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Mitchells Island Public School Annual Report
2580
t h t > 2015
Introduction The Annual Report for 2015 is provided to the community of Mitchells Island Public School as an account of the school’s operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. The community of Mitchells Island Public School would like to acknowledge and thank the following Associations and Groups that have contributed funds that directly impact on our students assisting our whole school community. The Old Bar Lions Club $500, a Community Consultation Grant of $2794, Mitchells Island Parents and Citizens Association (P&C) donations equal $3770 throughout the year comprising of $1000 for hiring of the swimming bus, $1410 Upper Division Camp and Lower Division excursion, Life Education $280, Library Resources $1000 and $140 for student rewards. Manning Point Women’s Bowling Club $100, and Harrington and Coopernook Anglican Parish $50 for ANZAC resources.
Kim Wallis Principal
School contact details: Mitchells Island Public School 1222 Manning Point Road Mitchells Island, 2430. Phone 02 65532623.
School background
School vision statement
The core business of Mitchells Island Public School is teaching for learning, promoting student success. The school motto of “Living and Growing Together” demonstrates the shared vision the school community has to maximise learning. All staff initiate, maintain and monitor learning, focusing on raising the expectations for academic success, production of quality work and for optimising personal improvement.
Our vision is to educate students towards being:
• independent learners
• compassionate, with empathetic understanding
• with internalised values
• resilient and having responsibility
• literate, articulate and numerate
• confident and with a love of learning.
School context
Mitchells Island Public is on the Mid-North Coast, with an isolation index of 1.8. The school has been established since 1869. The current 40 students are composed of 12.8% Aboriginal, 64.1% boys and 35.9% girls with 15.3% of the students in Out of Home care.
School vision statement
The school has an average Family Occupation and Education Index (FOEI) of 168 and 30.7% of students have a learning adjustment. The school is included in the Early Action for Success Small School’s program.The school has high standards in both teaching and student learning and actively promotes school unity. The overarching value of our school is respect for all. We have a Learning and Support Teacher (LAST) allocation of .2
Self-assessment and school achievements
Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from the school’s self-assessment using the School Excellence Framework, school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
The community interaction needed to begin the planning process involved the whole community with P&C discussions for future directions, newsletter explanations of our need and giving the opportunity for all the community to contribute. Along with student meetings the school ensured we were gaining the input of the whole community. The school plan is available to all on the school’s webpage.
This year, our school and community undertook self-assessment using the following 3 elements of the School Excellence Framework.
1. Leading: Effective communication through the school planning, implementation and reporting with the aims of having a shared school-wide responsibility and being evident through leadership, teaching, learning and community evaluations.
2. Learning Culture: Identifying, addressing and monitoring student learning needs. In particular, information about the students’ capabilities and needs being used to plan for learning; sharing information about student development and engaging parents as active participants in their children’s education. The aim of the assessment was to enhance the school’s capabilities to engage students in rich learning experiences, developing the vital skills for flourishing-now and in future years.
3. Effective Classroom Practice: Evidence of the teachers’ use of student performance data and other student feedback to evaluate the effectiveness of their teaching practices and to providing explicit, specific and timely formative feedback to students on how to improve. The aim was to implement the most effective teaching methods, with a high priority given to evidence-based teaching strategies.
Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
Strategic Direction 1
LEADING: Effective Communication
Purpose
The school community recognises and respects the fundamental importance of effective communication as a vehicle to convey thinking to others.
We believe communication is fundamental to:
• create behavioral change
• build loyalty and credibility
• make problem solving easier
• show respect for others.
Overall summary of progress
Did we do what we planned? Through this strategic direction the school was able to set in place the beginning structures and programs for growth in student Literacy outcomes. Our aim was to engage parents with the school’s expectations and aspirations for student growth towards outcome achievement. Throughout the year students in all stages have taken part in both informal and formal aspects of speaking, both within the classrooms and into the wider community, around their learning tasks. The process involved the teaching and learning components of planning and delivering an oral presentation within the students’ school, for selection. The selected students then developed their presentations to a wider combined community of 7 Public Schools in the inaugural Small-Schools Public Speaking Competition. Parents were unanimous in their approval of the process and in the wish to continue it in future years.
