Solomontown Primary School Annual Report

2011

AUSTRALIAN GOVERNMENT NATIONAL AWARD

Excellence in School Improvement

Annual Report 2011

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Context

School Name: Solomontown Primary School School Number: 0406

Principal: Jenne Chegwidden Region: Flinders and Midnorth

Solomontown Primary School is a Category 2 disadvantaged school with 265 students of whom 67% are schoolcard recipients, 15% Aboriginal students and 28% Students with Disabilities. Two of the Yorke and Midnorth Region’s Special Small Classes are part of the school community.

Being part of a professional learning community is part of the school’s culture and all staff participate in a range of teams for collaborative work. e.g. year level teams, action teams related to the priorities

The main focus of school improvement is literacy with the priorities this year:

• Literacy, numeracy and science • Learning through engagement and wellbeing

Leadership and management of the school occur through an extended leadership team consisting of the Principal, Deputy Principal, Senior Leader Counsellor, two Coordinators in Teaching and Learning and the Special Education Manager. The team meet weekly to monitor the Site Learning Plan, plan training and development and to discuss concerns. Families are an important part of the school community and are generally very supportive. Communication with them regarding progress and challenges is ongoing through the year. The newsletter, the “Solly Serial”, each week contains information and reports from school leadership related to priorities. Formal End of Term Assemblies, where student awards in a range of categories are presented and achievements of the term related to the Site Learning Plan are outlined, is now part of the school’s calendar. An overview of the year is included in the school magazine and made available as an alternative at the AGM. A collection of photos also presented at the AGM promotes activities of the school visually. Information about the school is increasingly being displayed on the school’s website.

2011 Highlights

• Special Small Class 4-7 transferred from Airdale Primary School – this now creates continuity in one site for students in the Special Small classes and their families. The teacher and students have settled in well to the school and collaboration with mainstream classes leading to joint learning activities and placements in the main stream is increasing

• Completion of the Building Education Revolution project – the new hall, revamped administration area and Resource Centre and extension of a decking area as outdoor classroom space were completed greatly increasing the range of opportunities students have for learning

• Excursions linked with learning goals for all year levels – year level teams working together developing common curriculum which included students going on excursions beyond Port Pirie i.e. R-3 to Pichi Richi (Transport), 4 -5 to Snowtown and Adelaide (Renewable Energy) and Year 5-7 to Adelaide (Energy)

• Success in the Validation process – presentation of 3 stories i.e. the increased focus on learning, improved reading in Junior Primary and improved writing from Year 4-7 to a Regional panel led to positive feedback against the three criteria. This included having self review processes, an improvement cycle which included taking action to improve and evidence of improvement

Annual Report 2011

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Report from Governing Council All positions were filled at the AGM in Term though there were some resignations during the year due to family commitments. There was a quorum for each meeting which supported a good level of discussion about school matters. Some achievements included:

• Fundraising support for school excursions, particularly through the holding of another very successful Family Fun Night

• An increase in the reserves in the budget for curriculum development • Formation of a Parent Participation Group which included over 40 families who committed to providing information

and feedback to Governing Council in decision making and policy review. This included reviewing the Reporting to Families Policy and Student Management Policy

• Keeping the school Canteen operating in the black – this included careful management and adaptations to policies which had allowed families to “book up” and to receive “free” emergency lunches

Site Improvement Planning Self Review Processes occur over the year directed by a Data Management Plan which includes the data that will be collected to review targets in the plan and how it will be analysed. This culminated in a Term 4 Review which looked at what had been achieved over the year from strategies about things that are done to those that demonstrate improvement in learning. Future Action was recommended from this. Whilst this process was carried out by staff it included feedback from students and families Literacy

