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Singleton Heights Public School Annual Report 2015
4486
2015
Introduction
The Annual Report for 2015 is provided to the community of Singleton Heights PS as an account of the school’s
operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational
opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect
the impact of key school strategies for improved learning and the benefit to all students from the expenditure of
resources, including equity funding.
School contact details:
Singleton Heights PS
1-13 Dorsman Drive
Singleton Heights, NSW, 2330
http://www.singletonh-p.schools.nsw.edu.au/
Phone: (02) 65731363 Fax: (02) 65731414
Message from the Principal
While enjoying this year’s Kinder Café, I met a number of parents who were formerly students of Singleton Heights.
While this is not an uncommon occurrence, I think it’s a wonderful thing for students to graduate from our school,
to go on to careers and families of their own, and then to return as parents, ever-grateful for the education they
received many years previously.
In some ways, education is ever-changing, but never-changing. While with current trends, we are exploring a future
for our students as 21st Century learners, many things in schools remain the same.
With a new School Plan in place this year, and a vision for school excellence, our staff have engaged in robust
professional learning around the new National Curriculum. A common curriculum across the states is an excellent
addition to teaching and learning, particularly for a community such as Singleton, where often families move from
state to state with the mining industry or Australian Defence Force. A common thread across each of the new
syllabus documents has been a focus on students as 21st Century learners, with priority given to skills such as
problem solving, communicating, reflecting, evaluating and use of technology. This has evidenced itself, particularly
in English and mathematics this year, as students have been given the skills to critically analyse their own learning,
asking questions such as,
What did I do well? How could I have done this better? What strategy did I use? How else could I have completed
this task?
Students are required to reflect on themselves as learners and develop a greater understanding of their own
capacity. As careers and learning changes in the 21st Century, it is important that the school curriculum evolves
accordingly. Schools, by their very nature, are ever-changing.
However, some things in schools will never change. Former students returning as parents will find that there
remains a continued commitment to values education and a school discipline code based on respect, responsibility
and excellence. We continue to promote the moral and ethical standards of our society, while providing a broad-
based curriculum, which encourages student achievement in sport and the performing arts. Parents will find caring
and dedicated teachers, committed to providing excellence in teaching and learning and upholding the values of
Public Education.
I attended primary school as a student of Gunnedah Public School, completing year 6 in 1987.
Having moved to Singleton (from Sydney) in 2009, I am proud to have my own children at
Singleton Heights and am very proud to serve as school principal. As you read through the pages
of this report, and continue your involvement with our school, you may observe that some things
are ever-changing, but some things are never-changing.
Simon Mulready
Principal
School vision statement
To promote a culture of school excellence where every child is a creative, confident, life-long learner and a respectful, responsible citizen.
School context
At Singleton Heights Public School, our staff, students and community members work together for one
common purpose – to fulfil the school’s vision of learners and citizens.
Built on the land of the Wanaruah people, the school draws students from families living in Singleton Heights,
Hunter View, Darlington and The Pinnacle. Many families are linked with the mining and rural industries or
local services, while a Defence Transition Aide supports families connected to the Singleton Army Barracks.
590 students are enrolled for 2015, with 80 students recognising their Aboriginal or Torres Strait Islander
heritage. All students strive to achieve the school’s core values of Respect, Responsibility and Excellence with
quality teaching and learning practices evident in every classroom. The school has a talented, caring teaching
staff, who are committed to an ethos of life-long learning. Collaborative and collegial practices contribute
powerfully to a positive learning environment, where educational research, critical analysis and professional
dialogue are highly valued within the school.
Students engage with a variety of curricular activities, with specific programs for sport, debating and public
speaking. The school band is highly regarded within the community and students also enjoy performance
opportunities for dance, choir and guitar. A gardening club and chook club play a significant role in the
school’s environmental program.
All school programs and initiatives are well supported by an active parent community and P&C.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework and discussed its implications for informing, monitoring and validating our journey of excellence. Time was dedicated during Terms 3 and 4 to thoroughly examine the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school on the expectations identified in the Framework. This provides an important overview to ensure our improvement efforts align with these high level expectations.
