2008 annual school report bowraville central school · 2008 annual school report bowraville central...

NSW Department of Education & Training

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2008 Annual School Report Bowraville Central School

NSW Public Schools – Leading the way

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Messages

Principal's message It gives me great pride to present the 2008 Annual School Report. 2008 was a year of historic improvement both in the form of the school’s six million dollar major capital works upgrade and the successful completion of the Higher School Certificate by our first ever Year 12 students. Through a continued focus on our school priorities we experienced further improvements in students’ literacy and numeracy growth. The school continues to enjoy strong community support and involvement.

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.

Malcolm McFarlane

P&C message The school’s P&C took part in a number of fundraising activities throughout the year. Highlights included the Shades of Pink cancer fundraiser at which funds raised were split between the school and the Cancer Council; the Easter Hat raffle and Mothers’ Day activities. Our members also worked with the school community to support the school’s Born to Read early literacy initiative.

Throughout the school’s major capital works upgrade, P&C have been represented at regular progress meetings. This has enabled input into the creation of a vastly improved built environment for our school community for years to come. As an example, the P&C administered canteen is now operating out of an excellent new facility within the Multi-purpose Centre complex.

Amanda Bell (P&C President)

Student representative's message As student leaders we have been encouraged to represent our school in a variety of ways, organise fundraisers, and participate in charity work. We have also had the opportunity to attend leadership courses. As leaders we were given many chances to try new ideas and create a student friendly place for all students. This has been particularly important throughout this time of rebuilding at Bowraville Central School.

Jessica Smith

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 Student enrolments have continued to be strong though slightly down on the previous year. The school’s total enrolment is historically just over 300 students. At the end of Semester 1 2008 this had declined to approximately 250 due to a smaller cohort in Kindergarten and Year 7 at the beginning of the year and several student movements throughout the early part of the year. This has increased however during Semester 2 to be 275 by the end of the year.

Student attendance profile Attendance remains steady in comparison to recent years though still a little below state and regional averages.

Student attendance rates

0102030405060708090

100

2005 2006 2007 2008

Year

Att

enda

nce

rate

School Region State

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 2008 class size audit conducted on Tuesday 25 March 2008.

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Roll Class

Year Total per Year

Total in Class

1/2O 1 8 22 1/2O 2 14 22 1/2R 1 9 21 1/2R 2 12 21

3/4RS 4 4 26 3/4RS 3 22 26 4/5N 5 4 27 4/5N 4 23 27

5-6ES 5 9 24 5-6ES 6 15 24

6R 6 28 28 KINDER K 21 21

The school’s access to Priority Schools Program funding has enabled class sizes to remain small through extra staffing capabilities.

Retention to Year 12 In 2008, the first ever Year 12 students to be enrolled at Bowraville Central School successfully completed their Higher School Certificate. Five (5) students from an initial cohort of twelve (12) sat their final examinations. All students who left the program went on to employment of training opportunities. Of the five students who completed, two (40%) were of Aboriginal decent.

Post-school destinations The school continues its very proud tradition of ensuring that graduates leave the school to progress to other training or employment. Employers recruiting our students regularly mention the work readiness of Bowraville CS students in comparison to other young people they encounter. This is a direct result of our highly successful Year 10 Portfolio Presentation program.

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

Bowraville Central School continues to enjoy success and improvement through the efforts of its committed, caring and experienced staff. The excellent attendance figures as indicate below are a key indicator of the commitment from all.

Staff establishment Below is the 2008 staffing entitlement for teaching staff at Bowraville Central School.

Position NumberPrincipal 1.0 Deputy Principal(s) .5 Assistant Principal(s) 2.0 Head Teachers .6 Classroom Teachers 16.094 Teacher of Careers .2 Priority Schools Funding .6 Teacher of Reading Recovery .315 Support Teacher Learning Assistance 1.1 Teacher Librarian 1.0 Counsellor .4 Total 23.809

Staff retention The school has a history of very little staff movement of both teaching and non-teaching staff. The proportion of staff retained from 2007 was 90%.

Staff attendance Staff have access to leave entitlements such as sick leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 95.2%. In the event of staff absences due to illness or other factors the school has access to a pool of experienced casual teachers who have a good knowledge of the school’s policies and educational programs.

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

Bowraville CS has an experienced and dedicated staff who continue to seek opportunities for professional learning.

