NSW Department of Education & Training
2010 Annual School Report
Kempsey East Public School
NSW Public Schools – Leading the way
2278
Staff professional discussion and training has
continued to be focused on the provision of
quality teaching in the planning and delivery of
lessons and assessment procedures. There is a
focus on providing educational programs to cater
for the growth and education of the ‘whole child’.
Our school at a glance
The school is located in Kempsey, a town of
approximately 10,000 people on the mid north
coast. The school was established in 1881 and has
a long and rich tradition of excellence in the
sporting, academic and creative arts areas. The
school is funded by the Priority Schools Program
and is a National Partnerships Low SocioEconomic school.
Kempsey East Public School is highly regarded by
our parent and student body and in the local
community.
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.
Students
Student enrolment has had only small variations
over the last five years from an enrolment of 272
students in 2005 to a peak of 292 students in
2010, with 16% identifying as Aboriginal.
Jenni Griffiths
P & C message
Thank you to the committee members who have
worked hard for the P & C during 2010.
Staff
This year the P &C held a Mothers’ Day stall and
Fathers’ Day BBQ breakfast as well as an Easter
and Christmas raffle.
The teaching staff at Kempsey East Public School
has an average of 16 years teaching experience,
and ranges from less than a year to over 35 years
experience.
On average staff have been at the school for nine
years.
Through P & C fundraising sports uniforms were
supplied for students to use when representing
the school in a number of sports.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
This year has seen P & C and teachers making
decisions as a team to support our students.
Kellie Hardy P&C President
Messages
Student representative’s message
Principal’s message
In 2010 the Students’ Representative Council
(SRC) organised frolics around the themes “When
I grow up” and “My favourite cartoon character”.
These occasions are very popular with the
students and are supported by our canteen who
provide hot food, drinks and treats.
In 2010 we have continued to maintain our
academic focus on literacy and numeracy,
resulting in the Year 3 and Year 5 students
achieving very solid results in the National
Assessment Program Literacy and Numeracy
(NAPLAN), particularly in the higher bands. The
introduction of the Language, Learning and
Literacy (L3) program and the continuation of the
Best Start program has resulted in Kindergarten
students experiencing an excellent academic start
to their schooling.
Proceeds from the frolics, an Odd Shoe Day and
Bandana Day were donated to the Children’s
Hospital and the Cancer Council. The SRC also
organised a collection of school resources
donated by students and families, and arranged
for it to be dispatched to less fortunate schools
in Vanuatu.
Our student welfare programs remain a major
feature of the school, with a strengthened focus
on healthy lifestyles and student wellbeing. Our
emphasis on excellent student behaviour,
leadership and values continues.
The SRC organised and conducted the school
ANZAC Day ceremony. The whole school
participated in the ceremony and learnt about
the significance of various traditional elements as
1
explained by SRC members during the service.
The SRC also represented the school at the
Remembrance Day Service at the Cenotaph.
Student attendance rates
Attendance rate
100
90
80
70
60
50
40
30
20
10
0
Continuing efforts by the SRC to improve safety
for children walking to school has resulted in
further changes to the school pedestrian crossing
which is now a designated Children’s Crossing
with flags and road markings to warn motorists
that they must drive with caution when
approaching the crossing.
2007
2008
2009
2010
Year
School
Region
State DET
2010 SRC Captains and Ministers
Management of non-attendance
School context
Over 2010 the school has actively encouraged
student attendance through articles in the school
newsletter, by installing a computerised roll
marking and attendance monitoring system
(Sentral), regular letters being sent to all families
whose children have attendance patterns of
concern or unexplained absences and providing
time for staff members to phone caregivers
regarding student absences. This has resulted in a
decrease in unexplained absences and more
regular patterns of student attendance.
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Student enrolment profile
Student enrolment has remained steady with
minor fluctuations 2006 – 2010.
Class sizes
Enrolments
350
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.
300
Students
250
200
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.
150
100
50