In the domain of Learning, the school has achieved tremendous success in student performance measures while practices for assessment and reporting have been a focus for school improvement. In late 2015, the school was identified as one of 36 High Value Add schools in NSW. This means, that Singleton Heights was one of 36 schools in NSW which contributed most to growth in student learning outcomes. The achievement reflects a strong learning culture across the school, underpinned by a vision for school excellence. Supporting this development has been a cross-curriculum priority given to enhanced practices for assessment and reporting. School curriculum teams have targeted the development of 21st learning skills, building the capacity of students to reflect on their own learning using success criteria. Professional learning opportunities have enhanced assessment practices across the school with teachers undertaking assessment as, of and for learning.
Our main focus in the domain of Teaching has been on collaborative practice and enhanced teacher pedagogy. The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. In addition, the development of greater expertise in new syllabus documents has enhanced curriculum knowledge across the school and informed the planning of future school milestones. Effective school structures reflect a teaching culture of continuous improvement.
In the domain of Leading, our priorities have been to progress leadership and school planning, implantation and reporting. The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational opportunities for students. A strategic partnership with the University of Newcastle, within the context of the Great Teaching, Inspired Learning Reform, has seen the development of a community of practice and enhanced leadership capacity. Highly-effective school teams have led the initiatives outlined in this report, with an efficient system for shared school-wide responsibility.
The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of next steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.
Strategic Direction 1
Learning
To enhance the capacity of teachers, leaders, and systems across the school.
Purpose
To improve student, teacher and leader learning outcomes and to enhance the efficacy of current school systems.
Overall summary of progress
The Great Teaching, Inspired Learning school-based project has enabled staff to participate in weekly team-teaching sessions through terms two and three. The focus of these sessions was coding lessons against the Quality Teaching framework with quality feedback and dialogue. This promoted strong practices for self-reflection, allowing teachers to identify areas of strength and areas of learning. Across the teaching staff, a greater knowledge and implementation of the Quality Teaching framework is improving teachers' practice. Teachers implemented the new Performance Development framework in 2015. Professional goals were reflective of the school’s strategic directions as well as professional growth in terms of the Australian Teaching Standards. Executive staff were supported in developing leadership roles through the Singleton Leadership framework.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
100% staff participation in collegial discussion and observation based on the elements and dimensions of the QTF
(Baseline 2014 – 76%)
100% of the teaching staff participated in team teaching sessions during the period of terms two and three with lesson observations and feedback discussion around the Quality Teaching framework.
$13,000 (DoE QTR Project funds – carried over from 2014)
$30,000 Socio-economic funding
School data will exceed state norms for the Focus on Learning survey in the areas of
Collaboration
Learning Culture
Teaching Strategies
School Leadership
Data from the Focus on Learning teacher survey indicates that the school is either at or above state norms in the identified drivers of student learning. Collaboration: School: 7.8 State: 7.6 Learning Culture: School: 8 State: 7.9 Teaching Strategies: School: 7.7 State: 7.7 School Leadership: School: 7.2 State: 6.5
Next steps
School wide participation in the Systems Leadership Project: Developing a Community of Practice through Quality Teaching Rounds in partnership with University of Newcastle School of Education.
Professional learning to develop teachers' understanding and knowledge of the Quality Teaching framework (QTF), with increased application of the QTF in class programs and lessons.
Strategic Direction 2
Curriculum
Whole staff will engage in professional learning to understand and implement science and technology, history, geography and future NSW syllabus documents and learning continuums.
Purpose
To develop student capabilities that enables them to engage effectively with their world.
Overall summary of progress
The strategic direction on curriculum was underpinned by a focus on assessment, with program implementation coordinated by three teams: literacy, numeracy and curriculum. Literacy: A school literacy focus developed student capacity for self-assessment and self-regulation. 21st century pedagogies were aligned with a whole-school focus on Objective E (NSW English Syllabus). Students enhanced their capability to reflect on their own learning. A K-6 focus on the explicit teaching of reading skills has now been embedded in school programs. Numeracy: A school numeracy focus was to enhance staff capacity to make adjustments for learning based on the three forms of assessment, ‘as’, ‘of’ and ‘for’ learning. Staff have incorporated these forms of assessment within teaching and learning programs. Curriculum: A school curriculum team planned and delivered professional learning opportunities to enhance staff capacity in the implementation of new syllabus documents.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
Student NAPLAN growth will equal or exceed state averages for writing.