Professional Learning around the Local Management and Business Reform (LMBR) was stalled until the system becomes closer to being active, allowing for relevance and retention of learning.
Early Action for Success professional learning for implementation has impacted on parents’ awareness of the development of student learning in Reading, Writing and Mathematics, particularly in Early Stage 1 and Stage 1.
Did it have the planned impact? We now have an improved organisational system that increases efficiency of teaching and therefore student learning. Teachers’ capabilities have been assessed against a national standard. All staff is committed to and can articulate to parents the purpose of the strategic directions for school improvement. A higher proportion of students have shown Stage appropriate achievements in the aspects of speaking, using the Literacy continuum. There is an improvement in community understanding and support for the schools expectations and aspirations, particularly in Literacy.
Strategic Direction 1
Progress towards achieving improvement measures
Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year $24721.27
Improved organisational system increases efficiency.
Evident Community understanding and support for the schools expectations and aspirations.
Professional Learning develops teacher capabilities.
The Staff are committed to and can articulate the purpose of the strategic directions for school improvement.
Review of the growth shown by competing students in Public Speaking and or Debating against English outcomes showed these students are achieving more outcomes with a deeper understanding. This growth has been evident in other subjects.
A 3 tiered model of intervention to determine students needing support, including Reading Recovery, has seen more concise Personal Learning Plans. A more efficient school process has been implemented where all stakeholders can access and contribute. This system has embedded formal and informal processes to support families as they are identified.
Data, including PLAN, is updated every 5 weeks across the school allowing teaching programs to use the data to formulate precise teaching and learning programs.
All stakeholders review the outcome of the learning programs, improving community support. Reports are showing evidence of student engagement. Students have evidence of their goals and demonstrated achievement. Teachers have reflections of their classroom goal achievements. Student verbal responses show a greater empowerment in learning. All pupil/teacher reflection centers on their individual or teaching goal achievement and learning.
Next steps
To increase the number of parents having involvement in the school to ensure that a higher proportion of parents are supporting and valuing the growth of students’ literacy outcomes.
More opportunities for communication between home and school instigated to engage new, reluctant or disengaged parents.
An expansion of Small Schools Collegial activities to include Leadership Programs for Stage 3 students.
Strategic Direction 2
LEARNING: Confident, resourceful and reflective learners
Purpose
Learning programs provide opportunities for students who are:
• creative
• reflective
• collaborative
• and resourceful.
Student engagement produces learning evidence that shows deep thought and logical thinking. Positive, respectful and trusting relationships underpin a productive learning environment in the school. When student thinking is communicated to others it shows literate, numerate, social, environmental and cultural awareness.
Overall summary of progress
Did we do what we planned? All students are presented with tasks that allow for more critical, creative and ethical thinking, challenging their abilities to link their learning. Teachers are creating learning experiences that will encourage independent learning, presented in a variety of styles, while implementing the curriculums. The teaching and learning cycle is evident in all programming. Students and teachers are setting learning goals for the term and student engagement shows longer periods of concentration with more tasks effectively achieved.
The staff trained in Professional Learning on the Quality Teaching Framework and how it is relevant in the English, Mathematics and Science curriculums, with further training planned for History. Principal and staff training in the implementation of the Professional Development Framework and consequently the Australian Professional Standards for Teachers have embedded formal processes for delivering high educational opportunities to students.
Did it have the planned impact? Foundations have been implemented to allow more student input into what they are learning. Teachers are regularly (once a Term for Stage 2and3, twice a year for ES1andS1) conferencing with students about their methods of learning information and how the classroom practices can be improved to maximise their learning. Student’s personal learning plans are linked to student goals and are developed more efficiently to reflect student needs as indicated by assessments and plotting on curriculum continuums.
Students are delivering a higher proportion of their tasks using multi-modal methods and using these to teach others. The shift from a majority of teacher directed lessons to teacher as a facilitator of learning activities is still developing. Staff members now have a Professional Learning Plan to improve their teaching practice supporting the achievement of Mitchells Island Public School Plan.
Strategic Direction 2
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year
$3 684.52
Observational assessments show student improvement in engagement
Demonstrated student responses show empowerment in learning.