Measuring Outcomes

Evidence (Data) Future Action

Level One: Strategies – things that are done Coordinator appointed Literacy team established Scope and sequence for writing and spelling First Steps in writing T&D Stephen Grahame: T&D non fiction writing, persuasive writing, spelling Staff attendance at Spelling T&D with Anne Beyetto Series of grammar workshop opportunities provided Literacy articles in Solly Serial Displays of literacy learning in hall and foyer areas for literacy and numeracy week and other special events Reading room operated by parents and volunteers Curriculum open days for parents to view literacy in action Literacy award presentations at assemblies Pirie Reads Aloud event with involvement from Meg’s Bookshop Coordinator time at staff meetings Annual writing audits term 1 and term 3 Peter Westwood spelling test Waddington’s reading Test Marie Clay Screen Running reading records for students R-2 and recommended for struggling readers 3-7 Literacy budget Literacy Secretariat resource papers distributed and discussed Sunshine online and ABC Reading Eggs accessible to all

Stephen Graham booked for 2012 Teachers sharing

Coordinator to continue with focus on reading Literacy team with release

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Level Two: Changes in things teachers do Teachers using scope and sequence to plan writing programs Teachers have a better understanding of what they need to do More systematic approach by teachers to explicitly teach writing for particular purposes Increase in digital technologies used for reading and writing eg I pods, digital cameras, flip cameras, laptops Interactive whiteboard literacy resources and activities available across the school and used by all Sunshine Online ABC reading Eggs. Writing moderation has occurred within teams Teaching of spelling has changed eg shorter sessions, fewer words, Focus on generalisations and etymology. Using First Steps assessment and teaching tools for ideas to move students on Teachers accessing individual T and D Teachers teaching literacy across curriculum areas

Literacy genre posters displayed in rooms Teachers using them for explicit teaching Visual resources evident in classrooms eg strategies for writing and spelling Teachers sharing practice and ideas, including in teams Teachers discussing and sharing their change in spelling practice. Increased move to tchs 3 - 7 listening to students read Struggling readers listened to more frequently

Induction programs for staff to focus on ensuring T and D and skill development is in place to enable meeting of site agreements in Literacy Further develop strategies to ensure literacy time is uninterrupted by inappropriate behaviour Review scope and sequence Review/rewrite writing assessment sheet in view of Australian Curriculum Teachers in teams need time and opportunity to meet regularly to conduct and discuss writing moderation tasks (as per enquiry release model) Focus on handwriting, vocabulary development Daily reading, R-7 to be a priority Revisit First Steps writing re embedding in school Increase time in program for sustained writing

Level Three: Changes in things students do Students demonstrating knowledge of genre structures and features More consistent approach for students to write in different genres across learning areas. Increased focus on punctuation and grammar Students getting the message about importance of regular reading Transfer of literacy skills using ICT skills to more independence e.g spelling,

Teacher judgement / observation

Writing samples in science

Annual writing audit results

Students asking to be listened to read

NAPLAN showing increases in spelling and language conventions

Students choosing to write in a greater range of genre

Need more focus on editing and proof reading

Students set improvement goals for writing and spelling for 2012 and review each term

All teachers listening to reading for fluency and comprehension

Distribution of kids work throughout the community

use opportunities for publishing for real purposes

Level Four: Improvement in Learning Less student exits at key learning times In 2011 63% year ones starting from where they need to be in Reading Recovery levels

Engagement data Marie Clay Screen results Year two reading running records results Student engagement

Continue to monitor Continue and maintain Teachers trained in conducting reading running records across the school

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In 2011 92% of year one students at the end of the year were within the expected bands Improvement in learning with more access and opportunity to use digital technologies for learning eg I pods, laptops, IWB programs, internet- Scootle and Moodles As result of Stephen Graham students are using language structures and features for a range of non fiction texts e.g. report, persuasive writing

Work samples Teacher observation NAPLAN Movement of bell curve to the right in writing audit Year 3 writing mostly at or above Year level standard NAPLAN - Grammar and spelling increases

Increased focus on reading in years three to seven Explicit teaching and guided reading R-7 Literacy Coordinator continues Trial PATR Yr 2 -7 for consistent data Multi lit as recc by Guidance for JP and Primary to move students on from ELF program Move onto reading to reinforce writing and spelling and develop skills in omprehension using similar strategies as used in school for writing