Baseline, 2014 (63 students) DEC: 49.8 School: 29.4
Progress, 2015 (66 students): DEC: 61.2 School: 80.1 Staff K-6 created stage-appropriate rubrics, differentiated for student ability. Every child’s (594 students) school report included a statement on their ability to self-assess and make effective judgements on their learning
Instructional Leadership Project (Socio-economic
funding $20,000) Writing enrichment project (Socio-economic funding $15,000)
75% of students in every grade will achieve their reading benchmark.
Baseline: 4 grades achieved 75%
All staff received ongoing professional learning in the explicit teaching of reading skills. LaS teachers provided expert instruction for targeted students, as well as coaching and direction for beginning teachers. Five grades have 75% or more students reading at or above their grade Benchmark level.
Kindergarten-85%, Year 1 62%, Year 2-62%, Year 3-79%, Year 4-81%, Year 5-88%, Year 6 85%
2.0 LaS Teacher, literacy (Low level adjustment for disability $150,752; Aboriginal background funding $49,511) Literature resources (Aboriginal background funding $2,000) Additional teacher (terms 2-4) provided through increased entitlement, targeted to ES1
Strategic Direction 2
Teachers utilising three forms of assessment, as, for and of learning. Students implementing strategies to self-assess their learning in mathematics
Maths resources (Aboriginal background funding $10,000)
Professional learning was designed in response to teacher surveys supporting staff in modifying teacher programs and assessment and reporting policies to support the implementation of new syllabus documents. Teachers collaborated to develop scope and sequences and support materials for new syllabus documents.
Professional learning for team implementation team (TPL - $3,000)
Next steps
School-wide focus on the Literacy and Numeracy continuums will enhance teaching and learning
programs
Embed class routines for assessment, including self-assessment rubrics, assessment as, of and for
learning, and the new Assessment and Reporting policy
Continued engagement in the explicit teaching of reading skills, K-6, with a focus on comprehension
Embed new whole-school scope and sequence documents and provide professional learning in syllabus
documents for History and Geography.
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Strategic Direction 3
Wellbeing To grow students into healthy, resilient, creative, respectful citizens who are aware of others and self.
Purpose
To build wellbeing within the school learning community through increased teacher and student capacity, fostering resilience, social skill, and cultural awareness to ensure equity for all.
Overall summary of progress
Wellbeing has been promoted throughout the school through a strong commitment to Positive Behaviour for Learning, (PBL) with explicit teaching of social skills and opportunities for student leadership. Quality programs have included: Aboriginal Pre-School transition project, NAIDOC Day, Harmony Day, Aboriginal cultural programs, staff professional learning, and cultural competency training, increasing knowledge of Aboriginal heritage, and embedding an Aboriginal perspective in teaching and learning programs. Planning has commenced for K-6 implementation 8 Ways of learning.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year <$>
School engagement data from the Tell them from Me survey will equal or exceed state norms for every measure.
School engagement data from the Tell them from Me survey equalled or exceed state norms for 13 out of 16 measures.
90% of students had positive behaviours. The NSW pilot norms for years 4, 5 and 6 were 88%.
Students K-6 actively engaged with programs that promoted healthy living habits, resilient behaviours and positive social skills.
Teachers participated in professional learning for cultural competency, building a greater understanding of Aboriginal history and culture. Enhanced processes for Personal Learning Plans to better support the education of Aboriginal and Torres Strait Islander students.
The Tell them from Me data also indicated 72% of our students were interested and motivated. The NSW pilot norms for years 4, 5 and 6 were 76%. Our aim is to meet or exceed the state average next year.
100% of NCCD data was collected for students who were eligible.
