Narromine Public School Annual School Report

2011

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Ourschoolataglance

Students

At the conclusion of 2011 Narromine PublicSchoolhadastudentenrolmentof418students,KindergartentoYear6.In2011aMulticategoricalclass was established to support students withspecialneeds.

Staff

TheteachersandstaffatNarrominePublicSchoolare highly valued and professional. They workwith parents and the wider community inpartnership to provide a supportive andchallenginglearningenvironment.

Significantprogramsandinitiatives

The school was involved in, or conducted anumber of programs to give students extraeducational support and enhanced learning

outcomesthroughout2011.

Thesewere:

• PrioritySchoolProgram(PSP)• NationalPartnershipsLiteracy/Numeracy• NationalPartnershipsLOWSES

• Wambinya(Kindergarten)• NortaNorta(Yrs4and6)

• ReadingToLearn• Multilit• KindergartenTransition

• ReadingRecovery(Year1)• SpeechProgram• ActiveAfterSchoolsCommunities

• PremiersSportingChallenge• PremiersSpellingBee• StudentRepresentativeCouncil(SRC)

• SteppingStones–Mathematics

Studentachievementin2011Students in Year 3 and 5 participated in theNational Assessment Program Literacy andNumeracy (NAPLAN).TheLiteracy componentof

the program tested student competencies inWriting, Spelling,GrammarandPunctuationandReading.

TheNumeracycomponentofthisprogramtested

student competencies in Number, Patterns andAlgebra, Measurement, Data, Space andGeometry.

Messages

Principal’smessage

The Annual School report is a snapshot of theschool’s achievements, programs and activitiesfor2011.Itdescribestheprogressandsuccessofstudents and the school, resulting from theoutstanding commitmentanddedicationof staffand enhanced by the involvement and valuedsupportofparents.

The school has continued to experiencesignificant growth in student numbers. This is aresult of the quality teaching in our school andtheactivepromotionoftheexcellentprogramsinoperation.

Students are encouraged to do their personalbest in a safe and caring environment that isdesigned to cater for individual learning styles.Thereisastrongemphasisonimprovingstudentliteracy and numeracy and a focus on studentwelfareandtechnology.

The staff at Narromine Public School are highlyexperienced and undertake all aspects of theirteaching with enthusiasm, professionalism anddedication. In addition to providing a well‐balanced academic curriculum, we providenumerous opportunities for students to developsporting,cultural,performingartsandsocialskillswithintheschoolenvironment.

Parentsandcarersplaya key role in the school.Theygiveverygenerouslyoftheirtime,skillsandknowledge as part of the Parent and Citizens’Association (P&C), canteen, class and schoolvolunteers and those who support and attendschool events including sporting and culturalactivities.

National partnership funding and Priority SchoolProgram funding has continued to supportprograms in the areas of literacy, numeracy,Aboriginal education, technology and staffprofessionaldevelopment.

It is a privilege to Principal of a school wherestudents, staff, parents and caregivers work

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together to promote the values of Respect,HonestyandResponsibility.

Icertifythatthe information inthisreport istheresultofarigorousschoolself‐evaluationprocessand is a balanced and genuine account of theschool’s achievements and areas fordevelopment.

TeresaHealey

P&Cmessage2011 has been another busy year for the P&Ccommittee.We have held a variety of fundraising eventsincluding an Easter Egg Raffle, Mother's &Father's Day stall, ran canteens at both theSchool & NARRAF sports carnivals, the schoolspectacular and provided afternoon tea at theschoolartshow.We continue to sell NPS promotional products,uniforms, hats, lunch wallets, Math dictionariesandhandballs.In 2011 we supported the introduction of NPSshortstobewornaspartoftheeverydayuniformandintroducedNARRAF/PSSAsportssocks.Through monies raised and grants, we haveprovidedtheschoolwithanewwateringsystemfor the ovals and plans for all garden and lawnareas,theatreexcursionforStage1,Circusschoolfor Stage 3 Circus students, Kinder sample bagsincludingahat,Year6farewellgift,presentationday books for Kinder students and smartboardprograms. Financial support was offered to allstudents representing the Region at Statesportingcarnivals.In conjunction with Narromine High School wehavetakenstepstosupplyandfitaprojectorandscreen in the School Hall. This project willhopefully be completed in 2012. Previous P&Ccommitteeshaveraisedthemajorityofthefundsthatwillbeusedinthisproject.A school vegetable patch gas been established.This was a very exciting project and the joy itgives the children is amazing to watch. Theexcitement also from selling of the produce isalsoworth amention. This project has also leadtosomegardenbeautificationalongMeryulaSt.

The other services and community projects theP&C committee have provided this year includecontinuing the Teacher of the Term award,garden working bees, Breakfast Club in Term 1,volunteers for Meals on Wheels, assistance atKinder Orientation and Education week andhosting NPS Ex Student and Wallaby PatMcCutcheonduringhisWallabytownstour.P&Calso supports the schools very successful PBLprogram including having a member attendmeetings every fortnight.We have introduced aguest speaker toourmeetingsat theendof theyeartotryandattractmoreparentinvolvement.It will be interesting to see the outcome of thisinitiative.TheP&Ccontinuestorunanextremelysuccessfulcanteen five days a week thanks to a team ofvolunteers and our full time canteen supervisor,whichweemploy.It is exciting to see the positive impact a smallcommittee can have on the whole schoolcommunity. I would like to thank the Principal,the staff, students andparents for their supportfortheP&Ccommitteeinalltheprojectswehaveundertakenthisyear.

SandraIrvinePresident

Studentrepresentative’smessageNarromine Public School’s 2011 Captains andPrefects have demonstrated impressiveleadership skills by being active participants inthe SRC body and extra‐curricular events thathaveoccurredwithintheschoolthisyear.

In 2011, students representing Year 1 to Year 6participated in the Student RepresentativeCouncil. The SRC is an action group that hascontinuedtoworkonasetofgoalsonbehalfofthefellowstudentsandstaffatNarrominePublicSchool.

This leadership body continues to provideexcellent opportunities for students to developtheir decisionmaking skills, organisation, criticalthinking, problem solving, assertiveness,resilience,negotiationandpositivethinkingwhiledeveloping effective communication andinterpersonal skills building relationshipsamongsteachother.

