Hannam Vale Public School Annual School Report

2012

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Our school at a glance

Students In December 2012 a total of 23 students were enrolled. The students were divided into two classes 13 students in K-2 and 10 students in 3-6. There was a 10% increase in student enrolments during Term 3.

Staff In 2012 the school was led by one teaching Principal, a temporary teacher and a part-time SLSO. This staffing arrangement enhances learning opportunities for students.

Significant programs and initiatives Throughout 2012 a wide range of programs were implemented, both new and ongoing, supporting the learning and social needs of the students.

These included:

• Literacy and Numeracy initiatives

• Newcastle Permanent Year 5-6 Maths Competition

• Premier’s Sporting Challenge

• School participation in the Camden Haven Arts Festival for Schools

• Jump Rope for Heart

• Netball, Touch Football, Cross Country, Athletics, Tabloid sports events and Fitness programs

• Music and Drama programs

• Environmental initiatives - Waste Free Wednesdays, Aussie Swap Party, Rubbish audit

Student achievement in 2012 Literacy and Numeracy – NAPLAN Year 3

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

Literacy and Numeracy – NAPLAN Year 5

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

Messages

Principal’s message Quality teaching programs which meet individual student needs and develop the talents of each child are provided at Hannam Vale Public School.

Our school focuses on providing ongoing professional development for staff in the pursuit of excellence, and high levels of expertise in Literacy and Numeracy provided for each child within the classroom.

Our success is enhanced by the partnership with our community and I extend my thanks to the Parents and Citizen’s Association and to the many volunteers who so generously gave their time and energy to the school.

We have a newly painted toilet block, a new netball court and we’ve managed to reduce the amount of rubbish we collectively make with the introduction of Waste Free Wednesdays.

All classrooms and the administration block now have wireless capability allowing us to be authentic members of the ‘global village’ using 21st Century technologies.

It has truly been a privilege to be the principal of a school that aims for personal excellence in all we do. Hannam Vale is a school of achievement and innovation.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Christine Armour – Relieving Principal

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P & C and/or School Council message

2012 has been another dynamic year for the P&C.

It has been a year of many changes for both the P&C and the staff of the school. Despite this, we have continued to support our students through much needed fundraising at events such as a Bunnings BBQ, our inaugural involvement in catering at the annual Hannam Vale Open Gardens Show, Easter and Christmas raffles and our weekly Powerball fundraiser. The funds raised have assisted with the Annual School Swimming Scheme and subsidised each child’s stay at Wangat Lodge camp.

The P&C has been supportive of local community events such as the Anzac Day cricket match and the Open Gardens Show and finished the year on a social note at the School Presentation night. Although we are small in number, we receive great support from our wonderful community in addition to the Hannam Vale Public School staff who have continued to support and encourage us in our endeavours.

We are looking forward to continuing our collaboration in 2013.

Michelle Dennis , President P&C

Student Representative’s message My year this year as school captain has been full of new and great experiences.

The SRC have had heaps of great fundraising ideas. Such as:

• Pajama Day

• Jelly Bean Guessing Competition

• Great Aussie Swap Party

• Mufti Days

• Lunch for Daffodil Day

The money raised from the fundraisers gave us enough money to buy the school:

• 3 native bird nesting boxes

• World Vision Gifts of School Pencils, Mosquito Nets, Vaccinations and a Water Purification System

• Donation to The Cancer Council

My time at Hannam Vale School has been extremely enjoyable and I will miss it dearly.

Rebecca McInnes – School Captain

School context

Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

Gender 2008 2009 2010 2011 2012 Male 3 3 8 10 13 Female 12 10 11 8 10

0

5

10

15

20

25

2008 2009 2010 2011 2012

Female

Male

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Structure of classes

Hannam Vale is a small school and for the entire 2012 school year, students were placed in two multi-stage classes. This was made possible with the employment of a temporary teacher to take the K-2 class.

Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as at December 2012.

Management of non-attendance

Regular attendance at school is essential to assist students to maximize their potential. The school, in partnership with parents, is responsible for promoting the regular attendance of students.

