2015 ANNUAL REPORT - Fraser Park Primary School ... · Learning Together Coordinator Adele Greer...
Transcript of 2015 ANNUAL REPORT - Fraser Park Primary School ... · Learning Together Coordinator Adele Greer...
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Fraser Park Preschool-7 Burdekin Avenue
Murray Bridge South Australia 5253
Values education is a whole school focus and provides the framework for whole school wellbeing and the behaviour code for all our school
community members.
2015 ANNUAL REPORT
School Motto: “Together we are learning for the future.”
School Values:
Caring Respect Fun Enthusiasm
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ARTICLE PAGE
Title Page 1
Index 2
School Personnel 3
Overview 4
School Highlights 4
Restorative Justice 5
Partnerships Program 6
Accelerated Literacy 7
Numeracy Report 8
Program Achieve 9
Languages 10
Students with Disabilities 11
IT Report 12
Strategic Directions & Targets 13
Promote Student's Inclusion & Wellbeing 13
Promote Staff Wellbeing 14
Professional Learning & Self Review 14
Enrolment 15
Attendances 15
Progression Ratios 15
Student Achievement in Reading and Numeracy ‐ ATSI Years 3‐5 & 5‐7 16
SMART Teaching Targets 2015 16
Student Achievement in Reading and Numeracy – All Students Years 3‐5 & 5‐7 16
Summary – Numeracy and Literacy 16
Better Schools Funding 16
Pulyeri (Preschool) Annual Report 17‐19
Student Comments 28
Families Say 29
Diagrams and Graphs
Student Enrolments ‐ Specific Populations (FTE) 2015 15
Progression Ratios by year level 2015 15
Literacy and Numeracy Data – ATSI Years 3‐5 & 5‐7 16
Literacy and Numeracy Data – All Years 3‐5 & 5‐7 16
Appendices
2A Staff Attendance / Staff Retention 20
2B Tfel Survey / Student Feedback 2015 21
2C Staff Data – Wellbeing and Moral 22
3A Finance Statements 2015 23‐27
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SCHOOL PERSONNEL Principal: Michelle Kamma School Counsellor: Russell Gilbert Learning Together Coordinator Adele Greer Resource Centre: Anne Hein Cleaners: Wayne’s Cleaning Grounds: David Lacey / Bok Dot Volunteers: Lyn Mason Specialist Teachers:
Singing and drama Brad Hill
Values Education Russell Gilbert
Literacy Mentor Teacher Kristen Baur
Aboriginal Education Daniel Robin / Aunty Trish / Ms Kamma
Computing Coordinator Daniel Robin
Mathematics Coordinator Paula Fahey
Stephanie Alexander Kitchen Paula Fahey/ Leeann Jones
Physical Education Russell Gilbert
Special Education Russell Gilbert
Mother Tongue Maintenance Glenys Wilson
Languages Glenys Wilson Teaching Staff:
Preschool Brad Hill
Reception/Year 1 Kristen Baur
Years 1,2 Paula Fahey
Years 3,4,5 Serena Gilbert
Years 5,6,7 Neil Hooper Occupational Health & Safety Officer Daniel Robin Working Together / Family Partnerships Russell Gilbert / Aunty Trish Lloyd / Michelle Kamma/Gloria Ebsworth Joy Club Chris Brown / Daryl Mark Canteen Aunty Trish / Lyn Mason School Chaplin Darryl Mark ACEO Aunty Trish Lloyd Ancillary staff:
Finance Officer Julie Cawte
Front Office Jenine Pearn/ Julie Sim
Student Support: Jo Dewhirst Ajith Bol Julie Schulz Glenys Wilson Heather Davis Jo Larson Gloria Ebsworth Leeann Jones
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FRASER PARK PRESCHOOL‐7 SCHOOL LOCATION NUMBER 1382 ANNUAL REPORT 2015
OVERVIEW Fraser Park Preschool‐7 is a category one school with a complex and rewarding school community. There is a high turnover of students with many transient families. In 2015 transience was 89%. This impacts on the provisions of educational programs for students, making Accelerated Literacy the best support for our students, providing structure and sound pedagogy. Indigenous students make up approximately 55% of the school population. There are 20% of students identified for support under the Disabilities Policy and with PLP’s. The Fraser Park Preschool‐7 community worked in a strong partnership with the school community during 2015 to accomplish the goals of the Site Improvement Plans. Working with our community is a whole school priority. “Learning Together for the Future” is our motto‐ 2015 has been a year with a strong focus on learning and working together to achieve this goal.
