Annual School Report - Wollongbar Public School

NSW Department of Education & Training
2010 Annual School Report
Wollongbar Public School
NSW Public Schools – Leading the way
3475
Our school at a glance
Students
The total school enrolment in Term 4, 2010 was
223 students. This consisted of 108 girls and 115
boys.
Students were grouped into 9 classes.
The average class size was 25.
Staff
The school had a staffing allocation of 12.193
consisting of a principal, two assistant principals
and a range of classroom and specialist teachers.
Student achievement in 2010
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Literacy - NAPLAN Year 3
In Year 3, the percentage of students achieving at
and above minimum standards was 100% in
reading, 96% in writing, 96% in spelling and 87%
in punctuation and grammar.
Significant programs and initiatives
The school conducted a number of programs and
initiatives to enrich student learning and to
support children in achieving their potential.
Numeracy - NAPLAN Year 3
These included:







In Year 3, the percentage of students achieving at
and above minimum standards was 91% in
numeracy.
Premier’s Reading Challenge
Premier’s Sporting Challenge
Leadership Programs, Peer Support Program
and Student Representative Council
Accessing
additional
workshops
and
performances
Live Life Well at School
Crunch and Sip
SMASH
Literacy - NAPLAN Year 5
In Year 5, the percentage of students achieving at
and above minimum standards was 97% in
reading, 100% in writing, 97% in spelling and 94%
in punctuation and grammar.
Numeracy - NAPLAN Year 5
In Year 5, the percentage of students achieving at
and above minimum standards was 97% in
numeracy.
1
Messages
Principal’s message
P & C message
This report is an opportunity to reflect on the
achievements
of
the
school
year.
The P&C of Wollongbar Public School have had a
busy and eventful year. My role as president
began in March 2010 and I’d like to take this
opportunity to thank the school community for
their support.
Our school offers broad curriculum experiences in
a wide range of areas with opportunities for
participation in sport, dance, choir, musical
programs and excursions available. In our 2010
report, there are numerous examples of students
attaining excellence - by high achievers and also
by so many students at individual level. The high
standards have been achieved across a wide
range
of
programs
and
activities.
We expect our students to build positive
relationships, display high levels of social
responsibility and also to develop trust and
respect between all members of the school
community. A particular highlight for me was
having the opportunity to work for a week with
our two 2010 Student Principals, Chloe Hughes
and Ebony Mueller. Both students demonstrated
outstanding leadership skills working with the
students, staff, School Education Director,
parents
and
broader
community.
I have been really impressed with the dedication,
commitment and willingness of parents,
grandparents and carers who volunteer their
time to help in any way they can within the
school. Ultimately we are here collectively for
the benefit of our children.
Also, the support from local businesses who
donate products and services to help with
fundraising has been amazing. We are very
grateful for the generosity and support we have
received from the families and businesses in our
local community.
Under the umbrella of the P&C Association are
sub committees including Canteen, Uniform and
Fundraising. These are all avenues for earning
revenue so that our kids can have playground and
sporting equipment, classroom resources, and
extra facilities which enhance their environments
and their learning.
The achievements listed in this report reflect the
considerable
shared
commitment
and
cooperation that happens between the school
and our families. I would like to acknowledge our
families who support our school and its students
in so many ways - this partnership creates
significant opportunities for our students.
Our teaching and support personnel are to be
commended for the outstanding job they do in
providing students with a safe, stimulating and
highly
professional
educational
setting.
The Canteen and Uniform Boutique have
operated successfully throughout the year. The
fundraising team has produced various events.
The “Trivia Night” has grown in money made and
in reputation. Other smaller, but no less
significant, events have been Mothers and
Fathers Day stalls , Christmas/Book stalls, Election
Day, BBQs, Discos, and a Carols by Candlelight.
The success of all these events is purely the result
of community spirit, and the support of you all
being part of a school.
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.
Jennifer Thomas
Principal
2
Profits made from
amounted to $13500.
fundraising
activities
Canteen Report
Canteen had a great year in 2010, with a
dedicated commitee and an awesome group of
volunteers, who should be credited with the
success of the canteen.
The P&C have donated money to the school’s
literacy program, buying books for guided and
home reading as well as awards for students who
have achieved 200 Nights of Home Reading. The
number of students reaching this milestone has
grown dramatically, an achievement of which we
are very proud.
At the end of Term 4 there was approximately
$8000 in the Canteen account, which was an
increase of $5000 on the previous year. The
committee are hoping in the near future to fund
a paid coordinator’s position, and to possibly
operate for more than 2 days a week.
We have purchased a much needed high jump
mat and have implemented an extension to the
school’s recycling process. A large blue wheelie
bin and blue tubs in every classroom mean that
plastics and metals can now be recycled as well
as paper.
The Canteen has donated back to the school
approximately $2000, including $1000 to support
the purchase of new home readers.
Jennifer Thomas and Ben Barker have continued
to promote and maintain the positive
relationship between staff and the P&C. I believe
it is imperative that we can cooperate and work
together for the best interests of our children.
Further to that, Canteen purchased pens for
students achieving 300 Nights of Home Reading.
A successful “pre order lunch” for the Athletics
Carnival raised money to purchase a new high
jump mat for the school.
The monthly meetings have become quite a
social occasion. Guest speakers have informed us
about dietary habits and lunch box suggestions,
Fundamental Movement Skills and the school’s
Literacy program - information that helps us as
parents and grandparents support our kids.
Other events and programs that the canteen
supported included:


The P&C of Wollongbar P.S. is a great team and
we look forward to another successful year.

