Willmot Public School

Raising learning expectations and

seeing them through

Ineffective schools do too much poorly,

effective schools do focussed things well

Leadership in schools is about improving the life chances of kids.

Playgroup

The playgroup provided:• parents with a place to

meet other parents in a non judgemental environment

• support, increased trust in an environment where they are able to feel safe

• increased parent confidence & capacity

• pathways to other services (HUB).

Establishing a love for learning

• Children and parents are provided with developmentally appropriate activities that are culturally appropriate

• parents interact with children in a non threatening environment

• parents establish the importance of early exposure of Literacy & Numeracy in the early years.

Objectives

From an early age children:• develop social skills,

learn how to share, take turns and play within a group

• develop a sense of belonging and a positive attitude towards learning through play

• are exposed to educational activities

• interact and participate in educational activities with their parents.

Willmot Wizard Program

• Transition to Kindergarten Program establishes routine and familiarity within the school

• is centred on the children’s interests

• hands on activities are a major part of the program

• the program runs in term 3 & 4, for 2hrs a day, 2 days a weeks.

Objectives

• Starting school is an important milestone in any student’s life. At Willmot Public School we want to develop a solid foundation for their future learning.

• Through the Transition program we are able to establish the pre skills that are required for a smooth transition to Kindergarten.

The program consists of :• developing a positive attitude

towards learning through play• social skills activities, so

children can learn how to share, take turns and play within a group

• pre writing skills- children are able to attempt writing their name, hold a pencil properly and write left to right

• pre reading skills-enjoy listening to stories, learn book conventions

• listening & talking-develop the ability to sit, listen and follow instructions.

Developing pre skills

• The program focuses on developing skills in language, fine and gross motor, cognitive and social skills. Pre skills that are essential when entering Kindergarten.

Social Skills

• Throughout the program it is evident that the children start to share, interact and participate more freely in all activities that are prepared for each particular session.

Language & Cognitive Skills

• Through their interaction, language skills develop as they discuss activities and share news with one another

• cognitive skills develop through solving problems, developing stories, listening and discussing stories

Fine & Gross Motor skills

Parent participation

• Families and the community are informed about the Wizard Program within the newsletter each fortnight starting with an introduction to the program. Parents are invited to come in and assist with the program.

Aboriginal Families

• Through collaboration with the AEO at our school we are able to implement Aboriginal programs that are culturally appropriate.

• Sandra keeps in contact with the Aboriginal families, assisting in enrolments, making families feel at ease.

• Sandra shares her knowledge with the teacher running the program incorporating an Aboriginal prospective within the curriculum.

Interaction with Kindergarten students.

Kindergarten making new children feel at ease.

More advantages of the program

• ESL – The ESL teacher is able to observe ESL students and gain a clear indication of the skills the children are entering school with. Through this any students that need assistance in Kindergarten will be focussed upon.

• STLA- provides assistance for the students with special needs and puts in place appropriate documentation in order to gain assistance for these children when they start Kindergarten.

• Counsellor- Observes students, some with behaviour difficulties, some with social skills difficulties and others that need extra assistance with learning.

• Teachers- Transition program teachers and kindergarten teachers work collaboratively and share relevant information for accurate planning in Kindergarten.

• All information that is observed is then passed on to the Kindergarten teachers. This is an advantage as specific individual programs are formulated to meet each child’s needs.

Success

• The program has been a success. Children are able to develop pre skills required before entering kindergarten. The program is easily set up, utilising space within the school, although extra funds assist in employing a qualified pre school teacher and an aide to maintain ratios and quality programs.

End of program

• By the completion of the Wizard Program most of the children establish familiarity within the school, are introduced to routine and develop essential pre learning skills. Interacting with the kindergarten students makes school less frightening. The Kindergarten students are more settled and less overwhelmed by their surroundings.

Parent Program

• The focus was Literacy.

• Increase parent confidence in assisting their children at home.

• Developing parent skills in teaching Literacy

Focus Literacy

• Through this program parents are able to support their children’s Literacy development.

• Parents are taught effective reading strategies as they and their children experience hands on learning activities.

Why? & How?

• WHY-Parents are shown why reading activities are important for their children’s Literacy development.

• Parents learn that reading activities develop specific reading skills and strategies as well as children’s self esteem.