SCHOOL HIGHLIGHTS 2015 Markit
Accelerated Literacy Preschool‐7
Mother Tongue (Ngarrindjeri) Community Voice through Family Partnerships (Indigenous Initiative)
Preschool (Pulyeri) achieved Exceeding National Quality Standards
Whole school Fruit Program preschool‐7
SAPSASA, Sports Day, Fun Run, Swimming, Aquatics
15 a side Football Carnival, Basketball Sponsorship Program
Whole School Fitness facilitated by Neil Hooper
Breakfast Club, supported by Soroptimists and Kickstart for Kids
Program Achieve Preschool‐7
Student Voice, Student Forums and Sharing Circles
Staff Professional Learning, Accelerated Literacy, Program
Differentiated Curriculum, ACARA, Restorative Justice, Cultural Competency, Numeracy
Book Week Celebrations dress up parade and morning tea
Premiers Reading Challenge: Plus one
Premiers Be Active Challenge
Restorative Justice
NEP teaching targets set, and evaluated
DIAF Validation to 2017
End of Year Concert
Christmas Pageant
Fair Day
School Bus
Sam Oshodi. African Drumming.
Community Artists‐ Elisabeth Dekoke
Yanun Pulgi (Family Centre)
School Chaplain ‐ Darryl Mark
SMART Practice embedded‐ Russell Gilbert Qualified Trainer
Quick Smart Maths: Supported by Numeracy Consultant – Rosslyn Sheppard
Completion of Masters’ Degree at Melbourne University (Michelle Kamma)
Personalised learning plans for all students
Whole School Swimming
Knitting with Mrs. Pope
Persona Dolls
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RESTORATIVE JUSTICE 2015
At Fraser Park Preschool‐ 7 School we use Restorative Justice to skill students up to resolve conflicts. School staff facilitate mediation between students that have had a conflict of problem and help students think of things that they can do to help restore the relationship. It is also a chance for students to let the other person know how they are feeling; this helps build empathy and allows students to know how their actions affect others. School adults model language that students can use to help avoid conflicts and help with thinking of other ways that students can solve their problems so that they can avoid being in the same situation again. To support Restorative Justice at Fraser Park we have been incorporating SMART PRACTICE into our schools site improvement plan and practices. This includes the use of the Muldhari room which has a range of activities in it to help students calm down and be in a better head space to talk about and reflect on the problem they had. Students will then complete a “Rethink” that helps to think about different things they could do if the same situation arises. The inclusion of SMART PRACTICE has seen a 68.6% reduction in suspensions. (From 51 in 2013 to 16 in 2016) Bullying There were only 2 suspensions for bullying in 2015. The school has had a sustained focus on strengthening students’ positive behaviours and working in partnership with families, which has resulted in a reduction in bullying and other negative behaviours
Russell Gilbert Counsellor/Wellbeing
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PARTNERSHIPS PROGRAM 2015 Working in partnership with families is a priority. Di Grigg (Consultant), Michelle Kamma (Principal), Aunty Trish (ACEO), Nana Glenys, Gloria Ebsworth and Russell Gilbert (Wellbeing Coordinator), worked in partnership with families to develop pedagogy and learning using Persona Dolls. Persona Dolls were given an identity using our families’ knowledge and cultural backgrounds. Each class has a doll. Students take these dolls home and share the dolls’ stories with their families. The families also developed a set of Learning Packs to support cultural teaching in the classrooms.