Professional Learning in school Community and Organisation is Reflective and Engaging.
Each term students set personal goals to match the teacher’s classroom goals. Student Assessments are related back to both goals and progress is assessed. Reporting of assessments to parents reflect the achievements towards these individual student goals. Self -assessment strategies were evaluated at the end of Term 3 and student-teacher reflection on learning meetings were held in Stage 2 and 3.Reports are showing evidence of levels of student engagement. Students began negotiation on how they arrange their work towards goal achievement. This was trialed in Stage 2 and 3 with explicit lessons on setting goals for lifelong learning. Students now have the knowledge needed to set Big Picture goals. A Class movie is being produced around “Weaving Our Learning.” The Staff is always available in afternoons for all parents.
Principal/Fed Rep training occurred in the Performance and Development Plan. Staff members were trained on the Framework, reflecting on their Professional Learning needs in Staff Meetings. Individual meetings occurred to negotiate plans. Observational lessons were conducted and oral and written feedback was given. School visits took place to Lansdowne Public, Wingham Public and Taree West Public Schools for viewing colleagues’ classroom organisation. Reflection on 2015 Professional Learning then was assessed and discussion on 2016 Personal goals will follow.
The results of a Community Consultation Dinner, using a Commonwealth grant for The Community Consultation Program, reinforced the positives of what the school does and showcased the broad cross-section of the community who are involved in helping the school enrich the lives and learning experiences of the students.
Next steps
Setting of student goals is formalised and communicated to Stage2 and Stage 3 parents each term.
The Staff continues to aim for improvement through their Performance and Development Plan, with all staff observing key lessons around the schools Strategic Directions.
Students are taught the skills necessary to negotiate how they arrange their work towards improved goal and outcome achievement.
The whole school will take part in School Values lessons to improve student wellbeing and their ability to work together on common goals.
Strategic Direction 3
TEACHING: Innovative, challenging and inclusive teaching
Purpose
Teaching staff are:
• committed to producing effective teaching methods
• providing learning experiences that stimulate and develop students’ critical, creative and ethical thinking abilities
• modelling effective, evidence based practice.
Overall summary of progress
Did we do what we planned?
Strategies were taught for independent and group work with a focus on Stage 2 and Stage 3 Science. The staff trained in the new curriculum implementation through Department of Education modules and Adobe Connect sessions. An instructional leader has worked with the staff to implement Early Action 4 Success in the Early Stage 1, Stage 1 classroom. This changed the focus from whole class teaching to differentiated programs, relating to the students’ individual level of attainment as evident in the cluster statement in the Literacy Continuum. This model has impacted on the teaching of student literacy and the learning attainment of students across the school. Literacy strategies to support students were then communicated to parents.
The Taree Learning Community project around Science was led by Taree High School (THS) and impacted on all students in Stage 2 and 3, the teachers involved and the transition of Year 6 into High School. Working from a joint program, a staff member at Mitchells Island Public was involved in teaching Chemical Change and Electricity, supported by Head Teacher Science who taught and modelled to the teachers at their site.
The students were then transported by bus to the High School Labs for lessons.
Did it have the planned impact?
This strategic directions lead to staff looking deeply into the Quality Teaching Elements and the Professional Standards for Teachers framework and the NSW School Excellence Framework. This professional learning was not anticipated in this Strategy but had a powerful impact in pulling all areas together. All classrooms have changed their mode of teaching due to these strategies and evidence of the improvement in the students’ deeper knowledge has shown improved attainment in outcome achievement.
Strategic Direction 3
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year $2787.38
Engagement and effective learning time of students has increased as shown in class surveys. An improved majority of students are aware of the classroom learning focus and why and how students are learning about it.
School and external assessments show a growth in student achievement against prior learning assessments.
Students have been tracked to show a 27% improvement on their ability to stay on task and finish quality work in a set time.
Professional Learning of teachers in the Science and Technology and History Curriculum.
Primary and High School teachers co-operated to plan and work together for best syllabus outcomes and to aid transition practices in Science and Technology.
