NSW Department of Education & Training 4573

2010 Annual School ReportTharawal Primary School

NSW Public Schools – Leading the way

Messages

Principal’s messageI am proud to present this Annual School Report to the Tharawal Primary School (TPS) community. Tharawal provides a wonderfully positive learning environment for the students in its care. Teachers and support staff are committed to offering a wide range of relevant and interesting curriculum based learning experiences and our students are actively encouraged to strive for personal and whole-school success in all that they do. There have been some significant physical improvements to our school this year with thanks to the Federal Government’s Building the Education Revolution (BER). The environment continues to be a strong focus with the building of a vegetable garden and the expansion of the gardening program. Links to the Community of Schools Between the Rivers (COSBTR) continues to strengthen with additional opportunities for enrichment of student learning and staff professional development. I would like to thank the members of the Parents and Citizens Association (P&C) for their continued commitment to supporting school initiatives and for the purchase of numerous resources. We are accountable for the responsibilities placed upon us and as such, the following report outlines the highlights achieved by students and acknowledges the hard work and dedication of staff and community members for the 2010 year.

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.

Sue Roach Principal

P & C and/or School Council messageTharawal Primary School’s Parents and Citizens (P&C) Committee demonstrated productive and positive support to many of the fantastic projects within the school during 2010. The P&C worked together with the teachers and students at the school to achieve common goals for our children. This partnership is built on trust, respect and shared values.

The Tharawal Primary School P&C members are dedicated to embracing the challenges of educating our children in the 21st Century. This is achieved by our support of the many programs initiated by the school through not only monetary support but in attending, supporting and participating in the many exciting and educational activities throughout the year. The list below outlines some of these events

Operating the school canteen Maintaining the school environment SmoothStart program Technology purchases Banking Uniform shop Father’s and Mother’s Day stalls. Reading programs

The Tharawal Primary School P&C meetings held each month ensured current issues were discussed, that everybody who attended had a role to play and their ideas were heard. During 2010 the P&C was successful due to the ongoing support and commitment shown by those who regularly attended these meetings. The various sub committees have had a very successful year with great support from many parents and

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grandparents. Their involvement once again has proven to be valuable service as well as contributing to a profitable enterprise. By the P&C working closely with our school we have built a stronger community where all the children at Tharawal Primary School benefit.

Natalie Miller President P&C

Student representative’s messageIt has been a great privilege to be Tharawal’s captains for 2010.

We would like to take this opportunity to thank all Tharawal teachers and students but we would like to especially thank the prefects for their support throughout the year. Starting the year we attended the “Opening of the School Year” at the Sydney Town Hall with Mrs Roach. We also participated in the Young Leaders Conference at the Entertainment Centre where we listened to inspirational speakers, which helped us with our leadership skills throughout the year. We have also enjoyed participating in running school assemblies, Peer Support, representing the school in P.S.S.A., the High School Transition Program, discos, It’s Academic, Fun Food Day and it has been great having a Kindy buddy to look after. Another highlight for us as captains was the ANZAC ceremony which was very moving.

We know that the knowledge and leadership skills gained will help us through our life journey.

We would like to wish the incoming captains and prefects of 2011 all the very best and hope they get as much enjoyment leading Tharawal as we have.

Mikaela Luckman and Brendan Cole

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

Enrolment figures at Tharawal Primary School continue to show a slow incline. The continuing solid reputation of the school attracts many applications for enrolment outside the local drawing area.

2006 2007 2008 2009 20100

50

100

150

200

250

300

350

400

Enrolments

Male Female

Year

Stud

ents

  2006 2007 2008 2009 2010Male 164 160 163 169 164Female 157 148 153 165 175

  Year 2007 2008 2009 2010School K     96.5 94.4  1     96.2 94.4  2     96.1 94.4  3     97.4 94.4  4     97.1 94.4  5     97.3 94.4  6     95.5 94.4  Total 95.5 96.7 96.6 94.4Region K     95.4 94.4  1     94.9 94.4  2     95.1 94.4  3     95.2 94.4  4     95.1 94.4  5     95.3 94.4  6     94.5 94.4  Total 95.0 95.2 93.7 94.4State DET K     94.3 94.4

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  1     93.7 94.4  2     94.0 94.4  3     94.1 94.4  4     94.0 94.4  5     94.0 94.4  6     93.6 94.4  Total 94.0 94.1 92.1 94.4

Student attendance profile

Student attendance in 2010 was on-par with Sydney Region and slightly above state averages.

2007 2008 2009 20100

102030405060708090

100

Student attendance rates

School Region State DETYear

Atte

ndan

ce ra

te

Management of non-attendance

Student attendance at Tharawal Primary School is monitored by class teachers and the Learning Support Team in conjunction with the Principal and Home School Liaison Officer. Where concern is raised with regard to attendance, personal contact is made with families.

Class sizes

In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.

The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.