Numeracy

Measuring Outcomes

Evidence (Data) Future Action

Level One: Strategies – things that are done Big Ideas in Number Training – further development from Di Siemon Co-ordinator appointed Extra staff at 4/5 and 6/7 levels to reduce student numbers in Maths classes and therefore better cater for needs An increase in Maths training opportunities (Ann Baker, PMA, PMSS etc Maths articles in Solly Serial and a weekly Family Maths Challenge in term one Solly Maths Day to promote Maths learning opportunities with parents visiting to participate in activities Begin to promote Solly Maths at other schools with one class visiting Risdon to teach Maths games to peers Maths Toolkits made for incoming reception students More Maths equipment ordered as used in training Creation of folders of diagnostic tools and tasks to move students on centred around BIIN Use of ICT to further enhance student learning

Resourcing to support ability grouping Year 3 – 7 to continue

Further training to continue developing our consistent language, expectations etc

Time for team to use Australian Curriculum together

Teachers using diagnostic testing & tasks to move students on

Maths lessons for parents to show how it is done now.

Level Two: Changes in things teachers do Tchrs using more consistent language eg tens & ones More Numeracy games being played to develop students’ BIIN Teachers working closer to DECS expectations in regards to 300 mins of Maths/Numeracy per week Teachers working closely in ability grouped Maths classes to meet student needs Classrooms set up with greater number of permanent Maths resources such as dice, cards, posters etc.

Teachers sharing / talking with each other (anecdotal) Cordinator’s surveys

Further tchr sharing of own successes/failures etc (open door – come and watch each other) Continue to develop tchr bank of games etc – use Coord.time in staff meetings to do this use data to identify student needs for teaching

Level Three: Changes in things students do Developing (more efficient) strategies and using the language of Maths more as demonstrated by teachers

Classroom teachers – what they see/ hear

Develop student Goal Setting in Maths

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Students learning from each other (students as teachers) eg Solly Maths Day

Increase in number of students meeting National standards Year 3 -5-7 Increase of number of students demonstrating medium and upper progress

Learning through Engagement and Wellbeing – ICT

Measuring Outcomes

Evidence (Data) Future Action

Level One: Strategies – things that are done Appointment of ICT Curriculum Coordinator $spent on IT equipment (140 computers), ipod touch, ipad 2, more cameras, flip videos (class sets),Wii, more printers etc. $ spent on increased SSO IT Technical support. Action Team T&D - IWB, Smart Board, Ipods, 10 min Coordinator spots, Developed Scope and Sequence, and Skills Checklists for ICT Developed pack for Cybersafety Education Testing by ACER of 20 Year 6 to get an overview/picture of what they can do and what they know about computing. Wireless internet in most areas works. Ipod T&D at Pirie West and Wallaroo Mines by Coordinators. Resource Centre base for equipment – Timetabling, mangagment, servicing, charging etc. Availabilty and placement of laptops for easy access.

Technology/equipment physical presence in school

All teachers now have an ICT Curriculum Package with ICT Scope and Sequence and Skills Checklists.

Using DECS eStrategy Framework rubric for Teaching and Learning.

ICT Support time to keep the equipment working properly.- Computer tech support needs bigger bulk of time. Parent Information/Education sessions Coordinator (Curric) very valuable Keep up to date with technology eg. Ipod / ipads / apps Stock supply of spare parts

Level Two: Changes in things teachers do Setting tasks for high achievers Survey of kids/shared with staff/impact on classrooms Use of online resources eg Scootle, Sunshine Online etc Teachers doing new things on ICT’s Teachers using IWB as main mechanism for teaching now. High use of equipment/demand in classroom. Use of internet greater – more of Google’s tools available being used eg maps, images, earth. Checklist of skills and IT Scope and Sequence being used by teachers Peer coaching of teachers by teachers/demonstrations- most useful. Setting tasks across the curriculum - open ended in presentation. Curriculum flexibility to allow maximum access to technology. Grouping of kids for peer teaching. Teachers letting go of control of IWB – seeing students sharing the teaching, negotiating activities, operating the IWB. Teachers as learners. Use of the moodles – PMSS for maths and science Using ICT equipment across the curriculum and making links. Camaras, flipvideos, screenshots being used as Assessment material.

