Singleton Heights Public School Annual Report 2015€¦ · The Annual Report for 2015 is provided to the community of Singleton Heights PS as an account of the school’s operations

Singleton Heights Public School Annual Report 2015

4486

2015

Introduction

The Annual Report for 2015 is provided to the community of Singleton Heights PS 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.

School contact details:

Singleton Heights PS

1-13 Dorsman Drive

Singleton Heights, NSW, 2330

http://www.singletonh-p.schools.nsw.edu.au/

Phone: (02) 65731363 Fax: (02) 65731414

Message from the Principal

While enjoying this year’s Kinder Café, I met a number of parents who were formerly students of Singleton Heights.

While this is not an uncommon occurrence, I think it’s a wonderful thing for students to graduate from our school,

to go on to careers and families of their own, and then to return as parents, ever-grateful for the education they

received many years previously.

In some ways, education is ever-changing, but never-changing. While with current trends, we are exploring a future

for our students as 21st Century learners, many things in schools remain the same.

With a new School Plan in place this year, and a vision for school excellence, our staff have engaged in robust

professional learning around the new National Curriculum. A common curriculum across the states is an excellent

addition to teaching and learning, particularly for a community such as Singleton, where often families move from

state to state with the mining industry or Australian Defence Force. A common thread across each of the new

syllabus documents has been a focus on students as 21st Century learners, with priority given to skills such as

problem solving, communicating, reflecting, evaluating and use of technology. This has evidenced itself, particularly

in English and mathematics this year, as students have been given the skills to critically analyse their own learning,

asking questions such as,

What did I do well? How could I have done this better? What strategy did I use? How else could I have completed

this task?

Students are required to reflect on themselves as learners and develop a greater understanding of their own

capacity. As careers and learning changes in the 21st Century, it is important that the school curriculum evolves

accordingly. Schools, by their very nature, are ever-changing.

However, some things in schools will never change. Former students returning as parents will find that there

remains a continued commitment to values education and a school discipline code based on respect, responsibility

and excellence. We continue to promote the moral and ethical standards of our society, while providing a broad-

based curriculum, which encourages student achievement in sport and the performing arts. Parents will find caring

and dedicated teachers, committed to providing excellence in teaching and learning and upholding the values of

Public Education.

http://www.singletonh-p.schools.nsw.edu.au/

I attended primary school as a student of Gunnedah Public School, completing year 6 in 1987.

Having moved to Singleton (from Sydney) in 2009, I am proud to have my own children at

Singleton Heights and am very proud to serve as school principal. As you read through the pages

of this report, and continue your involvement with our school, you may observe that some things

are ever-changing, but some things are never-changing.

Simon Mulready

Principal

School vision statement

To promote a culture of school excellence where every child is a creative, confident, life-long learner and a respectful, responsible citizen.

School context

At Singleton Heights Public School, our staff, students and community members work together for one

common purpose – to fulfil the school’s vision of learners and citizens.

Built on the land of the Wanaruah people, the school draws students from families living in Singleton Heights,

Hunter View, Darlington and The Pinnacle. Many families are linked with the mining and rural industries or

local services, while a Defence Transition Aide supports families connected to the Singleton Army Barracks.

590 students are enrolled for 2015, with 80 students recognising their Aboriginal or Torres Strait Islander

heritage. All students strive to achieve the school’s core values of Respect, Responsibility and Excellence with

quality teaching and learning practices evident in every classroom. The school has a talented, caring teaching

staff, who are committed to an ethos of life-long learning. Collaborative and collegial practices contribute

powerfully to a positive learning environment, where educational research, critical analysis and professional

dialogue are highly valued within the school.

Students engage with a variety of curricular activities, with specific programs for sport, debating and public

speaking. The school band is highly regarded within the community and students also enjoy performance

opportunities for dance, choir and guitar. A gardening club and chook club play a significant role in the

school’s environmental program.

All school programs and initiatives are well supported by an active parent community and P&C.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our 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.

