vincentia public school annual school report 1 0€¦ · important and challenging role. ......

Vincentia Public School Annual School Report

2012

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Messages

Principal’s message There are many significant changes and challenges on the horizon for schools.

Over the next four years we will be implementing four new syllabuses for the Australian curriculum with several more to follow in subsequent years. With an experienced and dedicated staff, our school is well placed to make these changes for the benefit of our students.

To support this process, all the public schools in the Bay and Basin area have formalised the previous supportive relationship to become the Bay and Basin Learning Community. In 2012 we combined for many activities to support student learning and celebrated together in Education Week with a special performance and ceremony at our partner secondary school, Vincentia High School.

The most important job of the new learning community is to consistently implement the new syllabuses and this process is well underway. Our Assistant Principals are working with those from our partner schools as curriculum leaders.

We have also had a considerable emphasis on developing our understanding of Aboriginal culture with staff undertaking the No Gap, No Excuse training modules under the guidance of Mrs Van Oploo.

This report recognises the achievements of various individuals and groups in the school. Importantly, it also identifies areas where we can grow and change to make improvements for our school community.

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.

Bill Field

P & C message Congratulations to the students, staff, parents and families for a rewarding and memorable year at Vincentia Public School. As always, it has been a busy year and the Parents and Citizens Association has been involved in many activities

and functions that contribute significantly to the prosperity of our School.

The P&C Association is a wonderful community of individuals who work hard behind the scenes. As well as fundraising activities and managing the school canteen, the P&C coordinates many activities that benefit the school Community. The P&C meets on the first Tuesday of each month and always welcomes new input and ideas. Meetings are a great way to network with other parents, become involved in P&C activities and to generally learn more about the workings of a Public School. Many individuals contribute in so many ways; however the following people must be thanked for their time and efforts:

Leanne Betts Food Fair

Heidi Field Food Fair

Rachel Holloway Volunteer Coordinator, Discos

Cathy McKnight School Photos

Rachel Birkmyre School Photos

Megan and Barry Ray

Trivia Night and P&C Newsletters

Kerry Wright Ethics Program

Denise Clark Food Fair

Kerryn Pascoe Book Club Coordination

Mardi Morris Mothers and Father’s Day Stalls

Rana Kereopa Canteen

Rebecca Butler Uniforms and Welcome morning tea

Heather Moorcroft

Fun Run Coordination

A particular thank you to our Treasurer – Andrew Downing, who does a tremendous job in this important and challenging role.

Our major Fundraiser for 2012 – the Food Fair (13th year running!) was a tremendous success, raising over $10,000. The P&C were very proud to present a donation of $1100 to St Georges Basin Public School P&C for the Fire Recovery Fundraising effort. Thank you to all stall Coordinators and their teams for a fantastic event. Thank you to the many school staff, students from Vincentia High, Jervis Bay Lions Club and Vincentia Public School Students who also made significant contributions to the success of the Fair.

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Thank you to our Canteen Supervisor – Rana Kereopa, who has had a busy year and ensured the smooth and efficient running of the canteen. Thank you also to employees Julie Rampling and Rachelle Wilson along with the many volunteers who have helped provide the staff and students of Vincentia Public School with a variety of healthy food options five days a week.

As at the end of every year, we bid farewell to many families as their children move into High School. We would like to acknowledge the contribution of several of these families over the years to the Vincentia Public School P&C – Betts Family, Clark-Hiscock Family, Sullivan Family, Kennedy Family, Petricevic Family, Boardman Family and the André Family. A special thank you to Kerry Wright and the Wright-Pedersen Family. Kerry has been a key member of the P&C for many years, holding the position of President, Treasurer, Secretary and many other roles throughout her time at Vincentia Public School. We wish you all well in the future and look forward to seeing you in the community and perhaps at some of our future functions.

In 2012, the P&C made several significant financial contributions to the school. Our major project was in the form of resurfacing the tired asphalt netball courts with a new bright acrylic surface. Costing approximately $12,000, the surface is safer for students as well as an aesthetic improvement to the school grounds. The P&C were able to support the SRC’s efforts in the purchase of new school blazers for School Leaders and School Representatives. Substantial financial assistance was also made toward the continuation of the school Literacy Program.

Your children will see and use the benefits of P&C fundraising every day. Throughout this year, Vincentia Public School P&C has raised approximately $15,500 with approximately $5000 coming from canteen proceeds. A sincere thank you to everyone who assisted with this great result.

