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NSW Department of Education & Training 3042 2010 Annual School Report Sawtell Public School NSW Public Schools – Leading the way
NSW Department of Education & Training
3042
2010 Annual School Report Sawtell Public School
NSW Public Schools – Leading the way
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Messages
Principal’s message
Sawtell Public School provides a range of educational and social opportunities for its students. Staff, students and parents work together to create an environment that is happy and safe, promoting the success of all children.
The major educational focus of the school is on the basic skills of literacy and numeracy. Students also participate in a variety of academic, cultural and sporting activities that utilise the skills of teachers and community members, and the physical resources of the local environment.
Sawtell Public School promotes the values of co-operation, participation and respect. We encourage our students to try their best in all that they do, and to be responsible members of their school and their wider community.
This year we have benefited from two aspects of the Federal Government’s Building the Education Revolution program. We have implemented a range of successful Numeracy initiatives via the National Partnerships program. In November we held the official opening of our magnificent new hall, which has already proven to be a boost for school and community activities.
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 achievements and areas for development.
Michael Trist, Principal
P & C message
As the P&C president I would like to take the opportunity to thank all those involved in our fund raising efforts this year, teachers, students, parents and the executive of the P&C committee for their hard work. The commitment and dedication of these people are the backbone of what makes our school a great community.
The annual school fete was our major fundraiser, it was very successful and raised over $7300. It was great to see on the day the involvement of everyone from students to teachers to community members, everyone wanted the fete to be fun and enjoyable. I would like to thank all those involved in the planning and organisation,
and to everyone that donated time and goods. Without their tireless efforts the day would not have been such a success.
After the success of the canteen last year, this year it has grown and added many new programs, including the breakfast club. I would like to take this opportunity to thank Bree Naylor for her tireless work in the canteen for the last 18 months. I would also like to welcome Cherie Rodgers as our new Canteen supervisor.
The P&C have many ideas for making our school a great learning and social environment with many of those ideas in the pipeline, so stay tuned.
Maree Gallagher, P&C President
Student representative’s message
At Sawtell Public School we pride ourselves on the ability to take on responsibilities as a student and pupil of this great school. Every week a class performs for the school at assembly, which gives them a sense of independence. As well as giving the kids a taste of acting in front of a large group of people they get to improve their abilities to stand up in front of a crowd and speak and act. This really is a great way to improve these skills in kids. As well as midyear performances we have an end of year concert where all the classes create an act for the evening and Year 6 provide the big finale for their last concert.
During the middle of the year when the sporting fever is on, the school provides a huge variety of sporting teams you can get involved in. This year we had many different types of teams entered into school sport competitions including cricket, soccer, Rugby League, softball, AFL and the list just goes on. It’s just amazing that all these sports
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were attempted by Sawtell and amazingly we did alright in almost every sport we played!
But sporting teams weren’t the only teams we entered. Students went through to the district spelling bee earlier in the year and although they didn’t make it through to the state finals it was good to see them having a go and getting past the first few rounds. Recently a group of public speakers went to a nearby school to compete in the district finals. All of the students went well with the juniors being well represented, the Stage 2 finalists getting a highly recommended, and the Stage 3 finalist taking out first place.
This year has sure been one of the best on record for Year 6 and for the school, with every student 110 percent happy!
Brenton Knight & Kate Malcolm, School Captains
School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
2006 2007 2008 2009 2010
Male 156 146 148 148 121
Female 124 106 117 129 126
The school population dropped slightly in 2010. A recent history of rises in real estate and home rental prices in the school’s drawing zone have combined with an absence of vacant land for new home building to make the area unaffordable for many young families. Despite this, Kindergarten enrolments have been very healthy, reflecting the school’s positive reputation and the success of Mrs McMahon’s promotional work in local pre-schools. With a small Year 6 group leaving the school in 2010, it is anticipated that the school population will increase in 2011.
