[insert school name] - web.ntschools.netweb.ntschools.net/w/antgsr/Annual Reports/2014_ar_alawasch.pdf · In 2011, the BER project was completed, ... The integration of digital learning

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Alawa Primary School

Annual Performance Report to the School Community

2014

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION


2014 Annual Performance Report to the School Community

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School Overview Our School Alawa Primary School was officially opened in 1970 on a very large site. Over the past 10 years many buildings have been redeveloped and the Alawa Farm was established in 2003. In 2009 Alawa became the Demonstration School for the Stephanie Alexander Kitchen Garden Program, and this is a key feature of the school today. In 2011, the BER project was completed, providing the school with a newly constructed library and conference room. In 2012 the Nemarluk School took up residence on the old Preschool site and a strong partnership was formed with the school in 2013. In 2014 Alawa Primary School continued to provide rich opportunities for learning, engagement and wellbeing through a focus on improving literacy and numeracy skills, implementation of effective pedagogical practices incorporating digital learning technologies and positive engagement of the whole school community through the KidsMatter Framework. We also had a significant focus on re vamping and re vitalising our Farm program. Alawa Primary School had 8 primary classes with relatively small class numbers [particularly in the Early years classes] and 2 full day preschool groups in 2014 with an average enrolment of 200 students. A Nemarluk Transition class is located onsite.

Our Staff Staff at Alawa Primary School worked positively and professionally to deliver the best outcomes for students’ education. The school began the year with a change in leadership with a new Contract Principal, Ms Sandy Cartwright, an acting Assistant Principal, Ms Deb Levett-Olson Semester 1 and a permanent appointment of Ms Lorraine Van-Haeften form the start of Semester 2. I would like to thank all members of the leadership team for their positive contributions and outstanding efforts during 2014. There were twelve teaching staff which included eight classroom teachers, one Early Childhood trained Preschool teacher, one Special Education Teacher, one part-time Health and Garden teacher; and one part time Science and Garden Teacher and one literacy intervention teacher. Two teachers completed the transition from being provisionally registered to full registration with the NT Teacher Registration Board. All teaching staff met the professional standards for teachers in the Northern Territory, including having obtained appropriate qualifications for teaching and abiding by the Code of Ethics for Northern Territory teachers. The administrative staff consisted of one Business Manager, two Administration Officers, one AEIW (whose services were shared with Wulagi PS), one Maintenance Officer, one Preschool Assistant, one part-time Transition Support Officer and two Student Education Support Officers. The School Council employed three inclusion support officers for individual student and classroom support, one Kitchen Specialist, one Gardener and two café (canteen) staff members. Two staff members identify themselves as Indigenous and two as Filipino.

Our Students Student enrolments numbers remained steady around 195, with an average attendance of 90% and a student turnover of 42%. Over 26 cultures are represented across the school with 33% identified as indigenous and 34% as EAL/D learners. The student population is represented by a large lower socio economic clientele, with increasing enrolments of EAL/D learners.



