NSW Department of Education & Training
2010 Annual School Report
Tabulam Public School
NSW Public Schools – Leading the way
3145
Tabulam Public School’s (Personal Learning Plan) PLP
initiative has been recognized as best practice and our
process has been included in a national information
booklet by Dare To Lead.
Our school at a glance
Students
Tabulam Public School had 66 students from K-6 in
2010. Our student population consists of students
from a variety of backgrounds. We have students from
Aboriginal families, traditional farming families and
new settler families.
We look forward to a productive partnership with the
whole school community in 2011 to further support
and develop outcomes and opportunities for Tabulam
students.
The majority of students travel to school by bus, some
having a school day from 7am to 5pm.
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.
Staff
Lesley Mills
Tabulam Public School has 14 members of staff who
are all dedicated and committed to improving
outcomes for Tabulam students. All teaching staff
meet the professional requirements for teaching in
NSW public schools.
P&C
This year, with the support of students, staff, carers,
parents, community members, and sponsors from
small and corporate businesses, the P & C has donated
$2500 to the school.$1300 was donated toward the
cost of excursions and $800 towards the cost of
Presentation Day, including 14 printed graduation
jackets for year 6.
Significant programs and initiatives
Tabulam Public school students are supported by a
variety of programs: Schools In Partnership, Aboriginal
Early Language Development Program, Reading
Recovery, Priority Schools Program and Norta Norta.
Tabulam students are all supported by Personal
Learning Plans (PLPs).
The P & C was able to support the schools No Hat No
Play policy, buying a hat for each student to keep at
school. A $100 sport’s scholarship to help students
qualifying in state sports events to travel was started
this year.
Student achievement in 2010
The P & C works with students, staff, and other
parents, carers and community members, to celebrate
our important school and community traditions. This
year, our canteen menu has been divided into a tuck
shop with a healthier menu, and two” red” days a
term ,where the traditional favourites mark important
celebrations .Educational theme days in the canteen
have been proposed for 2011.
NAPLAN data indicates that while many students have
succeeded and growth in writing and numeracy is
strong, there is a need to continue to improve the
literacy and numeracy outcomes of all students.
Messages
Principal’s message
Ideally, the P & C should represent and include
everyone in our school community. In 2011, P & C
meetings have been planned for weeks 2 and 6 of
each term.
The achievements of Tabulam Public School over the
last year have been very positive, reflecting the strong
support from our community and the dedication of all
staff to the continual improvement of student
outcomes and well being at Tabulam Public school.
Tabulam Public School P&C.
The Dare To Lead snapshot process conducted in term
4 2010, was a very positive experience with a large
number of commendations for the programs in place
at Tabulam Public School. Recommendations are to
form part of the School Management Plan for 20112013.
Student representative’s message
Tabulam Public School’s Student Council for 2010
included two school captains and four prefects.
There are two class captains elected from each class
who are also members of the Student Council. The
student council treasurer and secretary assist with
the running of the meetings.
This year’s student Council raised $113.00 for Charity
in 2010. The Rural Flying Doctor’s Service was one of
the charities. We had competitions for the best
dressed people in the theme: “What you want to be
Tabulam Public School received a High Achievement
Award for Excellence from Dare To Lead, a NSW
Director General’s Award for Excellence in Aboriginal
Education in 2010 and a Cohesive Community Award
from the Education Department.
1
when you grow up” and raised $45.00.
For the Cancer Council Students dressed up in everything
Yellow for Daffodil Day and supported Bandana Day to
raise $68.00 for children with cancer.
The student Council also donated the book; ‘Ripley’s
Believe it, or Not’ for the library on Presentation Day.