Student attendance profile
Year 2007 2008 2009 2010
School K 90.8 95.9
1 91.4 94.3
2 92.3 93.2
3 92.6 94.0
4 92.7 95.3
5 94.7 94.1
6 89.2 97.7
Total 94.0 93.3 91.9 94.8
Region K 92.5 93.4
1 92.3 93.2
2 92.4 93.3
3 92.6 93.2
4 92.6 93.3
5 92.4 93.2
6 92.2 92.9
Total 93.3 92.8 90.1 93.2
State DET K 94.3 94.7
1 93.7 94.2
2 94.0 94.4
3 94.1 94.5
4 94.0 94.5
5 94.0 94.4
6 93.6 94.0
Total 94.0 94.1 92.1 94.4
0
50
100
150
200
250
300
2006 2007 2008 2009 2010
Stu
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Year
Enrolments
Male Female
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Student attendance rates continue to compare favourably with State and Regional averages. Most students attend at a satisfactory rate.
Management of non-attendance
Where non-attendance is an issue for a particular student the class teacher and the school’s Learning Support Team undertake a series of measures. These range from simple communication with parents to the involvement of the DET Home School Liaison Officer.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
Roll Class
Year Total per Year
Total in Class
1BC 1 19 19
1/2GS 1 10 24
1/2GS 2 14 24
2A 2 24 24
2/3P 2 8 26
2/3P 3 18 26
3/4A 3 16 29
3/4A 4 13 29
4/5H 4 17 25
4/5H 5 8 25
5/6C 5 15 30
5/6C 6 15 30
5/6K 5 14 30
5/6K 6 16 30
K/1M K 15 21
K/1M 1 6 21
KD K 18 18
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
Assistant Principal(s) 3
Classroom Teachers 7
Teacher of Reading Recovery 0.42
Support Teacher Learning Assistance 0.8
Teacher Librarian 0.6
Counsellor 0.2
School Administrative & Support Staff (SASS)
2.622
Total 15.642
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
The school currently has one indigenous person employed by the DET as a Learning Support Officer.
Staff retention
The school has retained approximately 88% of its teaching staff from 2009. We welcomed Mr Dean Burkitt as our new Assistant Principal, and Mrs Natalie Andrews as a new classroom teacher.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100 Postgraduate 20
0
10
20
30
40
50
60
70
80
90
100
2007 2008 2009 2010
Att
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ate
Year
Student attendance rates
School Region State DET
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Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary: 30/11/2010Income $
Balance brought forward 241575.91Global funds 164669.28Tied funds 237611.76School & community sources 69369.88Interest 10354.36Trust receipts 5259.40Canteen 0.00Total income 728840.59
ExpenditureTeaching & learning Key learning areas 36489.83 Excurs ions 31791.40 Extracurricular dissections 13393.31Library 5512.91Training & development 2883.65Tied funds 248357.79Casual relief teachers 56820.12Administration & office 44818.59School-operated canteen 0.00Utilities 24809.48Maintenance 17403.37Trust accounts 3995.55Capital programs 44612.55Total expenditure 530888.55Balance carried forward 197952.04
A full copy of the school’s 2010 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 2010
Achievements
Arts
2010 has been another challenging and exciting year in the creative arts department. The Senior Choir began the year by adding their number to the Australia wide ‘Count Us In to Music’ concert. They performed admirably in the annual Coffs Harbour Eisteddfod and achieved a highly commended. Both Senior and Junior Choirs also participated in the Park Beach Plaza fundraising
excursion along with the Guitar Group and the Dance Group. We were highly supported by parents and other observers, raising a large sum of money. The Senior Choir, Junior Choir and Dance Group also travelled to Toormina High to showcase their skills in the combined Education Week concert.
A small number of enthusiastic students continued to access Mrs Keft’s music expertise through the band program. They have participated in combined school band events and attended a concert by the Coffs Harbour City Orchestra.
The GATS children have enjoyed a photography program with Mrs McMahon where they investigated the elements of design and composition and have all produced some interesting and creative work. You may view these on display in our new hall.
The Guitar Group continues to grow in popularity and skill. They have enjoyed performing for our whole school at Friday assembly and the residents of the Mater Christi Nursing Home where they again showcased their skills. They also busked at Park Beach Plaza Christmas Fundraiser.
We have had a variety of visiting performers for the children to appreciate again this year. The Mirii Yulugi Aboriginal dancers took as on a cultural journey using dance, storytelling and didgeridoo playing. The Ghana Drummers from Africa totally entertained with their exciting tribal beat.