Qualifications % of staff Degree or Diploma 91% Postgraduate 9%

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Date of f inancial summary: 11/30/2008Income $

Balance brought forward 212 750.00Global funds 219 517.00Tied funds 276 843.00School & community sources 173 432.00Interest 16 663.00Trust receipts 21 735.00Canteen 0.00Total income 920 940.00

ExpenditureTeaching & learning Key learning areas 49 178.00 Excursions 40 259.00 Extracurricular dissections 58 874.00Library 0.00Training & development 6 508.00Tied funds 353 711.00Casual relief teachers 94 719.00Administration & office 41 715.00School-operated canteen 0.00Utilities 30 551.00Maintenance 70 603.00Trust accounts 23 592.00Capital programs 10 141.00Total expenditure 779 851.00Balance carried forward 141 089.00

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

A full copy of the school's 2008 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 2008

Achievements

The Arts This year the school choir has had a regular attendance of 25 to 30 students.

We have learnt the songs for the Musical “The Pirate Cantata’ which was another outstanding success, performed in September. It was another Musical by Matthew Perry about a Pirate ship and a buried treasure with a mutinous crew and first mate, Long John Silver.

This performance was different to the past musicals in that it had three main characters who did all the speaking. This gave the students the opportunity to experience a dramatic performance as well as singing and dancing.

In Term three students learnt Christmas Carols which were performed at Presentation Day and the annual Bowraville Community Carols by Candlelight, held at the school. The criteria for being a choir member is that you enjoy singing. The aim is to foster a love of singing and enjoy being part of a group.

Sport Throughout the 2008 school year, students at Bowraville CS once again had many opportunities to enjoy competing in a range of sporting endeavours, often achieving success way beyond what could be expected from a school of this size. In Netball, the Senior Girls team became the Mid-North Coast champions. In Athletics, four primary students represented the school at State level, and ten at Zone, while in Cross-country three students made it through to Zone, with one proceeding to represent the Mid-North Coast at State level. Of our swimmers, six represented the school at Zone level. Students participated in Years 7 and 8 All-Schools Touch Football Carnival, where the boys team qualified for the State Finals. At the Inverell Central Schools Carnival, students competed in Netball, Seven-a-side League, and Touch Football. From there both the boys’ Touch and Seven-a-side teams qualified through to the Dubbo State Finals, where the Seven-a-side team were crowned State Champions. In primary Rugby League, the school was represented at several gala days, reaching the Sydney finals in the seven-a-side competition. Two primary boys were also selected onto the North Coast Rugby League team.

Environmental Education Whole school staffing was used to support an environmental program for Years 5 and 6. In this program students regenerated the riverbank at the school farm and created a compost heap which will be used to recycle food scraps from the school.

In Years K-4, classes were involved in rejuvenating gardens around the school. As part of the program students learnt about plants and noxious weeds as well as planting new gardens and plants appropriate to the local environment.

In the secondary years, students have worked on the improvement of various garden areas in and around the school, including the establishment of a frog pond in front of the Infants classrooms. Staff and students began collaboration with staff from the Nambucca Shire Council and NSW

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Landcare to establish a school environment plan. The initial main project within this whole school is the establishment of a native garden along the school’s eastern boundary.

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 the assessments.

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




In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

Literacy – NAPLAN Year 3

Percentage of students in bands: Year 3 spelling

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Band

Perc

enta

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f stu

dent

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Percentage in bandLSG average 2008

State average 2008

Numeracy – NAPLAN Year 3

Percentage of students in bands: Year 3 numeracy

0

10

20

30

40

50

60

1 2 3 4 5 6Band

Perc

enta

ge o

f stu

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sPercentage in band

School average 2005 - 2007

LSG average 2008

State average 2008


Percentage of students in bands: Year 5 reading

0

5

10

15

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25

30

35

40

45

3 4 5 6 7 8Band

Perc

enta

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Percentage in band


LSG average 2008

State average 2008

6



0

5

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35

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45

3 4 5 6 7 8Band

Perc

enta

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Percentage in band


LSG average 2008

State average 2008


Percentage of students in bands: Year 7 reading

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5

10

15

20

25

30

35

40

45

4 5 6 7 8 9

Band

Perc

enta

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Percentage in band 2008


LSG average 2008

State average 2008



0

5

10

15

20

25

30

35

4 5 6 7 8 9

Band

Perc

enta

ge o

f stu

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sPercentage in band 2008


LSG average 2008

State average 2008


Percentage of students in bands: Year 9 spelling

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10

20

30

40

50

60

5 6 7 8 9 10

Band

Perc

enta

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Percentage in band 2008LSG average 2008State average 2008