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This year, the Student Representative Councilorganisedavarietyof fundraisingeventssuchasMaroon Day, Footy Colours Day, and supportedthe school’s World Vision sponsor child byorganising gold coin donations through muftidays.With valued assistance from the Principal,theP&C,teachersandthelocalcommunitycamethe launch of ‘Green Thumbs’, our vegetablegarden. Students from K‐2 along with their SRCrepresentatives participated in a working beewhere a number of raised garden beds wereestablished. Students also have had theopportunity to learn about a sustainableenvironment.

Studentsalsopromotedandhelpedorganisetheschool socials each in Terms 1, 2 and 3. Theschool leaders attended the National YoungLeadersDayandwereexemplaryhostsduringtheschool’sEducationWeekSpecialAssembly,whichsaw the official opening of our Building TheEducationrevolution(BER)projects.

Students in the Student Representative Councilhave enjoyed representing their fellow peers in2011.

Schoolcontext

Studentinformation

It is a requirement that the reporting ofinformation for all students must be consistentwithprivacyandpersonalinformationpolicies.

Studentenrolmentprofile

Student enrolment continues to remain strong

withananticipatedenrolmentof420studentsin2012.

Gender 2007 2008 2009 2010 2011

Male 215 204 202 202 214

Female 201 200 194 185 201

Studentattendanceprofile

In2011ouraverageattendancerateperdaywas93.4,whichishigherthantheRegionalaverageof

92.2, and only slightly lower than the stateaverageof94.3.

Managementofnon‐attendance

It is importantthatstudentsatNarrominePublicSchool attend school regularly. Absenteeism canmarkedly affect the quality of learning of astudent. To support students the followingprocesseshavebeenputinplace:• Identification of students at risk of high

absenteeismbyweeklyrollchecks.• Classteacher’sphoning/contactingparentsof

studentswithattendanceconcerns.• Attendance Plans compiled by the Learning

Support Team (LST) for students at risk‐

identifiedfromthepreviousyear’sdata.• Referral to the Home School Liaison Officer

(HSLO)ifabsencesremainaconcern.

• Spot‐OnProgramforK‐2studentsatrisk.

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Classsizes

Primary class sizes are included in the annualschoolreportinordertoprovideparentswithasmuchlocalinformationaspossible.Thefollowingtable shows our class sizes as reported at the2011 Class Size Audit conducted onMonday 21March2011.

Rollclass Year Totalperyear TotalInclass

KBLUE K 16 16K

PURPLE K 17 17

KRED K 17 17

1/2K 1 15 25

1HS 1 22 22

1M 1 23 23

1/2K 2 10 25

2G 2 21 21

2T 2 26 26

3/4ET 3 12 23

3/4G 3 10 24

3/4M 3 12 23

3W 3 23 23

3/4ET 4 11 23

3/4G 4 14 24

3/4M 4 11 23

4H 4 21 21

5GW 5 29 29

5L 5 29 29

6SC 6 25 25

6W 6 29 29

Structureofclasses

Public schools in NSW are staffed by a formulawhere a certain number of students per school

year are needed for the allocation of a teacher.Theschoolformed4compositeclassesin2011.

A multi‐categorical class, K‐6 E was formed in2011 to provide learning opportunities forstudents with autism and mental healthdisabilities. There were six students enrolled inthisclass.

Staffinformation

It is a requirement that the reporting ofinformation for all staffmust be consistentwithprivacyandpersonalinformationpolicies.

Staffestablishment

Position Number

Principal 1

AssistantPrincipal(s) 3

ClassroomTeachers 14

TeacherRelief 0.672

PartTime 0.7

TeacherofMCSupportClass 1

TeacherofReadingRecovery 0.5

SupportTeacherLearningAssistance 1.4

TeacherLibrarian 0.8

PSPFunding 0.6

Counsellor 0.4

SchoolAdministrative&SupportStaff 5.122

Total 29.194

The National Education Agreement requiresschools to report on Indigenous composition oftheirworkforce.

The Indigenous composition of our workforce istwofulltimeAboriginalEducationOfficers(AEOs)and an Aboriginal EducationWorker (AEW). Theschool also has staff members appointed undertheIndigenousEducationProgram.

Staffretention

Theschoolretaineditsentireteachingstafffrom2010. A number of temporary teachers wereemployed to replace permanent staff on higherduties or maternity leave. Temporary teacherswere also employed as part of the nationalpartnershipLowSESprogram.

Teacherqualifications

All teaching staff meet the professionalrequirementsforteachinginNSWpublicschools.

Qualifications %ofstaff

DegreeorDiploma 100

Postgraduate

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Financialsummary

This summary covers funds for operating costsand does not involve expenditure areas such aspermanent salaries, building and majormaintenance.

The balance carried forward includes unpaidsalaries,unpaidaccounts forgoodsandservices,tied fund; which must be spent on specificprograms, and money set aside for assetreplacement.

A full copy of the school’s 2011 financialstatement is tabled at the annual generalmeetingsoftheSchoolCounciland/ortheparentbody. Further details concerning the statementcanbeobtainedbycontactingtheschool.

Schoolperformance2011

Achievements

Arts

NarrominePublicSchoolhasparticipatedinmanycreative arts activities throughout 2011. These

activities enabled students to enhance their

learningincreativearts,insideandoutsideoftheclassroom. The activities also assisted indeveloping confidence and self‐esteem and

enhanced connections within the community.Theseincluded:

• A successful display at Narromine Show withmany students entering artworks andachievinggreatsuccess

• Visitingperformanceswhodemonstratedtheirskillsandinspiredthestudents

• CircusNarromineperformedatthelocalshow• Choir performed at the Education week

assemblyandatCarolsbyCandlelight• Increased opportunities for all students to

performatassemblies• Forty primary and high school students

participated in an artwork workshop withfour renowned artists. They produced somefantastic results,whichwereshowcasedataminiartgalleryintheschoolhall.

• The Starry Night Spectacular, which gave allstudentsanopportunitytodemonstrateskillsandtalentinperformingarts

• Theseniorandjuniordancegroupsperformedat the Dubbo Eisteddfod with the studentsreceiving a first place and two highlycommendedawards.

• Allstudentsparticipatedinarangeofcolouringin competitions that promoted communityevents

• Acquisitionofnewresourcesforartandcraft

Sport

Sport is highly valued by all members of theNarromine Public School Community andstudents have had many opportunities to

participate in a range of sporting activities in2011.

Physicalexercisethroughsportandfitnessbuildsteamwork skills,whilst building game skills, self‐

esteem, motivation and improving engagementinotherkeylearningareas.