Structure of classes

14 classes were formed in 2010. 10 classes were parallel single year classes and four classes were stage or cross stage classes.Roll Class

Year Total per Year

Total in Class

KB K 19 19KT K 19 19

K/1O K 10 20K/1O 1 10 201M 1 22 221E 1 23 232G 2 21 212M 2 23 233K 3 28 28

3/4L 3 19 283/4L 4 9 284J 4 28 28

4/5P 4 12 274/5P 5 15 275K 5 29 29

5/6S 5 10 265/6S 6 16 266K 6 28 28

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

Staff establishment

Position NumberPrincipal 1Deputy Principal(s) 0Assistant Principal(s) 3Head Teachers 0Classroom Teachers 17Teacher of Emotional Disabilities 0Teacher of Mild Intellectual Disabilities 0

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Teacher of Reading Recovery 0Support Teacher Learning Assistance 0.2Teacher Librarian 1Teacher of ESL 0.2Counsellor 0.2School Administrative & Support Staff 3.8Total 26.4

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

Tharawal Primary School does not have an Indigenous component within the school workforce.

Staff retention

In 2010 changes to staff include the retirement of Mrs Jennifer Bartlett and Mrs Christine Johnson and permanent appointments of Miss Natalie Marshall and Miss Kate Martin. Temporary appointments included Miss Jennifer Klees who gained a permanent appointment at Como West PS during the year, Mr Matthew Kerr who gained a permanent appointment at Sans Souci PS, Miss

Claire Jackson (classroom teacher), Mrs Rebecca King (classroom teacher), Mrs Simone Daly (School Administration Officer) and Mrs Tracey Curtain (School Administration Officer – Library).

Teacher qualifications

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

Qualifications % of staffDegree or Diploma 80Postgraduate 20

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

Date of financial summary 30/11/2010Income $

Balance brought forward 108,501.95Global funds 191,989.79Tied funds 128,465.81School and community sources 175,392.84Interest 7.996.29Trust receipts 19,099.54Total income 522,944.27

ExpenditureTeaching & Learning Key learning Areas 26,903.46 Excursions 39,098.05 Extra curricular dissections 88,351.27Library 2,956.26Training & development 24,858.72

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Tied funds 93,369.03Casual relief teachers 36,398.60Administration & office 62,220.23School-operated canteen 0.00Utilities 41,172.43Maintenance 13,456.81Trust accounts 18,835.90Capital programs 0.00Total expenditure 447,620.76Balance carried forward 183,825.46

A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2010

AchievementsArts

Tharawal Primary School offers an extensive arts program. Opportunities are provided for all students including those who are identified as being gifted and talented.

Some of the highlights of 2010 include the following: Dance troupes from Years 1 to Year 6 had

numerous opportunities to perform throughout the year including at our annual Public Speaking night, the Sutherland Shire Schools Music Festival, Menai Marketplace during Education Week, Kindergarten

SmoothStart Celebration Day and at our annual Christmas carols night. A total of 136 students participate in the Tharawal dance troupes. Menai Dance Centre continues to provide expert tuition to support the dance program and our annual Presentation Day with awards for each dance group.

The senior choir was comprised of 41 students from Years 4, 5 and 6 and the junior choir was made up of 20 students from Year 2. Choir instruction and rehearsals focused on training the children to enhance their skills in pitch, volume and enunciation. Both choirs participated in the massed choir at the Sutherland Shire Schools Music Festival during Term 3 and during Education Week activities at Menai Market Place.

The Koori Art Expressions Exhibition encouraged students to reflect on the theme Unsung Heroes. This exhibition has become part of the Australian Museum’s Summer Suite and will be on display at the Australian Museum. Four student’s paintings have been submitted and may feature in the exhibition.

The Not Silent Not Violent venture saw an art group comprised of mainly male students produce a series of photographs that encouraged others to speak out in the prevention of domestic violence towards women.

This year has been a successful year for both junior and senior bands. Band performances included the Education Week Concert, a combined band performance with Gymea North Public School and Presentation Assembly.

The Sutherland Shire Schools Music Festival Art Competition invites students within the district to submit an artistic piece to be used within the festival program. This year two students from Tharawal were selected as finalists in the Sutherland Shire Music Schools Festival Art Competition and had their artworks displayed at the Sutherland

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Entertainment Centre. Their pieces also featured within the program for the festival.

The Operation Art Competition is run by Westmead Children’s Hospital. This year has proven to be Tharawal Primary School’s most successful year with all four school entries selected as finalists. All pieces were exhibited in the Armory Gallery at Homebush. In addition to featuring in this prestigious exhibition one artwork was one of twelve selected by the NSW Commission for Children and Young People to be displayed in their Elizabeth Street Sydney office. Another piece was also selected by the NSW Office for Children to be displayed in their Sydney office and another work was selected from hundreds of entries to feature in the Operation Artbank Tour which will be presented to a regional hospital’s children’s ward. This work will also feature on a teacher resource CD which has ‘exceptional examples of artworks’ complementing units of work that can be taught in primary schools.

Sport

Years K-2

The major aim of the K-2 sport program is to develop an enthusiasm for physical activity in students and to maintain and encourage that enthusiasm so they become committed to pursuing an active lifestyle in later years. Sport took place every Wednesday for approximately 65 minutes with each session consisting of a structured and vigorous format:

5-10 minute warm-up

20 minute circuit session

20-30 minute games activity.

