2016 Manildra Public School Annual Report - Amazon S3 · Manildra Public School Annual Report 2016...

Manildra Public SchoolAnnual Report

2016

2465

Printed on: 11 May, 2017 of 19 Manildra Public School 2465 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Manildra Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Jan–Maree Stanford

Principal

School contact details

Manildra Public School2100 Packham DriveManildra, 2865www.manildra-p.schools.nsw.edu.aumanildra-p.School@det.nsw.edu.au6364 5055

Message from the Principal

I am proud of the academic achievement of our students and the ongoing success of the strategies being implementedby the school to create high quality learning experiences for our students.

Our school’s success is underpinned by three key elements that promote quality learning and teaching programs that ourstudents, staff and parents/carers value and appreciate.

We have a highly dedicated staff who work together to provide an inclusive environment where all students are nurturedand encouraged to achieve their personal best. Our students are motivated to learn and participate in a wide range ofeducational opportunities provided for them at school. Manildra Public School enjoys tremendous support from ourparents and the local community.

Manildra Public School provides a stimulating, supportive and safe learning environment with very experienced,hardworking and dedicated staff.

2016 was a highly successful year. Students had the opportunity toachieve in many areas including: • Pleasing Naplan results • Quality instrumental and singing programs enjoyed by parents and the community • OSSA School Spectacular • Major school carnivals with St Joseph’s Manildra and Orange Small School’s Association (OSSA) including

athletics, swimming and cross country with participation across K–6 • K–6 Presentation Evening • The Virtues Program • Live Life Well @ School program • Indigenous Cultural Infusion Day • School fruit and vegetable garden activities • OSSA PSSA representation • Intensive Swimming lessons • Annual excursion to Ulladulla • Dance Eisteddfod – 3rd Place

I would like to thank the hard working school community who support the students and staff in a wide variety of waysthrough their participation in school programs and activities. They help the school in fundraising, Monday canteen andthe P and C.


This year has been very productive and enriching with many highlights and successes to celebrate. The support andassistance of our parents and the community has been an essential component of a welcoming productive school.

The support and hardwork of our P and C has been much appreciated.

Each and every staff member in our school is significant to the development of each student. It is the value placed oneach individual who influences our school progress and development.

Our caring school offers opportunities to all, so that students can be themselves. Our goal is to promote and develop apositive approach across the staff and school.

Our partnerships with the community aim to promote the educational, personal, social and civic values shared by all of usin Australian Society. Such values ensure that this school environment which is not only safe and happy, but also freefrom discrimination.

I strongly and proudly commend the students for their promotion of good will in the school and their involvement withinour school community.

Our students’ good will and work ethic has been acknowledged by staff, visitors, parents and the broader community.

Details of many highlights are included in this report and I hope you enjoyreading about the children’s

and school’s achievements. I thank everyone who contributed information to this report.

Jan–Maree Stanford Principal

Message from the school community

P and C Report – 2016

Another year has passed us by quickly. The year started by welcoming some lovely new kindergarten students and theirfamilies.

This year we undertook plenty of fundraising ventures including many raffles, a stall at Manildra Show, BBQ and cakestalls at voting venues, pie and seed drive, chocolate sales, and cookbook and Manildra bags. We welcomed TheVincent Motorcycle Club to our school for a luncheon we catered, it was fantastic to hear their great response of howwonderful our school premises are and how polite the students were. The students enjoyed watching the motorbikesdrive in and out of the school.

We also held the annual mother’s and father’s day stalls. For mother’s day the P&C donated aprons which the childrenenjoyed decorating for their mothers.

To date all events have been very well received and successful. I was pleasantly surprised by how well each event hasgone including bringing back the school disco. We plan on running two school discos in 2017 with themes, as requestedby parents. It was a great opportunity for children to socialise out of school, even though there wasn’t much dancingthere was plenty of play.

One of our main focuses has been to rally to establish before and after school care. Being a working parent myself, Ithink that this programme would be a huge help. Thankyou to the families that filled out our surveys. These were collatedby Renae Allcorn and she has submitted a grant application for the initial setup to be funded. There was no request forbefore school care but definitely a need for after school care. Renae also met with Cabonne Council and they haveagreed that our school can be added into their before and after school service. This has been a huge project that Renaehas taken control of and I thank her for her efforts.