$5,000
Wellbeing programs (PBL, Positive Playground Program)
$10,000 (ADCF – Aboriginal Dance Group)
Next steps
To increase professional knowledge of teachers with training in Aboriginal Pedagogy of 8 Ways. Continue to raise the academic, social and wellbeing of Aboriginal students through personalised learning plans, cultural celebrations, dance stories and language group and attendance at the Waraya Homework Centre. Investigate the implementation of a K-6 mindfulness program to promote school wellbeing
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
Strategic Direction 3 All students have a Personal Learning Plan (PLP) and are making progress across the literacy and numeracy continuums. Aboriginal students Students engage in quality cultural activities and programs that enrich cultural identity across the whole school community. Cultural perspectives and strategies are reflected though teaching and learning programs and PLP’s. School activities have included NAIDOC, Aboriginal Dance and Cultural group, Wayara Homework centre and a joint collaboration with P.C.Y.C focusing on engagement for Indigenous students. 2015 also saw the launch of an Aboriginal Pre-School transition project.
$61,611
Aboriginal background funding
Socio-economic funding
Strategic Direction 2 Additional LaS teachers provided explicit instruction for targeted students, as well as coaching and direction for beginning teachers. All staff received ongoing professional learning in literacy and numeracy and benefited from enhanced teacher pedagogy through participation in the Quality Teaching Project.
$138,107
Socio-economic background funding
Low level adjustment for disability funding
Strategic Directions 2 and 3
All students requiring adjustments and learning support are catered for within class programs and whole-school strategies.
$56,141
Low-level adjustment for disability
Support for beginning teachers
Strategic Direction 1 The school supported three beginning teachers in 2015 through the allocation of extra release and the support of a mentor. Beginnig teachers also benefited from the Great Teaching, Inspired Learning school-based project, with staff participation in team teaching, lesson observation, coding (based on QTF) professional dialogue and quality feedback.
$17,886
Beginning Teacher Support
Student information
It is a requirement that the reporting of information
for all students be consistent with privacy and
personal information policies.
Student enrolment profile
Student attendance profile
Workforce information
Workforce composition
Position Number
Principal 1
Deputy Principal(s) 1
Assistant Principal(s) 4
Classroom Teacher(s) 22
Classroom Teachers (s) Temporary 4.0
Part Time Class Teachers 0.2
RFF 0.6
RFF Computers 1
Learning and Support Teachers 1.6
Teacher Librarian 1.2
Teacher of ESL 0
School counsellor .6
School Administrative and Support Staff 3.062
2 teachers at Singleton Heights identify as having an
Indigenous background.
Teacher qualifications
All teaching staff have met the professional
requirements for teaching in NSW public schools.
Qualifications % of staff
Undergraduate degree or diploma 100
NSW Institute of Teachers 11
0
200
400
600
800
2009 2010 2011 2012 2013 2014 2015
Stu
den
ts
Year
Enrolments
Male Female
Year 2010 2011 2012 2013 2014 2015
K 94.5 95.3 94.3 94.5 94.8 94.4
1 94.0 93.2 94.2 94.0 93.3 92.8
2 93.4 93.4 93.9 94.3 94.0 93.3
3 93.0 92.9 92.5 94.6 94.9 93.7
4 93.7 93.3 93.0 94.2 94.4 94.7
5 94.1 92.5 92.4 93.6 93.8 92.6
6 93.9 93.4 92.3 91.2 93.6 93.3
Total 93.8 93.5 93.3 93.8 94.1 93.6
K 94.7 94.7 94.3 95.0 95.2 94.4
1 94.2 94.2 93.9 94.5 94.7 93.8
2 94.4 94.2 94.2 94.7 94.9 94.0
3 94.5 94.4 94.4 94.8 95.0 94.1
4 94.5 94.3 94.3 94.7 94.9 94.0
5 94.4 94.2 94.2 94.5 94.8 94.0
6 94 93.8 93.8 94.1 94.2 93.5
Total 94.4 94.3 94.2 94.7 94.8 94.0
Stat
e D
oE
Sch
oo
l
Professional learning and teacher accreditation
100% of staff completed professional development
plans (PDPs) which reflect National Standards (AITSL)
and align with the priorities of the School Plan.
Significant professional learning was undertaken by
Singleton Heights Public School staff in 2015 as
noted in the previous summary section for each
strategic direction.
The school has threee beginning teachers who are
working towards Board of Studies Teaching and
Education Standards (BoSTES) accreditation at
Proficient. Eight teachers are maintaining
accreditation at the Proficient level. No teachers are
voluntarily seeking accreditation (or maintaining
accreditation) at Highly Accomplished or Lead
Teacher level.