An Instructional Leader has supported the principal in developing internal organisation for Early Action for Success. Professional Learning has occurred on Running Records between other small schools on the program. PLAN information is monitored and areas of Professional Learning have been identified and prioritised. Data tracking is regular through PLAN for all Stages and this information impacts on the classroom teaching and learning focus for students.
All parents are enthusiastic in their praise of the 2 major projects.
In NAPLAN Year 5 have shown improvement to be above statistically similar schools in all areas with Numeracy results above all groups due to the focus on student engagement.
Next steps
Parent, Teacher and Student interviews to take place in the first semester.
Student results are plotted on the continuums of Literacy and Numeracy and individual student results are available to parent and carers to deepen their understanding of the process of progress monitoring.
Continued Professional Learning in identified areas of need through personal goals, school strategies or Department of Education priorities.
Next Steps
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
Evaluation of the processes for supporting students and the impact of the support.
Evaluation of the support structures for students working above or below Stage, those with a disability, Out of Home Care and Aboriginal students.
Internal structures now meet external demands, the National Disability Data Collection (NDDC) and are linked to the LAST and Student Learning Support Officer (SLSO).
Casual Teachers were used to release Staff to work together to assess, evaluate and create quality plans for Aboriginal students. Carers for these students offered information to formulate the plans and they have seen the progressive evidence in engagement throughout the year.
$4444.55
Socio-economic funding
Employment of a SLSO to work across the school in classrooms and on individual programs for identified students.
The SLSO worked with Literacy programs including MULTILIT, Sunshine Online, LIPI, Listening Skills, PM Benchmark Running Records, Guided Reading and sight words.
In Numeracy she worked 1-1 with below Stage students on basic computations, number drill and tables. She was also used to support identified students in Stage appropriate class learning.
She recorded assessment scores and prepared additional resources to accommodate student needs. She was also jointly responsible for the school network on all computers.
$35199.81
Low level adjustment for disability funding
Salary for release to enable a staff member co-ordinate the results, enter data and gather the evidence required to effectively support the students with a disability within a multi-stage classroom.
Staff members were involved in identifying students. After consistent teacher judgments were applied, a review of the school’s processes and practices for keeping records took place and more efficient processes were set in place. Professional Learning took place for all staff in Term 3 Staff Development day around the Autism Spectrum. Parents and carers of these students have been involved in the consultative and collaborative process to personalize learning. The majority of the students identified have been successful in achieving above minimum standards in Year 3 and Year 5 National Assessment results.
$7639.00
Next Steps
Other school focus areas Impact achieved this year Resources (annual)
Other, including Early Action for Success
Change in teaching practice to allow a widening of student learning through Early Action for Success using a 3 tiered model of intervention to address need.
Personal Learning Plans reflect the data in PLAN, Professional Learning has occurred through visiting other schools, conferences and Small School collegial learning. Programs with the Instructional Leader were modelled and guided until they become part of the school’s practice.
$13261.16
Sporting Schools Program Continued tennis lessons were able to be run across the school using the Hot Shots Tennis Program in Term 4, at no cost to parents.
$980.00
Mandatory and optional reporting requirements
Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
Gender 2009 2010 2011 2012 2013 2014 2015
Male 23 20 22 22 20 21 25
Female 20 17 21 18 16 12 12
This year sees the widest difference between the genders since 2009.
Student attendance profile
Regular attendance is promoted to students, parents and carers through all methods of communication. The school is above or equal to State totals. Student absences are promptly investigated through parental contact as per Department of Education policy.
Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1
Classroom Teacher(s) 1.168
Teacher Release Face to Face .084 Learning and Support Teacher(s) .2 Teacher Librarian .084
School Counsellor Negotiated School Administrative and Support Staff .896 Part-Time Teacher .168
Total 3.532
The Australian Education Regulation 2014 requires schools to report on Aboriginal composition of their workforce. Mitchells Island Public School has no Aboriginal staff on site.
Teacher qualifications All teaching staff meets the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Undergraduate degree or diploma 100%
Professional learning and teacher accreditation
Staff Development Days occur with 1 day allocated at the beginning of Terms 1, 2 and 3 and 2 days at the end of Term 4. All Staff attended all of the staff development days.
