2008 Annual School Report Mayfield West Demonstration School

Mayfield West Demonstration School NSW
Department of Education & Training
2008 Annual School Report
Mayfield West Demonstration School
NSW Public Schools – Leading the way
2507
The Snack Shack canteen has been struggling to
stay open every day due to lack of volunteers.
Appreciation is extended to the few volunteers
who helped the Supervisor keep the canteen open
on a daily basis.
Messages
Principal's message
Mayfield West Demonstration School is a dynamic
environment. Students, staff, parents and the
community worked together, in 2008, to support
achievements and build confidence in students so
that the potential of each individual student was
enhanced.
There was good support from parents and the
community at school events throughout the year,
including sports carnivals, school disco and the
Stage 3 musical.
Shirlee Maxwell (P&C President)
This year saw the purchase and installation of six
interactive whiteboards. These were situated in
Stage 2 and 3 rooms, providing great teaching
resources.
Karen Roope (P&C Secretary)
Kerri Yare and Suzanne Blakemore
(School Council Co-Presidents)
The Values Program continued to engender, in all
students, a sense of responsibility that can be
utilised in life. Activities that are student-centred
were encouraged.
Student representative's message
As members of the Student Executive we have
played an important role in representing the
school in a variety of events. These included
Young Leaders Day at Darling Harbour and
Harmony Day Celebrations at The University of
Newcastle.
The school celebrated a performance, Kids At
Sea, by Stage 3 students, which was acclaimed in
the wider community.
Another program, that had a great impact on the
students in the school, was a cultural visit, by
eleven students from The London Bridge
International School, in Japan.
In the role of school leaders, we have led
assemblies and student representative values
forums. This year students from another school
visited for ideas on how to run their own forums.
This year, the school again, collaborated with The
University of Newcastle to assist pre-service
teachers.
All Year 6 students have contributed to leadership
within the school and wore school leader badges
to symbolise this. Year 6 also participated in visits
to Warabrook Aged Care Centre.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school's
achievements
and
areas
for
development.
Deborah Skillen
Some highlights of the year included the Stage 3
musical, Kids at Sea and The Zoo visit.
Caleb Ross and Emily Schimann
Principal
2008 School Captains
P&C and/or School Council message
The P&C and School Council members are
dedicated to ensuring quality education for all
children in the school community.
The School Council had input regarding finances
and policies. They welcomed new parent and staff
representatives and there was a shared President
position.
The P&C met monthly, with a small core group of
members. The forum was important for sharing
information and making fundraising decisions.
Numerous fundraising events took place and
sufficient funds were raised to purchase musical
resources for the whole school. K-2 resources
were supported with a $1000 grant from P&C.
School context
Mayfield West Demonstration School is in a
suburb of Newcastle, a large metropolitan city.
The suburb is undergoing a transformation since
the closure of heavy industry in the area. Housing
is becoming more expensive and rents have
significantly increased.
The new school uniform was successfully
implemented and families were able to purchase
items through the uniform store. The selling of
stationery, through the canteen, has also been
successful.
2
Student information
Class sizes
It is a requirement that the reporting of information
for all students must be consistent with privacy
and personal information policies.
In March 2003 the Government announced its
reports in order to provide parents with as much
local information as possible.
Student enrolment profile
The following table shows our class sizes as
reported at the 2008 class size audit conducted
on Tuesday 25 March 2008.
The school maintained twelve classes.
Roll
Class
Enrolm ents
350
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
300
Students
250
200
150
100
50
0
2004
2005
2006
2007
2008
Year
Male
Male
Female
2004
170
147
Female
2005
169
154
2006
169
145
2007
166
137
2008
149
139
The school received mobility allowance due to the
movement in and out of the school during the
year.
1 2SR
1 2SR
1B
2H
3 4MI
3 4MI
3 4MO
3 4MO
3 4T
3 4T
5 6D
5 6D
5 6RP
5 6RP
5 6T
5 6T
K1S
K1S
KA
KD
Year
Total
per Year
Total in
Class
2
1
1
2
4
3
4
3
3
4
6
5
5
6
5
6
K
1
K
K
20
4
23
24
12
15
14
13
17
13
15
11
12
13
8
18
8
14
20
20
24
24
23
24
27
27
27
27
30
30
26
26
25
25
26
26
22
22
20
20
Student attendance profile
School
Region
State
2005
93.9
93.7
93.8
2006
93.7
93.9
94.0
2007
92.8
93.7
94.0
2008
93.7
93.7
94.1
Structure of classes
All class teachers, within each Stage, work as a
team. This structure has enabled co-ordination of
programming across each Stage, ensuring
consistent teacher judgement when reporting
about student achievement.