Nana Glenys, Aunty Trish, Russell Gilbert, Gloria Ebsworth, Michelle Kamma Aboriginal Education Team
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ACCELERATED LITERACY 2015 Fraser Park Preschool‐7 School completed the 10th year of Accelerated Literacy in 2015. This sustained focus has given stability to the delivery of the literacy pedagogy. Rose Ashton (Literacy Consultant) provided training, feedback and consultation for staff. Rose visited three times a term and observed and modelled best practice along with facilitating professional learning groups.
Kristen Baur Literacy Mentor Teacher
Accelerated Literacy making a difference
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NUMERACY REPORT Fraser Park Preschool‐7 School continued into our 4th year with our hands on approach to numeracy. Teachers and students have continued to enjoy working with the maths equipment. Each classroom has a structured Numeracy Block that begins after recess and finishes at lunch time. The first 10 ‐ 15 minutes of the maths block are used for Quick Think Maths. This is designed to help student’s brains transition into maths learning time. It is also a time revisit already learnt concepts. After Quick Think Maths there is Core Learning Maths where the main work on concepts is explored in depth. To finish the numeracy block there is Maths Activity Time. This is a structured time for children to experiment and play with the equipment. During this time teachers work with small groups of students to record their learning in their maths books and to go through any difficulties with concepts covered. It is also a time where teachers can collect data about their student’s math knowledge. Our Numeracy consultant for 2015 was Rosslyn Sheppard. She supported teachers and students in classrooms as well as taking Training and Development sessions. Rosslyn visited the school each term, this included observations, modelling and professional learning groups. She spent time with teachers to help them plan units of work Our 2015 Pat M data has continued to show improvement for all students. We are committed to improving this site based data further through the development of a whole school numeracy data collection system in 2016, which will be recording on Markit. Making bundles of 10
Using digital technologies
Exploring capacity
Sorting and labelling Australian Coins
Recording a number pattern
Making a 3D object
Paula FaheyNumeracy Focus Teacher
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PROGRAM ACHIEVE The program’s core purpose is the development of young people’s social and emotional capabilities, including: Confidence (academic, social), Persistence, Organisation, Getting Along, and Emotional Resilience. Central to the development of these 5 foundations is instilling in young people 12 Habits of the Mind that support and nourish the 5 foundations, including Accepting Myself, Taking Risks, Setting Goals, Planning My Time, Being Tolerant of Others, Thinking First, Playing by the Rules, and Social Responsibility (includes the values of respect, responsibility, caring, fairness and honesty). Program Achieve is a Preschool‐ 7 language which underpins the teaching of social skills and to help develop behaviours that will help students become successful in the wider community. Program Achieve and the concepts taught in program achieve are reinforced through class discussions in “Circle Time”. If there has been an issue in the class or a problem at recess or lunch the class is able to discuss the issue and use common strategies to help manage their own problems.
Russell Gilbert Counsellor/Wellbeing
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LANGUAGES Ngarrindjeri is celebrated from Preschool‐7. Nana Glenys works with all students to support language learning. The students have fun and develop a strong sense of others culture and acceptance of difference, while becoming Ngarrindjeri speakers and writers. Learning languages have shown that it improve students literacy in general. Language learning also promotes understanding of other cultures and acceptance of differences.
Glenys Wilson and Daniel Robin Language Teachers
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STUDENTS WITH DISABILITIES Fraser Park has 20% of students who have been identified as being a Student with a disability and requiring a Personalised Learning Plan (PLP). PLP Students are supported in class with SSO time and targeted programs. Students’ needs are identified along with their learning strengths and form the basics of modified curriculum requirements. In 2015 we implemented the One Plan model for all students where the PLP and NEP targets were combined for all students.