All absences must be explained within 7 school days. We maintain a record of enrolments and a record of daily student attendance. A positive student reward system operates for students who are punctual and attend school regularly. Student school attendance requirements are regularly communicated in the school newsletter.

Unresolved issues of unjustified or unexplained absences are referred to the Home School Liaison Officer.

Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Staff establishment

Position Number Principal 1 Primary Part Time Teacher 0.084 Learning and Support Teacher 0.1 Primary Teacher RFF 0.042 Teacher Librarian 0.084 Primary Priority School Funding Scheme 0.1 Primary Smaller School Supplement 0.462 School Administrative & Support Staff 0.996 Total 2.768

The National Education Agreement requires schools to report on the Indigenous composition of their workforce.

The Indigenous composition of our workforce is one full time teaching principal.

Staff retention

The number of temporary staff hours increased during 2012. The temporary teacher engaged in June 2011, was employed full time in 2012 to take the K-2 class. A school learning support officer was engaged 10½ hours each week to work with students on individual learning programs.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 50% Postgraduate 50%

Roll Class Year Year total Class total

K - 2 K 4 13

K - 2 1 4 13

K - 2 2 5 13

3- 6 3 3 10

3 - 6 4 2 10

3 - 6 5 2 10

3-6 6 3 10

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Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2012

Income $ Balance brought forward 53630.73 Global funds 41133.39 Tied funds 35041.49 School & community sources 8449.55 Interest 1951.61 Trust receipts 2351.00 Canteen 0.00 Total income 142557.77 Expenditure Teaching & learning

Key learning areas 13304.01 Excursions 2913.80 Extracurricular dissections 3264.63

Library 2146.40 Training & development 2322.72 Tied funds 35392.06 Casual relief teachers 2747.15 Administration & office 19523.99 School-operated canteen 0.00 Utilities 5047.45 Maintenance 8922.39 Trust accounts 2179.29 Capital programs 0.00 Total expenditure 97763.89 Balance carried forward 44793.88

A full copy of the school’s 2012 financial statement is tabled at the annual general meeting of the P & C Association. Further details concerning the statement can be obtained by contacting the school.

School performance 2012

Achievements Arts

Staff expertise enables provision of a varied Creative and Performing Arts curriculum. A music program includes choir, music appreciation and performances incorporating choral and instrumental activities.

Students also enjoy excellent Visual and Dramatic Arts opportunities in and out of school, including the successful involvement in Camden Haven Community of Schools Arts Festival and the end of year musical Charles Dickens ‘A Christmas Carol’, where the whole school participated in song, drama, music accompaniment, sets, stage direction and sound effects.

Sport

Sport is a high priority at Hannam Vale Public School as the relative isolation from major towns and the school’s limited population means that it is quite difficult to provide adequately for team structures. 2012 was the most successful year for competitive team sport.

We successfully competed in the small Schools Athletics Carnival, where our relay team went on to represent the district at the Regional Athletics Carnival in Newcastle.

All students took part in the Premiers Sporting Challenge, with 100% achieving a Diamond Award, the highest level.

The installation of a grass netball court enabled all Year 3-6 students to become proficient and enthusiastic netball players, representing the school at the Small Schools Netball Gala Day.

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We entered a team of Year 3-6 students in the after school, Harrington Touch Football summer competition. The season spans from November 2012-March 2013.

Other sporting events and achievements include; school ‘Mini Olympic Games’ day, a ten day intensive Learn to Swim and style improvement school, Small Schools Cross Country Carnival, Jump Rope for Heart and Small Schools Tabloid Day.

All students participate in two hours of morning fitness activities every week.

Other

Wangat Lodge K-6 Camp The student’s behaviour was exemplary, their enthusiasm and stamina outstanding and their caring for each other, helpfulness and manners unrivalled. I received many comments from Wangat staff regarding the children’s ability to participate fully in every activity especially the younger ones.

The students made mud bricks, painted each other’s faces with paint made from ochre, wrestled lantana, climbed through a strangling fig tree, caught frogs, watched fireflies and participated in a rain dance whilst singing an African chant.

