fairy meadow demonstration school annual report background school vision statement delivering...
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FairyMeadowDemonstrationSchoolAnnualReport
1898
2015
IntroductionThe Annual Report for 2015 is provided to the community of Fairy Meadow
Demonstration School (FMDS) as an account of the school’s operations andachievementsthroughouttheyear.
Itprovidesadetailedaccountoftheprogresstheschoolhasmadetoprovidehighquality educational opportunities for all students, as set out in the school plan. It
outlines the findings from self-assessment that reflect the impact of key schoolstrategies for improved learning and the benefit to all students from the
expenditureofresources,includingequityfunding.
KristineMawson
RelievingPrincipal,Term4,2015
Schoolcontactdetails:
FairyMeadowDemonstrationSchoolCnrBalgownieRd&PrincesHighwayPOBox149FairyMeadowNSW2519
Web:www.fairymeado-p.schools.nsw.edu.auEmail:[email protected]:0242842009
Schoolbackground
Schoolvisionstatement
Deliveringexcellence,success&opportunity
ThevisionofFairyMeadowDemonstrationSchool(FMDS)istodeliverteachingexcellencecreatinghighqualitylearningenvironmentwhere,everystudentisengagedandhastheopportunitytobecomeasuccessfullearner.
Wesupporteverystudenttobeconfidentandcreativeindividualswhowillbecomeactiveandinformedcitizens.
Schoolcontext
FairyMeadowDemonstrationSchoolissituatedintheIllawarra,approximately80kmsouthofSydney.TheschoolisanactivememberoftheKeiraCommunityofSchoolswithintheWollongongNorthNetwork.
FMDShasclassesfromPreschooltoYear6withacurrentenrolmentof380students.Theschoolhasasupportunitoffourclasses (currently41students)meeting the learningneedsofstudentswithmild,moderateorsevere intellectualdisabilities.AlthoughthesestudentshavetheirownclassestheyareotherwiseintegratedwithmainstreamstudentsinlearningopportunitiesincludingStudentRepresentativeCouncil,sportandperformingarts,includingchoiranddance.
Theschoolenrolmentincludes:
• 32%ofstudentswithanon-Englishspeakingbackground(including8refugees);and
• 4%ofstudentswithAboriginalandTorresStraitIslandbackground.
The school has a strong teaching emphasis on the core subjects of English andMathematicswhile delivering awidevarietyofopportunitiestostudentsinahighqualitylearningenvironment.
The school has a commitment to deliver high quality teaching, to challenge students, to achieve success in terms ofstudentlearningoutcomes,engagingeverystudentineveryclassandwhilstbuildingstrongcommunitypartnerships.
FMDSmaintainsstrongpartnershipswith:
• the University ofWollongong delivering authentic learning opportunities for pre-service teachers within theschool’sclassrooms.
• the IllawarraWoodworkersGroupwhere volunteers offer students, real opportunities to learn inwoodworkclassesoneafternoonperweekthroughouttheterm.
Self-assessmentandschoolachievements
Self-assessmentusingtheSchoolExcellenceFrameworkThissectionoftheAnnualReportoutlinesthefindingsfromself-assessmentusingtheSchoolExcellenceFramework,ourschoolachievementsandthenextstepstobepursued.TheFrameworksupportspublicschoolsthroughoutNSWinthepursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,TeachingandLeading.
Thisyear,ourschoolundertookself-assessmentusingtheelementsoftheSchoolExcellenceFramework.
InthedomainofLearningoureffortshavebeenprimarilyfocusedontheelementsofLearningCulture, CurriculumandLearningandAssessmentandReporting.Wehavecontinuedtodevelopacultureoflearningand engagementatFMDS.WenowusethenewsyllabusesinEnglish, Mathematicsandhavedevelopedwholeschoolscopeandsequenceswhichareimplementedinallclassrooms. ForthenewScienceandTechnologyandHistorysyllabiwehavedevelopednewunitsofworkwhichwearetriallingin classrooms.Wehaveretainedourfocusonensuringstrongskillsinliteracyandnumeracyforevery studentandadoptedprovenpedagogiessuchasLanguage,LiteracyandLearning(L3)inKindergartenandYear1.Programs suchas L3 formthebasisofourearly literacy programsensuringa firmbaseofknowledge for later learningacrosstheKeyLearningAreas.FMDShascontinuedtoanalyseandrefineassessmentandreportingpracticeswithintheteachingandlearningcycle.
InthedomainofTeachingwehavefocusedonEffectiveClassroomPractice,DataSkills,andCollaborativePractice.In2015FMDSdevelopedanassessmentanddataplanwhichhasbeenusedtoguideteachingpractice byenablingteacherstodifferentiatelearningopportunitiesforallstudents.AllstudentsK-6aretrackedonthe LiteracyandNumeracyContinuumsandenteredonPLAN.Thishasbeenachievedthroughthecollaborativeeffortsof teachersfocuseduponunderstandingwhere their studentsarecurrentlyat,wheretheyneedtogo nextandhowteacherswillassist students to reach theirpotential.