Attendance concerns were followed up by the
Home School Liaison Officer (HSLO). Several
home visits were undertaken.
Staff information
Student attendance rates
It is a requirement that the reporting of information
for all staff must be consistent with privacy and
personal information policies.
100
Attendance rate
90
80
70
60
Staff establishment
Principal
Assistant Principal(s)
Classroom Teachers
Teacher of Reading Recovery
Support Teacher Learning
Teacher Librarian
Teacher of ESL
Counsellor
Administrative
50
40
30
20
10
0
2005
2006
2007
2008
Year
School
Region
State
3
1
3
10
1 P/T
1 P/T
1 P/T
1 P/T
1 P/T
3 & 1P/T
Staff retention
Date of financial summary:
The year began with all permanent staff returning.
In April, Assistant Principal, Joe Sealby, gained a
promotion. Melissa Khay was appointed, through
merit selection. Three staff members, were
directly involved with The University of Newcastle,
support to pre-service teachers.
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Staff attendance
Staff have access to leave entitlements such as
sick leave. In 2008 the average daily attendance
rate for staff, as determined by the Department,
was 94.4%.
115 771.32
160 239.01
175 671.79
146 034.41
8 765.76
3 472.75
0.00
609 955.04
Expenditure
Teaching & learning
83
21
22
3
974.58
760.79
681.35
104.25
583.64
143 049.37
59 805.67
51 075.37
0.00
32 053.51
33 411.02
3 873.75
32 870.45
488 253.75
121 701.29
Key learning areas
Teacher qualifications
Excursions
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
30/11/2008
Income
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
% of staff
71%
29%
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent
salaries,
building
and
major
maintenance.
Balance carried forward
Professional learning expenditure was through
tied funds. The School Council monitored
finances. The University of Newcastle supported
by payment of additional funds to support the
conjoint agreement.
School performance 2008
Achievements
The school received Investing Schools Funding
Grant. The electrical upgrade was completed in
2008 and the next part of the project will be
completed in 2009. This is the installation of airconditioning in the library and administration areas
of the school.
Arts
The school encourages and values participation in
the arts. Students are encouraged to explore,
experiment and create quality in this area.
Community Use of facilities rental was $8182.63.
All class programs include the areas of dance,
drama, creative arts and music. Students have
had the opportunity to participate in teaching and
learning activities using many interesting creative
resources.
A full copy of the school's 2008 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
In weekly assemblies classes often performed
short plays, displayed art work and entertained
with musical performances.
Achievements this year included:
Kids At Sea – Stage 3 performed a scripted
musical. They gave one matinee and two evening
performances.
Visit by Gillian Eastoe, who introduced different
periods of popular music to the students (P-6.)
Thirty-two Stage 3
Starstruck (dance).
4
students
performed
in
Stage 1 students performed using angklungs
(Indonesian bamboo instruments) at several
public events.
Sport
Students were provided with many sporting
experiences. Sport carnivals (athletics, swimming
and cross country) were very successful with high
levels of participation and community support.
The school choir included 100 students from
Stage 2 and 3.
100 students participated in the Callaghan
Collegiate, Waratah Cluster Choir, which
culminated in a combined performance.
Sixty students represented at zone swimming,
cross country and athletics carnivals. The School
Athletics team came eleventh out of twenty-four
schools in the Newcastle Zone.
A group of Stage 3 boys was involved in The Boys
in Performing Arts initiative held at the local
performing arts school.
Two students qualified for the Hunter Area Cross
Country Championships and two students
qualified for the Hunter Area Athletics Carnival.
Students were involved in The Big CAPA Show at
Callaghan College Waratah Campus. This
comprised of a display of K-6 artworks, a
performance by the school choir and a dance item
by Stage 3 students.
Thirteen students participated in cricket, girls
touch football, boys touch football, hockey, rugby
league, rugby union and netball trials.
Two junior and two senior teams (netball and
soccer) competed in the Newcastle Primary
Schools Sport Association (PSSA) winter, interschools competition.
Indigenous rangers, from National Parks and
Wildlife, guided Indigenous students in the
creation of a handprint mural.
Stage 3 students were involved in recorder and
guitar lessons.
Stages 2 and 3 participated in a four week rugby
league skills-based program organised through
the Newcastle Knights in conjunction with the
Australian Rugby League.
Public speaking
Stages 2 and 3 participated in activities provided
by development officers from the Australian
Football League (AFL).
Stage based public speaking programs identified
a number of confident speakers from K-6.
The inclusion of a number of interesting
presentation
ideas
indicated
a
growing
understanding of public speaking at the school.
