2016 Tharawal Public School Annual Report · interviews Electronic booking system implemented. 94%...

Tharawal Public SchoolAnnual Report

2016

4573

Printed on: 3 May, 2017 of 16 Tharawal Public School 4573 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Tharawal 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.

Sally Kelly

Principal

School contact details

Tharawal Public SchoolGerald RdMenai, 2234www.tharawal-p.schools.nsw.edu.autharawal-p.School@det.nsw.edu.au9543 5000


School background

School vision statement

Tharawal Primary School provides the platform for students to be empowered lifelong learners achievingacademic success and emotional wellbeing on a pathway to becoming active and informed citizens of oursociety.

Empowered learners are: problem solvers, critical thinkers, confident, have choice, take responsibility andare independent

Lifelong learners are: resilient, active and accept change

Academic achievement is reached by: Individuals reaching their personal best, are motivated and engaged.

Emotional wellbeing is achieved by having: positive self–esteem, being happy, safe, secure and respected.

Informed citizens are: empowered, learned, critical and active thinkers.

School context

Tharawal Primary School is a caring school which offers a broad and comprehensive curriculum. The name ‘Tharawal’comes from the language of the Aboriginal people who first lived in the area. The schools’ emblem, the lyrebird, wasselected in recognition of their totem. Tharawal Primary School enjoys a delightful bush setting with positiveenvironmental policies to support the natural and built environment. The school motto, ‘Respect and Responsibility’ isupheld by the whole school community. Core values underpin all that occurs at the school: Respect, Care, Integrity,Fairness, Excellence, Participation and Responsibility. There is mutual respect between students, staff and the parentcommunity as we work together to educate the students academically, socially and emotionally. Each student isencouraged to become a lifelong learner and a mature and contributing member of society. Tharawal Primary School ispart of the Community of Schools Between the Rivers (COSBTR) network of schools which enjoys strong links betweenlocal primary and secondary schools. Highly successful transition programs ensure that all students, whether coming toschool for the first time or moving to a secondary setting, are personally cared for. Visitors to the school note theexcellent school tone with its adherence to uniform, strong values and an expectation that students will learn in a happyand caring environment.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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.

In the domain of Learning, efforts have been focused on curriculum and learning and student performance measures.The school actively collects and uses information to support student’s successful transitions.There are systematicpolicies, programs and processes to identify and address student learning needs. The school achieves goodvalue–added results and around 20 per cent of students achieve at high levels of performance on external measures.Performance of Aboriginal and Torres Strait Islander students within the school is comparable to the performance of allstudents in the school.

The major focus in the domain of Teaching has been on effective classroom practice and collaborative practice.Teachers have implemented formative assessment techniques across all learning areas of the curriculum. Theopportunities along with the inclusion of an instructional leader in literacy supporting teaching across the school areindicating improved student learning outcomes. Staff are developing their own evidence based practice through theirreflections and evaluations addressing the Australian Professional Standards for Teachers. Teachers are achieving theirPDP goals through coaching and mentoring strategies.

In the domain of Leading, leadership development and management of practices and processes have been central toschool capacity building. The school has productive relationships with the University of Wollongong and sponsorshipfrom local businesses to improve educational opportunities for students. There are opportunities for students, teachers


and community members to provide constructive feedback on school practices and procedures through the Tell ThemFrom Me surveys. Streamlined, flexible processes exist to deliver services and information and strengthen parentalengagement. The use of the Kindergarten Wiki, weekly newsletter and website keep parents abreast with the lastsnews.

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

Successful Learners

Purpose

To provide a safe and stimulating environment ensuring all students can achieve their full potential through catering forindividual needs with the provision of a rigorous and balanced curriculum including skills for learning and life.

Overall summary of progress

Our continued focus on student learning growth and the use of Resource Allocation Model (RAM) funding has enabledthe continued employment of the Instructional Leader to support the continued growth between Year 3 and 5 asidentified; Year 1 A Good Start supporting Year 1 students at risk of failing and the Parent Tutor Reading Programsupporting students across all scholastic grades in achieving identified learning outcomes.

Significant improvement in reading levels in the Year 1 A Good Start is evident along with reading levels of those in theParent Tutor Reading Program. NAPLAN growth in literacy between Year 3 and Year 5 has grown in the areas of writingand spelling.