Structure of classes
0
2006
2007
2008
2009
Students were grouped into eleven classes, five
of which were composite groups to optimize the
learning and social opportunities for all students.
2010
Year
Male
Female
Student attendance profile
Student attendance has improved over 2010
with the introduction of new processes to
reduce and monitor student absences.
2
Roll
Class
KM
K/1 S
K/1 S
1P
1P
1/2 G
1/2 G
2B
3W
3W
3/4 R
3/4 R
4Y
4/5 W
4/5 W
5/6 L
5/6 L
6P
Year
K
K
1
1
2
1
2
2
3
6
3
4
4
4
5
5
6
6
Total per
Year
21
14
6
19
1
16
11
25
25
1
17
12
28
7
24
14
17
28
Teacher qualifications
Total in
Class
21
20
20
20
20
27
27
25
26
26
29
29
28
31
31
31
31
28
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
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
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
30/11/2008
$
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Expenditure
Teaching & learning
Key learning areas
Staff establishment
Position
Principal
Assistant Principal(s)
Classroom Teachers
RFF/Part time teacher/PSP
Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Low SES staff
School Administrative & Support Staff
Total
% of staff
100
Excursions
Extracurricular dissections
Number
1
3
8
1.4
.5
.8
.6
2
2.7
20
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
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.
There are two School Learning Support Officers
(Aboriginal) at the school.
Staff retention
Staffing at the school remains relatively stable,
with small changes made by employing
temporary teachers for specific initiatives or to
cover long term leave. There were no teacher
transfers or merit selections during the year.
School performance 2010
There are a variety of educational opportunities
and experiences offered to the students each
year at Kempsey East Public School.
3
The school cricket team advanced to the second
round of the state knockout competition.
Achievements
Arts
Two girls were selected for the Macleay girls’
football team and five boys trialled for the Lower
North Coast football side. One girl and two boys
were selected for their respective Lower North
Coast football sides, with the boys going on to
play for the North Coast side.
A Japanese group performed Taiko drumming,
fan dancing and sword dancing at the school in
March entertaining students and giving them an
insight into other cultures.
Musica Viva came to the school during second
term involving the students in music from
several
cultures
developing
improvised
compositions in an energetic and highly
interactive program.
One student represented the Macleay area in
rugby league.
The school netball side became the Macleay
champions with four girls selected in the
representative side. The team was knocked out in
the second round of the Hastings Macleay
competition.
Three students represented the school in the
Macleay Idol with two students sharing equal first
in their division.
Many students presented artwork for the
Kempsey Show with six students having their
work recognized with places.
Thirty students represented the school in cross
country at Lower North Coast level, with three
students proceeding to North Coast level, and
one student going on to the state carnival.
Two students achieved wonderful results at the
Kempsey eisteddfod with eight first places, two
seconds and one third placing for their respective
performances.
Softball was played by both boys and girls this
year. The girls side made it through to the fourth
round of the state knockout competition. Three
softballers represented the Lower North Coast in
their respective sides and one player was
selected for the North Coast team.
Six senior band members continued to practise
and play at school events.
Four students completed a mime and movement
workshop at Kempsey High School.
Eleven students represented the school at Lower
North Coast athletics with six students
progressing to the North Coast level and two
continuing to the NSW carnival.
Twelve students had their art work exhibited at
the Macleay Education Community of Schools’
Spring Into Art Festival.
Four students achieved Sporting Blues from the
school in cross country, football and softball.
Sport
Four boys participated in the Macleay cricket
trials with two selected for the lower north coast
team, with one proceeding to selection in the
North Coast side.
Other
Local interschool rugby for under ten years and
under twelve years was conducted on Friday
evenings in term one.
After school activities began in February with a
group of students enjoying the opportunity to
participate in a wide range of sports and
activities.
One student achieved a Rotary Club citizenship
award.
The school rugby side became local champions
with eight players selected for the Lower North
Coast team and two boys selected for the
Macleay under twelve side.
The University of NSW:

Seven swimmers represented the school at the
Lower North Coast carnival with one achieving
their age championship.
4
Computer Skills Competition saw fifteen
students participate earning one distinction,
four credits and eleven participation
certificates;


Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Science Competition had fourteen students
participate earning three credits and eleven
participation certificates;
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Writing Competition saw fourteen students
participate earning two distinctions, two
credits and ten participation certificates;

Spelling Competition had twenty three
students
participate
earning
two
distinctions, five credits and sixteen
participation certificates;

English Competition saw eighteen students
participate earning four credits and fourteen
participation certificates; and

Mathematics Competition had twenty eight
students participate earning one distinction,
eleven credits and sixteen participation
certificates.
Literacy – NAPLAN Year 3
Year 3 literacy results exemplified the disparity of
student achievement. There was an increase in
the number of students gaining results in the
highest band in all aspects of literacy, sometimes
not only bettering like schools but the state
average. There has also been an increase of
results in the lower bands, and this reflects the
changing nature of student enrolment and the
need to continue with intensive remediation
programs.
Percentage of students in bands:
Year 3 reading
30
Stage three students had a most enjoyable camp
at Lake Keepit learning a great deal about the
environment and personal development skills.
Percentage of students
25
Jump Rope for Heart Jump Off Day was held in
late April with many students participating.
In second term the school became a Waterwise
School encouraging students to conserve water
and be aware of its value as a resource.
The school captains and ministers led the school
Anzac Day ceremony with students and parents
participating in the Kempsey Anzac Day
ceremony.
20
15
10
5
0
1
A group of Stage 2 students enjoyed Ausquiz
over the year building their awareness of history
and current affairs.
2
3
Band
4
5
Percentage in band
School average 2008 - 2010
One student achieved first in the top 100
students in Australia for Mathletics and fourth in
the top 100 in the world. Over the year many
students achieved increased Mathletics levels
and Hall of Fame placements.
SSG average 2010
State DET average 2010
Academic
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
5
6
Percentage of students in bands:
Year 3 spelling
35
30
30
25
Percentage of students
Percentage of students
Percentage of students in bands:
Year 3 writing
25
20
15
10
15
10
5
5
0
0
1
2
3
Band
4
5
1
6
3
Band
4
5
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
There has been a significant growth in the
percentage of students achieving in the highest
bands in Year 3 numeracy. The school percentage
in the highest band was significantly greater than
the state percentage of students achieving in this
band. There has also been student growth in the
lower bands reflected by the movement of
students up from Band 1 and into Bands 2 and 3.
30
25
20
15
10
5
0
2
3
Band
4
5
6
Numeracy – NAPLAN Year 3
35
1
2
Percentage in band
Percentage of students in bands:
Year 3 grammar and punctuation
Percentage of students
20
6
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
6
Percentage of students in bands:
Year 5 reading
35
35
30
30
Percentage of students
Percentage of students
Percentage of students in bands:
Year 3 numeracy
25
20
15
10
25
20
15
10
5
5
0
0
1
2
3
Band
4
5
3
6
Percentage in band
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
Literacy – NAPLAN Year 5
Percentage of students in bands:
Year 5 writing
Literacy results are stronger than like schools in
the majority of areas with significantly better
results in the top bands of all areas except
writing. There were less students in the lower
bands than similar schools in all aspects of
literacy.
45
Percentage of students
40
35
30
25
20
15
10
5
0
3
4
5
Band
6
7
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
7
8
Percentage of students in bands:
Year 5 numeracy
35
40
30
35
Percentage of students
Percentage of students
Percentage of students in bands:
Year 5 spelling
25
20
15
10
30
25
20
15
10
5
5
0
0
3
4
5
Band
6
7
3
8
Percentage in band
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
Percentage of students in bands:
Year 5 grammar and punctuation
Progress in literacy
35
The progress in writing was above both that of
similar schools and the state and progress in the
other areas of literacy was slightly lower than
that of similar schools and the state.
30
25
20
15
Average progress in reading
between Year 3 and Year 5
10
120
5
100
0
80
3
4
5
Band
6
7
Progress
Percentage of students
4
8
Percentage in band
School average 2008 - 2010
60
40
20
SSG average 2010
0
State DET average 2010
2006 - 2008 2007 - 2009 2008 - 2010
Numeracy – NAPLAN Year 5
School
Student performance in the highest band was
very strong, surpassing not only similar schools
but the state percentage. Student representation
in Band 4 was higher than it has been in previous
years.
8
SSG
State DET
Progress in numeracy
Average progress in writing
between Year 3 and Year 5
The progress in numeracy for matched students
