Annual School Report 2011 - Lord Howe Island Central School · Lord Howe Island Central School – 2012 Annual School Report 1 Our ... and Sunny making up the team

2011

1921

Lord Howe Island Central School

Annual School Report

Lord Howe Island Central School – 2012 Annual School Report

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Our school at a glance

Students

In 2011 30 students attended Lord Howe Island Central School (LHICS) from Kindergarten to Year 10. Fourteen students were in the K-2 class and nine students were in the 3-6 class. Seven high school students also attended each day but were enrolled through Camden Haven High School Distance Education at Laurieton. These students do not count in official data yet functioned as full members of our vibrant school.

Staff

LHICS had a teaching principal and two permanent class teachers in 2011. They were supported by two days of teacher relief for RFF, STLA, library or specialist programs run. The school was further supported by an administration manager for seven days per fortnight and a general assistant one day a week. All teaching staff met the professional requirements for teaching in NSW public schools. School staff interact effectively together to achieve the common goal of the best possible outcomes for all of our students.

Significant programs and initiatives

LHICS is a member of the Country Area Program (CAP) network of schools. This funding, for isolated and remote schools allowed students and staff to undertake learning experiences that otherwise wouldn’t have been possible.

The creation of a whole school vision was a major

initiative for 2011. This vision will drive all actions

onwards and was collaboratively agreed upon by

students, staff, parents and the wider community. It

reads that Lord Howe island Central School:

Creatively nurtures each child’s unique talents through

dynamic teaching and learning, equipping them for

tomorrow’s world;

Passionately fosters an inclusive, intensely supportive

whole school community committed to ensuring

happy and enthusiastic lifelong learners; and

Provides authentic, engaging experiences proactively

embracing and utilising the island community through

its heritage, marine and terrestrial environments.

Student achievement in 2011 All Year 3 and 5 students sat NAPLAN in 2011. The

results of all testing was overwhelming positive.

Results in all areas tested were impressive and

reflected the progress of programs and professional

learning which have been implemented over the past

several years. This specifically validated the school

strategies applied with Mathematics and Spelling.

The school conducted annual diagnostic testing which

reflected that the school reached its 2011 School Plan

target of over 90% of students achieving growth in the

key learning areas of at least one chronological year.

The introduction in Terms 2 and 3 of Personalised Learning Plans for every student in the school further consolidated the relationship between school and home, and allowed the majority of students to address and improve in at least one specific area of their learning.

Messages

Principal’s message

LHICS is recognised as the most remote school in the NSW Department of Education. Located 520km off the


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mid north coast of NSW, it faces unique challenges. It delivers a quality K-6 curriculum for all primary aged students whilst effectively supporting secondary students through a Distance Education program. Students at LHICS truly experienced unique and wonderful learning opportunities last year.

The school is fortunate to have dedicated staff, committed parents and a supportive community which supports it to provide quality teaching and learning experiences. The school’s active participation in all island events reinforces our commitment to and connection with the community. This has ensured a number of innovative programs such as the Transition Program, innovative staffing, Interest Groups, After School Sport, Numerate for Life, drama performances, environmental excursions and industry showcases all contributed to positive student outcomes. School students ensure that the school is a warm, friendly and vivacious school community. The incredible local environment enhances the quality educational experiences which school staff strive to deliver.

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.

Julian Mostert – Principal 2011

P & C message 2011 saw a major change in the Lord Howe Island P&C with the departure of long standing committee members who had given years of dedicated service to the P&C prior. With these departures a complete new committee was voted in. We started the year searching for a new teacher for the 3-6 class; which we are happy to say resulted in the welcome arrival of Mr Nulty and family at the beginning of Term 2. We also concentrated on raising important funds for