Susan Dyer
P&C President





Fun and healthy specials for the
Wollongbar Wiggles Day.
Regular Friday specials to help enhance
the menu with interesting and healthy
choices.
Purchasing produce from the class
gardens.
A change of menu for Fruit & Veg week in
September, including using potatoes
grown by a student.
Catering for visiting teachers for the
Premier’s Sporting Challenge.
Catering for School Development Days.
Supporting the SRC in their Pancake Day
fundraising event.
Supporting the Year 6 Farewell supper.
All in all, it was a very busy, enjoyable and
successful year!
Amanda Baker
Canteen Coordinator
3
$333.10 for this worthy cause. Our last fundraiser
for the year showed the tremendous support that
we, the Wollongbar Public School community,
can give to one of our own. A “Sports Day” dress
up and appeal was held for Shane McBurney to
help him ‘Go Go Go to Bendigo’ to compete in
the shot put event at the National Athletics
Carnival. $575.55 was presented to the
McBurneys to assist them in their travel and
accommodation expenses for this competition.
Student representative’s message
2010 brought some significant changes to our
Student Representative Council. To give more
students the opportunity to be leaders, staff
decided that representatives would serve for one
semester and new representatives would be
elected for Semester 2. Semester 2’s council
welcomed representatives from the Kindergarten
classes. Consequently a total of 36 students
undertook the responsibility of being a School
Council Representative in 2010.
General revenue funds were also raised by the
sale of Glo-Sticks at the school disco, Term 3
Mufti Day and Pancake Day. These funds will
enable our SRC to provide each Yr 6 student with
a Signature Bear as a parting gift from the
students and staff at WPS.
Our hardworking students and generous
community have made 2010 a very successful
year for our SRC!
Student Representative Council 2010
Our class meetings have evolved into Community
Circles where a range of issues are discussed and
a feature is our Values focus of Respect and
Responsibility. A positive outlook is encouraged
in these meetings and any issues raised need to
be accompanied by a suggested action. Our
fortnightly SRC meetings prioritise any points
raised in class and representatives take turns to
report to the whole school at assembly.
As always, fundraising events are a popular
feature of the council. Our Term 1 fundraiser for
Westmead Children’s Hospital proved very
profitable. We were very proud to be able to
forward $925.35 raised by the sale of
merchandise and donations during our “What do
you want to be when you grow up?” dress up
day. During Term 2 our school captain, Chloe
Hughes, made an impassioned plea to the SRC
that we fundraise for research into the facial
tumours that are devastating our Tasmanian
Devil population. “Black and White Day” raised
4
The school has at times engaged the support of
regional services to encourage improved
attendance.
School context
Student information
Referrals are made to the Home School Liaison
Officer for ongoing, unexplained absences.
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
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.
Student enrolment profile
Enrolments
300
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.
Students
250
200
Roll
Class
150
100
KA
KI
1/2K
1/2K
4/5W
4/5W
5/6O
5/6O
5/6H
5/6H
3/4M
3/4M
2/3S
2/3S
1C
50
0
2006
2007
2008
2009
2010
Year
Male
Female
Student attendance profile
Student attendance rates
Attendance rate
100
90
80
70
60
50
40
30
20
10
0
Year
Total
per Year
Total in
Class
K
K
1
2
4
5
5
6
5
6
3
4
2
3
1
18
18
6
21
19
9
12
17
12
16
8
18
11
16
19
18
18
27
27
28
28
29
29
28
28
26
26
27
27
19
Structure of classes
2007
2008
School
Year
Region
2009
Classes were formed as stage groups, with only
2/3S and 4/5W working across stage groupings.
2010
State DET
Management of non-attendance
For students who have been absent from school
for a week without explanation, a letter is sent
from the principal seeking contact with the
family.
Each Monday an attendance report is generated
for the previous fortnight. For unexplained
absences, reminder notes are sent re: the need to
provide absentee notes upon return to school.
5
Staff information
Financial summary
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Wollongbar continues to benefit from a highly
dedicated and focused staff. Throughout the year
a broad range of staff undertook leadership roles,
sharing their expertise and expanding and
developing their skills as a professional educator.
Date of financial summary:
Income
Staff maintain a strong focus on the improvement
of learner outcomes.
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Staff establishment
Position
Principal
Assistant Principal(s)
Classroom Teachers
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Counsellor
School Administrative & Support Staff
Total
Number
1
2
7
.315
.5
.6
.2
2.022
13.637
129895.67
141675.23
291244.64
83760.39
7127.41
32401.85
0.00
686105.19
Expenditure
Teaching & learning
Key lea rning a rea s
Excurs ions
Extra curricula r dis s ections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
The team at Wollongbar includes one indigenous
employee, working through the Community
Development Employment Program as a School
Administrative Officer.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
30/11/2010
$
15270.81
33167.36
20971.35
5312.99
0.00
267955.64
29530.84
62695.25
0.00
27279.66
28457.29
30513.09
0.00
521154.28
164950.91
A full copy of the school’s 2010 financial
statement is tabled at the annual general
meetings of the parent body. Further details
concerning the statement can be obtained by
contacting the school.
% of staff
92%
8%
6
School performance 2010
Achievements
Arts
Wollongbar Public School is proud of its Creative
Arts Program. Recognising the broad range of
talent within our school we provide our students
with opportunities to showcase their talents both
at school and in the local and wider community.
Choir
In 2010 a new Junior Choir was established for
the participation of Kindergarten to Year 2
students. This had an overwhelming response
and the students have performed at school
events such as NAIDOC Week and the End of Year
School Concert. It is their aim to attend the
Coastal Kids Concert in Ballina next year. The
Senior Choir, consisting of Year 3 to Year 6
students, has continued on from previous years.
The Senior Choir performed at the Coastal Kids
Concert in Ballina and showcased their talents at
school events such as ANZAC Day, NAIDOC Week
and the End of Year School Concert. The groups
were conducted by two teachers that are
passionate about using the voice as a musical
instrument.
Dance
In 2010 a Senior Dance Group was launched by
an experienced dance teacher for selected Year 4
to Year 6 students. This group performed a high
quality item at the Lismore Performing Arts
Festival, sharing their talent with the local
community, as well as being audience members
and experiencing the talents of their peers. The
choreography for this group was a combined
effort between both the students and teacher.
A senior class in our school also performed a
dance item at the Coastal Kids Concert in Ballina
to the Lion King’s, ‘The Circle of Life’. The
classroom teacher both choreographed and
designed the outstanding costumes for their
performance.
Visual Arts
In addition to our classroom programs, senior
students at Wollongbar Public School entered
their artworks into The St Andrews Art and Craft
Fair, in Ballina. One of our students’ artworks was
sold to an adoring buyer.
Mrs Gretchen Mercer, a High School trained art
teacher, donated her time again in 2010, to
expertly demonstrate and teach techniques to
our students on the forms of tint and tone. As a
result of her talented input we now have a whole
school artwork on display in our school’s library.
7
As part of our NAIDOC Week celebrations, a
senior class performed the Aboriginal Dreamtime
story ‘Tiddalik’ as a shadow puppet play to both
the school community and the local Wollongbar
Community Preschool.
Sport
Fundamental Movement Skills
The teaching and learning of Fundamental
Movement Skills (FMS) was a whole school area
of focus this year. The Term 2 School
Development Day included a session that focused
on supporting staff in the planning, delivery and
assessment of programs to meet 2010 School
Management Plan targets in the explicit teaching
of FMS from Kindergarten to Year 6. The session
consisted of both theoretical and practical
components. Staff members were surveyed preand post-session and data indicated a significant
increase in teacher knowledge and confidence in
the teaching of FMS.
Our senior students have continued to participate
in the ‘Arts Smart’ program which is run by a local
experienced art teacher. Students enjoy the
opportunity of going to another school, learning
new skills and techniques and bringing them back
to share with their peers. The artworks these
students have produced are outstanding.
Visiting performers
At Wollongbar Public School we aim to provide
our students with a range of cultural experiences.
As part of our 2010 Creative and Performing Arts
program, Musica Viva was organised to perform
“Sounds Baroque”, a classical children’s opera.
Based in Sydney, Musica Viva has been
presenting this show for seven years and
performed it for the very last time at Wollongbar
Primary in front of an enchanted crowd.
“Sounds Baroque” is performed by a group of
four musicians; soprano, baritone, harpsichordist
and viola de gambist. Each member is an
outstanding musician in their field and all have
performed with major performing arts companies
in the country.
A PE Scope and Sequence, ensuring the explicit
and systematic teaching of FMS, was created by
the PD/H/PE team and trialed by all classroom
teachers. In K-2 lesson phases typically include an
introduction, explicit teaching of the skill and
opportunities to practise the skill through games.
Years 3-6 focus on Game Sense where students
are taught, practise and given opportunities to
demonstrate proficiency in a range of skills in
game situations. A follow-up session as part of
the Teacher Annual Review process included
evaluation of suitability of the PE Scope and
Sequence and impact on teaching and learning
programs. It was well received by all members of
staff.
The musical program, written and composed by
Musica Viva, is taught by class teachers as part of
the lead up and preparation for the live
performance. This ensures that students are
familiar with repertoire and various music
accompaniments that were performed in the
concert.
The PD/H/PE team also presented a parent
session to the P&C outlining what Fundamental
Movement Skills are, how we teach them at
Wollongbar and tips for parents to help their
children practise skills at home.
New Traditions at Wollongbar
In 2010, Wollongbar had its first whole school
End of Year Concert. Every class presented an
item, as well as our Senior and Junior Choirs and
Dance Group. The concert was a huge success,
with our students producing performance quality
items that they were proud of. The concert was
held in the evening to enable as many parents to
attend as possible.
8
Premier’s Sporting Challenge
All students across K-6 participated in the
Premier’s Sporting Challenge. Each class achieved
a Gold Award based on the average minutes of
activity registered by each student. All students
were individually awarded either Gold (60
minutes per day) or Diamond (80 minutes per
day) certificates. Funds gained from the
Challenge went to new sports equipment to
support program implementation of Gross Motor
and Fundamental Movement Skills. Additional
equipment was purchased for use on the
playground to increase the level of physical
activity during break times.
Touch Football Round Robin
Leadership in Sport
During Term 3 students from Year 4 to Year 6
participated in an in-school touch football round
robin at lunchtimes. With such a large number of
students, both boys and girls, trying out for the
interschool knockout competition team, this inschool competition was a way to make the game
accessible to students of all skill levels.
Leadership in Sport is a program designed for
students in Years 5-8. Students are involved in
learning basic game skills, organising equipment,
setting up tabloids and being able to referee
younger students.
Eleven students and 2
teachers participated in two training days where
students learnt skills in organising and running
simple activities for younger students and
assisting teachers to identify students who may
have difficulties with certain skills.
Six mixed ability teams including both boys and
girls were formed. Students refereed games with
teacher supervision. The games provided
opportunities for students to learn and develop
some basic touch football skills in a noncompetitive environment. Participants were
highly motivated and focused on participation,
fair play, sportsmanship and problem solving.
Teachers on playground duty noted a significant
reduction in the number of social situations
requiring teacher intervention on days when
games took place.
Leaders have helped in a variety of activities
throughout the year e.g. The Wiggle (school
fundraising event with a focus on physical
activity) where they organised and ran an activity
alongside a teacher. They have set up sporting
equipment for Fundamental Movement Skills and
sporting and tabloid afternoons.
Currently the following students are involved:
Miles Forster, Lewis McNally, Chloe Hughes, Zoe
Tomkins, Kate Lovett, Molly Hughes, Sarah
Alcorn, Cooper Walls, Jasper Mulcahy, Matt
Hepton and Emily Parmenter.
9
Shane was selected to compete at the national
titles in Bendigo, where he finished 2nd.
Primary School Sports Association -PSSA
There has been a strong commitment to
providing a wide range of sporting activities at
Wollongbar Public School. The school is very
proud of its achievements in sport in 2010.
Shane received a North Coast Sporting Blue
Award for his efforts.
School Knockout Teams were involved in Netball,
girl’s & boy’s Football Cricket and girl’s and boy’s
touch football. The boy’s Football Team
progressed to the final of the Far North Coast
competition.
A number of students made it through to District
Carnivals and Trials, including Swimming (29),
Cross Country (69), Athletics (40), Boy’s Cricket
(2), Boy’s Hockey (3), Boy’s Football (6), Netball
(4), Rugby League (1), Rugby Union (2) and Girl’s
Football (3).
Students also made it through to the FNC Zone
Carnivals and Trials: Swimming (5), Cross Country
(10), Athletics (11), Girl’s Football (2), Boy’s
Football (3), Boys Hockey (3), Girl’s Hockey (1),
Tennis (1), Netball (2), AFL (4) and Boy’s Cricket
(2).
Fourteen students made it through to North
Coast Carnivals and Trials: Swimming (Mat Job,
Shane McBurney), Cross Country (Joshua
Mumford, Scott Fleming, Liam Corney, Chloe
Hughes), Athletics (Joshua Mumford, Shane
McBurney, Scott Fleming, Liam Corney, Matt Job,
Rhys Redman-Challinor, Lachlan Gray, Chloe
Hughes, Molly Hughes), Boy’s Cricket (Anthony
Wright), Boy’s Hockey (Jack Stockings) and Boy’s
Football (Anthony Wright)
Joshua Mumford participated in State Cross
Country Carnival, coming in a brilliant 2nd in the
8/9 years division. Chloe Hughes, Scott Fleming
and Liam Corney also competed at the State
titles.
Anthony Wright represented North Coast as
captain of the boy’s Football Team at the State
Carnival.
Four students competed at the State Carnival for
Athletics in 2010. Chloe Hughes, Joshua Mumford
and Scott Fleming competed in 800m in their
respective age groups. Shane McBurney, Athlete
with Disabilities AWD competed at the titles in
12/13yrs discus. Shane came in an incredible 2nd
overall.
10
Academic
Percentage of students in bands:
Year 3 writing
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.
35
Percentage of students
30
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)
25
20
15
10
5
0
1
2
3
Band
4
5
6
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Literacy – NAPLAN Year 3
Percentage of students in bands:
Year 3 spelling
Percentage of students in bands:
Year 3 reading
35
35
30
Percentage of students
Percentage of students
30
25
20
15
10
25
20
15
10
5
5
0
0
1
2
3
Band
4
5
1
6
2
3
Band
4
Percentage in band
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
11
5
6
Literacy – NAPLAN Year 5
Percentage of students in bands:
Year 5 reading
35
35
30
30
Percentage of students
Percentage of students
Percentage of students in bands:
Year 3 grammar and punctuation
25
20
15
10
25
20
15
10
5
5
0
0
1
2
3
Band
4
5
3
6
Percentage in band
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
Numeracy – NAPLAN Year 3
Percentage of students in bands:
Year 5 writing
Percentage of students in bands:
Year 3 numeracy
50
35
45
Percentage of students
Percentage of students
30
25
20
15
10
40
35
30
25
20
15
10
5
5
0
0
1
2
3
Band
4
5
3
6
Percentage in band
4
5
Band
6
7
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
12
8
Numeracy – NAPLAN Year 5
Percentage of students in bands:
Year 5 numeracy
40
45
35
40
30
35
Percentage of students
Percentage of students
Percentage of students in bands:
Year 5 spelling
25
20
15
10
30
25
20
15
10
5
5
0
0
3
4
5
Band
6
7
8
3
Percentage in band
4
5
Band
6
7
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
Progress in literacy
Percentage of students in bands:
Year 5 grammar and punctuation
Average progress in reading
between Year 3 and Year 5
40
120
100
30
Progress
Percentage of students
35
25
20
80
60
40
15
20
10
0
2006 - 2008 2007 - 2009 2008 - 2010
5
School
0
3
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
13
SSG
State DET
8
Progress in numeracy
Average progress in numeracy
between Year 3 and Year 5
Average progress in writing
between Year 3 and Year 5
80
100
90
80
70
60
50
40
30
20
10
0
70
50
Progress
Progress
60
40
30
20
10
0
2006 - 2008 2007 - 2009 2008 - 2010
School
SSG
2006 - 2008 2007 - 2009 2008 - 2010
State DET
School
SSG
State DET
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3,
5, 7 and 9.
Average progress in
spelling
between Year 3 and Year 5
94
92
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.
Progress
90
88
86
84
82
Percentage of Year 3 students in our school
achieving at or above the minimum standard in
2010
80
2008 - 2010
School
SSG
State DET
Percentage of Year 3 students achieving at or
above minimum standard
Reading
100
Writing
96
Spelling
96
Punctuation and grammar
87
Numeracy
91
Average progress in
grammar & punctuation
between Year 3 and Year 5
120
Progress
100
80
Percentage of Year 5 students in our school
achieving at or above the minimum standard in
2010
60
40
20
Percentage of Year 5 students achieving at or
above minimum standard
Reading
97
Writing
100
Spelling
97
Punctuation and grammar
94
Numeracy
97
0
2008 - 2010
School
SSG
State DET
14
Whole school annual testing was carried out in
Term 4. The information gathered from these
assessments is used to enhance teaching
programs and improve student learning. Stage 2
and 3 completed Diagnostic Testing and Stage 1
completed SENA testing. Kindergarten completed
Best Start assessments in Term 1 and Term 4.
Significant programs and initiatives
Mathematics
In 2010 teachers at Wollongbar Public School
continued to collaborate with regional support
staff in updating, developing and implementing
the Scope, Sequence and Support document.
Our whole school continued incorporating
Mathletics into class and group activities as well
as homework tasks. Mathletics provides students
with engaging interactive learning opportunities
that cover curriculum aspects and content. It
provides learning experiences for all students’
abilities and skills.
The Scope, Sequence and Support document has
supported teaching and learning programs by:







Integrating and connecting content of the
syllabus strands and sub-strands, making
teaching cohesive and unified.
Linking support material to the syllabus that
is easily accessible.
Incorporating a wide range of ICT resources
including interactive whiteboard activities,
Smart Notebook lessons, links to relevant
websites and learning objects.
Providing online, printable and interactive
NAPLAN questions and resources, enhancing
NAPLAN preparation and development of
inferential questioning.
Encouraging daily counting and number
activities taking place consistently in the
classroom.
Teachers’ program content being coherent
and consistent throughout their stage,
promoting stage consistency and the sharing
of ideas and resources.
Ensuring all strands and syllabus content are
covered during the year.
Wollongbar Public School continued to
participate in a Self Nominated Project initiated
by The Plateau to the Sea Community of Schools.
This project involved three WPS teachers in
Stages 2 and 3. The aim of the project is to
develop students’ skills in answering inferential
questions in mathematics. This year, both Stage 2
and 3 were involved in the project. Two
inferential questioning lessons were taught each
week using past BST and NAPLAN 2008 and 2009
numeracy questions. Pre and post testing was
given to Stage 2 using the Year 3, 2010 NAPLAN
numeracy paper whilst Stage 3 used the Year 5,
2010 NAPLAN numeracy paper.
As per the Project Action Plan, students in Stages
2 and 3 were tested in Term 3, Week 10, 2010 on
the 2010 NAPLAN paper.
Results were analysed and compared to Stage 2’s
Year 3, 2010 NAPLAN pre test results and Stage
3’s Year 5, 2010 NAPLAN pre test results that
students sat in Term 2, 2010:
The Scope, Sequence and Support document is
modified each term. It is successfully being used
by an increasing number of other primary schools
around the district.