Stage 3 participated in activities provided by
development officers from the Northern NSW
Soccer Federation.
Selected students represented the school at the
Newcastle Zone Competition.
Students selected in PSSA Hunter Regional
Representative teams, competing at NSW State
carnivals, included:
Connor Partland, from Stage 1, received a highly
commended award in The Regional Final.
Athletics: Jake Maizen Hockey: Emily Schimann
Academic Competitions
Jake Maizen received a Commonwealth Sports
Award.
All students in Years 5 and 6 entered the
Newcastle Permanent Maths Competition.
Outstanding results have continued with an
increase in the number of distinctions in Year 6.
Students earned:
Year 6:
7 Distinctions
20 Merits
Year 5:
4 Distinctions
8 Merits
Special Celebrations
ANZAC Day was commemorated at a school
assembly and all of Stage 3 attended a service at
the Civic Theatre in Newcastle.
A Starlight Foundation Day remembered the life of
a former student, Jade Hill.
Forty students, from Years 3 to 6, participated in
at least one national competition
Harmony Day was celebrated at a school
assembly. Stage 2 and 3 students participated in
a poster competition to promote the message of
peace and acceptance throughout all school
communities.
Results were:
Maths:
3 Distinctions
2 Credits
Science:
1 Distinction
3 Credits
Computers:
4 Distinctions
5 Credits
English:
1 Distinction
3 Credits
Writing:
Spelling:
A Book Character Parade was held during Book
Week. Parents and carers were invited to
participate in sharing books in the classroom.
NAIDOC Week celebrations reinforced the
school’s commitment to Aboriginal Education.
1 Credit
1High Distinction
6 Credits
5
reading resources for Stage 1 & Stage 2 were
accessioned. Book donations were made by
students, parents and community groups.
Students decorated boomerangs using traditional
aboriginal art techniques.
Stage 2 students held a Science Fair to promote
hands on learning activities. Stage 1 students
were invited to participate in investigating
scientific principles.
DVDs, based on books and literary works, were
purchased with money donated by the P & C.
These were accessioned and students began to
borrow the new resources in Term 2.
The school community recognised student
achievement and witnessed the investiture of
student leaders at the Celebration Day in
December.
Parent volunteers assisted with the covering of
new books and the collating of Book Club orders.
A library clerical assistant was employed one day
a week during Term 1 and then for 3 hours and 49
minutes per week from Term 2. A TAFE Library
Services student began an industry placement in
Term 4. Reading was supported through the
promotion of the Premier’s Reading Challenge,
Book Club and Book Week activities. Forty-three
students completed The Challenge.
Christmas Carols and Craft Markets were held in
December. Students performed Christmas carols
and sold craft items. Parents/Carers joined
students for the event.
Environmental Education
As part of our commitment to environmental
education and awareness, the school installed two
10,000 litre water tanks coupled to a pumping
system.
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.
Students, with the assistance of some parents,
established a small orchard of 12 citrus trees
which have direct access to the water tanks.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in the 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)
A camellia tree, celebrating the life of Jade Hill,
was planted in the quiet garden along with a
plaque.
The school registered for a $50,000 National
Solar Schools Grant, which will allow for the
proposed installation of a photo-voltaic, solar
energy system on the roof of the administration
building. This system includes a meter that will
allow students to monitor energy levels and
usage. Unused energy will be re-directed back
into the electricity grid.
Literacy–NAPLAN Year 3
With reading, results indicated explicit teaching is
required regarding, location of information directly
stated in captions.
Percentage of students in bands:
Year 3 reading
35
Excursions
30
Oakvale Farm
Percentage of students
Early Stage One
Mayfield Library
Stage One
Local Area Shops
Commonwealth Bank
Swimming School
Stage Two
Great Aussie Bush Camp
Stage Three
Mayfield Aged Care
Imax
Theatre
Museum (Sydney)
25
20
15
10
5
and
0
1
Taronga Zoo
2
3
4
5
Band
Percentage in band
Library
School average 2005 - 2007
Twelve classes and two preschool classes utilised
the library’s resources and computer facilities.
LSG average 2008
State average 2008
The library budget of $2400 was used to purchase
new teacher and student resources. Guided
Like School Groups (LSG)
6
6
Percentage of students in bands:
Year 3 w riting
Percentage of students in bands:
Year 3 gram m ar and punctuation
35
40
30
30
Percentage of students
Percentage of students
35
25
20
15
10
5
25
20
15
10
5
0
1
2
3
4
5
6
0
1
Band
2
Percentage in band
4
School average 2005 - 2007
Percentage in band
LSG average 2008
LSG average 2008
State average 2008
State average 2008
With writing, results indicated narrative structure
requires greater understanding and the use of
cohesive devices to support reader. The
elaboration of ideas should be encouraged.
