NSW Department of Education & Training - Home - … · Web viewNSW Department of Education & Training 3145 2010 Annual School Report Tabulam Public School NSW Public Schools – Leading

NSW Department of Education & Training

2010 Annual School ReportTabulam Public School

NSW Public Schools – Leading the way

Our school at a glance

Students

Tabulam Public School had 66 students from K-6 in 2010. Our student population consists of students from a variety of backgrounds. We have students from Aboriginal families, traditional farming families and new settler families.

The majority of students travel to school by bus, some having a school day from 7am to 5pm.

Staff

Tabulam Public School has 14 members of staff who are all dedicated and committed to improving outcomes for Tabulam students. All teaching staff meet the professional requirements for teaching in NSW public schools.

Significant programs and initiatives

Tabulam Public school students are supported by a variety of programs: Schools In Partnership, Aboriginal Early Language Development Program, Reading Recovery, Priority Schools Program and Norta Norta. Tabulam students are all supported by Personal Learning Plans (PLPs).

Student achievement in 2010

NAPLAN data indicates that while many students have succeeded and growth in writing and numeracy is strong, there is a need to continue to improve the literacy and numeracy outcomes of all students.

Messages

Principal’s message

The achievements of Tabulam Public School over the last year have been very positive, reflecting the strong support from our community and the dedication of all staff to the continual improvement of student outcomes and well being at Tabulam Public school.

The Dare To Lead snapshot process conducted in term 4 2010, was a very positive experience with a large number of commendations for the programs in place at Tabulam Public School. Recommendations are to form part of the School Management Plan for 2011-2013.

Tabulam Public School received a High Achievement Award for Excellence from Dare To Lead, a NSW Director General’s Award for Excellence in Aboriginal Education in 2010 and a Cohesive Community Award from the Education Department.

Tabulam Public School’s (Personal Learning Plan) PLP initiative has been recognized as best practice and our process has been included in a national information booklet by Dare To Lead.

We look forward to a productive partnership with the whole school community in 2011 to further support and develop outcomes and opportunities for Tabulam students.

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.

Lesley Mills

P & C This year, with the support of students, staff, carers, parents, community members, and sponsors from small and corporate businesses, the P & C has donated $2500 to the school.$1300 was donated toward the cost of excursions and $800 towards the cost of Presentation Day, including 14 printed graduation jackets for year 6.

The P & C was able to support the schools No Hat No Play policy, buying a hat for each student to keep at school. A $100 sport’s scholarship to help students qualifying in state sports events to travel was started this year.

The P & C works with students, staff, and other parents, carers and community members, to celebrate our important school and community traditions. This year, our canteen menu has been divided into a tuck shop with a healthier menu, and two” red” days a term ,where the traditional favourites mark important celebrations .Educational theme days in the canteen have been proposed for 2011.

Ideally, the P & C should represent and include everyone in our school community. In 2011, P & C meetings have been planned for weeks 2 and 6 of each term.

Tabulam Public School P&C.

Student representative’s message

Tabulam Public School’s Student Council for 2010 included two school captains and four prefects.There are two class captains elected from each class who are also members of the Student Council. The student council treasurer and secretary assist with the running of the meetings.This year’s student Council raised $113.00 for Charity in 2010. The Rural Flying Doctor’s Service was one of the charities. We had competitions for the best dressed people in the theme: “What you want to be when you grow up” and raised $45.00.

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For the Cancer Council Students dressed up in everythingYellow for Daffodil Day and supported Bandana Day toraise $68.00 for children with cancer.The student Council also donated the book; ‘Ripley’s Believe it, or Not’ for the library on Presentation Day.

Chloe White and Clark Gurne

School context

Tabulam Public School (enrolment 66)is a rural school on the banks of the Clarence River; 57kms west of Casino. Tabulam Public School is characterised by a significant Aboriginal enrolment (60%), isolation from services and socio-economic disadvantage. The school has a productive and positive partnership with the local community and a strong focus on student achievement. The school proudly showcases successful activities and programs at a regional and national level.