Through the program the students are able to:

become fitter and healthier, develop fundamental movement skills, refine the skills of body management and

control and hand-eye and foot-eye coordination,

develop attitudes, habits and social skills which lead to active participation.

Years 3-6

Throughout 2010 Tharawal Primary School has achieved many great sporting results from both individuals and teams. The junior PSSA netball teams had an

outstanding season and finished the competition as premiers.

A number of students were successful in reaching zone teams; rugby league, rugby union, netball, cricket, basketball and tennis. As well, we had students who continued on to the Sydney East regional level to represent in athletics, cross country, swimming, rugby league, rugby union, basketball, touch football and cricket.

In athletics Maddison Boyling participated at the state carnival in high jump coming equal 10th in NSW. Daniel Russotti also attended the state carnival and strongly contested the 12yr boys 100m, finishing 7th in the semi-final.

This year Tharawal once again entered an

AFL team in the Paul Kelly Cup knockout. The boys competed admirably and were unlucky not to proceed to round two.

There were four summer hockey teams this year. Two teams participated in the Sutherland hockey gala day. A junior and senior team competed on the day with the senior team progressing to the semi-finals. All students performed well and gained valuable experience.

Jordan Morris had an excellent year in a number of sports. He was selected in the Sydney East teams for rugby league, rugby union, basketball and touch football. Jordan also represented Tharawal at the zone cross country and athletics carnivals as well as

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being a member of both the PSSA cricket and soccer teams.

Ben Lewis is another of our students who participated in a number of representative teams. Ben was selected in the Sydney East rugby league, rugby union and cricket teams as well as being a member of both the PSSA cricket and soccer teams.

Other

Community of Schools Between the Rivers (COSBTR)In 2010 the COSBTR group of schools including Alfords Point PS, Illawong PS, Lucas Heights CS, Menai HS, Menai PS, Tharawal PS and Woronora River PS continued to strengthen relationships between these eight local public schools. Opportunities for gifted and talented students in Stage 1 and Stage 2 were provided in the form of one day workshops. The first of these was a science day and the second an art day. Both workshops were conducted by talented teachers from our COSBTR schools.

During Terms 3 and 4, 16 Stage 3 Tharawal students attended an enrichment program at Menai High School. The program included study in the areas of art, drama, mathematics and scientific investigations.

Voices Between the Rivers, a COSBTR children’s choir was established this year with two Tharawal Primary School students involved.

Professional learning for teachers continued to be a COSBTR focus in 2010. All eight schools were involved in a professional learning day hosted by Lucas Heights Community School. Michael McQueen was the keynote presenter and spoke about teaching ‘Gen Y’ and the implications of this group’s learning styles on teaching. Following this, sessions were lead by talented teachers from the COSBTR schools on a range of topics including developing School Representative Councils, moodling, the use of technology in art, interactive whiteboards, using the connected classroom and BlogEd. Teachers also had the opportunity to meet in collegial groups to share best practice teaching ideas.

COSBTR Principals met regularly throughout the year to plan the continuing relationship between our schools for the coming year.

Peer SupportPeer support has continued to reinforce the DET and school’s core values. This year the program focused on Bullying, a module that supports students in developing knowledge, skills and attitudes enabling them to recognise bullying and deal with bullying behaviours.

The Year 6 students were trained over two days with Mrs Simpson and Mrs Kelly. They learnt and practiced leadership and organisational skills through cooperative group activities. They have also learnt ways of encouraging younger students to take responsibility to reduce bullying in our school.

Students Kindergarten to Year 5 participated enthusiastically in eight sessions led by the Year 6 students in an harmonious environment. The Year 6 students were given regular feedback on their leadership skills and participated in debriefing sessions with their supervising teachers. The program gave the students opportunities to extend their relationships with others and have encouraged students to speak about their experiences and develop strategies to overcome any issues that may arise.

CompetitionsThis year there were 368 entries in the International Competition and Assessments for Schools (ICAS) in six key learning areas. There were very successful results with students receiving credits, distinctions and high distinctions across all areas. The results were as follows:- 42% in the Science Competition- 38% in the Mathematics Competition- 55% in the Computer Competition- 38% in the English Competition- 30% in the Spelling Competition- 35% in the Writing Competition.High Distinctions are awarded to those students in the top 1% of the state. The following students achieved this result:

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Writing: Luke Cantor and Elliot GarnettComputer: Daniel Ferlazzo, Jovi Chan, Elliot Garnett, Tegan Whitfield and Tayla Nesbit.In addition, Elliot Garnett was awarded a University Medal for achieving 100% in the

Computer Competition.

It’s AcademicThis year Tharawal was invited to enter a team in the children’s television game show It’s Academic. 17 Year 6 students were selected to compete in teams of three with two reserves. Mrs Simpson coached the teams regularly during lunchtimes. All contestants eagerly attended all of these sessions. Tharawal won the first round and continued on to the semi-finals in which we faced two very large schools. Our team competed strongly but unfortunately narrowly missed participating in the grand-final.