In thedomainof Leadingourmajor focusareashavebeen inSchoolPlanning, Implementation andReporting, SchoolResources,ManagementPracticesandProcesses.Inthisfirstyearofthe2015-17SchoolPlanningcycleallteachers haveengagedwiththeAustralianTeachingStandards,developingpersonallearninggoalsfocused ontheachievementoftheSchoolPlanpriorities.Allteachersarecommittedtotheirongoingdevelopmentasmembersofthe teachingprofession.Teachershavealsotakenonarangeofresponsibilitiesbeyondtheirregular classroomdutiestosupportandenrichthelearningopportunitiesavailabletoourstudents.
Ourself-assessmentprocesswillassisttheschooltorefinethestrategicprioritiesinourSchoolPlanleading tofurtherimprovementsinthedeliveryofeducationtoourstudents.
StrategicDirection1
QualityTeachingPractice
Purpose
All teachersat FMDSbelieve thatquality teachers, combinedwith strategic teacherprofessional learning,have thegreatestimpactonimprovingstudentlearningoutcomes.
Atthisschool,allteachersarecommittedtoidentifying,understandingandimplementingthemosteffectiveteachingmethodswithahighprioritygiventoevidencebasedteachingstrategies.
Overallsummaryofprogress
Thissectiondescribestheschool’songoingself-assessment,reflectionprocessesandprogressforStrategicDirection1oftheSchoolplan.Itdrawsonacomprehensiverangeofevidencetodemonstrateschoolachievements.
ProgresstowardsachievingimprovementmeasuresResources(annual)
Improvementmeasure(tobeachievedover3years)
Progressachievedthisyear
Improvingteacherquality
StageandStaffMeetingfocusonformativeassessmentwithDylanWilliams.Videoanddiscussionsdemonstratedadevelopmentofameta-languageandgreaterunderstanding.
PDPsalignedtoteacherprofessionallearningandschoolprofessionaldevelopmentsessions.
Ongoingself-reflection,planningandtrainingforstaffonformativeassessmentproceduresandrelevantprofessionalreadingshaveenabledteacherstomoreaccuratetrackstudentsonboththeliteracyandnumeracycontinuums.
$17524
Evidencedbasedprogramsof
differentiatedlearning
TrackingandplottingstudentsK-6onPLAN.
Readingbenchmarksandlevelsdetermined,usingPMbenchmarkkitandProbes
LiteracyGroupsformedtomeetstudentneeds.
NumeracyGroupsformedtomeetstudentneeds.
$29674
Bestpracticetrainingandimplementationof
teachingprograms
ReformattedauditofclassroomTeachingandLearningprograms.
StageMeetingsfocusdiscussionsonformativeassessment.
PlanningDays.
$21084
Nextsteps
• IntegratethenewGeographysyllabusintotheSchoolCurriculumPlan.
• Ongoingteacherdevelopmentformingstagelearninghubsandschoolfocusteams.
• Identifytalentedstudents.Incorporatedifferentiatedstrategiestobettersupporttheirlearningneedsandrefinetrackingofhigherperformingstudents.
StrategicDirection2
InclusiveLearning
Purpose
High-levelengagement,evidencedrivenqualityteachingandlearningprograms,opportunityandhighexpectationsofsuccess are critical tomaximise the learning of every student in every classroom.At FMDS the learningmeets theneeds of students’, addressing their cultural and socio-economic backgrounds and, the equally diverse range, ofsupportneeds,whetherwithinspecialeducationormainstreamclassrooms.
TolearnistherightofeachstudentandatFMDSeachstudentisengagedinrichandmeaningfullearningexperiencestooptimiselearningineveryclassroom.
Overallsummaryofprogress
Throughout2015all teacherscontinued theirprofessionaldiscourse regardingplacing studentson theLiteracyandNumeracy Continuums. Teachersworked in their Stage teams to developing rich assessment tasks supporting andinformingteachingandlearningactivities.
ProgresstowardsachievingimprovementmeasuresResources(annual)
Improvementmeasure(tobeachievedover3years)
Progressachievedthisyear
ExemplaryLearningEnvironment
PLP’sforallAboriginalstudentscompleted.
StaffattendanceatAECGMeetings.
NortaNortafunding.
$16019.07
TransitionsSupportallocatedtoidentifiedstudents.
Flexibletimetableestablishedtoaddressneedsofstudentsandmosteffectiveuseofstaff/EALD/SLAST.
$13201.04
PositiveBehaviourFor
SuccessPBLmatrixdistributed.
KindergartentoYear6PDgroupsformedwiththefocusonanti-bullyingstrategies.
StatisticsreflectalowernumberofBehaviorReferrals.
$4656.85
Nextsteps
InclusiveLearning
• Consistentteacherrecordsonstudentsestablishedandmaintained.
• ReviseLearningSupportTeamandprocesses(ILP,PLP,LSandAdjustments)areinplacefortargetedstudentsandinterventiondataiscollectedandanalysed.
• Developmentofstrategiestodifferentiatelearningtomeetstudentneeds.