Professional Learning was implemented to help
teachers analyse and evaluate the plan, teach
and assess cycle. This involved teachers analysing
SMART DATA and identifying NAPLAN trends to
embed as quantifiable targets in our
Management Plan. This enabled teachers to
improve
students’
learning
outcomes,
demonstrate value adding and increase their
knowledge of student progress. Teachers revised
the Scope, Sequence and Support Document on a
term basis. They incorporated teaching strategies
in to their programs, using ‘Newman’s Prompts’,
Inferential Questioning strategies and Problem
Solving techniques.



80% of Stage 2 students remained constant
or improved.
33% of Stage 2 students improved by 4 or
more questions correct.
81% of Stage 3 students remained constant
or improved.
40% of Stage 3 students improved by 4 or
more questions correct.
Staff will continue in 2011 to enhance teaching
strategies by analysing Stage 2 and 3
developments in inferential questioning through
the use of pre and post testing using recent past
NAPLAN numeracy papers.
15
Parents continued to generously support this
program and donated a selection of books which
were used as an incentive for students reaching
200 nights of home reading. The eight students
who achieved 300 Nights of Home Reading
received an engraved pen.
English
Reading
215 students were benchmarked in Semester
Two.
78% of students tested were at “above sound”
range in 2010 and 10% of students were “at
sound” range. There was an increase in the
number of students “at or above sound” range of
4%.
Spelling
Spelling continued as a focus for professional
development during 2010. The school scope and
sequence for spelling was revised and spelling
programs critically analysed to ensure a shared
understanding of the four spelling knowledges.
Spelling programs were reviewed and teachers
were asked to focus on spelling over a broad
range of contexts, that is using spelling as a tool
for writing in all KLA’S .
Minimum targets for each year were adjusted to
reflect a focus on fluent reading and to ensure
students had reached satisfactory levels of
comprehension.
The table below shows the percentage of
students in K-4 who achieved satisfactory or
above reading levels in 2009 and 2010.
Kinder
Year 1
Year 2
Year 3
Year 4
2010
2009
81%
73%
89%
82%
94%
N/A
63%
75%
84%
92%
208 students Kindergarten to Year 6 were
benchmarked in spelling. The results were
recorded as part of the school annual data on
individual tracking sheets and grade overview
sheets.
Value
Added
+10%
+14%
-3%
+2%
39 students (19%) achieved a spelling age greater
than their chronological age. 98 students (47%)
achieved at their appropriate age level. 37
students (18%) performed below their expected
spelling age and 34 students (16%) presented
with a critically low spelling age.
During 2011 one of the goals of the Literacy
committee was to purchase quality resources for
the teaching of modeled reading/writing that
reflect the progression in teaching from a reading
strategies focus in K-2/3 to more of a
genre/critical comprehension focus in Years 3-6.
To this end the PM Writing scheme was extended
to encompass all levels in the school. The school’s
Canteen Committee and P&C generously donated
$2000.00 towards supplementing our home
reading book resources, which gave a welcome
boost to the resources in this area.
Writing
Pre and post assessment data based on criteria
for text type writing was collected and analysed
from kinder to year 6. Teachers set specific
criteria in writing tasks and pre tested to assess
student capabilities within the criteria set. This
was analysed and explicit teaching occurred to
address any areas of need. The students were
then assessed again on the same criteria and on
average in each grade there was an improvement
of at least one or two criteria points.
Home Reading
All students Kindergarten to Year 6 are
encouraged to participate in the home reading
program. Independent readers were encouraged
to read from a variety of sources and record
nightly reading in a diary to reach the 100, 200 or
300 night targets.
110 students (51%) reached 100 Nights of Home
Reading and 47 students (22%) went on to
achieve 200 Nights of Home Reading. We also
had eight outstanding students achieve 300
Nights of Home Reading.
16
Library
Aboriginal education
New additions to the Library collection included
the purchase of 683 items, including CDs, Guided
Reader sets and books for the Fiction, Non Fiction
and Teacher Resource sections of the Library.
During 2010, 28 900 borrowing transactions were
completed, an increase of 35% on last year’s
borrowings. A thorough assessment of the Non
Fiction section has been completed and many
books have been culled from our collection due
to their poor condition, unsuitability or lack of
current information.
In addition to the inclusion of Aboriginal
perspectives in classroom programs, K-6 students
participated in a range of activities promoting
greater awareness of Aboriginal history and
culture.
NAIDOC Week set the stage for a focus on
indigenous studies. In the weeks before, students
prepared for performances of music and drama.
A major feature of this year’s celebrations was a
shadow puppet play, retelling the Dreamtime
story of Tiddalik, performed by Stage 3 students.
Personalised Learning Plans were completed for
all Aboriginal students
The NORTA NORTA program was implemented in
the school and one student benefited by
receiving extra tuition.