Teachers sharing what they have tried out.

High level of use and access to Laptops and ipods etc.

More teachers now accessing Scootle, PMSS Moodle etc.

Teachers using the IWB Daily.

Evident in Rich task folders and assessments

Observations when walk into classrooms.

Trouble shooting booklet for staff.

Using games and social networking for learning (implications of survey results on programs being used by teachers to tap into preferred learning style for engagement improvement.

Time for peer coaching.

Consistent access to IT support SSO – more hours per week, more days per week.

Teachers to model respect, care and responsibility.

Level Three: Changes in things students do "Behaviour" kids settled/learning/engaging Kids teaching each other Less "busy" work - colouring patterns on posters etc more real work eg writing, improving creativity, less shush and colour. opportunities for teachable moments. Higher level learning being demonstrated - barriers of handwriting, 2nd drafts, punctuation, etc - less anxiety, gentler editing process, more confidence developing. Some programs really helping some kids - alternative methods eg Dragon Naturally.

Some evidence (anecdotal) of kids who would normally act out if faced with writing task not doing so when given opportunity to do the work on a computer.

Copyright / plagiarism, - Intellectual property

Internet Credibility – develop website evaluation skills

Start integrating technology into reporting.

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"High achievers" doing things some teachers don't know how to do eg blogging. Amount of work increased because it takes less time eg graphing by computer instead of by hand. Kids having a go at writing using technology and to assist learning, eg apps on ipods, using the internet on laptop, using language functions in MS Word eg spell and thesaurus. Transference of skills of keyboarding. Exposure to more images help building mental maps, improving general knowledege, reducing isolation or becoming more worldly (eg using IWB using Google images, maps, earth etc). Students developing independence. Divergent thinking developing – can look things up on net, using different programs, do things in different ways.

Blogging being used for reporting to parents/for self evaluation by a small group of year 6.

Level Four: Improvement in Learning Improvement in literacy tasks when given opportunity to use ICT For NEP kids

anecdotal at this stage – Huge positive reaction by Special needs teachers and students at introduction of Ipad 2 into their classrooms. Base Line data using: -Teaching and Learning eStrategy Rubric -Repeat student survey -Survey teachers about ofcomputers in the classroom. -Snap shot of Year 6’s (ACER)

Doing writing audit comparison hand vs computer (could be just a small group). Link to Maths, Science, Literacy How has using ICT’s improved learning in other areas of the curriculum.

Learning Through Engagement and Wellbeing

Measuring Outcomes

Evidence (Data) Future Action

Level One: Strategies – things that are done Milkshake positive for the week Primary Kids Matters training for action team in components 1and 2 Wilson T&D for all staff during term 2 Purchased Wilson resources $1500 Solly Days e.g. beach day and wheels day TEFEL –training and Australian Curriculum Super Sollies Monday morning Go Group Parent Participation group formed to get feedback on issues from a wider group 30-40m parents Groups formed and working on student behaviour and reporting to home including parents Office exits sent home to targeted students parents. Reforming of the wellbeing group with the kids matters action team Excursions R-7 Special activities- Hip-Hop, lab on legs, super 8’s basketball comp interschool sports Use of kitchen area for learning Breakfast club, Reading Room

Some students involved in “Go Group” more settled in own classes

Draft reporting Policy

Wilson training booked term 2 2012 Wilson resources made available to staff – manuals, equipment for activities Training of staff in component of Kids Matters Students involved in decision making Reports to Families Draft implemented in 2012 Further exploration of TFEL and opportunities to differentiate the curriculum for students