Public SpeakingEvery student from Kindergarten to Year 6 was given the opportunity to present a prepared speech in class. One Stage 1 finalist, six Stage 2 and six Stage 3 finalists were chosen to give a prepared and impromptu speech at the public speaking evening.

Jade de Beer (Stage 3), Tegan Whitfield (Stage 2) and Bennet Jeffree (Stage 1) were selected to represent the school at the Southern Sydney Western Zone public speaking finals. All students performed well. Jade’s speech was titled ‘Miscommunication’ and Bennet spoke about mini-beasts. Tegan gained first place with her speech on global warming.

Premiers Reading ChallengeThis year 149 Tharawal students successfully completed the Premier’s Reading Challenge All classes from Kindergarten to Year 6 were represented by students who completed the challenge. This is the seventh year we have participated in this important literacy activity.

Environmental EducationEnvironmental Education, in its second year, continues to be a very successful initiative. This year being the Department of Education’s Year of Sustainability, our major achievements were: Earth Hour All lights and computers were

turned off for an hour in classrooms and offices. Students were engaged in various activities to promote saving energy.

National Tree Planting Day 150 seedlings were kindly donated by the Sutherland Shire Council to help promote the importance of trees in our environment. All students were involved in the planting and subsequent care of the seedlings. Kirrawee Bunnings donated 22 plants along with equipment, soil, fertilizer and a voucher to the school.

Recycling Each class was responsible for composting and recycling various food packaging through a red and green bucket

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program. Class recycling monitors were responsible for taking buckets to the playground at recess and lunch times. Students were acknowledged for their efforts

at assemblies. Gardening Club The Club consisted of 30 Year

5 and Year 6 students, our General Assistant, Mr Crittenden and Mrs Murarotto. All members were committed, enthusiastic, dedicated and highly engaged in the program.

Vegetable Garden The garden club members had the pleasure of harvesting purple beans, spinach, silver beet, carrots and celery. Most vegetables were sold to parents and staff. The P&C kindly donated $1000 to purchase barrows and rakes. The school was also part of the Sydney Region Vegetable Garden book project.

Clean Up Day To acknowledge Clean Up Australia Day all classes participated in cleaning up the school.

Waste Watchers For the first time this year students in Stage 3 participated in a fun and interactive program coordinated and presented by the Sutherland Shire Council. Students were engaged in activities which promoted waste issues such as correct bin use, recycling, landfill, organic waste, storm-water and litter management.

Tournament of Minds (TOM)14 Stage 3 students participated in the social science and applied technology long term challenges. The teams developed humorous and dramatic solutions to their challenges

Their solutions were presented through songs, dance and video documentaries in a 10 minute timeframe. Students had six weeks to prepare their props, scripts and costumes which were designed solely by themselves. Students successfully presented their long term challenge solutions at The University of Western Sydney on Sunday 29th August. On the day the students also participated in a short term challenge. Students were given a problem and had five minutes to prepare their solution and present to the judges. They received positive feedback and were congratulated by the judges for their fine teamwork. They were great ambassadors for their school, families and themselves.

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)

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

Literacy – NAPLAN Year 3

In 2010 47 students undertook the NAPLAN writing, reading, spelling and grammar and punctuation assessments.

The writing results showed 57% of Tharawal students in the top two bands compared to 51% of the state. In Bands 1 and 2, Tharawal recorded four percent compared the state’s eight percent.

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1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

50

Percentage of students in bands: Year 3 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

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In the reading assessment 56% of Tharawal student’s attained results in the top two bands compared to 43% of the state. In Bands 1 and 2 the school’s percentage was six percent whilst the state’s was 16%.

1 2 3 4 5 60

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 3 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

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f stu

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In spelling 58% of Tharawal students reached the top two bands compared to 44% for the state. Tharawal students recorded six percent in Bands 1 and 2 compared to the state’s average of 15%.

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 3 spelling

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

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In the grammar and punctuation assessment 66% of Tharawal students fell within the top two bands compared to the state’s 49%. Two percent of Tharawal students fell into the bottom two bands compared to 18% of the state.

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1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 3 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

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Areas of strength include recognising the purpose of pictures/photos in text, character summaries, spelling high frequency one and two syllable words, sentence punctuation and identifying pronouns.

Areas requiring consolidation include using background knowledge to solve a problem and spelling three syllable words.

Numeracy – NAPLAN Year 3

In 2010 47 students undertook the NAPLAN numeracy assessment. Students were assessed in number, patterns and algebra, measurement, data, space and geometry. Students were given results in overall numeracy.

45% of Tharawal students attained the top two bands compared to 35% for the state. 12% of Tharawal students were in the bottom two bands compared to 18% of the state.

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage of students in bands: Year 3 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

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Areas of strength include chance, two dimensional shape identification, interpreting graphs and symmetry.

Areas requiring consolidation include triangular prisms and problem solving using division.

