Cathy Bornholm

Kylie Fuller

5/3/2018

Wilmington Primary School is a small rural school in a tranquil setting, about three hundred kilometres north of Adelaide,situated in the southern Flinders Ranges. Our current school values are Respect, Honesty, Care and Persistence.

The school had three classes R-Yr2, Yr 3-5 and Yr 6-7. We started with 53 students and ended the year with 52. We had sixstudents leave and five new enrolments during the year. We have 23% students on school card, 13.5% Aboriginal and TorresStrait Islander (ATSI) students and 17% Students with Disabilities. Three new teachers started at the beginning of the yearincluding the principal, preschool teacher/NIT teacher and an upper primary teacher. Part way through term three we were ableto employ an Aboriginal Community Education Officer (ACEO) to support our ATSI students.

Wilmington Primary School and the WIlmington Kindergarten voluntarily amalgamated in 2016 resulting in Wilmington PrimarySchool now having a site based preschool. The preschool building was added to the school building during 2016 and wascompleted in time for the children to start the school year. 10 children started in the preschool at the beginning of the 2017year, with most coming from the Wilmington area and two coming from Melrose as they no longer have a preschool option.One child left during the year.

During the year we were able to introduce Spanish language classes to all students and recorder lessons to the primarystudents.

The closest regional centre, Port Augusta, provides employment for some of our families, whilst others work as farmers or inbusinesses within the township. Wilmington Primary School is a feeder school to Booleroo Centre District School.

We continue to be strongly connected to our community in a variety of ways -Our Student Representative Council (SRC) organised, catered and ran a successful Open Night which saw a huge turnout ofparents, grandparents and friends. Some of our student leaders took part in the ANZAC day service.Our students participated in Clean Up Australia Day by collecting rubbish around the town and surroundings.Our local community supported the school to run the North Eastern District Cross Country Championships at our school,donating food items, running the food stall and helping to man the various stations on the cross country course. Our studentsentered a variety of exhibits in the local WIlmington Show as well as class displays of school work.The Junior Primary and Middle Primary sang songs to the older residents at the Booleroo Hospital and the Mt View Aged Carefacility.

Other highlights of the year included• Extensive transition for the preschool and Junior Primary students• Year 7 transition camp combined with other students who will be in Year 8 in 2018 at Booleroo Centre District School (BCDS)at the Errappa Camp in Iron Knob• Year 7 transition to BCDS in the second last week of school• Combined schools sports day with Booleroo and Melrose• Upper Primary students participated in various SAPSASA sports with a number of our students being selected to representour district in football, netball, cross country and athletics• Upper Primary Aquatics day in Port Augusta• Participation in the Premier’s Reading Challenge• Participation in the Premier’s Be Active Challenge• Participation in the Principal’s Reading Nights Challenge with those students who achieved 200 Reading Nights dining withthe Principal at the end of the year• Combined Nature Play day with Melrose Primary School at Melrose Showgrounds• Harmony Day activities• Combined camp with Melrose Primary School to Illawonga Camp• Outdoor Education Day• Questacon Science Show combined with Melrose Primary School• Bookweek parade and activities• Swimming lessons• School Concert and Presentation Night• Young Environmental Leaders group• Junior Primary sleepover• Combined Preschool and Junior Primary excursions to see “Grug” and “Yo Diddle Diddle” performances• Year 7 Graduation Dinner• Port Germein Beach day

SRC organised a "Casual Dress" day, "Pyjama Day* and "Wear What You Wish" day and raised funds from donations for theRSPCA and Make A Wish Foundation. They also had input into the review of the "Uniform Policy" and what equipment theywould like to see bought for the school.

Our school community is extremely supportive with an active Governing Council and an extremely hardworking FundraisingCommittee who have run a variety of fundraisers over the year including a Mother's Day and Father's Day stall so students canbuy something for their mums and dads, BBQ and drinks stalls for the Cross Country championships, Nature Play Day andWIlmington Show, organising a Bookweek display and "Book Fair" and a Christmas Raffle. They raised almost $6000.

2017 bought with it a year of firsts for our School and the Governing Council.

This year we welcomed Cathy Bornholm as our Principal as well as our Preschool children becoming part of our School.