Student attendance rates
Attendance rate
100
90
80
70
60
50
40
30
20
10
0
Chloe White and Clark Gurne
2007
2008
2009
2010
Year
School
Region
State DET
Management of non-attendance
School context
Tabulam Public School (enrolment 66)is a rural school
on the banks of the Clarence River; 57kms west of
Casino. Tabulam Public School is characterised by a
significant Aboriginal enrolment (60%), isolation from
services and socio-economic disadvantage. The school
has a productive and positive partnership with the
local community and a strong focus on student
achievement. The school proudly showcases
successful activities and programs at a regional and
national level.
A whole school attendance policy is in place
and close scrutiny will continue to be applied
to attendance patterns.

Students monitor their own attendance and
end of term attendance reward days are in
place for students with 90%+ attendance.

Parents and guardians are notified as early as
possible when concerns arise.
Class sizes
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.
The following table shows our class sizes as reported
at the 2010 class size audit conducted on Wednesday
17 March 2010.
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
Enrolments
Students

90
80
70
60
50
40
30
20
10
0
Roll Class
Year
4/5
4/5
6
YEAR 2/3
YEAR 2/3
K/1
K/1
4
5
6
2
3
K
1
Total per
Year
7
11
13
8
9
9
9
Total in
Class
18
18
13
17
17
18
18
Structure of classes
There are 4 multi age classes. Our classes are small to
better cater for the individual learning need of all
students. Students also benefit from additional
teaching staff to assist in literacy and numeracy
development.
2006 2007 2008 2009 2010
Year
Male
Student attendance profile
2
Teacher qualifications
All teaching staff meet the professional requirements
for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
% of staff
100%
23%
Financial summary
This summary covers funds for operating costs and
does not involve expenditure areas such as permanent
salaries, building and major maintenance.
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
Tabulam Public School consists of experienced staff
and a number of Early Career teachers who all bring
with them a passion for teaching and new, innovative
ideas.
Expenditure
Teaching & learning
Key learning areas
Excursions
Staff establishment
Extracurricular dissections
Position
Number
Principal
1
Classroom Teachers
3
Aboriginal Education Resource Teacher
1
Teacher of Reading Recovery
.21
Support Teacher Learning Assistance
.3
Teacher Librarian
.168
Teacher Part Time
.168
Priority School Funding scheme
.1
Teacher RFF
.126
School Administrative & Support Staff
2.406
Total
8.478
88 190.11
181 282.40
16 052.94
10 697.34
10 411.50
0.00
507 869.31
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.
Tabulam Public School has a 23% Indigenous
composition in the workplace.
3 971.80
10 360.03
8 318.73
477.27
1 421.01
257 253.36
6 923.54
36 953.73
0.00
14 958.62
8 027.45
10 232.90
734.00
359 632.44
148 236.87
Carry over includes committed funds for salaries for
the Oct-Dec period 2010 and incomplete programs.
The Majority of funding for Tabulam Public School
comes from significant programs and initiatives as
outlined above.
Staff retention
A full copy of the school’s 2010 financial statement is
tabled at the annual general meetings of the School P
& C. Further details concerning the statement can be
obtained by contacting the school.
Staff retention from 2009 to 2010 was 100%.
3
in. Tabulam students were represented at District and
Zone for Swimming, Cross Country and Athletics. One
student competed at Regional and State level for
athletics.
Tabulam hosted the District Athletics Carnival for 2010
and was a very successful day.
All students participated in the Premier’s Sporting
Challenge. All students received a Gold Award for their
efforts. Morning fitness was included.
Every Friday Grant Martin hosted football training for
senior boys.
School performance 2010
All students competed in weekly sport and Physical
Education throughout the year.
The school has a strong partnership with the local
community and a strong focus on student
achievement.
Tabulam Public School received a High Achievement
Award for Excellence from Dare To Lead and a NSW
Director General’s Award for Excellence in Aboriginal
Education in 2010.
Dare To Lead snapshot process conducted in term 4
2010, was a very positive experience with a large
number of commendations for the programs in place
at Tabulam Public School. Recommendations are to
form part of the School Management Plan for 20112013.
