[insert school name] · Officer, an AIEW (A04), a Maintenance Officer and a Library/IT AO4. Other staff, such as tutors, a canteen manager and canteen assistant were employed through

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Clyde Fenton Primary School

Annual Performance Report to the

School Community

2016

DEPARTMENT OF EDUCATION


2016 Annual Performance Report to the School Community

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Principal's Report

Firstly, I would like to thank you for your support, time and energy in what has been a

very successful year. Both in terms of our continued improvement across all

curriculum areas and in the individual achievements of our students; 2016 has been

a year to celebrate.

It has been a pleasure to lead the Clyde Fenton team and the dynamic school

community through 2016. I believe that we have made significant progress in setting

realistic but achievable targets for academic progress, school behaviour and

attendance.

A thank you to the CFS School Council who worked throughout the year in a range of

supporting committees ensuring school compliance and fundraising opportunities, but

also in being the voice for our school and families in the ongoing development and

improvement of the school.

A range of special events were held throughout the year that supported student

learning and created a greater sense of school community through parent and

community support. These events included: Harmony Day, Swimming Programs,

ANZAC Day celebrations, Athletics Day, Book Week, Walk to School Day, Regional

Sporting Events, Camps, Excursions, Visiting Performers and Workshops,

Community Visits and the End of Year Concert. These are all events that I know the

students thoroughly enjoyed and enjoyed having their families being a part of.

The support of community programs and services provided to and working in

conjunction with Clyde Fenton Primary School throughout the 2016 were greatly

appreciated and all contributed to the success of the school year.

Specific details about Teaching and Learning, Wellbeing, Participation, Transitions

and Pathways, Partnerships, Leadership, Financial Statements, NAPLAN Data and

Student Enrolment and Attendance are all included in greater detail throughout this

report.

I certify that the information in this report is the result of a detailed school self-

evaluation process and it is a true and accurate account of the school’s

achievements, operations and focus for improvement moving into the 2017 school

year.

Craig Pauwels

Principal

16th December, 2016



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School Overview

Our School Clyde Fenton School opened in 1977. It is a medium-sized school of approximately 220 preschool and primary school students. The school is located in Katherine North, on the corner of Giles and Rapide Streets. Approximately 70% of students are Indigenous with some students living in Indigenous communities close to town (Binjari, Rockhole, Kalano and the Gorge Camp). The school is of open-plan design, including a central library, enclosed stage and undercover area and extensive grounds and oval. Our Staff 2016 saw some staff turnover for the beginning of the year, particularly with classroom teachers. We saw some staff movement during the year with a staff member returning to CFS and two staff moving on to promotional positions within the region. The Assistant Principal position was filled permanently and the Senior Teacher position was filled for the first semester. There were 8 mainstream classroom teachers, 1 Intensive Learning Unit teacher, 2 Specialist teachers, 1 0.5 Special Education teacher and 1 Pre-school teacher. Other classroom support staff included 2 pre-school assistants, 1.5 special needs assistant, and 1 Assistant Teacher. The Administration staff consisted of a Business Manager (A05), an Administration Officer, an AIEW (A04), a Maintenance Officer and a Library/IT AO4. Other staff, such as tutors, a canteen manager and canteen assistant were employed through School Council. All teaching staff achieved registration with the Teacher Registration Board of the Northern Territory and all staff achieved working with Children clearance (Ochre Card) in line with departmental and federal expectations.

Positions

School Council Chair Laura Hoare

Principal Craig Pauwels

Assistant Principal Donna Capes

Administration/Business Manager Diane Lye

Full time Part Time

Total number of teaching staff 12 1

Total number of support staff 5 0

Total number of Indigenous staff 1 0

School Council staff 0 6



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Our Students At the peak of 2016, there were 220 students enrolled at Clyde Fenton in the Pre-school and Primary School. There was a little student movement throughout the school year as detailed further in this report. Our Community The school community had strong parental involvement including a very active School Council lead by Ms Laura Hoare. We continued to develop close relationships with members of our community through regular visits to Binjari, Rockhole and Kalano and we hosted a range of community events throughout the year including Meet the Teacher evening, annual AGM, Parent Teacher Meetings, Community visits and our End of Year Concert.