Spanish lessons were introduced into our classrooms and overall there was a high level of participation and enjoyment by thechildren. Our school camp at Illawonga in term three was also a first for many students and provided a great opportunity formany to have new experiences while interacting with children from our neighbouring schools. Our annual JP Sleepover(although not a first!) was also a highlight for our younger years.

A huge thank you once again to our fundraising committee and the individuals who give up their time to make our small schoolan amazing place to be for all of our students. The generosity of our community and local businesses to give up their time,effort, goods and services to help provide such a wide variety of experiences and memories for the students at Wilmington issomething we should all be very proud of. Thank you again to those families who have helped create such a wonderful schoolcommunity for all our kids to thrive in.

The past year has also meant a review of many of our policies including both our uniform policy and attendance policy and ourchanges will hopefully make these more transparent for our school community. We also commenced a review of our SchoolLogo which will hopefully see a new Logo unveiled in 2018.

Governing Council would like to thank the school community, our hard working sub committees, teachers, parents, families andmost importantly our students at Wilmington Primary School for helping to make our school so special.

As Governing Chair this year I would also like to personally thank our council members for the time they have spent atmeetings and with their involvement in the school. I would also like to encourage all members of our school community to beinvolved in any of our committees or with council as the work you do makes our school community a better place.

I can’t wait to see what our community can achieve in 2018

Kylie Fuller Governing Chair Wilmington Primary School 2017

Priorities for Wilmington Preschool in 2017 have been:

1. The successful establishment of a new school based preschool service.

Quality areas: All

Goal: To establish an inviting organised preschool environment that operates coherently with the school.To set up records management systems, meet compliance expectations and clarify roles and responsibilities of teacher,Principal and administration support staff.

Outcomes:- Development of a succinct, action-based whole school philosophy that encompasses preschool with input from parents,Governing Council and staff.- Identification of priority areas within the NQS standards for each member of staff: Teacher is responsible for meeting QAs 1and 5; Principal is responsible for QA 7; QAs 2,3,4 and 6 are shared responsibility of Principal, preschool teacher and otherschool staff.- Compliance documents are clearly displayed in the preschool.- WHS issues and issues with maintenance of the new building have been recorded and reported to the relevant agencies.Some issues are still waiting to be rectified.- Priorities for 2018 have been identified and include establishment of position for preschool representative on GoverningCouncil. This requires a change in constitution and will be discussed and voted upon at the Annual General meeting in 2018.- New resources including furniture have been purchased for the site. Organisation of resources is an ongoing process.

2: Establishing a quality teaching and learning program as a single teacher service.

Quality area 1: Educational Program and Practice

Elements: 1.2.1 and 1.2.3

Goal: To establish a planning cycle that has its foundation in critical reflection of children's interests, abilities and needs.To create a collaborative process for planning in a single teacher site.

Outcomes:- The identification of a need for daily continuity of staff led to the appointment of one SSO to release teacher for lunch breakand to provide one-on-one intervention for children requiring preschool support.- Allocation of time for teacher and SSO to reflect and plan together each week. These meetings have included reflecting onthe day, using the executive function checklist to reflect on the needs of individual children and use the self review discussionrecord tool.- Principal makes time to attend the collaborative reflection meetings where possible.- Ongoing support from Early Years Leader has informed the development of documentation processes, particularly recordingobservations of individual children.- Critical reflection meetings to continue in 2018 and could also include collaborative development of ILPs.- Planning cycle has been documented for review in 2018.

The Wilmington Primary School Site Improvement Plan addressed four priorities. Two main actions overarched the plan

• Involvement in the Collaborative Impact Program with the Flinders Partnership sites (first year of three). This involved all staffattending the Collaborative Impact Program (CIP) Foundation Day at Peterborough early in the year. Sites then identified animpact coach who worked with their leaders attending Evidence Into Action training days to develop Action Plans for the year- to plan to develop teachers` understanding of the strands of CIP - Visible Learners, Know Thy Impact, Inspired andPassionate Teachers and Feedback

• Attending Learning Design, Assessment and Moderation (LDAM) Professional Learning Program which involved all teachersacross the Flinders Partnership to further develop teachers understanding of the Australian Curriculum and to moderatestudent work against the achievement standards. This involved two whole partnership LDAM pupil free days plus fivecombined school staff meetings after school to develop teachers understanding of the Australian Curriculum and to moderatestudent work against the achievement standards.

