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Watiyawanu School
2014 Annual Performance Report to the School Community
School Overview Our School Watiyawanu School is located 325km west of Alice Springs in the community of Mt Liebig (also known as Amunturrngu or Watiyawanu) on the Haasts Bluff Aboriginal Land Trust. The population of the surrounding community is approximately 250 that are predominately Pintupi/Luritja with a small population of Warlpiri, Arrentte and Pitjantjatjara people.
From 1979 Amunturrngu was operating as an intermittent outstation school with a
teacher and assistant teacher. In 1981 the teacher left Amunturrngu to establish a
school at Walungurru. From the beginning of 1982 to the end of 1984 Amunturrngu had one visiting mobile teacher that worked with two assistant teachers and the teacher would travel from Papunya at the start of each week and spend the week.
In early 1982 this teacher constructed a bush school made of a mulga frame and corrugated iron clad bough shelter. In 1985 a three metre by ten metre school
building was scheduled for constructed by the Government, unfortunately, this was
delayed until 1994 and during the intervening period a silver bullet mobile school was deployed at some stage. Sometime during 1994 construction of the two school
buildings and a toilet block had begun and in 2000 a demountable junior classroom was built, this was destroyed by fire twice – once by arson, once by electrical fault.
In 2007 a new demountable senior primary class was built and in 2008 a new toilet block was built.
In 2007 a preschool was opened when a breezeway was converted into a classroom and more permanent playground equipment was installed. By 2009 the preschool
was moved into the old senior primary classroom as the numbers exceed the space
ratio. The old preschool was converted into a Library. By 2010 a COLA was erected over the existing playground equipment allowing the children to have greater acces to the permanent playground equipment.
In 2007 an ILC program was initiated at the request of the community and operates to this day. The ILC program conforms to NT DET guidelines and has been expanded
to include assistance from the NT DoE, Tangentyere Council and the Papunya
Luritjiku Ranger Program. This ILC program covers first language literacy and has been expanded under the guidance of a linguist employed by the school to become a bilingual literacy program in which children research and write in the first language
and then translate their writing in English. The ILC program also covers all aspects of
land and water management under the tuition of the ranger program. This ILC program invites other schools with the same language background on bush camps with the Rangers and elders to allow the children to develop their understanding of
their country and how to care for it. These ILC trips also allow the children to visit sites of cultural importance to the Pintupi under supervision from the rangers and
Elders.
Watiyawanu School
2014 Annual Performance Report to the School Community
In 2009 the school was recognised as the School of the Year for Excellence in Indigenous Education. Watiyawanu School provides education services to students from early years to primary years. Our Staff Total Non-
Indigenous Indigenous
Teaching Principal (TP 1) 1 1 Classroom Teacher 1 1 Assistant Teacher 0.5 1
Assistant Teacher 0.5 1
PH2 cleaner /gardener 0.5 vacant
Mobile Preschool Assistant Teacher 0.6 1 Moblie preschool Assistant teacher (school funded)
0.5 1
Watiyawanu School
2014 Annual Performance Report to the School Community
Teaching and Learning All students demonstrate improved literacy / numeracy skills and knowledge
Each student with 80+% attendance to improve in reading and sight words. Improve results on NAPLAN testing
• PM Benchmarking implemented across
the school
• CMIT SENA 1 & 2 implemented across
the school
• Letter/Sound Knowledge
• PM sight words
PM benchmarking for all students conducted. CMIT SENA ! conducted for all junior primary students Alphabetic principle and phonics conducted for all junior
primary and new students PM sight words assess for all students
All students engaged with the Australian Curriculum
English, Maths, History and Science implemented in teaching and learning programs
• All staff use RSSU Curriculum Maps
• Prepare for introduction of Geography
• Continue to develop resource units for
English, Maths, Science, History,
Health.
Staff use RSSU MYL curriculum Resources for science unit material purchased Worn and damaged ESL and English resources replaced
Develop and implement Visible Learning Action Plan to enhance student learning outcomes
Teachers and students have a shared definition of what an effective learner is – student surveys, teacher surveys
• Implement Visible Learning Action Plan
• Conduct student surveys
Visible Learning action plan partially implemented.
External factors affected the ability of on-site staff to
complete all aspects of the VL plan. External support to
implement the school’s aspirations for Visible Learning was
limited. The Roving Release position was unfilled for a large
proportion of the year, so Release time had to be managed
internally. This affected the school’s ability to meet all
targets, including school surveys.
Access and use data sets from BIC, SAIS and Visible Learning to inform teaching and learning programs
Teaching and Learning is informed by data
• Request support from Impact Coach to
conduct walkthroughs and assist in
collecting data
The Roving Release position remained vacant from the end
of Term 1, so release time had to be managed internally.
This affected the school’s ability to meet all aspirations.
Staffing issues also impacted on the ability of the VL team to
attend to requests for walkthroughs in order to collect
baseline data for the Visible Learning action plan.
Support from principal mentor provided for NAPLAN data
collection.
Implement a systematic collection of student outcome data, including test data and quality classroom assessments
Students undergo formal assessment twice per year
• PAT Maths and PAT Reading tests
conducted from Year 1 – 6 students
twice per year
• Collection of school identified data to
inform teaching practice
• Support to collect systemic data
requirements; ASC, PAT-M, PAT-R, &
NAPLAN.
1st
round of PAT testing conducted by onsite school staff.
2nd
round of PAT testing supported by VL team
Regular collection of PM benchmark, sight words, phonics,
and CMIT SEMA 1 by on site staff
Support from town for one round of PAT and NAPLAN
testing.
Watiyawanu School
2014 Annual Performance Report to the School Community
Wellbeing The school is a safe place, maintaining supportive learning environments
Develop Visible Learning Action Plan
• Ensure all staff are aware of and are in
compliance with Mandatory Reporting
Legislation
• Implement Visible Learning Action Plan
Mandatory reporting inservice conducted on site by ST1
week 1 terms 1 and 3
Visible Learning Action Plan partially implemented in class
by ST1 and CT9.
Improve % attendance across the school
75% target attendance across the school
• Implement agreed strategies to improve
attendance: rewards; excursions (local
and interstate); community engagement
School attendance rates supported by interstate, town
and bush trips. School principal requested onsite support via email from
SATO team.
Positive behaviour management and effective ‘Wellbeing’ programmes
5% decrease in instances of teasing and fighting
• Implement whole-school approach to
behaviour management and classroom
management
Data unavailable.
Watiyawanu School
2014 Annual Performance Report to the School Community
Participation, Transitions and Pathways Engage with national agenda for Early Years/ implementing the Early Years framework
Mobile FaFT program has strong links with the school Mobile Preschool is operational
• Develop partnership with MFaFT
program advisor to transition
student into school
• Develop capacity to re-open
Mobile Preschool program by
working closely with MFaFT
program advisor
Preschool re-opened without MPS funds or support
in week 7 term 4.
MPS position funded by school with the MPS
teacher employed from beginning of term 4 2014
for EY training in Junior primary class
MPS position funded by Early Childhood unit from
Jan 2015.
Develop effective transition programs that assist student movement through ‘Phases of Learning’
All students Year 7 and beyond attending boarding school
• Develop partnership with Yirara
to effectively transition students
to Year 7 and to increase
retention
Transition to Yirara college has proved problematic
for Middle Years students.
Waltja continue to arrange interstate boarding
college for students that refuse to attend Yirara or
Yirara refuse to have.
The school is working with Waltja on trying to
create a satisfactory transition program for Middle
Years students.