This year, our school undertook self-assessment using the elements of the School Excellence Framework and discussed its implications for informing, monitoring and validating our journey of excellence. Time was dedicated during Terms 3 and 4 to thoroughly examine the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school on the expectations identified in the Framework. This provides an important overview to ensure our improvement efforts align with these high level expectations.

In the domain of Learning, the school has achieved tremendous success in student performance measures while practices for assessment and reporting have been a focus for school improvement. In late 2015, the school was identified as one of 36 High Value Add schools in NSW. This means, that Singleton Heights was one of 36 schools in NSW which contributed most to growth in student learning outcomes. The achievement reflects a strong learning culture across the school, underpinned by a vision for school excellence. Supporting this development has been a cross-curriculum priority given to enhanced practices for assessment and reporting. School curriculum teams have targeted the development of 21st learning skills, building the capacity of students to reflect on their own learning using success criteria. Professional learning opportunities have enhanced assessment practices across the school with teachers undertaking assessment as, of and for learning.

Our main focus in the domain of Teaching has been on collaborative practice and enhanced teacher pedagogy. The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. In addition, the development of greater expertise in new syllabus documents has enhanced curriculum knowledge across the school and informed the planning of future school milestones. Effective school structures reflect a teaching culture of continuous improvement.

In the domain of Leading, our priorities have been to progress leadership and school planning, implantation and reporting. The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational opportunities for students. A strategic partnership with the University of Newcastle, within the context of the Great Teaching, Inspired Learning Reform, has seen the development of a community of practice and enhanced leadership capacity. Highly-effective school teams have led the initiatives outlined in this report, with an efficient system for shared school-wide responsibility.

The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of next steps are outlined in the following pages of this report. 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

Learning

To enhance the capacity of teachers, leaders, and systems across the school.

Purpose

To improve student, teacher and leader learning outcomes and to enhance the efficacy of current school systems.

Overall summary of progress

The Great Teaching, Inspired Learning school-based project has enabled staff to participate in weekly team-teaching sessions through terms two and three. The focus of these sessions was coding lessons against the Quality Teaching framework with quality feedback and dialogue. This promoted strong practices for self-reflection, allowing teachers to identify areas of strength and areas of learning. Across the teaching staff, a greater knowledge and implementation of the Quality Teaching framework is improving teachers' practice. Teachers implemented the new Performance Development framework in 2015. Professional goals were reflective of the school’s strategic directions as well as professional growth in terms of the Australian Teaching Standards. Executive staff were supported in developing leadership roles through the Singleton Leadership framework.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

100% staff participation in collegial discussion and observation based on the elements and dimensions of the QTF

(Baseline 2014 – 76%)

100% of the teaching staff participated in team teaching sessions during the period of terms two and three with lesson observations and feedback discussion around the Quality Teaching framework.

$13,000 (DoE QTR Project funds – carried over from 2014)

$30,000 Socio-economic funding

School data will exceed state norms for the Focus on Learning survey in the areas of

Collaboration

Learning Culture

Teaching Strategies

School Leadership

Data from the Focus on Learning teacher survey indicates that the school is either at or above state norms in the identified drivers of student learning. Collaboration: School: 7.8 State: 7.6 Learning Culture: School: 8 State: 7.9 Teaching Strategies: School: 7.7 State: 7.7 School Leadership: School: 7.2 State: 6.5

Next steps

School wide participation in the Systems Leadership Project: Developing a Community of Practice through Quality Teaching Rounds in partnership with University of Newcastle School of Education.

Professional learning to develop teachers' understanding and knowledge of the Quality Teaching framework (QTF), with increased application of the QTF in class programs and lessons.


Curriculum

Whole staff will engage in professional learning to understand and implement science and technology, history, geography and future NSW syllabus documents and learning continuums.

Purpose

To develop student capabilities that enables them to engage effectively with their world.