Literacy – NAPLAN Year 5

In 2010 53 students undertook the NAPLAN writing, reading, spelling and grammar and punctuation assessments.

The writing results showed 34% of Tharawal students in the top two bands compared to 25% of the state. In Bands 3 and 4, Tharawal recorded two percent compared to the state’s 16%.

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3 4 5 6 7 80

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 5 writing

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

In the reading assessment 38% of Tharawal students attained results in the top two bands compared to 30% of the state. In Bands 3 and 4 the school’s percentage was 17% whilst the state’s was 24%.

3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

sIn spelling 38% of Tharawal students reached the top two bands compared to 34% for the state. Tharawal students recorded nine percent in the bottom two bands compared to the state’s average of 17%.

3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 spelling

Percentage in bandSchool average 2008 - 2010SSG average 2010State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

In the grammar and punctuation assessment 47% of Tharawal students fell within the top two bands compared to the state’s 42%. Nine percent of Tharawal students fell into the bottom two bands compared to 20% for the state.

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3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 grammar and punctuation

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

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f stu

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s

Areas of strength include identifying errors in one, two and three syllable words, inferring relationships between characters and punctuation.

Areas for consolidation include paragraphing, grammar and conjunctions.

Numeracy – NAPLAN Year 5

In 2010, 53 students sat the NAPLAN numeracy assessment. Students were assessed in number, patterns and algebra, measurement, data, space and geometry. Students were given results in

overall numeracy.

36% of Tharawal students attained the top two bands compared to 29% for the state. Six percent of Tharawal students were in the bottom

two bands compared to 19% of the state.

3 4 5 6 7 80

5

10

15

20

25

30

35

Percentage of students in bands: Year 5 numeracy

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

Areas of strength include using a compass, fractions, length, tessellations, symmetry and three-dimensional nets.

Areas for consolidation include arrays, chance, solving problems using multiplication and two dimensional perimeter problems.

Progress in literacy

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2006 - 2008 2007 - 2009 2008 - 20100

102030405060708090

100

Average progress in reading between Year 3 and Year 5

School SSG State DET

Prog

ress

2006 - 2008 2007 - 2009 2008 - 20100

10

20

30

40

50

60

70

80

90

Average progress in writingbetween Year 3 and Year 5

School SSG State DET

Prog

ress

Progress in numeracy

2006 - 2008 2007 - 2009 2008 - 20100

20

40

60

80

100

120

Average progress in numeracybetween Year 3 and Year 5

School SSG State DET

Prog

ress

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 3 students achieving at or above minimum standard

Reading 96Writing 98Spelling 98Punctuation and grammar 100Numeracy     98

Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010

Percentage of Year 5 students achieving at or above minimum standard

Reading 96

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Writing 100Spelling 94Punctuation and grammar 96Numeracy     98

Significant programs and initiativesAboriginal education

As part of Reconciliation/NAIDOC celebrations, 4J presented an assembly covering NAIDOC, National Sorry Day and Reconciliation. This took the form of a play and Powerpoint presentation in front of the whole school. Following this assembly each class made a boomerang displaying the theme, Unsung Heroes as a decoration.

During Term 3 all classes undertook an art project, each painting a separate log totem. All the totems were put together to form a contemporary art piece.

A visiting Aboriginal artist presented Aboriginal and Torres Strait Islander cultural dances and songs about the emu and kangaroo. This was thoroughly enjoyed by all students and involved dance, stories, music, role plays, languages and traditional tools, weapons and dress.

Every whole school assembly is opened with an acknowledgement to the original owners of this land, the Dharawal People and to any Aboriginal person past, present and future.

An Aboriginal version of the National Anthem continued to be sung at assemblies.

Through COSBTR and staff training the Aboriginal Policy has been addressed. Resources and units of work were gathered and related websites were shared. Staff also attended additional training and development sessions in Koori Art.

One Aboriginal student received a ‘Deadly Kid’ award as part of the Sydney Region initiative recognizing and celebrating Indigenous students in our schools.

Multicultural education

The school has maintained a focus on multicultural education in all areas of the curriculum by providing programs which develop the knowledge, skills and attitudes required for a culturally diverse society.

The English as a Second Language (ESL) teacher attends Tharawal for one day a week. There are 67 students from Language Backgrounds Other Than English (LBOTE), which is 19.5% of the total school population.

There are 19 languages represented consisting of 1st, 2nd and 3rd phase learners. 23 students are catered for in the ESL program with a combination of small group withdrawal and team teaching situations.

Respect and responsibility

We continued teaching and promoting the core values of respect, responsibility, care, integrity, fairness, excellence and participation. These values and qualities for citizenship were again recognised through the awarding the Respect and Responsibility Award.

Our Peers Support leaders successfully lead our 2010 peer support lessons focusing on the building and fostering of relationships

A combined Christmas scripture service promoted tolerance and respect for differing beliefs.

The whole school came together to support Stewart House raising $502 as a donation to this wonderful support for students in need.

Our whole school once again donated food hampers to the Salvation Army’s Christmas Appeal at our annual carols night promoting a wonderful sense of giving and charity from the school community.