It was a great learning experience and everyone came away with a greater appreciation of our fragile environment and with practical ways of minimizing our natural resources and being a ‘lightfoot’ when it comes to reducing the impact we have as individuals on our environment.

Book Week Students dressed as their favourite book identity for the book character parade, used visual art and drama to perform a well known and loved story. Not to be outdone by the students the staff also ably performed for the students and parents. SRC Fundraisers Daffodil Day – Lunches cooked by the 3-6 class and served by students with some parent assistance. Money raised from their sale and the ‘dress in yellow’ day, going to the Cancer Council. Giant Aussie Swap Party - A fun way to swap unwanted items for other people’s unwanted items, your trash becomes another’s treasure. Money raised went to the Year 6 end of year gift to the school, native bird nesting boxes and over $200 worth of Christmas Gifts to children and families in countries supported by World Vision. Waste Free Wednesdays An environmental initiative introduced for Planet Ark’s National Environment Week and continued. Every Wednesday rubbish bins are out, reduce, reuse, recycle is in. There has been a marked improvement in the nutritional value of the food the children are consuming and a reduction in the waste they are collectively producing.

Academic

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

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Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Reading – NAPLAN Year 3

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

Numeracy – NAPLAN Year 3

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

Reading – NAPLAN Year 5

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

Numeracy – NAPLAN Year 5

As the student cohort was too small to compare with the state figures, parents were informed of individual student results.

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO.

Significant programs and initiatives Aboriginal education

Teaching Units are closely linked to and inclusive of, where relevant our proud Aboriginal heritage.

Aboriginal Education is promoted and supported across all key learning areas and more particularly in the Human Society and Its Environment (HSIE) curriculum. All students are taught about indigenous Australian culture and it is seen as an important and valued part of our Australian cultural identity.

All Indigenous students have personalized learning plans developed in consultation with the student and their families.

Multicultural education

All classroom teachers ensured that multiculturalism was a fundamental value taught using culturally inclusive strategies.

Teaching and learning programs were undertaken promoting the understanding and appreciation that Australia has been multicultural in nature throughout its history.

The Olympic Games and China units provided excellent references and teaching materials to reinforce this.

The school’s teaching principal is a trained Anti-Racism Contact Officer and there were no racism or discrimination incidences reported during 2012.

All staff have undergone professional learning to support teaching and learning programs that promote intercultural understanding and skills.

Progress on 2012 targets Target 1

Improve literacy skills of all students with a focus on reading 3-6

Our achievements include:

• Student improvement visually represented in the plotting of all children on the Literacy Continuum and results used to drive teaching and learning programming

• NAPLAN results in Reading noticeably improved.

• Professional Learning Focus on Reading 3-6 for Year 3-6 teacher

Target 2

Increase levels of overall numeracy achievements for all students

Our achievements include:

• Term and Semester Assessments enable accurate plotting of children on Numeracy Continuum, the resulting information is used to drive teaching and learning programming

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• Teacher participation in professional learning around the Best Start program.

• Greater use of technology in mathematics lessons.

Target 3

Meet the needs of all students with a focus on the top 25%

Our achievements include:

• Students participated in enrichment days within the community of schools and within local school community.

• Participation by students in academic competitions.

School evaluation It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2012 our school carried out evaluations of Student Welfare and the key learning areas of literacy and numeracy.

Answer options in the survey included Always, Usually, Sometimes, Rarely, Never combined with open ended questions.

Background

Ten students in Years 3 – 6 completed the survey. Surveys were also completed and returned by 10 of our 15 families at the school.

Findings and conclusions

Literacy and Numeracy Curriculum Learning Areas

Staff

Major positives:

Their literacy and numeracy teaching programs provide differentiation to cater for student learning needs and abilities.

Reading 100% Usually Writing 100% Usually Spelling 100% Always Talking & Listening 100% Usually

Numeracy 100% Usually

Students

The literacy and numeracy teaching programs meet my learning needs and abilities.

Reading 20% Always, 50% Usually, 30% Sometimes Writing 40% Always, 60% Usually Spelling 60% Always, 40% Usually Talking & Listening 20% Always, 50% Usually, 30% Sometimes

Numeracy 40% Always, 50% Usually, 10% Sometimes

Parents

The literacy and numeracy teaching programs meet my child’s learning needs and abilities.