Russell Gilbert
Special Education Focus Teacher
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IT ANNUAL REPORT
Our WiFi is working flawlessly, and the only area requiring constant attention are our i‐Pads
and the programs used to manage them.
Term Four saw our Curriculum Server crash, causing havoc.
In the end I recycled our old server unit, updated the software to serve 2012 R2.
It is quite different to our old 2003 operating system and I couldn’t quite make it work as I
wanted it to. I collaborated with an IT Consultant to ensure a positive outcome.
School laptops are being replaced in 2016.
We have set budget plans to increase our i‐Pad sets, to better support students access.
We also added quite a few new apps to help with backing coding in all classrooms.
Daniel Robin IT Coordinator
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STRATEGIC DIRECTIONS AND TARGETS PRIORITY ONE Curriculum renewal which increases student’s achievements in Literacy, Numeracy and ICT. OUTCOMES LITERACY
National Curriculum
Accelerated Literacy Preschool‐ 7
Play policy
ESL scaling for all students
Common assessment tests for all students / Running Records Rec‐7
Early years Focus Teacher and Accelerated Literacy Coordinator
Focus on Reading three times a day and at home
Phonics small group focus (Synthetic Phonics)
Sight words (oxford) NUMERACY
National Curriculum planning reporting
Numeracy Block whole school
Mentoring Rosslyn Shepherd Numeracy Consultant
Numeracy Focus Teacher PRIORITY TWO PROMOTE STUDENTS’ INCLUSION AND WELLBEING. During 2015 we began the journey of becoming a SMART Practice school, providing us in partnership with families a framework for practice.
Communicate effectively with students
Recognise development needs appropriate to age
To respect culture and special needs
Use current research to inform practice
Ethical practice and frameworks and respectful process for all children and their families
Wellbeing Lunches
School Colours
Values based codes of conduct
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PRIORITY THREE PROMOTE STAFF WELLBEING Staff opinion surveys identified high levels of satisfaction, highlighting the strengthened resilience of the Fraser Park team. Fraser Park Preschool‐7 is a category one school and the complexities are challenging, therefore the resilience and morale of staff must remain a priority at all times. Strategies to support staff in 2015.
Regular Performance Management each term, focused on continuous learning for all.
Social Coordinator.
Shared morning tea / lunches.
PAC – agenda/staff meeting time.
Values Education / Program Achieve, Restorative Justice Induction and support for new staff.
Clear Grievance Procedures.
Open Door Policy with principal
Regional Office support
Ten minute meetings each morning to improve communication
Gratitude Wall
Shared Lunch Days
PROFESSIONAL LEARNING
Ongoing learning for staff and the school community is valued at Fraser Park, during 2015 our focus was Accelerated Literacy, Hands on Numeracy, Reading, Restorative Justice, Cultural Competency, SMART practice and Differentiated Curriculum.
SELF REVIEW 2015 has seen the improvement journey continue with all staff collaborating and working in partnership with families to develop a Family Agreement, diamond of needs and a map for identifying a student’s support circle. Stand‐out achievement has been every student improving their reading levels. This improvement has been sustained from 2009. We successfully completed our DIAF validation 2013‐ 2017. Our community are very proud of our successful validation and an ongoing review with a clear focus on identified areas.
DECD IMPROVEMENT AND ACCOUNTABILITY FRAMEWORK
RECOMMENDATONS 2013-2017
Use PAT-R, PAT-M Use Oxford Word List Personalised Learning Plans
linked to data (Teaching Targets) Focus on Oral Language Promote the School in the Murray
Bridge Community
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REQUIRED DATA
ENROLMENTS
Enrolments by Specific Population‐ FTE 2015
School ATSI NESB ESL Disabilities School Card Total School
1382‐Fraser Park Primary 49.0 6.0 55.0 6.0 52.0 85.0
Enrolments by year level‐2015
School RE Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Total
1382‐Fraser Park Primary
10 8 18 14 5 14 5 11 85
ATTENDANCE
RE Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Total
1382‐FraserPark Primary
90.3 80.5 87.5 94.4 87.9 80.8 82.3 80.6 86.4
PROGRESSION RATIOS
Fraser Park has a long history of a significant number of students who are transient due to families moving from town to town due to cultural and family reasons. Whole school programs are in place to support students access to learning. In 2015 there was 89% transience.