The Worldly Soles shoe collection for people around the world without shoes saw 314 pairs donated to this worthy cause.

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Connected learning

During 2010 Stage 3 and Stage 2 classes have used a variety of technologies to support their learning. Murder Under the Microscope was an online and interactive environmental investigation game for Stage 3 students supporting science and technology and Human Society and its Environment (HSIE). Students used investigative and problem solving techniques to identify the cause of an environmental disaster.

Students from Kindergarten to Year 6 have been using integrated desktop and interactive whiteboard technology in classrooms and the Library to support learning programs. Mathletics, a web-based mathematics instruction program continues to be supported by parents, teachers and students.

Professional learning by staff has been a major factor in supporting the use of technology in the classroom. BlogEd, Brigit conferences, wikis and web pages have been a focus of this training and development.

During Term 4 our school implemented the use of a mobile computer lab with notebook computers, allowing students access to the school’s network using wireless technology. This has further increased opportunities for students to integrate technology into their learning.

Other programs

Tharawal MedalThe prestigious Tharawal Medal was introduced in 2008 as initiative to engage all students but particularly our senior students in continuing to strive for overall excellence. Students must demonstrate consistent achievement in learning

and social responsibility to be eligible. In 2010 nine students received the Tharawal medal.

SmoothStartTharawal's transition to school program, "SmoothStart" continues to be an extremely worthwhile and successful program. The program has run for three years. Each year we survey the parents and staff to make improvements for the following year. The overwhelming response has been the easy transition for the new Kindergarten students into the following year and the prior-to-school-connections that parents make. Staff feel that SmoothStart familiarises the new children well and staff are able to do a preliminary assessment of them. Parents also feel comfortable sharing important information with the staff at this time.

The program continued in 2010 with a similar format to last year. It was implemented over 10 weeks with groups of children attending three sessions each. School personnel and community members were invited to discuss a range of matters concerning school life. Experienced parents were trained as mentors for each group of parents. Year 5 students acted as buddies each week to the new Kindies.

This year casual relief was budgeted for the coordinator of the program, Mrs Brown. We also employed a School Learning Support Officer (SSLO) to support the teacher in the classroom. The attendance of both students and parents was high, reflecting how much parent’s value gaining a better understanding of where their child is going to school. The last session for all groups involved a formal

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assembly led by our Year 2 students. Each child was presented with a SmoothStart graduation certificate. This was a fantastic way to conclude the transition to school program.

As a new initiative in 2010 a local occupational therapist came to speak to each SmoothStart group about how parents can assist children in developing and improving motor skills to better assist them at school. The presentation was well received.

This year saw the introduction of a count-down to school calendar included for the first time in the Kindergarten pack. The aim is to maintain the momentum of school readiness in the month of January.

Swim School

The Department of Education’s (DET) swimming scheme is an intensive learn to swim program which develops water confidence and provides students with basic water safety and survival skills. This year the program was conducted over nine days with each session lasting 50 minutes. 53 students from Year 2 and Year 3 participated in the program which took place at Sutherland Leisure Centre.

Year 1 – A Good Start

The P&C provided funding to support an additional teacher for one day per week to assist a small group of Year 1 students consolidate Early Stage 1 literacy outcomes.

Explicit teaching of fundamental aspects of phonemic awareness and early reading skills is the basis of the program. Following on from this program, students continue to gain support from the parent reading tutor program. Both of these programs support the work being done in the classroom.

Kindergarten Yoga

In Term 2 this year the Kindergarten yoga program ran for 30 minutes a week with a qualified yoga instructor. The program was extremely successful. Teachers noted improved listening skills and increased attention spans in students. Balance and following instructions were important aspects of the program. Students looked forward to their weekly lessons and parent feedback was very positive.

Chaplaincy Program

The National Schools Chaplaincy Program has run in the school for the past three years. This student welfare role has been made possible through funding from the Federal Government. The funding provides for a chaplain for one day per week. In Term 3 Mrs Jacqueline Chin joined the staff to continue this role.

Mrs Chin’s training in primary education has enabled her to combine her skills to be available to conduct lessons that promote the school’s values as well as meet with students in a pastoral role as needed. Mrs Chin supported students in Year 5 to take on leadership roles in the school and developing the ‘Playground Post’ program. Year 5 students were also trained in ‘Emotional First Aid’ and have begun the program that helps students having any friendship issues in the playground during lunch times Monday to Thursday.

Mrs Chin has also been working with class groups on ‘Self Discipline – doing what you need to do even when you don’t feel like it’ and ‘Hope – believing something good can come out of something bad’.

Crunch and Sip

Friday 7 May was ‘Walk Safely to School Day’ and was chosen as the day to launch the school’s Crunch and Sip program. A whole school breakfast was well attended and enjoyed by students, staff, parents and siblings.

Crunch and Sip is a set break in learning time to eat fruit or salad vegetables and drink water. Students ‘refuel’ with fruit or vegetables during the morning or afternoon, assisting physical and mental performance and concentration.

All classes have participated several times a week and positive feedback has been received from students and staff.