2011hasseenmanystudentsperformingwellonthe sporting front at school carnivals and try‐

outs, resulting in a number of studentsrepresentingourschool,NARRAF/GobonderyandWestern. There were many great achievements

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andpersonalbestscelebratedthisyear.

This year, for the first time, Narromine Public

School took part in the Premier’s SportingChallenge. Students and staff worked very hardtoincreasetheiractivitylevelsinordertoachieve

awardsinthePremier’sSportingChallenge.

Highlights,experiencesandopportunitiesin2011includedaYear6Fun‐runfundraiserday,MiddleyearssportGalaDay,K‐2Tabloidsportsday,Early

Stage1andStage1Gymnasticsprogram,Stage2and 3 Rugby League clinics and Stage 3 Cricketclinics.

StudentsrepresentedatWesternandStatelevelsin netball, swimming, Rugby League, CrossCountryandAthletics.The school participated in variety of PSSA areaknockout carnivals and district carnival days,giving students opportunities to develop skillsand compete in soccer, netball, touch football,tennis,softball,cricket,andrugbyleague.The Circus Arts program continued this year,holding performances at the school and in thecommunity, including the Starry NightSpectacular, Open Day, Timbrebongie House,NarromineShowandschoolassemblies.The Stage 2 and 3‐dance program enabledstudents to participate in several performancesfor the school and excellent results wereachievedattheDubboEisteddfod.Peer support: a K‐6 social skills program led byStage3 leaders toencourage theuseofpositivesocial skills was run during the year.Otheractivities held included Structured, supervisedsports run throughout lunch breaks, Interschoolsports day challenges with St Augustines andStudentsversusteacherssportsevents.

At Narromine Public School we greatly value allthe support we receive from our community,

including coaching, transporting and assistingteacherswith sport inour school.New resourcespurchasedduring2011includednewballs,safety

mats,updatestocurrentequipment,sportsstore

shelving and various skills equipment. Much of

ournewequipmentthisyearwasmadepossibledue to the supportwehad fromthecommunitywiththeColesSportsforSchoolsvouchers.

Academic

In theNationalAssessment Program, the resultsacross the Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scalefromBand1toBand10.

The achievement scale represents increasinglevelsof skillsandunderstandingsdemonstratedintheseassessments.

Yr3:fromBand1(lowest)toBand6(highestforYear3)

Yr5:fromBand3(lowest)toBand8(highestforYear5)

Literacy–NAPLANYear3

• Students in Year 3 performed better inreadingthaninWriting.

• The number of students achieving at oraboveminimumstandardsincreasedin2011.

• 32% of students placed in the top two skillbandsinWriting.

• 29% of students placed in the top two skillbandsforReading.

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Numeracy–NAPLANYear3

• There were 26% of students in the bottomtwobands,comparedwith33%in2010.

• 68% of Year 3 girls were placed in the topthreebandscomparedwith34%in2010.

• Year3boysscored66scalepointsbelowtheYear3boysacrossthestate.

• Year 3 students performed below stateaverage in 10 questions based on Stage 1outcomes.

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Literacy–NAPLANYear5

• Students in Year 5 performed better inReading andWriting than in the StatisticallySimilarGroup.

• 36%ofstudentswereplacedinthetopthreebandsforReading.

• 355 of studentswere placed in the top twoskillbandsforWriting.

• Year 5 girls were 28 scale points above theStateaveragegrowthinreading.

Numeracy–NAPLANYear5

14%of studentswere in thebottom twobands,comparedwith33%in2010.

Year 5 Aboriginal students performed 13scalescoresabovethestateaverageinNumeracy.

50% of Year 5 boys were placed in the top 3bandscomparedto34%in2010.

Year 5 Aboriginal students achieved greatergrowth than the Aboriginal students across thestate.

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Progressinliteracy

AverageprogressinReadingbetweenYear3and5*

2008‐2010 2009‐2011

School 69.1 83.9SSG 80.1 74.0

StateDEC 83.7 74.0

AverageprogressinGrammar&PunctuationbetweenYear3and5*

2008‐2010 2009‐2011

School 50.1 79.4

SSG 97.4 85.2

StateDEC 96.6 82.7

AverageprogressinSpellingbetweenYear3and5*

2008‐2010 2009‐2011

School 72.0 54.2SSG 85.4 78.7

StateDEC 84.5 75.4

Progressinnumeracy

AverageprogressinNumeracy

betweenYear3and5*

2008‐2010 2009‐2011School 71.5 89.0

SSG 86.4 97.5StateDEC 89.6 95.8

Minimumstandards

The Commonwealth Government sets minimumstandards for reading, writing, grammar andpunctuation, spelling and numeracy for Years 3,5,7and9.

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TheperformanceofthestudentsinourschoolintheNationalAssessmentProgram–LiteracyandNumeracy is compared to these minimumstandards. The percentages of our studentsachieving at or above these standards arereportedbelow.

MinimumStandardsdata

PercentageofYear3studentsachievingatoraboveminimumstandard(exemptstudentsincluded)

Reading 98.1Writing 86.8

Spelling 77.4

Grammar&Punctuation 83.0Numeracy 88.7

PercentageofYear5studentsachievingatoraboveminimumstandard(exemptstudentsincluded)

Reading 87.9

Writing 91.4

Spelling 84.5

Grammar&Punctuation 82.8

Numeracy 94.8

Significantprogramsandinitiatives

Aboriginaleducation

Our school provides support and guidance forAboriginal students and their families andoperatesprogramstoeducateallstudentsaboutAboriginalhistoryandculture.

In 2011, Narromine Public School had anAboriginalstudentpopulationof42%.

ThisyearourschoolwasfundedtoruntheNortaNortaprogramfortargetedAboriginalstudentsinyears 4 and 6 to improve their literacy andnumeracy skills as per their NAPLAN results.Studentsalsohadapersonalisedlearningplantoensuretheirindividuallearningneedswerebeingmet. A teacher and an Aboriginal EducationWorker(AEW)supportedthestudents.

Another program that Narromine Public Schoolhas implemented this year is Wambinya. This

programprovidesadditionalsupportfortargetedAboriginal students in kindergarten to ensurethatallAboriginalstudentsexperiencesuccessintheirfirstcompulsoryyearofschooling.Thefocusof theprogram is to provide learning support inthe areasof literacy andnumeracy, inparticularcomprehension, which leads to improvededucational outcomes for students in theprogram.