5
6
With grammar and punctuation, explicit teaching
is required regarding the use of direct speech and
speech marks.
An area of strength was the identification of
correct personal pronouns.
Percentage of students in bands:
Year 3 spelling
Numeracy–NAPLAN Year 3
30
Percentage of students in bands:
Year 3 num eracy
25
35
20
30
Percentage of students
Percentage of students
3
Band
15
10
5
25
20
15
10
5
0
1
2
3
4
5
6
0
Band
1
2
3
4
5
6
Band
Percentage in band
LSG average 2008
Percentage in band
State average 2008
School average 2005 - 2007
LSG average 2008
With Spelling, results indicated explicit teaching is
required in the areas associated with, soft c
sound, words with silent letters, digraphs ou and
au, long vowel sounds, 3 and 4 syllable words,
suffix, ness.
An area of strength was the use of personal
pronouns.
State average 2008
An area of strength in numeracy was the
interpretation of information using data presented
in simple tables.
7
Literacy–NAPLAN Year 5
Percentage of students in bands:
Year 5 w riting
50
35
45
30
40
Percentage of students
Percentage of students
Percentage of students in bands:
Year 5 reading
25
20
15
10
35
30
25
20
15
10
5
5
0
0
3
4
5
6
7
3
8
4
6
7
8
Band
Band
Percentage in band
Percentage in band
School average 2005 - 2007
School average 2005 - 2007
LSG average 2008
LSG average 2008
State average 2008
State average 2008
With reading, explicit teaching is required
regarding, the location of information directly
stated in narratives and recounts. The connection
of ideas, in short explanations whereby diagrams
are used, also requires a teaching focus.
Areas identified, for a school focus, were the
structuring of narratives and developing links
between sentences.
Areas of strength were the use of paragraphs and
the use of some simple accurate punctuation.
Average progress in reading
betw een Year 3 and Year 5
Average progress in w riting
betw een Year 3 and Year 5
120
100
120
80
100
60
80
Progress
Progress
5
40
20
60
40
20
0
2004 - 2006
School
2005 - 2007
LSG
2006 - 2008
0
2004 - 2006
State
School
8
2005 - 2007
LSG
2006 - 2008
State
Numeracy–NAPLAN Year 5
Percentage of students in bands:
Year 5 spelling
Percentage of students in bands:
Year 5 num eracy
30
40
25
20
Percentage of students
Percentage of students
35
15
10
5
30
25
20
15
10
5
0
3
4
5
6
7
0
8
3
Band
4
5
6
7
8
Band
Percentage in band
Percentage in band
LSG average 2008
School average 2005 - 2007
State average 2008
LSG average 2008
State average 2008
With numeracy, an area identified as requiring
explicit teaching is decimal understandings.
Percentage of students in bands:
Year 5 gram m ar and punctuation
35
Areas of strength involve the interpretation and
solving of practical problems in respect to
groupings and money.
25
Average progress in num eracy
betw een Year 3 and Year 5
20
120
15
100
10
80
Progress
Percentage of students
30
5
0
3
4
5
6
7
60
40
20
8
Band
0
2004 - 2006
Percentage in band
LSG average 2008
School
State average 2008
9
2005 - 2007
LSG
State
2006 - 2008
A parent and principal regularly attended local
Aboriginal
Education
Consultative
Group
Meetings.
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3, 5,
7 and 9.
Eleven K-2 and five 3-6 Aboriginal and Torres
Strait Islander (ATSI) students received support in
the area of literacy. This included small group
instruction focusing on writing. Aboriginal literature
and artwork were used as stimulus material.
Individual assessments indicated significant gains
in vocabulary use, sentence structure and spelling
as well as increased appreciation of their cultural
background.
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.
All Aboriginal students from Years 1-6 were
assessed for reading progress using the Neale
Analysis Test. Four students (28%) demonstrated
reading accuracy growth within a range of 6 to 24
months over a ten week teaching period. In
comprehension,
eight
students
(57%)
demonstrated growth ranging from 6 months to 26
months.
Percentage of Year 3 students achieving at
and above minimum standard
Reading
Writing
Spelling
Punctuation and grammar
Numeracy
96
93
93
93
98
All eligible Aboriginal students sat the National
Testing Program. Year 5 students demonstrated
significant gains.
Personal Learning Plans (PLPs) continued to be
completed for all Aboriginal students.