• ClearguidelinesestablishedforLearningSupportstaffandaides.
StrategicDirection3
EngagedCommunity
Purpose
FMDS supports a culture of high expectations and community engagement resulting in sustainable whole school-schoolimprovement.
Theimplementationofqualitysystemsandprocesses,includingbettercommunication,willimprovetheengagementofallcommunitystakeholdersandpromoterealpartnershipsineducationatthisschool.
Overallsummaryofprogress
Teachers developed their initial Professional Development Plans, following the Framework outline, settingprofessional goalsbasedontheschoolpriorities.Theycollectedevidencetowardsachievementofthesegoalsandparticipatedincollaborativelearningactivitiesandclassroomobservationsofpractice. Teachersreflectedonthisprocessandevaluatedtheirgoals.
ProgresstowardsachievingimprovementmeasuresResources(annual)
Improvementmeasure(tobeachievedover3years)
Progressachievedthisyear
Parentsandcommunityaspartnersinlearning
TellThemFromSurveycompletedbyparents,studentsandstaff
FencearoundWoodworkshedconstructedsocommunitycanuseitsevendaysaweek
ParentaccesstoComputerLab
Communicating SkoolbagApp.launchedandcommunityusehasincreased
Onlinepaymentsforexcursionsandschoolactivitiesnowavailable
InterculturalUnderstanding
AboriginalEducationdaysplannedandallstudentsK-6participatedinactivities
ReconciliationDayacknowledgeandHarmonyDaycelebratedK-6
IntroductionoftheHistorysyllabustoimproveunderstandingofculturalawareness
Nextsteps
EngagedCommunity• Changereportingformattoalignwithnewsyllabusrequirementsandschoolcommunityneeds
• Schoolsigneffectivenesstobeevaluated
• Communitygroupsestablishedduringschoolhours
• Professionallearningforstafftobetterunderstandfamilyculturesandbeliefs
Keyinitiativesandotherschoolfocusareas
Keyinitiatives(annual) Impactachievedthisyear Resources(annual)
Aboriginalbackgroundfunding
Funds were used to provide additionallearning support to targeted students andto assist students to participate in a rangeof extra-curricular activities. Funds wereused for teacher release to attendprofessional learning in literacy andnumeracy and to purchase a range ofcurriculum resources to support allstudents.
AllAboriginalstudentshavehadtheopportunityto develop sound literacy and numeracy skillsthrough Norta Norta funding. Students’continued to participate in the development oftheirPersonalLearningPrograms.
The School Excellence Framework indicates thatour school is sustaining and growing in StudentPerformance Measures (Aboriginal studentsincluded) through the acknowledgement ofFMDS as a ‘value added’ school. This has seenour NAPLAN results gradually increase over thepastsixyears.
$11,502
(0.2EFTT2-T4)
(NortaNorta$3199)
MaqlitKitpurchasedincludingteachertraining
Englishlanguageproficiencyfunding
Targeted funding support for new arrivalsand refugeeswas used to support all newarrival and refugee students to adjust totheir new classrooms by providingadditional funds (1 day per week) toemploytheESLteacher,employmentofanSLSO who could speak Arabic (1 day perweek) and financial support to enablestudentstoparticipateinschoolexcursions,includingtheswimmingscheme.
A number of educational resources were alsopurchasedtoaidstudentsintheirunderstandingand use of English, including 6 new i-pads thathadprogramsthestudentscouldusetopractiseEnglishintheirclassrooms.
$8,151
Targetedstudentssupportforrefugeesandnewarrivals
During 2015, FMDS enrolled a number oftemporary students from a variety ofcultures as their parents studied at UOW.We also enrolled two families of recentlyarrived Syrian refugees who were warmlywelcomed into our FMDS community.Thesestudentsjoinedourpreviousrefugeestudents from Africa and Burma, intosettling into their new school, learningEnglishandbeginninglifeinAustralia.
Ourmanydifferentcultureswerecelebratedandvalued throughout the year at FMDS in theclassrooms especially through COGS and HSIEunits. During Harmony week students in everyclassdiscussedthemeaningof livinginharmonywith each other and enjoyed activities from theHarmonyDaywebsite.Stage3studentsenjoyedlistening to a speaker from a different religiousbackground(Muslim)fromourlocalcommunity.Anti-Racism activities were included in our PDgroupswhereourstudentsexploredthebenefitsof valuing and accepting others as people nomatter what culture, language or backgroundtheyhavecomefrom.
$4915.08
NextSteps
Socio-economicfunding
Funds were used to provide additionallearning support to targeted students, toassist students toparticipate ina range ofextra-curricular activities, to release toattend professional learning and topurchase a range of curriculum resourcesincluding iPadsandLibrarybooks.
Allstudentshavehadtheopportunitytodevelopsound literacy and numeracy skills across thecontinuums. Targeted students have had theopportunitytoengageinawiderrangeofextra-curricularactivities.