Another focus has been to convert our C.O.L.A into a school hall. This is a need that Mrs Stanford bought to the P&Cand she has had our full support. By converting the C.O.LA to provide a hall it would give us an all weather room for ourschool functions. This is a huge project and I’m sure you all understand that there are regulations to adhere to. The P&Chave decided to break up the C.O.L.A project into stages and are working tirelessly towards stage one which would seethe C.O.L.A enclosed but not fitted out. We have fundraised hugely towards this project and have half of the fundsrequired for stage one.

I am very proud of the accomplishments of the P&C Association in 2016. However, the P&C is most effective whenworking in close partnership with the school staff. I wish to acknowledge the excellent leadership of the Principal, MrsStanford, and her tremendous staff. Mrs Stanford has been an asset to our school and has a fantastic vision forimproving things for the better of the students and community. One of the things you learn through the involvement in


the P&C is what a mammoth job it is to manage a school, how limited the funding is and how dedicated the teaching staffare.

Finally, I wish to thank the P&C executive, our regular meeting attendees and our enthusiastic parent volunteers for theirtime and support this past year. Being part of the P&C Association is rewarding and I’m sure future members willcontinue to display a wonderful ‘community spirit’ in their support of a truly outstanding school.

Joanne Thompson

Manildra PublicSchool P&C

President

Message from the students

2016 – Student Report

The 2016 school year was full of interesting sports achievements, fun excursions and exciting performances.

Alexandra got to represent our school at STATE level for shot put and discus. Lachlan T and Jordyn represented ourproud school at Regional Swimming. We went to Ulladulla for an educational and action packed excursion.

We also enjoyed lots of fun performances and special days including: • Count Us In • Anzac Day March • Cultural Infusion Day – Aboriginal for a Day • Book Fair, Parade and BBQ • Banjo Patterson Performance • Orange Eisteddfod • Education Week Open Day • Presentation Evening

Year 6 Leaders – 2016

Sarah Nicka, Alex Windus, Jordan Wright & Hayley Heinze


School background

School vision statement

Manildra Public School aims to develop motivated, confident, lifelong learners who are able to meet the challenges of anever–changing world.

We want our students to be good citizens who are actively involved in their local communities and the world aroundthem.

School context

Manildra Public is a PP 5 school with a teaching Principal, a second full time teacher and a part time librarian. Manildra issituated 30 minutes’ drive from Orange and Parkes. Manildra has 2 classes, a primary and an infant’s class. Thestudents come from families based in the township of Manildra and from farms and surrounding districts.

Enrolments have been steadily rising over the past 5 years.

Manildra is home to the largest flour mill in the southern hemisphere and a canola mill and plays a vital role in the town,especially in regards to employment.

There is another small school in the town, which caters for the majority of Catholic families in the township. The studentsmix extremely well and there is many cross school friendships.

Manildra Public School has had a strong technology focus for the past nine years resulting in students who have highend computer and internet skills. The students in the senior class all sit at their own computer and have an ipad.Students use these devices everyday.

At Manildra Public we aim to provide a centre of learning where excellence, high achievement and creativity will enableour students to contribute to the global community.

We will strive to: • Create a leading education setting that promotes 21st Century learning and boasts a state of the art school that

assists in the delivery of innovative programs. • Create an environment where students take responsibility for their own learning. • Motivate independent student who exhibit positive attitudes and quality practices • Develop highly skilled staff who are equipped and resourced for 21st Century learning and teaching • Create a challenging and comprehensive curriculum that promotes high achievement for all students • Develop moral, ethical, cultural, physical and emotional values in our students. • Sustain a vibrant, supportive innovative and positive environment. This vision is embedded throughout our school

rules and values.

Rules: • Respect • Responsibility • Achievement

Values: • The Virtues Program

This shared vision between staff, students and the community will ensure Manildra Public School can achieve alearning culture of high achievement and 21st Century learning across all areas of education. Manildra PublicSchool is proud to be a part of the Orange Small Schools Association (OSSA) which involves 12local publicschools.

Self-assessment and school achievement

Self-assessment using the School Excellence FrameworkPrinted on: 11 May, 2017 of 19 Manildra Public School 2465 (2016)

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Culture

Delivering

All teaching staff understand that student engagement and learning are related, with the school communicating prioritiesfor strengthening both.

Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom,playground, hallways, canteen and assemblies.

School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students withdisability and students for whom English is a second language).

Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.

Sustaining and Growing

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.

Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

Well–developed and current policies, programs and processes identify, address and monitor student learning needs.