Students with individual learning needs continue to be identified and supported through the joint construction of IndividualEducation Plans. Student outcomes are enhanced by explicit identification of need and the differentiation of teaching andlearning programs to support all students.

Reporting to parents has been enhanced through the introduction of an electronic booking system for parent/teacherinterviews and term overviews sent to parents for each class encouraging better quality conversations at interviews asparents are well informed about content of which their children are learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of students with IEPsachieving personal goals

Majority of students achieved or made progresstowards achieving their IEP personal goals.

Above 90% attendance ofparents/carers at parent teacherinterviews

Electronic booking system implemented. 94% ofparents in attendance at parent teacher interviewsin 2016.

$200 (School funding)

Increase the number of studentsmaintaining state average growthbetween Years 3 and 5 inexternal testing

Instructional leader program in Englishimplemented in Years 4 and 5.

2015–2016 average student growth between Years3 and 5 in external testing was

$9500 (P&C funding)

100% teachers implementingformative assessment strategiesin their classrooms

All staff implemented formative assessmentstrategies into their classroom practice whichinformed teaching and improved student learningoutcomes.

$8000 (School funding)

Next Steps

Renew the process and proforma for IEPs for students requiring additional support.

Continue to build upon the successes of the EAL/D program through the employment of an additional teacher.

Implement a new process for sharing information with parents at parent/teacher information sessions.

Continue to implement the Instructional Leader Program in English in Year 4 and Year 5.



Building Teacher and Leader Capacity

Purpose

To implement a targeted professional development cycle where teachers demonstrate continuous improvement inprofessional performance, allowing for innovation and building capacity in a range of teaching and leadership skills; all ofwhich create a positive impact of successful student learning.


Implementation of the Professional Development Framework (PDF), Australian National Standards for Teaching andproviding quality feedback have been the focus for professional learning in 2015.

The deep analysis of data from both internal and external sources has provided a more explicit basis for collegialplanning of the teaching and learning programs throughout the school.

Programs for students requiring additional support have also been enhanced as more streamlined processes have beenemployed. Consistent teacher judgment has complimented this process.




* 100% of teachers achievingPDP goals and regularly reflecton their own accomplishments

100% of teachers achieved PDP goals asevidenced by the collection of evidence.

Nil

100% of teachers use AustralianNational Standards for Teachersto guide personal andprofessional goals

100% of teachers PDP goals were written using theAustralian National Standards for Teachers.

Nil

* 100% of teachers engage indata analysis to inform teachingand learning programs

100% of teachers met and discussed data includingschool assessments, NAPLAN results and otherexternally set assessments. Teaching and learningprograms reflect areas of development based onthis data analysis.

Nil

Next Steps

Further embed the use of Australian National Standards for Teaching when developing teacher PDPs.

Improve processes of classroom observation program and providing quality feedback.

Improve teacher mentor program to formalise processes to better support teachers in improving professional practice.



Connected Community

Purpose

To foster close links with parents and the broader school community through a commitment to open and transparentcommunication, active sharing and building a reciprocal relationship.


The upgrade and ongoing maintenance of the school website, including an interactive school tour and a KindergartenWeebly has seen a growth in page views, indicating greater access to information by parents. To compliment this, theSMS system for communicating with parents has ensured parents continue to well informed of school events.

The school newsletter was reviewed to include increased information about school events rather than individual notesbeing sent home to parents.

School improvement surveys indicate positive feedback in most areas including school culture, teaching, studentwell–being, leadership and school/community relationships.




Increased parent engagementthrough access to digitalcommunication

Dedicated time form the computer coordinatorbudget allows a highly skilled staff member toupdate all aspects of the school website on aweekly basis.

6..3% increase in website home page access.

1.4% increase in website notes and resources pageaccess.

$7500

Increased number of parentsand family members beinginformed about and attendingschool based activities andevents

11.6% increase in number of parents beinginformed about attending school based activitiesand events.

Nil

Increased positive feedback fromschool surveys and TTFM survey

75% of parents and students indicate a positivelearning environment for students.

86% of students have positive relationships withteachers.

84% of parents and students believe the schooloffers a rigorous learning program for students.