Relevant resources have been purchased tosupport teaching and learning programs andstudent needs. This includes the use andavailability of different technologies to ensuretargeted students are not disadvantaged andhaveaccessto21stcenturylearningtools.
$39,392
(1.0 SLSO)
$28,800
DisabilityAdj$1259
SLSO50days$10,770
Teacher30days$11,520
StudentAssist$2000
Lowleveladjustmentfordisabilityfunding
A School Learning and Support Officer(SLSO)wasemployedfor 5 daysperweekto assist students to improve their literacyand numeracy skills with a focus on earlyintervention.
A very high percentage of students at FMDSconsistentlyachieveaboveminimum standardinexternalassessment.In2015:
Year 3 Reading (93.3%),Writing (96.7%),Grammar and Punctuation (100%),Spelling (93.3%andNumeracy(96%)
Year 5 Reading (96.9%), Writing (96.9%),Grammar and Punctuation (96.9%), Spelling(100%andNumeracy(100%)
$38,133
(1.2SLAST)
Otherschoolfocusareas Impactachievedthisyear Resources(annual)
ConsultativeDecisionMakingProcesses ThesefundswerereceivedinOctober2015.Theywill be used in 2016 to support a range ofactivities as determined by the school staff andParentsandCitizensAssociation(PandC).
$9720.23
PositiveBehaviourforLearning(PBL)
FMDShasasetofcorevalueswhichguideits approach to student wellbeing anddiscipline. Expected behaviours areexplicitlytaught.
SET analysis evaluated the successfulimplementation of PBL at FMDS. The schoolscored 100% in 5 of 7 areas including clearlydefined behavioural expectations. The resultsfrom this audit enabled the PBL team to devisethe Action Plan required to both continue toimplement those areas successfully are addressothertargetareasinto2016.
$4656.85
Mandatoryandoptionalreportingrequirements
StudentinformationIt is a department requirement that the reporting ofinformation for all studentsbe consistentwithprivacy andpersonalinformationpolicies.
Studentenrolmentprofile
Studentattendanceprofile
WorkforceinformationReportingofinformationforallstaffmustbeconsistentwithprivacyandpersonalinformationpolicies.
Workforcecomposition
Position Number
Principal 1
AssistantPrincipal(s) 4
Classroomteachers 17
PrimaryPart-Time/RFF 1.308
TeacherofReadingRecovery 0.525
LearningandSupportTeacher(s) 1.3
TeacherLibrarian 0.8
TeacherofESL 0.6
SchoolCounsellor 0.8
SchoolAdministrative&SupportStaff 7.6
Pre-SchoolRFF 0.084
Total 35.017
TheAustralianEducationRegulation,2014requiresschoolstoreport on Aboriginal composition of their workforce. FMDScurrently hasoneAboriginalteacher.
TeacherqualificationsAll teaching staff meet the professional requirements forteachinginNSWpublicschools.
Qualifications %ofstaff
Undergraduatedegreeordiploma 100
Postgraduatedegree 30
Professionallearningandteacheraccreditation
FMDS supported one teacher through their maintenance ofproficiency to complete their accreditation requirementswithinguidelinesoftheAustralianInstituteofTeachers.
In2015teachersparticipatedinawiderangeofprofessionallearning activities. All staff attended School DevelopmentDays, Staff and Stage Team Meetings and TeacherProfessional Learning (TPL) sessions. These opportunitiesaimedtoexpandindividualandcollegialprofessionallearning.Professional learning related to: School Plan, SchoolExcellence Framework, Formative Assessments, the schoolCurriculumPlan, Interactive resources. Fundswereallocatedtoenableteacherstomeetinstageteams,onceeachterm,tocompare student learning, analyse data and plan futureteaching and learning experiences. Each semester teacherswere also allocated time with their stage to develop theirskills of consistent judgment for student reporting, throughcomparisonofstudentworksamplesandplottingstudentsonthe Literacy andNumeracy Continuums. Teachers in theK-1area were trained in Language, Literacy and Learning (L3)pedagogy and now use this in their classrooms to supportstudents.
0
100
200
300
400
500
2009 2010 2011 2012 2013 2014 2015
Stud
ents
Year
Enrolments
Male Female
Financialinformation
FinancialsummaryThissummarycoversfundsforoperatingcostsanddoesnotinvolve expenditure areas such as permanent salaries,buildingandmajormaintenance.
Afullcopyoftheschool’s2015financialstatementistabledat the annual general meetings of the parent and/orcommunitygroups.Forfurther i n f o rm a t i o n , c o n t a c t FM D S .
Schoolperformance
NAPLAN
In theNationalAssessmentProgram, the resultsacross theYears 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. Theachievement scale represents increasing levels of skills andunderstandingsdemonstratedintheseassessments.
TheMy School website provides detailed information anddatafornationalliteracyandnumeracytesting.Clickonthelink My School and insert the school name in the Find aschoolandselectGOtoaccesstheschooldata.
Parent/caregiver,student,teachersatisfactionEach year schools seek the opinions of parents, students andteacherstodrivefuturedirectionsoftheschool.Theirresponsesarepresentedbelow.
