NSW Department of Education & Training
2010 Annual School Report
Carroll Public School
NSW Public Schools – Leading the way
1520
Messages
Christine Patison
Principal’s message
It is my pleasure to present the 2010 Annual
School Report for Carroll Public School. The
report represents a snapshot of the school’s
many achievements and successes throughout
2010. I invite parents and community members
to reflect upon our achievements and highlights
during the past year, and to also read about our
plans for the future.
Carroll Public School is a small rural school
situated on the Oxley Highway between
Gunnedah and Tamworth. The school is the focus
of the community and provides a vibrant, happy
and caring learning environment. Our students
enjoy personalised and exciting learning
programs and are supported by a school that is
dedicated to working hand-in-hand with parents
and the community.
Mr & Mrs Don Walker, Ms Patison and students with a
photograph of George Francis Walker & Rebecca Lucy
Walker—first teacher of Carroll Public School.
P & C and/or School Council message
For quite a large portion of the 2010 school year,
Carroll Public School had only five students from
three families. It was therefore decided that the
P&C as such, simply become a fundraising
committee until the beginning of 2011. As a
result, we were very pleased to be able to
contribute financially to the major excursion to
Sydney in Term 4 which was an absolute highlight
for our children, most of whom had never been
to Sydney before.
I am always delighted to hear the many positive
comments that the school receives from its
visitors. Daily, visitors remark on the beautiful
garden areas and school grounds and the happy
and welcoming environment that permeates the
school. It is within this environment that students
work conscientiously and cooperatively to
achieve excellent results and it is within this
environment that staff, parents and community
members work hard to achieve excellence in all
aspects of schooling.
We look forward to activating our P&C again in
2011 and continuing our work in supporting the
students and staff of Carroll Public School.
Robyn Hattam – P&C President
For further information about Carroll Public
School, please call at the office and ask for a copy
of our handbook. Alternatively you are very
welcome to make an appointment to visit our
school.
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.
Christine Patison
On our way to Sydney but just a quick stop in the Hunter
Valley for horse riding!
1
Student representative’s message
School context
As captain of Carroll Public School, I really
enjoyed representing the school as student
leader. Some of my duties included welcoming
visitors to the school, assisting the younger
students with their work, officiating at our Annual
Presentation Night and generally helping out.
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
For the students the two biggest highlights of the
year were the Magical Musos to Maestros
program and our major excursion to Sydney.
Every week, Brad Patison (percussionist and
guitarist) and Chloe Charody (international
classical composer) came to the school and
taught us lots of things about music. In term 3,
we started having individual tuition in drums and
guitar after school. The drum lessons were
awesome and by the end of the year, we were
reading, writing and performing our own drum
scores. Our excursion to Sydney was mad. Most
of us hadn’t been to Sydney before. We went on
the Manly ferry at night and saw the great lights
of the harbour as well as the Sydney Opera
House. We went to Taronga Zoo and caught the
sky lift which took us above many of the animal
enclosures. We also got to see Tukta, the little
Asian elephant born at the zoo last year.
Male
Female
2006
11
5
In 2011, we
enrolments.
2007
9
5
look
2008
7
3
2009
4
3
2010
4
3
forward
to
increased
Student attendance profile
We participated in the Small Schools Swimming
Carnival, the Gunnedah Eisteddfod, AFL Auskick
and performed at the Gunnedah Schools’
Spectacular.
We are looking forward to our Magical Musos to
Maestros program in 2011 and our major
excursion to the Jenolan Caves.
Attendance rates in 2010 were well above state
and regional average.
At the end of each year at the school’s Annual
Presentation Evening, students are rewarded for
regular attendance.
Caleb Faint -2010 School Captain
Management of non-attendance
Attendance rates are monitored very closely.
Student absences are noted on class rolls and the
school requests that parents/carers explain
absences by written communication, in person or
by telephone. Any unexplained absences are
followed up with either a phone call or a standard
note requesting explanation. A Partial Student
Absence Register has also been set up. Parents
can come into the classroom, explain the absence
in the register and sign it. It is then countersigned
by the principal. Through the weekly school
newsletter, parents and carers are reminded of
Beautiful little Tukta (Thai name meaning doll) enjoying her
day at Taronga Zoo.
2
their obligations under the Education Reform Act
and the likely course of action if absences
continue. If necessary, the school will make
referrals to the Home School Liaison Officer if a
student’s
attendance
continues
to
be
unacceptable.
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
In 2010, no staff members employed at Carroll
Public School were of Aboriginal or Torres Strait
Islander descent.
Class sizes
Staff retention
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.
We are fortunate to have retained the same
experienced and supportive staff for a number of
years at Carroll Public School. Mrs Ruth Norris,
our part-time teacher, has been teaching at the
school for over 20 years. Mrs Beverley Carter, our
Administration Manager has been at the school
for 10 years. Our Learning Support Officers; Miss
Meegan Constable, Robyn Hattam and Sandra
Faulkner have been working at CPS for 13, 4 and
2 years respectively. The principal and the
General Assistant have been at the school for 4
years.
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.
Roll
Class
K-6
K-6
K-6
K-6
Year
Total
per Year
Total in
Class
K
2
4
5
2
2
2
1
7
7
7
7
Structure of classes
There is one multistage (K-6) class at Carroll
Public School.
Staff information
We are very lucky to have such dedicated staff at CPS.
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
The school has one full time teaching principal.
This is a dual administrative/teaching role. There
is also one part-time teacher. The teaching staff
are supported by a School Administration
Manager, two part-time Learning Support
Officers and one part-time General Assistant.
Qualifications
Degree or Diploma
% of staff
100%
Staff establishment
Position
Principal / Teacher
Primary Part-time Teacher
Primary Teacher RFF
Teacher Librarian
Priority School Funding Scheme
School Administrative & Support Staff
Total
Number
1.00
0.084
0.042
0.084
0.1
0.814
2.124
It’s not all hard work at Carroll Public School!
3
variety of activities in the Arts. Some of these are
outlined below.
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:
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Students participated in a Musical
Outreach program conducted by musical
trio Chloe Charody (Young Australian
Composer of the year -2008), violinistSonja Shebeck who had just returned
from a European tour with virtuoso, Nigel
Kennedy,
and
Ambre
Hammond
(internationally renowned pianist). The
students took part in simple composition
exercises and experimented with
improvisation and the organisation of
sounds. At the conclusion of the
workshop our students were treated to a
performance of classical music composed
in the 21st century by one of Australia’s
finest classical ensembles, Illythian .