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Principal's Report Alawa Primary school achieved many successful outcomes in 2014 to provide an excellent education for all students with a clear focus on school improvement. Teachers spent many hours reflecting, reviewing, trialling and learning how to become better teachers with a core focus on ‘what is effective teaching?’ and ‘what do we need to do to improve?’ Deeper understandings of differentiated teaching and learning practices were developed, and time spent on analysing and using data to inform teaching and where students were progressing and what they needed to focus on next. Professional Learning opportunities took place in staff meetings, team meetings, whole school PD Days, and external workshops, and through teacher coaching and mentoring to build capacity of all staff. Teachers used their Professional Learning Teams to discuss improving their practice, reflecting, sharing, modelling and observing their peers for feedback as part of the newly implemented Teacher Development and Performance Framework. I would like to acknowledge the positive efforts of all teaching staff to improve their practice and their active engagement in the Performance Development process where they identified areas for growth in their practise and established clear, achievable goals. A Curriculum Team was established to create aligned scope and sequence documentation reflective of whole school approaches and year level requirements. A numeracy team researched and investigated evidence-based programs, assessments and approaches for the teaching of Mathematics. We began implementation from April onwards of Meaningful Maths and this has since been embedded right across the school. We also offered a Family Maths night which attracted over 30 families to school one evening to learn more about our approach to the teaching of numeracy skills and have the children become the ‘teachers’. School wide monitoring and tracking was established to record student data online, inclusive of school wide diagnostic testing data and NAPLAN results. This allowed for all students’ progress to be mapped and the identification of students at risk in their learning so that identified interventions could be provided. We adopted GradeXpert – an extensive data system and have now been able to add over eighteen months of data including all learning areas, attendance and behaviour. With the implementation of the Australian Curriculum the school endeavoured to ensure that Science outcomes were explicitly taught and linked into the Farm and Garden Program. This program provided students the opportunity to connect with and learn about the natural environment, with first hand experiences to develop an understanding of healthy living, sustainability, caring and respecting our plants and animals, and learning how to grow, harvest, cook and share local nutritious home-made foods. Thank you to the Kitchen Garden Farm Committee who put in many hours to keep this program sustainable and to Nemarluk School for partnering with Alawa in this venture. In 2015 the School Council again undertook responsibility for the canteen, which is known as the Alawa Farm Café. We ensured it provided healthy, local, nutritious, home-made food, and reflected the same values and principles of the Stephanie Alexander Kitchen Garden Program. The café provided coffee and cake to parents as a way to engage them and make them feel welcome in the school community. A special thank you to Ms Erin Vaid, who passionately taught our children the art of cooking and the science of nutrition, and to Ms Michele Ferriera for her efforts in running the Café. It did require financial subsidy [$13 000] from Council to operate in 2014 and we hope to see this reduce in 2015 as various measures are being implemented. The school has worked hard this year to create the conditions for a positive school community where parents feel welcome and included in the learning which is taking place. The tone of the school reflects the many benefits that have been achieved under the KidsMatter Framework and our focus to ensure the school values of Respect, Encouragement, Pride and Personal Best are more than just words on the wall. The integration of digital learning technology was another school focus for 2014. Many students and teachers enjoyed the use of new technologies such as Chrome books, Ipads and Ipods, Wicksees, Smartboards and document cameras, to enhance their learning. New digital devices provided ample opportunities for students to be highly engaged in learning literacy and numeracy through games based



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learning, programs and educational Apps and Google sites. Numerous opportunities were provided to develop teacher’s pedagogical knowledge to ensure technology was effectively integrated across the curriculum. The school continued to be a part of the Google for Education trial which deepened teachers and students’ understanding of cloud computing, and online collaboration and sharing. The sharing and collaboration between students and staff highlighted that in some areas of the school we are remaining at the cutting edge of learning technologies and the role these play in our children’s futures. Late 2014 our Preschool underwent assessment against the National Quality Standards and we were very pleased to have been assessed as Meeting all Standards with the exception of 2 elements which we are working on as a priority in 2015. We promoted the quality preschool program and facilities widely through the community and hosted two open days for potential new families. This has resulted in a significant rise in enrolments for 2015. Term 4 saw the offering of an Early Years swimming program utilising the Nemarluk swimming pool. We were thrilled to see 96% of students in Preschool-Year 2 take up this opportunity which was facilitated through Royal Life Saving NT. Terms 2 and 3 saw the US Marines join our team for two sessions per week plus they made significant contributions to community events such as our Community breakfasts and Sports Day. They worked in the Farm, in classrooms and ran a weekly whole school fitness boot camp. As the year progressed there was an identified need to do some major improvements to our facilities. We were supported by the DoE and areas improved included the staffroom, the early years classrooms and the front office. We surveyed parents, staff and students as to what they saw as future infrastructure upgrades / improvements and now have a 3 year plan for improvement. I would like to thank all parents and members of the school community for their terrific support throughout the year – whether it has been to work on the School Council, or as a garden or kitchen volunteer, as a classroom helper, assisting with the covering of library books, attending school excursions and camps and/or helping with the many fundraisers. Alawa Primary School is a small school but it has a proud and strong school community. By working together in partnership with a clear focus on the school’s vision, it will continue to provide the best learning opportunities for your children to achieve success.

Sandy Cartwright Principal 2014 .



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Teaching and Learning In 2014 the school identified three goals to improve student’s literacy and numeracy results: to implement targeted whole school approaches; to build teacher capacity, curriculum knowledge and effective teaching practices; and to use valid and reliable assessment practices to inform differentiated teaching. Congratulations to all teaching staff for their positive approach to continue to build their capacity over the year. The teaching and learning focus areas were reading and maths. These were identified from the NAPLAN, A-E data and school-based testing data. These areas became a focus for whole professional learning days where data was analysed and strategies were identified to improve teacher effectiveness and student learning. A school wide online monitoring and tracking tool [GradeXpert] was introduced to record student data online, inclusive of school wide diagnostic testing data and NAPLAN results. This allowed for all students’ progress to be mapped and the identification of students at risk in their learning so that identified interventions could be provided. Innovative approaches utilising ICT in the classroom to engage students in personalised learning were implemented. Students, and teachers, were provided with professional learning and coaching opportunities to use digital technologies effectively in the classroom to enhance learning.