All students from Year 4 to 6 completed two Tell ThemFromMeonline surveys during the year. The survey asksquestionsaboutfactorsthatareknown toaffectacademicachievementandother outcomes.Thefocusofthesurveyis on student wellbeing, engagement and effectiveteaching practices.
Dateoffinancialsummary 30/11/2015
Income $
Balancebroughtforward 276121.57Globalfunds 259269.07Tiedfunds 140853.69School&communitysources 89351.50Interest 6255.77Trustreceipts 38104.05Canteen 0.00Totalincome 809955.65
Expenditure
Teaching&learning Keylearningareas 20415.92Excursions 33447.29Extracurriculardissections 31710.72
Library 10743.98Training&development 1625.92Tiedfunds 192584.37Casualreliefteachers 133272.45Administration&office 55375.45School-operatedcanteen 0.00Utilities 56361.41Maintenance 36413.26Trustaccounts 30801.06Capitalprograms 0.00Totalexpenditure 602751.83Balancecarriedforward 207203.82blank
SurveyMeasure %ofFMDSstudentscomparedtoDepartmentof
EducationAverage(DoE)
Studentsreportahighrateofparticipationinsports
82%(DoE83%)
Studentsreportahighrateofparticipationinextra-curricularactivities
44%(DoE55%)
Studentsfeelvaluedandacceptedbytheirpeersandothersatthisschool
84%(DoE81%)
Studentshavefriendsatschooltheycantrustandwhoencouragethemtomakepositivechoices
93%(DoE85%)
Studentsbelievethateducationwillbenefitthemandhaveastrongbearingontheirfuture
96%(DoE96%)
Studentsdohomeworkwithapositiveattitudeandinatimelymanner
62%(DoE74%)
Studentsdonotgetintotroubleatschoolfordisruptiveorinappropriatebehaviour
98%(DoE83%)
Studentsareinterestedandmotivatedintheirlearning
79%(DoE78%)
Studentstryhardtosucceedintheirlearning
94%(DoE88%)
StudentsfeelchallengedintheirEnglishandMathsclassesandfeelconfidentinthesesubjects
50%scoredinthequadrantofhighSkillsandhighknowledge(DoE53%)20%saidtheywouldlikemorechallenges(DoE26%)
Teachingiswell-organised,withaclearpurposeandwithimmediatefeedbackthathelpsthemlearn
82%(DoE82%)
Supportforlearningatschool
67 Parentssaidthatteachersshowedaninterestintheirchild’slearningandencouragedthemtodotheirbest.
Positiveschoolbehaviour
74 Parentssaidthatteachersexpectedtheirchildtopayattentioninclass,classroomswerewell-managedandstudentswereclearaboutbehaviourexpectations.
Safetyatschool
75 Childrenfeelsafeatschooland coming and goingfromschool.
Inclusion 66 Someparentsfeltthattheirchildneededmoresupportwiththeirlearning.Teacherswereseenasassistingchildrentodevelopfriendshipsandensuringallchildrenareincludedinschoolactivities.
Parent-teachercontact
95%ofparentshadspokentotheirchild’steachermorethantwicesincethebeginningoftheyearand93%hadattendedtwoormoremeetingswiththeteacherinthesameperiod.
Parentinvolvementinschoolcommittees
25%oftherespondingparentssaidthattheywereactivelyinvolvedintheschoolincludingcanteen,uniformshop,sportandassistingteachersinavarietyofways.
Studentsweresubjectedtobullyinginthepreviousmonth
23%(DoE36%)
Studentsfeeltheyhavesomeoneatschoolwhoconsistentlyprovidesencouragementandcanbeturnedtoforadvice
62%(DoE6.5%)
Studentsfeelteachersareresponsivetotheirneedsandencourageindependence
86%(DoE84%)
Thereareclearrulesandexpectationsforbehaviour.Studentsunderstandtheseandteachersmaintainhighexpectationsthattheybefollowed
76%(DoE72%)
Theschoolstaffemphasiseacademicskillsandholdhighexpectationsforallstudentstosucceed
88%(DoE87%)
InSeptemberparentswereinvitedtoparticipatefor thefirst time in the online Tell Them From Me Survey.Unfortunately the response ratewas disappointingwiththe opinions of less than 10% of families wererepresented.
Teacherscompletedevaluationsonthefollowing ‘Drivers’ofstudentlearning
Driver AverageScore/10
Relatedaspectsofteachingandlearning
Collaboration 8.2 Teachersworktogethertoplanandimplementqualitylearningprogramsforstudents
LearningCulture 8.8 Studentengagement,learninggoals,feedbacktostudentsabouttheirprogress,highexpectations,relevanceoflessoncontenttostudents
DataInformsPractice
8.9
SurveyMeasure
Average
%
Comments
Parentsfeelwelcome
72 Parentsfeltwelcomeandsaidtheywerewellinformedaboutschoolactivities.TheOfficestaffwasveryhelpful.Parentswouldpreferthatactivitieswereheldinthemorningorafternoonasthemiddlesessionisdifficultforworkingparentstoattend.