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0

5

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25

30

35

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5 6 7 8 9 10

Band

Perc

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Percentage in band 2008LSG average 2008State average 2008

Progress in literacy

Average progress in writingbetween Year 3 and Year 5

01020

30405060

708090

2004 - 2006 2005 - 2007 2006 - 2008

Prog

ress

School LSG State

Progress in numeracy

Average progress in numeracybetween Year 3 and Year 5

0102030405060708090

100

2004 - 2006 2005 - 2007 2006 - 2008

Prog

ress

School LSG State

School Certificate

Percentage of students in performance bands:

School Certificate English-literacy

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10

20

30

40

50

60

1 2 3 4 5 6Performance band

Perc

enta

ge o

f stu

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Percentage in band 2008School Average 2004 - 2008LSG average 2008State average 2008

There were no students who achieved a Band 6 one student achieved a Band 5 (4.5%) which was below the state average (27.4%). Seven students achieved a Band 4 (31.8%) below the state

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average (38.4%), Band 3 was overrepresented (50%) above the state average (25.5%). Bands 1 and 2 (13.6%) were also above state average (3.7%). It is clear more work needs to be done to lift students from the middle to higher Bands.


School Certificate Mathematics

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Perc

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There were no students who achieved Bands 5 or 6 and one achieved Band 4. Nine students achieved Band 3 (45%) above state average (31.8%).Bands 1 and 2 (50%) were overrepresented when compared to the state average (25.3%).


School Certificate Science

0

5

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35

40


Perc

enta

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No students achieved Bands 5 or 6, however eight students (36.4%) achieved Band 4 which was above the state average (31.5%). Whilst five students (22.7%) achieved Band 3, close to state average (25.1%), Bands one and two (41%) were above the state average of (16%).

Percentage of students in performance bands: Australian History,

Civics and Citizenship

0

10

20

30

40

50

1 2 3 4 5 6

Performance band

Perc

enta

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f stu

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No students achieved a Band 6 and two achieved Bands 4 and 5 (10%) compared to the state

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average of (38.5%). Seven students achieved Band 3 (35%) roughly equivalent to the state average (35.4%). The school was overrepresented in the lower Bands (55%) compared to the state (21.4%).

Percentage of students in performance bands: Australian Geography, Civics and

Citizenship

0

5

10

15

20

25

30

35

40

45

50


Perc

enta

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f stu

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s


There were no students in Bands 5 or 6 and thirteen (65%) were in Bands 3 and 4 slightly above state average (63.7%). The school was overrepresented in the lower Bands (35%) compared to the state average (13.1%).

Percentage of students in performance band: Computer Skills

0

10

20

30

40

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60

70

80

90

100

CompetenceNot

Demonstrated

Competent HighlyCompetent

Performance band

Perc

enta

ge o

f stu

dent

s

Percentage in Band 2008School Average 2006 - 2008LSG average 2008State average 2008

There was a clear improvement on the previous year with eight (40%) Highly Competent compared to previous years (29.5%).

School Certificate relative performance comparison to Year 5 (value-adding)

School Certificate: Relative growth from Year 5 (value-added)

-5.0

-4.0

-3.0

-2.0

-1.0

0.0

1.0

2.0

3.0

4.0

Engl

ish

Mat

hem

atic

s

Scie

nce

Aust

ralia

n H

isto

ry, C

ivic

san

d C

itizen

ship

Aust

ralia

n G

eogr

aphy

,C

ivic

s an

d C

itizen

ship

Com

pute

r Ski

lls

Rel

ativ

e gr

owth

School 2008School Average 2004 - 2008*LSG Average 2008

Relative growth figures over 2004-2008 indicate that History is above LSG average and for the

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year 2008 Geography and Computer Skills growth were above state and LSG averages.

Higher School Certificate

The first ever Year 12 candidates at Bowraville CS, sat their Higher School Certificate in 2008. Of these students, none of whom sought a UAI, all were successful in gaining Bands of either 3,4 or 5. The candidature of five students is below the minimum number required to generate graphing in each subject as presented in the above School Certificate data.