Nil

Next Steps

Offer increased number of parent information sessions on curriculum areas.

Continue use of surveys and data to indicate connecting with community.

Introduction of school Facebook page.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students made progress in theachievement of the gaosl developed in thePLPs. All Aboriginal students are progressingat the ecpected rate through the continuumclusters as evidenced through PLAN DataAnalysis.

$4957

English language proficiency EALD students are progressing throughcontinuum clusters and ESL scales asevidenced through PLAN Data analysis andEALD date analysis.

$14 606

Low level adjustment for disability 90% of students with IEPs achieved theirpersonal goals. 90%of identified studentsmade expected rate of growth on thecontinuum.

$18500

Quality Teaching, SuccessfulStudents (QTSS)

Staff achieved goals of PDPs. Staff reflectionsfrom teacher mentoring/feedback showgrowth. Improved classroom practices andstudent learning outcomes.

Teaching allocation .247FTE

Socio–economic background Improved student learning outcomes with theemployment of School Learning and SupportOfficers to implement specific programs in theclassroom as directed by specialist teachersand classroom teachers.

$9.563


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 180 171 161 154

Girls 175 189 185 182

Student attendance profile

School

Year 2013 2014 2015 2016

K 96 96.9 95.1 95.3

1 95.4 95.2 95.4 94.2

2 95.8 97.2 95.1 95.1

3 95.7 95.2 94.6 94.8

4 94.7 96.1 94.6 96.2

5 94.5 95.6 95.5 95.3

6 94.7 95.5 94 95.3

All Years 95.3 95.9 94.9 95.2

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 11.05

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

School Counsellor 1

School Administration & SupportStaff

2.82

Other Positions 0.13

*Full Time Equivalent

Tharawal Primary School does not have an Indigenouscomposition within the workforce.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 14


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 325 615.34

(2a) Appropriation 282 554.50

(2b) Sale of Goods andServices

6 547.99

(2c) Grants and Contributions 36 277.67

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 235.18

Expenses -173 933.05

Recurrent Expenses -173 933.05

(3a) Employee Related -71 768.91

(3b) Operating Expenses -102 164.14

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

151 682.29

Balance Carried Forward 151 682.29

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 155 612.17

Base Per Capita 18 498.53

Base Location 0.00

Other Base 2 137 113.64

Equity Total 108 837.64

Equity Aboriginal 4 956.79

Equity Socio economic 9 562.77

Equity Language 14 605.55

Equity Disability 79 712.53

Targeted Total 61 489.99

Other Total 119 495.59

Grand Total 2 445 435.39

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

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 skillsand understandings demonstrated in theseassessments.

2016 NAPLAN Analysis – Year 3

In 2016, in Grammar and Punctuation 50% of studentsachieved Band 5 or higher.

94% of Year 3 students were achieving above theNational Minimum Standards in Reading.

96% of our students were achieving above NationalMinimum Standards in Writing, Spelling and Grammarand Punctuation.

In Numeracy, 72% of our students were achievingabove the National Minimum Standards.

2016 NAPLAN Analysis – Year 5

In Reading 77.6% of Year 5 students made greaterthan or equal to expected growth. 36.7% of studentsperformed in the 75th percentile or above.

In Spelling 69.4% of Year 5 students made greater than


or equal to expected growth. 28.6% of studentsperformed in the 75th percentile or above.

In Grammar and Punctuation 63.3% of Year 5 studentsmade greater than or equal to expected growth. 24.5%of students performed in the 75th percentile or above.

In Numeracy 77.6% of Year 5 students made greaterthan or equal to expected growth. 36.7% of studentsperformed in the 75th percentile or above.

In 2016, in Grammar and Punctuation 48% of studentsachieved Band 7 or higher.

84% of Year 5 students were achieving above theNational Minimum Standards in Reading.

92% of Year 5 students were achieving above theNational Minimum Standards in Writing.

88% of our students were achieving above NationalMinimum Standards in Spelling and Grammar andPunctuation.

In Numeracy, 92% of our students were achievingabove the National Minimum Standards.

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.

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands

In 2016, in Year 3 Reading we had a total of 52students with 41% in the top two bands.