In 2015, five staff professional development days
were undertaken, with all staff participating. On
these days staff received professional development
in the following areas:
Quality Teaching
National Curriculum
Assessment and Reporting
Aboriginal Cultural Competency
School Planning and validation with the
School Excellence Framework
NSW Science & Technology Syllabus
The school has supported three beginning teachers
in 2015 through the allocation of extra teacher
release and the support of a mentor.
In total, 32 teaching staff engaged in professional
learning in 2015.
Total Expenditure, Professional Learning ($)
Teacher Professional Learning 24,500
Beginning Teacher 25,400
Quality Teaching 13,000
Low Socio-economic funding (RAM) 30,000
Total 92,900
Average per teacher (32) 2,903
Financial information
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 2015 financial statement is
tabled at the annual general meetings of the parent
and/or community groups. Further details
concerning the statement can be obtained by
contacting the school.
Date of financial summary 30/11/2015
Income $
Balance brought forward 267746.06
Global funds 459936.20
Tied funds 687009.43
School & community sources 185650.56
Interest 9895.89
Trust receipts 16874.35
Canteen 0.00
Total income 1627112.49
Expenditure
Teaching & learning
Key learning areas 50617.45
Excursions 92179.55
Extracurricular dissections 48129.35
Library 5969.14
Training & development 2244.60
Tied funds 560827.56
Casual relief teachers 167706.02
Administration & office 101116.62
School-operated canteen 0.00
Utilities 107323.75
Maintenance 21462.17
Trust accounts 11525.26
Capital programs 0.00
Total expenditure 1169101.47
Balance carried forward 458011.02
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School performance
School-based assessment
The school has continued the explicit teaching of
reading from K-6, with the aim of 75% of students in
each grade achieving their reading benchmark. A
new initiative for early intervention, with an
additional teacher provided for ES1, was reflected in
very high levels of reading achievement for students
in kindergarten. The table below tracks the reading
benchmark of students from 2014 to 2015. Five out
of seven grades achieved the benchmark of 75%.
Additional Learning and Support has been prioritised
for 2016 for students who did not achieve their
reading benchmark.
2014 % 2015 %
K 85
K 69 1 62
1 59 2 62
2 75 3 79
3 76 4 81
4 79 5 88
5 82 6 85
6 89
NAPLAN
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.
The My School website provides detailed
information and data for national literacy and
numeracy testing. Click on the link
http://www.myschool.edu.au and insert the school
name in the Find a school and select GO to access
the school data.
As noted in the graphs, below, the school achieved
very strong results in value added data, with
particularly high performance in writing. Numeracy
has been identified as a priority for 2016.
NAPLAN - Literacy
NAPLAN - Numeracy
School Excellence Framework Summary Data
The graph below tracks student growth in learning from 2011 to 2015. The school has made excellent progress over the past five years.
Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions
of parents, students and teachers about the school.
In 2015, the school participated in the Tell Them
From Me Surveys through the Learning Bar and CESE
(Centre for Educational Statistics and Evaluation).
Parent Survey
Successful schools foster greater communication
with parents, encourage parental involvement in
their child's schoolwork, and enlist parents to
volunteer at the school and participate in school
governance. 48 parents completed the Partners in
Learning Survey, with the survey made available to
parents and carers via the internet and before and
after school using ipads.
The school achieved strong measures for the
following items:
I feel welcome when I visit the school. 8.2
I can easily speak with my child's teachers.
7.6
My child is encouraged to do his or her best
work. 7.9
My child is clear about the rules for school
behaviour. 8.5
Teachers maintain control of their classes.
7.8
The following items were identified as areas for
growth:
Parent activities are scheduled at times
when I can attend. 6.4
The school helps prevent bullying. 6.2
School staff create opportunities for
students who are learning at a slower pace.
6.4
Student Survey
Students were invited to respond via the Tell Them
From Me survey. 203 students completed the
survey.
The school achieved strong measures for the
following items:
Effort - Students try hard to succeed in their
learning.
o 94% of students in this school tried hard
to succeed; the NSW DEC norm for these
years is 88%.