Percentage of Year 5 students achieving at
and above minimum standard
Reading
Writing
Spelling
Punctuation and grammar
Numeracy
Timetabled Learning Support Team (LST)
meetings were effective in identifying needs and
monitoring the progress of Aboriginal students.
83
97
90
94
84
Mikaela Evans received three awards at The
Indigenous Students’ Recognition Ceremony for
Excellence (Callaghan Campus). Awards included
academic, attendance and school representation.
Multicultural Education
Significant programs and initiatives
There are thirty-six students enrolled who speak a
language other than English at home. Thirteen of
these students receive support from a trained
English as a Second Language (ESL) teacher.
The ESL teacher attended specific professional
learning in ESL teaching and is part of a support
group of teachers who meet regularly.
Aboriginal education
Background
Aboriginal enrolment has been consistent over the
year, with an average of 7.6%.
Findings and Conclusions
The students have backgrounds from some of the
following countries: China, Macedonia, Serbia,
Italy, Philippines, Thailand, Netherlands, Samoa,
Spain, South Africa, Russia, Iran and Mauritania.
The school is committed to creating a culturally
diverse and accepting community that values all
cultures.
To establish early connections at the beginning of
the school year, parents/carers were invited to a
coffee meeting. A small group attended.
In March, Aboriginal Rangers told dreaming
stories, showed Aboriginal tools and artefacts and
created hand art with Stage 1 students.
The school has a trained Anti-racism Contact
Officer. There were no complaints of racism
reported during the year.
To mark National Reconciliation Week, all
students Pre-school-Year 6, painted boomerangs
in traditional colours and designs.
School captains attended Harmony Day activities
at The University of Newcastle.
Students from Stage 3 attended an Indigenous
Cultural Day, where new friends were made and
connections with culture deepened.
.
10
The STL program also included liaising with high
school STL teachers regarding the learning needs
of students moving into Year 7 next year.
Respect and responsibility
The school embraced Values Education.
The school community was surveyed and nine
values were identified to form a basis for an
explicit teaching program – respect, responsibility,
care & compassion, honesty, co-operation,
fairness, happiness, acceptance and democracy.
Pre School
Forty children are enrolled in the preschool.
Twenty children attend three days and twenty
attend two days.
The school’s aim of a values education program
was towards the outcomes of improved student
behaviour, a more positive school profile within
the community and better academic results.
The preschool program offered the students a
wide range of activities based on the children’s
interests and level of development. The students
participated in daily language and music sessions
as well as a comprehensive indoor and outdoor
program.
Professor Terry Lovatt, from The University of
Newcastle and Dr. Neil Hawkes (United Kingdom
UK) visited the school. They provided information
on the experiences from West Kidlington School
in the UK.
The three day group visited the library each week.
The two day group had access to a selection of
library books and also borrowed each week.
The explicit teaching of values involved
SRC/Values Forums run by the Year 6 leaders, in
each classroom. Year 6 leaders were guided
through a training session to present the agenda
focusing on a specific value every three weeks.
The preschool students participated in events
such as the school jogathon, a physical education
program run by university students, the Book
Week parade, the Playschool concert and the
Gillian Eastoe concert.
The focus value was communicated through
weekly assemblies, newsletters, display boards
and class reflective journals.
Students with Special Needs.
Fifteen students were identified as having a
variety of special needs and received either
individual or small group support in the classroom.
The school has erected signage to highlight the
nine school values.
Five students were also supported in the
playground and on excursions by four teachers’
aides.
Reading recovery
Reading Recovery is an accelerated literacy
program available to Year 1 students.
The
program assists students to develop their literacy
skills by providing individualised instruction on a
daily basis. Four students participate in the
program for up to 20 weeks.
Whole school learning support (LST) meetings
were held each term to discuss students who
attract funding. Meetings with parents of these
students were held as required.
Meetings were held to discuss the needs of Year
6 students transitioning to high school in 2009.
Visits to the local high school were arranged to
assist their transition.
Ten students participated in the program this year.
Six students successfully completed the program.
Three students were referred to other school
services for continued support.
Learning Support Team (LST) meetings were held
to make new applications for students attending
the school in 2009.
One student transferred before completing the
program.
Three students with special needs were supported
by a District Behaviour Team teacher.
The program will continue in 2009.
One student attended Kotara School and another
student attended Wakefield School for part of the
week.
Support Teacher Learning (STL) Program
The Support Teacher Learning (STL) program
provided additional support for students in literacy,
with a focus on spelling strategies and knowledge,
phonemic awareness, reading strategies and
word attack skills and writing.
The School Counsellor provided invaluable
support working with students with special needs,
parents, school staff and outside agencies.