RE‐1 1‐2 2‐3 3‐4 4‐5 5‐6 6‐7
REGION 99.9 98.9 96.5 101.9 99.0 99.7 100.2
DECD 100.8 101.1 100.4 100.6 99.8 99.3 97.8
1382‐Fraser Park Primary School 66.7 12.0 87.5 55.6 93.3 71.4 100.0
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ATSI READING YEARS 3‐5 100% of students who sat the test in year 3 and again in year 5 were in the middle band of improvement. ATSI READING YEARS 5‐7 50% of students who sat the test in year 5 and then again in year 7 were in the middle band of improvement. 50% of students were in the upper band of improvement. ATSI NUMERACY YEARS 3‐5 100% of Aboriginal students who sat the test in year 3 and again in year 5 were in the upper band of improvement. ATSI NUMERACY YEARS 5‐7 100% of Aboriginal students who sat the test in year 5 and again in year 7 were in the bottom bands of improvement. SMART TEACHING TARGETS 2015 100% of students met their identified targets in Literacy, Numeracy, Wellbeing and Attendance. This is an important celebration point for learning outcomes for all students. ALL STUDENTS READING YEARS 3‐5 100% of students who sat the test in year 3 and then again in year 5 were in the middle band of improvement. ALL STUDENTS READING YEARS 5‐7 50% of students who sat the test in year 5 and then again in year 7 were in the middle band of improvement. 50% were in the upper band of improvement. ALL STUDENTS NUMERACY YEARS 3‐5 100% of students who sat the test in year 3 and then again in year 5 were in the upper band of improvement. ALL STUDENTS NUMERACY YEARS 5‐7 100% of students who sat the test in year 5 and then again in year 7 were in the lower band of improvement.
SUMMARY
While there is strong evident of improvement in both Literacy and Numeracy, there is a pressing need to shift students into the upper bands of improvement. NUMERACY Numeracy has been in a process of review with significant change in practice with a move away from black‐line masters towards a hands on, self‐recording approach. All maths equipment is kept in classrooms for easy access and the Quick Smart Program is incorporated into our practice. LITERACY The Accelerated Literacy pedagogy, with a small group focus on teaching phonics and reading provides a strong foundation for leading improvement in literacy learning.
Better Schools Funding
Better Schools Funding of $42,000 was spent on extra teacher time to support improved learning opportunities for students in Literacy and Numeracy.
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PULYERI ANNUAL REPORT (PRESCHOOL) At the beginning of 2015 there was anticipation of the National Quality Standards Accreditation visit(s) happening soon. The Quality Improvement Plan was being revised and processes were being consolidated amongst new staff. During the year the new document Implementation Guidelines for Indicators of Preschool Numeracy and Literacy in government preschools had been released, and by the middle of term three we had received our letter informing us of the National Quality Standards Accreditation visit being scheduled for the end of term three. 2015 saw the continuation of the preschool’s play‐based curriculum, Accelerated Literacy, Child Protection Curriculum and the daily fruit and wellbeing lunches. We also continued our Transition program for nurturing a healthy relationship with the Fraser Park School. Our focus on sustainable practices continued this year and we also introduced a persona doll into our programing. Aboriginal Perspectives, Oral Language and Smart Practice activities were incorporated across the curriculum this year. PRESCHOOL ENVIRONMENT Major constructions that we have had this year included the installation of a wall to limit access to the storeroom, and a hand washing sink and new hot water service in the kitchen. LITERACY AND NUMERACY Our 2015 focus has continued to be approached via the literacy and numeracy table, group times, Accelerated Literacy, Oral Language program and the Play program.