our children to utilize while they are at school here. Fundraisers included the Discovery Day Fish Fry in February. We also ran the 9th Classic Yachtie’s BBQ in November which even though numbers were less than expected, was still a great night. We staffed the historical movies every Wednesday at the hall which were again a great consistent fundraiser and we also updated the local phone book, successfully selling many copies as well. These events have all been successful and have raised considerable funds. They were all well supported by local community, visitors, parents, teachers and students. From this fundraising, the following projects were funded by the P&C this year. We helped fund students in Years 5 & 6 and their parent helper for the biannual Canberra and Jindabyne excursion. We coordinated and funded the annual Tennis camp in the October school holidays with Port Macquarie coach Greg Alchin, which 21 children attended. We contributed $2400 towards new reference books for the library. We funded a return airfare for our P&C Representative to personally attend the interviews for the new teacher. We shared with the school to purchase new garden bed materials and also constructed it. We subsidized the cost of the school photos taken by Ken Lees, updated and printed the new local phone book and funded and coordinated the Christmas tree for Santa’s arrival on Christmas eve. These all topped off another successful year for the P&C and even though the P&C managed to pretty much spend all profits from 2011 fund raising on the above events, we are still in a sound financial state. We would like to congratulate all of the students and our team of dedicated teachers and staff for their efforts for the past year and are happy to note this team will be taking our students into 2012. Thank you to all P&C committee members and parents for their support this year. Many have given up their free time to ensure our children are supported in every way possible. We have a great little school here which is in a very strong and healthy position thanks to strong leadership from our Principal and his staff and a collaborative approach from P&C and School Council.

Kelly Galloway – P&C President

School Council message

School Council met regularly in 2011 to provide governance for the island’s school. It reviewed the school’s 2010 performance and affirmed the 2011 direction for school staff to implement. It oversaw the


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school’s finances and reflected on various site issues which arose throughout the year. It managed the 2011 review process and was active in the development of the 2012 School Management Plan. It was well attended by all members and provided a terrific arena for robust discussion on school practices to take place.

Neil Turk – School Council Chairperson

Student representative’s message 2011’s Student Representative Council had a fantastic

year with Jake, Ruby, Charlotte, Gina, Gemma, Jessie

and Sunny making up the team. We met at lunch and

recesses to plan fundraisers to help charities and also

to make sure our gold days were always a blast.

For our ‘funtastic’ gold days we did a whole bunch of

different stuff. In Term 1 we helped the victims of the

QLD floods by dressing in maroon and bringing in a

gold coin. We also celebrated Harmony Day by having

a delicious lunch of food from all around the world.

We finished off the year with a sensational school

camp! In Term 2 we had a teddy bears picnic with the

senior citizen’s for morning tea. We also did bike

safety with Senior Constable McKay and Macca. Term

3 saw us do heaps of fun science experiments before

we planted trees on the foreshore. We also watched a

copy of the 1980’s TV show, the Lleyland brothers on

Lord Howe Island. Term 4 was our class parties, Secret

Santa and a whole school “Amazing Race!”

We have raised money for different charities. They

have included the QLD government flood appeal in

Term 1, the Westmead Children’s Hospital in Term 2,

a pancake brekkie for the RSPCA (which was the first

time in history that the school has raised money for

animals) in Term 3 and Stewart house to help

disadvantage kids in Term 4.

Thank you to all the parents and kids for supporting

this year’s SRC activities!

Sunny Oxley (Lidgbird House Captain 2011) &

Gemma Holland (Gower House Captain 2011)

School context

Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

Gender 2007 2008 2009 2010 2011

Male 15 16 17 13 14

Female 14 16 14 11 9

Student attendance profile

Sch

oo

l

Year 2008 2009 2010 2011

Total 93.7 94.2 93.6 93.3


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Management of non-attendance

The school consciously aims to foster strong collaboration between school and home to maximise student attendance at school. There is strong dialogue between school and home to minimize absenteeism, although there is an understanding of the factors impacting on student attendance due to our geographic location.

Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

Roll class Year Total per year

Total In class

K/1/2 K-2 8,3,3 14

3/4/5/6 3-6 2,2,2,3 9

Structure of classes

From its student numbers, Lord Howe Island Central School currently manages its classrooms to operate through a multi-stage composite model. Students in Early Stage 1 and Stage 1 form a class (K-2T) and students in Stage 2 and 3 function effectively together as a second class (3-6N). Our high school participants work in a third class known as the secondaries.

Staff information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

All permanent teaching staff serve set tenure appointments. Staff are selected through merit selection to teach in this unique school environment.

Staff establishment

Position Number

Principal 1

Classroom Teachers 2

Support Teacher Learning Assistance 0.1

Teacher Librarian 0.1

School Administrative & Support Staff 0.896

Total 4.096

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

Lord Howe Island Central School currently has no indigenous representation on their workforce.

Staff retention

LHICS is a special fitness appointment. Teaching staff are appointed for a limited tenure. 2011 saw a new Stage 2 and 3 class teacher join the teaching staff from April. 2012 will be the first year in a considerable time where staff will be consistent

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100

Postgraduate 67

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. It is our full financial statement as of 30/11/2011.