Friday class assemblies remain a favourite for parents and children. We have been entertained by many items including dance, drama, poetry and music and even had a circus display their talents. Parents, children and teachers once again celebrated the success of our annual school concert. The costumes, make-up, hair do’s and talents of our student continue to surprise and thoroughly entertain all who attend.
Sport
In 2010 students were provided with a diverse range of sporting opportunities with an emphasis on participation and skill development. Students of all ability levels were catered for with more able students going on to represent at higher levels.
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The school’s program incorporates organised weekly sporting activities, PSSA knockouts, PSSA district, zone and regional selection trials, intensive swimming programs and specialised instruction from outside organisations. The weekly sports program provided students with opportunities to participate and learn the skills in tennis, swimming, cricket, football, Australian Rules, fitness walking, cross country and athletics training, aerobics and croquet.
During these activities students were able to recognise the importance of a healthy lifestyle, build fitness levels and develop their skills. In addition the ‘Big Bike Ride’ was also conducted, where students from Years 4, 5 and 6 ride 20km supervised by teachers and parents demonstrating in a very practical way the importance of safe cycling and road safety. Senior students were able to trial for inclusion into various school sporting teams to compete in a range of PSSA state knockout competitions. Local schools combined to conduct gala days in major PSSA knockout competitions for basketball, soccer, touch and Australian rules.
In addition schools in the Bongil Bongil Community of Schools combined for the second annual Gala day and Year Six students from other schools joined Sawtell for the ‘Big Beach Walk’ to Mylestom. Sawtell Public School was well represented at Toormina District and Mid North Coast Zone trials in swimming, cross country and athletics. Six students went on to North Coast Regional trials and we had one representative at both the state PSSA athletics and swimming carnivals. In other sports eleven students participated in Mid North Coast selection trials.
Ninety students participated in the Intensive Swimming Scheme, gaining increased proficiency in swimming. In addition Kindergarten students were introduced to a five day intensive swimming program. Living on the coast, the school recognises the importance of learning this vital skill. Years 5 and 6 undertook a ‘beach safety day’ conducted by Council lifeguards, which provided students with important surf survival skills and CPR information. Participation in the Premier’s Sporting Challenge resulted in the school receiving a number of grants to supplement sporting equipment, providing even greater opportunities to students.
Technology
The school’s Computer Skills program continues to enhance our students’ technology skills. As well as each class using the computer laboratory weekly, classes and groups use it for Gifted and Talented activities, incorporating photography and learning programs, including the Even Start program and QuickSmart.
The school website has been in action for the past year with a high weekly number of ‘page views’. New features continue to be added to our site which will improve communication with the wider community.
This year the school received fourteen new computers through the T4L Rollout and we purchased another twenty to distribute to classrooms. As well as having access to the computer lab each class will now have three or four reasonably new computers. Enter text here
During the year we upgraded our server and re-imaged all of our computers. Our Data cabinets have been moved from the library and front office to a downstairs room. This will centralise all our networking equipment and will facilitate future expansion and upgrades.
The Connected Classroom has been installed in the Year 6 classroom, allowing us to interact with other classes and presenters around Australia. Every class has experienced a connected classroom lesson throughout the year. All classrooms are equipped with an Interactive Whiteboard.
A high emphasis continues to be placed on Technology training in our T & D program. This has enabled the staff to continually improve their Technology Skills and keep abreast of latest developments.
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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)
Literacy – NAPLAN Year 3
Year 3 results in Reading were quite pleasing; with an increased number of students scoring in Band 6, and a smaller number in Band 1. Overall, our average Reading performance (397) was below the State average (422.6). Reading will remain a major focus of our School Plan in 2011.
Most students in Year 3 achieved Writing scores in Bands 4 and 5, with relatively few in the lower Bands. The school average (420.1) was comparable to the State average (429.4), which is commendable for a PSP school.
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Band
Percentage of students in bands: Year 3 reading
Percentage in band
School average 2008 - 2010
State DET average 2010
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70
1 2 3 4 5 6
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Percentage of students in bands: Year 3 writing
Percentage in band
School average 2008 - 2010
State DET average 2010
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Percentage of students in bands: Year 3 spelling
Percentage in band
School average 2008 - 2010
State DET average 2010
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Year 3 Spelling scores are notable for the low number of students scoring in the top 2 bands. Spelling will have an increased focus in 2011.