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

2006 2007 2008 2009 20100

102030405060708090

Enrolments

Male

Year

Stud

ents

Student attendance profile

2007 2008 2009 20100

102030405060708090

100

Student attendance rates

School Region State DETYear

Atte

ndan

ce ra

te

Management of non-attendance

A whole school attendance policy is in place and close scrutiny will continue to be applied to attendance patterns.

Students monitor their own attendance and end of term attendance reward days are in place for students with 90%+ attendance.

Parents and guardians are notified as early as possible when concerns arise.

Class sizes

In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.

The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.

Roll Class Year Total per Year

Total in Class

4/5 4 7 184/5 5 11 186 6 13 13

YEAR 2/3 2 8 17YEAR 2/3 3 9 17

K/1 K 9 18K/1 1 9 18

Structure of classes

There are 4 multi age classes. Our classes are small to better cater for the individual learning need of all students. Students also benefit from additional teaching staff to assist in literacy and numeracy development.

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Staff information

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

Tabulam Public School consists of experienced staff and a number of Early Career teachers who all bring with them a passion for teaching and new, innovative ideas.

Staff establishment

Position NumberPrincipal 1Classroom Teachers 3Aboriginal Education Resource Teacher 1

Teacher of Reading Recovery .21Support Teacher Learning Assistance .3Teacher Librarian .168Teacher Part Time .168Priority School Funding scheme .1Teacher RFF .126School Administrative & Support Staff 2.406Total 8.478

The National Education Agreement requires schools to report on Indigenous composition of their workforce. Tabulam Public School has a 23% Indigenous composition in the workplace.

Staff retention

Staff retention from 2009 to 2010 was 100%.

Teacher qualifications

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

Qualifications % of staffDegree or Diploma 100%Postgraduate 23%

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Carry over includes committed funds for salaries for the Oct-Dec period 2010 and incomplete programs. The Majority of funding for Tabulam Public School comes from significant programs and initiatives as outlined above.

A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the School P & C. Further details concerning the statement can be obtained by contacting the school.

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School performance 2010

The school has a strong partnership with the local community and a strong focus on student achievement.

Tabulam Public School received a High Achievement Award for Excellence from Dare To Lead and a NSW Director General’s Award for Excellence in Aboriginal Education in 2010.Dare To Lead snapshot process conducted in term 4 2010, was a very positive experience with a large number of commendations for the programs in place at Tabulam Public School. Recommendations are to form part of the School Management Plan for 2011-2013.

Achievements

Arts

During 2010 Tabulam Public School students took part in the Casino Performing Arts Festival and entered in the Wakakkiri competition of telling a story through dance and drama. Students excelled with their commitment and effort in both events.

Tabulam Public School students participated in Public Speaking and debating workshops at Alstonville and were highly commended for their efforts. We are looking forward to building on their skills in 2011.

This year students continued to be involved in quality creative experiences in art and craft which were linked to writing tasks for Mother’s Day, Father’s Day and Christmas.

All students participated in the creation and performance of items for assemblies and in the running of these assemblies.

Sport

Tabulam Public School offered a range of sporting opportunities this year. Every child participated in the activities and a number of students achieved great results at competitive sport in 2010.

Annual carnivals were held for Swimming, Cross Country and Athletics which all students participated

in. Tabulam students were represented at District and Zone for Swimming, Cross Country and Athletics. One student competed at Regional and State level for athletics.

Tabulam hosted the District Athletics Carnival for 2010 and was a very successful day.

All students participated in the Premier’s Sporting Challenge. All students received a Gold Award for their efforts. Morning fitness was included.

Every Friday Grant Martin hosted football training for senior boys.

All students competed in weekly sport and Physical Education throughout the year.

Other

This year students have been involved in a number of University competitions. These competitions are both challenging and enriching for students. Students are recognized for academic excellence.