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
The annual Book Fair proved to be extremely
successful with total sales of $6 160.30. The total
profit was $2 460, being commission of $1 232
and donations by students and staff of $1 228.
The character parade was again very well
supported with most students and staff dressing
up. Staff dressed as characters from the A A
Milne classic “Winnie the Pooh”.
The student received a daily literacy program
over consecutive weeks.
Focused assessment of needs prior to
program commencing.
Lessons developed based on a PLP.
Individual tuition.
Daily discussions with the classroom teacher
and tutor, with the program adjusted as
needed.
Multicultural education
Multicultural perspectives are reflected through
classroom programs as well as featuring as a part
of additional areas of study.
The whole school was involved in the Premier’s
Reading Challenge through the Library program.
164 students completed the Premier’s Reading
Challenge in 2010. 90 Early Stage 1/ Stage 1
students completed the challenge through the
library and their classrooms while 74 students
from Years 3-6 independently completed the
challenge through their borrowing, DEAR time,
home reading and reading for leisure. 21
students received a gold certificate for
completing the challenge for the fourth year.
Celebration
of
Harmony
Day
brought
multicultural issues into focus for our children,
who created individual flags bearing messages
about how they would like all people to relate to
each other.
Our Values Education program frequently
addresses how values are universally applicable
to different cultures.
The CWA International Day continues to offer
students an opportunity to research a nominated
country in depth. In 2010 students from three
classes completed projects and 4/5W learnt a
dance from Scotland to be performed at the CWA
morning tea.
The library is about to be completely packed up
for our BER refurbishment. Besides painting and
new carpet in the Library, Library Office and
Audio Visual Room we will have new shelving
throughout, an electronic whiteboard and a bank
of laptops.
17
Data gathered from our welfare recording system
has indicated some significant trends over the
last twelve months;
Restorative Justice Practices and Welfare
Throughout 2010 Wollongbar Public School
carried out professional development for staff
and explicit teaching and learning for students
around the use of Restorative Justice Practices.


Wollongbar hosted a School Development Day at
the beginning of Term 3 for over 15 schools,
featuring Terry O’Connell from the Real Justice
Australia organization. This was followed by a
series of sessions for students of Wollongbar
Public School as well as a group of students from
Alstonville High School.


Professional learning and planning has now
started to focus on the impact and benefits of
Restorative Justice Practices on syllabus and
student learning outcomes.

Significant benefits have included increased
independence amongst students in addressing
social issues and greater emotional literacy
amongst students when dealing with their peers.
The use of Restorative Practices in the school has
strong links with student leadership, values and
multicultural education programs in the school.

Reports related to breaking classroom rules
have decreased by 64%.
Reports related to breaking playground rules
have decreased by 75%.
Incidents classified as bullying have reduced
by 48%.
6 incidents were reported to the bully box
(student referral strategy). Of these, 5 related
to friendship issues which were resolved with
support. For this reason it is still important
that the issues were reported. One incident
did meet the profile for bullying and was
addressed through formal processes.
Records indicate improved reporting of
incidents from the playground duty sheets.
These sheets are used to record low level
incidents occurring during playtimes. By
recording these on our welfare system we are
able to more accurately track problem
repetitive behaviours and to implement
support for students involved.
Of students attending Wollongbar P.S. in
2009 and 2010, 3% of students were
recorded for involvement in negative issues
more than 10 times in the year. By the end of
2010 this group had demonstrated a
reduction in reported negative behaviours of
33%.
A further 1% of students indicated an
increase in negative behaviours in this period.
All of these students have been engaged in
formal intervention, with input from families.
Respect & Responsibility - Values Education
“The Plateau to the Sea Community of Schools”,
incorporating Wollongbar, Alstonville and Teven
Tintenbar Public School saw a common need to
focus learning on building resilience within our
students and recognising and building upon the
ability to ‘bounce back’ when things go wrong.
This was the basis of a grant awarded to these
schools to assist in the development of a
sustainable Values Education focus in each
school.
18
Connected learning
Wollongbar Public School’s connected classroom
has broadened boundaries for all learners in our
school.
The Connected Classroom is regularly used by
classes to engage with worldwide resources,
enriching classroom programs and providing
greater depth in students’ learning.
Staff have participated in training activities to
extend their ability to use the video conferencing
equipment available. Some staff members have
participated in online and video conference
professional development activities, linking with
other DET staff across regions and the state.
Wollongbar Public School has instilled an explicit
teaching focus, involving the production of
‘content specific’ values lessons, concentrating
on three main values of Respect, Responsibility
and Resilience. The process of designing the
lessons focused on observations of events that
had occurred within the school. Therefore the
program was tailored around the specific needs
of Wollongbar’s school students and community
members.
The explicit lessons were first
designed by the facilitator. This process was then
embraced by the class teachers, giving ownership
of the project to all staff members, thus making
Values Education a sustainable, long term
project.
Technology
Technology has undergone some major changes
throughout 2010, and will continue to do so into
2011.
Redeployment of resources throughout the
school meant that there was much higher
utilisation of technology for students K-6.
The Building the Education Revolution Program
(BER) saw a major refurbishment of the computer
lab, which will return to operation early in 2010.
BER is responsible for a further injection of
technology resources across the entire school,
including complete rewiring of the school’s IT
network, improving connectivity for all classes
and thus access to online resources for all
students and staff.
Values Education gives students opportunities to
practice using the language and actions
associated with Respect, Responsibility and
Resilience in a safe and non-threatening
environment. Values Education has worked hand
in hand with Wollongbar’s Restorative Justice
Practices, assisting in consolidating clear
expectations throughout the school towards
building and fostering relationships between
students, teachers and members of the
community.
Technology was the focus for the Release from
Face to Face (RFF) program for the year.
Programs included research and organisational
skills, responsible use of online resources, critical
literacy, computer generated art, digital
photography, word processing and text type
writing.
Following a further grant application, Wollongbar
has succeeded in attaining additional funds to
continue the development of Values Education.
The focus in 2011 will be on establishing a school
environment with strong visual cues and high
expectations around the “Wollongbar Way’. A
part of this will be achieved through combining
Values lessons with a visiting artist to design
murals and art work, reflecting our school
developed culture.
19
students were supported by individual programs
as a follow up to NAPLAN 2009.
Learning Support Team
The role of the Learning Support Team is to :