has been slightly less than for similar schools and
the state.
80
70
Progress
60
Average progress in numeracy
between Year 3 and Year 5
50
40
100
90
80
70
60
50
40
30
20
10
0
30
20
Progress
10
0
2006 - 2008 2007 - 2009 2008 - 2010
School
SSG
State DET
Average progress in
spelling
between Year 3 and Year 5
86
2006 - 2008 2007 - 2009 2008 - 2010
School
86
SSG
State DET
Progress
85
85
84
Minimum standards
84
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3,
5, 7 and 9.
83
83
82
82
2008 - 2010
School
SSG
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.
State DET
Average progress in
grammar & punctuation
between Year 3 and Year 5
98
96
Percentage of Year 3 students in our school
achieving at or above the minimum standard in
2010
Progress
94
92
90
88
86
Percentage of Year 3 students achieving at
or above minimum standard
Reading
93
Writing
93
Spelling
88
Punctuation and grammar
79
Numeracy
93
84
82
2008 - 2010
School
SSG
State DET
9
Percentage of Year 5 students in our school
achieving at or above the minimum standard in
2010
NAIDOC celebrations were an outstanding
success with many interesting activities based on
Aboriginal culture and successful Aboriginal
people being conducted.
Multicultural education
Percentage of Year 5 students achieving at
or above minimum standard
Reading
94
Writing
100
Spelling
97
Punctuation and grammar
94
Numeracy
94
The school’s curriculum scope and sequence has
formalised our approach to multicultural
perspectives across all Key Learning Areas (KLAs)
in 2010.
Students participate in a variety of activities to
increase their understanding of different cultures
and lifestyles.
Respect and responsibility
Significant programs and initiatives
Values education underpins the core values,
policies and programs operating within the
school. The Rock and Water program
implemented across the whole school
emphasises respect, responsibility, co-operation
and integrity. The school has a strong antibullying program that teaches the right to be
safe, respected and treated fairly. Environmental
Education continues to be a focus with the school
becoming a Water Wise school this year.
Aboriginal education
All Year K-6 teaching programs include Aboriginal
perspectives and content that teaches children
about Aboriginal history, culture and Aboriginal
Australia in the twentieth century.
Student involvement in the National Aboriginal
and Islander Day Observance Committee
(NAIDOC) celebrations provides opportunities for
all students to increase their understanding of
Aboriginal Australia.
Students participate in community service
activities such as visiting local nursing homes and
participating in the Clean Up Australia Day and
being involved in the Anzac service.
Our Aboriginal Education Officer continued to
provide support for Aboriginal students in literacy
and numeracy across all stages and during 2010
and an additional Aboriginal School Learning
Support Officer (SLSO) was employed.
National partnership programs
Funding from the Low Socio-Economic
Partnership has enabled the school to introduce
additional programs to improve student
outcomes.
Two staff members participated in the Stronger
Smarter training and this became the catalyst for
a renewed focus on Aboriginal Education. All staff
have now discussed and understand the
elements of the Aboriginal Education Policy.
Personal Learning Plans (PLP) have been
developed with the families of all Aboriginal
students and an Aboriginal Education Committee
has been formed.
Four staff members were trained to conduct the
Quick Smart numeracy intervention program.
Twenty students between Years 4-6 participated
in the program with all students improving at a
rate faster than other students who were not
participating in the program.
Aboriginal students performed well in the
NAPLAN tests with Year 5 Aboriginal and Torres
Strait Islander (ATSI) students surpassing the
average growth expected for all students in NSW
in the areas of spelling, reading and grammar and
punctuation and bettering the average for all
Aboriginal students in every aspect of the
NAPLAN tests.
An Accelerated Literacy tutor was trained early in
the year and this enabled eight teaching staff to
participate in school-based training. While this
program is in the early stages, 2010 NAPLAN
results indicate that 60% students grew more
than the expected rate between Years 3 and 5 in
writing and that there was a 50% reduction of
students in the lower bands in Year 5 in writing.
There has been an increased focus on the
monitoring of student attendance, and
10
absenteeism reduced in the latter part of the
year.
Target 2
To increase the percentage of Year 3
students in the top two bands of Number,
Patterns and Algebra from 28% to 32% and
to increase the percentage of Year 5
students in the top two bands in Number
Patterns and Algebra from 29% to 36%.
Priority Schools Program (PSP)
An extension program involving 56 Stage 2 and 3
students in literacy and numeracy was conducted
using the staffing supplement provided by PSP.
This enabled the higher achievers to work at an
extension level and also supported the other
students who were able to work in smaller home
class groups, providing more opportunities for
individualized attention.
In NAPLAN Year 3 students out-performed the
state in the percentage of students achieving in