On behalf of the Vincentia Public School Parents and Citizens Association, I would like to extend my best wishes to all families for a safe and happy holiday and I look forward to a bright and productive 2013.

Lisa Raftery – P&C President

The newly refurbished netball court

Student representative’s message I am very honoured to represent the students of Year 6 2012.

They say that memories are priceless and this is true. When we walk out of Vincentia Public School for the very last time we will take many special memories with us.

Most of us will never forget that ‘i’ comes before ‘e’ except after c. We will look back fondly at the times we had to sit on the silver seats for running on the pavers or for being out of bounds.

We will treasure the memories of school camps and excursions and of the friendships we have made over the past seven years. Friendships that I am sure will last a lifetime.

I would like to thank all of the teachers and staff at Vincentia Public School. For each one of you have played a special role in our education and shaping us into the young people we are today. Who knows, among us may be the next Australian Prime Minister or the scientist that holds the key to the cure for cancer.

The 2012 Year 6 class is an amazing group of individuals and I am proud to be one of them. As we move on to high school for the next stage of our life, keep striving to do your best and live for your dreams, like our school motto says, take strength from knowledge and always aim for the stars.

Max Jones-Gardiner, School Captain (pictured)

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Over the past seven years our Year 6 have been together through many different teachers, students, excursions, math problems and tests and finally we have come to the end of our journey through primary school.

This year has been big for us, having the enjoyment of being top of the school, going to camp at Berry, going to our final gala days, finding out what it’s like to be a high school student, swim scheme and now going to Jamberoo where we will definitely have the time of our life and finally have the courage to jump off the rock.

On behalf of Year 6 I would like to say a huge thank you to all of those teachers who have taught us throughout our years of primary school.

To Mrs Garrety and Mrs Hill for putting up with us being late, leaving early and all our bleeding knees, bruises and lots of Band-Aids! Also to all of the RFF teachers who have brought even more enjoyment to the past 7 years. And especially to Mr Martyn for rescuing all of ……well anything that could get onto the roof and keeping our school grounds clean. And to our loveliest librarian, Mrs Pike, for some of the most interesting lessons and without you we would never have had a library.

Of course Mrs Smith and Mr Van O, who have guided our way to high school this past year and for all the excursions, especially year six camp, we will miss you all and we will surely come back to see you after we go to high school.

And lastly to Mr Field who has been supportive and a fantastic Principal to us. The first we saw of you was in Kindergarten when you had started working at Vincentia Public and from then on we knew you would make one of the best Principals we would ever have!

Congratulations to the new school leaders I definitely think you will have the most memorable time and to our fellow students who still remain at Vincentia public, enjoy primary school while you still have it!

Ellie Wright-Pedersen, School Captain (pictured)

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

The enrolment profile shows a slight decline over time as large Year 6 cohorts move to secondary education and a smaller Kindergarten group enrols. This is expected to change in 2013 when more Kindergarten enrolments are anticipated.

2012 was also the first year in the last five when the more girls were in attendance than boys.

Student attendance profile

Year 2009 2010 2011 2012 K 96.1 93.5 93.0 94.2 1 93.8 94.9 91.2 94.7 2 94.6 93.6 91.9 94.2 3 92.8 93.6 90.8 94.1 4 93.1 94.3 92.2 91.3 5 92.5 93.7 93.9 92.4 6 93.2 94.0 92.5 93.1

Total 93.7 94.0 92.3 93.4

There has been a slight improvement in attendance. Most families recognise that students must attend school every day that the school is open for instruction and the

Management of non-attendance Through reminders on assembly and in newsletters to parents, students are reminded that they are to attend school every day that the school is open.

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2007 2008 2009 2010 2011 2012St

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Male Female

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Many of our families take extended overseas holidays during term time and are encouraged to apply for exemptions so that the absence data is accurate.

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

Staff establishment

Position Number Principal 1 Assistant Principals 3 Classroom Teachers 10 Support Teacher Learning Assistance 1 Teacher Librarian 0.8 Itinerant Teacher of Hearing Disabilities 1 Counsellor 0.3 Release from Face to Face 0.546 Primary Part Time Teacher 0.5 School Administrative & Support Staff 2.922 Total 20.468

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

11% of our teaching staff identify as Aboriginal.