The strategic direction on curriculum was underpinned by a focus on assessment, with program implementation coordinated by three teams: literacy, numeracy and curriculum. Literacy: A school literacy focus developed student capacity for self-assessment and self-regulation. 21st century pedagogies were aligned with a whole-school focus on Objective E (NSW English Syllabus). Students enhanced their capability to reflect on their own learning. A K-6 focus on the explicit teaching of reading skills has now been embedded in school programs. Numeracy: A school numeracy focus was to enhance staff capacity to make adjustments for learning based on the three forms of assessment, ‘as’, ‘of’ and ‘for’ learning. Staff have incorporated these forms of assessment within teaching and learning programs. Curriculum: A school curriculum team planned and delivered professional learning opportunities to enhance staff capacity in the implementation of new syllabus documents.




Student NAPLAN growth will equal or exceed state averages for writing.

Baseline, 2014 (63 students) DEC: 49.8 School: 29.4

Progress, 2015 (66 students): DEC: 61.2 School: 80.1 Staff K-6 created stage-appropriate rubrics, differentiated for student ability. Every child’s (594 students) school report included a statement on their ability to self-assess and make effective judgements on their learning

Instructional Leadership Project (Socio-economic

funding $20,000) Writing enrichment project (Socio-economic funding $15,000)

75% of students in every grade will achieve their reading benchmark.

Baseline: 4 grades achieved 75%

All staff received ongoing professional learning in the explicit teaching of reading skills. LaS teachers provided expert instruction for targeted students, as well as coaching and direction for beginning teachers. Five grades have 75% or more students reading at or above their grade Benchmark level.

Kindergarten-85%, Year 1 62%, Year 2-62%, Year 3-79%, Year 4-81%, Year 5-88%, Year 6 85%

2.0 LaS Teacher, literacy (Low level adjustment for disability $150,752; Aboriginal background funding $49,511) Literature resources (Aboriginal background funding $2,000) Additional teacher (terms 2-4) provided through increased entitlement, targeted to ES1


Teachers utilising three forms of assessment, as, for and of learning. Students implementing strategies to self-assess their learning in mathematics

Maths resources (Aboriginal background funding $10,000)

Professional learning was designed in response to teacher surveys supporting staff in modifying teacher programs and assessment and reporting policies to support the implementation of new syllabus documents. Teachers collaborated to develop scope and sequences and support materials for new syllabus documents.

Professional learning for team implementation team (TPL - $3,000)

Next steps

School-wide focus on the Literacy and Numeracy continuums will enhance teaching and learning

programs

Embed class routines for assessment, including self-assessment rubrics, assessment as, of and for

learning, and the new Assessment and Reporting policy

Continued engagement in the explicit teaching of reading skills, K-6, with a focus on comprehension

Embed new whole-school scope and sequence documents and provide professional learning in syllabus

documents for History and Geography.

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Wellbeing To grow students into healthy, resilient, creative, respectful citizens who are aware of others and self.

Purpose

To build wellbeing within the school learning community through increased teacher and student capacity, fostering resilience, social skill, and cultural awareness to ensure equity for all.


Wellbeing has been promoted throughout the school through a strong commitment to Positive Behaviour for Learning, (PBL) with explicit teaching of social skills and opportunities for student leadership. Quality programs have included: Aboriginal Pre-School transition project, NAIDOC Day, Harmony Day, Aboriginal cultural programs, staff professional learning, and cultural competency training, increasing knowledge of Aboriginal heritage, and embedding an Aboriginal perspective in teaching and learning programs. Planning has commenced for K-6 implementation 8 Ways of learning.




School engagement data from the Tell them from Me survey will equal or exceed state norms for every measure.

School engagement data from the Tell them from Me survey equalled or exceed state norms for 13 out of 16 measures.

90% of students had positive behaviours. The NSW pilot norms for years 4, 5 and 6 were 88%.

Students K-6 actively engaged with programs that promoted healthy living habits, resilient behaviours and positive social skills.

Teachers participated in professional learning for cultural competency, building a greater understanding of Aboriginal history and culture. Enhanced processes for Personal Learning Plans to better support the education of Aboriginal and Torres Strait Islander students.