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Level Two: Changes in things teachers do Office exits home to some students parents Use of visuals in classrooms have increased especially for SWD More staff contacting parents more regularly to discuss student issues about attendance, behaviour and learning Some teachers using Wilson games in class to support the learning of social skills Wilson Games “Show Cased” at Sports Day Teachers supporting student initiated activities in own time Peer Coaching in ICT, teams, induction Wilson Games Step 9 has lead to greater ownership of professional goals Use of workshop proactive rather than reactive strategy

Shared responsibility and built trust has increased over the year

All staff to be using Wilson activities in class programs Increase readiness and opportunities for peer coaching amongst staff Regular feedback to staff on performance becomes a priority

Level Three: Changes in things students do More students referred to agency support Some students accessing ICAN funding through the Explore Your World Project Less unexplained absences from students. EC funding used to support students Work experience students developing skills Mens Shed Special Ed swimming, cooking life skills group work-Social Calming thoughts and positive self talk being developed by some students.

Continued to decrease absence through parent contact and student support

Increased access to adults for students( Marc) has resulted in decrease in absence

Develop student behaviour learning processes to increase student engagement in learning

Level Four: Improvement in Learning Level of engagement in learning as a result of student mentoring

More involvement of Indigenous families in school decision making processes

1/3 of governing council made up by indigenous families Decrease in suspensions / length of suspensions increases learning time at school

Continue to provide student mentoring support for those students at risk

Student Achievement Student Engagement Engagement Matrix ( % of students compliant, enthusiastic or proactive with learning )

2010 2011 2012 2013 R 83 63 1 70 60 2 68 61 3 56.5 60 4 67.5 42 5 78.5 70 6 69 49 7 70

Average 71% 59%

Engagement: The average of 59% of students seen by teachers to be engaged in learning in a positive way is a decrease of 12% from 2012. This may relate to the relatively new use of this tool and the need for use of a more detailed matrix or moderation of information. It may also relate to higher expectation of staff of students’ engagement. The lowest points at Year 6 and Year 4 correlate with higher than usual student behaviour issues resulting in disruption to learning even though many strategies were put in place. At Year 3, 5 and 7 students with disabilities made up about 2/3 of the students partially or significantly disengaged. The work already carried out on differentiating the curriculum needs to continue being a focus for staff

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Literacy Running Records R – 2 Year 1

Year 2

Waddington Reading Test Year 3 - 7 The Waddington Reading Test was re – introduced this year as a Year 1 to 7 data set even though there are concerns of its accuracy for Year 7 students. It was agreed that it still gives information to demonstrate progress of students who aren’t achieving the Year 7 standard. At Year 3 33% of students were at the standard with 43% above the standard. At Year 5 27% were at standard with 15% above and at Year 7 36% were seen be at standard. A goal is to increase the percentage of students at their year level standard or above. Having data sets which allow the progress of cohorts to be monitored will be useful. Westwood Spelling Test Year 3 – 7 The Westwood Reading Test was also re-introduced this year, Year 1 – 7. . At Year 3 15% of students were at the standard with 37% above the standard. At Year 5 33% were at standard with 12% above and at Year 7 19% were seen be at standard and 45% above. A goal is to increase the percentage of students at their year level standard or above. Writing Audit 1 – 7 The Writing Audit, trialed in 2010, was held in Week 3 of Term One and Three this year. A common task was set for all year levels to write to and then assessment was carried out by class teachers. Data was presented back to staff at the Year level and individual student level against the standard.

YEAR LEVEL

1 2 3 4 5 6 7

2011 Tm1 Tm3 Tm1 Tm3 Tm1 Tm3 Tm1 Tm3 Tm1 Tm3 Tm1 Tm3 Tm1 Tm3

% at the standard

83 72 83 83 66 81 51 33 41 41 21 22 10 10

The one year whole school snapshot of data is unreliable in that it does not account for transience of students. The data was also impacted on as staff engaged in moderation processes, more coming to understand what a particular year level looked like. However it does indicate that the numbers of

Running Records R-2: Running Records are undertaken in Term 1 and 3 on Year 1 and Year 2 students. The Year 1 results show excellent progress when compared to the State and like School results. With Like Schools there are significantly lower % in Levels 1-5 and levels 6-10, 14% at 11-15, and 4% higher at levels 16-20 and 6% at levels 21-26+. The Year 2 Results 30% more students in the levels 16 to 26 with most students likely to reach the Regional target of Level 22 by the completion of Year 2.