Excelling

Positive and respectful relationships across the school community underpin a productive learning environment, andsupport students’ development of strong identities as learners.

Statement of Excellence: In schools that excel, school culture demonstrates the building of educational aspiration andongoing performance improvement across its community.

Students take responsibility for their ongoing learning.

Wellbeing

Delivering

Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhancewellbeing and lead to improved student outcomes.

The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning.Students are taught to accept responsibility for their own behaviours as appropriate to their age and level ofunderstanding, as expressed in the Behaviour Code.

The school encourages students to recognise and respect cultural identity and diversity.

School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe.


The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment.

Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development.


Students care for self, and contribute to the wellbeing of others and the wider community.

Excelling

Individual learning is supported by the effective use of school, system and community expertise and resources throughcontextual decision–making and planning.

Students are self–aware, build positive relationships and actively contribute to the school, the community and the societyin which they live.

Statement of Excellence: In schools that excel, there is a strategic and planned approach to support the cognitive,emotional, social, physical and spiritual wellbeing of all students.

Curriculum and Learning

Delivering

Curriculum provision meets community needs and expectations and provides equitable academic opportunities. Theschool has an effective plan for student transitions in place.

School plans elaborate on what all students are expected to know, understand and do. Curriculum delivery integratestechnology, library and information services.

The school provides arange of extra–curricular offerings for student development. Teachers differentiate curriculumdelivery to meet the needs of individual students.


Curriculum provision is enhanced by learning alliances with other schools and organisations.

Teachers involve students and parents in planning to support students as they progress through the stages of education.

There are systematic policies, programs and processes to identify and address student learning needs.

Excelling

Extra–curricular learning opportunities are significant, support student development, and are strongly aligned with theschool’s vision, values and priorities.

Statement of Excellence: In schools that excel, an integrated approach to quality teaching, curriculum planning anddelivery, and assessment promotes learning excellence and responsiveness in meeting the learning needs of allstudents.

Assessment and Reporting

Delivering

The school analyses internal and external assessment data to monitor, track and report on student and schoolperformance.

Individual student reports include descriptions of the student’s strengths and areas of growth.

Teachers set transparent criteria for student assessment and have in place principles of consistent assessment andmoderation.

Parents are updated on the progress of their children.


Student reports contain detailed information about individual student learning achievement and areas for growth, whichprovide the basis for discussion with parents.

Students use assessment and reporting processes to reflect on their learning.

Statement of Excellence: In schools that excel, consistent, school–wide practices for assessment and reporting are usedto monitor, plan and report on student learning across the curriculum.


Student Performance Measures

Delivering

The school achieves value–added results.

Students are showing expected growth on internal school performance measures.

Statement of Excellence: In schools that excel, students consistently perform at high levels on external and internalschool performance measures.

Effective Classroom Practice

Delivering

Teachers regularly review and revise teaching and learning programs.

Teachers routinely review previous content and preview the learning planned for students in class.

All classrooms are well managed, with well–planned teaching taking place, so that students can engage in learningproductively, with minimal disruption.


Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices.

Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Excelling

Teachers regularly review learning with each student, ensuring all students have a clear understanding of how toimprove their learning.

Statement of Excellence: In schools that excel, all teachers are committed to identifying, understanding andimplementing the most effective teaching methods, with a high priority given to evidence–based teaching strategies.

Data Skills and Use

Delivering

Teachers analyse and use student assessment data to understand the learning needs of students.

The school’s professional learning builds teacher skills in the analysis, interpretation and use of student performancedata.

Data analysis informs the school’s learning goals and monitors progress towards them. School analysis of studentperformance data is provided to the community on a regular basis. The school leadership team regularly uses data toinform key decisions.


Teachers incorporate data analysis in their planning for learning.

Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps forimprovement.

Statement of Excellence:In schools that excel, student assessment data are regularly used school–wide to identifystudent achievements and progress, in order to inform future school directions.

Collaborative Practice

Delivering

Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teaching andlearning programs.


Staff regularly evaluates teaching and learning programs including the assessment of student outcomes.

Statement of Excellence: In schools that excel, there are explicit systems for collaboration and feedback to sustainquality teaching practice.

Learning and Development

Delivering

Teachers participate in professional learning targeted to school priorities and their professional needs.

The school has effective professional learning for induction, teaching quality, leadership preparationandleadership development.