Reading 30% Always, 70% Usually Writing 30% Always, 70% Usually Spelling 30% Always, 70% Usually Talking & Listening 20% Always, 80% Usually

Numeracy 20% Always, 80% Usually

Working toward:

As a staff we will work together to achieve our new targets, knowing we have strong support from the parent body.

Student Welfare

Staff

Major positives:

I administer the school’s welfare program to meet the needs of all students. 50% Always, 50% Usually

Students

To what extent does the school’s welfare program meet your needs and those of other students? 80% Always, 10% Sometimes, 10% Rarely

Parents

To what extent does the school’s welfare program meet the needs of students? 40% Always, 60% Usually

Program strengths:

• Constantly in review, ensuring relevance for current cohort of students and their individual and collective needs

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• Provides for a caring environment by the use of positive behavior practices and recognition of achievements

Working toward:

• Consistent consequences to reduce occurrence of unwanted behaviours, to encourage the impact friendship has on self esteem and to escalate consequences for repeat offenders

• Review Behaviour Management Plan and communicate to all staff

Future directions

The school will continue to foster a positive and productive learning culture across the school community as it strives for continuous improvement, self-evaluation and shared ownership.

Maintain and enhance the already excellent communication between school and community to motivate active involvement among a greater number of parents.

Parent, student, and teacher satisfaction In 2012 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Things the school does well.

Staff

• Caters for individual needs with quality teaching and learning programs.

• Provides a learning environment, facilitating independent study skills.

Students

• Great sporting opportunities including morning fitness

• A friendly school where everyone cares for each other

Parents

• School staff have a lot of respect for the children and their communication to parents is excellent

• Children feel happy and welcomed to go to school where there are excellent resources and great literacy programs.

Things the school and community do well together.

Staff

• Provide a support network that facilitates consistency in educational, social and emotional support.

• High level of collaboration with all stakeholders to ensure ownership and ongoing support

Parents

• Community and school work well and cooperate together to fundraise for improved learning outcomes for the students

• Open communication is encouraged and supported

Professional learning The school grant of $2240.40 was expended on Teacher Professional Learning in 2012. Additional funds were allocated from the global budget and PSP funds to support professional learning aligned to school targets.

School Development Days in Term 1, 2 and 3 provided professional development for staff in Student Welfare Policy, Child Protection Updates, Keep them Safe Training, Using iPads in the Classroom, Accessing and Using North Coast Maths Scope and Sequence and Using Best Start Literacy and Numeracy Continuums for teacher programs and parent reporting.

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Courses attended during 2011 included:

• Best Start Training K-2

• Focus on Reading 3-6

• Quality Teaching

• Interactive White Board Training

• Financial Management

• Leadership Training

School planning 2012—2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1 – Literacy

Outcome for 2012–2014

• Enhance quality teaching practices to improve levels of literacy and numeracy achievement for all students in line with Region and school targets, with a focus on higher performing students.

• Strengthen teacher capacity to improve student outcomes in literacy and numeracy.

• Support staff to improve student engagement through differentiated curriculum, consistent assessment and feedback with a focus on higher achieving students

2013 Targets to achieve this outcome include:

• Increase percentage of K-2 students achieving at stage/ability appropriate clusters in the aspect of reading texts, phonics and phonemic awareness, from current levels to 70% in 2013.

• Increase percentage of Y3-6 students achieving at stage/ability appropriate literacy continuum clusters in the aspect of writing, from current levels to 65% in 2013.

• Student progress will be recorded and reviewed end of each term, on the literacy and numeracy continuums and results drive teacher programming.

• Maintain NAPLAN school growth levels for literacy and numeracy at or above state level. Year 5 students to achieve expected growth.

• Increase NAPLAN school growth level in spelling to or above state level and Year 5 students to achieve expected growth in spelling.