Increasing numbers of students scoring in Bands 4, 5 and 6 compared to our average over previous years indicates improvement in Grammar and Punctuation skills.
Numeracy – NAPLAN Year 3
Numeracy scores for Year 3 students indicate that National Partnership programs were impacting positively on learning outcomes. The percentage of our students scoring in Bands 1 and 2 was lower than in recent years, and a healthy number scored in Band 5. The small number of students in Band 6, and a school average (388.9) slightly below the State (402.3), show that there is still work to be done.
Literacy – NAPLAN Year 5
The most pleasing aspect of our Year 5 Reading results is the rate of growth, which is consistently well above State progress. We have more students scoring in Band 6, but also in Band 1. We will continue to promote the teaching of reading as a primary objective in 2011.
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Percentage of students in bands: Year 3 grammar and punctuation
Percentage in band
School average 2008 - 2010
State DET average 2010
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35
1 2 3 4 5 6
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Percentage of students in bands: Year 3 numeracy
Percentage in band
School average 2008 - 2010
State DET average 2010
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5
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20
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35
3 4 5 6 7 8
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Percentage of students in bands: Year 5 reading
Percentage in band
School average 2008 - 2010
State DET average 2010
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20
40
60
80
100
120
2006 - 2008 2007 - 2009 2008 - 2010
Pro
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Average progress in reading between Year 3 and Year 5
School State DET
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Writing results show growth comparable to the State average, but with a school average score (477.2) below that of State (494.8). We will continue to implement Writing programs to try and move more students into the top two bands.
Year 5 Spelling results provide further impetus to our planned focus on the teaching of Spelling in 2011. Our students are under-represented in the top 2 bands. The rate of growth for this group of students compared to State trends is a concern. There is also a significant gap within the school between average scores for boys (463.1) and girls (492.8).
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45
3 4 5 6 7 8
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Percentage of students in bands: Year 5 writing
Percentage in band
School average 2008 - 2010
State DET average 2010
0
20
40
60
80
100
120
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
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Average progress in writingbetween Year 3 and Year 5
School State DET
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5
10
15
20
25
30
35
40
3 4 5 6 7 8
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Percentage of students in bands: Year 5 spelling
Percentage in band
School average 2008 - 2010
State DET average 2010
74
76
78
80
82
84
86
2008 - 2010
Pro
gre
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Average progress in spellingbetween Year 3 and Year 5
School State DET
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An increased number of students performing at band 8 level in Grammar and Punctuation was pleasing, as was a rate of improvement well above State levels. We will continue to address our over-representation in the lower bands.
Numeracy – NAPLAN Year 5
As in Reading, the most pleasing aspect of our Year 5 Numeracy results is the rate of growth, which is consistently above State progress. We have more students scoring in Bands 5 and 6, and none in Band 1. We will continue to promote the teaching of numeracy as a primary objective in 2011.
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35
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Perc
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Band
Percentage of students in bands: Year 5 grammar and punctuation
Percentage in band
School average 2008 - 2010
State DET average 2010
93
94
95
96
97
98
99
100
101
2008 - 2010
Pro
gre
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Average progress in grammar & punctuation between Year 3 and
Year 5
School State DET
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Perc
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Percentage of students in bands: Year 5 numeracy
Percentage in band
School average 2008 - 2010
State DET average 2010
0
20
40
60
80
100
120
2006 - 2008 2007 - 2009 2008 - 2010
Pro
gre
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Average progress in numeracybetween Year 3 and Year 5
School State DET
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Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 3 students achieving at or above minimum standard
Reading
94
Writing
94
Spelling
97
Punctuation and grammar
91
Numeracy 93
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 5 students achieving at or above minimum standard
Reading
83
Writing
97
Spelling
94
Punctuation and grammar
86
Numeracy 100
Significant programs and initiatives
Aboriginal education
In Term 4, 2010, 13 Aboriginal students were enrolled at Sawtell School. The students have had support with literacy and numeracy programs, in small groups or individually. Numeracy support has included the Count Me in Too program for K-3 students and the QuickSmart program for Years 4-6. These programs have been of great benefit to the students. We will continue our focus on literacy and numeracy in 2011.
In 2010 we were very sorry to farewell our Aboriginal Learning Support Officer, Miss Delraye
Egan, who gained a position at Toormina High School.