The school has processes in place for teachers’ performance and development.

Beginning and early–career teachers are provided with targeted support in areas of identified need. Analysis of theteaching team identifies strengths and gaps, with succession planning in place to build staff capabilities and recruit staffwith particular expertise to deliver school improvement targets.


Teachers actively share learning from targeted professional development with others.

There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activitiesfocused on building teachers’ understandings of effective teaching strategies in these areas.

Teachers are actively engaged in planning their own professional development to improve their performance.

Statement of Excellence: In schools that excel, professional learning is aligned with the school plan, and its impact on thequality of teaching and student learning outcomes is evaluated.

Professional Standards

Delivering

Teachers understand and implement professional standards and curriculum requirements.

Staff attainment of professional learning goals and teaching requirements are part ofthe school’s performance anddevelopment processes.

The school has a culture of supporting teachers to pursue higher–level accreditation.

Teachers are committed to their ongoing development as members of the teaching profession. Teachers demonstratecurrency of content knowledge and teaching practice in all their teaching areas.


Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teacherswork beyond their classrooms to contribute to broader school programs.

Statementof Excellence: In schools that excel, all staff demonstrate personal responsibility for maintaining anddeveloping their professional standards.

Leadership

Delivering

Parents and community members have the opportunity to engage in a wide range of school–related activities. The schoolcommunity is positive about educational provision.

The school is committed to the development of leadership skills in staff and students.

Links exist with communities of schools, other educational providers and other organisations tosupport the school’sprograms.

The school’s leadership strategy promotes succession planning, distributed leadership and organisational best practice.



The school has productive relationships with external agencies such as universities, business, industry and communityorganisations to improve educational opportunities for students.

Excelling

The school community is committed to the school’s strategic directions and practices to achieve educational priorities.

Statement of Excellence: In schools that excel, the school leadership team supports aculture of high expectations andcommunity engagement, resulting in sustained and measurable whole–school improvement.

Delivering

Staff, students, parents and the broader school community are welcomed and engaged,when possible, in thedevelopment of the vision, values and purpose for the school.

The three–year school plan has annual iterations focused on achieving identified improvements.

The school articulates a commitment to equity and high expectations for learning for each student and is responsive tochanging needs.

The school plan aligns to local and system priorities and ensures responsiveness to emerging needs.

An evidence base, drawn from the collection and analysis of learning and development data, is used to reviewperformance annually.

Planning and implementation includes processes for resource allocation, professional learning, performance monitoringand reporting.

The school acknowledges and celebrates a wide diversity of student, staff and community achievements.

Statement of Excellence: In schools that excel, the school plan is at the core of continuous improvement efforts, with theschool’s vision and strategic directions evident in its main activity.

School Resources

Delivering

School staffing ensures that full curriculum implementation and delivery requirements are met. Systematic annual staffperformance and development reviews are conducted.

The school’s financial and physical resources and facilities are well maintained, within the constraints of the schoolbudget, and provide a safe environment that supports learning.

School and other facilities are used creatively to meet a broad range of student learning interests and needs.

Statement of Excellence:In schools that excel, resources are strategically used to achieve improved student outcomes.

Management Practices and Processes

Delivering

The school leadership team communicates clearly about school priorities and practices.

Administrative practices effectively support school operations and the teaching and learning activity of the school. Accountability practices are tied to school development and include open reporting to the community.

The school leadership team creates an organisational structure that enables management systems, structures andprocesses to work effectively and in line with legislative requirements and obligations.

All school staff are supported to develop skills for the successful operation of administrative systems.


There are opportunities for students and the community to provide constructive feedback on school practices and


procedures.

Statement of Excellence:In schools that excel, management systems, structures and processes underpin ongoing schoolimprovement and the professional effectiveness of all school members.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Implementation and Progress Monitoring

Purpose

Overall summary of progress

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Next Steps




Purpose





Next Steps


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading

Socio–economic background

Support for beginning teachers


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 7 9 14 19

Girls 21 16 21 19

Student attendance profile

School

Year 2013 2014 2015 2016

K 99.6 98.3 96.8 94.1

1 97.8 97.3 96.3 95.8

2 95.3 93.1 97 94

3 96.3 94.9 95.3 95.9

4 97 94.3 93.7 98.4

5 95.9 95.5 95.1 95.3

6 98.1 95.2 95.4 96.2

All Years 97.2 95.6 95.8 95.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Class sizes

Class Total

K/1/2 21

3/4/5/6 16

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration & SupportStaff

0.95

Other Positions 0.01

*Full Time Equivalent

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Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Professional learning and teacher accreditation

All teachers participated in a number of professionallearning activities throughout the year. We were part oftheNational Partnerships Program and to havecontinuation of the teaching programs.Stage 1 staffwere trained in Seven Steps to Writing Success, theEnglishCurriculum and L3.