the highest band in Grammar and Punctuation
and numeracy and similar schools in all areas
except spelling.
In NAPLAN Year 5 students out-performed the
state in the percentage of students achieving in
the highest band in all areas of numeracy, equal
in Grammar and Punctuation and had greater
representation in the highest band compared to
similar schools in spelling and reading.
A community Liaison Officer was employed to
liaise with parents about their children, school
satisfaction, to provide training for parents and to
strengthen the home school partnership.
Our achievements include:
NAPLAN assessments indicate 19% of Year 5
students were assessed in Band 8 for overall
numeracy, surpassing the target by 2%.
NAPLAN assessment indicates 17% of Year 3
students are placed in Band 6 for overall
numeracy, surpassing the target by 3%.
A scope and sequence has been developed for
the teaching of mathematics in each stage.
All classes from years 1-6 participate in the online
Mathletics program.
Cooperative stage planning of mathematics using
CTJ has developed assessment strategies in the
strands of Number and Patterns and Algebra.
Target 3
To increase the percentage of Year 5
students represented in Band 8 from 2% to
7% in overall literacy and 9% to 14% in
overall numeracy and to increase the
percentage of Year 3 students represented
in Band 6 from 19% to 23% in overall literacy
and 12% in overall numeracy.
Progress on 2010 targets
Target 1
To increase growth from Year 3 to Year 5 in
writing from 12.9% to 50% of students
achieving minimum growth.
Our achievements include:
Averaged NAPLAN literacy assessments indicate,
22% of Year 3 students are placed in Band 6. This
surpassed the target by 2%.
Our achievements include:
NAPLAN assessments show 60% of Year 5
students have achieved at or above minimum
growth, surpassing the target by 10%
Averaged NAPLAN literacy assessments indicate
10.5% of Year 5 students are placed in Band 8.
This surpassed the target by 3.5%.
NAPLAN assessments indicate average growth in
writing for the school to be 2.2 points above the
north coast region average.
All students have reached reading level 9 in
Kindergarten.
Eight staff and one tutor have been trained in the
Accelerated Literacy program.
Teacher reflection indicates that there has been
greater involvement of students in the
development of assessment criteria, how they
learn and why they learn.
There has been a focus on the teaching of writing
and on the effective use of paragraphs.
11
Key evaluations
Curriculum
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 student
engagement and Stage 1 and Early Stage 1
literacy.
Early Stage 1 and Stage 1 literacy
Background
Australian Early Development Index data (2009)
indicated 9.2% of Kindergarten students across
Australia were vulnerable in language and
cognition and 9.4% in communication but at
Kempsey East Public School these proportions
were 20% and 10%.
Educational and management practice
Student engagement
A greater proportion of students entering
Kindergarten in Kempsey had not experienced
pre-school than was the Australian average.
Background
Students over Years 2 to 6 (51% male; 13.7%
identifying as being Aboriginal) completed
surveys regarding aspects of engagement with
school and with learning.
Kindergarten staff were trained in the L3 program
and this was implemented along with Best Start
practices.
Findings and conclusions
Findings and conclusions
Very strong (90% or greater) agreement with
positive statements about attending and learning
through interesting methods; their teacher liking
them, treating them with respect and letting
them know what they need to do to produce
quality work; and access to and enjoyment using
computers.
At the start of the L3 program only two students
recognized more than fifteen words with 24
students being placed in Band 1 or below in
reading assessment.
Very strong (90% or greater) agreement with
positive statements regarding the importance,
their liking, their skill and effort in mathematics;
the clarity of expectations, learning direction and
explanation by teaching staff as well as the
variety of strategies experienced.
Best Start initial assessments indicated that 60%
of students were below the expected level in
most assessments, but at the end of Kindergarten
this proportion had been significantly reduced.
A series of questions particularly about
Mathletics indicated very strong support for the
program.
Introduction of a ‘pre-school transition’ initiative
to develop strong early learning foundations and
strengthening the transition from home to school
by familiarising parents and students with school
routines, the environment and expectations.
At the end of the year fifteen students recognized
over 50 words and five students were placed
above the expected reading level.
Future directions
Very strong (90% or greater) agreement with
positive statements regarding the importance of
English, the activities experienced, reasons for
learning, teacher expectations, teacher guidance
and recognition of their own improvement.
Parent workshops are to be conducted in
conjunction with the transition initiative.
The L3 program will continue with another staff
member being trained.
Future directions
A Year 1 and 2 literacy remediation group will be
established using Best Start strategies.
The school will:

maintain the focus on the importance of
school attendance;

ensure that a relevant, challenging and
engaging learning continues; and

persist with the emphasis on home reading
programs and parent involvement in
homework procedures.
Teachers are to be trained in the Best Start oral
language program.
12

Parent, student, and teacher
satisfaction
The staff were undecided (45% - 54% agreement)
that they had:
In 2010 the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
Fifty community members, 17 identifying as
being Aboriginal completed a survey (28
questions 5 response alternatives) indicating
overwhelming support (more than 90%
agreement) for positive statements regarding:

student safety and the educational
experience, especially Mathletics;

the school’s welcoming atmosphere
willingness to listen;

school leadership
changes; and

school uniform.
introducing
and

found that more students are completing
homework;

found that more students are reading at
home;

increased understanding of DET Gifted &
Talented policy; and

found Accelerated Literacy strategies have
improved their teaching of literacy.
Implications for staff development:

further development of ICT skills, knowledge
and application across all KLAs;

consistency of approach to home reading and
homework;

further development of teacher skills and
understanding of Intellectual Quality.

additional Accelerated Literacy training to
consolidate skills;

catering for the variation of student abilities
within classrooms – extension for gifted and
talented students, while providing remedial
support; and

closer affiliation with Aboriginal families.
positive
There was strong (80 - 89%) agreement across
the community for statements concerning:

student enjoyment of school;

school and staff continual improvement;

fairness of treatment; and

school organization and communication.
Community members generally were not
supportive (less than 60% support) for
statements concerning:

children reading more at home this year;

domestic use of the internet (a significant
proportion indicating they were not
connected); and

observing media coverage of the school.
Implications for home, school and community
partnerships:
Overwhelmingly staff agreed (90% or more
agreement) that they had:

provided quality learning experiences,
increasing their classroom use of technology;

an increased understanding of the Intellectual
Quality dimension of Quality teaching and
used this when developing programs;

developed a greater
Aboriginal culture;

found the TARS process helpful in assisting
their professional development; and
understanding
encouraged increased student involvement in
what and how they learn;
of
13

The school needs to continue its increased
promotion strategy ensuring media exposure;

To continue to have 100% Aboriginal parent
involvement in the PLP process; and

To continue to develop and promote the
home school reading program.