All year 3-6 students sat the assessment in English, Spelling and Numeracy, in the other areas students chose to participate.

During 2010 4 students received credits in the competitions which places them in the top 20% of students sitting the assessments in NSW and 1 student received a distinction which puts them in the top 10%.

Academic

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.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

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Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Literacy – NAPLAN Year 3

In reading, 33.3% students in band 4,5 & 6

In Writing, 55.5% of students in band 4,5 & 6.

In Spelling, 44.4% of students in band 3 & 4

In Grammar and Punctuation 44.4% students in bands 4,5 & 6.

Numeracy – NAPLAN Year 3

78% of all students scored in bands 3 & 4.

55.5% students in Bands 5,6 & 7.

Due to there being less than 10 students in Year 3 graph data is not available. The 'Percentage in Band' and 'School Average' columns are not shown if results are not available for less than 10 students.

Literacy – NAPLAN Year 5

In Reading, 78% of students spread across bands 3 and 4; there is a need to improve student reading outcomes.

In Writing, 100% of students spread across bands 4, 5 & 6;

In Spelling, 88% of students spread across band 4,5 &6.

In Grammar and Punctuation, 77.7% of students spread across bands 4,5 & 6;

Year 5 growth from year 3:

Progress in literacy

Average progress in reading between year 3 and 5 remains strong and has been higher than the state average since 2007.

Average progress in writing was higher than the region for 2008-2010 writing averages have greatly improved to be higher than similar school groups.

Average progress in reading between year 3 and 5 remains strong and has been higher than the state average since 2007.

Improving the progress in spelling, grammar and punctuation will be a focus in 2011.

2006 - 2008

2007 - 2009

2008 - 2010

0

10

20

30

40

50

60

70

80

Average progress in writingbetween Year 3 and Year 5

School SSG State DET

Prog

ress

2006 - 2008

2007 - 2009

2008 - 2010

0

20

40

60

80

100

120

140

Average progress in reading between Year 3 and Year 5


Prog

ress

2008 - 2010707274767880828486

Average progress in spellingbetween Year 3 and Year 5


Prog

ress

5

2008 - 20100

20

40

60

80

100

120

Average progress in grammar & punctuation between Year 3 and

Year 5


Prog

ress

Progress in numeracy

Average progress in Numeracy remains strong and higher than the region.

2006 - 2008 2007 - 2009 2008 - 20100

20

40

60

80

100

120

Average progress in numeracybetween Year 3 and Year 5


Prog

ress

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

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 in our school achieving at or above the minimum standard in 2010

Percentage of Year 3 students achieving at or above minimum standard

Reading 78Writing 78Spelling 56Punctuation and grammar 67Numeracy 100

Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 5 students achieving at or above minimum standard

Reading 70Writing 90Spelling 80Punctuation and grammar 70Numeracy 80

Significant programs and initiatives:

Aboriginal Early Language Development Program (AELDP)

The Aboriginal Education Resource Teacher (AERT) is an additional teacher employed at Tabulam Public School to run the AELDP. This teacher team teaches with classroom teachers and works closely with the Aboriginal Education Committee. The AELDP has allowed for small intensive literacy and numeracy groups which focus on improving Aboriginal student’s specific literacy and numeracy outcomes. All programs have been developed and implemented using the NSW Quality Teaching Framework.

The AERT is responsible for assisting in the development of an Aboriginal perspective across the curriculum, local resource development, implementing an Aboriginal Studies program and Computer lessons across all stages and community engagement.

Photos are taken to document significant events occurring at Tabulam Public School and in the local community. These photos are then used to support students in the classroom through the creation of books to develop student literacy.

The AERT has created a Scope and Sequence for Aboriginal Studies which incorporates already created units and lesson ideas.