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Teaching and Learning All new teachers at Clyde Fenton all took part in the Visible Learning Foundation Day professional learning at the beginning of the school year. This work continued throughout the year, in particular with teachers creating Data Walls with individual student targets, WALTs (We Are Learning To) and WILFs (What I’m Looking For). This work was about making learning real and purposeful for students and was complimented by the work of the Visible Learning Coaches. Numerous Professional Development sessions were conducted with staff and with identified staff also attending targeted sessions to continue to develop their knowledge and classroom practices. We continued to provide intensive support in the Early Years. The Transition classes had 2 full time Tutors and the ILU class also had a full time Tutor to support the learning of the students. The Year 1/2 classes had 2 Tutors to support the classes during their intensive literacy and numeracy sessions. Doorways into Practical Literacy (DIPL) continued to be the program that CFS utilised to enhance the learning of students in the areas of spelling, grammar and literacy skills. Students in Years 3-6 were streamed for these sessions with additional Tutors being placed in each group. Meaningful Maths (formally known as NZ Maths) continued to be the Maths program used at CFS. Students in Years 3-6 were streamed for these sessions with additional Tutors being placed in each group. A whole staff professional development day was dedicated to improving staff knowledge and confidence in delivering the Meaningful Maths format. The whole school Curriculum Map continued to be used to direct staff in the development of the curriculum and their programs, ensuring that all aspects of the curriculum were taught thoroughly. A CFS Curriculum and Assessment plan guided teachers in ensuring that consistent and accurate evidence of student learning was being collected and guiding the planning of further learning. Progress Reports were sent home at the end of Term 1, giving parents a clear indication of whether their students learning and attitudes were on track. In line with department policies, formal SAIS reports were compiled at the conclusion of each semester and as an addition, these were complimented traffic light Progress Reports giving parents an easy to read quick glance at student progress and were complimented by up to date data results of student achievement.



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Wellbeing Clyde Fenton Primary School continued following the SWPBS framework which we commenced in April 2010. The school continued to reinforce the catch phrase for the school ‘Growing and Learning Together’ which was launched with the CFS Strategic Plan 2010 – 2013. The 5 school values, which are known as the ‘CFS Way’ remained an ongoing focus and reinforced throughout the year in a variety of ways aimed at motivation, engagement & celebration. A particular focus was placed on displaying each value each fortnight, with students receiving raffle tickets for being caught displaying each value. Staff participated in Professional Development to support them in the understanding and successful implementation of the SWPBS framework. The focus was on positive interactions and reinforcement of positive behaviours within the school, focussing on reducing the minor and major behaviour incidents within the school. Data from the second semester illustrated an overall improvement of the behaviour of students within the school Results from the Staff, Student and Parent Perception Surveys were used to inform areas of continued need and support to form ongoing work for continued improvement in the wellbeing of the school community. Extensive data was kept on each child in relation to behaviour incidents. These were closely monitored and work occurred with students, teachers, families and outside agencies to support the improvement of individual student behaviour. Behaviour Management Plans were established for students considered to be at risk and they were also assigned case managers (Senior Staff) to assist them in working through issues.



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Participation, Transitions and Pathways

Evidence of Learning Folios were established for all students at Clyde Fenton Primary School from Preschool – Year 6. These were developed with a consistent approach with school directed work samples and testing results to be included. Staff worked from the CFS Assessment and Reporting Guidelines. Staff, Parent and Student Perception Surveys were conducted with feedback impacting on the progress and direction of the Annual School Improvement Plan. Information sessions for parents of students joining preschool and transition; transitioning visits for students moving from years Preschool – Transition, Transition – Year 1, Year 2 – 3 and Years 5 – 5 were completed in term 4. During Term 1, our Leadership students travelled to Darwin to take part in the GRIP Leadership Conference, to network with other students and to further develop their confidence and leadership skills. A Year 5/6 School Camp to Lake Bennett and a Year 3/4 School Camp to Nitmiluk National Park were undertaken throughout the year with clear links to Geography, H&PE and Student Leadership at the centre of the design of these excursions. A regional approach to secondary transition was developed to improve our student readiness into their secondary education. All Year 6 students participated in 2 development days with all other Year 6 students in the region to continue to develop their self confidence and assist them in being prepared for secondary school. Continuation of transition to High School program was maintained with student visits conducted to the High School and connections at Clyde Fenton Primary School with visiting KHS staff, followed by a thorough handover of ELF materials and Baseline data in place for students transferring to Katherine High School.



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Partnerships A meet the teacher evening was held at the beginning of the year. This was an opportunity for parents to see their childrens new classrooms, meet the teachers who work with their children and view the work completed to date. Community Visits were held at the end of each semester. Over three evenings, staff visited Kalano, Rockhole and Binjari, taking work samples and Evidence of Learning Folders to share with families. Special awards were presented to students who had earned them. Parent Teacher Interviews were held on two occasions throughout the year. These gave teachers and parents the opportunity to formally meet to discuss the current learning of their children and to set goals for continued growth and development. The Katherine Community Outreach Centre continued to provide funding to support the costs of the fruit break each day. This enables students to have a nutritional snack and provides the opportunity for a brain break during the core morning learning session. The Positive Learning Centre provided a program and support for targeted students. Students attended the PLC four days a week to support them in developing social skills and positive behaviours. Clontarf provided regular support to Clyde Fenton throughout the year. They provided a program working on team work, resilience, positive role models and sporting abilities on a Friday morning for identified students. They also hosted a Footy Day for our senior students in preparation for moving on to secondary school. The relationship with Flinders University and the Speech program successfully continued into its fifth year. Throughout the year, two rounds of speech pathology students worked with students, families and staff at Clyde Fenton. Ongoing results and reports were compiled with overall progress demonstrating great successes across the board. A Full time Health and PE specialist was put in place to improve participation of CFS in regional sporting events and interschool sports with selected students representing the school both in Territory wide or National competitions. A group of 8 Years 5 & 6 boys were victorious in winning a regional Milo T20 Cricket competition, gaining them the opportunity to travel to Melbourne in December to represent the N.T. Kim Harris, the preschool teacher continued to take part in a small focus group as Phases 1 & 2 of developing and trialling the new Preschool Curriculum. This involved professional development sessions, network meetings and project based trials into the success of the draft curriculum with recommendations made for the final document.