YarnUpswereheldwithourschoolstudentspastand present as well as members of thecommunity. The aim of these talks was to seekadvice on how our school could deliver moreactivities to engage the students and encourageparents to become involved in school activities.Surveysweresentout tothecommunitysothatwe could better understand the needs of ourcommunity. This was an initiative under theNational Partnerships LOWSEE funding andwascoordinatedbyateacherandtheAEO.

Our school has an active Aboriginal EducationCommittee, who meet regularly to discussprogram within our school and where possibleadd an Aboriginal perspective to classroomactivities.

This year our school was invited to take part intheParentandCommunityEngagementProgram(PACE) in which a series of workshops wereconducted in the community to provide parentswiththeskillstosupporttheirchild’s learningaswellastheconfidencetoengagewiththeschool.OurschoolfacilitatedworkshopsonNAPLANandJolly Phonics. Staff also attended workshops inthe community on cultural awareness, art andlanguage.

This year a Student Intern, as part of herscholarship grant, undertook a communityproject involving community Elders, year 6students and staff to complete a set of mosaicpavers. The pavers had a local cultural themebasedonstoriesofthearea.Thepaverswerelaidaround our green thumbs vegetable garden.Students also had the opportunity to learnWiradjurilanguageandsongsinlanguage.

The school is an active member of the localAboriginal EducationConsultativeGroup (AECG);staffattendmonthlymeetingsandseekadviceonpathways of working together to better theeducational outcomes for all students. This

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committee is very proactive in the communityandhasstrongpartnershipswiththelocalserviceproviders.

Our NAIDOC celebrations this year receivedoutstanding support from the community.Cultural activities were run in classes andcommunity members and parents were invitedalongtohelpwiththeactivitiesandtoshareinaluncheonwithstaff.

Our school continues to provide support forAboriginal students, parents and community indeveloping strong partnerships, facilitating andimplementing programs to improve educationaloutcomesforAboriginalstudents.

Multiculturaleducation

Multicultural education has been the reason forcelebratingsomespecialdaysatschoolthisyear.Thefollowinghavebeenthehighlights:

• Fundraising forUNICEFdaywherewe raisedfunds for educational resources for EastTimor

• NationalAboriginalandTorresStrait Islanderdaywascelebratedwithinstages

• Harmony daywas celebrated in classeswitheach class making and displaying a classposter.

Our school is proactive in promoting andsupporting staff and students in becomingmoreaware of environmental issues. We have beeninvolvedinthefollowingprograms:

Environmentaleducation

• The Enviro Detective program continues toremind students to be responsible towardsreducing,reusingandrecycling.Thisprogramismonitoredbystudentvolunteers

• Participation in Clean Up Australia Day andEarthHour

• Weeklycollectionofpaperandcardboardforrecyclingbystudentvolunteers

• ParticipationinSavetheBilbyinitiatives• Gardening projects which involved students

planting and maintaining flower andvegetable gardens. The vegie gardens havebeensupportedbytheP&C

PositiveBehaviourLearningOurPositiveBehaviourforLearningteamconsistsof a core team comprising of the Principal,Assistant Principals, teachers, parentrepresentative and aDistrictWelfare Consultant(coach). Our whole team expands to includewider community representatives, all teachers,executive and Aboriginal Education Officers(AEOs).

Our focus in 2011 has been the continuedembedding of PBL in our school. We havecontinued to gather and review data to identifybehavioursthatrequireimprovedpractice.Thesewere targeted through explicit teaching ofexpectations.We have also used data to gatherinformationontargetgroups.

In2011wefocusedon:

• Continuing to embed PBL as best‐practiceteaching.

• the use of PBL language in all settings tosupport students in displaying expectedbehaviour.

• Implementing a consistent Levels systemlinkedcloselytoPBLexpectations.Evaluationofthissystemtotakeplaceatendofyeartodrivechangesneededin2012.

• Providing Teacher Professional Learningcenteredonbehaviourmanagement.

• Decreasing the amount of learning time lostthroughexitingfromclassrooms.

• Making stronger links between PBL andLearning Support Teams to cater forindividualstudentneeds.

• Improving the reward system to includewhole school rewards and working closelywith the Student Representative Council todeterminetheserewards.

In2012weaimto:

• Undertake training for CORE team ftofocusontargetgroup.(ThenextPBLtiertraining)

• Undertake staff training in FunctionalBehaviourAssessmenttoassistourworkwithtargetgroup.

• Implement a consistent levels system linkedcloselytorewardingPBLexpectations.

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• Continue to decrease the time lost throughexistingfromclassrooms.

• EnsuresustainabilityofthePBLteamthroughshadowingofkeyrolesbystaffmembers.

• Increase the effective use of data gatheringbyreviewingBehaviouralReferralForms.

• Employ a paraprofessional to undertakeactionresearchandanalysisofprogramsandpositions.

• Hold a PBL on show at Narromine PublicschooltoshowcasePBLatourschool.

Nationalpartnershipprograms

In2011theschoolreceivedNationalPartnershipfunding for Literacy/Numeracy (6 months) andLowSESSchoolCommunities(12Months).

Part of this program required the school toundertake a Situational Analysis and establishspecific targets for improvement. These targetsareidentifiedintheSchoolManagementPlan.

The leadership program has enabled all staff toanalysedatamoreeffectivelyacrossawiderangeofareas.Staffhavealsoreflectedonthecontextand culture of the school community andincorporated this into their planning. Throughprofessional learning experiences, teachers haveimproved their capacity to meet the learningneedsofAboriginalstudents.

The program has also enabled two positions, aliteracy leader and a numeracy leader to becreated. These positions have been highlyeffective in mentoring and coaching all staff inreflecting on and supporting them in changingteachingandlearningpractices.Afocushasbeenon evidenced based planning with staff skills inanalyzing data increasing dramatically. Literacyandnumeracyprogramshavebeenimplementedtosupportstaffintargetareas.

TwofurtherparttimeDeputypositionshavealsobeen created to support staff and students inbuilding relationships with the community,supportingparentsbyprovidinghighlyinteractiveworkshops, developing positive student welfaresystems and developing stronger links withcommunity agencies. Students were alsosupportedwiththeemploymentofanadditionalclassroom teacher to reduce class sizes.Additional SLSO positionswere created to run a

speechprogramandtomanagethecollectionofstudentwelfaredata.AnAEWwasemployedforthe first six months of the year to supportAboriginal families and to buildcommunity/schoolrelationships.