Private afterschool tuition in percussion
and guitar.

Participation in the Gunnedah’s Schools’
Spectacular where our small group of
only four children sang and danced their
hearts out to an audience of over 500
people.

Students’ artwork was exhibited at the
Gunnedah Show.

Year 4 student, Bowen Tochel received a
book prize for his literary work in a
competition run by The Smith Family and
the Gunnedah View Club.
30/11/2010
$
67346.85
37442.62
31714.92
2278.17
2399.83
196.50
0.00
141378.89
Expenditure
Teaching & learning
Key l ea rni ng a rea s
Excurs i ons
Extra curri cul a r di s s ecti ons

8793.06
-1295.18
755.80
0.00
1281.85
34971.30
3047.59
15233.03
0.00
6250.71
12677.95
196.50
13602.17
95514.78
45864.11
A full copy of the school’s 2010 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 2010
Achievements
Arts
At Carroll Public School we strive for excellence in
creating an environment that promotes and
fosters creativity, personal growth and success. In
2010 students were again able to participate in a
Mary Poppins, Bert and their two pet penguins ready to hit
the stage at the Gdh Schools’ Spectacular!
4
The program focussed on the development of
fundamental movement skills as well as the
teaching of AFL skills. This was an outstanding
program and in 2011 we will again be registering.
Jeremy Hattam receiving a donation from Gunnedah
Eisteddfod committee members, Mrs Amos and Mrs Baxter
Sport
Regular fitness and sporting activities are seen as
an essential part of growth and development for
our students. In 2009 a diverse program of sport
and physical activities, with an emphasis on
sportsman like behaviour, underpinned a welfare
program that promoted a healthy body and mind.
Okay Katie, what do we do now?
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.
Small Schools Swimming Carnival
At the beginning of the year students participated
in the Small Schools Swimming Carnival at the
Gunnedah Shire Pool. Other small schools to
participate included Mullaley, Tambar Springs.
Fairfax and GS Kidd. Our students enjoyed a
wonderful day. Special mention must be made of
two of our students, Shakira Tochel and
Jeremy Hattam both of whom demonstrated
excellent sportsmanship by competing in a
number of races. Our younger students enjoyed
participating in the novelty events and it was
wonderful to see parents from our school
encouraging and supporting their children and
others on this day.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Literacy – NAPLAN Year 3
In 2010 there were no students in year 3.
Numeracy – NAPLAN Year 3
As above.
NAB AFL Auskick School Program
Literacy – NAPLAN Year 5
During 2010, AFL (NSW) again launched an NAB
AFL AUSKICK program designed specifically for
primary school students in northwestern NSW.
Carroll Public School registered once more for
this program. AFL AUSKICK Instructor, Katie
Howard conducted two clinics on two
consecutive days during terms 2 and 3
culminating in a Gala Day of skill development,
modified games and fun activities in term 4 with
children from other schools.
At CPS the number of students in year 5
completing the National Assessment Program
was not great enough that students could not be
individually identified through comments on the
results of these tests.
Numeracy – NAPLAN Year 5
Progress in literacy
For matched students (those students who sat
NAPLAN in year 3 and again in year 5, our
5
progress was very pleasing as indicated on the
graphs presented below.
Average progress in
grammar & punctuation
between Year 3 and Year 5
Average progress in reading
between Year 3 and Year 5
120
140
100
Progress
120
Progress
100
80
80
60
60
40
40
20
20
0
2008 - 2010
0
2006 - 2008 2007 - 2009 2008 - 2010
School
School
SSG
SSG
State DET
State DET
Progress in numeracy
For matched students, our progress from year 3
to year 5 was very pleasing.
Average progress in writing
between Year 3 and Year 5
140
Average progress in numeracy
between Year 3 and Year 5
120
140
80
120
60
Progress
100
40
20
0
School
SSG
80
60
40
2006 - 2008 2007 - 2009 2008 - 2010
20
State DET
0
2006 - 2008 2007 - 2009 2008 - 2010
Average progress in
spelling
between Year 3 and Year 5
140
School
120
State DET
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3,
5, 7 and 9.
80
60
40
20