Schools in Partnership S.I.P

The Schools In Partnership program enables our school to build an effective partnership with parents and carers around education

SIP meetings are held each term engaging community members in the development of and discussion about programs for Tabulam Public School students. The SIP committee consists of the Principal, Community members, Aboriginal staff, P&C representative and Teachers Federation representative.

The aim of SIP is to improve outcomes for Tabulam Public School students. SIP has been extremely successful in supporting student learning, the development of a transition to school program, improving school attendance and in the implementation of Personal Learning Plans (PLPs) for all students.

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SIP funding has also enabled us to employ community members as class assistants in improving student learning outcomes, provide a homework centre and develop the professional learning of teachers.

Additional SIP programs have included the development of an Outdoor Education Area with local bush tucker and the development of a new school sign in consultation with the local community.

The results of our SIP program were instrumental in Tabulam Public School receiving the Director General’s Award for Excellence in Aboriginal Education.

Priority Schools Program P.S.P.

This year in PSP we have continued a number of successful programs and started some new initiatives. We have continued programs throughout the school such as our Diary writing program and the renewal of literacy and numeracy resources to continue to provide quality lessons for the students.

This year we have introduced a ‘Books in Homes’ program in which students pick 2 books a term to build up their home library and encourage reading at home. Back packs with learning resources for starting school were also purchased for our Kindergarten students.

PSP funds also catered for the presentation of literacy and numeracy workshops for parents and carers to assist in supporting learning at home.

PSP funds were also used to provide extra teacher time to implement intensive learning groups and Quality Teaching.

Aboriginal education

Aboriginal Education is an integral part of the Tabulam Public School curriculum. Tabulam Public School acknowledges the traditional owners of the land, the Bundjalung people at all assemblies and functions. Teachers include an Aboriginal perspective in teaching programs.

We have an Aboriginal Education Committee which meets weekly, every Friday at 9.30am.

All classes take part in Aboriginal studies lessons for at least one term to raise knowledge and awareness of Aboriginal culture and tradition.

During 2010 Aboriginal student growth was very positive in the areas of reading and writing:

Reading: Aboriginal student growth greater than state growth. Average 111.3 state 83.7

Writing: Aboriginal student growth greater than state growth. Average 67.5 state 66.56

There is still a need to improve growth in spelling, grammar and punctuation and numeracy.

The Norta Norta program has been successful in assisting under achieving students to develop skills and strategies in literacy and numeracy. In terms 2 and 3 Trudy Carmichael and Julie Davis were employed as tutors to work one on one with selected students.

Aboriginal Education Committee - AEC

The AEC is a committee that monitors Aboriginal Education across the school. Community members are encouraged to attend meetings every Friday.

In 2010 the AEC in consultation with the local AECG organised a number of cultural events. Each year the AEC is responsible for organising Annual NAIDOC celebrations where schools from the local area are invited to attend.

Our 4th Annual Aboriginal film festival was held in Term 3. This festival is a great time for school and community to come together in a social setting to build relationships outside the school environment. The festival also showcases activities at school and student’s artistic ability.

The AEC members have also been involved in the Stronger Smarter leadership conference in Brisbane. The school was invited to present workshops at the Dare To Lead national conferences in Sydney and Brisbane. These conferences provide practical activities and ideas that can be brought back and implemented into classroom and whole school practice to improve student outcomes and encourage positive and meaningful partnerships between the school and community.

Multicultural education

During 2010 Tabulam Public School students took part in 2 cultural days where students were exposed to a variety of cultures from around the world. Teachers developed lessons for students from a variety of countries and presented activity afternoons for students.

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Within our Human Society and its Environment (HSIE) curriculum students experience a number of activities relating to the world community.

Respect and responsibility

The school continues to explicitly model respect and responsibility and actively promotes a strong sense of citizenship within the broader community.

All classes take part in values lessons and students displaying positive values are recognized in the classroom and playground with raffle tickets for a draw at our fortnightly assemblies.

Students in all classes take responsibility for running school assemblies once per term.