Regional staff, such as The Home School Liaison
Officer, was sourced to assist in meeting the
needs of some students.
Seventeen students with identified learning needs
were included in the program. All students
achieved steady progress in reading and writing
outcomes with an average gain of 4.7 reading
levels.
11
The responsibility for daily care and maintenance
of technology areas will be investigated by training
student teams.
Student Welfare
The school responsibilities are: Care, Courtesy,
Common Sense and Commitment. They are
explicitly linked to the teaching of values and are
used to promote a positive school climate.
In the Pre-school teaching through technology will
be expanded.
Timetabled class meetings have focussed on the
identified school values. Year 6 student leaders
led these meetings, acting as positive role models
for younger students.
Special Activities
A number of special activities for Gifted and
Talented (GATS) students were offered during
2008.
56% of students had parents/carers accompany
them to student led conferences as part of the mid
year reporting process.
Tournament Of Minds (TOM) Challenge: A group
of seven students, in Stage 3, took part in the
TOM challenge. Students had to solve a long term
problem and presented their solution in the form
of a ten minute play. Initially, this was run as a
class activity, one afternoon per week, for all
interested students before the team was selected.
Students are encouraged to self-reflect on their
areas of strength and areas requiring
improvement. They are given the opportunity to
identify achievement in academic, social or
sporting endeavours. These are highlighted at the
school’s annual Celebration Day.
Enrichment Class: This was held as an afternoon
activity in Term 4. The opportunity gave students,
with academic strengths, a chance to extend their
knowledge and skills while working with other
students at their level.
Technology
Information communication technology was
available to students from Preschool to Year 6.
The school network enabled all students access
to the Department of Education intranet, internet,
email and shared software programs.
AIM High: Some Year 6 students attended a
GATS program, one day a week for twenty weeks,
at the local high school.
The Technology for Learning (T4L) program
assisted in providing an upgrade of computers.
The school purchased nine additional computers
to complement the (T4L) allocation. Interactive
whiteboard technology provided an opportunity to
enhance effective teaching and learning
strategies.
University Program
The school maintained its strong links to The
University of Newcastle. Programs for 2008
included:
Three staff members worked two or three days
per week at the university delivering lectures and
tutorials.
Six interactive whiteboards were installed.
Professional learning occurred as school-based
and external training sessions. A parent
information evening was held to highlight the
benefits of the interactive whiteboards.
All classrooms, Preschool-Year 6, provided
opportunities for 220 first-year trainee teachers to
observe quality lessons over a 3-week period.
Changes to the Maths Buddies program were
made by the university this year. Four second
year students participated in this amended
program at the school.
Eight library computers were replaced to provide
improved technology access for small groups.
With increased access to reliable technology, all
students have developed greater knowledge,
skills and self-confidence in many aspects of
computer technology.
Eleven trainee-teachers undertook practicums
and internships at the school.
One hundred and eighty-five linguistics students
observed how language is used in the classroom.
Peer tutoring played a major role in building the
schools community’s knowledge of the capabilities
of our network.
Four early childhood trainees
observations in Year 1 classrooms.
The ongoing installation of interactive whiteboards
throughout the school will enhance information
communication technology. Professional Learning
for staff and development of teaching and learning
programs will continue to be addressed.
conducted
Six first and second year trainee-teachers gained
valuable experience volunteering in classrooms.
Thirty-four early childhood physical education
students
designed
and
implemented
a
fundamental skills and movement program
Preschool-Year 2. University students provided
individual assessment and post program reports.
Planning and updating of class computers will
continue, allowing reliable and efficient classroom
access.
In 2009 programs will continue as in 2008.
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Girls were exposed to more factual texts during
guided reading.
Progress on 2008 targets
Target 1
The use of interactive white board technologies
allowed for immediate responses to queries within
the classroom.
To improve the written skills of students and
develop good attitudes towards writing
Our achievements included:
NAPLAN results (2008) showed growth, between
Year 3 and Year 5 girls for reading was similar to
the state but in writing the growth for girls was
86.3 whereas the state was 70.2.
An updated school English Policy was developed.
Writing outcomes were highlighted in class
programs.
Professional and Stage meetings considered and
shared strategies to enhance writing. Some
included: Drop Everything and Write, Daily Dash.
Target 3
To develop a cohesive and focused Personal
Development, Health and Physical Education
(PD H PE) program whereby there is an
emphasis on achieving healthy lifestyles.
A Grammar Workbook was introduced in Stage 2.
Explicit lessons were completed weekly. Grammar
workbooks will be purchased again for 2009.
The use of the interactive whiteboards to present
clear demonstrations of text structures has been
most beneficial in supporting this target.
