemtheknowledgeofhowtobuildon
theirsuccess.WewillcontinuetofocusprogramsatReadingandWritingskillsacrossallstages,particularlybuildingvocabularyandspellingskills.
StudentprofileshavebeendevelopedforYear3,
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4and6teachersbasedonstudentsnotmeeting
nationalbenchmarks.
AboutthisreportIn preparing this report, the self‐evaluationcommittee has gathered information fromevaluations conducted during the year andanalysed other information about the school'spractices and student learning outcomes. Theself‐evaluation committee and school planningcommittee have determined targets for theschool'sfuturedevelopment.
TeresaHealeyPrincipal
AmandaTurnbullAssistantPrincipal
AlbertWebbAssistantPrincipal
JoEllisLiteracyLeader
GurmitThakurClassroomTeacher
JordanMoranClassroomTeacher
VanessaPriceClassroomTeacher
BerylKentClassroomTeacher
KerrieWaldenAEO
BevTowneyAEO
KerryGowerSchoolAdministrationManager
SharonDohertyP&CPresident
Schoolcontactinformation
NarrominePublicSchool
MeryulaStreet,Narromine
Ph:0268894566
Fax:0268894451
Email:Narromine‐[email protected]
Web:www.narromine‐p.schools.nsw.edu.au
SchoolCode:2713
Parentscan findmore informationaboutAnnualSchool Reports, how to interpret information inthe report and have the opportunity to providefeedbackaboutthereportat:
https://detwww.det.nsw.edu.au/high‐performance/annual‐school‐reports