Staff retention

Each year a number of casual staff are successful in gaining positions or permanent positions in other schools.

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

92% of staff have in excess of 10 years’ experience in primary education with 54% having in excess of 20 years.

Qualifications % of staff Degree or Diploma 85 Postgraduate 15

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

Date of financial summary 30/11/2012

Income $ Balance brought forward 179041.25 Global funds 212005.34 Tied funds 187312.60 School & community sources 101774.33 Interest 7993.97 Trust receipts 5357.50 Canteen 0.00 Total income 693484.99 Expenditure Teaching & learning

Key learning areas 25160.23 Excurs ions 40537.32 Extracurricular dissections 44163.57

Library 11097.63 Training & development 7154.21 Tied funds 192492.52 Casual relief teachers 57040.18 Administration & office 43115.63 School-operated canteen 0.00 Util ities 45974.29 Maintenance 3849.10 Trust accounts 5857.79 Capital programs 22062.42 Total expenditure 498504.89 Balance carried forward 194980.10

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

School performance 2012

Achievements Arts

Southern stars

In 2012 28 talented dancers and 3 singers performed in the stadium spectacular “Inspire!”

Our school participated in Southern Stars for the first time in 2011 and students had such a positive experience it was decided to participate again in 2012. Southern Stars is produced by the Illawarra and South East Region’s Arts Unit and is an arena spectacular. More than 3000 students from around the region combine with 200 staff to perform four shows for the public.

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Our VPS singers and dancers are in there

somewhere!

Bushwahzee In 2012 after much deliberation, teaching staff decided to make a change from the traditional Stage 3 musical production and have a whole school performance with an external company training the students and hosting an evening show. The theme selected by the senior students was “A Sixties Happening”.

The evening was a very enjoyable one with parents joining their children to dance and sing along with some popular tunes from the 1960s.

Two questions were posed on the parent satisfaction survey to determine if this style of musical production was successful. 79% of respondents agreed that the school performance involving all the classes was a success and 80% agreed that their children enjoyed participating in the performance. With these results and a

positive response from staff, a similar style performance will be produced in 2013.

Sport

Athletics Champion

Junior 11 Years Senior

Tara McInally

Justin Abbott Jackie Milani Sam Taylor

Terri Milani

Alex Frost

Swimming Champions

Bonnie Butler

Ben Hussein

Chelsie McKnight

Conor McLean

Chris Tweed

Ellen Boardman

Cross Country Champions

8 –9 Years 10 Years 11 Years Senior

Lily Wheeler

Henry Gray

Tara McInally

Carter Smith

Nellie Gray

Sam Taylor

Terri Milani

Jesse Hubbard

Overall Sports Champion

Junior Senior

Lily Wheeler

Tara McInally

Henry Gray

Terri Milani

Sam Taylor

Our senior sports champions – Terri Milani (left) and

Sam Taylor (right)

Pictured below are the junior sports champions (left to right) Lily Wheeler, Tara McInally and

Henry Gray

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Other Activities

Tears in the jungle

At the end of June Daniel and William Clarke visited the school to raise awareness and money to help save the orangutan in the jungles of Borneo and Sumatra. They shared stories about their journey to see the orangutan in the wild.

The beautifully crafted book “Tears in the Jungle” was created as an outcome of that journey. Daniel and William were the National Year of Reading 2012 Program youngest ambassadors and were touring country New South Wales to encourage kids to pick up a book, any book and just start reading.

The school raised $550 to support the boys’ quest.

Daniel and William Clarke presenting to the

receptive VPS students

International Competition and Assessment for Schools (ICAS) Many students enjoy the challenge of ICAS with some excellent results.

English

High Distinction; Ella de Rooy

Credit; Zara O’Connor, Tessa Hiscock, Ellen Boardman, Jackson André

Mathematics

Credit; Oliver Griffiths

Computer Skills

Credit; Zara O’Connor

Science

Distinction; Ella de Rooy

Credit; Keely Sear, Jackson Sutton, Taylor Williams

Writing

Credit; Ruby Clark, Jackson André, Ellen Boardman

Spelling

Credit; Oliver Griffiths, Jackson André

Ella de Rooy achieved a High Distinction in the ICAS English competition

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)

Reading – NAPLAN Year 3

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Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Numeracy – NAPLAN Year 3