The Relieving Principal had professional learningonCore Financial Literacy, consultative Decision Making,and Introduction toleadership Coaching.

All staff were trained in the Disability standardsforEducation, CPR and Anaphylaxis. 50% of staff holdstheir senior First AidCertificate.

Staff development days covered compulsoryonlinecourses. 100% of teachers are looking at theirrequirements for accreditationso that we can all beaccredited in the required time.

Beginning Teachers

During 2016, we had no permanent beginning teachersin our workforce.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30/11/2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 47 677.61

Global funds 81 967.72

Tied funds 30 782.11

School & community sources 26 282.63

Interest 1 066.75

Trust receipts 1 030.95

Canteen 0.00

Total income 188 807.77

Expenditure

Teaching & learning

Key learning areas 22 833.41

Excursions 2 091.64

Extracurricular dissections 13 771.64

Library 980.58

Training & development 4 488.56

Tied funds 44 422.14

Short term relief 3 508.37

Administration & office 36 206.68

School-operated canteen 0.00

Utilities 7 518.07

Maintenance 5 402.87

Trust accounts 863.23

Capital programs 7 587.84

Total expenditure 149 675.66

Balance carried forward 39 132.11

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

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other assessment data including: • Best Start • Literacy and numeracy achievement against the

literacy and numeracy continuums>Delete text not required.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link My School and insert the school namein the Find a school and select GO to access theschooldata.

This year we had 3 studentsin Year 3, and 3 studentsinYear 5. The results are not able to be reported on dueto the small cohort of the group. The parents concernedhave received a copy of their child’s results and had theopportunity to discuss them with the teaching staff.

<Use this text box to comment on numeracy NAPLANdata>


<You may choose to use this text box and statement torefer readers to the My School website:

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>


<Use this text box to comment on mandatory reportingrequirements in accordance with the Premier'sPriorities: Improving education results and StatePriorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands>


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Their


responses are presented below. In 2015, the schoolsought the opinions of parents, students and teachersabout the school. Feedback was very positive.

Policy requirements

Aboriginal education

At Manildra Public School we believe teachingAboriginal student’s needs to convey a “relatedness”,which is a key feature of Aboriginal world views. Itstems from the connectedness to every living thing,which is the foundation of Aboriginal tradition, cultureand spirituality. When studies are relevant to thestudents and applicable to everyday activities ourresults improve significantly.

We want all students at Manildra Public School toDREAM BIG and REACH FOR THE STARS!

During 2016 the Principal and teacher attended theAboriginal Pedagogies Course. 8 ways Unit PlanningModule which is a number of planning sessions inwhich teachers are supported to include a planning unitusing Aboriginal Pedagogies and design lessons basedon Aboriginal Learning processes.

All children study Aboriginal Culture in HSIE andEnglish units.

The students of Manildra Public School attended aCultural Infusion Day – Aboriginal for a Day with thelocal Catholic School. They had a wonderful daylearning about the traditions as they participated inactivities such as dancing, painting and history lessons.

Manildra Public School also had an Aboriginal historyday with Big Al looking at stories, morals, history,dancing and life lessons.

Multicultural and anti-racism education

All students from Manildra Public School are very activeparticipants in multicultural programs. It is with this inmind that we need to look at cultures as valued withhigh importance. History and Geography syllabus’ andunits provide the vehicle to study other cultures andencourages attitudes of tolerance and respect for thosedifferent to themselves.

Other school programs

Respect and Responsibility:

The Manildra Public school community highly valuesparticipation. The school Welfare Policy emphasizesindividual responsibility and respect for others.Courtesy is considered a high priority and studentsoften receive awards for manners etc at our weeklyassembly.

Each year the school supports the community’s ANZACmarch and commemorates Remembrance Day.

During 2016 Manildra Public School implemented theVirtues program which has been highly successful.

Character is destiny. Virtues are the content of ourcharacter. The Virtues Project nurtures our children inthe skills and qualities they need to be successful inschool and in life. Although they are the oldestpractices in the world, virtues are essential to the truegoal of education– intelligence. Too many of ourchildren are technical wizards and moral illiterates.