Aboriginal studies featured in HSIE and English content across all stages. The school celebrated NAIDOC Week with a range of indigenous cultural activities. We have supported additional participation and communication between our Aboriginal community and the school by conducting a meeting with parents of Aboriginal students to help plan these activities. The school also hosted a meeting of the local Aboriginal Education Consultative Group (AECG) in Term 3.
Aunty Bea Ballangarry provided a wonderful Welcome to Country at the official opening to our new school hall in Term 4. We will endeavour to best support our Aboriginal students, families and community in 2011.
Multicultural
Multicultural Education is incorporated in the school’s Human Society and its Environment scope and sequence across Stages 1-3. Different cultural customs, languages, lifestyles and environments are constantly explored as students complete activities in their Key Learning Areas.
Students have the opportunity to investigate the diverse cultures and traditions that exist in Australia and the world. The school’s ongoing support of overseas charity projects, including the sponsorship of a Vietnamese boy, Van Ve Nguyen, also provides stimulus for study of other cultures.
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Respect and responsibility
Students at Sawtell are given daily instruction and demonstration of the importance of respecting self and others, and what responsibilities they have towards promoting a harmonious school and society. In 2010, measures towards these ends have included: participation in school and community ANZAC ceremonies; a range of welfare programs fostering social skills and mutual respect; the acknowledgement of the importance of different cultures, and in particular Aboriginal culture; recognition of students’ consideration towards others, both by teachers and fellow students at school assemblies; and consistent role modelling and reinforcement of exemplary respect and responsibility by teaching staff.
The 2010 NAIDOC Week celebrations also gave the students of Sawtell Public School memorable examples of how the values of respect and responsibility are important to all Australians.
During 2010 the Students Representative Council has fostered the values of respect and responsibility by visiting the Mater Christi Aged Care Facility. This program has enabled a cross-section of students from our school to interact with elderly residents of Mater Christi in a positive and rewarding way. The mutual respect gained by students and residents is invaluable.
By nurturing respect for others within our community the students of Sawtell Public School have enhanced and broadened their view of the importance of respect and responsibility towards themselves and others.
Priority schools funding
QuickSmart, a Mathematics program to assist 36 students in Stages 2 and 3 with number skill
development, continued in 2010. Teachers and Learning Support Officers were given further training. After three terms on the program there was an outstanding overall average increase of 23.36% improvement on the PAT Maths test. A comparison group of children were also tested and these students showed an average improvement of 11.07%. In 2011 the program will continue with 3 groups of 12 students from Years 3-6. PSP will again fund one of these groups
The Support Teacher (Learning Assistance) was employed to support Literacy and Numeracy teaching across the school, allowing for smaller group numbers and resulting in improved outcomes for all students. An interactive whiteboard and other resources were purchased to support these programs.
There was an additional focus on Writing with a teacher employed to team teach specific Writing skills. 80% of year 5 students and 95% of year 3 students reached the benchmark in the NAPLAN test. In 2011 there will be a focus on Writing and Spelling.
After the success last year of the fitness program ‘Move to Learn’, it was extended to K to 6 students. A coordinator was employed to assess the students and set up appropriate activities in collaboration with class teachers. The activities were more challenging this year, as the children had improved their fine and gross motor co-ordination and concentration. Parent helpers enabled the program to operate four days per week. Teachers again noticed growth in motor development and attention span. A self-funded Program for 0-5 year olds was very successful and raised the profile of Sawtell Public School in the community.
The Kindergarten teachers visited local preschools to showcase the strengths of Sawtell Public School and liaise with parents, preschool teachers and children. Again this has resulted in higher Kindergarten enrolments.
Two teachers attended the Quality Teaching Forum to gather the latest information on educational pedagogy in Literacy and Numeracy. Staff training followed with positive initiatives in class programs.
Year 6 again attended the very successful environmental mathematics camp at North Beach, staying two days this year. They creatively
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solved many problems and had fun as well. Two Learning Support Officers were employed to co-ordinate structured lunch time activities for students. This resulted in an improvement in social skills and improved playground behaviour.