Students with positive behaviour at school
Students that do not get in trouble at school for
disruptive or inappropriate behaviour.
o In this school, 90% of students had
positive behaviour; the NSW DEC norm
for these years is 83%.
Positive Teacher-Student Relations Students feel
teachers are responsive to their needs, and
encourage independence with a democratic
approach.
o In this school, Positive Teacher-Student
Relations were rated 8.8 out of 10; the
NSW DEC norm for these years is 8.4.
The following items were identified as areas for
growth:
Students are interested and motivated in their
learning.
o 72% of students in this school were
interested and motivated; the NSW DEC
norm for these years is 78%.
Positive Learning Climate - there are clear rules
and expectations for classroom behaviour.
Students understand these and teachers
maintain high expectations that they be
followed.
o In this school, students rated Disciplinary
Climate of the Classroom 7.2 out of 10;
the NSW DEC norm for these years is
7.2.
Teacher Survey
Teachers were invited to respond via the Focus on
Learning survey. 28 teachers completed the survey.
The school achieved strong measures for the
following items:
School leaders have provided me with useful
feedback about my teaching. 8.1
I talk with other teachers about strategies that
increase student engagement. 8.5
In most of my classes I discuss the learning goals
for the lesson. 8.2
Students become fully engaged in class
activities. 8.5
I monitor the progress of individual students. 8.8
I set high expectations for student learning. 8.6
The following items were identified as areas for
growth:
I provide examples of work that would receive
an "A", a "B", or a "C" (or their equivalent). 7.2
I use formal assessment tasks to discuss with
students where common mistakes are made. 7.1
Policy requirements
Aboriginal education
In 2015, Indigenous students were given the
opportunity to participate in the fortnightly
Aboriginal Dance Group where students enjoyed
learning cultural dances and were joined by Mrs
Levick.
The dance groups were given a number of
opportunities to perform, including; NAIDOC day
celebration, Coal & Allied’s acknowledgment of
Indigenous Cultures ceremony, Annual School
Presentation Day where students performed without
the assistance of Singleton High School mentors.
At this year’s NAIDOC assembly Uncle Warren
Taggart provided a warm welcome to country. All
students participated in significant cultural
experiences, such as traditional Aboriginal games,
boomerang throwing and completing message sticks
with the theme, ‘We all walk on sacred ground’.
Indigenous artworks were completed and entered in
the Singleton NAIDOC Art Competition with a
number of students receiving awards.
In 2015, Monique Sullivan and Kurt Cullerton
received the Galuwa scholarship. This pathway
scholarship program for Aboriginal youth (in
partnership with Glencore), provides support to ATSI
students to assist their transition to high school,
maintain engagement in education and to plan and
develop pathways for future career aspirations.
Our Aboriginal Homework Centre operates each
Wednesday afternoon out of school hours and is
staffed by volunteers. Students are provided with a
healthy afternoon snack followed by small group
tuition following individualised learning programs.
Multicultural Education and Anti-racism
Every student at Singleton Heights Public School was
given the opportunity to celebrate Harmony Day in
March this year. Students arrived at school in a
wonderful array of colours, predominantly the
harmony colour orange.
A whole-school assembly was held, based around
this year’s theme ‘We are All One but Different.
Different but the Same’. Each student decorated
paper hands with classes creating unique displays in
each room.
Year 4 students, Elana Lloyd, Talia Mackenzie,
Armani-Che Stoneham and Jordie Brown,
represented Singleton Heights at the local Hunter/
Central Coast finals for Multicultural Public Speaking
Competition. Jordie Brown continued on to the
regional final, attaining first place in the Year 3/4
section and securing a position at the state finals
held in Sydney.
Other school programs
Sport
This year saw our sports court named in honour of
the late Mrs Janice Fleming, a much loved Assistant
Principal at Singleton Heights who passed away in
December 2014. The students continue to utilise the
Janice Fleming Memorial Sports Court for many
activities, both in class and during playtime.
Carnivals
Singleton Heights Public School continues to achieve
great success through involvement in a variety of
sports.
Primary students participated in annual carnivals for
swimming, cross country and athletics.
The primary cross country event was held in March.