• HOW-parents are given clear, concise instructions for completing a reading activity presented during a workshop.

• Parents learn simple, meaningful strategies to help their children learn to read.

Activities

• Each session lasted 2hrs. Parents went through the activities with a qualified teacher. Then students joined their parents and participated in the activity. The program ran for 8 weeks

• Three stations were established each providing parents with the opportunity to work with their children on different aspects of Literacy.

• Then the activities were evaluated by the parents and the students.

Outcomes achieved through the programs

• 100% More parent participation within the classroom

• A new mothers group formed that meets every Tuesday to make resources, cover books, assist teachers with making resources etc

• A new P & C was established

• Kindergarten enrolments have increased by 62% since 2006.

• Attendance in Kindergarten has increased by approximately 33% since 2007

• Transition to school is smoother and has a higher success rate.

• Kindergarten students are more settled.

• Increased development of pre skills which means that teachers can start on the curriculum in the early weeks of term 1.

• Kindergarten students are achieving higher results in reading. The percentage of students achieving state reading levels and above has increased by 68% since 2005.

Children's Future Learning Program

• Through this program we are able to provide assistance to Aboriginal students that might be experiencing difficulty in Literacy & Numeracy. The availability of the Aboriginal Learning Partners makes it possible to cater for appropriate learning styles of Aboriginal students K-6.

• Aboriginal Learning Partners in classrooms working with teachers to formulate Personalised Learning Plans and utilising information to develop appropriate programs for each individual Aboriginal student.

• Personalised Learning Plans and journals are used to monitor student progress and successes. Through this we are able to ensure that programs are developed to target areas of need.

• Relevant assessments are carried out in order to establish progress and develop new programs in order to ensure that learning continues according to each Aboriginal student’s abilities and needs.

• Attendance is monitored each day.• Training and development and time to discuss student progress or

concerns are provided for the Aboriginal Learning Partners with the Co-ordinator once a week.

Reading and Spelling results

Stage 1 Indigenous Students' Waddington Test Data

0

20

40

60

80

Term 2Reading Age

Term 4Reading Age

Term 2Spelling Age

Term 4Spelling Age

Tests

Per

cen

tile

5.0 - 5.11 years

6.0 - 6.11 years

7.0 - 7.11 years

8.0 - 8.11 years

Stage 2 Indigenous Students' Waddington Test Data

010203040506070

Term 2Reading Age

Term 4Reading Age

Term 2Spelling Age

Term 4Spelling Age

Tests

Per

cen

tile 5.0 - 5.11 years

6.0 - 6.11 years

7.0 - 7.11 years

8.0 - 8.11 years

9.0 - 9.11 years

10.0 - 10.11 years

Stage 3 Indigenous Students' Waddington Test Data

0

10

20

30

40

50

Term 2Reading Age

Term 4Reading Age

Term 2Spelling Age

Term 4Spelling Age

Tests

Per

cen

tile

7.0 - 7.11 years

8.0 - 8.11 years

9.0 - 9.11 years

10.0 - 10.11 years

ES1 Indigenous Students' Waddington Test Data

020406080

100120

Term 2Reading

Age

Term 4Reading

Age

Term 2Spelling

Age

Term 4Spelling

Age

Term 4Spelling

Age

Tests

Per

cen

tile

5.0-5.11 years

6.0-6.11 years

7.0-7.11 years

Comparative Data

Outcomes achieved through the programs

• 100% More parent participation within the classroom

• A new mothers group formed that meets every Tuesday to make resources, cover books, assist teachers with making resources etc

• A new P & C was established

• Kindergarten enrolments have increased by 62% since 2006.

• Attendance in Kindergarten has increased by approximately 33% since 2007

• Transition to school is smoother and has a higher success rate.

• Kindergarten students are more settled.

• Increased development of pre skills which means that teachers can start on the curriculum in the early weeks of term 1.

• Kindergarten students are achieving higher results in reading. The percentage of students achieving state reading levels and above has increased by 68% since 2005.

Outcomes achieved cont-

• Higher Reading and Spelling results.

• Higher attendance rates.

• Low suspension rates.

• Aboriginal students achieving higher bands with each comparative year.

Playgroup + Wizard Program + Parent Program + CFL Program

= SUCCESS

at Willmot Public School