Fifteen Stage 2 and 3 students launched their
Home Reading Programs by accessing the Library
resources, particularly specialised texts for
students experiencing difficulty with reading
skills. These Home Reading Programs were
monitored weekly by the Support Teacher
Learning who also assisted in text selection,
suitability, ability, interest and borrowing.
Identify and support students experiencing
difficulties in learning or with behaviour
issues.
Facilitate referral systems for classroom
teachers to access additional support
services, both internal and external.
Maintain coordination of support resources
and personnel within the school (e.g.
counsellor, behaviour support, Reading
Recovery).
Provide ongoing support services for students
(e.g. progressive monitoring, record keeping).
Provide
direction
for training
and
development programs.
Maintain effective communication and liaison
procedures within the school community and
parent referral procedures.
Access effective programs to improve student
outcomes.
Integration Programs
During 2010, eighteen students with a variety of
disabilities were integrated into seven
mainstream classes. These students and their
teachers were supported by six School Learning
Support Officers. Support included- assistance
with providing resources; in-class, group and
individual
support;
technology
support;
supervision of sand play sessions; playground
supervision; excursion support and transition to
high school and kindergarten. All students were
able to access the curriculum and participate fully
in class activities.
This year the Learning Support Team continued
to meet weekly, with almost 100% attendance of
executive and teaching staff.
To more ably cater for students’ specific needs
members of staff have undertaken various types
of Professional Learning. Three staff members
completed an online training course on Autism
Spectrum Disorder, three staff members
attended a course on Key Word Signing, two staff
members attended a course on Using Visual Aids,
two staff members attended a course on Manual
Handling and one SLSO has graduated from
TAFE with a “Certificate III in Education Support Teacher's Aide (Special)”.
Reading Recovery
The Reading Recovery Program targets students
in Year 1 who require intensive instruction to
assist them in reaching the expected reading level
for a Year One student. Initial testing identifies
specific strengths and weaknesses and informs
the delivery of the program. Instruction is
focused on reading and writing with a strong
emphasis on independent use of strategies.
Six students accessed the Reading Recovery
program during 2010.
Learning Assistance Program
Fifty-six students from Kindergarten to Year 6 and
their teachers were supported by the Learning
Assistance Program throughout the year.
Five ES1/Stage 1 groups were supported in a
small group setting within the class program. The
areas of support for these students included
reading, writing, spelling and phonemic
awareness.
Nineteen Stage 2 and 3 students were supported
in small groups for NAPLAN preparation. Six
20
responsibilities of a buddy and all were keen to
commit their time and skills.
Best Start
The Best Start Kindergarten Assessment helps
teachers identify the literacy and numeracy
knowledge and skills that each child brings to
school as they start Kindergarten. This
assessment data informs the development of
quality teaching and learning programs. Students
entering Kindergarten in 2010 were assessed and
their progress monitored using tracking sheets.
Data was then collected again at the end of the
year.
During the Kinder orientation the buddies were
involved in many ways; meet and greet, comfort,
direct to activities/play, assist with trips to the
toilets and bubblers, assist with lunch- eating
time and playtime in the playground and Library.
During Weeks 3 & 4 of the program the buddies
were required to undertake some assessment
tasks e.g. writing name, counting, cutting,
colouring, book concepts, following directions. In
late December each 2010 Kinder student
received a personalised book outlining basic
routines and introducing them to many aspects
of life at Wollongbar Public School, introducing
various staff members. The cover of the booklet
featured a photo of the child with their buddy.
Transition to Kindergarten
Transition to High School
Following the success of last year’s transition
program for students and their parents entering
kindergarten, the school retained and refined the
series of activities trialed at the end of 2009.
Year 6 students attended a whole day orientation
to Alstonville High School in November. Prior to
this day a group of students requiring additional
transition support was identified. The Learning
Support Team identified a number of students
students who, for various reasons, would benefit
from the three extra sessions that the high school
had offered.
Kinder 2011 students completed a series of four
half day sessions at the end of 2010. Students
demonstrated steady development in confidence
and understanding of basic routines between
their first and final Friday afternoon visits.
All students reported positive experiences at
orientation and in discussion showed excitement
and enthusiasm for their transition to Year 7.
Wollongbar P.S. ran its second “Big Day at
School” for parents and students in December
2010, inviting students to join us for a very real
whole day at school while parents participated in
a series of learning activities. Sessions focused on
a broad range of topics, from how to help your
child with Literacy and Numeracy, to information
about healthy lunchboxes.
One additional student participated with the
support of two peers in a personalised
familiarisation program, facilitated by school and
regional staff.
In late October, Year 5 students were invited to
be “buddies’ to the incoming Kindergartens. An
initial training session outlined the roles and
21

Progress on 2010 targets
Target 1
Achieve improved learning outcomes in spelling
across all stages, through focused explicit
teaching & professional development, driven by
student data and the TARS process.


Our achievements include:







A new spelling scope and sequence was
developed for Early Stage 1, Stage 1 and
Stage 2.
The North Coast Spelling Strategy document
was introduced and teachers implemented
strategies
including
the
Criteria
Reference/Diagnostic tests used in this
document .
Movement to the North Coast Spelling
Strategy has resulted in improved analysis of
student needs, particularly in the four areas
of spelling.
Best Start pre and post testing reflected
significant growth in student ability to hear
and record sounds in words, with 100% of
students moving from the first two bands, to
the third and fourth bands between Terms 1
and 4.
Professional learning over several sessions
focused on providing teachers with explicit
skills to teach spelling using the four spelling
knowledges.
K-2 teachers are now using strategies from
The Literacy teaching guide: Phonics and the
Literacy teaching guide: Phonemic awareness
to assist them in providing systematic, direct
and explicit phonics instruction.
Teachers critically analyse their teaching and
learning programs, guided by the Spelling
policy document and the scope and sequence
to ensure programs cater to the needs of
their students.
K-2 teachers implementing a consistent and
sequential phonics program using the
Literacy teaching guide: Phonics and the
Literacy
teaching
guide:
Phonemic
awareness.

Including NAPLAN analysis identifying areas
of need and through stage meetings and
program supervision support teachers to
more explicitly teach spelling strategies to
address the needs of students.
Our achievements include:
 Analysing SMART DATA and identifying
NAPLAN trends that were embedded as
quantifiable targets in our Management Plan.
This enabled teachers to improve students’
learning outcomes, demonstrate value
adding and increase their knowledge of
students’ progress by developing teaching
strategies and evaluating Teaching &
Learning programs across K-6.
We will continue to focus on spelling by:


Target 2
Improve learning outcomes through explicit
teaching and professional development which
includes a focus in inferential questioning and
comprehension.
Implications for 2011