School development 2009 – 2011
Targets for 2011
teacher professional development in literacy,
particularly in teaching persuasive texts and
reading comprehension is provided.
Our success will be measured by:
Target 1

To improve student growth in 2011 NAPLAN
results between Year 3 and Year 5 indicated
by an increase in the number of students
achieving equal to or greater than expected
growth:
teacher reflection and programs indicating:
-
all Accelerated Literacy trained teachers
are implementing Accelerated Literacy
units in sequence;
-
the use of authentic texts in Accelerated
Literacy programs;

in reading from 40 % to 50%,

in spelling 51.4% to 55%; and
- improved teacher confidence in using
Accelerated Literacy in literacy sessions;

in grammar and punctuation 45.7%
to 51%
- teaching strategies that focus on increasing
all levels of student comprehension; and
- stage literacy resources are developed
collaboratively and shared.
Strategies to achieve this target include:

three additional teachers being trained in
Accelerated Literacy strategies;

ongoing training and consolidation of
Accelerated Literacy skills for teachers
previously trained;


implementing a library reading incentive
program;
conducting the Reading is Rad program over
the holidays;

promoting and recognising home reading;

providing Stage 1 & 2 with additional reading
intervention;

the extension literacy program is maintained
in Stage 2 & 3;

the Multi Lit program is introduced targeting
20 students in Years 3 to 5;
NAPLAN growth
maintained;

95% students meet literacy benchmarks in
in
student
writing
is
Year 3;
staff meeting discussions occurring on stage
relevant literature focussing on and modelling
teaching
strategies
to
improve
comprehension;



an increase in the regular use of reading
diaries and parental involvement in this
program;

eight students are successfully exited from the
Reading Recovery program;

participating students are reading at levels 1618 and performing satisfactorily in the Year 1
classroom;

Year 2 & 3 reading intervention students
attain minimum reading level 25 or achieve
their identified individual reading target;

NAPLAN data indicates results equal to or
exceeding the percentage of students in the
top two bands in all areas of literacy in Year 3
and Year 5;

consistency of teacher judgements (CTJ) stage
assessment indicates that all students in the
extension groups are achieving above the
syllabus standard;

Literacy Language and learning (L3) is
supported and additional staff are trained;

the Best Start program is continued and
expanded;


all Kindergarten3 teachers are trained in L3
strategies;
an oral language program is introduced in
Early Stage 1 and Stage 1; and

L3 data indicates growth in all areas of
assessment with the 80% students attaining
benchmarks;
14

the Best Start learning continuum indicates a
movement of a minimum of one level in all
literacy areas;

a parent survey indicates increased
confidence with helping their Early Stage 1
and Stage 1 students with maths;

Best Start assessment indicates 60% students
move at least two levels;

Early Stage 1 and Stage 1 teacher reflection
indicates an increased knowledge and use of:

Stage 1 data indicates an improvement in
identified students’ oral language; and
- space and geometry teaching strategies;
NAPLAN data indicates student growth is
equal to the state in reading.
- the best start learning continuum; and

- the number framework;
- student maths learning journals.
Target 2
To decrease the percentage of Year 3
students in Bands 1 & 2 from 33% to 26% in
the NAPLAN numeracy results.

a reduction of Year 3 students in NAPLAN
Bands 1 & 2;

testing indicating all Quick Smart participants
achieve a minimum growth of two stanines;