Reading – NAPLAN Year 5

Jason Loukas takes time out to read

to Kindergarten

students

Numeracy – NAPLAN Year 5

Progress in reading

Progress in numeracy

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Percentage in bands: Year 3 Numeracy


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Percentage in bands: Year 5 Reading


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Percentage in bands: Year 5 Numeracy


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Average progress in Reading between Year 3 and 5

School SSG State DEC

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Average progress in Numeracy between Year 3 and 5

School SSG State DEC

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Significant programs and initiatives Aboriginal education

During Term 2 the local Bays and Basin Aboriginal Education Consultative Group signed a partnership agreement which is a statement of intent of how the local AECG and the school are planning on working together. Pictured below are the executive of the local AECG, school principal and School Education Director, Bob Aston, following the signing of the agreement.

For 2012 the school received a grant of $5000 to support the education of Aboriginal students who were experiencing difficulty in literacy and numeracy. This funding was expended through a targeted program of explicit instruction guided by the school’s Learning and Support Teachers.

Multicultural education Multicultural perspectives are embedded within units of work in Human Society and Its Environment.

Students work towards developing the knowledge, skills and attitudes required to make them good citizens within a culturally diverse society.

Respect and Responsibility Our school uses the Department of Education and Training core values document as a basis for civics and citizenship education.

Students are also encouraged to participate in community events such as the ANZAC Day march. Once again in 2012 we enjoyed a great turn out of students and staff as we marched in the ANZAC parade in Huskisson.

At Vincentia Public School we recognise that citizenship comprises core values. In 2012 the P&C citizen of the year daily demonstrated

integrity, respect and good humour in her dealings with both staff and her peers. While representing the school at Southern Stars, she heard that our school’s featured artists had lost a hair ribbon from her costume and immediately removed one of her own to allow the show to go on!

P&C Citizen of the year for 2012 – Courtney O’Neill (pictured above).

The Bendigo Bank sponsors a community service award presented at our annual presentation ceremony. This award recognizes a student who

is a tireless worker within the school community. In 2012 the award was presented to a student who contributes a great deal, not only with her work and efforts, but with her happy and generous nature.

The Bendigo Bank community service award was presented to Casey Sullivan (pictured above).

Each year a student is selected to receive the quiet achiever award. This award is donated by Joanna Gash, the Federal Member for Gilmore.

A mature and conscientious student, Cooper exemplifies the notion of being a quiet achiever. In academic areas he always produces good work. He has represented our school in the arts, performing at Southern Stars and in sporting activities, Cooper is known for his fairness. In all these things, Cooper puts in a great effort and is modest in his dealings with others.

The winner of the 2012 Quiet Achiever Award was Cooper Solberg (pictured right).

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Progress on 2012 targets The school had three priority areas and attendant targets for 2012.

Though the timeline for the priority areas extends beyond 2012, progress on the targets is examined annually.

School Priority 1 Student literacy and numeracy outcomes will be improved. 2012 Targets to achieve this outcome included:

• 55% of students achieving low Band 3 Spelling (Year 3) achieve Band 6 (Year 5)

• 40% of students achieving Band 5 in Reading (Year 5) achieve Band 8 (Year 7)

• Students achieving low Band 3 Numbers, Patterns and Algebra (Year 3) progressing toward Band 6 (Year 5)

• 40% of students achieving Band 5 in Numeracy (Year 5) achieve Band 8 (Year 7)

Our achievements include:

• Of the students identified as achieving low Band 3 Spelling in Year 3, 30% achieved Band 6 in Year 5.

• Of the students identified in Band 5 in Reading (Year 5), 31% achieved Band 7 or 8 in Year 7

• Of the students achieving low Band 3 Numbers, Patterns and Algebra when in Year 3, 62% achieved Band 5 or 6 in the Year 5 NAPLAN.

• 21% of students who achieved Band 5 in Numeracy in Year 5 achieved Band 7 or 8 in Year 7.

School priority 2 Enhance relationships with families of Aboriginal and Torres Strait Islanders students to improve outcomes for students.

2012 Targets to achieve this outcome include:

• Percentage of Aboriginal students in top three bands of NAPLAN matches the percentage of Non-Aboriginal students in reading and numeracy for both Year 3 and 5.

• All students have collaborative learning plans.

• Continue a strong relationship with local and broader Aboriginal community.