ConnectedLearning

In 2011 we have continued to build on theimplementation of Information CommunicationTechnology (ICT) into our school. We havecontinuedwiththeuseofiTeach21asaproviderforteacherdevelopmentinICTandallstaffagainhad access to an ICT coach and regular wholestaff training. We have continued to seewidespread transfer of this training intoclassroompractice.AsaresultoftheBERprojectwe have also improved classroom Internet andoutdoor access to wireless Internet and newprinterswereinstalledinworkareasforaccessbystagesandstaff.

Basedonour ICTplan thestaff feltwecurrentlyareatalevelofinvestigationinourknowledgeof

ICTandapplicationtotheclassroom.Bytheendof2012weaimtobeatanapplicationlevelofICTuse.Thiswill involvethedevelopmentofamore

consistent scope and sequence being madeavailable to staff and further professionaldevelopmentontheexpectationsofICTfromthe

syllabus.

NewTechnology

• SMART InteractiveWhiteboards (IWBs)areastandard part of teaching practice and arenowavailableinallclassroomsettings.

• New laptops have been acquired so thatevery IWB has a computer available at alltimes.

• Wirelessnetworkshavebeenimproved.• ManynewEthernetpointshavebeenadded

inJarrahblock.• Wearemovingto laptopsets,aspartofT4L

andnextyearStageThreewillhaveasharedsetoflaptopstoaccess.

• An updated printing network will beintroducedearlyin2012.

• UpgradestotheWi‐Finetworkareplanned.

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StaffDevelopment

• StaffreceivedregulartraininginIWBusewithover 25 Staff attending 5 session trainingmodules with iTeach 21 covering smartnotebook lesson design, using blogs, webtools, attaching sound files and widgets toblogs and developing the school websitepages.

• Extensive use of Video Conferencing withstudent use for learning, staff training andmeetings.

• Staff blog used regularly for communicationofweeklyeventsandtrainingopportunities.

• Training of staff in accessing and storinginformationontheserver.

• Development of a 4‐year ICT plan for ourschool using ‘By design ICT Toolkit’ forprofessionaldevelopment.

• Staff surveyed (18 responses) on ICT use atour school and significant results were asfollows:

• 61.1%of staff found Interactivewhiteboardsa valuable toolwith77.8%of the staffusingthemonadailybasis.

• 50% of the staff felt they have a sound

knowledge of the ICT expectations from thesyllabus.

StudentUseofICT

• Stage Three accessed the Movie Makingprojectandpresentedtheir itemsattheBERopening.

• Students acted as technology assistants andran sound systems for most regular eventsandtheschoolspectacular.

• The regular use of BlogEd in the classroomhasbeenextendedfromStage1to3forclasslessons, programs and communicating withstudentsoverseas.

• Stage 3 students have some use of schoollaptopsandvideoconferencingequipment.

• ipads have been utilised by special needsstudents.

Over thenext four yearswewould like tomovetowards all students having access to thumbdrives and understanding the protocols of usingICTatNarrominePublicSchool,workshopsbeingavailabletoourparentstoassistinthesupportoftheir students at home with regards to ICT, aregularly updated website with contributions

from all classes and teacher access to serverstoredresources.

Otherprograms

PrioritySchoolPrograms(PSP)

2011 has seen another successful year for ourPriority Schools Funded Projects.We have beenable to extend our stage 3 students in literacyand support our stage 1 and 2 students inliteracy. We have also provided parentworkshops in literacy and numeracy to supportparentstobeabletohelptheirchildrenathomeand encourage our parents to come up to theschool.

For the thirdyear runningwehavebeenable torunthreesmallgroup,10‐weekprojects.Stage2and 3 were able to build Billy carts developingskills in following procedures and building,supported with spelling lessons. We have alsohad an increase in the number of parentsinvolved in this project, coming up to helpwiththe building process. Stage 2 and 3 alsoparticipatedintheRAPSprogramandwereagaingiven the opportunity to include drumming aspart of this project. The groupswere able to gointoDubboto record theirRAPSand theprojectwasconcludedwithaperformancetotheschool.The thirdprojectwas theMovieMakingproject,which was aimed at extending the literacy ofStage3students.Studentswrotetheirscriptsandlearnt the ICT skills involved in producing shortfilms. These films were showcased at the BERopeningtoaveryappreciativeaudience.

Thefundingwasalsousedtosupportsomeofthetime toward running the Pre School toKindergartenTransitionprogram.This ran for10weeks and through its successful history andpartnerships developed with the Pre School,Centacare and early learning centres in thecommunitywewereabletooffer48positionstoKindergarten students starting in 2012. Thisprogramhasproventobeverysuccessfulwithallpositionsfilledpriortothestartoftransitionthisyear.

Our parent workshops were continued in 2011.Workshops were offered in literacy andnumeracy and focused around providing theopportunityforparentstocometogethertobuildresources to use in the home, This time alsoprovided our parents with the opportunity to

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buildfriendshipnetworksandtobecomefamiliarwiththeschool.

Our most successful project in 2011 hascontinued to be the employment of an extrateacher to develop early reading strategies inStage 1 students. This teacher has been able towork alongside our current Reading Recoveryteacher and between them have been able toofferassistance toallofour students inneedofreadingsupport.Wehavedoubledthenumberofstudents who could access these one on oneintensivestrategies lessonsandthishas resultedin improvements in the number of Year 1students reaching reading benchmarks. Thisteacher has also supported Year 2 students andreceived additional training this year to supportherinherrole.

In2012wewill continue toprovide the servicesandprogramswehavedonethisyear.Nextyearwillbethefinalyearforthecurrentfundingandearly in 2012 we will be completing a newcommunitysurveytoreapplyforthisfunding.

Progresson2011targets

Target1:ReducetheproportionofYears3and5students inthebottomtwobands inNAPLANwritingfrom30%in2010to25%orlessin2011.

Ourachievementsinclude:

• Year3studentsinthebottomtwobandswasreduced to 28.3% and Year 5 students wasreducedto25.8%.

• NAPLANanalysiswascompletedandareasofstrength and areas for developmentidentified.

• Literacy leader modeled lessons andmentored K‐6 staff inwriting.Writingwas afocus for professional learning at schooldevelopmentdaysandafterschoolsessions.