Year 3 NAPLAN results indicate a movement
from 26% to 17% of students in the bottom 2
bands and in Data, Space and Measurement
and 31% to 14 % in Number Space and
Algebra students in the bottom 2 bands;

at least 25 students participate in the UNSW
Mathematics Competition participation; and

Mathletics data indicates an average student
improvement of 32% or greater.
Strategies to achieve this target include:

creation of a Stage 1 remediation maths
group;

teaching
staff
accessing
professional
development in early Stage 1 and Stage 1
Number, Space and Geometry strategies;

teaching
staff
accessing
professional
development in Best Start strategies;

parent workshops being held on Number,
Space and Geometry providing information on
early Stage 1 and Stage 1 strategies;

maths learning journals are used in all stages;

the Quick Smart program continues with
additional staff trained;

Stages 2 and 3 develop a school based
program to address improved automatic recall
of number facts;

stage meetings analyse NAPLAN data to guide
teaching strategies; and

extension classes in Stage 2 & 3 continue.
Target 3
From 90% to 100% of Aboriginal students
have a meaningful, current Personalised
Learning Plan which is frequently updated
and developed in genuine partnership with
caregivers and school staff.
Strategies to achieve this include:

ensuring all Personal Learning Plans (PLPs) are
always current.

an Aboriginal School Learning Support Officer
(SLSO) is employed to support the PLP
process.

maintaining continued staff representation at
network Aboriginal Education meetings

attendance of school representatives at AECG
meetings.

continued cultural awareness training for all
staff

introducing the Dunghutti language in Years K
and 5/6.
Our success will be measured by:

80% Stage 1 students move at least 1 level in
the number framework;

a school developed Space framework
indicates 80% Early Stage 1 and Stage 1
students moved at least one level;

Best Start data indicates a minimum of 80%
students move at least one level;
15

a Welcome to Country is made at all
gatherings, preferably in Dunghutti language

including regular items in the newsletter
about school attendance;

reviewing the student welfare policy to
include incentives for satisfactory school
attendance;

the PLP process includes attendance data and
parent communication;
Our success will be measured by:

staff reflection indicates an increased:
-
understanding of cultural awareness;
-
understanding of the benefits of a
consultative PLP process;
-
positive relationship and linkages
between the school and the family;
 a whole school review of behaviour and
welfare programs with a team participating in
Positive Behaviour for Learning;
-
increased involvement
Committee meetings;
Aboriginal
 continued usage of ICT to support the
teaching of maths; and
-
knowledge of the Dunghutti language and
culture; and
-
inclusion of Aboriginal perspectives into
teaching programs.
 PLPs (numeracy) are developed for all
Aboriginal students and students with special
needs.
in
 introduction of a transition program;

regular use of the Welcome To Country;
About this report

increased awareness
Education Policy;

all Aboriginal students achieve their individual
realistic learning targets as established in their
PLPs;

Common Dunghutti words used and displayed
daily in class; and
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.

Student PLPs indicate an increased awareness
of their culture.
of
the
Aboriginal
Jenni Griffiths Principal
Timothy Trotter Assistant Principal
Target 4
Wendy Stanborough Assistant Principal
To reduce the number of students from 13 to
0 in Kindergarten and Year 1 who have more
than 30 absences over three terms.
Jenny Young Teacher
Diane Goodman Teacher
Catherine Collier Parent
Strategies to achieve this include:
monitoring and follow up of attendance by
community liaison officer, executive, class
teachers with a focus on Early Stage 1 and
Stage 1 contact;
Kate Hollis Parent

maintenance of the Sentral attendance
system;
Innes Street Kempsey

reviewing the staff procedures in relation to
notifying the community about attendance
concerns;

School contact information
Kempsey East Public School
Ph: 02 65624927
Fax: 0265628979
Email: kempseyest-p.school@det.nsw.edu.au
Web: www.kempseyest-p.schools.nsw.edu.au
16
School Code: 2278
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
17