Watiyawanu School
2014 Annual Performance Report to the School Community
Partnerships Build positive partnerships with parents and carers to promote student learning
All students participate in Community History Project and ILC program
• Continue to develop partnerships with
community and external linguist
• Enable student participation in
Community History Project
• Continue to develop resources and
support the ILC program
Community History Project - 2 X one week workshops with
linguist (term 1 and term 3). Completion of 4 bilingual stories documenting family history
and history of place. Work with ILC team to develop resources for ILC program
during linguist visits for Community history project
Effective school and community partnership agreements in place
Junior Ranger Program formalised and running School Advisory Board re-established
• Develop MOU with Tangentyere
Council, CSIRO, Papunya Rangers,
NTDoE ILC Officers and the school
• Identify key stakeholders
Papunya Rangers, Tangentyerre Council and NT DoE ILC
meeting in town to discuss outcomes and aims for all
stakeholders. 2 bushtrips run in conjunction with rangers, NT DoE and
Tangentyere Council. 1 interschool bushtrip with Rangers, CSIRO. Elders,
traditional owners and tangentyere council arranged by ST1
– Site of significance was tjunkupu. 1 bushtrip - tali country with rangers. Drop and Elliot traps
set for fauna survey 2 school meetings with community to discuss SAB. No
confirmation or suggestions for SAB members as yet.
Community still to discuss.
Improve community and parental awareness of school programs
Community engagement events run twice per year
• Community information days. Community/School information days held. End of term 2 and
term 4. Community walkaround with children and school
work
Watiyawanu School
2014 Annual Performance Report to the School Community
Leadership
Teaching Principal to gain ongoing mentoring to develop leadership capacity in line with DoE strategic plans
Teaching Principal meets DoE administrative requirements
• Teaching Principal completes all action
plans and reports accordingly
Action plan for Visible Learning completed and
submitted.
Support from town to implement action plans for Visible
learning and SWPB unavailable. Unable to complete targets for Visible Learning or SWPB
due to systemic issues regarding ongoing support for
system directed plans.
Leadership opportunities provided and supported within the school by developing staff capacity
All staff attend or participate in Professional Development at least once per term
• Performance Management undertaken
with all staff
• PD opportunities through Visible Learning
are identified (Headstart Series)
• Onsite Professional Development
requested through RSSU ESL Curriculum
Support Officers
Online Performance Development Tool completed by
teaching staff.
Access to Professional Development limited due to
staffing shortages.
Teaching Principal supported to grow understanding of school budgets and administrative requirements
Teaching Principal attends RSSU Support Meetings
• Teaching Principal to attend Remote School
Support Unit Meetings
• Teaching Principal to access assistance
from RSSU Principal Mentors
ST1 attends all RSSU meetings as directed by RD and
DSP ST1 receives electronic assistance from principal mentor
Improvement of facilities, equipment and network infrastructure within the school
Infrastructure, facilities and equipment are maintained, are safe and are upgraded as required
• Replace office/library/preschool
evaporative cooler with split air-
conditioning systems
• Reposition split air-conditioning system
into preschool from library
• Replace worn shade blinds
• Replace worn playground equipment
• Replace damaged playground edging
• Write Minor New Works Submissions as
required
Preschool fitted with 2 split system AC's Office fitted with split system AC
Playground equipment worn and damaged not replaced
– replacement parts unavailable. Will need to make
alternative arrangements in 2015. Concrete pathways - minor new works submitted again
in 2014 – this will need to be followed up in 2015.
Watiyawanu School
2014 Annual Performance Report to the School Community
ATTACHMENT A
Audited Financial Statements This financial statement is not solely for this school rather it is for a number of schools tied together under the now defunct Group School Model.