Term 1 focused on the Early Action for Success model and compulsory training in Child Protection and Code of Conduct.
Term 2 saw staff introduced to and trained on the Performance and Development Framework and Teacher Accreditation for staff. A combined training afternoon between Taree High School science staff and associated Primary Schools was held for the Taree Learning Community (TLC) Science Project.
Term 3’s Staff Development day saw all staff attend Sue Larkey’s Conference, along with other network Primary Schools, centering on teaching Autism Spectrum students effectively.
Principal Professional Learning has been around the 5 P Planning models, School Excellence Framework, Performance and Development Plan training, Principals’ Alliance Meetings with 9 principals from 2 adjoining Networks, T LC meetings with 7 associated schools, Primary Principals’ Council meetings and Manning Small Schools’ Collegial Group Meetings with 8 associated schools and the 2 day North Coast Conference.
Teacher Professional Learning involved Curriculum and Quality Teaching, Reading Recovery Training, Ongoing Early Action for Success Training and mentoring, History, Asthma Training, Learning Support and Student Welfare.
The School Administration Officer regularly attended Collegial Learning Network meetings, Asthma training, first Aide and Well Ahead for Administration Managers.
The cost of replacing teachers for the training was $4910 and costs for the courses were $1166.
2010 2011
2012
2013
2014
2015
Scho
ol
K 96.5 96.9 96.5 99.2 96.2 93.1 1 94.6 96.2 90.7 96.6 95.0 95.6
2 95.7 96.3 92.1 95.2 98.6 95.2 3 96.8 97.2 94.5 94.0 96.7 97.4 4 94.1 95.1 96.5 96.6 94.7 92.9 5 98.7 94.7 96.1 94.4 96.5 95.7 6 97.0 96.7 93.6 95.4 93.5 97.2
Total 96.1 95.8 94.2 95.7 95.6 95.6 State Total 94.4 94.3 94.2 94.7 94.8 94.0
Financial information Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.
School performance School-based assessment
The school based assessments and data is used, in conjunction with external assessment data, to evaluate both the students’ attainment in outcome achievement and their attainment in the teaching and learning programs within the school. Best Start or PLAN is used to map literacy and numeracy achievements against the literacy and numeracy continuums for all students throughout the school.
NAPLAN
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. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.
Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.
In semester 1, 78% of parents attended interviews to discuss their children’s progress where exchanging of information around the students involved assisted both staff and parents, therefore students.
An experienced School Swimming Scheme teacher with many different schools reported to our students, “All bar one of these children has learnt to do breaststroke. That’s because they listen. I love teaching Mitchells Island because they learn.”
While on an excursion an elder member of the public commented to a Mitchells Island Public School teacher, “Your children are a credit to you. I love to see such happy children and they are so polite. One boy said, “Sorry to keep you waiting,” and another held the door open for me.”
A new parent, upon meeting with teachers about her child, was so happy to hear that we knew her child and had assessed and set an individual program.
Date of financial summary 30/11/2015
Income $ Balance brought forward 127516.76 Global funds 54808.07 Tied funds 63762.37 School and community sources 9739.65 Interest 2959.87 Trust receipts 262.50 Canteen 0.00 Total income 259049.22
Expenditure Teaching and learning
Key learning areas 11686.39 Excursions 4460.20 Extracurricular dissections 4390.73
Library 2174.29 Training and development 442.67 Tied funds 73160.76 Casual relief teachers 5927.68 Administration and office 10270.61 School-operated canteen 0.00 Utilities 8991.43 Maintenance 6552.96 Trust accounts 1317.05 Capital programs 8260.61 Total expenditure 137635.38 Balance carried forward 121413.84
Another new parent wished she had moved into the area years earlier so her child would have had the best possible chance to learn. She reported that the child had learnt more in the short time enrolled than they had in all the past years combined.
The results of a Community Consultation Dinner, using a Commonwealth grant for The Community Consultation Program, reinforced the positives of what the school does and showcased the broad cross-section of the community who are involved in helping the school enrich the lives and learning experiences of the students. “It was an extremely happy occasion with much discussion about the school and the community, which was all positive…it was a fantastic opportunity for everyone to tell what their role in volunteering in the school is and to get to put faces to names was a great opportunity for everyone”.