Students with special needs

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Our school strives to develop an inclusive school culture and to meet the learning and social needs of students with additional educational requirements.

The school caters for 12 students with varying special needs. Financial support is used to assist these students with their learning in class and social skills in the playground. Individual learning programs are developed by class teachers with the assistance of the Learning Support Team (LST).

Four School Learning Support Officers (SLSO) worked effectively with these students and their teachers in 2010. Specific individual learning programs for each of these students are followed to help them access the curriculum and further develop social skills.

The school (LST) meets once a fortnight to monitor the support provided for students at our school including those with special needs. This team advises and supports teachers, liaises with parents and prepares documentation for Sydney Region Student Services so that the school can maximise learning opportunities for all students.

A Support Teacher Learning Assistance (STLA) works at the school one day a week. The STLA assesses students learning needs and works with class teachers to implement individual learning plans to cater for specific learning needs.

Through the volunteer parent tutor reading group, nine students with learning needs received daily intervention and have shown significant improvement in reading fluency, accuracy and comprehension skills. 13 Year 1 students have also successfully participated in a phonics awareness support program called Year 1 – A Good Start. The co-coordinator for this

program has been funded one day a week through combined P&C and

school funds. This funding from the P&C has been gratefully received by the school and has resulted in a significant improvement in outcomes for the students involved.

Progress on 2010 targetsTarget 1

Improved literacy outcomes for all students.

Our achievements include:

Greater number of parents and community members involved in the parent tutor reading group

Ongoing commitment to the high school literacy linkages program focusing on different styles of writing

Ongoing participation in Kindergarten Best Start and using the data to inform teaching and learning programs

Identification, intervention and monitoring of students requiring additional support in literacy learning through NAPLAN results, school and Sydney Region support personnel and outside agencies.

Target 2

Improved numeracy outcomes for all students.

Ongoing participation in Kindergarten Best Start and using the data to inform teaching and learning programs

Whole school analysis of School Measurement, Assessment and reporting Toolkit (SMART) data to identify areas of significant need and significant improvement

Teaching and learning programs focus on strategies to improve numeracy as informed by the data analysis and aligned to syllabus outcomes.

Target 3

Improved levels of student engagement.

Professional learning for all COSBTR teaching staff in engaging students in learning across the curriculum

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Broadening of the school’s environmental education program

Direct and specific values education program implemented K-6

Peer Support, Life Education, Playground Post programs implemented encouraging students to make positive choices and develop social cohesion

Teacher professional development in use of classroom technology.

Key evaluationsIt 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 2010 our school carried out evaluations of School Culture and Creative Arts.

Educational and management practice

School Culture

Background

School culture relates to the context in which the school operates, ownership by the whole school community, the relationships of the people who make up this community, the learning involved by the school community and how the school supports and promotes improvement.

Findings and conclusions

Students - Over 90% of students responded that they are almost always or usually proud of their school and the school praises and rewards students who are successful. Over 70% believe the students are the school’s main concern, the school knows about the parents and community which it serves, the school appreciates the

students it has and the school encourages students to achieve their best.

Parents – More than 80% of parents surveyed indicated that the school knows about the families in the community, the students are the school’s main concern, parents are proud of their children and support the school, new families are welcomed and encouraged to be involved, the school appreciates the students and encourages them to do their best. More than 90% indicated the school praises and rewards successful students and encourages everyone to learn.

Staff – Over 95% of staff reported that they almost always or usually celebrate student achievement and are proud of the school. Over 70% feel they respond to the community in which they work, that meeting the needs of students is the school’s main priority and they support what is happening at school. Similarly, staff felt the school encourages students to achieve their best.

Future directions

Make important changes where necessary.

Ensure the learning needs of all students are being catered for.

Curriculum

Creative Arts

Background

Surveys were developed for students, staff and parents to discover the direction the syllabus area of creative arts should take in coming years at Tharawal. In addition the Sydney Region offers a number of opportunities for students to display their talents in the areas of visual arts, music and

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drama. At Tharawal Primary School teachers wish to ensure these opportunities are offered to students.

Findings and conclusions

Students - Over 90% of students strongly agreed that they enjoy creative arts activities, they are important and the school offers them plenty of opportunities. Over 80% agreed that they liked learning new things in creative arts.

Over 85% of students indicated that the creative arts opportunities offered at Tharawal PS are worthwhile.

Parents - Overwhelmingly parents felt that creative arts is an important key learning area and that their child’s abilities in this area are developing. Over 80% feel the school provides a variety of extra-curricular arts experiences for students.

Staff – All staff agreed that students enjoy achieving in creative arts and are generally achieving related syllabus outcomes. The majority either strongly agree or agree that they have the skills and resources to teaching visual arts, parents are informed about student achievement via semester student reports and the students in their classes have generally improved their ability in visual arts.

Future directions

Increased classroom activity in the areas of drama and music and the reporting of this to parents.

Teachers requested further professional development in the implementation of drama and music in the classroom.