Monitoring the implementation of the scope
and sequence document and the North Coast
Strategies document through regular stage
meetings and program supervision.
Implementing
diagnostic
assessment
procedures consistently across K-6 and
collating the data from this assessment to
inform teaching programs.
Monitoring and analysing spelling in writing
across the KLAs through regular assessment
using spelling criteria.
Completing the update of the spelling scope
and sequence document.
Implementing some of the strategies
identified in North Coast spelling document.
22




inferential questioning
across numeracy.
Ongoing Professional Development and
Learning for all staff in explicit teaching of
inferential questioning and comprehension,
‘Newman’s Prompt’s’, Problem Solving
techniques and the use of the Scope,
Sequence and Support document. Emphasis
was placed on the strategies and processes
used to enhance the maths curriculum when
using the plan, teach and assess cycle.
All staff implementing the Maths Scope,
Sequence and Support Document. This
includes teaching daily number activities,
delivering weekly content and using support
material such as online, printable and
interactive activities.
Re-establishing the Mathematics Storeroom
to enable easy access and stock take of
current resources. Resources were collated
and organised in to strands. New resources
were purchased to update our storeroom
supplies and content as well as our classroom
maths resources. The quick and easy access
to resources enables broader concrete
experiences for all students’ abilities.
Involvement in “The Plateau to the Sea
Learning Community” self nominated project
– Inferential Questioning. Teachers focused
on explicit teaching of Inferential Questioning
focusing deeply on mathematical language,
visual literacy, problem solving techniques
and interpretations of questions. Pre and
Post testing of Inferential Questioning took
place using NAPLAN Numeracy papers. In
between Pre and Post testing, teachers
taught two inferential questioning lessons a
week using past NAPLAN and BST questions
emphasising the need to teach inferential
questioning on a weekly basis. The questions
revealed:
 80% of Stage 2 students remained
constant or improved.
 33% of Stage 2 students improved by
4 or more questions correct.
 81% of Stage 3 students remained
constant or improved.
 40% of Stage 3 students improved by
4 or more questions correct.
and
comprehension
Continue Pre and Post testing of Inferential
Questioning using NAPLAN numeracy papers.
Use SMART DATA to identify yearly and cohort
trends to embed in our Management Plan.
Management Plan targets will focus on further
learning in the explicit teaching of Inferential
Questioning looking in more depth at
metalanguage, visual literacy, problem solving
techniques and strategies, distracters and
students interpretations of questions.
Continue updating and restocking of resources in
the Maths storeroom and classrooms to ensure
broader learning opportunities and experiences
for all students’ abilities.
Increase the use of ICT in Mathematics by
providing professional development to staff
about IWB activities and use, links to websites,
learning objects and teacher involvement and
programming of Mathletics.
Target 3
Behaviour and Welfare Policy and procedures
for WPS and community (and associated Plateau
To The Sea Community of Schools members)
reflect Restorative Justice Practices and
philosophy.
Our achievements include:
 School Development Day which included
participants from our Community of Schools
group, Plateau to the Sea, and other
surrounding
schools,
featuring
Terry
O’Connell, from the Real Justice Australia
organisation.
Implication for 2011
Analysis and additional Professional Development
has emphasised the need for a specific focus of
23





Inclusion of Restorative Practices in Kinder
Orientation programs for students and
parents
Significant improvements in behavior
reflected in welfare data - see “Restorative
Justice Practices and Welfare” above.
Welfare data also indicated:
 10% increase in teacher/parent
contact, reflecting improved home
school cooperation.
 Improved reporting from Learning
Support Team around behavior and
welfare.
 50% decrease in incidents of
continued disobedience reported.
Analysis and review of the Behaviour and
Welfare policy has begun. In Term 4
additional funds were accessed through a
grant to support the rewriting and
publication of the school’s policy.
Staff report increased confidence and skills in
applying Restorative philosophy and practices
to day to day teaching and learning contexts.
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 Planning and
Creative Arts.
Educational and management practice
Planning
Background
Planning is an integral part of the broader
teaching and learning cycle in our school.
Working in a framework of dispersed leadership,
staff take on a variety of roles in the process of
gathering data, analysing findings, strategic
planning and delivery of programs and initiatives
before again gathering data to measure success.
Students, parents and staff were surveyed on
their perceptions of the way planning occurs in
our school.
Implications for 2011
Findings and conclusion

Students, parents and staff were united, with
more than 86% of total groups stating that the
school almost always or usually develops goals
which will expand opportunities for learning. This
group indicated that the school clearly outlines
what it is trying to achieve.



Rewriting and publication of revised policy to
be completed, utilising grant funds to
support.
Continue to embed Restorative Practices into
the whole school culture, providing
information and training for families.
Welfare data to continue to reflect reduction
in incidence of behaviour and welfare issues
needing to be reported.
Staff to investigate the implications of
Restorative Justice Practices for teaching and
learning programs.
More than 90% of parents and teachers believe
that school goals are almost always or usually
developed to address the constantly changing
needs of all students.
Whilst the majority of staff felt that learning
activities are almost always linked to the
achievement of planned goals, the majority of
parents felt this was only usually the case.
100% of students and teachers agreed that the
main purpose of school targets is almost always
or usually to improve student learning outcomes.
42% of students and 63% of parents believed that
school planning documents are usually or only
sometimes developed by all staff through
collaborative processes.
100% of staff and 90% of parents and students
were aware that the school develops a
comprehensive Management Plan for all Key
24
Learning Areas and Welfare,
implemented throughout the year.
which
is
complaint was about the lack of space in the hall
on the night of the concert.
Future directions
Future directions
Survey responses indicated a need to:
Survey findings support the need to;


Provide students with explicit teaching and
orientation to creative arts activities,
ensuring the arts are seen as more than just
the “fun” activity.

Ongoing
professional
development
opportunities need to be included in the 2011
Management Plan, supporting staff in the
explicit instruction of Creative Arts.

Retain the revised format for end of year
events, with an additional matinee
performance and ticketing to manage the size
of the audience at the concert.

Carefully articulate how learning activities are
linked to the schools identified goals. Greater
awareness of the school’s Management Plan
may lead to greater clarity of understanding
of how school activity is driven.
Provide greater transparency for students
and parents, with regard to the way planning
documents are developed at Wollongbar
Public School. This could include publicising
more clearly that the final two School
Development Days of the year are dedicated
to working in teams to develop and
document planning for the next year.
Curriculum
Creative Arts
Background
A strong focus in our school management plan for
2010 culminated in the surveying of students,
parents and staff about Creative Arts programs at
Wollongbar Public School.
Findings and conclusions
100% of parents and staff agreed or strongly
agreed that the school had made a significant
effort to expand opportunities in the Creative
Arts. This was matched by only 70% of students.
Parent, student, and teacher
satisfaction
In 2010 the school sought the opinions of
parents, students and teachers about the school
in terms of what had been particularly positive
aspects of the year for them and what would
they like to see improve in the new year.
Although 90% of parents agreed or strongly
agreed that classrooms are structured to
promote Creative Arts, 30% of staff indicated that
this was an area that could be further developed.
Students felt more strongly than parents and
teachers that they had had explicit instruction in
Creative Arts.
Their responses are presented below:

70% of students and parents felt that their
students creative and performing skills are
improving.
100% of parents surveyed supported the revised
format for the end of year concert and
Presentation Ceremony. In addition, massive
support was offered for the quality of
performance at the concert. A common
25
All
groups
spoke
strongly
about
improvements made in Creative Arts.
Particular reference was made to how
positively members of the school community
felt about extracurricular activities ie dance
and choirs, and to the positive impact of our
end of year concert . Some parents expressed
concern that all students get adequate
exposure to the arts, even if they don’t make





it into selective teams / groups. This can be a
focus for program supervision next year.
Students described having liked their
teachers, whilst parents made explicit
reference to the high quality of teachers in
the school.
Teachers identified the strength of
professional teams and the quality of
planning and delivery as a positive in their
year. They went on to identify specific areas
for ongoing Professional Learning such as
creative arts and use of technology, reflecting
the high expectations they hold for their
professional roles.
Sport was identified by students as a very
positive aspect of their school experience.
Parents and staff both addressed the
potential for improvement in the annual
Athletics Carnival for students in Early Stage 1
and Stage 1.
Students expressed a desire to see their
playground environment improve through
the addition of equipment and new play
areas.