In 2016, in Year 5 Reading we had a total of 50students with 44% in the top two bands.

In 2016, in Year 3 Numeracy we had a total of 52students with 37% in the top two bands.

In 2016, in Year 5 Numeracy we had a total of 50students with 31% in the top two bands.

Parent/caregiver, student, teachersatisfaction

The journey to excellence for students begins duringthe first important weeks of kindergarten. Every childbrings a different set of experiences, knowledge andskills to school with them and understanding these isessential to planning their individual learning paths.

Students – 86% of students had positive relationships.90% of students valued school outcomes.85% ofstudents had positive behaviour. 88% tried hard to

succeed. Positive Teacher–Student Relations wererated 8.4 out of 10. Students ratedTeachers'Expectations for Academic Success 9.1 out of10

Parents – 81% of parents feel welcome when they visitthe school. 82% can easily speak with their child'steachers. 84% of parents feel the school'sadministrative staff are helpful when they have aquestion or problem. 71% of parents feel reports ontheir child's progress are written in terms theyunderstand. 82% of parents support learning andunderstand teachers expect homework to be done ontime.86% of parents feel their children are safe going toand from our school.

Staff – 91% of staff felt school leaders have supportedme during stressful times. 91% talk with other teachersabout strategies that increase student engagement anddiscuss their assessment strategies with otherteachers. 88% of teachers set high expectations forstudent learning. 100% of teachers use formativeassessment strategies to inform their teaching andlearning programs. 89% of teachers, when presentinganew concept, try to link it to previously mastered skillsand knowledge. 84% of teachers strive to understandthe learning needs of students with special learningneeds.

Policy requirements

Aboriginal education

To celebrate and acknowledge Reconciliation andNAIDOC Weeks the school participated in a range ofactivities. All classes worked cooperatively to createand display Aboriginal themed artworks in or aroundtheir classroom. A teacher accompanied and mentoreda Stage 3 student who participated in the SydneyDirectorate’s public speaking workshops andcompetition, Yarn–up. One student gained a great dealof confidence and performed extremely well at thecompetition.

For the first time we took our Indigenous students to theCommunity of School’s annual Koori Kids in the Parkday out. The students were immersed in the culture andthe heritage of the Dharawal people. One student wasnominated for a Nanga Mai Award in leadership. Therewas one collaborative artwork that was admitted in theKoori Art expressions program. This is on exhibition atthe Maritime Museum, Darling Harbour.

Indigenous students were encouraged in leadershipopportunities. The cross curriculum priority Aboriginaland Torres Strait Islander histories and culture isembedded in units being studied in English this yearand other learning areas as appropriate.The schoolreceived Aboriginal Education funding for Indigenousstudents through the Resource Allocation Model(RAM). This was used to support their engagement andcommunity connections and literacy and numeracy.Personalised Learning Plans (PLPs) were written andevaluated for every Indigenous student at TharawalPrimary School.


Multicultural and anti-racism education

The school maintained a focus on multiculturaleducation in all areas of the curriculum by providingprograms which develop the knowledge,skills andattitudes required for a culturally diverse society.

The English as an Additional Language or DialectTeacher(EAL/D) attended Tharawal one day eachweek. Additional support was also givenusing NewArrival funds. There are 68 students from LanguageBackgrounds OtherThan English (LBOTE) which is20.8% of the total school population. There are22languages represented. There are 16 studentsreceiving intensive supportconsisting of one atbeginning literacy level, eight emerging and 7 atthedeveloping phase.

Harmony Day was recognised and celebrated with aspecial assembly run by the students and activities ineach classroom.

Other school programs

Tharawal Primary School offers an extensive creativearts program. Opportunities are provided for allstudents including those who are identified as beinggifted and talented. Some 2016 highlights include:

High School Kid for a Day

This program has been available to all Year 4 studentsfor a number of years. Students from Tharawal PrimarySchool together with Year 4 students from the threeother Menai High School feeder schools are invited tohave experiences in science, visual arts, agricultureand Physical Education and have a tour of the school.The aim of the program is to demystify high school andlet the students have a small taste of high school life.