Parent, student, and teacher satisfactionIn 2010 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Parents, students and staff have responded positively to the improvements to the school made possible by the Federal Government’s Building the Education Revolution funding project.

Students and staff are proud of their new facilities and are working hard on maintaining them to a high standard.

New families to the school have commented on the way they and their children have felt welcomed and included in the Tharawal community. New students reported that whilst the move to a new school is, ‘a bit scary’ they have made friends and felt accepted quickly.

New teachers to the Tharawal staff expressed their appreciation of the willingness of existing staff to support them.

Staff acknowledged the support of parents in the education of their children and in particular the outstanding efforts of the P&C executive committee and members.

Tharawal continues to have strong support from staff, parents and students.

Professional learningDuring 2010 staff training has been focused on working towards achieving school targets to maximise student learning in literacy, numeracy and student engagement.

All staff participated in school development days at the beginning of Terms 1, 2 and 3 and at the end of Term 4. The average number of days of professional learning for teaching staff in 2010 (including school development days) was 6.8 days.

The average number of days of professional learning for school administrative staff in 2010 was 2 days. This also included the five whole school development days.

All teachers participated in teacher professional learning activities in the following areas:

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Compliance training in emergency care and child protection.

Whole school analysis of School Measurement, Assessment and Reporting Toolkit (SMART) data to identify areas of significant need and significant improvement

A smaller number of staff attended professional learning activities in the following areas:

Interactive White Board Technologies

Kindergarten Best Start training

The Teacher Librarian Network

The Computer Coordinator Network

School Based Student Reporting

Primary Executive Network Meetings

School leadership and career development

The knowledge and skills acquired by staff representatives were shared with colleagues upon their return to school.

School development 2009 – 2011

2011 will be the final year for the current three year school plan. An updated version of the plan will be shared with the school community via the school’s website.

Targets for 2011Target 1Improved literacy outcomes for all students

Strategies to achieve this target include:

Specific analysis of NAPLAN and Beststart data, stage and STLA assessments to target support to students and guide teaching and learning programs.

Staff professional development and implementation of Accelerated Literacy program.

Maintain literacy links with Menai High School.

Staff development on the Quality Teaching Framework targeting text types, ensuring curriculum differentiation.

Improve promotion and increase involvement in Premiers Reading Challenge

Use of technology to support teaching and student learning.

Maintain emphasis on parent tutor reading program.

Our success will be measured by:

Annual reading benchmark targets set for Kindergarten, Year 1 and Year 2.

Continuation of Beststart in Kindergarten followed by appropriate student support, preparation of learning programs and staff training to support Beststart implementation.

85% of students in Year 3 will achieve at Band four or higher in the 2011 external literacy tests, with zero percent in Bands one and two unless previously identified.

85% of students in Year 5 will achieve at Band four or higher in the 2011 external literacy tests, with zero percent in Bands one and two unless previously identified.

Use of Interactive Whiteboard resources to support learning.

Target 2Improved numeracy outcomes for all students

Strategies to achieve this target include:

Specific analysis of NAPLAN and Beststart data, stage and STLA assessments to target support to students and guide teaching and learning programs.

85% of students in Year 3 will achieve at Band four or higher in the 2011 external

numeracy tests, with zero percent in Bands one and two unless previously identified.

85% of students in Year 5 will achieve at Band six or higher in the 2011 external

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numeracy tests, with zero percent in Bands three and four unless previously identified.

Use of technology to support teaching and student learning.

Our success will be measured by:

Ongoing implementation of SENA testing in Years 1 and 2.

Implementation of Beststart in Kindergarten followed by appropriate student support, preparation of learning programs and staff training to support Beststart implementation.

New teaching resources to be purchased.

Target 3Improved levels of student engagement in teaching and learning

Strategies to achieve this target include:

Continue the use of relevant technology in the classroom to support quality teaching initiatives.

Sustained environmental sustainability throughout the school.

Review and update registers of identified gifted and talented students.

Revisit Gifted and Talented syllabus

Continue support programs for identified students at risk.

Our success will be measured by:

Student and teacher evaluation of technology in the classroom.

The development of an energy audit.

Teaching and learning programs differentiated to cater for gifted and talented students and students requiring additional support; appropriate opportunities offered to all students throughout the year.

Target 4

Positive promotion of the school within the community

Strategies to achieve this target include:

Transfer the school website to the DET supported program, including a promotional video.

Revamp of the school newsletter, the Tales.

New signage throughout the school.

Refurbishment of the parts of the school office.

Continued focus on the environmental condition and appearance of our school.

Our success will be measured by:

Improved appearance and more in-depth information provided to the school community.

Community evaluation of website and newsletter.

Continued incline in enrolments K-6.

Pleasant looking gardens within the school grounds.

About this reportIn 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.

Sue Roach Principal

Maree Thomas Teacher

Jo Biscaya Parent Representative

Sue Pracy Parent Representative

School contact information

Tharawal Primary School

70 Gerald Road ILLAWONG 2234

Ph: 9543 5000

Fax: 9543 5488

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

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Web: www.tharawal-p.school.det.nsw.edu.au

School Code: 4573

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

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