Key Actions and Outcomes

Priority One - Improve student learning outcomes in numeracy• Two teachers involved in the Thinking Maths PD to build their capacity to teach upper primary maths These teachers sharedtheir learning to support other staff with improvement in numeracy teaching and learning.• Students were exposed to problem solving questions and were encouraged to work in groups to solve them.• All teachers developed their understanding of the Maths Australian Curriculum and planned Maths lessons with teachersfrom other schools with similar year levels, taught the content and moderated their students’ work with these teachers toimprove consistency and confidence to provide A-E grades against the AC achievement standards.• Preschool teacher planned and assessed using the preschool Literacy Indicators

Priority Two - Improve student learning outcomes in literacy – focus on writing• All teachers attended the Bright Path professional learning on assessing narrative writing using the Bright Path tool• All teachers worked collaboratively to assess the students’ narrative writing samples against the Bright Path tool. Teachersare becoming more confident to assess writing samples and planning next steps for developing students’ writing skills• Preschool teacher planned and assessed using the preschool Literacy Indicators

Priority Three - Develop resilient learners who are engaged and have a growth mindset• Evidence used from term 1 surveys /matrix collected at site level to inform the impact of our current pedagogy on studentoutcomes and well being• Impact coach working with staff to track, monitor and support teachers to implement high gain strategies to improve studentoutcomes

Priority Four - Establish the new onsite preschool learning program and facilities• Quality Improvement Plan developed• Preschool learning program developed and supported with extra staffing to provide time for reflection• Suitable resources purchased to support quality learning in a preschool setting• Preschool teacher planned and assessed using the preschool Literacy and Numeracy Indicators

School Performance CommentAs we had only 10 students eligible to sit NAPLAN this year it is not possible to compare trends and draw conclusions. We hadno Year 3s when NAPLAN was conducted.

All students who were not Students with Disabilities achieved the National Minimum standard in all areas of NAPLAN.All students who were not Students with Disabilities achieved at least the expected Standard of Education Achievement (SEA)benchmarks for DECD (one band higher than the National Minimum standard) in Reading and Spelling. Only two students didnot achieve SEA in Writing and Grammar and Punctuation and one in Numeracy.

One of our goals is to increase the number of students who are achieving in the higher bands in NAPLAN and retaining thosewho are already there.

In Reading we had one student stay in the higher bands, one student who moved out of higher bands and one student whomoved into the higher bands.In Spelling we had one student who moved into the higher bands.In Grammar and Punctuation we had two students who moved out of the higher bands and one who moved into the higherbands.In Writing and Numeracy we had one student who stayed in the higher bands.We need to continue to focus on “stretching” students to keeping them in the higher bands, and to move more students into thehigher bands.

Many of our students progress from Year 3 to Year 5 and Year 5 to Year 7 in Writing, Spelling and Grammar and Punctuationwas in the middle or lower progress sections when compared to all students’ progress with similar scores. We need to focus ondeveloping our students’ writing skills which include spelling and grammar and punctuation.

Our Running Record data (Sep data) shows that all of our Yr 2s bar one have achieved the expected level of 21 or above whichwas higher than the state average. Our Yr 1 data shows that 2 out of four achieved the expected level of 13 or above.

Our PAT Maths tests done in late term 3 show that all bar two students from Year 2 to Year 7 achieved the Standard ofEducational Achievement (SEA) for the Year level that they are being taught. In PAT Reading test all students from Year 2 toYear 7 achieved the SEA..

Wellbeing and Engagement data (Yr 4-7) Overall wellbeing - Strengths - Life satisfaction, Happiness, Optimism Least wasEmotional RegulationEngagement and Support - Strengths - Emotional engagement with teacher, School Climate, Friendship intimacy, PeerBelonging, Eating Breakfast, Sleep, Academic Self Concept and low Cyber and Physical VictimisationLeast was Cognitive Engagement, School Belonging and Verbal Victimisation.