Strategies to achieve these targets include:

• Purchase and implement K-6 phonemic spelling program and provide PL for successful implementation

• Collect regular and whole school consistent assessment data to maintain currency of students’ tracking on continuum and drive programming

• Conduct professional learning on literacy continuum, plotting students and developing quality balanced literacy lessons

• Professional learning on effective use of existing programs/resources and developing differentiated activities for literacy lessons

• Evaluate existing pedagogy, teacher effectiveness and resources

• Provide opportunities to extend literacy skills, knowledge and experience of top 25% of students

• Provide tutoring support to students who are not achieving stage outcomes in literacy

• All staff to participate in local small schools collegial network meetings to share ideas, resources and practices

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School priority 2 – Numeracy Outcome for 2012–2014

• Enhance quality teaching practices to improve levels of literacy and numeracy achievement for all students in line with Region and school targets, with a focus on higher performing students.

• Strengthen teacher capacity to improve student outcomes in literacy and numeracy.

• Support staff to improve student engagement through differentiated curriculum, consistent assessment and feedback with a focus on higher achieving students.

2013 Targets to achieve this outcome include:

• Student progress will be recorded and reviewed end of each term, on the literacy and numeracy continuums and results drive teacher programming.

• Maintain NAPLAN school growth levels for literacy and numeracy at or above state level. Year 5 students to achieve expected growth.

• Reverse Y3 & Y5 NAPLAN trend data for Number, Patterns & Algebra and Data, Measurement, Space and Geometry.

• All students achieving at stage/ability appropriate levels in the aspects of multiplication and division and place value on the numeracy continuum.

Strategies to achieve these targets include:

• Train all staff in the use of; o Smart data analysis and its application to class

programming, o effective plotting of students on the numeracy

continuum, Multiplication and Division and EAS/Place Value and

o developing balanced numeracy lessons incorporating Count Me In Too and Counting On pedagogy

• Collect regular and whole school consistent assessment data to maintain currency of student tracking on continuum and drive programming, ensuring student learning needs are being met

• Professional learning on effective use of existing programs, strategies and resources developing differentiated activities for numeracy lessons

• Provide opportunities to extend numeracy skills, knowledge and experience of top 25% of student

• Provide tutoring support to students who are not achieving stage outcomes in numeracy

School priority 3 - Engagement Outcome for 2012–2014

• Enhance quality teaching practices to improve levels of literacy and numeracy achievement for all students in line with Region and school targets, with a focus on higher performing students.

• Strengthen teacher capacity to improve student outcomes in literacy and numeracy.

• Support staff to improve student engagement through differentiated curriculum, consistent assessment and feedback with a focus on higher achieving students.

• Strengthen quality partnerships between home, school and community to deliver improved teaching and learning outcomes.

2013 Targets to achieve this outcome include:

• Teaching staff to attend Manning/Camden Haven collegial teacher network meetings to strengthen teacher capacity to develop and deliver quality differentiated learning activities.

• All teaching staff to provide relevant differentiated curriculum and consistent assessment feedback increasing levels of student engagement in all learning activities, including top 25% of students.

• Increase in teacher capacity to provide and support high levels of social and emotional well being for all students and a fostering of resilience and self responsibility.

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Strategies to achieve these targets include:

• Provide opportunities to develop high order thinking skills, extend knowledge and experience of top 25% of students and develop teacher capacity to implement quality differentiated learning strategies including video conferencing

• Provide school operational arrangements that encourage innovation and flexibility and increase parent and community awareness.

• Strengthen student and community understanding of the school’s rights, responsibilities and values framework

• Provide an inclusive classroom environment which engages, supports and challenges all students

• Develop student leadership opportunities through the SRC

• Increase student self-motivation, resilience and responsibility for learning through positive strength based conversations, targeted PDHPE lessons and providing opportunities for students to choose learning activities in preferred learning styles

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Christine Armour - Relieving Principal

Pam Jones - Teacher

Katie Nolan - School Administration Manager

Michelle Dennis - President P&C

Cristy Miller – Parent

School contact information

Hannam Vale Public School 1159 Hannam Vale Road, Hannam Vale NSW 2443 Ph: 6556 7636 Fax: 6556 7672

Email: hannamvale-p.school@det.nsw.edu.au

Web: hannamvale-p.schools.nsw.edu.au

School Code: 2131

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr