WAGGA WAGGA PUBLIC SCHOOL Annual School Report 214 [school code] 333
School School context statement Wagga Wagga Public School is the oldest school in Wagga Wagga with historical buildings and a compact, landscaped playground with sun safe areas and student play equipment. WWPS has 17 classes, 9 in Early Stage 1 and Stage 1 and 8 in Stages 2 and 3. The latter are composite classes. Class sizes vary, with between 2 and 3 students per class. The school has a blend of young and experienced staff. All teachers have met the professional requirements for teaching in NSW public schools. School priorities focus on Literacy, Numeracy and Student Welfare and Engagement. 214 programs supporting these are Best Start, TEN, Jolly Phonics, Reading Recovery, L3, Focus on Reading, TOWN, HOW2Learn and comprehensive STLA support in literacy and numeracy. Technology plays an important role in the school with all rooms having networked computers. A Computer Lab with a specialist computer teacher operates within the school. All classrooms have interactive whiteboards which are an integral tool in supporting quality teaching and learning programs. A wide range of extra-curricular activities support classroom programs. These include music tuition, choir, photography, public speaking, chess and dance. The students participate in PSSA and weekend sporting competitions as well as performing arts activities, gaining excellent results in both. Student Welfare is a priority at Wagga Wagga Public School. Programs include Child Protection, Student Representative Council, Buddy Bear, Merit Award and Behaviour Award programs, Scripture, Buddies, Road Safety, Sun Safe Policies, Playground Support and Big Buddies Program, Anti-Bullying Strategies and Policy, and Parent, Teacher and Student Codes of Practice. The staff and community are committed to the provision of a wide range of educational opportunities. Individual student development occurs in an environment that allows all students to fulfil their potential. Accept responsibility for and consequences of their actions, and Uphold and exhibit the values and morals of our society. 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 Current enrolment is 437.. 8% of students are of indigenous background and a further 8.8% are from a language background other than English. Gender 28 29 21 211 212 213 214 Male 176 181 191 186 26 215 228 Female 19 196 185 175 189 27 29 Student attendance profile Attendance is very good with attendance rates above both the Region and State averages. Staff are committed to improving attendance rates, including the number of partial attendances. Year 29 21 211 212 213 214 K 95.2 94.7 94.1 95.4 95.7 95.4 1 94.7 94. 94.6 93.9 95.7 96.2 2 94.7 94.9 93.8 95.3 95.3 95.6 3 95.3 94.1 95.9 94.6 94.7 94.9 4 92.6 95.7 95.7 96.1 94.3 94.8 5 93.2 93.7 96.6 96.3 95.9 94.2 6 93.4 93.9 93.3 96.5 95.2 95.9 Total 94.2 94.4 94.8 95.4 95.3 95.3 Management of non-attendance Rolls are collected on a weekly basis, with levels and patterns of absence being monitored. Letters are sent home to parents when unacceptable attendance is noted. Parents are reminded of their statutory obligations with regard to student attendance and asked to furnish an explanation validated by a third party if necessary, to explain the absences. The Home School Liaison Officer is contacted when the school is unable to resolve attendance issues. The school has as its mission, the provision of opportunities for students in which they can learn to: Function independently and confidently, 1
Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Wagga Wagga Public School is fortunate to have a skilled and experienced staff who are able to provide many extra curricula activities for students. Staff are settled and wish to remain as permanent members of staff. As well as 17 class teachers, the school has specialist teachers in Reading Recovery, Computer Education, Library and Learning Support. Four Assistant Principals oversee the four stages of educational development. Workforce composition Position Number Principal 1. Deputy Principal(s) Assistant Principal(s) 4. Assistant Principal Learning and Support 1.336 Head Teachers 15.414 Classroom Teacher(s) Teacher of Reading Recovery.71 Learning and Support Teacher(s).9 Teacher Librarian.8 Teacher of ESL.4 School Counsellor.4 Teacher Out-of-Home-Care 1. Itinerant Teacher of Hearing Disabiities 2. School Administrative & Support Staff 3.52 Total 29.612 The Australian Education Regulation, 214 requires schools to report on Aboriginal composition of their workforce. Three staff members identify as being of Aboriginal heritage. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 75 Postgraduate 25 Professional learning and teacher accreditation It is a core belief within the school community that ongoing professional learning for staff results in the best possible outcomes for our students. All professional learning seeks to achieve the school plan targets and outcomes. Throughout 214 there was a strong focus on the enhancement of staff capacity on research based teaching methodology in Literacy and Numeracy. There is a strong team based approach to professional learning with the programs accessed by our staff including Language, Learning and Literacy (L3), Focus On Reading (FoR), TEN (Teaching Early Numeracy) and TOWN (Taking Off With Numeracy). Four members of staff completed trainer training in these programs which ensures the sustainability and integrity of these key learning programs within the school. Building the leadership capacity of our staff was a strong priority in 214 with five members of staff participating in network based professional learning targeted at aspiring leaders. Additionally staff received professional learning in the successful implementation of; the Australian Curriculum. Student Well Being and Engagement. Mandatory training including CPR, Work Health and Safety and Anaphylaxis emergency management. Teachers who have commenced teaching after 24 are required to demonstrate and maintain evidence of professional competence as identified in the Australian Teaching Standards. At our school 12 of the 22 teachers are required to maintain this accreditation. In 214 all staff have begun utilising the Australian Teaching Standards to assess their effectiveness in the use of the core knowledge, skills and attitudes of successful teachers. Teacher s knowledge of these standards is regarded as pivotal to achieving outstanding teaching in every classroom and are used to develop individual Professional Learning Plans for all staff. Beginning Teachers Through the Great Teaching, Inspired Learning educational reform, support is provided to new permanent teaching staff in the Department of Education and Communities. Support is provided by providing a mentor for new teachers and additional time to develop teaching capabilities. One teacher at our school benefits from this program. 2
A full copy of the school s 214 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 214 Wagga Wagga Public School staff and community continue to succeed in achieving our prime objectives, which are to: 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 3/11/214 Income $ Balance brought forward 361145.22 Global funds 468393.73 Tied funds 252286.7 School & community sources 13484.3 Interest 14135.11 Trust receipts 121963.47 Canteen. Total income 1352763.63 Expenditure Teaching & learning Key learning areas 85811.4 Excursions 39841.36 Extracurricular dissections 74975.68 Library 8185.33 Training & development 855.26 Tied funds 167492.22 Casual relief teachers 54341.68 Administration & office 61467.12 School-operated canteen. Utilities 61491.65 Maintenance 32655.9 Trust accounts 268156.96 Capital programs 8456.59 Total expenditure 863729.98 Balance carried forward 48933.65 The Principal, School Leadership team and School Administration Manager make up the School Finance Committee. Monitoring of the budget and major expenditure decisions are made by this committee. Budgets are allocated to relevant Program Teams and Team Coordinators are authorised to expend these funds. provide educational opportunities for students which allow them to function independently and confidently in society; accept the responsibility for and consequences of their actions; and uphold and exhibit the values and morals of our society. Teaching and Learning at Wagga Wagga Public School is carried out in a quality learning environment where students and staff, supported by parents, feel stimulated, happy and secure, experience success, care for and respect themselves, others and the environment, and strive to achieve their individual potential. The achievement of this is apparent in the success achieved by students in the academic, social and sporting areas. The schools identified priorities are being achieved K-6 as is documented in the following pages. Academic achievements 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 1 to 1. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from 1 (lowest) to 6 (highest for Year 3) Year 5: from 3 (lowest) to 8 (highest for Year 5) Year 7: from 4 (lowest) to 9 (highest for Year 7) Year 9: from 5 (lowest) to 1 (highest for Year 9) 3
Percentage of students Percentage of students The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data. NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Year 3 NAPLAN Reading Average score, 214 Skill Distribution Number in s 35 3 25 2 15 1 5 School 418.5 SSG 428.3 State DEC 416.3 2 4 11 2 11 16 3.1 6.3 17.2 31.3 17.2 25. 2.4 7.6 16. 25.7 19.4 28.8 3.3 6.4 12.4 26. 22.1 29.8 6.1 9.9 15.3 22.6 18.5 27.6 Year 3 Reading s In Reading, 73.5% of our Year 3 students performed in the highest three bands, compared with 77.9% of students from statistically similar schools and 68.7% of students from across the state. In Spelling, 65.6% of our Year 3 students performed in the highest three bands, compared with 75.8% of students from statistically similar schools and 71.7% of students from across the state. Year 3 NAPLAN Spelling Number in s State DEC Average score, 214 49.3 428.3 418.8 Skill Distribution 3 25 2 15 1 5 School SSG 3 8 11 15 14 13 4.7 12.5 17.2 23.4 21.9 2.3 2.8 5.9 14.2 22.5 28.4 26.3 1.7 8.4 14. 23.4 26.1 26.3 4.2 12.6 12.2 22.5 23.4 25.2 Year 3 Spelling s In Grammar and Punctuation, 62.5% of our Year 3 students performed in the highest three bands, compared with 78.8% of students from statistically similar schools and 71.7% of students from across the state. Year 3 NAPLAN Grammar and Punctuation Average score, 214 413.4 44.7 427.1 Skill Distribution Number in s 3 4 17 18 5 17 4.7 6.3 26.6 28.1 7.8 26.6 2.4 6.2 14.2 24.6 22.2 3.5 2.3 5.5 13.4 23. 22.9 32.9 4.7 8.3 15.3 21.1 2.9 29.7 4
Percentage of students Percentage of students Percentage of students 35 3 25 2 15 1 5 Year 3 Grammar & Punctuation s NAPLAN Year 3 - Numeracy In Numeracy, 6.9% of our Year 3 students performed in the highest three bands, compared with 66.9% of students from statistically similar schools and 62.6% of students from across the state. Skill Distribution Average score, 214 Number in s School 43.4 SSG 47.9 State DEC 41.6 1 8 16 15 16 8 1.6 12.5 25. 23.4 25. 12.5 1.7 9.3 23.7 29.2 21.3 14.8 1.7 8.7 22.7 24.9 28.2 13.8 4.1 12.6 2.7 23.2 23. 16.4 In Writing, 75% of our Year 3 students performed in the highest three bands, compared with 7.9% of students from statistically similar schools and 66.2% of students from across the state. 4 3 Year 3 Numeracy Year 3 NAPLAN Writing Skill Distribution Number in s School Average 211-214 School Average score, 214 418.6 4 SSG State DEC 49. 41.5 2 3 11 15 24 9 3.1 4.7 17.2 23.4 37.5 14.1 1.7 3.4 13.9 21.4 36.1 23.5 1.6 6.9 21. 25. 36.5 9. 4.1 8.3 21.3 22.8 33.3 1.1 Year 3 Writing 2 1 s 3 2 1 s School Average 211-214 The table below indicates that all but 2 students have achieved above minimum standards across all areas of assessment. Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded) Reading Writing Spelling Grammar & Punctuation Numeracy 96.9 96.9 95.3 95.3 98.4 5
Percentage of students Percentage of students Percentage of students NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) In Reading, 44.5% of our Year 5 students performed in the highest two bands, compared with 3.9% of students from statistically similar schools and 32.1% of students from across the state. 4 3 2 Year 5 Spelling Year 5 NAPLAN Reading Average score, 214 Skill Distribution Number in s 516.5 5.4 497.3 3 7 1 1 9 15 5.6 13. 18.5 18.5 16.7 27.8 6.2 11.2 21.9 24.8 19.8 16.1 4. 12.1 23.9 29.1 18.1 12.8 6.8 14.3 22.1 24.7 16.7 15.4 1 s 4 3 2 1 Year 5 Reading In Grammar and Punctuation, 46.3% of our Year 5 students performed in the highest two bands, compared with 44.4% of students from statistically similar schools and 41.2% of students from across the state. Year 5 NAPLAN Grammar and Punctuation Average score, 214 524.1 511.9 54.7 s Skill Distribution Number in s 1 7 1 11 11 14 1.9 13. 18.5 2.4 2.4 25.9 5. 9.9 21.9 24. 18.6 2.7 4.7 8.6 18.6 23.7 25.1 19.3 7.1 12.5 18.4 2.8 2.2 21. In Spelling, 44.5% of our Year 5 students performed in the highest two bands, compared with 43.8% of students from statistically similar schools and 41% of students from across the state. Year 5 NAPLAN Spelling Number in s Average score, 214 516.3 57.7 52.7 Skill Distribution 1 2 12 15 17 7 1.9 3.7 22.2 27.8 31.5 13. 3.7 4.1 21.1 3.6 24.8 15.7 4.2 8.1 18.1 25.9 3.1 13.7 6.3 9. 19. 24.6 26.5 14.5 3 2 1 Year 5 Grammar & Punctuation s 6
Percentage of students Percentage of students In Writing, 18.6% of our Year 5 students performed in the highest two bands, compared with 15.8% of students from statistically similar schools and 15.6% of students from across the state. Of significant importance will be improving student performance in Writing. Over 5% of our Year 5 students achieved s 5 and 6 and confirms that learning programs can be enhanced in this area. Year 5 NAPLAN Writing Average score, 214 477.6 472.9 467.1 4 3 2 1 Year 5 Numeracy Skill Distribution Number in s School Average 211-214 5 4 3 2 1 NAPLAN Year 5 - Numeracy 3 6 21 14 9 1 5.6 11.1 38.9 25.9 16.7 1.9 3.4 8.3 31.7 29.3 15.6 11.7 7.2 9.5 37.7 29.8 12.1 3.7 9.8 11.2 37.2 26.1 1.7 4.9 Year 5 Writing s School Average 211-214 In Numeracy, 26% of our Year 5 students performed in the highest two bands, compared with 24.3% of students from statistically similar schools and 26.5% of students from across the state. s It is pleasing to note in the table below that all but 1 student has achieved above minimum standards across most areas of assessment and that all students have achieved minimum standards in Reading and Numeracy. Percentage of Year 5 students achieving at or above minimum standard (exempt students included) Reading Writing Spelling Grammar & Punctuation Numeracy 94.4 94.4 98.2 98.2 98.2 Year 5 NAPLAN Numeracy Average score, 214 School 488.7 SSG 488.2 State DEC 488.5 Skill Distribution Number in s 1 9 18 12 3 11 1.9 16.7 33.3 22.2 5.6 2.4 4.1 1.7 33.9 28.1 1.7 12.4 5.1 11.8 26.7 32.2 15.2 9.1 6.4 15.7 23.5 27.8 13.5 13. 7
Progress Progress Progress Progress Progress Average Growth Years 3 and 5 NAPLAN allows the school to track the improvement made by students from Year 3 to 5 in all areas of assessment. The following graphs represent average progress made by students in each of the assessed areas of learning between Years 3 and 5. Explicit and targeted learning outcomes, adjustments to identified student s learning programs and additional learning support programs will be implemented and monitored to address these deficits. 15 1 5 15 1 5 15 1 5 15 1 5 6 4 2 Average progress in Reading between Year 3 and 5 28-21 29-211 21-212 211-213 212-214 Average progress in Spelling between Year 3 and 5 28-21 29-211 21-212 211-213 212-214 Average progress in Grammar & Punctuation between Year 3 and 5 28-21 29-211 21-212 211-213 212-214 Average progress in Writing between Year 3 and 5 211-213 212-214 Average progress in Numeracy between Year 3 and 5 28-21 29-211 21-212 211-213 212-214 Significant programs and initiatives Aboriginal education Staff members ensure that Aboriginal perspectives are included in every possible curriculum area so that Australia s indigenous heritage is understood, respected and celebrated appropriately. Aboriginal national days and weeks are celebrated, with visiting cultural performances and local Aboriginal elders and community members involved in providing learning opportunities for students. Artworks created during these activities have been displayed around the school. Aboriginal Education has a strong focus in the school plan. The Aboriginal flag is flown each day and Acknowledgement of Country is given at school assemblies. All Aboriginal students met the National minimus standards in Literacy and Numeracy in 214. Multicultural education and anti-racism Opportunities are provided in classroom lessons, assemblies and student welfare activities to ensure that all students and members of the school community are aware of potential racial intolerance and the school s and individuals responsibility to prevent this. Targeted learning opportunities in the Human Society and Its Environment key learning area are developed to expand students understanding of cultural difference and diversity. Activities such as visiting performances with a multicultural focus are utilised to expand students understanding of the world s citizens. Harmony Day is celebrated annually to instil in students a sense of cultural respect for everyone who calls Australia home from the traditional owners of this land to those who have come from many countries around the world. By participating in Harmony Day activities, our students can learn and understand how all Australians from diverse backgrounds equally belong to this nation and enrich it. 8
HOW2Learn Wagga Wagga Public School continues to integrate the HOW2Learn initiative across all aspects of school life in our goal of building students capacity to learn. We achieve this by explicitly teaching dispositions and habits within our existing programs and practices to develop a learning culture that enables everyone to: Be self-aware in their learning Use the language and dispositions of successful learners Share a belief that intelligence is learnable and expandable Dance This year our school had 3 dance groups consisting in total of over 1 students. These groups performed at the Wagga Wagga Eisteddfods and the Wagga Wagga Education Week Celebrations. Our Senior Dance Group performed proudly at the Riverina Dance Festival. Dance within the school has become a genuine school community focus with staff, parents and family members supporting our students in a variety of ways. HOW2Learn complements the NSW Quality Teaching Model and draws upon a respected body of research, including much of Guy Claxton s work on Building Learning Power which identifies the higher order ways that enable students to be successful lifelong learners. Everyone talks the language of learning, from Kindergarten to Year 6. Every classroom has learning displays, and each class has learning targets that build on prior knowledge. Posters and prompts for what to do if you get stuck while learning also help children to become more independent learners. There is a whole school ethos of encouraging success and building aspirations. Staff understand that everyone can rise to the challenge if we teach our students the skills they need. We encourage our children to reflect on how and why goals have been attained and what they can do to continue improving. Teachers have developed a range of positive teaching practices that are utilised with all students to encourage clever thinking and lifelong learning. The HOW2Learn strategy empowers learners by developing 5 dispositions of Resilience, Responsibility, Resourcefulness, Reflectiveness and Reciprocity. Within these dispositions there are 22 habits that improve all round learning fitness. 9
Environmental Education Quality programs in teaching our students about the environment and sustainability have continued to grow. Students from across the school are engaged in gardening, kitchen and cooking programs as well as the propagation of seedlings and selling of produce. All students attended the Riverina Environmental Education Centre to experience hands on learning about the environment and the impact we have on it. Programs also covered the history of our country and the changes that have occurred. Significant programs and initiatives equity funding Aboriginal background The school receives additional funding to support Aboriginal education. These funds were used to support students, staff and families in implementing quality practices and programs across the school. Aboriginal students and parents worked with class teachers to develop and implement Personalised Learning Plans. These provide valuable information about the child and their interests, strengths and areas of need. These are reviewed throughout the year to review the plans, revise goals and evaluate progress. There is an emphasis on ensuring all of our students have an enhanced knowledge and understanding of Aboriginal culture and history. As part of the implementation of the new Australian Curriculum, Aboriginal Perspectives are embedded in all curriculum areas. The acquisition of quality resources, ongoing staff professional learning and the celebration of significant days in the calendar have promoted quality teaching and learning opportunities in Aboriginal Education for all students. 1
Socio-economic background Our school has received funding as part of the Resource Allocation Model (RAM) to support students from Low Socio Economic Backgrounds. Funding from this program was utilised to provide our teachers and executive opportunities to embed practices that will improve literacy and numeracy outcomes for students. Funds were also used to support a number of students within the school to attend extracurricular activities and to allow the employment of additional Learning Support Teacher hours to target students of need. involvement identify additional school resources and adjustments required so all children have equitable access to our school. All teachers completed Adjusted Learning Plans for students who required adjustments to the learning program or environment to maximise their opportunities for success and growth. Our school Learning Support Team with representatives from school support staff, school executive and school counselling service provide assistance and guidance to teachers, parents and students. They prioritise the school s response to student needs across the school. English language proficiency In 214 an English as an Additional Language or Dialect (EAL/D) teacher assisted the students from a Language Background Other Than English (LBOTE) for 2 days a week. Targeted professional learning was completed by the EAL/D teacher to build her capacity in maximising opportunities for our students and in supporting classroom teachers to provide quality teaching and learning programs to address student needs. Initiatives were developed to enhance communication with parents and community members from culturally and linguistically diverse backgrounds, including the use of interpreters. The EAL/D teacher worked closely with students with a language background other than English to ensure that they achieved optimum learning outcomes but also actively participated in all school facets of school life. Learning and Support Targeted students require Individual Learning Plans to support their academic and social experiences at school. These plans developed with parental School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Methods used to collect this information included surveys, formal and informal meetings and targeted group discussions. This information was analysed in conjunction with system and school based data which provided information on student achievement and engagement. The 215-217 Strategic Plan has been developed as a result of this process and can be accessed on the school website. 11
School planning 212-214: School priority 1 LITERACY AND NUMERACY Increased levels of literacy and numeracy are achieved for all students. Outcomes from 212 214 As indicated in the above analysis of L3, TEN and NAPLAN results, literacy and numeracy levels for students continue to improve and generally do so in comparison to state and similar school groups. Each triennium, targets are set by Wagga Wagga Public School teachers at a level which they aspire their students to reach. For 212-214 targets were set at a very high level, however, despite pleasing results, these were not reached in all areas. Evidence of progress towards outcomes in 214: Year 3 exceeded targets in reading, spelling and numeracy but were slightly below in spelling and 1% below in writing. Year 5 exceeded targets in grammar but fell short in all other assessed areas. Spelling, writing and numeracy are areas in need of attention in 214. Strategies to achieve these outcomes in 214 Continued implementation of key literacy and numeracy programs including L3, TEN, Focus on Reading, TOWN. Continued implementation of school wide literacy and numeracy strategies. Ongoing professional learning for all staff to develop skills and strategies in providing quality literacy and numeracy programs. Identified lead teachers within the school were trained as trainers in the key programs of L3, TEN, TOWN and Focus on Reading. The addition of these trainers to our staff ensures sustainability of these programs to achieve optimal student performance. Monitoring of student progress through assessment for learning strategies. Explicit tracking of student performance using syllabus outcomes and curriculum continuums and recording of achievements using the PLAN software to monitor student growth. Effective use of the Learning Support Team to assist teachers and support students. School priority 2 CURRICULUM AND ASSESSMENT New NSW syllabuses incorporating the Australian Curriculum are implemented at Wagga Wagga Public School. Differentiated assessment practices and quality feedback are implemented to improve learning outcomes for students Outcomes from 212 214 All staff have undertaken professional learning around the Australian Curriculum English K-1 and have worked collaboratively to develop stage programs of learning. Evidence of progress towards outcomes in 214: All Australian Curriculum documents are fully implemented into all teaching and learning programs across the school. Staff participated in online training in Science and History curriculums. All staff participated in professional learning on Assessment for Learning and were involved in a thorough review of school policy and practices. School wide assessment folders were developed and implemented to ensure consistency and continuity across the stages. Strategies to achieve these outcomes in 214: Ongoing professional learning for all staff in Australian Curriculum implementation. Key Learning Area teams leading the implementation of new syllabus documents and the writing of new school policy documents. Staff working towards full implementation of Australian Curriculum in accordance with established school time frame. Staff develop/acquire appropriate resource materials to support new syllabuses. Full implementation of school Assessment Policy and support documents. Assessment for, of and as learning is implicit in all teaching and learning programs and learning activities. 12