Watiyawanu School
2014 Annual Performance Report to the School Community
ATTACHMENT B
NAPLAN data Year Level 3
2009 2010 2011 2012 2013 2014
Grammar
School Mean Range - 26 - 26 276 - 276 -24 - -24 - -93 - 195
School Mean 26 276 -24 51
NT Mean 316 311 313 315 338 326
Aust Mean 420 417 421 424 428 426
Numeracy
School Mean Range - 261 - 309 226 - 336 218 - 299 - 103 - 334
School Mean 285 281 259 219
NT Mean 322 329 338 323 332 338
Aust Mean 394 395 398 396 397 402
Reading
School Mean Range - 13 - 13 16 - 16 -15 - 97 - -13 - 106
School Mean 13 16 41 46
NT Mean 322 329 323 332 339 332
Aust Mean 411 414 416 420 419 418
Spelling
School Mean Range - 226 - 226 234 - 234 340 - 354 - 162 - 250
School Mean 226 234 347 206
NT Mean 305 300 303 337 327 327
Aust Mean 405 399 406 414 411 412
Writing (Persuasive)
School Mean Range - - 257 - 257 242 - 329 - 190 - 286
School Mean 257 285 238
NT Mean 330 323 320 318
Aust Mean 416 416 416 402
Watiyawanu School
2014 Annual Performance Report to the School Community
Year Level 5
2009 2010 2011 2012 2013 2014
Grammar
School Mean Range 187 - 297 55 - 55 94 - 94 13 - 161 431 - 431 190 - 366
School Mean 242 55 94 87 431 278
NT Mean 415 397 400 394 423 419
Aust Mean 500 500 499 491 501 504
Numeracy
School Mean Range 317 - 376 308 - 376 311 - 409 357 - 365 412 - 412 210 - 362
School Mean 347 342 360 361 412 286
NT Mean 430 422 424 418 422 423
Aust Mean 487 489 488 489 486 488
Reading
School Mean Range 189 - 313 71 - 71 78 - 78 13 - 164 379 - 379 146 - 265
School Mean 251 71 78 88 379 206
NT Mean 421 412 403 405 437 426
Aust Mean 494 487 488 494 502 501
Spelling
School Mean Range 300 - 343 292 - 338 302 - 302 371 - 417 429 - 429 332 - 449
School Mean 321 315 302 394 429 390
NT Mean 411 409 393 413 413 422
Aust Mean 487 487 484 495 494 498
Writing (Persuasive)
School Mean Range - - 188 - 242 294 - 335 374 - 374 214 - 298
School Mean 215 314 374 256
NT Mean 397 391 386 380
Aust Mean 483 477 478 468
Watiyawanu School
2014 Annual Performance Report to the School Community
Year Level 7
2009 2010 2011 2012 2013 2014
Grammar
School Mean Range - - 107 - 392 334 - 334 - 321 - 321
School Mean 249 334 321
NT Mean 465 460 457 476 442 465
Aust Mean 540 535 532 546 535 543
Numeracy
School Mean Range - - 95 - 441 367 - 367 - 408 - 408
School Mean 268 367 408
NT Mean 485 487 481 475 477 484
Aust Mean 544 548 545 538 542 546
Reading
School Mean Range - - 192 - 192 140 - 140 - 411 - 411
School Mean 192 140 411
NT Mean 483 488 480 474 469 479
Aust Mean 541 546 540 542 541 546
Spelling
School Mean Range - - 331 - 414 554 - 554 - 395 - 395
School Mean 373 554 395
NT Mean 466 469 462 464 467 462
Aust Mean 540 545 538 543 549 545
Writing (Persuasive)
School Mean Range - - -25 - 463 402 - 402 - 373 - 373
School Mean 219 402 373
NT Mean 446 435 418 416
Aust Mean 529 518 517 512
Watiyawanu School
2014 Annual Performance Report to the School Community
ATTACHMENT C
Student Enrolment, Attendance and Learning
There are annual external factors that directly impact on student attendance. These external factors include; cultural business (men’s and women’s), community sports events, royalty payments and funerals. Between these four items they can account for children being absent from school for extended periods. The school has no control or influence over these external events. In an effort to counter the impact of community sports events the school ties attendance to bush, town and interstate trips and uses these trips to encourage children to regularly attend school. The most disruptive of the external factors are the frequency and duration of the community sports events. These sports events run from June to October each year. Another external factor that can greatly impact on attendance is the ongoing dispute within this community between extended families. This dispute began back in the 1980’s and continues to this day. At times this dispute over Traditional Ownership of the community and surrounding country can be confronting and violent. This dispute can erupt swiftly, with little warning and can have a major impact on attendance. The school maintains a neutral position when the dispute erupts and encourages families to continue to send their children to school.