• When comparing the results of Aboriginal students and non-Aboriginal students in the top three bands, a significant deficit still exists for Aboriginal students. However, when comparing only the top band, Aboriginal students had strong representation. The size of the cohort has a significant bearing on this result.

• All staff participated in No Gaps, No Excuse training. One member of staff was trained as a facilitator and presented the package to staff.

• A digital acknowledgement of country was developed using community members to assist by providing local knowledge and understanding.

• A partnership agreement between Bays and Basin Local AECG and VPS was signed at a ceremony in Term 2.

• Families and teachers worked together to develop learning plans that

School priority 3 Outcome for 2012–2014 Implement the Australian Curriculum in an efficient and sustainable manner.

Develop consistent teacher judgment about assessment across the learning community.


• All staff implement the Australian Curriculum within the time frame specified by the NSW Board of Studies.

• Teaching staff have developed scope and sequences for units of work.

• There is a consistency of approach not only between classes of the same grade level, but across all schools in the Bay and Basin Learning Community.


• Assistant Principals at Vincentia Public School have taken on the role of Curriculum Leaders

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and joined with their colleagues from the Bay and Basin Learning Community.

• At the end of 2012, Curriculum Leaders for the English and Mathematics curriculum areas had aligned the implementation process with state requirements.

• Leaders received training in The Learner and the New Curriculum, passing this training on to all members of teaching staff within the school.

• Curriculum leaders have developed staff development day activities for all Bay and Basin Learning Community Schools, ensuring a constant approach to the implementation of the new curriculum documents and encouraging consistent teacher judgment.

School evaluation NSW public schools conduct evaluations to support the effective implementation of the school plan. In 2012 our school carried out evaluation of the curriculum area of Mathematics and an evaluation of concerns around bullying within the school.

Mathematics Background

A new mathematics curriculum will be implemented in NSW primary schools in 2015. To prepare for this implementation, the school undertook an evaluation of the existing programs within the school and sought opinions from parents about their perceptions of mathematics teaching at Vincentia Public School.

Findings and conclusions

• Most parents believe that Mathematics is an important subject at school and are keen to follow their child’s progress in this area.

• The skills taught in Mathematics are recognised and utilised outside the classroom.

• Parents are confident that the teachers are fully qualified to teach this subject and are supported by the required resources.

• A number of parents are concerned about the reporting of Mathematics and feel that more communication and in depth reports and are required.

• Although many parents are confident in supporting their child at home in Maths, they do feel that the changes in methods need to be communicated to parents.

• There is some concern that the core subjects are being sacrificed due to increasing interruptions to lessons due to sport and other extra curricula activities.

• The school will also need to ensure that each child’s individual learning needs are met and that parents will be informed of any learning concerns as soon as possible.

Future directions

• The school will provide stage based information nights with parents early in term 1. These will provide families with information on the current strategies used to teach mathematics and offer a forum for specific questions.

• Teachers will encourage parents to make appointments if they have any queries or concerns about the teaching of their child.

• The school will examine the amount of time dedicated to the existing Key Learning Areas to determine that they remain within the guidelines prescribed by the Board of Studies.

Anti-Bullying Programs Background

Bullying occurs in every school and while the level and type of bullying at our school may not be exceptional, teachers wanted to gather data on the nature of bullying locally and develop a program to provide consistent information about best practices and strategies to students and parents.

Findings and conclusions

• 55 families completed the survey about bullying. The majority of parents who responded to the survey believe that bullying occurs once or twice a week.

• One quarter of the parents said that their child had not been bullied. About a third said that their child had been bullied once or twice a term. 14% of children are being bullied more than once a week. This needs to be addressed by a targeted and sustained anti-bullying campaign.

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• Teasing is the most common form of bullying followed significantly by children being left out of games. This is another facet that must be addressed within an anti-bullying program.

• A child being kept home from school occurs infrequently. Internet bullying or cyber bullying was the least commonly reported form of bullying.

• Nearly 80% of parents have informed their child about what to do if they are bullied. When issues arise, more than two thirds of parents have spoken to a member of school staff.

• A little over half of the respondents reported having seen bullying happen at school.

Future directions

• During 2012, led by Miss Julie Randall, one of our Learning and Support Teachers, teaching staff have been meeting to develop a proactive program providing definitions and strategies to combat bullying. An important component is the building of resilience within students and families to resolve incidents of bullying. This program will be implemented in early 2013.

• Provide opportunities to educate parents about strategies by hosting information sessions.