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Date of financial summary: 30/11/2011

Income $

Balance brought forward 101705.26

Global funds 67772.54

Tied funds 41546.25

School & community sources 28467.06

Interest 5969.88

Trust receipts 1144.60

Canteen 0.00

Total income 144900.33

Expenditure

Teaching & learning

Key learning areas 11248.50

Excursions 12556.06

Extra curricular dissections 12126.87

Library 3913.53

Training & development 2639.68

Tied funds 37908.45

Casual relief teachers 2351.28

Administration & office 24736.46

School operated canteen 0.00

Utilities 7069.76

Maintenance 7578.59

Trust accounts 980.24

Capital programs 0.00

Total expenditure 123109.42

Balance carried forward 123496.17

A full copy of the school’s 2011 financial statement was tabled at the annual general meeting of the School Council. Further details concerning the statement can be obtained by contacting the school.

School performance 2011

Annual surveying, observations and discussions with all stakeholders was well received and confirmed that 2011 was a positive and rewarding year for all stakeholders in our school.

Achievements

Arts

The arts are critical in a child’s development and a key component of our curriculum delivery. In 2011 a variety of core experiences for students were offered:

Class and specialist teachers ensuring Board of Studies music, drama, dance and visual arts outcomes were met through class programs and learning experiences,

Continuing the Annual Public Speaking Competition so students could create and perform original compositions. Formal public speaking opportunities for Years 3-9 students at P&C historical movie showings.

The highly acclaimed and successful “The Real History of Australia according to the students from LHICS” drama performance for the end of year presentation.

Local artists involved in demonstration visits and “Interest Groups” allowing different artistic medium to be created by the students; and

Class excursions and visual displays at events and assemblies to complement core curriculum, and,

Tri-Skill dance specialists joining us at school to develop local talent and create performances for video capturing.

Sport

A genuine love of activity by students encouraged a variety of sporting experiences. They included:

The school winning the island’s annual Discovery Day Sports Carnival trophy,

Vigorous competition and enthusiastic student participation in all school sporting carnivals,

The primary and secondary students both earning Diamond Awards for the fourth consecutive year in the Premiers Sporting Challenge,

Conducting an intensive Swimming Scheme for all students K-10 thus increasing student’s skill and endurance in the water,

Conducting after school sport competitions for all students K-10 in surf skills, running, cricket, and soccer, and

Effectively coordinating Physical Education, whole school fitness opportunities, school sport and special events to support student’s learning needs.

Tri-Skill gymnastic specialists visiting the school to develop local talent and support intensive fundamental movement skill acquisition for all students.


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Other

In 2011 students were offered extensive opportunities in the classroom, on a whole school level and out amongst the wider island community to expand their skill base and self-confidence. Students were provided with the opportunity to participate in the external ICAS tests in English, Maths, Computer Skills, Science, Spelling and Writing. Participating student’s performances were solid. The school embraced its role as an inhabitant of a World Heritage Area by engaging in a variety of environmental excursions, focusing on our marine and terrestrial environments, such as Sea Week or Weeds of Doom. All students K-10 participated in an overnight camp where students achieved social outcomes and gained life skills. Students in Years 5 and 6 travelled to Canberra and the Snowy Mountains for their major school excursion. The school was active in community events, such as Discovery Day, the Island’s Australia Day Flag Raising and Anzac Day services.

Academic

In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8. 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)

All secondary students undertaking their studies on the island are officially enrolled through Camden Haven Distance Education High School. Their testing results and subsequent data is shown under Camden Haven DE HS’s annual reporting and therefore not shown in our annual data collection.

Literacy – NAPLAN Year 3

Numeracy – NAPLAN Year 3


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Literacy – NAPLAN Year 5

Numeracy – NAPLAN Year 5

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3 and 5.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students achieving at or above minimum standard (exempt students

included)

Reading 100.0

Writing 100.0

Spelling 100.0

Grammar & Punctuation 100.0

Numeracy 100.0

Percentage of Year 5 students achieving at or above minimum standard (exempt students

included)

Reading 100.0

Writing 100.0

Spelling 100.0

Grammar & Punctuation 100.0

Numeracy 100.0


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Significant programs and initiatives

The school ranges a wide variety of programs in all curriculum areas which are designed to specifically cater for the academic, physical, social, emotional and spiritual needs of our whole school student population.

Aboriginal education

The island has no traditional, indigenous owners of the land, nor is there any aboriginal students enrolled at the school. All staff comply with departmental expectations for aboriginal content or perspective in curriculum delivery. Aboriginal history and culture is respected and discussed by staff and students through classroom, SRC and whole school scenarios. Special days such as Sorry Day and NAIDOC Week are celebrated within our school practices.