National partnership programs
National Partnership funding supported professional development, in class support and resource purchase. The focus areas were TOWN which develops whole class ,K-6 mental strategies in place value, multiplication and division, Newman’s problem solving strategies, QuickSmart which supports students in Years 4-6 to develop and reinforce mental strategies, Gifted and Talented Mathematicians program and technology resource support. The Leadership Program exposed teachers to current thinking in education and leadership. Students have shown improvement in Mathematics as evidenced by results from NAPLAN and National Partnership testing showing a reduction in the number of students in bands 1 and 2 as well as an increase in students in the top 2 bands across all measured cohorts.
Progress on 2010 targets
Target 1
To promote the teaching and learning of Numeracy
Our achievements include:
Implementation of the Taking Off With Numeracy (TOWN) program for Year 3-6 classes.
Implementation of the Count Me in Too program for Year 1 and 2 classes
Extension of the QuickSmart program to cater for 36 students in Years 4-6
Professional learning for staff to implement the Newman’s problem solving analysis model.
Target 2
To promote the teaching and learning of Reading
Our achievements include:
Enhancement of individual and class reading programs via Teacher Professional Learning and targeting of PSP and school funding.
Implementation of the Best Start program to help identify and address Kindergarten Literacy needs.
Target 3
To foster participation in school life by all stakeholders
Our achievements include:
Promoted enrichment opportunities for Gifted and Talented students, including joint activities across the Bongil Bongil Community of Schools
Fostered involvement of Aboriginal families in school life via increased individual communication regarding student progress and decision making for NAIDOC Week
Created additional opportunities for parents and community members to engage in the life of the school via involvement in Move to Learn; Enrichment programs; School Fete and Outdoor Learning programs.
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of school management and the teaching of Writing.
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Educational and management practice – school management
Background
An evaluation was undertaken to determine how effectively the school is managed. Surveys were completed by parents, teachers and students to assess their perception and experience of the school’s management processes.
Findings and conclusions
Responses to the surveys were generally very positive. Teachers overwhelmingly felt that the school was continually trying to improve its performance, including making continual changes to improve what it does. They believed that monitoring of the school’s plans, policies, programs and practices are effectively supervised and supported. Teachers appreciated that a range of strategies are employed to ensure effective communication.
Students strongly valued the contribution of staff at the school, and believe the school is well organised. They also recognise that the school is well organised and continually trying to improve its performance. Students believed that teachers undertake extra training to improve their teaching, and that the allocation of money and other resources are managed effectively by the school. They also recognised the effective communication processes the school has in place.
Parents supported their children’s belief that the school continually looks at ways to improve its performance and is well organised. They were happy that the school was meeting the educational needs of their children, and that the school cares about students and provides fair discipline. Parents overwhelmingly recognised the school’s effective management of money and other resources.
Future directions
The positive response to current school management practices indicates that major changes are not required. The effectiveness of existing plans, programs, policies and practices, combined with the school’s willingness to continually improve will need to be maintained.
Curriculum - writing
Background
Effective teaching of Writing, and its essential skill of Spelling, is a primary focus of the school’s academic program. Each student’s skills are developed through classroom teaching and additional programs conducted by teachers and learning support officers. As part of this process we undertook a comprehensive analysis of the school’s Writing program, via student, parent and teacher surveys, and the analysis of school and external test data. A summary of this analysis is shown below.
Findings and conclusions
Teachers highly valued the importance of teaching Writing. All were confident that their students’ skills had improved this year, and that their teaching skills had also improved. Teachers enjoyed teaching Writing, provided teaching programs that cover different text types, and told students the purpose of their Writing tasks. Whilst teachers felt that student results in Spelling were improving, they also recognised that it was an area that required an increased focus in 2011.
Students recognised the importance of Writing as a crucial part of their education, and felt their skills were improving in both Writing and Spelling. They were aware of the importance of correct Spelling to effective writing. Students enjoyed Writing lessons, and were becoming more confident in the use of word processing and dictionaries. A significant percentage of students reported that they rarely wrote at home for pleasure, and some were not confident in their knowledge of text types.
Parents also regard writing skills as a vital part of their children’s education, particularly valuing correct spelling. They recognised that their children had developed new skills in both these areas in 2010, and that they were confident to help their children at home if needed. Many parents would like to know more about how writing and spelling are taught at school.