The Literacy and Numeracy table We continued to use this area to develop specific literacy skills such as name identification, writing, pen control, pen grip, and letter formation, and numeracy skills such as counting, number recognition and writing, naming colours and shapes, and creating patterns and sequences. Literacy and Numeracy opportunities during group times The opportunities provided during group times included identifying and analysing names,
singing songs, listening to stories, retelling stories, practicing the “5 L’s of Listening” and responding to roll calls. Specific teaching during these times covered skills such as counting, telling the time, and reciting the days of the week. The children also were given opportunities to express ideas, develop inquiry skills, and access a variety of texts (both fiction and nonfiction). Creative Play‐based Literacy and Numeracy
By participating in creative play the children have been able to develop their capacity for symbolic transformation, communication, and social skills including self-regulation. Creative play gave the children opportunities to speak and negotiate, share and distribute, care for themselves and others, write, count, and mimic skills they have seen at home. The children also used construction sets and creative scenes to explore their world, creative thought and oral language.
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Accelerated Literacy The texts that we worked on during Accelerated Literacy in 2015 were Fancy That! By Pamela Allen, The Very Hungry Caterpillar by Eric Carle, Koalas by Carolyn MacLulich and Titch by Pat Hutchins. The work done on these texts included looking at book knowledge such as front and back cover, title, author, title page, where the story starts, directionality of text and page numbers. Print concepts covered included words, letters, sentences, recognising individual words and letters, labelling, how spaces are used and structure of texts. Concepts such expressions, fiction and nonfiction, scientific, information texts, diagram, photos, lifecycle of butterflies, moths, Witchetty grubs,
eggs, mammals, habitat, eucalyptus/gums, growing plants, days of the week, surprise, foods, and human impact on animal homes. ICT IPads have been used again in the preschool program this year. They have been used cross‐curricular during activity times and as a teaching tool during group times. Along with playing educational games the children have had opportunities to use the Ipads’ photographic and videoing capabilities. LEARNER WELLBEING In order to foster an environment which encourages comfortable and confident learners, in 2015, the following programs and activities were continued. Identity Webs, Family Trees, Safety Nets and Work Sample Books These activities allowed the children to identify and explore who they are as individuals, family members, preschool members and members of the wider community. Visits To build confidence and develop social skills the preschool children have had opportunities to interact with visitors from Fraser Park School, Learning Together and the wider community. These included combining with the Reception/1 class for singing, play and library visits and joining with Learning Together for African drumming with Sam Oshodi, and play. Other activities to foster a healthy connection to the community included helping with the Fraser Park garden, family day BBQ, participating in the Book Week Parade, the Fun Walk and our graduation.
Daily Fruit, Wellbeing lunches and Right Bite Having fruit available for the children to eat throughout the day and providing lunch for those children who arrive without food, helps the children maintain concentration, as they are less likely to be hungry. We also promote healthy eating via the Right Bite program. The children are given an opportunity to consider how often they should eat certain foods by classifying them into three groups red (hardly ever), yellow (once a week) and green (every day).
Child Protection Curriculum & Smart Practice Activities This year we tied some of the ideas from Smart Practice into the work done in the Child Protection Curriculum. The areas covered this year included safe and unsafe behaviours and touching, identity,
relationships, signals, trust, networks, fair/unfair, rules, care, nutrition, road safety, dog safety, staying safe, persistence, anti-harassment strategies, boundaries, staying with the group, strangers, emotions, secrets, privacy and assertive language.