Multicultural education

The school embraced a multicultural perspective into its teaching and learning experiences offered, specifically through the COGS program and facilitation of an island focus in release from face to face teaching. Participation in cultural awareness programs such as Harmony Day, Student Representative Council fund raising activities and a sensational multicultural whole school luncheon were highlights.

National partnership programs

Lord Howe Island Central School is not currently eligible for any of the National Partnership programs currently being offered.

Other programs

LHICS is a member of the Country Area Program (CAP) network of schools. This funding, for isolated and remote schools allowed students and staff to undertake learning experiences that otherwise wouldn’t have been possible. These programs included the school’s transition program, a class bank

of I-pods for the staff and students, the opportunity for dance and gymnastic experts, Tri-skills, to visit the island and work with students, a contribution to the Year 5 and 6 excursion to the mainland to take place and valuable professional learning experiences for permanent and casual teaching staff to occur.

Progress on 2011 targets

Target 1

90+% students achieve annual appropriate growth in Numeracy and Literacy Outcomes except those students undertaking Individual Learning Programs

Our achievements include:

Outstanding NAPLAN results from those students in Years 3 and 5 who undertook the test.

Annual student diagnostic testing data for students in Years 1-6 was reviewed with their test results from a year prior to determine that 91% of students achieved at least annual appropriate growth in literacy and 93% of students achieved at least annual appropriate growth in numeracy.

96% of all students K-6 indicated that they had improved significantly with their literacy and numeracy skills in 2011.

Target 2

90% of students and parents report above average satisfaction with the teaching and learning offered at our school in 2010.

Our achievements include:

17 of 18 parent responses indicated that their child ‘usually’ or ‘always’ enjoyed the teaching and learning experiences offered in their classroom this year.

17 of 19 parent responses indicated that their child’s teacher ‘usually’ or ‘always’ demonstrated


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a clear vision for their child’s learning and acted upon that.

17 of 18 parent responses indicated that their child ‘usually’ or ‘always’ enjoyed the teaching and learning experiences offered in their classroom this year.

15 of 18 parent responses indicated that their child’s teacher ‘usually’ or ‘always’ set high but achievable expectations for their child.

20 out of 21 student responses indicated ‘good’ or ‘great’ teaching and learning experiences were mostly offered in 2011.

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 2011 our school carried out evaluations of Spelling in our education practices and teaching and learning with our management practices.

Teaching and learning is the fundamental service that a school provides for their students and provides the basis by which all learning and social interaction takes place.

Background

Staff devoted considerable time and energy to reviewing their teaching practices. They engaged in extensive collegial discussions around the quality teaching framework and supported each other to best support the individual needs of their students.

Findings and conclusions

The teaching and learning experiences offered at LHICS were overwhelming supported through data collected from staff, students and parents at the end of 2011. All parties particularly appreciated the opportunities for learning outside of the traditional manner through programs like Interest Groups, Numerate 4 Life and our many visiting speakers and facilitators.

Future directions

Staff will be individually supported to undertake appropriate professional development through opportunities on the mainland and professional development opportunities now online. Staff will be surveyed through their annual review process as to the quality of teaching and learning experiences offered in their classroom. The school community will

be encouraged to provide feedback on the teaching and learning at LHICS through end of year surveying.

Curriculum

Staff will be individually supported to undertake appropriate professional development through opportunities on the mainland and professional development opportunities now online. Staff will be surveyed through their annual review process as to the quality of teaching and learning experiences offered in their classroom. The school community will be encouraged to provide feedback on the teaching and learning at LHICS through end of year surveying.

Background

Staff devoted considerable time and energy to implementing a new whole school spelling program which also incorporated grammar, punctuation, writing and aspects of reading into it. This explicit program was introduced carefully to staff and parents and well received by students.

Findings and conclusions

Parents were overwhelmingly positive of the changes made to the school spelling programs in 2011. 16 out of 16 respondents believed that the school provided explicit teaching in Spelling to their child, while 12 out of 12 responses indicated that the new DIPL spelling program implemented was more effective than the previous whole school spelling programs implemented prior to 2011. NAPLAN and annual diagnostic data in Spelling was overwhelmingly positive in terms of both individual student results and growth.

Future directions

Staff will be reviewing, analysing and consolidating the delivery of reading and writing programs within the school and developing processes to align reading in the school with the Best Start literacy continuum.