Sport

Planned physical activity is an important aspect of theschool curriculum at Tharawal Primary School. Ourschool sport program aims to encourage students tomake healthy choices and have an active lifestyle,explicitly teach students. Fundamental MovementSkills, which are the foundation for many sportingendeavours in future years, emphasise the importanceof showing good sportsmanship at all times, developenthusiasm for physical activity, become fitter andhealthier and refine the skills of body management,control and hand–eye and foot–eye coordination. K–2sport took place every Wednesday for approximately 60minutes. To ensure students stayed motivated andengaged the structure of sport changed throughout theyear students participated in sport through; circuits,games and activities, dance and aerobics.

Throughout 2016 Tharawal Primary School achievedmany great sporting results from the efforts of bothindividuals and teams:

The PSSA netball teams had an outstanding season,with all four teams participating in the finals. Both senior

A and B teams were premiers as was the Junior Ateam. The Junior B team were Runners Up.

The four summer PSSA teams were girls and boysT–ball, girls softball and boys cricket. The girls T–ballteam played the Grand Final and were Runners Up.The girls softball team finished in third position.

A number of students were successful in reaching zoneteams– swimming, cross country, athletics, netball andAFL. Some of these students continued on to theSydney East Regional level to represent in swimming,athletics and cross country.

This year in Term 1 Tharawal participated in the rugbyleague gala day. All students greatly enjoyed the dayand gained valuable experience.

One student had an outstanding year in a number ofsports. She competed at the zone swimming, athleticsand cross country carnivals. She represented theschool at regional level cross country and was a valuedmember of Tharawal's premier winning Senior A netballteam.

Scootering

A total of forty students from years 3 to 6 had theprivilege of again participating in the scootering groupas part of the school sport program. Students utilisedthe cycle way along Old Illawarra Rd, Fowler Rd andBrushwood Drive. This initiative also allows students tolearn about aspects of Road Safety.

Education Week

Another highly successful Education Week began withall of our dance troupes and choirs performing at MenaiMarketplace. This is now an annual event and isextremely well supported by our community. Thestudents enjoyed performing on stage in their colourfulcostumes.

On Tuesday of Education Week we held our annualpublic speaking and cultural evening. This event waspopular with parents and showcased our talentedstudents in performing arts.

Open classrooms and performances in the school hallon the following day, followed by a picnic lunch werealso held. Many parents and grandparents made thetime to come along and support their children on thisday.

Buddy Program

At Tharawal the Buddy Program is an important part ofthe student welfare program. All K–2 classes have abuddy class from the 3–6 grades. Students meet withtheir buddy class each week for activities which relateto a curriculum area and then have lunch together. Wefind the buddy program helps the younger students feelmore comfortable in the playground and helps instillresponsibility and empathy in the older students. In2016, Year 6 helped their Kindergarten buddynumerous times throughout the school year. Theyprovided one on one support in the computer lab


helping Kindergarten students develop their informationtechnology skills. They also helped in science lessonsto help their buddy with their design and make tasks.

Premier’s Reading Challenge (PRC)

The–ongoing participation of our students in this eventis reflected by the increasing number of Gold andPlatinum certificates being awarded. This year 28students received a Gold award for successfullycompleting the PRC for four years and 9 studentsachieved a Platinum award for completing seven yearsreading. This demonstrates our students’ enthusiasmand commitment to developing their literacy skills andlove of literature. 194 students completed this year’sPRC, with the strong participation from Kindergarten,Year 1 and Year 2 particularly pleasing to see. All oursuccessful students are to be congratulated for a fineeffort.

SmoothStart

Tharawal's transition to school program, ‘SmoothStart’,continues to be an extremely worthwhile and successfulprogram. The program has run for five years. Each yearparents and staff are surveyed to make improvementsfor the following year. The overwhelming response hasbeen the easy transition for the new Kindergartenstudents into the following year and theprior–to–school–connections that parents make. Stafffeel that SmoothStart familiarises the new children welland staff are able to conduct a preliminary assessmentof each individual. Parents also feel comfortablesharing important information with the staff at this time.

SmoothStart is implemented over 10 weeks with groupsof children attending three sessions each. Schoolpersonnel and community members were invited todiscuss a range of matters concerning school life. Thisyear the literacy and numeracy session continued, aswell as how to prepare your child socially for school.