Our achievements included:
Guided reading groups continued and focused on
structure that was then utilised by students in their
own writing.
The school’s cohesive approach to the
encouragement of healthy lifestyles resulted in
many students experiencing a range of health and
physical fitness activities in 2008.
A new school PD H PE Policy was written.
STL support enabled groupings to be smaller,
therefore greater individualised attention was
available.
There was a Jogathon in Term 2, which saw all
students
and
approximately
twenty-five
parents/carers involved.
The Reading Recovery program in Stage 1 had
an explicit teaching focus encouraging students to
take risks with their writing.
Students were actively encouraged to increase
physical fitness through participation in Starstruck,
Twilight Evening Performance, The Big CAPA
Show, PSSA Sport, Cross Country, Swimming
and Athletics Carnivals,The Bizfit dance program
and Walk Safely to School Day.
Students engaged in regular writing sessions and
all text types were covered throughout the year.
Aboriginal students (K-4) undertook a focussed
writing program that was successful in improving
attitudes towards writing.
Hunter Life Education was offered K-6.
A fundamental movement skills program for PreSchool-Year 2, was conducted by trainee
teachers. This program included pre and post
testing which was shared with teachers and
students.
Rich tasks were used to provide real opportunities
for writing such as writing invitations and sending
thankyou letters.
Target 2
Intensive swimming lessons were given to Year 2
students. K-6 received water safety lessons from
lifesavers from Newcastle Council.
To improve basic skills results for girls so that
girls’ literacy growth from Year 3 to Year 5 is
similar or above the state.
The school maintained the Healthy Canteen
initiative. Stage 2 students were involved in daily
fruit breaks. Water breaks were encouraged
across the school.
Our achievements included:
Girls’ self esteem was built through many creative
activities. Girls played several lead roles in
performances, including Kids at Sea musical.
All students participated in physical education or
sport lessons, with the majority of classes
averaging twice per week. Circuit training
activities were provided in some classes.
Home readers were purchased, with the support
of the P&C. Many topics appealed to girls.
On task time for students was estimated. The
results ranged from 60% to 100%, with the school
average being 84%.
More opportunities, through incursions and
excursions, were built into programs to enhance
vocabulary development.
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strategy. This meant there were no surprises for
parents and they could budget accordingly.
Teachers estimated that 76% of students regularly
ate a healthy lunch.
Organised activities, to promote physical fitness,
were implemented during lunch times. These
included aerobics, touch football, soccer, dance,
handball and running races. Twenty to thirty
students were involved.
The opportunity to pay by instalments would be
encouraged.
If an excursion or incursion, that has traditionally
been part of the program, and costing escalates,
alternatives will be sourced or the activity
cancelled. This was done during 2008 when an
excursion to The Forum was cancelled due to
increased cost which was much greater than in
previous years.
Fitness and coordination equipment was erected.
Teachers reported that 75-100% of Stage 3
students, 50-75% of Stage 2 students and
between 30-75% of Stage 1 students participated
in formal or informal playground fitness activities
at break times.
In the case of performances, the costs K-6 need
to be provided to parents/carers at the outset of
the activity/performance.
The school will continue to provide a variety of
activities for all students.
Key evaluations
Curriculum
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 2008 our
school carried out evaluations of planning and
technology.
Area : Technology
Background
Due to the changing nature of technologies and
how they are used in the wider community it was
important to gauge the extent of usage within the
home. The type of technologies used in everyday
life would impact on the focus of technology in the
school.
Educational and management practice
Planning to support budgeting
In consultation with The School Council, surveys
were devised to obtain information. Students, staff
and parent/carers were invited to provide
information by filling in the appropriate surveys.
These were collected in Term 3 and responses
were collated by School Council members.
Background
The school was aware that parents/carers were
supportive of giving students increased
educational experiences, through the provision of
more opportunities for incursions and excursions.
This required an evaluation into how this could be
achieved without overburdening families
financially. In the economic climate this proved an
essential evaluation.
Findings and conclusions
All staff returns indicated a positive attitude
towards using technology. The use for
professional purposes was high and the majority
say they have the skills to implement the existing
school scope and sequence.
Private interviews were conducted with individual
families to express their viewpoints on how
maximum opportunities could be given to
students, even though they were working on a
tight budget.
Forty-nine families responded. A large percentage
was not interested in a parent workshop and this
was directly comparable to those who indicated
they had a high level of confidence and
competence with technology. Most returns that
indicated an interest in learning did not have a
computer or internet access at home.
The P&C presented concerns from the wider
school community.
School Council Co Presidents made email access
available for feedback to be given.