Actions implemented in 2014 Meaningful Maths was introduced across the school through observation visits to other school using the

same approach, professional learning, planning and coaching session with the Principal and feedback.

Students and staff all agree they are motivated by the new approach and whilst teachers certainly agree it

was initially a significant time for weekly planning they do see the benefits and we look forward to seeing

our assessment data to gauge student progress.

An Intervention Team (Literacy Intervention Teacher, Special Education Teacher, SESO and ISA’s) provided

intervention and support to students ‘at risk’ in identified focus areas.

Soundwaves was introduced as a spelling programme across all classrooms.

Teachers worked collaboratively in Professional Leaning Teams to enhance their programming, pedagogical

and assessment practices. (inclusive of school based and regional moderation)

A school wide assessment plan inclusive of identified diagnostic testing was implemented and an online

collation tool was used to record, track and monitor all data sets.The Early Years Learning Framework was

implemented in the Preschool and use of the EYLF pedagogy in Transition classes was facilitated through

story play based writing as well as the establishment of an outdoor play area and the daily scheduling of a

rigorous investigations time.

Teacher expertise was developed through professional learning and coaching opportunities to embed and

integrate the use of digital learning technologies in teaching and learning across the curriculum. Athena

Hammond was identified as the school ICT Co-ordinator and she spent time interviewing all teachers with

regards to their ICT knowledge and establishing goals and supporting colleagues with this as well as

monitoring and coaching the student ‘Tek Ninja’ Team.



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Wellbeing The 2013 Annual Report reflected a need to continue to create a positive culture for all students through a focus on wellbeing, high expectations, positive relationships and support for all students, staff, parents and stakeholders. This became a focus area again in 2014 and the school achieved great success improving engagement and positive perceptions of the school, as reflected in the 2014 data. Through the implementation of the KidsMatter Framework the school worked hard to create the conditions for a positive school community where parents and students feel safe and welcome and included in the learning in classrooms. Consistent wellbeing and behaviour management processes were implemented and the KidsMatter Team provided many opportunities for whole school community events including Breakfasts, Assemblies with coffee and cake, the Bushdance in September, Harmony Day and the No Bullying Day events. Staff all engaged in learning for Component 2 of Kidsmatter: Social and Emotional learning and Bounceback was introduced as the explicit skills program across the school.

Actions implemented in 2014 Continued implementing the KidsMatter Framework as

a whole school approach to create a positive, supportive

and inclusive culture for learning.

Improve attendance and reduce lateness of students

through community awareness program, review the

lateness strategy, improve contact with parents and

maintain notification to the DoE Attendance and

Enrolment Team.

Reviewed and updated the Wellbeing and Behaviour

Policy to reflect consistent expectations and processes for addressing negative behaviours and valuing

positive behaviours reflective of the Schools Values.

Introduction of ‘SWIS’ - a data system to capture, track and analysis student behaviour patterns as a

school and for individuals. One initial action taken after reviewing data regarding spikes for referrals at

times of day was to introduce the Muster after recess and lunch where the whole school comes together

and any matters / issues from the breaks are dealt with by the Principal or Assistant Principal prior to

those students returning to class. Muster also provided the opportunity to connect as a whole school

community twice a day to share messages, reinforce the school values and recognise positive behaviours

and achievements.

Introduction of the Case Management approach for students who are deemed at risk or who have

ongoing major behaviour issues.

Developed student leadership capacity to implement effective wellbeing practices e.g. a no bullying

school culture and wider student leadership opportunities.

Continued to implement the Stephanie Alexander Kitchen Garden program to educate children about

caring for ourselves and the environment, and to develop an appreciation of how this caters for

everyone’s wellbeing. Along with this we established the NT SAKGP network and Alawa scheduled a

network meeting each term at one of the schools involved in the program for collaboration, consultation

and sharing of successes and challenges with the ongoing implementation of the program.