Year 5 students acted as buddies each week to thenew Kindergarten students. The attendance of bothstudents and parents was high, reflecting howimportant it is for parents to gain a better understandingof where their child is going to school. The last sessionfor all groups involved a formal assembly led by Year 2students. Each child was presented with a SmoothStartgraduation certificate. This was a fantastic way toconclude the transition to school program.

As well as a DVD about the SmoothStart sessions,each student received a spiral bound book aboutTharawal Primary School. It is anticipated by readingthis book that in–coming Kindergarten students will beeven more familiar with the school. Students alsoreceived a Kindergarten T–shirt to wear when they areout and about in the community

A video about our school was also produced this yearby Miss Dewhurst for all 2017 Kindergarten students totake home and watch to further familiarise themselveswith Tharawal.

Easter

Students in K–6 were given the opportunity toparticipate in Easter activities this year. Students inK–6 were asked to make an Easter mask at home forthe masquerade. All students participated in our annualEaster event which is extremely well supported byparents and extended family members. The localpreschool was invited to attend which we value as animportant liaison between preschool and primaryschool. The masquerade was well received as achange to our usual Easter hat parade as studentscreated some unique and interesting designs.

Scripture

Scripture is a highly valued part of our ReligiousEducation program. Thirty minute Protestant, Catholicand Orthodox sessions take place each week. Studentshad the opportunity to attend special assembliesportraying the messages of Easter and Christmas.

Public Speaking

Every student from Kindergarten to Year 6 was giventhe opportunity to present a prepared speech in class.For the first time at Tharawal we held an Early Stage 1competition. The winner was Maslyn Ferguson. TheStage 1 winner presented his speech at our Stage 2and 3 public speaking evening competition. Four Stage2 and five Stage 3 finalists were chosen to give aprepared and an impromptu speech at the publicspeaking evening competition. One student from eachstage was selected to represent the school at theSouthern Sydney School’s Western Zone PublicSpeaking finals. All students performed well.

Debating

This year we have continued with debating at TharawalPrimary School. After a rigorous selection process, tenstudents were chosen to make two teams which wereentered in the 2016 Sydney Schools DebatingCompetition. They attended a highly informativedebating workshop and spent a great deal of timehoning their skills before competing in the round robincompetition against Illawong PS and Nuwarra PS. Allstudents learnt a great deal and performed very well.

Personalised learning and support

Tharawal Primary School strives to develop aninclusive school culture and to meet the learning andsocial needs of students with additional educationalrequirements. The school catered for nine students withvarying special needs. Financial support was used toassist these students with their learning in class andsocial skills in the playground.

Fourteen Individual learning programs–were developedby class teachers with the assistance of the Learningand Support Team (LaST). Students were identifiedrequiring learning adjustments in the classroom, 16 ofthose being supplementary adjustments to the teachingand learning program.

Three School Learning Support Officers (SLSOs)worked effectively with these students and theirteachers in 2016. Specific individual learning programs


for each of these students were followed to help themaccess the curriculum and further develop social skills.

The school Learning Support Team (LST) metfortnightly to monitor the support provided to studentsat our school including those with special needs. Thisteam advised and supported teachers, liaised withparents and external agencies and prepareddocumentation for local student services so that theschool could maximise learning opportunities for allstudents.

Chaplaincy Program

The National Schools Chaplaincy Program has run inthe school for the past five years. This student welfarerole has been made possible through funding from theFederal Government. The funding provided for achaplain for one day per week.

Mrs Bonnie Pearson continued a pastoral care rolewithin the school community by caring, supporting andlistening to students, staff and families in our schoolcommunity. The pastoral care role includes individualand group work with students dealing with friendshipissues, building up social skills.

Staff and parents have reported that having a schoolchaplain has supported social skill development andstudent welfare programs, raised the awareness ofvalues education and has added to the ‘warmth’ ofTharawal.

MacICT Coding Boot Camp

Mrs Paton and Mrs Simpson took thirty Year 6 studentsto Macquarie University to attend the MacICT CodingBoot Camp. During the Boot Camp students learnt thebasic features of coding in the classroom and whylearning to code is important. They experimented withvisual programming languages and created interactiveprojects such as games animations and artworks.