The Tell them from Me data also indicated 72% of our students were interested and motivated. The NSW pilot norms for years 4, 5 and 6 were 76%. Our aim is to meet or exceed the state average next year.

100% of NCCD data was collected for students who were eligible.

$5,000

Wellbeing programs (PBL, Positive Playground Program)

$10,000 (ADCF – Aboriginal Dance Group)

Next steps

To increase professional knowledge of teachers with training in Aboriginal Pedagogy of 8 Ways. Continue to raise the academic, social and wellbeing of Aboriginal students through personalised learning plans, cultural celebrations, dance stories and language group and attendance at the Waraya Homework Centre. Investigate the implementation of a K-6 mindfulness program to promote school wellbeing

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Strategic Direction 3 All students have a Personal Learning Plan (PLP) and are making progress across the literacy and numeracy continuums. Aboriginal students Students engage in quality cultural activities and programs that enrich cultural identity across the whole school community. Cultural perspectives and strategies are reflected though teaching and learning programs and PLP’s. School activities have included NAIDOC, Aboriginal Dance and Cultural group, Wayara Homework centre and a joint collaboration with P.C.Y.C focusing on engagement for Indigenous students. 2015 also saw the launch of an Aboriginal Pre-School transition project.

$61,611

Aboriginal background funding

Socio-economic funding

Strategic Direction 2 Additional LaS teachers provided explicit instruction for targeted students, as well as coaching and direction for beginning teachers. All staff received ongoing professional learning in literacy and numeracy and benefited from enhanced teacher pedagogy through participation in the Quality Teaching Project.

$138,107

Socio-economic background funding

Low level adjustment for disability funding

Strategic Directions 2 and 3

All students requiring adjustments and learning support are catered for within class programs and whole-school strategies.

$56,141

Low-level adjustment for disability

Support for beginning teachers

Strategic Direction 1 The school supported three beginning teachers in 2015 through the allocation of extra release and the support of a mentor. Beginnig teachers also benefited from the Great Teaching, Inspired Learning school-based project, with staff participation in team teaching, lesson observation, coding (based on QTF) professional dialogue and quality feedback.

$17,886

Beginning Teacher Support

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

Student attendance profile

Workforce information

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 22

Classroom Teachers (s) Temporary 4.0

Part Time Class Teachers 0.2

RFF 0.6

RFF Computers 1

Learning and Support Teachers 1.6

Teacher Librarian 1.2

Teacher of ESL 0

School counsellor .6

School Administrative and Support Staff 3.062

2 teachers at Singleton Heights identify as having an

Indigenous background.

Teacher qualifications

All teaching staff have met the professional

requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100

NSW Institute of Teachers 11

0

200

400

600

800

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 94.5 95.3 94.3 94.5 94.8 94.4

1 94.0 93.2 94.2 94.0 93.3 92.8

2 93.4 93.4 93.9 94.3 94.0 93.3

3 93.0 92.9 92.5 94.6 94.9 93.7

4 93.7 93.3 93.0 94.2 94.4 94.7

5 94.1 92.5 92.4 93.6 93.8 92.6

6 93.9 93.4 92.3 91.2 93.6 93.3

Total 93.8 93.5 93.3 93.8 94.1 93.6

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Stat

e D

oE

Sch

oo

l

Professional learning and teacher accreditation

100% of staff completed professional development

plans (PDPs) which reflect National Standards (AITSL)

and align with the priorities of the School Plan.

Significant professional learning was undertaken by

Singleton Heights Public School staff in 2015 as

noted in the previous summary section for each

strategic direction.

The school has threee beginning teachers who are

working towards Board of Studies Teaching and

Education Standards (BoSTES) accreditation at

Proficient. Eight teachers are maintaining

accreditation at the Proficient level. No teachers are

voluntarily seeking accreditation (or maintaining

accreditation) at Highly Accomplished or Lead

Teacher level.

In 2015, five staff professional development days

were undertaken, with all staff participating. On

these days staff received professional development

in the following areas:

Quality Teaching

National Curriculum

Assessment and Reporting

Aboriginal Cultural Competency

School Planning and validation with the

School Excellence Framework

NSW Science & Technology Syllabus

The school has supported three beginning teachers

in 2015 through the allocation of extra teacher

release and the support of a mentor.