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Staff Perception Survey 2014 [Data from National Schools Survey]

Student Perception Survey 2014 [Data from National Schools Survey]

Parent Perception Survey 2014 [Data from National Schools Survey]



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Participation, Transitions and Pathways The goal for this area in 2014 was to maintain, develop and implement programs and approaches to cater for all students’ engagement and positive participation. This was achieved through the Stephanie Alexander Kitchen Garden Farm program which was reinvigorated through 2014, sporting opportunities both within and outside the school, through positive transition pathways for the movement of Preschool and Year 6 students in 2015, and engagement in NT School of Music programs, the Clontarf Academy, SEDA and student leadership development opportunities. Congratulations to our many students who have achieved great success in their chosen sport. Alawa provided many opportunities for children to participate and excel at a school, regional and national School Sport level. Thank you to all staff who worked hard behind the scenes to provide students with these opportunities. A few individual students performed at a Territory and National Level. Congratulations to them on their success.

Actions implemented in 2014

Resources and professional learning opportunities were provided to support the implementation of

the Early Years Learning Framework in the Preschool and Transition classes. Preschool and Transition

teachers worked together to develop their understandings and practices.

The Stephanie Alexander Kitchen Garden Farm Program was reinvigorated to improve student

engagement and to develop students’ appreciation for healthy, seasonal, fresh food.

A supportive transition program for Year 6 students in alignment with the Dripstone MS program was

implemented.

A transition program for students moving from Preschool to Transition was developed and actioned

in term 4 2014.

Active After School Program was on offer each term [2 days per week terms 1 -3 and 1 day per week

in term 4. This was co-ordinated effectively by Ms Mel Gellel and students and parents responded

very positively to the opportunities on offer.

Students participated in extracurricular, musical, sporting, NT School Sport, Clontarf and student

leadership development opportunities.

Students from Preschool to Year 2 were offered an 8 session swimming program facilitated by Royal

Life. 96% of the students too up this offer and all involved felt the program was very successful and

we look forward to seeing this happen again in 2015.



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Partnerships In 2014, an emphasis was placed on enhancing positive parent and community partnerships and building new links with a number of support-based agencies to further support and promote learning opportunities for students. The financial sustainability of the SAKGP was reviewed and a number of positive initiatives were put in place to make this viable. Improving school community perception and aligning educational outcomes with this program was achieved in 2014. We were nominated in the Chief Ministers Public Sector Excellence Awards and were invited to the Gala dinner as a finalist. To engage parents and members of the school community positively in the school a number of events took place in 2014 as part of the KidsMatter Action Team’s plan. These included community breakfasts, encouragement to attend school assemblies and to make purchases of coffee and cake after assembly and chat with the Principal at the café, whole school events such as the Bushdance evening, volunteering for the SAKGP kitchen and garden lessons, supporting children in classrooms implementing guided reading groups and assisting with fundraising events such as the Car Boot sale and Harmony Day events.

Actions implemented in 2014 Utilised positive community partnerships to achieve the SAKGP outcomes – partnered with Nemarluk

School to engage financial and human support, the Department of Agriculture, Fisheries & Forestry to

assist with weed and pest management, the SAKGP national team for advice and participation in

training sessions, various members of the NT Pastoral Industry and utilisation of the kitchen by outside

community groups.

Committed to whole school community events such as Breakfasts, Harmony Day, Dance/Music

Performances, Sports day.

Continued to further develop environmentally sustainable practices across the school –waste paper

recycling, worm farming, food scrap and garden waste composting reducing and reusing waste through

classroom programs, reducing electricity usage through changed behavioural practices.

Improved communication opportunities with parents and the community through an online

Communication App ‘Skoolbag’, a digital notice board, promotion of student work through the

newsletter and positive encouragement to attend Parent Teacher Interviews [online bookings

introduced for Semester 2 interviews]. The number of people who had downloaded our App increased

from 26 in total in January 2014 to 144 in December 2014.

Established a partnership with the US Marines wherein a team of four visited the school twice a week

for 2 hours to work in the farm with students, in the classrooms and to run a weekly fitness bootcamp

all through Term 2. We were lucky to have this continue on a reduced scale in term 3 – the only school

in the NT to have this happen.

Continued to mentor CDU Pre-service teachers as part of teaching school agreement.