Parentsareinformed
58 Parentswouldlikemoretimelyinformationabouttheirchildren’sacademicperformanceaswellastheirchild’sbehaviour,emotionalandsocialdevelopment.
Parentssupportlearningathome
70 Parentssaidthattheyencouragedtheirchildrentodowellatschoolandtalkedtothemabouttheimportanceoftheirschoolwork.Mostreportedhelpingtheirchildrenwithhomeworkforlessthan30minutesperday.
Methodsofformalandinformalassessmenttoguideplanning,futureteachingandassiststudentstoknowwhatneedstobelearntnext
finalistscompetingf
Policyrequirements
Aboriginaleducation
In 2015, FMDS received both Aboriginal BackgroundFunding and Norta Norta funding. This was used tosupportplanning,learningandengagementintheareaofAboriginalEducationforbothourAboriginalstudentsandthewiderstudentpopulation.2015 Norta Norta funding was used to support literacyand numeracy development for our Aboriginal studentswhowereidentifiedasrequiringadditionaltuition,basedon NAPLAN results. A qualified tutor was employedthroughanEOIMeritSelectionprocessandworkedwiththesestudentsonedayperweek,fromTerm2toTerm4(inclusive). Students were assessed in line with theschool’sDataCollectionPlanandlearningwasplannedforcollaboratively. TheNortaNorta tuition resulted in gainsinreading,writingandnumeracyforthesestudents.OurAboriginalBackgroundFundingwasusedtosupportarange of procedural requirements, learning experiencesand initiatives. The outcomes of the school’s work inAboriginaleducationin2015included:• A Nanga Mai award nomination and attendance at
theceremonyinWollongong;• Awhole-schooldedicatedweekofawarenessraising
and associated classroom experiences for Close TheGap;
• A whole-school dedicated week of learning andcultural activities associated with Reconciliation
WeekandNAIDOCWeek;• Participationinacommunityofschoolsreconciliation
communitywalkandassociatedculturalexperiencesincludingmusicandart;
• Updated Personalised Learning Plans for allAboriginal students at FairyMeadowDemonstration
School, revised in consultation with the region’sAboriginalEducationandEngagementOfficer,Kellee
Evans;• Whole-staff training and development on NSW
Department of Education PLP requirements andrelatedpoliciesandlegislation;
• Whole-staff traininganddevelopmentonaddressingtheAboriginalandTorresStraitIslanderhistoriesand
culturescross-curriculumpriorityarea;• Associatedmembershipandattendanceof two staff
members in the Northern Illawarra AboriginalEducationConsultativeGroup;and
• Forward planning for 2016 literacy support throughthe purchase of aMaqlit kit and associated training
foroneteacher.
MulticulturalEducationandAnti-racismDuring 2015, FMDS enrolled a number of temporarystudents from a variety of cultures as their parentsstudiedatUOW.WealsoenrolledtwofamiliesofrecentlyarrivedSyrianrefugeeswhowerewarmlywelcomedintoourFMDScommunity.ThesestudentsjoinedourpreviousrefugeestudentsfromAfricaandBurma,intosettlingintotheir new school, learning English and beginning life inAustralia.Unfortunately, by Semester 2, the Syrian refugees hadfound more affordable housing and reluctantlytransferredtocloserlocalschools.Theyneverforgottheirinitial experiences at FMDS and continued to visit ourschool,especiallyastheycelebratedmoresuccess.Targeted funding support for new arrivals and refugeeswasusedtosupportallnewarrivalandrefugeestudentstoadjusttotheirnewclassroomsbyprovidingadditionalfunds (1 day per week) to employ the ESL teacher,employment of an SLSO who could speak Arabic (1 dayper week) and financial support to enable students toparticipate in school excursions, including the swimmingscheme. A number of educational resources were alsopurchasedtoaidstudentsintheirunderstandinganduseofEnglish, including6new i-pads thathadprograms thestudentscouldusetopractiseEnglishintheirclassrooms.Ourmanydifferent cultureswere celebrated and valuedthroughouttheyearatFMDSintheclassroomsespeciallythrough COGS and HSIE units. During Harmony weekstudents ineveryclassdiscussedthemeaningof living inharmonywitheachotherandenjoyedactivitiesfromtheHarmonyDaywebsite.Stage3studentsenjoyedlisteningto a speaker from a different religious background(Muslim)fromourlocalcommunity.Anti-Racism activities were included in our PD groupswhereour studentsexplored thebenefitsof valuingandaccepting others as people no matter what culture,languageorbackgroundtheyhavecomefrom.