In total, 32 teaching staff engaged in professional

learning in 2015.

Total Expenditure, Professional Learning ($)

Teacher Professional Learning 24,500

Beginning Teacher 25,400

Quality Teaching 13,000

Low Socio-economic funding (RAM) 30,000

Total 92,900

Average per teacher (32) 2,903

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.

Date of financial summary 30/11/2015

Income $

Balance brought forward 267746.06

Global funds 459936.20

Tied funds 687009.43

School & community sources 185650.56

Interest 9895.89

Trust receipts 16874.35

Canteen 0.00

Total income 1627112.49

Expenditure

Teaching & learning

Key learning areas 50617.45

Excursions 92179.55

Extracurricular dissections 48129.35

Library 5969.14

Training & development 2244.60

Tied funds 560827.56

Casual relief teachers 167706.02

Administration & office 101116.62

School-operated canteen 0.00

Utilities 107323.75

Maintenance 21462.17

Trust accounts 11525.26

Capital programs 0.00

Total expenditure 1169101.47

Balance carried forward 458011.02

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School performance

School-based assessment

The school has continued the explicit teaching of

reading from K-6, with the aim of 75% of students in

each grade achieving their reading benchmark. A

new initiative for early intervention, with an

additional teacher provided for ES1, was reflected in

very high levels of reading achievement for students

in kindergarten. The table below tracks the reading

benchmark of students from 2014 to 2015. Five out

of seven grades achieved the benchmark of 75%.

Additional Learning and Support has been prioritised

for 2016 for students who did not achieve their

reading benchmark.

2014 % 2015 %

K 85

K 69 1 62

1 59 2 62

2 75 3 79

3 76 4 81

4 79 5 88

5 82 6 85

6 89

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

http://www.myschool.edu.au and insert the school

name in the Find a school and select GO to access

the school data.

As noted in the graphs, below, the school achieved

very strong results in value added data, with

particularly high performance in writing. Numeracy

has been identified as a priority for 2016.

NAPLAN - Literacy

NAPLAN - Numeracy

http://www.myschool.edu.au/

School Excellence Framework Summary Data

The graph below tracks student growth in learning from 2011 to 2015. The school has made excellent progress over the past five years.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions

of parents, students and teachers about the school.

In 2015, the school participated in the Tell Them

From Me Surveys through the Learning Bar and CESE

(Centre for Educational Statistics and Evaluation).

Parent Survey

Successful schools foster greater communication

with parents, encourage parental involvement in

their child's schoolwork, and enlist parents to

volunteer at the school and participate in school

governance. 48 parents completed the Partners in

Learning Survey, with the survey made available to

parents and carers via the internet and before and

after school using ipads.

The school achieved strong measures for the

following items:

I feel welcome when I visit the school. 8.2

I can easily speak with my child's teachers.

7.6

My child is encouraged to do his or her best

work. 7.9

My child is clear about the rules for school

behaviour. 8.5

Teachers maintain control of their classes.

7.8

The following items were identified as areas for

growth:

Parent activities are scheduled at times

when I can attend. 6.4

The school helps prevent bullying. 6.2

School staff create opportunities for

students who are learning at a slower pace.

6.4

Student Survey

Students were invited to respond via the Tell Them

From Me survey. 203 students completed the

survey.


following items:

Effort - Students try hard to succeed in their

learning.

o 94% of students in this school tried hard

to succeed; the NSW DEC norm for these

years is 88%.

Students with positive behaviour at school

Students that do not get in trouble at school for

disruptive or inappropriate behaviour.

o In this school, 90% of students had

positive behaviour; the NSW DEC norm

for these years is 83%.