Future directions
Programs used at home were office applications,
email, the internet, games online and digital
applications.
Utilising the newsletter to publish a Pre-schoolYear 6 picture of proposed expenses would be
beneficial. By giving this overview parents/carers,
if they have students in all different grades, can
have an overall picture of requirements.
The majority of students, Year 1-6, wanted to play
games. Approximately half of the students
surveyed, Year 1-6, said they had access to
computers at home. Few Kindergarten students
indicated they used computers at home.
Future directions
Parents indicated that advertising, by the term,
what expenses were coming up was a good
To improve the existing website.
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Updating the website to be more communicative
of school events, school excursions, permission
notes calendar etc.
School development 2009–2011
To increase the number of interactive whiteboards
throughout in the school.
The school plan has identified three strategic
priorities to be addressed 2009- 2011. Targets for
2009 reflect the intent of the strategic priorities
(2009-2011)
The provision of more opportunities for
professional learning using new technologies.
Priority 1: Quality achievement through dynamic
delivery of curriculum.
Parent, student, and teacher satisfaction
Priority 2: Technology
teaching and learning.
In 2008 the school sought the opinions of parents,
students and teachers about the school.
to
enhance
quality
Priority 3: Stimulation of holistic learning
providing opportunities for social cohesion and
development.
Feedback was encouraged through a variety of
forums such as P&C, School Council, excursion
evaluations and parent interviews.
Targets for 2009
The school has an open door policy, encouraging
parent participation and opinions.
Target 1 To improve numeracy understandings
in the particular area of decimals.
Parents reported they were happy with the school
student report as it had remained consistent for
several years.
Strategies to achieve this target include:
Introduction of dedicated timetabling, across the
school, focussing on developmental learning
around topic of decimals.
Support for Stage 3 Performance was extensive
with very positive feedback regarding team
building and values learning.
Utilisation of a different workbook K-2, that is
number based, to support numeracy learning.
Discussion occurred with parents about how class
celebrations could occur without jeopardising the
promotion of healthy eating.
Parent education in teaching about decimals will
be offered.
Students were consulted on many issues through
Student Representative Council.
More explicit criteria will be available for students
before set tasks are undertaken. Emphasis will be
on rich tasks. Estimation strategies will be
encouraged.
Staff concerns were addressed through weekly
administration meetings, professional and stage
meetings.
The provision of quality numeracy pedagogy
through professional learning.
Parents and students appreciated the time staff
put into extra-curricular activities.
Our success will be measured by:
Professional learning
Improved NAPLAN results that indicate decimal
understanding is no longer an area for school
improvement.
The areas for professional learning were aligned
with the school’s plan and targets. Expenditure for
2008 was $11756.82.
The creation of specific assessments tasks
focussing on decimal learning. These will be used
to inform teaching and learning programs.
Target 2 The integration of technology through
curriculum areas.
Strategies to achieve this target are:
Encouragement of optimum usage of the
technologies already in the school and review of
the school technology scope and sequence.
Increasing professional learning in the use and
potential of interactive whiteboards.
Exploring internet research strategies which will
be taught explicitly as part of the teaching learning
program.
15
Utilising peer tutoring, as a means of enhancing,
technology learning.
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.
Fostering the use of a variety of technologies to
serve all learning areas.
Promotion of laptop technology skills for teachers
and students.
Our success will be measured by:
An increased perception in the school, by all
stakeholders, about the capabilities of technology
for learning.
Debbie Skillen Principal
Carol Binks
Assistant Principal
Better research projects completed displaying
strategies that have been explicitly taught.
David Law
Assistant Principal
More students participating in external computer
competitions and improved results.
Melissa Khay
Assistant Principal
Karen Roope
P&C Secretary
Jasmine Cheetham
Increased
work
samples
demonstrating
technology use across the school.
P&C President
School contact information
Target 3 To improve behaviour management
techniques.
Mayfield West Demonstration School
Strategies to achieve this target are:
Gregson Ave
Evaluation of the school Student Welfare Policy
and identification of areas for modification.
Mayfield West 2304
Ph: 02 49681359
Development of improved tracking systems of
students and their behaviours, both in the class
and playground.
Fax: 02 49602367
Email: mayfieldw-p.school@det.nsw.edu.au
The establishment of collegial forums to discuss
students who are causing concern and how they
can be supported.
Web:www.mayfieldw-ps.education@det.nsw.edu
Our success will be measured by:
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:
School Code: 2507
A more streamlined Student Welfare Policy.
Introduction of a technology based tracking
system for individual student behaviours.
http://www.schools.nsw.edu.au/asr
Group input into support for students with special
behaviour management needs.
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