• Specific resources (Springboard intoComprehension)purchasedandimplementedinto2‐6classrooms.Literacy leaderprovideddemonstration lesson and team teachingsupport.

• PEGSpellingimplementedinallclassrooms.

• MajorityofstafftrainedinReadingtoLearn.

• MultiLitandNortaNortaprogramscontinuedtosupportidentifiedstudents,

Target2:ReducetheproportionofYears3and5 students in the bottom two bands for theNAPLANnumeracy from31% in2010to25%orlessin2011.

Ourachievementsinclude:

• Proportion of students in the bottom twobands for Year 3 Numeracy was reduced to26.4%andYear5Numeracywas reduced to13.8%

• The Numeracy leader supported classteachers(particularly3‐6)to identifystudentneedsandtoplanandprogrameffectivelytosupportstudentlearning.

• SteppingStonesimplementedintoamajorityofclassrooms.

• Professional learning was focused onproblem solving. Resources (Think Thank)werepurchasedtosupportstaffandstudentsinproblemsolving.

• Identified measurement as a focus area for2012.

Target3: To increase the proportion of Year 5Aboriginal students achieving in the top twobands in NAPLANwriting from 14% in 2010 to25%in2011andinnumeracyfrom0%in2010to10%in2011.

Ourachievementsinclude:

• Unable to report on the writing target asthere was no comparison data available for2010. There was however a strongrepresentationofstudentsinthemiddletwobands.

• Thenumeracy targetwas achievedwith 125inthetoptwobands.

Target4:Reducethenumberofstudentsexitedfrom classrooms by 25% and decrease by 20%the number of students in the top triangle asagainst2010numbers.

Ourachievementsinclude:

• PBL data is gathered, reviewed and sharedwithstaffonaregularbasis.

• A large reduction of both short and longsuspensionswasnoted

• PBL lessons explicitly taught across theschool. Marked increase noted in PBLlanguagebystudentsandstaff.

• Leaning Support Team operating effectivelyandefficiently.

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• Staff professional learning and a review ofschool practices have led to a reduction ofstudentsexited.

Keyevaluations

It is a requirement forallNSWpublic schools toconduct at least two annual evaluations – onerelatedtoeducationalandmanagementpracticeandtheother relatedtocurriculum. In2011ourschool carried out evaluations of Teaching andWriting

Educationalandmanagementpractice

Teaching

Background

The school conducted a SchoolMAP teachingsurvey to find out how students, staff andparents felt about teaching at our school. 18staff, 262 (Years 2‐6) students and 48 parentscompletedthesurvey.

Findingsandconclusions

• Ananalysisofresultsrevealthat:

• 100% of staff indicated they are providingstudents with a relevant curriculum, whilst92%ofstudents indicatedwhat they learn isimportant.

• 80% of students indicated class activitieswereinterestingandhelpedthemtolearn.

• Most of the respondents indicated thatstrongclassroomstrategiesmaximizestudentlearning.

• 100% of staff indicated assessment andtrackingofstudent learningoutcomesisusedto evaluate, develop and refine teachingprograms.

• 80% of students understand how theirlearningwillbeassessed.

• 85% of teachers indicated their assessmentstrategies were understood by parents andstudents.

Futuredirections

TheTARSprocesswillbestrengthenedin2012tofurther develop Quality Teaching and refineschoolpractices. Supervisionof staffwill includethe Institute of Teachers Standards and theQuality Teaching Framework. Staff will continueto be supported in analyzing NAPLAN and Best

Start data to support them in planning,programmingandteaching

The Assessment Policy will be reviewed inconsultationwiththeschoolcommunity.

Staffwillfocusonincreasing,throughavarietyofmeasures, the feedback they ask students toprovideontheirteaching.

Curriculum

Writing

Background

Writingwasthetargetcurriculumareafor2011.ThroughthoroughanalysisofNAPLANandreview

ofschooldataitwasconcludedthatwritingwasanareaofconcern.

FindingsandConclusions

In2010weemployedReadingtoLearnasourEnglishprogramandMultilitasanintervention

strategy.In2011wehavecontinuedtoembedthisprogramacrossK‐6.ThisprogramhasseenachangeintheteachingofLiteracyandithasbeen

seenasagreatstrategytoimprovewritingalongwithreading.Allchildrenaretaughtusingstageappropriatetextsandfindsuccessthrough

explicitandsupportedlearning.Thedissectingandscaffoldingofwritingtextallowsstudentsofalllearningstylestointeractwiththetextbefore

theythendoindependentwriting.Teachersarereportingahugeincreaseintheconfidenceofstudentstowriteandamajorimprovementin

thestandardofthewritingtheyareproducing.CombinedwithReadingtoLearnwehavealsohadaLiteracyMentorfundedthroughNational

Partnerships.ThisMentorrolehasseenstaffguidedintheimplementationofprogramssuchasReadingtoLearnalongwithSpringboard

Comprehension,JollyPhonicsandgeneralprogrammingandtimetablingneeds.

Futuredirections

AnalyseNAPLANandschooldatatogaugesuccessinimprovingwritingandcomprehension

skills.IncreasenumberofstaffaccreditedasReadingtoLearnTeacherstosustainthe

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mentoringrolewithintheschoolwithout

funding.HavestaffinvolvedinthemarkingofNAPLANwritingtoempowerteachingandlearningfurther.Continuetousestage

appropriateengagingtextsthroughReadingtoLearntoheightensuccessofstudentsinmeetingoutcomes.

Parent,student,andteachersatisfaction

In 2011 the school sought the opinions ofparents,studentsandteachersabouttheschool.

Theirresponsesarepresentedbelow.

Both formal and informal data was collectedthroughparent/teacherinterviews,focusgroups,online and phone surveys, P&C meetings,newsletters, staff meetings, PBL meetings,information evenings, school education directorreviews, interagency meetings, parentworkshops,andcommunityinterviews.

Ofnotewerethefollowingresponses:

• Building stronger relationships with ourschoolcommunityisahigherpriority.

• A large number of respondents indicatedschool’s physical environment is wellmaintained.

• The school’s website is wellmaintained andcontinuallyupdated.

• All stakeholders value the additions andimprovementsundertheBERprogram.

• Access to quality computer technology ishighlyvaluedbystaff,studentsandparents.

• Developing leadershipopportunitiesforbothstaffandstudentsisahighpriority.

• Quality resourcing across all KLAs is a highpriorityfortheP&C.

• Effective, efficient communication needs toremainafocusfirtheschool.