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.
0
2008 - 2010
School
SSG
Minimum standards
100
Progress
Progress
100
SSG
State DET
6
Percentage of Year 3 students in our school
achieving at or above the minimum standard in
2010
In 2010 there were no students in year 3.
Percentage of Year 5 students in our school
achieving at or above the minimum standard in
2010
The number of students in year 5 completing the
National Assessment Program was not great
enough to enable a report to be generated.
Significant programs and initiatives
Aboriginal education
Carroll Public School continues to provide
support for Aboriginal students and to educate all
students about Aboriginal history, culture and
modern Aboriginal Australia. During 2010, this
was achieved through classroom programs and
learning experiences.
Aunty Ellen giving us a hand with our ‘Johnny Cakes’!
Bush Tucker Day
We were delighted to receive an invitation to
Gunnedah High School’s Bush Tucker Day in
Breeza. The day was organised by Ann Thomas –
Plan-it-Youth Coordinator, Danny Lickorish from
Reconnect and Helen Lickorish –Aboriginal
Education Officer at Gunnedah High. Our
students enjoyed eating food that had been
cooked in a traditional bush oven. The feast
included kangaroo, lamb, potatoes, carrots and
parsnips (cooked underground). Simone Lickorish
made old fashion jam rolls and there was also a
beautiful curried chicken made by Breeza local,
Mrs Gail Taber. Early in the morning we went on
a tour of Breeza Station. Mr Andrew Pursehouse,
owner of Breeza Station led a very informative
session on the history of this very old property.
NAIDOC Week
NAIDOC Week at Carroll Public School was
celebrated over a two day period. Third year
practice teaching student, Chloe Cornish
organised our celebrations giving students, staff
and parents the opportunity to participate in a
range of activities to help celebrate and support
our local Aboriginal people.
We were honoured to have highly respected and
Aboriginal elder, Ellen Draper (Aunty Ellen) spend
the first day with us. Aunty Ellen conducted the
Flag raising ceremony and led the Welcome to
Country. She delighted students and staff with
her wonderful Aboriginal Dreamtime stories and
was on hand to give advice during the
preparation and cooking of ‘Johnny Cakes’. We
were very fortunate to have such a lovely lady
visit our school to promote values of harmony,
respect and consideration for people of all races
and nations.
Beautiful Aboriginal artwork was also created
during NAIDOC Week and proudly displayed for
quite some time in our classroom.
Other NAIDOC activities included a visit to the
Gunnedah Aboriginal Lands Council, an Aboriginal
Flag study and Boomerang Art. Celebrations
ended with an afternoon of Aboriginal games.
At the Gunnedah Aboriginal Lands Council
7
students as well as invaluable professional
development opportunities for staff.
Multicultural education
Carroll Public School continues to maintain a
focus on multicultural education in all areas of
the curriculum by providing programs which
develop the knowledge, skills and attitudes
necessary for a diverse society.
Overview
A sequential K-6 music program was
implemented. The aims of the program were to
foster and develop perceptual awareness, critical
thinking and creativity through the process of
creating and performing music. At the same time,
it was hoped that our students would develop an
appreciation of music and its role in the world. It
had also been well documented that active
participation in a music program improves;
students’ capabilities in reasoning and problem
solving, mathematics and literacy, lateral thinking
and memory, time management, social and team
skills – not to mention the transformative impact
that music can have on a child for the rest of their
life.
African Experience
In 2010 our students enjoyed an African
experience with Zimbabwean teacher, Teremayi
Pswarayi. The children were introduced to the
customs and traditions of Africa through learning
a little about the geography of the country, Shona
basics and through exploring traditional attire
from Zimbabwe. The children also performed a
traditional African dance called the Cup Dance. It
was a wonderful way to learn about another
country.
The program
components
incorporated

Classroom Music

Reachout

Private Music Tuition

Classical Concerts and

Excursions
the
following
Qualitative data on the success of the program
was gathered from observation, interviews and
discussion with students, parents and community
members over a six month period.
Student Achievements
Students:
Traditional African warriors Rory and Caleb!
National Partnership Programs

acquired knowledge and skills that
contributed to the aesthetic awareness of
music;

were shown how to use skills, tools, media
and appropriate technologies in the creation
and performance of music;

demonstrated
an
awareness
and
understanding of the six concepts of music;

developed basic processes by which they
could observe, analyse, interpret and
evaluate artistic expression and quality;

acquired basic understandings of the role,
development and continuing influence of
‘Magical Musos to Maestros’ Program
Introduction
The Magical Musos to Maestros program was
implemented at the start of 2010 and was funded
by the National Partnership Low SES program. It
was the school’s strong belief in the benefits of
an outstanding music program that motivated
the school to implement Magical Musos to
Maestros. It has subsequently provided a broad,
engaging and rich educational program for our
8
music in relation to world cultures and
society;

were beginning to speak about music using
correct terminology. This was an excellent
way to elicit higher order thinking skills; and

engaged in private tuition (after school) on a
musical instrument of their choice.
Staff have also indicated their on-going support
of the program. As a result of on-going
professional
development
through
the
employment of music specialists in the
classroom, staff feel more confident in continuing
the implementation of a quality music program.
This component of the program is therefore
sustainable.
Interviews and discussions undertaken with
students revealed that all:

valued and loved music education;

enjoyed creating singing, playing and
listening to music;

always looked forward to music classes;

have a better appreciation of music because
of the program;

want to continue private tuition in their
chosen instrument; and

enjoyed performing their own musical
compositions at the end of year Christmas
concert.
For the students of Carroll Public School, the
Magical Musos to Maestros program has
promoted the acquisition and development of
many skills, not only in music, but in other
learning areas such as literacy and numeracy. It
has also provided rich and valuable opportunities
for purposeful professional interaction and
development for staff.
On the strength of the evaluation it was
recommended that this program be extended
into 2011 and beyond.
Interviews and discussions undertaken with
parents and community members revealed that:

all valued music education in the classroom;

they had never attended musical
performances as a family before;

their children, since the beginning of the
program, had started to create, play, sing or
listen to music for enjoyment at home;

there was overwhelming satisfaction with the
music program;


Will Jeremy be the next Brian May?
Other programs
Priority Schools Program
the provision of private tuition was an
opportunity that parents were never able to
afford their children; and
The Priority Schools Funding (PSP) program is
designed to bring equity of outcomes to children
in schools perceived to be of low-economic
standing. It does this by providing schools with
significant funds as well as extra teacher staffing
allocations.
their children enjoyed all aspects of the
program immensely.
As this program was developed under the school
priority area of Engagement and Retention,
quantitative data on the program was obtained
through attendance patterns which indicated a
school percentage attendance rate in 2010 of
98.9%. There was also 100% participation and
attendance in after-school individual tuition
sessions.
In all identified schools, PSP works in three
integrated action areas. These are:
9

Quality teaching and learning

Classroom, school
school culture; and
organisation
and

Home,
school
partnerships
and
Sydney Excursion
community
Our major excursion to Sydney was definitely the
highlight for all students, members of staff and
parents in 2010. As they say, ‘pictures speak
louder than words’ so please just enjoy the
following photos of our wonderful excursion.
In 2010 Carroll Public School again used PSP
funds to employ a Learning Support Officer to
implement the Jolly Phonics and Jolly Grammar
programs in the early years.
The extra support provided by the Learning
Support Officer three days a week, combined
with
community
volunteers
and
high
expectations, allowed for a relentless and very
intensive focus on the foundation skills of
literacy. Our success was measured by milestone
reviews which demonstrated sound knowledge of
single letter sounds, letter blends and
identification of sounds in words by the younger
children. This knowledge lead to greater fluency
in reading. Further to this, assessment revealed a
sound development in writing skills including
correct sentence structure and improved use of
grammar.
One of us is not too sure about our first ferry ride!
The PSP staffing supplement was used to employ
a casual teacher to release the principal who
used this time to evaluate current literacy and
numeracy programs operating within the school.
The assistance given by community members
contributed significantly to the success of the
program hence improving learning outcomes for
students and further emphasising the link
between the school and the community in the
education of students.
All aboard at Darling Harbour!
In 2011 funds from PSP will again be utilised to
employ a Learning Support Officer to support this
very successful program.
The beautiful Chinese Gardens!
Oh we’ve finally found our missing student!
10
Respect and responsibility
Progress on 2010 targets
The school and its community, by their actions
reflect the Values promoted in NSW public
schools. Respect and responsibility were
promoted through:
Target 1

School Priority Area: Literacy
Target 1

Participation in the Clean Up Australia
Day;

Participation and involvement in the
ANZAC Day March and Commemorative
Service held in Gunnedah;

Active involvement and leadership at
school assemblies and functions;
Achievements

Formal recognition and thanks of the
work of volunteers at the school; and

Fair and consistent implementation of school
rules and a clear process to reward good
behaviour (The Grabbit Box), and to deal with
unacceptable
behaviour,
including
communicating and supporting parents.
2010 exit assessments indicate growth that is
in line with identified targets as per MULTILIT
assessment data, in-class assessment data
and NAPLAN results;

Ongoing growth in reading skills is recognised
by students and parents;

NAPLAN results in year 5 showed pleasing
achievement and reflected above state
average growth;

The extent that Best Start entry-to-school
assessment data was used to improve literacy
achievement of students in the early years;
and
Reading


Increase the number of students
achieving stage appropriate outcomes
based on school assessments from 75%
to 85%
Target 2
Writing

Increase the number of students
achieving stage appropriate outcomes in
writing, based on school assessments,
from 75% to 85%
Achievements

Writing assessments reflect student
growth and achievement of stage
outcomes in spelling;

Class-based writing samples reflect
awareness and understanding of
purpose, structure, language conventions
and spelling generalisations and;

Year 5 NAPLAN results indicate growth
that is above state average.
I love this place!
11
Target 3
Numeracy

Increase the number of students
achieving stage appropriate outcomes
based on school assessments from 75%
to 85%
Achievements

NAPLAN data indicates that students are
achieving stage appropriate outcomes across
all aspects of numeracy

In class assessments reveal that all students
are achieving stage-appropriate outcomes,
however, students continue to experience
difficulty in complex problem solving.
Target 4
Connected Classrooms
We loved our Magical Musos to Maestros program!
Target 4

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 2010 our
school carried out evaluations of Enter text here
Increased training days for staff in the
use and implementation of ICT to
support improved outcomes for
students
Educational and management practice
Achievements



Planning
Teaching programs reflect appropriate
use of ICT.
Carroll Public School undertook the evaluation of
Planning in 2010.
Staff confidently and effectively using
interactive classroom technologies.
Background
A modified version of School Map was used to
survey students, staff and parents. Responses
from the survey were gathered and each
response was rated according to the ‘best
practice statements’. The statements gave us a
very clear picture of where we are now and
where we need to be in the future.
Limited progress was made in increased
training days for staff due delayed
installation of our Interactive Whiteboard
technology.
Target 5
Student Engagement & Retention - (Magical
Musos to Maestros)

Findings and conclusions
To increase the attendance rates of
students from below 85% to greater
than 90%
Findings from the surveys indicated:

There was strong support that our
planning is appropriate to the needs
and circumstances of the students
and the school.

Parents indicated that school plans
such as School Improvement /
Management Plans were difficult to
understand due to the educational
terminology that is used.
Achievements

Student attendance rates exceeded state
average attendance rates.
12

All agreed that school targets
encompass
improved
student
learning outcomes and quality
teaching and learning.

Staff indicated that there was strong
consultation in the setting of
priorities and targets. Parents
indicated that they felt more
comfortable with the school setting
priorities and targets but agreed that
that there were very supportive
structures in place for them to do so.

to inform teaching practice. Staff strongly agreed
that the Mathematics K-6 syllabus informs
teaching programs and that it provides a range of
strategies to explicitly address students’ needs.
Teachers strongly agreed that they use the
metalanguage of mathematics and that students
are provided with a variety of opportunities to
demonstrate their understandings in numeracy.
Teachers agreed that problem solving strategies
are taught to students but agreed that an even
greater focus on this needs to take place in 2011.
Teachers agreed that mathematics was
integrated into other key learning areas but did
not feel that this was evident to students. Staff
also agreed that there were adequate resources
in mathematics to support its teaching. Staff
indicated that professional learning was
important and should be on-going.
Students indicated their appreciation
of being involved in decision making.
Future directions


Although students, parents and staff
were appreciative of the planning
processes which exist at Carroll public
School, it may be of benefit to the school
to investigate the planning processes
which exist in similar schools with a
similar cohort.
Future directions
The school will seek regional support in the
development and implementation of plans to
improve student outcomes in numeracy with a
specific focus on the ‘language’ of mathematics
and complex problem solving. In addition to this
the school will develop and implement a program
which specifically focuses on the processes
involved in solving complex mathematical
problems.
The planning process may be enhanced
by reviewing the school’s evaluation cycle
in curriculum and management.
Curriculum
Numeracy
Background
Teaching staff completed the the Primary (K-6)
Teacher Survey – Numeracy. Discussion also took
place.
Findings and conclusions
Numeracy
The responses from the numeracy survey
indicated that staff have a deep understanding of
the Mathematics K-6 syllabus including an
understanding of the Mathematics and Working
Mathematically outcomes. They feel confident in
implementing the document’s requirements.
Staff strongly agreed that they hold high
expectations that all students can succeed in
numeracy.
Problems! What problems? We don’t have nor need
any problems!!!
Teachers recognised the importance of NAPLAN
data as a tool for informing teaching practice but
felt that for a small school, on-going class
assessment is the more reliable and accurate tool
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week in the classroom. These volunteers
indicated that they feel valued and very much
supported.
Parent, student, and teacher
satisfaction
In 2010 the school sought the opinions of
parents, students and teachers about the school.
It was strongly agreed that the school always
considers the needs of families when
organising school activities such as
participation in extra-curricula activities,
excursions and meetings. Respondents also
indicated that they feel their ideas and
contributions are welcomed, valued and
acted upon. All indicated that they felt very
comfortable expressing ideas and putting
forward any suggestions for school
improvement.
The school conducted a Community Engagement
Survey (Low SES School Communities National
Partnership). In addition, participants were asked
to respond to two questions and were invited
also to make general comments.
The two questions were:
1. What are the three most successful
things that the school and community do
together to improve student learning
outcomes?
There was one common response to
Question 2.
2. What are the three things that the school
and community could do better to
improve student learning outcomes?
‘That all students of school age living in the
village of Carroll should attend Carroll Public
School.’
Findings were also gathered from informal
discussions with parents and community
members throughout the year.
Further comments from respondents
included their appreciation of how the
parents and students are treated and the
beautiful presentation of the school grounds.
Some of the responses appear below:
Respondents agreed that communication is a
great strength of the school as information
about the school’s programs, activities and
initiatives are regularly communicated to
parents and the community. Participants
indicated that they enjoyed reading the
weekly newsletter where information about
the school and its activities are shared with
the wider village community.
‘There isn’t anything bad about this school.
It is the best school ever. I wish I could take
the school with me when I leave.’
‘The school is a busy, productive, happy
learning environment for our children.
Children are keen to begin school each day, as
well as being confident members of the
school community. The children are mindful
of each others’ needs and very caring.
Community members and parents feel at ease
approaching staff and there is a relaxed
interaction between the school, staff and the
community.’
Respondents agreed that the connection
between learning at home and at school is
very strong. All agreed that class programs
and activities were interesting, appropriate
and engaged the students in learning. A
common response was that the school
delivers high quality education and that the
individual learning needs of students are
quickly identified and addressed through
individual
student
programs.
Every
respondent strongly agreed that parents are
always encouraged to be involved in their
child’s learning whether it is as a class helper
or involvement in their child’s home work
program. In addition, all respondents
indicated that they always feel welcome,
happy and comfortable at the school. Further
evidence of this was the significant number
of community volunteers (in addition to
parents) who support the students each
‘Children receive a quality education at this
school. I wish my children could go to high
school here.”
Even though there is great support for the school
as demonstrated by the survey, the school will
investigate ways of further engaging parents,
carers and the wider community in all aspects of
schooling in 2011.
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
Professional learning
Professional Learning Funds in 2010 were utilised
to fund professional development in the use of
ICT. The principal also attended the 2010
Regional Principal’s Conference.
The school continues to implement the
MULTILIT program.
Our success will be measured by:
Mandatory training in Emergency Care and CPR
was completed by all members of staff.

Classroom programs that reflect the
advice provided by regional staff.

School-based
assessments
indicate
growth
and
development
in
comprehension
and
spelling
achievements.

Students progress through MULTILIT
levels in spelling and reading in the
identified timeframes.
Target 2
Numeracy
For all current students to achieve at or above
stage appropriate outcomes in numeracy.
Strategies to achieve this target include:

The school will seek regional support in
the development and implementation of
plans to improve student outcomes in
numeracy with a specific focus on the
‘language’ of mathematics and complex
problem solving.

Develop and implement a program which
specifically focuses on the processes
involved in solving complex mathematical
processes.
Have you read Willy Wonker and the Chocolate Factory?
We have!
School development 2009 – 2011
As a result of the analysis of student performance
data, school evaluations and community
consultation, the following targets have been set
for students at Carroll Public School. These
targets relate directly to those in our School
Improvement Plan 2009-2011 which can be
viewed on our website.
Our success will be measured by:
Target 1

Classroom programs that reflect the
advice provided by regional staff.

Student engagement and enthusiasm
when
challenged
by
complex
mathematical tasks.

Results of school-based assessments
reflect a greater understanding of the
processes involved in solving problems.
Literacy
For all current students to achieve at or above
stage appropriate outcomes in both reading and
spelling.
Strategies to achieve this target include:


Target 3
The school will seek regional support in
the development and implementation of
plans to improve student outcomes in
reading and spelling from K-6.
Student Engagement

Teaching and learning of spelling will be
of high importance and will be integrated
into all key learning areas.
To maintain above average
attendance rates for all students.
state
Strategies to achieve this target include:

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Continue to implement the Magical
Musos to Maestros program offering
continued tuition in percussion and guitar
and in addition, the opportunity in 2011
to also access tuition in the violin and
piano.

Students access opportunities to perform
musical items.

Provide opportunities for students to
experience
live performances by
professional musicians and theatrical
performers.
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.
Christine Patison - Principal
Our success will be measured by:

Above state average attendance rates.

Attendance at all individual tuition
sessions.
Beverley Carter - Administration Manager
Meegan Constable - Learning Support Officer
Robyn Hattam -Parent / P & C Treasurer

Student performance levels reach a
satisfying level.
School contact information

Students able to write and perform their
own simple compositions.
David Street, Carroll 2340
Carroll Public School
Target 4
Ph: 67 43 1722
Connected Learning
Fax: 67 43 1800
Email: carroll-p.school@det.nsw.edu.au
Increase in training for staff from 2 to 8
days, in implementing and using ICT for
improved student outcomes.
Web: http://www.carroll-p.schools.nsw.edu.au
School Code: 1520
Strategies to achieve this target include:

The development of professional learning
plans for teachers and support staff
based on improved use of ICT in
classrooms.

Develop teacher capacity in the use of
information communication technologies
through the provision of 8 days of quality
professional learning.

Classroom programs in literacy and
numeracy will be developed with a
specific focus on using technology.
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
Our success will be measured by:

Teaching programs that reflect the use of
ICT as a teaching and learning tool.

Greater student use of technology in
literacy and numeracy.

Students using technology to support
problem solving.

School-based
assessment
tasks
incorporate the use of technology.
See you next time!
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