Our captains and prefects take responsibility for running special events and assemblies (Senior citizen’s morning tea, Anzac Day Assembly, Sorry Day Assembly, Remembrance Day, Education Week Assembly, etc) as well as attending a Leadership Conference in term 2.

Senior students are responsible for the flags, sports shed, school information sign, lunches and setting a positive example for younger students.

National partnership programs

Tabulam Public School will be part of the National Partnerships program in 2011. We have undertaken a ‘Situational Analysis’ which will form the basis of our targets for 2011-2013.

Connected learning

Students at Tabulam Public School are fortunate to have regular access to computers and digital technologies to assist learning. Each Term all students participate in structured computer lessons, where students develop technological skills that enable them to improve technological skills. These skills are consolidated by classroom teachers on a regular basis.

All classrooms have been equipped with Interactive whiteboards, which are an excellent learning and teaching tool in the classroom. Teachers have been involved in teacher training programs which enable them to use the technology productive manner. This enables all teachers to effectively use this technology to benefit all students. Teachers and students also have access to our video conferencing facility, enabling us to connect with other schools and programs across Australia.

Student video portfolios are produced by all students in term 2 as part of informing teacher/parent interviews.

Other programs

All students at Tabulam Public school participated in a Pen Pal Program in 2010 with a Sydney Law Firm. The students corresponded with employees of the Law Firm by letter and the Law Firm supplied the students with a letter in response each term, accompanied by a book for each student. The program has been very successful and enjoyed by all those involved. The Program will be continued in 2011.

Progress on 2010 targets

Target 1

100% of teaching programs demonstrate Quality Teaching Strategies in literacy and numeracy programs.

Our achievements include:

% of students at stage appropriate level in literacy and numeracy increased by 10%

Increased Yr 3 students achieving bands 4,5&6 in literacy and numeracy by 10%

Increased Yr 5 students achieving bands 6,7&8 by 10%

Growth in Reading, and Writing greater than School Education area, regional and state growth.(need to improve growth in spelling, grammar and punctuation and numeracy)

Target 2

Improve literacy and numeracy outcomes for Aboriginal students.


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25% Yr 5 Aboriginal students in band 6,7&8 in spelling, and a decrease of students in the lower bands by 25%

50% decrease of Yr 3 students in lower bands in spelling

47% year 3 students in bands 3 & 4 in numeracy

PLPs implemented with 100% Aboriginal students in 2010

10% increase in Aboriginal students reading at stage appropriate level

10% increase in comprehension levels of Aboriginal students

Target 3

Improve student attendance


Attendance 90% or greater School attendance average equal to regional

attendance- aiming to match the State attendance by 2012

Improved parent/community involvement in attendance program

Target 4

Aboriginal culture reflected in 100% teaching programs.


100% teaching programs have Aboriginal perspectives evident across KLAs

Bundjalung language evident in all classrooms 100% teaching staff implementing Aboriginal

studies program Local Cultural Resource Library established Establishment of Outdoor Education Area

with local bush tucker.

Target 5

Implementation of weekly pre-school to school transition program


100% students attend Prior to school transition program

100% students assessed on foundation outcomes

Increased student readiness for Kindergarten Transition students on PLP program

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried

out evaluations in the areas of Teacher Quality, Literacy, Numeracy and Community Participation.

Educational and management practice

Teacher Quality

Background

There has been an influx of new staff over the last few years and whole school processes and practices needed to be in place to retain a consistent quality of education for students.

Findings and conclusions

Teachers had a great number of skills to share and to support student learning. Many lacked the experience of observing other teachers and time to reflect on their own practice. Time was given to teachers to plan and observe lessons with each other and to reflect upon teaching practice as a team.

Future directions

Rigorous assessment of teacher programs and classroom practice will continue to target the requirements of a quality educational program. Peer observation and reflection will continue to be a useful tool in developing a Quality Learning Environment for our students.