Positive Teacher-Student Relations Students feel

teachers are responsive to their needs, and

encourage independence with a democratic

approach.

o In this school, Positive Teacher-Student

Relations were rated 8.8 out of 10; the

NSW DEC norm for these years is 8.4.


growth:

Students are interested and motivated in their

learning.

o 72% of students in this school were

interested and motivated; the NSW DEC

norm for these years is 78%.

Positive Learning Climate - there are clear rules

and expectations for classroom behaviour.

Students understand these and teachers

maintain high expectations that they be

followed.

o In this school, students rated Disciplinary

Climate of the Classroom 7.2 out of 10;

the NSW DEC norm for these years is

7.2.

Teacher Survey

Teachers were invited to respond via the Focus on

Learning survey. 28 teachers completed the survey.


following items:

School leaders have provided me with useful

feedback about my teaching. 8.1

I talk with other teachers about strategies that

increase student engagement. 8.5

In most of my classes I discuss the learning goals

for the lesson. 8.2

Students become fully engaged in class

activities. 8.5

I monitor the progress of individual students. 8.8

I set high expectations for student learning. 8.6


growth:

I provide examples of work that would receive

an "A", a "B", or a "C" (or their equivalent). 7.2

I use formal assessment tasks to discuss with

students where common mistakes are made. 7.1

Policy requirements

Aboriginal education

In 2015, Indigenous students were given the

opportunity to participate in the fortnightly

Aboriginal Dance Group where students enjoyed

learning cultural dances and were joined by Mrs

Levick.

The dance groups were given a number of

opportunities to perform, including; NAIDOC day

celebration, Coal & Allied’s acknowledgment of

Indigenous Cultures ceremony, Annual School

Presentation Day where students performed without

the assistance of Singleton High School mentors.

At this year’s NAIDOC assembly Uncle Warren

Taggart provided a warm welcome to country. All

students participated in significant cultural

experiences, such as traditional Aboriginal games,

boomerang throwing and completing message sticks

with the theme, ‘We all walk on sacred ground’.

Indigenous artworks were completed and entered in

the Singleton NAIDOC Art Competition with a

number of students receiving awards.

In 2015, Monique Sullivan and Kurt Cullerton

received the Galuwa scholarship. This pathway

scholarship program for Aboriginal youth (in

partnership with Glencore), provides support to ATSI

students to assist their transition to high school,

maintain engagement in education and to plan and

develop pathways for future career aspirations.

Our Aboriginal Homework Centre operates each

Wednesday afternoon out of school hours and is

staffed by volunteers. Students are provided with a

healthy afternoon snack followed by small group

tuition following individualised learning programs.

Multicultural Education and Anti-racism

Every student at Singleton Heights Public School was

given the opportunity to celebrate Harmony Day in

March this year. Students arrived at school in a

wonderful array of colours, predominantly the

harmony colour orange.

A whole-school assembly was held, based around

this year’s theme ‘We are All One but Different.

Different but the Same’. Each student decorated

paper hands with classes creating unique displays in

each room.

Year 4 students, Elana Lloyd, Talia Mackenzie,

Armani-Che Stoneham and Jordie Brown,

represented Singleton Heights at the local Hunter/

Central Coast finals for Multicultural Public Speaking

Competition. Jordie Brown continued on to the

regional final, attaining first place in the Year 3/4

section and securing a position at the state finals

held in Sydney.

Other school programs

Sport

This year saw our sports court named in honour of

the late Mrs Janice Fleming, a much loved Assistant

Principal at Singleton Heights who passed away in

December 2014. The students continue to utilise the

Janice Fleming Memorial Sports Court for many

activities, both in class and during playtime.

Carnivals

Singleton Heights Public School continues to achieve

great success through involvement in a variety of

sports.

Primary students participated in annual carnivals for

swimming, cross country and athletics.

The primary cross country event was held in March.

Three students were successful in gaining a place to

the regional cross country in Newcastle: Lilly

McNamara, Olivia Stewart and Harrison Stewart.

At the Regional Athletics finals in August, two

students gained selection to the State Athletics

Championships in Sydney. Cooper Meldrum placed

2nd in the final of the 100m and Lilly McNamara

placed 3rd in the girls’ high jump.

Students in years K-2 had a great day filled with fun

activities at their annual sports day based on the

theme, Safari - It’s a Jungle Out There.

James Girdler was successful at the Regional PSSA

Tennis Finals in March 2015. James was selected to

compete at the NSW State Tennis Championships in

Sydney. Max Andrews competed at the NSW State

Touch Football Championships.

Soccer

Mr Heien and Mrs Anderson accompanied the boys

and girls school soccer teams for the NSW PSSA

State Knockout. The boy’s senior team made it to

the 4th round.

Rugby League

Singleton Heights PS sent a senior boys and an under

11’s rugby league team to compete in the Scone Cup

in March this year. In May, the senior boys and the

Under 10’s sides participated in the annual Bryan

Kirkland Cup. Also in May, 15 talented players

participated in the Knights Open Knockout

Competition in Newcastle.

In June, the open rugby league side competed in the

PSSA knockout competition. Mr Cone took the 10

years boys team to the Knights Knockout in

Jesmond. The boys had a successful day, making it all

the way to the 6th round.

Netball

A number of primary students played in the school

netball team in 2015. The team participated in the

PSSA knockout competition, NSW Netball Cup and a

gala day run by St Catherine’s College Singleton.

Touch Football

The school touch football teams, accompanied by

Mr Orr and Miss Cafe competed in a local gala day

with other Singleton school teams. The junior boys’

team were champions of their group.

Chess Club Ten students from Years 4—6 (two girls and eight

boys) attended the Interschool Chess Challenge at

Muswellbrook High School.

Our Kings’ team travelled to Coal Point for the

Regional Finals, while the other school teams

competed at the Upper Hunter gala day in Denman.

Dance

A senior dance group meets weekly under the

guidance of our school librarian, Jenna Barwick.

Dances are choreographed with various

opportunities for performance throughout the year.

Year 6 students undertook intensive dance training

in Term 4 in preparation for their school farewell.

School Band

Each Friday, our school band rehearses with the

talented Mrs Tara Winsor. Tuition is available for a

variety of instruments through Allan Ward Music

and is offered to students in primary years. During

the year, the band performed at a number of school

and community events such as the school ANZAC

ceremony, Singleton Town Band Concert, SRC

executive induction, Presentation Day and the

annual Christmas Concert.

Guitar Group and Choir

The guitar and choir groups continued to meet in

2015 under the guidance of Mrs Winsor and Mr

Collins. New students joined the groups alongside

their more-experienced peers. The group performed

at various locations around the community,

including the local preschool, the local aged-care

facility and the annual presentation day.

Environmental Education

The whole school participates in a variety of

activities to encourage a sense of stewardship of

planet Earth such as, Clean Up Australia Day, worm

farms, composting, no packaging weeks and Local

Council recycling programs.

The Gardening Club and KFC (Kids For Chooks) Club

continued with great success. Students are learning

about sustainable practice as they care for plants

and animals. The Gardening Club continues to supply

staff and students with some tasty produce while

the eggs from the school chickens are a sought-after

purchase.

Other Significant Initiatives

Positive Behavior for Learning (PBL) promoting

the three values of Respect, Responsibility and

Excellence across the school.

Participation in Meeting of the Minds, an

interschool challenge involving collaboration

with Singleton High School

Positive Playground Program - organised and run

by Year 6 students, together with a team of staff

from across the school.

Extensive Kindergarten Orientation program and

Year 6 Transition to High School program.

Participation in the Premier’s Reading Challenge.

Visiting Author: Deborah Abela.

Participation in Gifted and Talented regional

workshops and camps. Participation in the NSW

University ICAS competition.

Boys’ group – specific program and camping

activities.

Local debating competitions and the Hunter

Inter-schools Public Speaking Competition

Supporting a wide range of charities through

whole-school fundraising activities including the

Red Cross and Save the Children fund.

Documents

Singleton Heights Public School Annual Report 2015€¦ · The Annual Report for 2015 is provided to the community of Singleton Heights PS as an account of the school’s operations