• Seek support from the Commonwealth Government’s Cyber Smart program to educate the school community about dealing with cyber bullying.

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

The least favourable responses are presented below as these are the areas in which the school has to make improvements.

• 86% respondents indicated that the school offered a wide range of extra curricula programs and challenging programs for it students.

• 86% agreed that fair discipline exists within the school.

• 37% made negative responses about using the website to find information, most of which related to not using the website at all.

• The majority of parents, 66%, are now using email to correspond with the school.

Future directions

• The school will need to publicise more widely the array of extra curricula activities that are available through the school.

• The school website will be updated more regular to ensure the currency of information. The website will be promoted as a good place to easily locate information.

• The school will look at other ways of distributing the newsletter electronically to meet privacy guidelines and ease of access.

Professional learning The professional learning of teaching and support staff is driven by the school plan. Much of the professional development being undertaken is directly related to the new syllabuses of the Australian Curriculum. Apart from mandatory training in emergency care and child protection, we have also participated in workshops on how to best work with students who have various sensory needs.

The school library is well resourced and a hub of learning in the school

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

Though the priorities for the school remain consistent through the life of the three year plan, the targets and strategies used to achieve the targets vary according to need and circumstance.

School Priority 1 Outcome for 2012–2014

Student literacy and numeracy outcomes will be improved. 2013 Targets to achieve this outcome included:

• 55% of students achieving low Band 3 Spelling (Year 3) achieve Band 6 (Year 5)

• 40% of students achieving Band 5 in Reading (Year 5) achieve Band 8 (Year 7)

• Students achieving low Band 3 Numbers, Patterns and Algebra (Year 3) progressing toward Band 6 (Year 5)

• 40% of students achieving Band 5 in Numeracy (Year 5) achieve Band 8 (Year 7)

• Increase the number of students in Band 6 (Year 3) and Band 8 (Year 5) for writing to 15%

Strategies to achieve these targets include:

• Analyse the data from the past three NAPLAN to determine if there are errors being reflected in successive cohorts.

• Identify students through the Teaching Early Numeracy program as an early intervention strategy.

• Through collaboration with the P&C, increase the number of skilled volunteers able to deliver programs such as Multilit and MiniLit to identified students.

• Provide information sessions on mathematics for parents so that parents can feel more confident in providing assistance with homework.

• Develop banks of words with complicated spelling to increase their common use in writing tasks.

School priority 2 Outcome for 2012–2014 Enhance relationships with families of Aboriginal and Torres Strait Islanders students to improve outcomes for students.


• Percentage of Aboriginal students in top three bands of NAPLAN matches the percentage of Non-Aboriginal students in reading and numeracy for both Year 3 and 5.

• All students have collaborative learning plans.

• Continue a strong relationship with local and broader Aboriginal community


• Providing further differentiation of the curriculum through a focus on product, process, content and learning environment.

• Provide families with an opportunity to supply an update for personalised learning plans to remove repetition.

• Collaborate with the executive of the AECG in practical and meaningful ways, for example in the development of funding submissions.

School priority 3 Outcome for 2012–2014 Implement the Australian Curriculum in an efficient and sustainable manner.

Develop consistent teacher judgment about assessment across the learning community.


• All staff implement the Australian Curriculum within the time frame specified by the NSW Board of Studies.

• Teaching staff have developed scope and sequences for units of work.

• There is a consistency of approach not only between classes of the same grade level, but

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across all schools in the Bay and Basin Learning Community.


• Ensuring timelines developed by the Bay and Basin Learning Community curriculum leaders are met.

• Member schools of the learning community combine for school development days and staff meetings to provide for consistent implementation.

• Member schools use the Board of Studies support materials, such as the program developer, to produce sequential learning programs that are shared within the learning community.

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

Bill Field, Principal

Susan Brown, Assistant Principal

Beverly Smith, Assistant Principal

Kerri-Anne Spinks, Assistant Principal

Kathy McCabe, Relieving Assistant Principal

School contact information

Vincentia Public School

George Caley Place

Vincentia NSW 2540

Ph: 02 4441 7180

Fax: 02 4441 5192

Email: [email protected]

Web: http://www.vincentia-p.schools.nsw.edu.au/

School Code: 4592

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

Vincentia Public School is a proud member of the:

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

vincentia public school annual school report 1 0€¦ · important and challenging role. ......

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