Peer Support

This year’s peer support unit was called KeepingFriends, which was a module that focused onfriendships and relationships with others. The studentsdeveloped skills in values clarification, relationshipbuilding, the concept of friendship and critical thinkingand upholding the Department of Education andCommunity’s and school’s core values. Year 6 studentswere trained by Mrs Paton and Mrs Simpson. Theylearnt and practiced leadership and organisationalgroup skills through cooperative group activities andchallenges.

Students from Kindergarten to Year 5 enthusiasticallyparticipated in six sessions led by the Year–6 studentsin a supportive and caring environment. The Year 6students were given regular feedback during debriefingsessions to enhance their leadership abilities andincrease their own conflict resolution strategies.

Peer support has provided all students at TharawalPrimary School with the opportunity to form friendshipswith members of the whole school community and has

reinforced the school’s motto of Respect andResponsibility.

Respect and Responsibility

Tharawal Primary School continued teaching andpromoting the core values of respect, responsibility,care, integrity, fairness, excellence and participation.These values and qualities for citizenship were againrecognised through regularly awarding the Respect andResponsibility Award.

Peer support leaders successfully led the 2016 peersupport lessons focusing on building students’resilience.

A combined Easter and Christmas scripture servicepromoted tolerance and respect for differing beliefs.

The school community donated 31 food and gifthampers to the Salvation Army’s Christmas Appeal atthe annual carol’s night, promoting a wonderful senseof giving leading up to the festive season.

Gardening Club

This year the club consisted of students from Years 5and 6. The gardening activities were overseen by MrCrittenden and– Mrs Kelly. The members demonstratedcommitment, enthusiasm and a keenness to learnabout growing their own vegetables at home. Zucchini,broccoli, silver beet, tomatoes, oak leaf lettuce, carrots,shallots, turnips, beans, bok choy and a small variety ofherbs were successfully grown. Produce has beenused to expand and further the students’ knowledge ofsustainable living. Silkie chickens were added to theveggie patch and students have enjoyed theresponsibility of looking after them.

Clean Up Australia Day

This year all students from Kindergarten to Year 6participated in Clean Up Australia Day. Each class wasdesignated an area to clean within the school groundsand surrounding areas. A number of primary classeswere responsible for cleaning the area in and aroundthe tennis courts and Blaxland Oval which are publicareas close to the school and utilised by local Tharawalfamilies.

P&C Funded Literacy Project

Mrs Kelly was released for half a day each week towork with Year 4 and 5 students as an instructionalleader in literacy. Mrs Kelly worked with students andteachers to develop skills and strategies to improvereading. Lessons were focused on: predicting,monitoring and reflecting, identifying words with similarmeanings, finding the main idea, implied meanings ofcharacters and motives, sequencing, poetry and the importance of key ideas

From pre and post testing students improved theirreading skills and teachers agreed the programintroduced sustainable strategies that help develop asystematic and explicit way of teaching reading. Theprogram also included a writing component for years 3


and 4. Students were taught strategies and techniquesto improve their skills in persuasive and imaginativewriting.

Community Of Schools Between TheRivers(COSBTR)

In 2016 the COSBTR group of schools including AlfordsPoint PS, Illawong PS, Lucas Heights CS, Menai HS,Menai PS, Bangor PS, Tharawal PS and WoronoraRiver PS continued to strengthen relationships betweenthese eight local public schools. Opportunities for giftedand talented students in Stage 1 and Stage 2 wereprovided in the form of one day workshops in science,White Ribbon and art. All workshops were conductedby talented teachers from the COSBTR schools.COSBTR Principals met regularly throughout the yearto plan the continuing relationship between our schoolsfor the coming year.

During Semester 1, six Year 6 students participated inthe Menai High School feeder school gifted andtalented program. Each Thursday these studentsparticipated in lessons in the areas of literacy,mathematics, art and science. During Semester 2, 31Stage students attended short enrichment courses atMenai High School. Students participated in lessons inliteracy, maths, science and art.