Achievements
Arts
Other
During 2010 Tabulam Public School students took part
in the Casino Performing Arts Festival and entered in
the Wakakkiri competition of telling a story through
dance and drama. Students excelled with their
commitment and effort in both events.
This year students have been involved in a number of
University competitions. These competitions are both
challenging and enriching for students. Students are
recognized for academic excellence.
All year 3-6 students sat the assessment in English,
Spelling and Numeracy, in the other areas students
chose to participate.
Tabulam Public School students participated in Public
Speaking and debating workshops at Alstonville and
were highly commended for their efforts. We are
looking forward to building on their skills in 2011.
During 2010 4 students received credits in the
competitions which places them in the top 20% of
students sitting the assessments in NSW and 1 student
received a distinction which puts them in the top 10%.
This year students continued to be involved in quality
creative experiences in art and craft which were linked
to writing tasks for Mother’s Day, Father’s Day and
Christmas.
Academic
All students participated in the creation and
performance of items for assemblies and in the
running of these assemblies.
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.
Sport
Tabulam Public School offered a range of sporting
opportunities this year. Every child participated in the
activities and a number of students achieved great
results at competitive sport in 2010.
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)
Annual carnivals were held for Swimming, Cross
Country and Athletics which all students participated
4
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year
5)
Average progress in writing
between Year 3 and Year 5
80
Literacy – NAPLAN Year 3
70
In reading, 33.3% students in band 4,5 & 6
60
Progress
In Writing, 55.5% of students in band 4,5 & 6.
In Spelling, 44.4% of students in band 3 & 4
In Grammar and Punctuation 44.4% students in bands
4,5 & 6.
50
40
30
20
10
0
2006 - 2008 2007 - 2009 2008 - 2010
Numeracy – NAPLAN Year 3
School
78% of all students scored in bands 3 & 4.
SSG
State DET
55.5% students in Bands 5,6 & 7.
Average progress in reading
between Year 3 and Year 5
Due to there being less than 10 students in Year 3
graph data is not available. The 'Percentage in Band'
and 'School Average' columns are not shown if results
are not available for less than 10 students.
140
120
100
Progress
Literacy – NAPLAN Year 5
In Reading, 78% of students spread across bands 3
and 4; there is a need to improve student reading
outcomes.
80
60
40
20
In Writing, 100% of students spread across bands 4, 5
& 6;
0
2006 2008
In Spelling, 88% of students spread across band 4,5
&6.
School
2007 2009
SSG
2008 2010
State DET
In Grammar and Punctuation, 77.7% of students
spread across bands 4,5 & 6;
Average progress in spelling
between Year 3 and Year 5
Year 5 growth from year 3:
86
84
82
Average progress in reading between year 3 and 5
remains strong and has been higher than the state
average since 2007.
80
Progress
Progress in literacy
78
76
74
Average progress in writing was higher than the region
for 2008-2010 writing averages have greatly improved
to be higher than similar school groups.
72
70
2008 - 2010
School
Average progress in reading between year 3 and 5
remains strong and has been higher than the state
average since 2007.
SSG
State DET
Average progress in grammar &
punctuation between Year 3 and
Year 5
120
Improving the progress in spelling, grammar and
punctuation will be a focus in 2011.
Progress
100
80
60
40
20
0
2008 - 2010
School
5
SSG
State DET
Progress in numeracy
Significant programs and initiatives:
Average progress in Numeracy remains strong and
higher than the region.
Aboriginal Early Language Development Program
(AELDP)
Average progress in numeracy
between Year 3 and Year 5
The Aboriginal Education Resource Teacher (AERT) is
an additional teacher employed at Tabulam Public
School to run the AELDP. This teacher team teaches
with classroom teachers and works closely with the
Aboriginal Education Committee. The AELDP has
allowed for small intensive literacy and numeracy
groups which focus on improving Aboriginal student’s
specific literacy and numeracy outcomes. All programs
have been developed and implemented using the
NSW Quality Teaching Framework.