TeachingStrategies
8.6 Learninggoals,feedback,clearexpectationsofstudents,arangeofteachingstrategiestosupportthefullrangeofstudents
Technology 8.1 Useoftechnologytosupportstudents’learning
InclusiveSchool 9.2 Adjustingtheclassroomprogramtomeetthelearningneedsofallstudents
Parentinvolvement
8.1 Informingstudentsabouttheirchildren’sprogress,buildingpartnershipswithparentsaroundtheirchildren’slearning
Otherschoolprograms
FMDS-“High-ValueAddSchool”FMDwas identified in2015asa ‘highvalue-add school’.Between 2010 and 2014, our school is one of 36 NSWschools that has contributed most to growth in ourstudents’learning.The study identified effectivepractices common toNSWgovernmentschoolsthatachievedhighgrowthinNAPLANbetween 2010 and 2014. These High Value-Add (HVA)schoolsshowedastrongpositiveinstitutionalculturethatemphasised academic, professional and personaldevelopment and strong engagement among students,teachersandtheleadershipgroup.
The aim of this study was to explore the key drivers ofschool improvement that were common across HVAschools. A robust value-added approach was used toidentify36NSWgovernmentschools(20primaryschoolsand 16 high schools) that made a particularly strongcontribution to student NAPLAN growth from 2010 to2014. Value-added measures of school performancecontrolforimportantcontextualfactorsinestimatingthecontribution that a school makes to growth in studentachievement.Quantitative datawas analysed to identifywhetherHVAschoolshadhigherlevelsofpositivestudentbehaviour, higher student engagement and morefrequent use of effective teaching practices. Staff fromtheCentre for Education Statistics andEvaluation (CESE)alsointerviewedschoolleadersandteachersin14schoolstounderstandimprovementdriversintheirschools.
Drivers of school improvement are complex and contextspecific. However, this research found that HVA schoolssharedacommonfocusonsixkeypractices:
•effective collaboration among staff, engaging andsharingrelevantprofessionallearning
•settingwhole-schoolgoalsandstrategiesforchange
•usingexplicitandeffectiveteachingstrategies
•creating an environment that promotes learning andhighlevelsofstudentengagement
•settinghighexpectationsforstudentachievement.
Studentleadership
The SRC met regularly throughout 2015. It consisted offorty five active and engaged students, including SchoolPresidents, House Captains and Class Representatives.TheSRCprovidedaforumwhereallstudentvoiceswerevaluedandheard.TheSRCraisedandacteduponmattersof concern from the student body, with the SchoolPrincipal. Issueswere discussed and possible resolutionsputforward.
Itwasaveryproductiveyearwithanumberofsuccessfulfund raising venturesundertaken, supporting school andcommunity needs. This included a book swap stall andphotobooth,andassistingtheP&Cwithrafflesanddiscoorganisationandanenvironmentauditacrosstheschool.
The School Presidents attended the ANZAC Day DawnService and the School’s Commemoration Service at theWollongong Cenotaph. The Presidents were involved intherunningofstage,wholeandspecialschoolassemblies.
This year for the first time, Year 6 were involved in aprogram called ExploreDiscoverAct. They activelyparticipated in leadership exercises and cooperativechallenges. It successfully supported our student’sleadershipjourneyinYear6towardhighschool.
Achievementsinthearts
FairyMeadowisactiveintheareaofPerformingArts.Wehave a Senior and Junior Choir comprising ofapproximately 100 students from across Stages 2 and 3.OurchoirsperformattheRegionalChoralFestivalandatlocalcommunityeventsasrequested.
AnotherthirtyofourstudentsfromYear2to4aregiventheopportunitytorepresentFMDSintheIllawarraDanceFestival. Students commit to regular rehearsal timeswhich, culminates with performances at the PerformingArtsCentre.
In addition thirty of our senior students form the FMDSgroupofdancersthatperformsaspartofamassitem,atSouthern Stars each year. This event takes place at theWINEntertainmentCentreoveranumberofdays.
All of our senior students are given the opportunity toparticipate in the Community of Schools Keirabald artcompetition. Portraits are exhibited in an annualcommunityevent.
These opportunities enable our students to developstrongschoolandcommunityspiritandtobecomepartofateam,buildingself-esteem,peersupportandasenseofachievement.
AchievementsinSportStudents at F.M.D.S. were offered a variety ofopportunitiestoparticipateinphysicalactivity,todevelopFundamentalMovementSkillsandtocompeteinarangeof sports at the school level and within the PSSAstructure.Stafftaughtfundamentalmovementskillslessons,guidedby our K-6 Fundamental Movement Skills Scope andSequence. The Scope and Sequence outlines aprogression of skills that are to be learnt and practisedthroughout primary school. Students across all stagesdeveloped Fundamental Movement Skills during regularPE lessons. In Stages 2 and 3, PE lessons werecomplemented by House Sport, which allowed studentsthe opportunity to practice these skills. Students weregiven further opportunity to participate in non-threatening competitive sport atBrokersDistrict Cricket,Netball, AFL and Dragon Tag Gala Days held throughouttheyear.StudentsfromourSupportUnitparticipatedintheSportsReady program, an initiative of the Disabilities Trust,duringTerms1,2and3.