• Thepositivelettershome,parentinformationnights and personalized learning planmeetingsarehighlyvaluedbyparents.

ProfessionallearningAll staff undertook training professionaldevelopment in 2011. Training consisted of

mandatory requirements such as ChildProtection, Emergency Care and CPR. Five staffdevelopmentdayswereheldthroughouttheyearand focused on addressing these requirementsanddevelopingteacherskilltoaddresstheschooltargets.Teaching staff undertook training specificallyaligned to the school targets. This includedprofessional experiences in Literacy (Reading toLearn and Writing), Mathematics, StudentWelfare and Technology. Other trainingencompassed working in a low socio economicschool.Teachers were asked to identify short and longtermgoals to support theirongoingprofessionallearning.Teacher Assessment Review (TARS) meetings tomonitor professional growth of teaching staffwere held four times during the year with theprincipal, supervisorand thestaffmembers.Thesupervisionpolicywasupdatedaswelltoensureregular classroom supervision and programsupervision. Regular feedbackwas also providedtothestafftoassistinprofessionaldevelopment.The average expenditure per teacher onprofessional learning was $800. This includedworkplace and regional professionaldevelopment.

Schoolplanning2012—2014

A School Management Plan (SMP) has beendeveloped for 2012‐2014, based on informationcollated from analysis of progress on the 2009‐2011 School Management Plan and informationgathered from the National PartnershipsSituational Analysis. The Plan identifies theschool’s priority areas, targets, strategies andindicatorsofsuccess.Theplan is in linewiththeWestern Region targets and the DEC Office ofSchoolsPlan.

TheNarrominePublic School long termstrategicdirections include building staff and studentleadership capacity, improving literacy andnumeracy outcomes, reducing days lost tosuspension,improvingteacherquality,improvingstaff technology skills, skilling staff incollaborative programming, increasing studentengagement, developing stronger communitypartnerships, closing the achievement gap forAboriginal students and enhancing currenttransitionprograms.

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Copies of the School Management Plan areavailable on the school’s website or by requestfromtheschooloffice.

Schoolpriority1Literacy

Outcomefor2012–201

Improvedliteracyoutcomesforallstudents.

Utilisation of school and system basedassessments. Implement specific professional learning tosupportteacherqualityandmaintainconsistencyofpracticeacrosstheschool.

Utilization of PSP and NP Low SES funds toachievestudentgrowthinliteracy.

2012Targettoachievethisoutcomeinclude:

Increase in band representation of students intheproficientbandsinreadingfrom29%in2011(Year3)to34%in2013(Year5).

Strategiestoachievethesetargetsinclude:

• DataanalysisofNAPLANcompletedbyteamleadersand sharedwithwhole staff throughTPLandStagemeetings.

• P‐8 Regional supportwith planning teachingand learning strategies in Grammar andPunctuationandincorporatingtheseintoR2Lsessions.

• Support in data analysis and developing aschool scope and sequence for explicitteaching of reading, grammar andpunctuation.Reviewof resources to supportthisprogram.

• Mentoring staff with SMART data andanalysistoinformprogrammingandfocusonstudentperformance.SMARTdataanalysistobe driving teachers programming andTeachingandLearningactivities.

• Employmentofadditionalclassroomteachersin S2 and S3 (2012) to support identifiedneedsinliteracyandnumeracysessions.

• ImproveReadinglevelsthroughStageGuidedReadingandReadingToLearn.

• MultiLIt Program – Train staff and SLSOs toimplement the MultiLit program forindividual students. Regular monitoring ofstudentprogress

• Implement Reading to Learn as a wholeschool intervention strategy. Fund 3additionalR2Ltrainingpositions–attendanceat R2L initial training. Support on‐going

trainingforteachersproficientinR2L.UpdateR2LresourcesanduseSpringboardsasaR2Lresource.

• Appropriateassessments tobedevelopedatschoolforReading(Moderatingpurposes).

• Oral,Listening,Readingcomprehensionskillsdevelopment, grammar and punctuation,comprehendingtext.BasedonPEG,R2L,JollyGrammar/Phonics, Best Start and WritingRubrics.

• EmployanSLSO2daysaweek to liaisewiththe Learning Support Team and run speechprogramsprovidedbySpeechPathology

• Identification and implementation ofcomputerresourcesforliteracyK‐6.

• PurchaseReadingboxesforcomprehension.• Students selected from PBL data and Low

Literacy benchmarks (Stage 2) to write andperform raps to encourage studentengagement and perform at promotionalevents.

• Expansion of the Reading Recovery ProgramtosupportthestudentsinYear1notmeetingBenchmarks.

• Extension of Literacy in the classroom usingICT. Using Movie Maker with a highperformingLiteracygrouptodevelopliteracyskillsandintegratingICTintothecurriculum.

• Theschoolwill:‐ display targets and discuss and reviewtargetswithstaffatTARSmeetings.‐ reviewtheSchoolPlanatallexecutiveandstagemeetingsandrecordprogressusingtheTrafficLightProcess‐supportSchoolLeadersinimplementingtheTARS process – classroom QT assessmentsandcollaborativeprogramming

• Theschoolwill:‐ conduct parent information sessions onteaching of reading and how to maintainengagement.‐ continue school/community workshops forAboriginalfamilies‐ Support for staff to participate in culturalimmersionprogram.

Schoolpriority2Numeracy

Outcomefor2012–2014

Improvednumeracyoutcomesforallstudents.

Utilisation of school and system basedassessments.

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2012Targettoachievethisoutcomeinclude:

Increasethepercentageofstudentsinthetop

twobandsinnumeracyfrom18%in2011to22%

ormorein2012.

Strategiestoachievethesetargetsinclude:

• Dataanalysiscompletedbyteamleadersandshared with whole staff through TPL andStagemeetings.

• Mentoring staff with SMART data andanalysistoinformprogrammingandfocusonstudentperformance.SMARTdataanalysistobe driving teachers programming andTeachingandLearningactivities.

• Employment of an additional classroomteacher in S2 and S3 (2012) to supportidentified needs in literacy and numeracysessions.

• Parent workshops CMIT and numeracy – todevelopresourcestouseinthehome

• Improve numeracy levels through Stagestreaming, programming and planning andusing resources such as Maths Matters,SteppingStones,CMITandCounting‐On.

• Implementation of Early Interventionprograms to support students identifiedthrough Best Start assessment. –Wambinyaprogram

• Identification and implementation ofcomputerresourcesfornumeracyK‐6.