Year Book

The Tharawal Year Book is compiled by the staff toshowcase all the class and school activities that ourstudents had the opportunity in which to participateduring the year. The Year Book is extremely popularwith both the students and parents. The P&Cgenerously subsidise the cost of printing and makes theYear Book available to every family. This year’s book,once again gives the students the chance to have theirwork and their many achievements recognised andrecorded for the future. It gives us an opportunity toshowcase all the extracurricular activities that are madeavailable for our students and to recognise the fantasticcommunity involvement, including the P&C, the parenttutor reading program and the Little Lyrebird Playgroupthat makes our school so special.

Connected Learning

At Tharawal we use a variety of technology to supportour teaching and learning. We frequently make use ofour flip cameras, document cameras, computers,interactive whiteboards and iPads to ensure learning isrelevant, meaningful and engaging.

At Tharawal we have continued to invest in a variety oftechnology including school iPads, wireless throughoutthe school, Interactive Whiteboards, Ladybugs(acamera that projects onto the IWB) flip cameras,Airserver and desktop computers.

Team teaching lessons using iPads and ProfessionalLearning sessions focusing on the use of Google Appsand Google Classroom have been organised to ensureall staff are familiar with the place of technology ineducation and are utilising this in their everydayteaching programs.

We have continued to utilise our 66 school iPads andbuild upon our Stage 3 BYOD (Bring Your Own Device)initiative. Teachers are becoming confident atembedding iPads into learning.

Kindergarten introduced a Weebly (website) as a wayof communicating with parents about what is happeningin the Kindergarten classrooms. Parents haveresponded well to this new initiative and have valuedthis new way of being involved in their child’s learning.

Each class has had the opportunity to work in ourcomputer lab to develop student’s digital literacy skillsand to increase students’ independence.

Chess

In Term 2, 18 students attended Lucas HeightsCommunity School for an inter–school chesscompetition run by the Sydney Academy of Chess. Allplayers were successful in winning games. Eachstudent participated in seven rounds of competition andall participants thoroughly enjoyed the experience.

Arts

Students from Years 1 to Year 6 participated in danceclasses each week. A total of 137 students whichincludes the boys hip hop group, forgo their lunchtimesand mornings before school to attend dance practices.Menai Dance Centre continues to provide tuition tosupport the dance program. The dance program is apopular choice for students. The dance troupes hadnumerous opportunities to perform throughout the yearincluding at our annual public speaking night, theSutherland Shire Schools Music Festival, MenaiMarketplace during Education Week, KindergartenSmoothStart Celebration and at our annual Christmascarols night.

Our Junior Choir was made up of 25 students fromYear 2 and our Senior Choir was comprised of 30students from Years 4, 5 and 6. Our choirs learned therepertoire of songs that were carefully chosen by theSutherland Shire Schools Music Festival (SSSMF)committee in preparation for the SSSMF concert later inthe year. This year the songs were easier to learn thanthey have been in previous years which motivated ourchoir groups right from the start. Both groups met for 40minutes at their different locations every Wednesday.

At various times throughout the year we formed as acombined choir group to rehearse for our Anzac Dayceremony, Menai Market place performance, Mother’sDay High Tea, Public Speaking Night and EducationWeek Showcase Day. At the end of the year we formeda Christmas Choir group, comprising of approximately100 students from Years 1–6. These practice sessionswere held in the library every Friday for 30 minutes.The tuneful voices of this year’s large Christmas Choirperformed exceptionally well at our –2016 Carols OnThe Field.

Mathletics

This year we have continued with the online web–


based Mathletics program with a number of gradesusing it as a teaching resource to consolidate conceptscovered in class with students completing set weeklyhomework tasks. Mathletics inspires a delight inmathematics and is a powerful tool to help studentsimprove and master key mathematical concepts. Thisacademic year there were 8545 individual logins,206356 activity answers with an average of 93%accuracy.

Swim School

The Department of Education's swimming scheme is anintensive learn to swim program which develops waterconfidence and provides students with basic watersafety and survival skills. This year the program wasconducted over nine days, seven of which were 50minute practical lessons at the pool, and two watersafety lessons at school. Forty six students from Year 2participated in the program at Sutherland LeisureCentre. All students participated enthusiastically,including our ‘good’ swimmers who focused on theirstroke development.


2016 Tharawal Public School Annual Report · interviews Electronic booking system implemented. 94%...

Documents

Transcript of 2016 Tharawal Public School Annual Report · interviews Electronic booking system implemented. 94%...