Three students were successful in gaining a place to
the regional cross country in Newcastle: Lilly
McNamara, Olivia Stewart and Harrison Stewart.
At the Regional Athletics finals in August, two
students gained selection to the State Athletics
Championships in Sydney. Cooper Meldrum placed
2nd in the final of the 100m and Lilly McNamara
placed 3rd in the girls’ high jump.
Students in years K-2 had a great day filled with fun
activities at their annual sports day based on the
theme, Safari - It’s a Jungle Out There.
James Girdler was successful at the Regional PSSA
Tennis Finals in March 2015. James was selected to
compete at the NSW State Tennis Championships in
Sydney. Max Andrews competed at the NSW State
Touch Football Championships.
Soccer
Mr Heien and Mrs Anderson accompanied the boys
and girls school soccer teams for the NSW PSSA
State Knockout. The boy’s senior team made it to
the 4th round.
Rugby League
Singleton Heights PS sent a senior boys and an under
11’s rugby league team to compete in the Scone Cup
in March this year. In May, the senior boys and the
Under 10’s sides participated in the annual Bryan
Kirkland Cup. Also in May, 15 talented players
participated in the Knights Open Knockout
Competition in Newcastle.
In June, the open rugby league side competed in the
PSSA knockout competition. Mr Cone took the 10
years boys team to the Knights Knockout in
Jesmond. The boys had a successful day, making it all
the way to the 6th round.
Netball
A number of primary students played in the school
netball team in 2015. The team participated in the
PSSA knockout competition, NSW Netball Cup and a
gala day run by St Catherine’s College Singleton.
Touch Football
The school touch football teams, accompanied by
Mr Orr and Miss Cafe competed in a local gala day
with other Singleton school teams. The junior boys’
team were champions of their group.
Chess Club Ten students from Years 4—6 (two girls and eight
boys) attended the Interschool Chess Challenge at
Muswellbrook High School.
Our Kings’ team travelled to Coal Point for the
Regional Finals, while the other school teams
competed at the Upper Hunter gala day in Denman.
Dance
A senior dance group meets weekly under the
guidance of our school librarian, Jenna Barwick.
Dances are choreographed with various
opportunities for performance throughout the year.
Year 6 students undertook intensive dance training
in Term 4 in preparation for their school farewell.
School Band
Each Friday, our school band rehearses with the
talented Mrs Tara Winsor. Tuition is available for a
variety of instruments through Allan Ward Music
and is offered to students in primary years. During
the year, the band performed at a number of school
and community events such as the school ANZAC
ceremony, Singleton Town Band Concert, SRC
executive induction, Presentation Day and the
annual Christmas Concert.
Guitar Group and Choir
The guitar and choir groups continued to meet in
2015 under the guidance of Mrs Winsor and Mr
Collins. New students joined the groups alongside
their more-experienced peers. The group performed
at various locations around the community,
including the local preschool, the local aged-care
facility and the annual presentation day.
Environmental Education
The whole school participates in a variety of
activities to encourage a sense of stewardship of
planet Earth such as, Clean Up Australia Day, worm
farms, composting, no packaging weeks and Local
Council recycling programs.
The Gardening Club and KFC (Kids For Chooks) Club
continued with great success. Students are learning
about sustainable practice as they care for plants
and animals. The Gardening Club continues to supply
staff and students with some tasty produce while
the eggs from the school chickens are a sought-after
purchase.
Other Significant Initiatives
Positive Behavior for Learning (PBL) promoting
the three values of Respect, Responsibility and
Excellence across the school.
Participation in Meeting of the Minds, an
interschool challenge involving collaboration
with Singleton High School
Positive Playground Program - organised and run
by Year 6 students, together with a team of staff
from across the school.
Extensive Kindergarten Orientation program and
Year 6 Transition to High School program.
Participation in the Premier’s Reading Challenge.
Visiting Author: Deborah Abela.
Participation in Gifted and Talented regional
workshops and camps. Participation in the NSW
University ICAS competition.
Boys’ group – specific program and camping
activities.
Local debating competitions and the Hunter
Inter-schools Public Speaking Competition
Supporting a wide range of charities through
whole-school fundraising activities including the
Red Cross and Save the Children fund.