Parent, student, and teacher satisfaction

In 2011 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below.

In 2011 the school sought the opinions of parents, students and teachers about the school and its practices through annual surveying, individual interviews and group discussions. All staff and students responded with a pleasing 16 out of 20 families in our K-6 cohort participating. The overwhelming response was authentic satisfaction with the operating procedures and the curriculum delivery within the school. Students seemed very


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proud of current school practices and the only negative parent responses were concerns around bullying which may have been addressed during Term 4 with the formulation and implementation of a new Anti-Bullying Policy within the school.

In addition, the introduction of Personalised Learning Plans into our whole school K-6 generated sensational conversations between school and home and identified strategic but achievable goals for each student to strive for.

Professional learning

The school fulfilled its management plan target to provide comprehensive professional learning to all staff in 2011. Permanent staff, including SASS, attended courses on the mainland aligned with our school focuses. The school used components of the Term 1, 2, 3 and 4 school development days to undertake professional learning experiences. Staff undertook formal departmental courses, informal collegial opportunities and engaged expertise from outside the department to deliver training. A focus of professional learning was the ACER professional accreditation with Narrative and Persuasive Writing courses which allowed significant core knowledge to be gained prior to a planned review of writing in 2012. The principal was also a participant in the Leading Australia’s Schools Program which reflected the school’s focus on continual and systematic improvement.

School planning 2012—2014

The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

From collaborative discussions between school staff, and school council and a systematic review of 2011,

the school has formulated a new three year management plan for 2012-14 to best ensure that the school continues to improve and be a centre of excellence in terms of teaching and learning. This plan was based upon regional and departmental objectives but clearly focuses on perceived local needs. It is available from school staff upon request. It has been approved by the supervising School Education Director and also School Council who believe it is the appropriate way forward to best achieve school goals.

School priority 1

Outcome for 2012–2014

Students demonstrate age appropriate literacy and numeracy achievement above or in line with regional targets.

2012 Targets to achieve this outcome include:

2012 NAPLAN data is above regional and state averages.

2012 school diagnostic testing reflects literacy and numeracy growth of at least one academic year per child

Strategies to achieve these targets include:

Staff review current classroom delivery of reading instruction. Research other current models being implemented elsewhere and formalize best practice strategy for future school practice.

Staff undertake strategic professional learning and thorough debate on quality instructional practice. Strategies implemented will include peer coaching, collegial and innovative delivery of its Student Teacher Learning Assistance program and scrutiny of departmental resources and perceived expert commentary.

School priority 2


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Outcome for 2012–2014

100% of staff report enhanced skills and knowledge from implementation of personal professional learning plans.

2012 Targets to achieve this outcome include:

Staff responses during end of year review interviews reflects increased belief in individual capacity to best implement their position description.

Students report enthusiastic curriculum delivery by all teachers in end of year surveying.

Individual staff have a clear record of professional learning experiences undertaken in 2012 and innovative curricular and extra-curricular activities implemented.

Strategies to achieve these targets include:

Individual conferences between principal and teacher, administration manager or casual teacher in terms of specific areas of need, interest and opportunity for increased learning in 2012.

Secure strategic and dynamic professional learning opportunities for staff to undertake at school, home or on the mainland which match identified personal and school needs and interests.

Professional reading focus groups included in staff meeting agenda for each term.

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 through the School Council have determined targets for the school's future development.

Julian Mostert - Principal

Neil Turk - School Chairperson

Bronwyn Tofaeono - Teacher Representative

Kelly Galloway - P&C President

Lee Rogers - Parent Representative

Geoffrey Thompson - Parent Representative

Leanne Tilbrook – Early Stage 1 and Stage 1 Teacher

Matthew Nulty – Stage 2 & 3 Teacher

School contact information

Lord Howe Island Central School

Lagoon Road, Lord Howe Island, NSW, 2898

Ph: 02 6563 2096

Fax: 02 6563 2238

Email: [email protected]

Web: http://www.lordhowe-c.schools.nsw.edu.au

School Code: 1921

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

If you have any questions arising from any aspects of

the 2012 Lord Howe Island Central School Annual

School Report, please contact the school immediately

to seek clarification from school staff. Thank you!

mailto:[email protected]

http://www.schools.nsw.edu.au/asr

Documents

Annual School Report 2011 - Lord Howe Island Central School · Lord Howe Island Central School – 2012 Annual School Report 1 Our ... and Sunny making up the team