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Leadership

In 2014 the school leadership team focused on building staff capacity and school improvement through a redeveloped and implemented Professional Teacher Performance and Development process. In teaching teams, staff were given opportunities to reflect, review and trial teaching and learning strategies and programs to enhance their practice. All staff participated in the Teacher Performance and Development process using the Professional Standards for Teachers and underwent a process to identify their career and teaching and learning goals. Professional learning opportunities were aligned to individual and school goals and staff attended over 511 hours of PD. An enthusiastic and strong student leadership body took responsibility for running assemblies, special events, fundraisers, and different programs across the school. Our student’s leadership group continued to grow over the year with the inclusion of the Alawa Stock Camp and Tek Ninjas, as well as our SLG, House Captains and Assembly Monitors. Tek Ninjas were provided with ICT training through inhouse expertise to build ICT capacity of staff and students. These students will assist teachers and students in 2015 through an identified leadership role as a Tek Ninja.

Actions implemented in 2014 Implemented a clearly defined process for staff professional learning opportunities aligned with

Performance Development plans and AOP priorities.

Used a teaching team model to allow teachers to work collaboratively for programming, planning,

and assessment purposes and to provide a forum to reflect on teaching practice.

Implemented a Teacher Performance and Development framework that provides high quality

support to improve teacher practice, e.g. classroom walk throughs/observations and regular

meaningful feedback

Continued to develop leadership capacity across the whole school through professional Learning

We offered students the opportunity to apply to be ‘Principal 4 a Day in line with the National event

sponsored by the Principals Institute of Australia. Tash Pallant had this opportunity and featured in

the NT News in her role for the day and well as wrote the front page of the newsletter for that week.

Students were encouraged to apply to be Student Referees and a roster was established to have a

student referring along with an adult mentor during break times.

In 2014 29 staff recorded their professional learning through 301 different events which totalled 511 hours of professional learning. All teachers utilised the Australian Institute for Teaching and School leadership to reflect on their own practise and establish goals for improvement.



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ATTACHMENT A

Audited Financial Statements



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ATTACHMENT B

NAPLAN data



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Year 3 NAP Results Comparison Results 2014 Results2013 Difference

Reading

1 student

exempt

Part.

2014

Part.

2013

100%

Above

Minimum

63% 78% 17% more

students AT or

above At Minimum 37% 5%

Below

Minimum

0 17%

Writing

1 student

exempt

Part.

2014

Part.

2013

94%

Above

Minimum

67% 66% 11% more

students AT or


Below

Minimum

6% 17%

Spelling

1 student

exempt

Part.

2014

Part.

2013

100%

Above

Minimum

56% 67% 14% more

students

BELOW At Minimum 25% 28%

Below

Minimum

19% 5%

Grammar &

Punctuation

1 student

exempt

Part.

2014

Part.

2011

100%

Above

Minimum

81% 72% 5% more

students AT or


Below

Minimum

12% 17%

Numeracy

1 student

exempt

Part.

2014

Part.

2013

100%

Above

Minimum

69% 72% 2% more

students AT or


Below

Minimum

19% 17%



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Year 5 NAP Results Comparison 2014 2013 Difference

Reading

1 student

withdrawn

Part.

2014

Part.

2013

100%

100%

Above

Minimum

53% 85% 4% more

students


Below

Minimum

7% 3%

Writing

1 student

withdrawn

Part.

2014

Part.

2013

100% 96%

Above

Minimum

80% 88% 1% more

students AT or

ABOVE At Minimum 13% 4%

Below

Minimum

7% 8%

Spelling

1 student

withdrawn

Part.

2014

Part.

2013

100% 96%

Above

Minimum

86% 88% 3% more

students


Below

Minimum

7% 4%

Grammar &

Punctuation

1 student

withdrawn

Part.

2014

Part.

2013

100% 96%

Above

Minimum

47% 76% 8% more

students AT or


Below

Minimum

0 8%

Numeracy

1 student

withdrawn

Part.

2014

Part.

2013

100% 100%

Above

Minimum

73% 58% 5% more

students AT or


Below

Minimum

7% 12%



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2014 NAPLAN Results

Comparison to National Average

2014 NAPLAN Results

Comparison to National Average

0 2 4 6 8 10

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Number of students per class

Year 3 Students below National Average

3/4 Harvey

2/3 Cox



17

0 1 2 3 4 5 6 7 8 9 10

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

Number of Students per class

Ass

ess

me

nt

Year 5 Students below National Average

5/6 McKinnon

5/6Hammond



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ATTACHMENT C

Student Enrolment, Attendance and Learning



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ATTACHMENT D

Student Well Being: Behaviour

Documents

[insert school name] - web.ntschools.netweb.ntschools.net/w/antgsr/Annual Reports/2014_ar_alawasch.pdf · In 2011, the BER project was completed, ... The integration of digital learning