Higher School Certificate relative performance comparison to School Certificate (value-adding)

Average HSC Relative Performance from Year 10 (value-added)

-14.0

-12.0

-10.0

-8.0

-6.0

-4.0

-2.0

0.0Low Middle High

School, 2008

School average 2004-2008

LSG average 2008

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 2008

Percentage of Year 3 students achieving at

and above minimum standard Reading 80 Writing 90 Spelling 95 Punctuation and grammar 90 Numeracy 95


Percentage of Year 5 students achieving at and above minimum standard

Reading 92 Writing 75 Spelling 100 Punctuation and grammar 83 Numeracy 92

Percentage of Year 7 students in our school achieving at or above the minimum standard in 2008 Percentage of Year 7 students achieving at and

above minimum standard Reading 77.8 Writing 61.1 Spelling 66.7 Punctuation and grammar 77.8 Numeracy 94.7


Percentage of Year 9 students achieving at and above minimum standard

Reading 94.4 Writing 82.4 Spelling 88.9 Punctuation and grammar 77.8 Numeracy 82.4

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Significant programs and initiatives

Priority Schools Program PSP allocations facilitated the establishment of many new initiatives such as a whole community writing competition, a DEAR program of high interest readers, literacy in Agriculture; it increased the participation in subjects such as PDHPE and music. PSP continued to support existing successful programs such as the team based professional learning, further staff training in Accelerated Literacy, a broadening of the QuickSmart maths program and The Born to Read Celebration.

The Team Based Professional Learning program that has run successfully in previous years was again implemented in 2008. This program sees teaching teams, stages in primary school and faculties in secondary, meet regularly to discuss student assessment, development of lessons and team teaching opportunities. It also facilitated the introduction of “Ciniliteracy” into Stages Two, Three and Four Classrooms

Born to Read 2008 “The Environment”: Born to Read is a community celebration that highlights the role literacy has in our every day life. The celebration is held in the main street of Bowraville and includes all the local schools. Teachers and students establish stalls related to the theme and the whole community turns out to support and participate. While the festival runs only on one day writing competitions using different text types are run in conjunction with the festival. Classes also help to organise stalls using real life literacy to create high interest activities. The stalls included water quality activities in the local Nambucca River, following procedures to create pet rocks and musical instruments, Pedal power generation of electricity to name a few.

Born to read 2008 was a very successful event. It united the community and local schools under the banner of reading and real life literacy situations. Hundreds of people participated in the stalls and writing competitions. The message to students of the value of literacy was also achieved through this unique event. The Community support and feedback also indicated the success of the program in lifting the profile of literacy. Inter-agency collaboration has grown over the course of the program.

In 2008 31 students from Stages 3 and 4 participated in the QuickSmart numeracy withdrawal program. The QuickSmart program has operated for 2 years. The aim of the program is to reinforce basic number facts to the point that these facts are automatically recalled. The goal of this being that greater focus can be made on the problem solving aspects of the task rather than labouring over the basic calculations.

Students participating in the program showed 2.6 times the average growth of non QuickSmart students in the Progressive Assessment Test(PAT),a standardised test used to monitor the progress of the program. Year 8 students showed the strongest growth moving 1.1 Stanines compared with zero growth in non-QuickSmart students. Year 7, who have had exposure to the program for two years, achieved an average growth of 73.2 compared to state average growth of 61.8. These results provide further evidence of the success of the program.

Due to the success of the program the strategies for teaching problem solving will be incorporated into classroom pedagogy in an expanded numeracy focus in 2009

Aboriginal education Literacy, numeracy, improved retention and attendance remain priorities in regard to Aboriginal Education. Strong school-community partnerships have continued to build on previous improved outcomes.

Gumbaynggirr language has continued from K-10. Classes this year have been delivered by two teachers; one for Stages 1-3 and another for Stages 4-5. Planning is underway to include Gumbaynggirr as the mandatory LOTE in Stage 4.

Planning commenced for a working partnership with Wilcannia Central, interschool visits taking place during 2008.

The Homework Centre continues to focus on improved outcomes in literacy and numeracy for Aboriginal students. The HWC operates two afternoons per week and caters for students from Years 3-12.

In Class Tuition was once again implemented to support Aboriginal students from K-11.

A breakfast program continues to ensure all students were well nourished and ready to settle and learn.. A well respected member of our local Aboriginal community oversees the program.

The school maintains its commitment to the Bowraville Community Alliance (BCA). The preparation of the first Shared Responsibility Agreement on the North Coast was finalised by the BCA.