Analysis of NAPLAN data confirms that our students are improving in Writing. Growth in performance between Year 3 and Year 5 reveals that we are improving at a rate slightly above State and Regional averages. Similar growth is not apparent in Spelling.
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Future directions
We are currently providing successful Writing programs across the school. Teachers, students and parents all feel that their skills and practices are achieving good outcomes. The school will investigate strategies to increase parents’ understanding of current teaching practices, and how to encourage their children to write at home. In addition, the school will make the teaching of Spelling a target for 2011, and attempt to increase student growth in NAPLAN and school data.
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Formal surveys about school management and the teaching of Spelling were responded to very positively. A formal online survey was completed by staff and parents to assess Mr Trist’s performance as principal, which was also strongly supportive. A variety of informal measures are also in constant use to ensure that the school is satisfying the needs of its stakeholders. Feedback from parent interviews, P & C meetings, school assemblies, classrooms, the Student Representative Council, staff meetings and general word of mouth is combined to inform school planning. The vast majority of such feedback is very supportive of the school, and the majority of criticism is of a constructive nature, providing suggestions as to how the function of the school could be further improved. The positive reputation of the school in the local community is further evidenced by the strong demand for Kindergarten enrolments in 2011, with over 50 received by mid Term 4, 2010.
Professional learning
All staff at Sawtell Public School have engaged in training and development activities during 2010. Training occurred during Staff Development Days at the beginning of Terms 1, 2 and 3, at school based workshops, and in a variety of external venues, both locally and in other parts of the State. National Partnership funds enabled staff to receive a significant amount of additional training in Numeracy. They also completed activities in the teaching of English, Computers, Science, Environmental Education and Aboriginal Education. Teachers also updated their skills in Child Protection, first aid, student welfare and discipline strategies. In addition, Mr Trist attended conferences in school leadership and broader educational issues. On average approximately $2200 was spent providing Professional Learning activities for each member of the teaching staff.
School development 2009 – 2011
The School Plan 2009-2011 provides a template for the development of major school initiatives, particularly in the areas of literacy and numeracy. It has been developed and refined based on priorities identified through consultation with teachers, parents and students, and the analysis of NAPLAN and school based assessment data. In 2011 the school will focus on the priority areas of Numeracy, Literacy and Information Technology, some of which are detailed in the targets below. Parents who wish to study the school plan in more detail are invited to do so by contacting the Principal.
Targets for 2011
Target 1
To promote the teaching and learning of Numeracy
Strategies to achieve this target include:
Embedding TOWN, Count Me in Too, Newman’s Problem Solving and other aspects of the National Partnership numeracy program in classroom practice.
Utilising class computer banks and Interactive Whiteboards to enhance teaching and learning of numeracy.
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Our success will be measured by:
Analysis of NAPLAN, school based and National Partnership student data.
Monitoring of class teaching programs and practice.
Target 2
To promote the teaching and learning of Literacy – Writing / Spelling
Strategies to achieve this target include:
Development and implementation of K-6 school Spelling program.
Enhancement of team teaching of Writing with STLA and Library teachers.
Teacher Professional Learning in the creation, delivery and assessment of effective Writing and Spelling activities.
Our success will be measured by:
Analysis of NAPLAN and school based student data.
Monitoring of class teaching programs and practice.
Target 3
To promote the use of Information Technology in all aspects of school life
Strategies to achieve this target include:
Promote technology use to enhance the delivery of classroom programs.
Develop teachers’ ability to locate and utilise online information for teaching and learning.
Improve communications processes within the school and community using Information Technology.
Our success will be measured by:
Assessment of teacher technology expertise
Creation / expansion of Information Technology communication processes.
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.
Michael Trist, Principal
Mrs Mary Pollack, Assistant Principal
Mr Dean Burkitt, Assistant Principal
Mr Michael Cheers, Assistant Principal
Mrs Deb McMahon, Teacher
Mr Joe Cavallaro, Teacher
Mrs Louise Arthur, Teacher
Mrs Maree Gallagher, Community Representative
Mrs Wendy Hurry, School Admin. Manager
School contact information
Sawtell Public School
32-36 Eleventh Avenue
Sawtell, NSW, 2452
Ph: 02 66531666
Fax: 02 66582384
Email: [email protected]
Web: www.sawtell-p.schools.nsw.edu.au
School Code: 3042
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