Mandatory Training - Code of Conduct,
Keeping Them Safe, Drug Education,
Occupational Health and Safety, Cardio
Pulmonary
Resuscitation,
Anaphylaxis
Training,
Development of School Management Plans.
Teacher Annual Review processes - Key
Learning Area focus.
Restorative Justice Practices.
Report Writing Workshop.
Autism Seminar, Bond University.
Visual Literacy and Problem Solving
Workshop.
Website Publishing Workshop.
Welfare Policy Review.
NAPLAN Smart Data Analysis.
Musica Viva Training.
Spelling Scope and Sequence Development English Committee.
Maths Workshop - Numeracy Committee
In addition to these activities, School
Development Days focused on:
 Restorative Justice Practices
 Development of School Management Plans
 Literacy Workshop - Achieving Our Targets in
Spelling, driven by student data and Teacher
Assessment Review Schedule.
 Values Education Workshop
 Physical Education K-6 - programming and
achieving
outcomes
in
Fundamental
Movement Skills .
Professional Learning funds were sourced from
the school’s Key Learning Area budgets, Tied
Funds and grant funds sourced through Self
Nominated Projects .
Average expenditure per teacher on professional
learning at the school level was $ 1721.39.
Professional learning
Total expenditure on teacher
learning for 2010 was $ 22378.15.
Teacher Professional Learning is an ongoing
priority for Wollongbar Public School. In addition
to School Development Days, staff participate in
weekly Professional Learning Meetings and Stage
Meetings, as well as occasional courses and
participation in Self Nominated Projects as a part
of “The Plateau to the Sea Learning Community”.
professional
Wollongbar Public School staff included four new
scheme teachers working towards accreditation
in 2010, as well as one teacher maintaining
accreditation at Professional Competence.
Professional Learning was attended by all
thirteen teaching staff. Where appropriate,
school administrative staff participated as well.
Professional Learning activities in 2010 included:
26
School development 2009 – 2011
Targets for 2011
The purpose of the Wollongbar Public School Plan
is to:
 Provide thinking classrooms for all students in
a caring and responsive environment.
 Ensure the quality teaching framework is
used in all teaching and learning programs.
 To use technology to enhance quality
teaching and learning programs.
Target 1 – Literacy 2011
To improve student results for Reading
outcomes RS1/2/3.5,6&7 to produce a positive
variation from the state averages.
NAPLAN data indicates a need for teaching
reading with a focus on interpreting texts and the
linking and transference of information. Students
need to be explicitly taught to orient themselves
to a text independently and draw connections
between events, characters, points of view and
motivation. Students in all stages particularly
need to demonstrate improvement in inferential
comprehension skills.
School strategic directions include:
 Quality teaching in all Key Learning Areas
 Technology and Higher Order Thinking
(HOTS)
 Students and staff learn and teach in a happy
and safe environment.
Strategies to achieve this target include:
Targets in 2010 include:





To achieve improved learning outcomes in
spelling across all stages, through focused
explicit teaching & professional development,
driven by student data and the TARS process.
To improve learning outcomes through
explicit
teaching
and
professional
development which includes a focus in
inferential questioning and comprehension.
Behaviour and Welfare Policy and procedures
for Wollongbar Public School and community
(and associated “Plateau To The Sea
Community of Schools” members) reflect
Restorative Justice Practices and philosophy.
Expand opportunities for performance based
learning both within the school and broader
community.





The Wollongbar School Plan is written
collaboratively with all staff on the last two
School Development Days of each year. It can be
viewed on the school’s website. The 2010 plan
has been developed with a particular focus on
“expanding opportunity” for our students.
Explicitly teach the three levels of
comprehension (literal, inferential and
critical/evaluative) using Newman’s Prompts
to support the process.
Peer mentoring to be used to improve the
quality of teacher questioning techniques
principally in the area of building inferential
comprehension skills.
Professional learning in the use of criteria,
with particular emphasis on persuasive texts.
Teach students to recognise the audience and
purpose of a particular text type through
explicit modelling and teaching.
Continue to build quality resources to
support teaching in both modelled and
guided reading.
Apply Restorative Justice Practices and values
to the teaching of literacy to prompt
emotional engagement and empathy with
characters, events and storylines in texts.
Our success will be measured by:


27
NAPLAN results to reflect a positive variation
from the state averages.
Demonstrated improved growth for students
in criteria based assessment within the
school.
Target 2 - Numeracy
Target 3 - Technology
Increase use of technology in 100% of
classrooms and across the school setting, in the
context of differentiated, high order learning.
Improve teaching and learning outcomes
through the analysis of SMART data and
Professional Learning that includes a focus in
specific elements of Inferential Questioning and
Comprehension.
Strategies to achieve this target include:

Strategies to achieve this target include:







Develop proficiency to analyse SMART data
technology and embed implications of
NAPLAN data analysis 2010 in 100% of
Teaching & Learning programs across K-6.
Students to participate in pre and post
testing of Inferential Questioning, providing
data to drive the teaching learning cycle.
Ongoing professional development for all
staff that focuses on specific elements of
Inferential Questioning and Comprehension.
 Metalanguage and literacy in
Maths.
 Visual literacy and graphs.
 Interpretations of questions and
strategies to eliminate answers.
 Problem Solving techniques and
strategies.
 Use of distracters.
Provide the necessary resources for teachers
and students to enhance both teaching and
learning opportunities and experiences.
All staff implementing the updated Maths
Scope, Sequence and Support document with
a focus on staff using the support materials
provided through this document.
Provide experiences, opportunities and
Professional Learning in the use of ICT in
Mathematics.

School Development Day, Term 2, focusing
on the use of Interactive White Boards as a
planning, teaching and learning tool.
Modeled and collaborative teaching to
promote the development of teacher skills
and knowledge in the use of technology
resources.
Whole school and stage meetings to focus on
use of Technology in the context of the
Quality Teaching Framework. This will include
lesson analysis through peer mentoring and
Teacher Annual Review (TARS) supervision
processes.
Our success will be measured by:



Our success will be measured by:
 Improvement reflected in positive trends in
NAPLAN results in mathematics.
 Pre and Post assessment of Inferential
Questioning using NAPLAN numeracy papers.
 Successful achievement of targets set in 2011
Management Plan.
 Staff surveys re: confidence in teaching
inferential questioning and comprehension.
28
Staff surveys and classroom observation and
TARS processes to reflect increased use of
technology in 100% of classes.
Lesson observation to reflect maintenance or
improvement of the intellectual quality of
teaching and learning occurring in classrooms
with the introduction of new technologies or
increased access to technology.
Student portal login data to reflect increased
access for 100% of students between 2010
and 2011 end of year data.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Jennifer Thomas, Principal
Benjamin Barker, Assistant Principal
Gail Ormond, Relieving Assistant Principal
Susan Dyer, P&C President
All teachers participated in the preparation of
this report.
School contact information
Wollongbar Public School
Simpson Avenue, Wollongbar
Ph: 02) 6628 1302
Fax: 02) 6628 1976
Email: Wollongbar-p.school@det.nsw.edu.au
Web: www.wollongbar-p.schools.nsw.edu.au
School Code: 3475
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
29