A number of whole school programs will be put in place to ensure consistent quality learning takes place in all classrooms.

Curriculum

Numeracy

Background

Numeracy lessons had been based around a text book and the numeracy curriculum for a number of years. The text book was not used for 2010.

Restrictions were found in the use of text books for numeracy. Students needed to study some areas of numeracy in more depth.


Teachers were very capable of implementing the curriculum in an in depth manner without the use of a text book.

Students are finding numeracy lessons more fulfilling and concepts are being taught more rigorously.

Future directions

Teachers will continue to use the curriculum as the basis of their numeracy teaching and consolidate their knowledge to provide a thorough numeracy experience for students.

Curriculum

Literacy

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Background

The school had strong growth in the area of writing for a number of years when writing was our focus.


Without a focus on writing (focus has been on reading) average student growth, whilst still sound, was not as strong as previous years. Spelling, grammar and punctuation need further development to improve student growth.

Future directions

A whole school writing program and the North Coast Spelling program will be implemented for 2011-2013.

Professional Development for Staff in grammar and punctuation will be undertaken with regional consultant.

Other evaluations

Community Participation

Background

Whilst community involvement had increased at the school level a number of community members expressed they did not know a number of the teachers and were unclear about some of the programs available at the school.


There needs to be a broader development of teacher/community relationships to support student learning.

Future directions

School executive and staff members will attend P&C, Land Council Meetings and AECG meetings. The School information pack will be revised to include a teacher profile booklet.

A community Liaison Officer will be employed

Parent, student, and teacher satisfaction

In 2010 the school sought the opinions of parents, students and teachers about the school. These responses were taken from the School Snapshot review undertaken by an external body ‘Dare To Lead’

Their responses are presented below.

The positive attitude that students, staff, parents and community had towards the school was extremely impressive. All students interviewed were polite, confident, well spoken and respectful and participated freely in the interview process.

The staff was recognised by students and the community (both Aboriginal and non-Aboriginal) as being caring, polite and hard working professionals

who have the best interests of their students at heart. Students and community members find the teaching and non-teaching staff to be very approachable and they were also confident that if they had concerns they would be dealt with appropriately and effectively.

Parents felt the school was providing a strong education and that teachers had high expectations for their children. Both the student and parent groups also commented positively on the quality of the teachers and the relationships they had with those teachers.

Personalised Learning Plans have been enthusiastically and appropriately implemented by the school with a focus on developing relationships between pupils, parents and teachers. The students were able to articulate the PLP process and believed that goal-setting discussions with their teachers were valuable and substantial.

Parents, both Aboriginal and non-Aboriginal, perceive the school as a welcoming place and spoke very positively of the caring and supportive office staff.

The Transition Program for pre-kinder students was spoken very highly of by staff and parents. The transition class is seen as an excellent opportunity for the children entering Kindergarten the following year to acclimatise and prepare for ‘big’ school.

Professional learning

During 2010 all staff were involved in Professional Development. The majority of funding was expended in the area of Quality Teaching. There was a small percentage of funding expended in the support of Beginning Teachers and in the areas of Welfare and Equity.

Schools in Partnership funds contributed greatly to the professional Development of staff in the areas of Quality teaching and Equity programs. The main focus for staff development was in the teaching of writing and Class Management.

School development 2009 – 2011

Tabulam Public School is focused on delivering a broad and effective learning program to assist all students

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achieve to the best of their ability. During this period we aim to:

improve outcomes for all students through programmed Quality Teaching practices.

improve outcomes for all students through strong and effective home/school/pre-school partnerships.

increase the engagement and enjoyment of all students in the learning process.

Targets for 2011

The following targets form the basis of the School Management Plan which is available on the school website.

Target 1

Increase student outcomes in writing.