Ourswimming,crosscountryandathleticscarnivalstookplace during the first semester. Our schoolrepresentativesgaveastrongshowingatBrokersDistrictcarnivals.SeveralstudentsprogressedtotheSouthCoastand State carnivals. Many students trialled for Brokers,Zone and SouthCoast PSSATeams. Twoof our studentsrepresentedSouthCoastSSAatStatecarnivals.DuringTerm4oursuccessfulRecreationalSportsProgramcontinued.Theprogramallowedstudents inStage2andStage 3 a chance to choose a sport of interest thatmaynotbecateredforinourregularsportsandPEprograms.The program also serves as a gateway for students toparticipate sports offered by local sporting organisationsand businesses. Our Early Stage 1 and Stage 1 studentsparticipatedinaHotShotstennisprogramrunbyoneofour local tennis coaches during Term 4. We thank thelocalorganisations,coachesandbusinessesthatprovidedtheirservicesandfacilitiesforthebenefitofourstudents.AlargegroupofstudentsattendedtheannualSwimmingandWaterSafetyProgramofferedbytheDepartmentofEducation and Training. The two-week program allowedstudentstolearnvitalswimmingandwatersafetyskillstohelp reduce childhood drowning and increase student’senjoymentofaquaticactivities.Our school entered teams in several NSW PSSA sportscompetitions. We were proud of the efforts and goodsportsmanshipdisplayedbyourschoolrepresentativesinallsportingteams.(Mr.MichaelDill)
PositiveBehaviourforLearning
In terms 1 and 4 students participated in PeerDevelopment Groups (PD Groups), a weekly programbasedonexplicit teachingofthePBLmatrix,anti-racism,resilience,anti-bullyingandpeer interactions.PDGroupsrunatawholeschoollevelwherestudentsaremixedintogroups of all grades, supported by senior students whohave the opportunity to develop leadership skills byrunning activities during these sessions, guided byteachers.
The PBL team meets fortnightly to ensure the effectiveimplementation of Positive Behaviour for Learning at awhole school level. In 2015 FMDS undertook a SETanalysistoevaluatethesuccessfulimplementationofPBLatFMDS.Theschoolscored100%in5of7areasincludingclearlydefinedbehaviouralexpectations.TheresultsfromthisauditenabledthePBLteamtodevisetheActionPlanrequired to both continue to implement those areassuccessfully are address other target areas into 2016.Moving into 2016, Fairy Meadow will continue toimplement all current aspects of PBL in addition tomoving towards an external coaching role to supportotherschoolsto facilitatePBLandthetrainingofstaff inchangestoTier2andTier3interventionsystems.
PBL has been successfully implemented at FMDS since2008asitissupportedatawholeschoollevel,byallstaff,whovaluetheprinciplesandsystemsofthemodel.FMDSis excited to continue to demonstrate excellence in thisareainto2016andbeyond.(Mrs.PipFenwick)
ReadingRecovery
ReadingRecoveryhascontinuedtoassistYear1studentswho are in need of extra support in lifting their readingand writing levels to that of their peers. Studentsparticipating in the program have intensive one on onedaily 30 minute lessons for up to 20 weeks to providethemwitheveryopportunitytoreachgradeexpectations.ReadingRecoverystudentscontinuetobemonitoredanddatacollectedastheyprogresstoYear2andYear3.
In 2015 four students each daywere able to access theprogram. In 2016 a new teacher will be trained in theReadingRecovery theories,whichwill furtherstrengthenour school resources in supporting all students’ literacyachievements.(Mrs.KarenWyres)
FMDSPre-School
We endeavour to develop a program that will help thechildren develop their emerging autonomy, inter-dependence, resilience, sense of agency and skills thatwill help them settle and cope with their transition toschool the following year. This is delivered through playusingtheEarlylearningFrameworkasaguide.Duringfirstterm we concentrate on fine motor skills, socialisation,getting the children used to routines in pre-school andlearningtoshareandmakefriends.Fromthesecondtermonwardswefocusonthechildrenlearning the first aspects of literacy, numeracy andincorporating the Munch and Move Program into oureveryday programme. We create teacher led activities,sciencebased,thatmaystimulatethechildrens’interests.Wealsouseobservationsofindividualchildrentodevelopactivitiesthatcatertotheirinterestsandneeds.Oneofourgoals lastyearwastocontinuetofurtheroureffortstointegratewiththemainschoolthrough:
• JoiningKindergartenfordance
• Goingtotheschoollibrary&BookweekParade• Doingaschoolitemfortheinfantsassembly
• Joiningtheschoolintheirgroupsinging• JoinedintheEasterParade&ChristmasConcert
• RemembranceDayassembly
We had special days: We had a pirate day when weinvited the parents and grandparents to come and visitand had activities and a morning or afternoon tea. Wehad the NSW Premier Pets program visit. We joined inwiththe“NationalSimultaneousStorytime”We invited the parents to come into the pre-school andshareatalentorreadastorytous.Wehadtwoparentsjoin in. One came and did a craft activity and the othervisitedandreadabookthattheirfamilyenjoyed.(Wefindthat the parents find it harder to participate asmore ofourfamiliesworkfull-time.)We had Matilda’s Farm come as part of our Christmasparty.(Mrs.CharmaineWahltuch)