Policy requirements
Aboriginal education
The targeting of resources and professional learning to promote quality teaching has been shown under the Professional Learning and Teacher Accreditation heading in this report. The inclusion of Aboriginal perspectives and content across subjects and Key Learning Areas (KLA’s) is evident in all classrooms, supported by Harmony Day and NADIOC Week-Sacred Ground learning. Students researched past and present Aboriginal people who have had an impact on Australia and the world. Additional resources were purchased to improve focus on class activities and have been proven to be effective for all students. An excursion for Stage 2 and 3 students, presented by the Mitchell State Library, included Aboriginal Art from Australia’s first European settlement. This provided an enriching source for students to learn about and from.
Multicultural Education and Anti-racism
Implementation of the Multicultural Education and Anti-Racism Policy in Mitchells Island has seen community harmony and anti-racism activities being incorporated into the teaching calendar for the whole school. Teaching and learning programs foster students’ understandings of culture, cultural diversity, racism and active citizenship within a democratic, multicultural society. Current affairs and world happenings have made this years’ learning have a higher relevance to our students. Our school’s Anti-Racism Contact Officer has had no complaints or issues to deal with in our harmonious school.
Other successful school programs
In general sport, we have focused on the skills of Tennis this year. Group lessons were held, employing a local tennis coach in Term 1. This was reinforced in Term 4 using Sporting Schools Grant, using Wayne Deer and the Hot Shots Program. An internal Tennis Championship was held for the first time this year with Aston Purdon, Year 5 being the inaugural winner.
In swimming 48% of the school’s eligible students entered into the Zone Swimming Carnival after competing in the Combined Small School Swimming Carnival. Four students achieved Regional selection for P5 Relay with Bevan Smith qualifying for 2 individual events. The relay team of Bevan Smith, Marcus Smith, Kaiden Telfer and Jamie Smith were successful at Regional, achieving entry into the Primary School Sports Association State Swimming Carnival in the 4x50m P5 event.
In Athletics 56% of our over 7 students achieved Zone entry after competing against 6 schools in a combined Small School Athletic Carnival. Of these students 33% went on to Regional level. The P5
relay team of Amberlee Clark, Merrick Maisey, Jamie Smith and Bevan Smith moved forward and competed at the State Primary School Athletics carnival in the Nigel Bagley 4x100 m P5 Relay. The athletics program is a result of school and community working together, with community member Roger Reilly’s input having a great impact on our school’s successes in the Athletic areas of sport.
Cross country saw 1 student, Jaye Jones, go forward to Hunter level.
We continued our whole school Physical Education and Fitness Program using the Live Life Well and Crunch and Sip Programs.
The school entered into the Forster District Debating Competition against schools with much larger enrolment numbers. Ten students were involved in this program. As they competed through to Term 3, the students grew in confidence and delivery, creating persuasive texts with more depth and knowledge. This program is a joint school community program with community member Keith Evan’s input playing a large part in the students’ achievements.
Public Speaking was included in our School Plan and became a focus area for the collegial group of small schools. The strategies and skills needed were taught to all school students, including Kindergarten, with Mitchells Island Public offering a Virtual Conference to any other schools involved. All students took part in presenting their speeches to the whole school. Two year 6 boys, Bevan Smith and Kye Telfer went on to represent our school in a combined competition with Kye securing a decisive win in this inaugural event. Our students were again encouraged to enter into the Taree District Eisteddfod in the areas of speech and poetry reinforcing their learning.
Throughout the year we also participated successfully in the National Count Us In singing program, the Anzac Commemoration Ceremony, Greater Taree City Council’s Water program, Intensive swimming, Soccer Gala Days, Milo cricket program, Newcastle Permanent Mathematics competition, Jamie Oliver Cooking and Clean Up Australia.
A Stage 2 and 3 school excursion with the aim of “Challenging our Fears” took place over 2 nights and 3 days. Early Stage 1 and Stage 1 visited local transport providers and deliverers of assistance.
All of the above have added to the students’ self-confidence, skills and abilities for life, as well as providing them with opportunities to join in with a larger group of students with a common purpose.