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INDIGENOUS LEARNERS Each Aboriginal child had a Personalised Learning Plan developed for him/her. These plans allowed me to identify each child’s strengths, weaknesses, likes and dislikes, giving me a strong sense of our Indigenous children, and how to best facilitate their learning. Considering these plans helps me to design programs and activities for the preschool staff to use with the children throughout the year. Some strategies used to help engage a number of our more active Indigenous children were to make a concerted effort to have outdoor play available as much as practicable and to have physically challenging activities such as climbing ropes available. I also developed programs being mindful of incorporating Indigenous perspectives (particularly Ngarrindjeri) across the curriculum. The introduction of our persona doll has also helped the children explore some of the cultural aspects of the Ngarrindjeri and Barkindji peoples. INTERVENTION AND SUPPORT Preschool Support Our preschool support programs this year concentrated on language and speech. Specifically comprehension, listening, following instructions, expressing needs, wants and ideas, asking questions and vocabulary development were the main focuses. During group times there were opportunities to develop these skills through the use of the Wonder Wall, Accelerated literacy, songs and stories. Other opportunities during the day included small group and one‐to‐one times within the play program. These included activities such as creative play, games, listening posts and craft and writing activities. Three Year Old Aboriginal Children In Term 1 we had 4 three year old Aboriginal children attending 82% of their funded four sessions per week. By Term 4 we had 6 three year old Aboriginal children attending 100% of their funded four sessions per week.
NATIONAL QUALITY STANDARDS In 2015 major areas of our Quality Improvement Plan that we concentrated on were sustainability, child and family voice, showing evidence of links between child voice and the program and refining the execution of processes. The Accreditation visit occurred at the end of term three and we were sent the report in term four. We attained an overall rating of Exceeding National Quality Standards on 2nd December 2015.
ENROLMENTS 2015 began with 9 full time children and 2 pre‐entry children enrolled in the Preschool. By the end of the year this grew to 22 full time children and 11 pre‐entry children. 18 children started school at the start of 2016. 2016 started with 15 full time children and 11 pre‐entry children enrolled.
Brad Hill Preschool Teacher
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APPENDIX: 2A STAFF ATTENDANCE: 2015 Teaching staff attendance for 2015 was 95%. This is an excellent attendance given the complexities of the Fraser Park Preschool ‐7 School. STAFF RETENTION There was a 100% retention of permanent teaching staff for 2015. This provided the school community with much needed stability.
Qualification Level Number of
Qualifications
Bachelor or Diplomas 10
Post Graduate Qualifications 1
Workforce Composition
Teaching Staff Non‐ Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Persons 1 9 3
15
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APPENDIX : 2B
This is positive and highlights a need for staff to be focussing on providing oppourtunities for students to share their learning with others. This will be a focus for 2016.
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STUDENT COMMENTS ABOUT COMING TO FRASER PARK
Students were asked what they liked about coming to Fraser Park…
I love playing and learning new sports. Playing football for the school was fun‐ Jacob (year 6)
I like going to Breakfast Club with my friends and I am getting better at reading‐ Tricia (year 6)
I like playing sports and using Ipads – Storm (year 1)
I like prayer group with Daryl, after school clubs and playing with my friends. School is fun‐ Amalie (Year 1)
My teacher has been teaching me lots of new things‐ Daniel (Reception)
I like aquatics, sports and doing maths‐ Jamal (year 6)
I really like my teacher, school is fun and I love to read. Taylor‐Shae (year 3)
We do fun things like cooking, sports and I feel like I am learning a lot. – Susie (year 6)
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FAMILIES WERE ASKED FOR THEIR THOUGHTS ABOUT FRASER PARK !
I like the way the school supports families with transport, drop offs, the canteen is affordable,
cultural awareness and the family partnerships program.
Gloria
I like the closeness, smaller classes with more support for students, the family feel of the school, the way all the children know each other. I get positive feedback from teachers all the
time. Frank
It’s great to see a multi‐cultural school with friendly staff. It reminds me of my
primary school. Sok
I like the grounds, the teachers are good, it’s a good relaxed family vibe, everyone knows everyone.
Clinton
I like the school because my children are learning. I like the way the school treats my family and children. The kindy is great and the staff
are respectful. Bok