Strategies to achieve this target include:

Implementation of whole school approach to writing and Accelerated Literacy. (Format a weekly structure around a text type for the whole school to follow)

Whole school analysis of NAPLAN using SMART to identify strengths and weaknesses with alignment to syllabus outcomes

Teacher to lead the incorporation of teaching strategies from SMART data for identified outcomes into teaching and learning programs

Our success will be measured by:

10% increase of yr 3 students in 2011 NAPLAN writing bands 4,5 & 6

10% increase of yr 5 students in 2011 NAPLAN writing bands 6,7 & 8

Student participation in external writing activities.

Target 2

Increase student outcomes in Grammar and Punctuation.


Implementation of whole school writing program

Teacher professional development in Grammar and Punctuation.

Use interactive Technology more effectively


10% increase of yr 3 students in 2011 NAPLAN grammar and punctuation bands 4,5 & 6

10% increase of yr 5 students in 2011 NAPLAN grammar and punctuation bands 6,7 & 8

10% increase in students demonstrating stage appropriate use of grammar and punctuation

Target 3

Increase student outcomes in spelling.


Implementation of North Coast Spelling Strategy

Access to support structures for all students.

School spelling bee activities


10% increase of yr 3 students in 2011 NAPLAN spelling bands 4,5 & 6

10% increase of yr 5 students in 2011 NAPLAN spelling bands 6,7 & 8

10% increase in students working at stage level in spelling

Target 4

Seamless pre-school to school transition for 2012 Kindergarten students


Weekly transition class with trained teacher and assistant to facilitate Transition Program

Transition staff to liaise with pre-school

Starting School Packs provided to Transition students


100% students attend Prior to school transition program

100% students assessed on foundation outcomes

Increased student readiness for Kindergarten Transition students on PLP program

Target 5

Improve student attendance


Attendance data collected and collated week 4 and 8 every term.

Attendance reward excursions for 90%+ every term.

Early contact with parents/carers when attendance concerns arise.

Student self monitoring of attendance

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Provision of absence notes in newsletter for families to return to school


Attendance to be 90% or greater

School to match the Region’s attendance by 2012

Consistent improvement each year

Improved parent and community involvement in attendance program

Target 6

Enhance development of teacher/community relationships to support student learning.


Employment of Community Liaison Officer

One social afternoon per term; casual get- to –know you activities(Afternoon games, sports, working bee, have fun)

Teacher profiles (publish in newsletter, posters around the school, make a year book)

School on land Council Meeting agenda and attending local AECG meetings.


100% students on PLP

School personnel in attendance at Land council, P&C and local AECG meetings

CLO engagement in building educational partnership between community and school.

Target 7

Improve literacy and numeracy outcomes for Aboriginal students.


Embedding technology into literacy and numeracy programs

Explicit, timetabled talking and listening programs

Language Enrichment Program

PLP’s with all students & their family


PLPs implemented with 100% Aboriginal students in 2011

20% Yr 5 Aboriginal students in band 6,7 & 8 NAPLAN in literacy and numeracy

10% increase in Aboriginal students reading, spelling and writing at stage appropriate level

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Lesley Mills Principal

Marnie Bailey Classroom Teacher

Emily Maslen Classroom Teacher

Kelly Gardner Classroom Teacher

Naomi Elwell Aboriginal Education Teacher

Leane Hore Support Teacher/Reading Recovery

Tammy Wilkinson National Partnerships Coordinator

Carmel McGrady Aboriginal Education Officer

Selina Hickling Aboriginal Education Student Support

Nancy Martin School Administration Manager

Margaret Somerville School Administration Officer

Julie Davis School Learning Support Officer

School contact information

Tabulam Public School

Clarence St

Tabulam

NSW 2469

Ph: 0266661219

Fax: 0266661537

Email: [email protected]

Web: www.tabulam-p.schools.nsw.edu.au

School Code: 3145

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

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

Documents

NSW Department of Education & Training - Home - … · Web viewNSW Department of Education & Training 3145 2010 Annual School Report Tabulam Public School NSW Public Schools – Leading