The Support and New Directions for Students (SANDS) program provided significant opportunities for Aboriginal students during the year. The program targets students at risk of leaving school early and emphasises vocational and team working skills.

Links with community agencies such as MiiMi Mothers Aboriginal Women’s Association,

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Aboriginal Medical Service and the Bowraville Community Technology Centre continued to provide assistance in vocational education, technology and health. Joint educational initiatives were a positive outcome of the collaboration.

The Headspace facility at Nambucca Heads, supported by Bowraville CS, provides medical and counselling services for students aged 12 years or more.

In an attempt to improve attendance and engagement of young people at risk of leaving the loop of education entirely, an off-site Learning Centre was established at the beginning of 2008. Supported by two separate Commonwealth grants and utilising the school’s resources and expertise, several young people have benefited from an almost one-on-one tutorial program that attempts to transition them back into mainstream education or other positive learning or employment options.

Multicultural education Students at Bowraville Central School have opportunities to experience multicultural education programs across all year groups. From Kindergarten and Infants experiences of dance, music and crafts from other cultures, to the study of Languages Other Than English (LOTE), and a focus on literature and art from other cultures in the secondary school. A highlight of 2008 was the collaboration with Macksville High School during a cultural exchange visit by Indonesian education students.

Respect and responsibility The school’s strong Student Representative Council continues to play a significant role in the development of respect and responsibility across the school. The implementation of the school’s totally revised Anti-Bullying Policy during 2008 was carried out in conjunction with the school’s student leaders. The reduction in the number of major incidents between students as evidenced in the gradual reduction in suspension figures throughout 2008 can be attributed in part to the effective implementation of this whole-school Anti-Bullying stance.

Other programs Vocational Education

All Year 11 students chose TVET courses as part of their HSC studies.

A staff member completed training for Metals and Engineering. This will be implemented at Stages 5 and 6 from 2009.

Planning was finalised to implement Primary Industries TVET for subsequent years.

All Years 9 and 10 participated in Careers lessons and had successful Work Experience placements of one week.

Students attended Careers Expos and many attended a Careers and Training excursion to Sydney.

Year 10 students completed a range of TAFE taster courses and many completed TAFE certificates.

Junior students continued preparation of portfolios and resumes which were presented to peers and community during the year.

Students prepared plans that outlined their educational and vocational pathways; they attended a variety of school sessions with guests that delivered talks on future options.

Year 10 students attended an information evening outlining senior school subject options.

There were many students who gained permanent employment with local employers at the completion of their School Certificate. Employers commented favourably in regards to their job readiness.

Progress on 2008 targets

Target 1 Maintain growth of our students in literacy and numeracy so as to attain state level average or above.

Our achievements include:

• Increased opportunities for staff to access professional learning with a focus on literacy and numeracy quality teaching strategies. Improved student growth data in targeted cohorts indicates progress.

• Very strong growth among students engaged in the QuickSmart numeracy initiative

• Slight movement of students in to upper bands, particularly in numeracy

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2008 our school carried out evaluations of School Management and Primary Science.

Educational and management practice School Management

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Background

As part of the 2008 evaluation process, School Management was selected as a major area of evaluation. Data was collected from surveys of students (Yrs 3-12), parents and staff. Findings were evaluated using the SchoolMap Best Practice statements.

Findings and conclusions

The general findings from the surveys of both parents and staff indicate that there is considerable approval for the overall management of the school. Over 80% of respondents responded ‘usually’ or ‘almost always’ to all of the eleven questions. More hesitant responses were in relation to applicability and flexibility of curriculum offerings, and the allocation of resources. In regard to the latter, a small number of staff and parents indicated that they felt that they did not have a clear understanding of the school’s financial structures and some meeting procedures.

Responses from students were generally a little more critical of the school’s performance, particular from students in the middle years. Criticism was mainly in regard to the school’s ability to meet the needs of all students. A number of students form each year group also indicated little understanding of the school’s management of resources. However, the overwhelming number of responses indicated that students also believed that the school almost always continually looked at ways to improve its performance.

Future directions

The school will endeavour to continue to provide a consistent and equitable management structure throughout the school. A focus for improvement will be improved communication to students and parents in regard to the various means by which resources are utilised. Improvements will also be attempted in regard to the timeliness of information about excursions and special activities.