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Staff worked together with staff from MacFarlane Primary School on two occasions throughout the year to conduct moderation sessions in assessing student writing. Teachers from MacFarlane and Manyallaluk participated in the CFS Meaningful Maths PD day and CFS staff observed teacher practice at MacFarlane. There was a visit from regional Teaching Principals to see Visible Learning in action in our Year 1/2 classes. Two staff members undertook the roles of Impact Coaches in line with the schools work in Visible Learning working with staff and leaders from other schools in our region. 8 School Council meetings and an Annual General Meeting were held throughout 2016, achieving a quorum in each, also achieved. The School Council sub committees met throughout the year and reported back to the School Council each month on Sub Committees were set up for the following areas:

- Preschool - Canteen - After School Hours Care - Fundraising - Infrastructure

Ongoing work occurred with outside agencies in supporting children and families in attendance, behaviour, social and emotional development and in their general welfare.



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Leadership Teaching staff all took part in a Professional Planning Cycle. Staff identified areas for continued growth and worked with the leadership team to set measurable goals and held review meetings to monitor the work towards these targets. Two staff members undertook the roles of Impact Coaches in line with the schools work in Visible Learning. These Impact Coaches took part in professional development sessions in Impact Coach training days, Evidence into Action planning sessions and Effective Feedback workshops. They presented their work to staff and guided staff in further developing their own skills in Visible Learning. Clyde Fenton Primary School established a Student Leadership Group, with 2 School Captains, 2 Vice Captains, 2 House Captains and Vice Captains for each house, with work towards other leadership roles in the school. The student leaders also participated in the GRIP ‘Excellence in student leadership’ training in Darwin. A School Leadership Team Portfolio was established to clarify roles and responsibilities along with a clear focus on the direction and improvement of the school. The team met on a weekly basis. Learning Team project groups were established with all staff participating in one area. These four team focussed on the priority areas of Partnerships, Wellbeing, Literacy and Numeracy as identified in the Annual School Improvement Plan and enabled staff the opportunity for leadership across Clyde Fenton Primary School. The Principal also participated in an all of the Principals Business Meetings held each term as well as being an active member on the Regional Principal’s Advisory Group.



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Financial Management Clyde Fenton Primary School has met all financial obligations in 2016. CFS has complied with all financial reporting requirements for Australian Government, Northern Territory Government and Department of Education and Children’s Services. The School also complied with a Global Budget procedures requested, in line with the devolving of greater financial responsibility to schools by the Department of Education and the Northern Territory Government. All School Council, Leadership and Business Manager Procedures and training opportunities were met with a secure financial position negotiated and agreed to by CFS School Council, Senior Leadership team, Regional Director for School and Department of Education Financial support teams. In 2016 Clyde Fenton received a significant budget decrease due to lower enrolments throughout 2015. This was carefully managed to ensure that costs were kept as close to being within the revised budget as possible.



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Audited Financial Statements



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NAPLAN Data

In 2016, Year 3 and 5 students participated in the National Assessment Program Literacy and Numeracy tests (NAPLAN). It was very pleasing to see significant improvements in the 2016 NAPLAN results for our students. Detailed results available on pages following including:

Results of students achieving at a high, medium and low level Breakdown of results for Indigenous and non Indigenous students

Comparative scores for average student achievement in all areas (Grammar and Punctuation, Spelling, Reading Comprehension, Writing and Maths) over the past 8 years



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Maths Year 5



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Student Enrolment and Attendance

Improving student attendance was ongoing work throughout 2016. Attendance strategies were in place to encourage and reward students for maintaining good attendance. These strategies included:

- Clyde Fenton Dollars awarded for being at school on time - Above 90% attendance rewards were carried out at the end of each term - 100% attendance rewards were carried out at the end of each term - Minimum benchmarks were set for attendance and improvement for students

to take part in sporting opportunities and camps - Classes with 100% attendance on any given day were presented with an

award - Classes that achieved 10 attendance awards were given a reward - Attendance data was published weekly in the school newsletter - The school worked closely with families, the Truancy Team and outside

organisations to improve individual student attendance Clyde Fenton Primary School maintains an overall attendance target of 90%. The 2016 overall attendance average was ??% with the average attendance for Indigenous students being ??% and for non Indigenous students was ??%.



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Documents

[insert school name] · Officer, an AIEW (A04), a Maintenance Officer and a Library/IT AO4. Other staff, such as tutors, a canteen manager and canteen assistant were employed through