Preschool Attendance:Preschool attendance in 2017 was strong during Terms 1 and 2. In Terms 3 and 4 the preschool operating dayscoincided with transition visits at Melrose Primary school and Play Centre at Melrose Rural Care. This affected twopreschool children every week and impacted on their individual attendance considerably. The days decided forpreschool operation had been made in 2016 without an awareness of the conflict.In planning the service operation for 2018, staff took the matter into consideration and preschool operating dayshave been planned to reduce the risk of conflicts with other programs offered in the local area.

School AttendanceWe have maintained similar attendance to previous years, no quite reaching the DECD target of 95%. We had twosignificant attendance issues which impacted on our figures, one who enrolled and attended a few days, thendespite extensive efforts by the school and regional education office they were unable to locate the student. We hada significantly high number of illnesses (36% of absences). Family reasons and exemptions accounted for 37% ofabsences. We had 26% of absences unexplained and have changed our recording procedure to make it easier forteachers to see patterns and follow up absences. We have also the front office try to contact parents when we arenot aware of the reason for a student's absence, but this is often made difficult by the fact that parents do notanswer their phones or respond to messages requesting reasons for absences. This is something we need to focuson more next year.Our ATSI attendance rate was 93.9% which was above our school attendance rate.Our school's attendance policy was reviewed and updated this year and approved by Governing Council in Term 4

Preschool enrolments remained relatively stable with only one student relocating to another area. We havereorganised our preschool days so that they don't clash with other programs offered in the area to maximiseattendance and encourage those from the Melrose area to consider our preschool as an option as they do not havea preschool.Our enrolment numbers for the next few years look positive in enabling the site to retain a preschool teacher in theforseeable future.

In 2017 we had one suspension and one internal suspension relating to threatening the safety or well being ofothers. There were a number of incidents with students which resulted in class or yard timeout. Leadership or classteachers managed these incidents using restorative justice practices and parents of the students involved wereinformed.

Preschool Parent Opinion Survey

All parents strongly agreed that their child’s teacher made learning interesting and enjoyable, and that ourpreschool provides a safe and secure environment. All parents agreed or strongly agreed about the quality ofteaching and learning.Comments made by parents “Asta has a lovely manner and has made my child’s first year of learning a positiveone.” “ She is a wonderful teacher.” “Everything’s great.”Most parents were satisfied or highly satisfied regarding student support, relationships and communication at thepreschool and also the leadership and decision making.

Some parents were unsure whether the preschool had enough materials and resources for learning and whether ithad information available about other support agencies within the community. Some parents were also unsureabout being encouraged to be involved in the preschool’s educational activities and whether the preschool includesparents and the community in decision making. These are areas we need to consider next year. Governing Councilhas already recommended that we have a preschool rep on Governing Council and intend to bring this proposal tothe AGM to add into their constitution in the new year.

School Parent Opinion Survey

All parents agreed or strongly agreed that teachers at our school expect their child to do his or her best and that theschool is well maintained. Most parents agreed or strongly agreed that teachers provide their child with usefulfeedback about their school work, that they treat students fairly, that they motivate their child to learn and theirchild’s learning needs are being met and that they can talk to their child’s teacher about their concerns. Mostparents also agreed or strongly agreed that the school looks for ways to improve, that student behaviour is wellmanaged and their child feels safe at school.

Student Opinion Survey - Year 3-7 students were surveyed.

The majority of students felt that their teachers expected them to do their best and that they motivated them tolearn. They felt safe at our school. They felt the school is well maintained and that the school looks for ways toimprove. Some students didn’t like being at school and felt they could not talk to their teachers about theirconcerns. Some students felt that the school did not give them opportunities to do interesting things, that studentbehaviour was not well managed and that teachers did not treat students fairly. We need to focus on encouragingstudents to be more positive about their schooling and listening to student voice.

At our site all staff, volunteers and other persons identified by DECD policy have been screened.

Screening is required for:• Parents attending overnight camps or sleepover• Parent volunteers, if their own child is not involved in the service or activity

No screening is required for:• Parents who volunteer in connection with an activity that involves their own child• One-off guest appearances supervised by staff• Parents volunteering on governing council• Parents involved on one off events such as sports days which their child is attending

All students transferred to another government school, most to Booleroo Centre District School for their secondaryeducation.

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