Curriculum Primary Science

Background

As part of the 2007 reporting process, Secondary Science was evaluated. Following from this it was determined that in order to gain a clear picture of the effectiveness of the deliver of Science across our K-12 campus, a study of our Primary Science Program should be given priority in 2008. During this evaluation, information was gathered in relation to learning, teaching, professional support, reporting and resources. Evaluation tools

included analysis of school and state-wide data with input from students, caregivers and staff.

Findings and conclusions

In general, the findings of the survey were extremely positive. When surveying all students in Years 3-6, 95% responded that they enjoyed their Primary Science program. Students commented on the commitment of their teachers who presented the lessons to them, and how it had raised their understanding of the topics covered.

Parents also commented positively on the effectiveness and impact on their children’s learning that Science had throughout the school year. They also made mention of the positive impact the teacher had made with Science.

Responses from staff indicate that they were very aware of the need to promote Science more, and requested continued professional learning opportunities on the Science curriculum.

Future directions

Through the utilisation of existing staff expertise a system of team teaching will be established to support all teachers in their delivery of Science in 2009. Using a structure developed during 2008 that proved to be so successful, staff will collaborate on the creation of units of work that continue to improve and enhance student engagement.

Parent, student, and teacher satisfaction In 2008 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Student feedback continues to reflect the school’s reputation of having a caring, nurturing environment. The generally small class sizes is a very positive attraction to the school as indicated through responses by both students new to the school, and those who have been with us since Kindergarten.

The school continues to enjoy a high level of support from its parent body both formally through the P&C and informally through support for functions and fundraising . The construction of six million dollars worth of new facilities has been an enormous disruption to the school yet the program has overall created a very positive atmosphere throughout the entire community in regard to the school’s future directions and growth potential.

The continued strong staff attendance indicates that staff satisfaction and morale remains high. Support for professional learning opportunities, an understanding of common purpose as

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demonstrated in our key priority areas, the collaborative culture of decision-making, and an attempt to maintain high-level communication across the school are all key factors in this positive work environment.

Professional learning Participation in the Priority Schools Program significantly enhances professional learning opportunities for teaching and non-teaching staff at Bowraville Central School. This staffing supplementation enables staff to regularly work in teams and individually to further enhance student learning through Quality Teaching Programs across all KLAs from Kinder to Year 12.

Following the establishment of Stage 6 in 2007, for the first time in the school’s history, a natural focus for professional learning support in 2008 continued to be the support of teachers of Stage 6 programs. Professional learning opportunities for all staff are monitored and encouraged through the school’s Executive so as to ensure equity and maximum opportunity for all.

As a supportive member of the Nambucca Valley Community of Public Schools, all staff took part in a highly successful combined Schools Development Day at the commencement of Term 2, 2008.

School development 2009 – 2011 By utilising our strengths as a learning community and by supporting staff professionally through a focus on Quality teaching, we intend to create a safe and caring environment for learning within which each student is respected, supported and extended.

Targets for 2009 The school’s targets have been developed in consultation with the whole school community after a rigorous analysis of all available data. In line with both State and North Coast Region priority areas, the school’s targets for 2009 focus on: Literacy, Numeracy, Student Engagement and Retention.

35% of students achieve Stage outcomes in Literacy and 40% in Numeracy; Student Retention increased to 60%.

Target 1 Literacy

35% of students achieve in the top 3 bands of Stage outcomes in Literacy.

Strategies to achieve this target include:

• Implementation of Accelerated Literacy K-6

• Kinder: Literacy focus for Transition Program

• Years 1-8 Spelling focus

Our success will be measured by:

• Benchmarking and comprehensive assessments held at the beginning and end of each learning cycle; improvement in overall literacy results in NAPLAN

• Greater percentage of students begin Kindergarten with pre-literacy skills

• Improvement in NAPLAN spelling results; greater awareness of phonetics and relevant metalanguage through the use of Soundwaves program.

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.

Malcolm McFarlane Principal

Jeanette Perkins Deputy Principal

Paul Le Cerf Head Teacher Secondary

Owen Rushton Assistant Principal

Craig Northfield Assistant Principal

Wendy Ritchie Primary Teacher

Amanda Bell P&C President

Kate Hicks Community Liaison

School contact information Bowraville Central School

High Street, Bowraville, NSW 2449

Ph: 02-65647162

Fax: 02-65647801

Email: [email protected]

School Code: 1336

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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2008 annual school report bowraville central school · 2008 annual school report bowraville central...

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