Continued communication of school s priorities with parents. Professional learning for a new team of staff in HOW2Learn. School priority 3 STUDENT ENGAGEMENT AND ATTAINMENT The HOW2Learn strategy is implemented at WWPS, enhancing quality teaching and learning. Outcomes from 212 214 The ethos behind the HOW2Learn initiative continues to underpin all teaching and learning opportunities at Wagga Wagga Public School. Evidence of progress towards outcomes in 214: All staff implement the school s integrated Welfare program to ensure consistency in introducing and building on student knowledge and understanding of the 5 dispositions and 22 habits of highly effective learners. Staff are more confident at using the language of learning in all classroom activities. Students are continuing to become independent and creative learners and use the language and strategies of effective learners. Parents have a greater understanding of the HOW2Learn initiative and have been encouraged to support their students by regular information columns in the school newsletter. Strategies to achieve these outcomes in 214: Continued opportunities for staff to share strategies with each other and to engage in professional dialogue to enhance the impact of the HOW2Learn initiative in improving student outcomes. Continued consistency in use of language across the school. Parent/caregiver, student, and teacher satisfaction In 214, the school sought the opinions of parents, students and teachers about the school. The focus of responses gained focused on satisfaction with the school and identifying the areas which were significant qualities of the school climate and areas which could be improved upon. The evaluation process showed high levels of satisfaction in the quality of educational opportunities provided at Wagga Wagga Public School and extremely positive responses centred around the caring, inclusive and collaborative climate the school provides. Areas for school improvement have been identified in the School Plan and include improving the physical environment even further to provide an engaging and inviting space for the school community. In collaboration with the school P&C plans will be continued to enhance the school even further. Future Directions 215-217 School Plan NSW DEC is implementing a new school planning process for 215-17. The new plan will be published on the school s website from the beginning of Term 2 215. A key aspect of the school plan is the development of a new vision statement taking into account the changing needs of our community. The school vision is: Within a dynamic, caring and inclusive learning climate Wagga Wagga Public School students will embrace the future as confident, successful, creative and empathetic life-long learners who have achieved success today and are prepared for tomorrow. Three strategic directions to achieve this vision have been collaboratively developed for the next three years. The strategic directions for Wagga Wagga Public School are: 13
Inspired and Innovative Learners To develop a school culture in which staff members take responsibility for their own ongoing professional learning, strive for innovation and improvement and make strong connections within and beyond the school. To provide a high standard of education through quality teaching and learning programs that inspire every student and teacher to excel and learn to their full potential. To ensure that learning is personalised and differentiated for every student through a combination of curriculum, ICT and human resources. Collaborative and Caring Culture To embed a positive culture and set of values across the school through a school-wide focus on student equity, well-being and welfare programs. To work together as a learning community to give our students the knowledge, skills and experiences to achieve their personal goals and lead successful and productive lives. The well-being and resilience of students and staff are valued in the creation of lifelong learners. Engaged and Empowered Community To build stronger relationships as an educational community by leading and inspiring a culture of engaged communication, empowered leadership and inclusive organisational practices. To build genuine partnerships within the school community and with organisations and resources available beyond the fence. 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. Leanne Harvey Principal Belinda Cesnik Assistant Principal Erin Elsley Assistant Principal Nada Pokoney Relieving Assistant Principal Adele Nye Relieving Assistant Principal Jodie Coles 214 WWPS P&C President School contact information Wagga Wagga Public School 7 Gurwood Street Wagga Wagga NSW 265 Ph: 269213398 Fax: 269218745 Email: waggawagga-p.school@det.nsw.edu.au Web: www.waggawagga-p.schools.nsw.edu.au School Code: 333 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: http://www.schools.nsw.edu.au/learning/emsad/as r/index.php 14