This has been achieved by the setting of targets and by closely monitoring students throughout the year in the year 1 / 2, Reception / Year 1 class, both by class teachers and the Deputy Principal. Closer monitoring and goal setting in the Reception class and Year 3 has also occurred.

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students achieving at their year level is decreasing as they move up the school and writing tasks become more complex. Closer analysis of the data at individual student level showed that 21% of students had achieved at the next year level after 6 months. For some students the data was not available due to absence at either of the audits. Students with disabilities were more likely not to have moved on to the next level and students having behavioral difficulties, mostly related to social and emotional issues, did not move on or had not shown that they could achieve even at the same level. NAPLAN

Reading Reading (% Achieving Standard)

Year 2007 2008 2009 2010 2011 3 62 71 94 88 85 5 85 60 89 75 69 7 83 91 93 89 94

Reading (% in Growth Categories)

Year Low Growth Medium Growth High Growth 09 10 11 09 10 11 09 10 11 5 30 24 42 43 59 54 27 17 4 7 31 33 29 54 50 59 15 17 12

Writing Writing (% Achieving Standard)

Year 2007 2008 2009 2010 2011 3 50 79 97 93 100 5 79 69 83 80 61 7 72 81 86 74 78

Spelling Spelling (% Achieving Standard)

Year 2008 2009 2010 2011 3 65 90 95 71 5 57 71 84 74 7 91 83 71 94

Reading: Taking into account the particular cohort there has been a 25% decrease in the number of students achieving the National Standard Year 3 to 5 but growth information suggests that 54% have achieved medium growth. At Year 5 to 7 there has not been a change to students achieving the standard but there has been an increase in the number of students achieving medium growth. There is a significant increase in the number of students achieving the standard since Year 3.

Writing: Taking into account the particular cohort there has been a 26% decrease in the number of students achieving the National Standard Year 3 to 5.At Year 5 to 7 there has been a decrease of 5% to students achieving the standard but this is a significant increase in the number of students achieving the standard since Year 3.

Spelling: Taking into account the particular cohort there has been a 16% decrease in the number of students achieving the National Standard Year 3 to 5. At Year 5 to 7 there has been a 23% increase of students achieving the standard.

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Language Conventions

Year 2008 2009 2010 2011 3 77 83 90 82 5 62 80 78 68 7 77 73 91 100

Numeracy Numeracy ( % Achieving Standard)

Year 2007 2008 2009 2010 2011 3 62 93 87 96 81 5 78 66 80 78 85 7 67 95 97 91 94

Numeracy (% in Growth Categories)

Year Low Growth Medium Growth High Growth 09 10 11 09 10 11 09 10 11 5 61 50 41 32 38 41 6 12 15 7 25 36 18 67 55 71 8 9 12

Student Data

Attendance

Following cohorts of students there has been a pleasing increase in several year levels and overall the school has an attendance rate close to 90%. There continues to be positive attendance of Aboriginal students with the rate consistent with the rest of the school. It is well above state average.

There continues to be many strategies in place to encourage attendance on an individual, class and whole school basis. Intensive follow up with families through the Counsellor, AET, AEC0 and the District Attendance Officer has been very successful in several cases.

Collaboration with other agencies to formulate and implement plans for chronic non attenders is an increasing feature in attempts to re-engage students, including those with mental health issues.

Language Conventions: Taking into account the particular cohort there has been a 15% decrease in the number of students achieving the National Standard Year 3 to 5. At Year 5 to 7 there has been a 20% increase of students achieving the standard, now at 100%.

Numeracy: Taking into account the particular cohort there has been little change in the number of students achieving the National Standard Year 3 to 5 with growth information suggesting there has been a slight shift from low to medium to high growth. At Year 5 to 7 there has not been a 14% increase to students achieving the standard but there has been a significant increase in the number of students achieving medium growth with a smaller increase in those achieving high growth. There is a significant increase in the number of students achieving the standard since Year 3.