• Purchase Think Tank boxes for ProblemSolvingandMentalComputation.

• Appropriate assessment tasks to bedeveloped at school for numeracy(Moderatingpurposes).

• Facilitating core programs (stepping Stones,CMIT,TEN) to support teachingand learningofnumeracy.

• Create a .4 Higher Duties (AP level) positionfor a numeracy Leader to provide in classsupportandteamteaching.

• Planning a school support program inpartnership with the numeracy leaderincludingDataAnalysis

• Syllabus tracking, programming, explicitteaching – based on Maths Plus, SteppingStones, Best Start, diagnostic tests, 8 waysteaching, Newman’s Prompts, problemsolving,mentalcomputation.

• Identification and development of relevantcomputerprogramstosupportlessonsK‐6.

• Mentoring and Coaching teachers in bestpractice in Mathematics. Conduct review ofcurrentpractices.

• FocusonMathlanguageandproblemsolvingincorporating use of Think Tanks andSteppingStonesprogram

• FocusonareasofSpaceandMeasurementasareasofneed.

Schoolpriority3AboriginalEducation

Outcomesfor2012–2014

ImprovedliteracyandnumeracyoutcomesforallAboriginalstudents.

Utilisation of school and system basedassessments.ImprovementinattendanceIncrease parental involvement in the decisionmakingprocess.Utilization of PSP and NP Low SES funds toachievehigherlevelsofstudentengagement.

2012Targetstoachievethisoutcomeinclude:

1. Increase the proportion of Year 5 Aboriginalstudents in the top 2 bands in Writing to 20%from10%in20102. Increase the percentage of Year 5 Aboriginalstudents in the top 2 bands for numeracy from12%in2011to14%in2012.

Strategiestoachievethesetargetsinclude:

• Explicitteachingbyallstaffwithanemphasison Aboriginal Education and incorporatingthe8waysofLearningintoprogrammingandteaching.

• Implement mentoring support for staff inmodels of engaging Aboriginal students toinclude Regional Aboriginal PedagogiesPrograms

• Information evenings for Aboriginalparents/carers on the importance of regularattendance. Support in implementing andfollowing up programs for attendance andstudentengagementofAboriginalstudents.

• Building links with families and thecommunity.

• Participate in PL activities organised by SEG,Region, and State in Aboriginaleducation/culture.

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• AfterSchoolHomeworkCentreforAboriginalstudents – with an ICT focus for 1 hour perweek.

• TransitionProgramterm4• AttendanceatmonthlyAECGmeetings• Continue CMIT explicit teaching and

Numeracymoderatingwithinstages.• Implement programs focused on improving

mathoutcomesE.g.R2L,CMIT,Counting‐On,SteppingStones,

• Additional teacher – groups/streaming inStage2.

• Implement programs focused on improvingwriting outcomes E.g. R2L, Writing rubrics,BestStart,PEG

School priority 4 Engagement andAttainment

Outcomefor2012–2014

ImprovedattendanceIncreasedStudentEngagement

2012Targetstoachievethisoutcomeinclude:

Improvement of Kindergarten attendance for2012 by 10% and increase the level of studentengagementinallgrades(2012)by15%.

Strategiestoachievethesetargetsinclude:

• Implementation of new Student Welfarepolicy

• All staff to attend regular whole school andcorePBLmeetings.

• Continue to develop capacity of LearningSupport.

• ToregularlyidentifyandsuggestPAPorHSLOreferralsupport.

• Information sessions for Aboriginal parentsand carers on the importance of regularattendance.

• Implement mentoring support for staff inmodels of engaging students‐ to includeregionalAboriginalPedagogiesProgram (e.g.8waysofLearning)

• Support in implementing and following upprogramsforattendanceandengagementofaboriginal students. Building links withfamilies and the community. K‐2 spot‐onprogramandGetSmart

• LinkswithPBLpointsystemK‐6.• AEOclassvisits.• 100% attendance award ceremonies at end

of year presentation for those studentswhohaveachievedthis.

• Participate in PL activities organised by SEG,region,StateinAboriginaleducation/culture

• Following in‐class STEPS for inappropriatebehaviour.

• Collection of exit data and recognition ofachievement.

• ParticipateinRegionalTier2TrainingforPBL.• Utilise Aboriginal community – Elders and

thosewithspecialskills.• Yarn‐Ups – Focus on Kindergarten

attendance.• Employ an executive member at Deputy

Principal level–fulltimeworkingoffclasstocoordinate TPL and mentor staff in Welfarestrategiesandengagementofstudentsintheclassroom.DeputyPrincipal to leada reviewcurrent practices in Boys Education anddeveloprelevantandflexibleprograms.

• PBLstrategiestocontinue.• IdentifyTargetgroupsusingDeputyNational

partnershipsRole.• Programsto improveengagemente.g.RAPS,

Billy Carts, Father/boys days. Dance/sportinterestgroups.

• Reduceclasssizes–extrateachersfortargetgroups – Stages 2 and 3 in Literacy andNumeracy.

• Employ a staff member – 1 day a week toinputRISCdata(PBL)

Aboutthisreport

In preparing this report, the self‐evaluationcommittee has gathered information fromevaluations conducted during the year andanalysed other information about the school'spractices and student learning outcomes. Theself‐evaluation committee and school planningcommittee have determined targets for theschool'sfuturedevelopment.

TeresaHealeyPrincipal

KevinGeyerAssistantPrincipal

AmandaTurnbullAssistantPrincipal

JockWebbAssistantPrincipal

JoEllisLiteracyLeader

RosemaryWebbNumeracyLeader

JanieTinkClassroomteacher

GurmitThakurClassroomteacher

EmmaSmithClassroomTeacher

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BerylKentClassroomTeacher

JordanMoranClassroomTeacher

MalloryLawrenceClassroomTeacher

BevTowneyAEO

KerrieWaldenAEO

KerryGowerSchoolAdministarionManager

SandraIrvinePresidentP&C

Schoolcontactinformation

NarrominePublicSchool

MeryulaStreet,Narromine

Ph:0268894566

Fax:0268894451

Email:Narromine‐p.school@det.nsw.edu.au

Web:www.narromine‐p.schools.nsw.edu.au

SchoolCode:2713

Parents can find out more information aboutAnnual School Reports, how to interpretinformation in the reports and have theopportunity to provide feedback about thesereportsat:

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