120
Progress
100
80
60
40
20
0
2006 - 2008 2007 - 2009 2008 - 2010
School
SSG
The AERT is responsible for assisting in the
development of an Aboriginal perspective across the
curriculum, local resource development, implementing
an Aboriginal Studies program and Computer lessons
across all stages and community engagement.
State DET
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3, 5, 7
and 9.
Photos are taken to document significant events
occurring at Tabulam Public School and in the local
community. These photos are then used to support
students in the classroom through the creation of
books to develop student literacy.
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.
The AERT has created a Scope and Sequence for
Aboriginal Studies which incorporates already created
units and lesson ideas.
Percentage of Year 3 students in our school achieving
at or above the minimum standard in 2010
Schools in Partnership S.I.P
The Schools In Partnership program enables our
school to build an effective partnership with parents
and carers around education
Percentage of Year 3 students achieving at or above
minimum standard
Reading
78
Writing
78
Spelling
56
Punctuation and grammar
67
Numeracy
100
SIP meetings are held each term engaging community
members in the development of and discussion about
programs for Tabulam Public School students. The SIP
committee consists of the Principal, Community
members, Aboriginal staff, P&C representative and
Teachers Federation representative.
Percentage of Year 5 students in our school achieving
at or above the minimum standard in 2010
The aim of SIP is to improve outcomes for Tabulam
Public School students. SIP has been extremely
successful in supporting student learning, the
development of a transition to school program,
improving school attendance and in the
implementation of Personal Learning Plans (PLPs) for
all students.
Percentage of Year 5 students achieving at or above
minimum standard
Reading
70
Writing
90
Spelling
80
Punctuation and grammar
70
Numeracy
80
6
SIP funding has also enabled us to employ community
members as class assistants in improving student
learning outcomes, provide a homework centre and
develop the professional learning of teachers.
There is still a need to improve growth in spelling,
grammar and punctuation and numeracy.
The Norta Norta program has been successful in
assisting under achieving students to develop skills
and strategies in literacy and numeracy. In terms 2 and
3 Trudy Carmichael and Julie Davis were employed as
tutors to work one on one with selected students.
Additional SIP programs have included the
development of an Outdoor Education Area with local
bush tucker and the development of a new school sign
in consultation with the local community.
The results of our SIP program were instrumental in
Tabulam Public School receiving the Director General’s
Award for Excellence in Aboriginal Education.
Priority Schools Program P.S.P.
This year in PSP we have continued a number of
successful programs and started some new initiatives.
We have continued programs throughout the school
such as our Diary writing program and the renewal of
literacy and numeracy resources to continue to
provide quality lessons for the students.
Aboriginal Education Committee - AEC
The AEC is a committee that monitors Aboriginal
Education across the school. Community members are
encouraged to attend meetings every Friday.
This year we have introduced a ‘Books in Homes’
program in which students pick 2 books a term to
build up their home library and encourage reading at
home. Back packs with learning resources for starting
school were also purchased for our Kindergarten
students.
In 2010 the AEC in consultation with the local AECG
organised a number of cultural events. Each year the
AEC is responsible for organising Annual NAIDOC
celebrations where schools from the local area are
invited to attend.
PSP funds also catered for the presentation of literacy
and numeracy workshops for parents and carers to
assist in supporting learning at home.
Our 4th Annual Aboriginal film festival was held in
Term 3. This festival is a great time for school and
community to come together in a social setting to
build relationships outside the school environment.
The festival also showcases activities at school and
student’s artistic ability.
PSP funds were also used to provide extra teacher
time to implement intensive learning groups and
Quality Teaching.
Aboriginal education
Aboriginal Education is an integral part of the Tabulam
Public School curriculum. Tabulam Public School
acknowledges the traditional owners of the land, the
Bundjalung people at all assemblies and functions.