We believe the students of Manildra have both greattechnical skills and beautiful virtues.

Academic Programs

Best Start

BestStart is an assessment and teaching tool thatallows the Early Stage One teacher to access theknowledge and skills that children have in Literacy and


Numeracy as they enter formal schooling. Teachersplot student’s growth and development on a Literacyand Numeracy continuum.

This is Manildra school’s seventh year of successfullyimplementing the Best Start Assessment procedures.

Manildra Public School is an advocate for Best Start asit involves an in–depth assessment when students firstarrive at kindergarten and this includes ongoingassessments throughout the K–2 grades. Thisassessment was developed by the early learningexperts.

Debating

Manildra Public entered 2 debating teams to WesternRegion Debating competition. One of our teams weresuccessful and made it to the finals. Congratulations toour Stage 3 students.

Language, Learning and Literacy (L3)

This year Mrs Lane our Stage One teacher commenceda two year training program to implement L3 in herclassroom. This program is being continued in 2017with Miss McAnally.

Language, Learning and Literacy (L3) is a classroombased, early intervention for students in their first yearof school and one component of the Best Startinitiative. L3 targets text reading and writing within smallgroups of three to four students during every morningsession of school. Students develop the skills to workindependently for short periods of time while their peersparticipate in Guided Reading and Writing lessons. Theactivities are designed to provide students withopportunities to work alone, interact with a peer andparticipate in a small group environment. Teachingdecisions are based on ongoing, sensitiveobservations.

Mrs Miller is employed each day to work with Mrs Laneand Stage One during the morning sessions.Thisprogram has been highly successful.

Public Speaking

This year students from years 3 – 6 participated in theschool’s Public Speaking Competition.

Every student from each class presented shortspeeches in front of students, staff, parents andcommunity members. One student from each gradewas chosen to compete at the next level.Congratulations Isabell, Sarah, Georgia & Isabella whorepresented our school with enthusiasm and pride.

Junior and Senior Instrumental and Singing Program

Manildra Public School junior and senior students sharea deep enthusiasm for our singing and instrumentalprograms and an overall enjoyment of music.

Singing and Instrumental lessons are an enjoyable wayfor the children to learn, express, engage and performtraditional, classics, multicultural and modern –

contemporary repertoire.

Lyndall Scott runs the Instrumental program and DonnaRiles from the Conservatorium of Music at Orange runsour singing and choir program.

Achievements in Sport

Personal Development, Health and Physical Educationprograms are taught at Manildra Public School througha variety of lessons. Students are encouraged to makeinformed decisions, related to health and physicalactivity and develop positive attitudes towards a healthylifestyle.

Dance Program

Manildra Public have a JAZZ BALLET DANCE programwith Kylie Haigh from the Orange Dance Centre. In2016 wehave weekly Friday lessons with Kylie. It hasgiven our students the opportunity to experienceanother area of movement and performance. Ourroutine gained us a 3rd place prize in the OrangeEisteddfod

Excursions

Excursions form an important part of teaching andlearning at Manildra Public School. Students areprovided with opportunities to extend their educationalexperiences beyond the classroom.

Ulladulla

It was a joy to see how much fun our senior studentshad on their annual excursion to the South Coast. Wewould like to once again acknowledge the huge effort infundraising Manildra and Ulludulla Lions put towardsgiving our kids this amazing opportunity. An excursionI'm sure we'll remember for the rest of our lives.

The students were beautifully behaved and soappreciative of everything they experienced.

DubboZoo Excursion

On Wednesday 16th November K/1/2 travelled toDubbo to go to Toronga Western Plains Zoo. We arelearning about different animals and their habitats. Wewere greeted by Ash who took us to the educationcentre and we got to meet a green tree frog, a beardedlizard, a snake and even a possum. Next we had alook at some of the other animals at the zoo. We werevery privileged to see the new baby elephant just born2 weeks before our excursion! We also saw thegiraffes, zebras, meerkats and even a sleepy lion! Thelast animal we saw were the Galapagos tortoises whichslowly made their way to us!


2016 Manildra Public School Annual Report - Amazon S3 · Manildra Public School Annual Report 2016...

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Transcript of 2016 Manildra Public School Annual Report - Amazon S3 · Manildra Public School Annual Report 2016...