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Client Opinion Students

In the Student Opinion survey carried out by DECD:

Year Quality Support Relationships Leadership 2007 10 9.75 9.5 9.75 2008 10 9.5 9.5 9.5 2009 10 10.25 9.75 10 2010 9.8 9.6 9.9 9.8 2011 9.8 9.6 9.8 9.9

Students were very positive about wanting to learn at school, trying new things and that their teachers expected them to do as well as they could. As in previous years they continue to be concerned about how others care for the school and keep it clean and the behaviour of students and the impact this has on the learning environment. They also felt that there needs to be improvements in the way students get along with each other. A student forum should discuss these issues and identify some strategies to put in place.

This may include identifying those students whose behaviours impact negatively on others both in the classroom and at play and working with the student and the families on how this could be improved. Social skilling as part of the main stream curriculum is important and training through the Play is the Way program would support teachers in delivery.

Parents In the Parent Opinion Survey carried out by DECD:

Year Quality Support Relationships Leadership 2007 9.75 10 10.25 10 2008 9.4 9.4 9.75 9.75 2009 10 10 10 10 2010 10.1 10.3 10.4 10.1 2011 9.8 10 10.3 10.2

Parents were very positive about the opportunities to discuss their child’s progress (100%) and that teachers know what their child can / can not do and what they need to learn. They also saw that the school encouraged students to have a sense of pride in their achievements. Parents did express some concerns about the learning programs of the school. There could be discussion in Governing Council and perhaps exploration through the Parent Participation Group to clarify what needs to be done in this area.

Staff In the Staff Opinion Survey carried out by DECD:

Year Quality Support Relationships Leadership 2007 10 9.5 10 10 2008 10.75 10 10 10.25 2009 10.75 9.75 10 10 2010 10.75 10.25 10.1 10 2011 10.3 10.1 10.1 10.3

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Less than 25% of staff completed the survey this year probably because time was not made available in a staff meeting for its completion. Responses indicate concerns in the areas of support for learning and in relationships between members of the school community. The OHSW Survey “Health Promoters and Health Hazards Summary” raised some concerns about work demands and related individual and group distress. There needs to be a continuing focus on staff wellbeing and school processes to address these issues. The OHSW Action Plan provides details of strategies.

Accountability National Partnerships ICAN ( Innovative Community Action Networks ) Case management funding was accessed to support the provision of individualized programs during Term 3 and 4 for a small number of students who were not attending school on a regular basis either as the result of ongoing attendance issues or as the result of suspensions for inappropriate behaviour. A Youth Worker was employed in the school to mentor these students. Support with class work was provided as was time to develop an area of the student’s interest. The case manager strategy was also utilized to work more closely with the family and to provide a program out of the school. A community partnership program for young Indigenous women Year 6 – 9 was also developed between Port Pirie schools and funded through ICAN. The aim was to enable the to young women to develop supportive relationships with other Indigenous women, to explore their heritage and to increase their links in the community. Aboriginal Mentoring Program The Aboriginal Student Mentoring Program provided our school with flexible mentoring support to meet the individual needs of Aboriginal students in years 5 to 7, who may not be reaching their full potential and/or are on the verge of disengaging. Families met with school staff to develop Individual Learning Plans, identifying strengths and areas to work on. The mentoring was used to address these needs at a classroom level and in providing both individual and group support to develop areas of interest. Staff

Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Graduate Degrees or Diplomas 32

Post Graduate Qualifications 6 Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce Composition including Indigenous staff

Teaching Staff Non-Teaching Staff

Workforce CompositionIndigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0 20.4 .83 10.3

Persons 0 22 1 17

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Financial Statement

Income by Funding Source

Funding Source Amount 1 Grants: State $2 777 577 2 Grants: Commonwealth $ 137 729 3 Parent Contributions $ 62 438 4 Other