Teachers include an Aboriginal perspective in teaching
programs.
The AEC members have also been involved in the
Stronger Smarter leadership conference in Brisbane.
The school was invited to present workshops at the
Dare To Lead national conferences in Sydney and
Brisbane. These conferences provide practical
activities and ideas that can be brought back and
implemented into classroom and whole school
practice to improve student outcomes and encourage
positive and meaningful partnerships between the
school and community.
We have an Aboriginal Education Committee which
meets weekly, every Friday at 9.30am.
All classes take part in Aboriginal studies lessons for at
least one term to raise knowledge and awareness of
Aboriginal culture and tradition.
Multicultural education
During 2010 Aboriginal student growth was very
positive in the areas of reading and writing:
During 2010 Tabulam Public School students took part
in 2 cultural days where students were exposed to a
variety of cultures from around the world. Teachers
developed lessons for students from a variety of
countries and presented activity afternoons for
students.
Reading: Aboriginal student growth greater than state
growth. Average 111.3 state 83.7
Writing: Aboriginal student growth greater than state
growth. Average 67.5 state 66.56
7
Within our Human Society and its Environment (HSIE)
curriculum students experience a number of activities
relating to the world community.
Students at Tabulam Public School are fortunate to
have regular access to computers and digital
technologies to assist learning. Each Term all students
participate in structured computer lessons, where
students develop technological skills that enable them
to improve technological skills. These skills are
consolidated by classroom teachers on a regular basis.
All classrooms have been equipped with Interactive
whiteboards, which are an excellent learning and
teaching tool in the classroom. Teachers have been
involved in teacher training programs which enable
them to use the technology productive manner. This
enables all teachers to effectively use this technology
to benefit all students. Teachers and students also
have access to our video conferencing facility,
enabling us to connect with other schools and
programs across Australia.
Respect and responsibility
The school continues to explicitly model respect and
responsibility and actively promotes a strong sense of
citizenship within the broader community.
Student video portfolios are produced by all students
in term 2 as part of informing teacher/parent
interviews.
All classes take part in values lessons and students
displaying positive values are recognized in the
classroom and playground with raffle tickets for a
draw at our fortnightly assemblies.
Other programs
All students at Tabulam Public school participated in a
Pen Pal Program in 2010 with a Sydney Law Firm. The
students corresponded with employees of the Law
Firm by letter and the Law Firm supplied the students
with a letter in response each term, accompanied by a
book for each student. The program has been very
successful and enjoyed by all those involved. The
Program will be continued in 2011.
Students in all classes take responsibility for running
school assemblies once per term.
Our captains and prefects take responsibility for
running special events and assemblies (Senior citizen’s
morning tea, Anzac Day Assembly, Sorry Day
Assembly, Remembrance Day, Education Week
Assembly, etc) as well as attending a Leadership
Conference in term 2.
Progress on 2010 targets
Senior students are responsible for the flags, sports
shed, school information sign, lunches and setting a
positive example for younger students.
Target 1
100% of teaching programs demonstrate Quality
Teaching Strategies in literacy and numeracy
programs.
National partnership programs
Tabulam Public School will be part of the National
Partnerships program in 2011. We have undertaken a
‘Situational Analysis’ which will form the basis of our
targets for 2011-2013.
Our achievements include:




% of students at stage appropriate level in
literacy and numeracy increased by 10%
Increased Yr 3 students achieving bands
4,5&6 in literacy and numeracy by 10%
Increased Yr 5 students achieving bands
6,7&8 by 10%
Growth in Reading, and Writing greater than
School Education area, regional and state
growth.
(need to improve growth in spelling, grammar
and punctuation and numeracy)
Target 2
Improve literacy and numeracy outcomes for
Aboriginal students.
Connected learning
Our achievements include:
8






out evaluations in the areas of Teacher Quality,
Literacy, Numeracy and Community Participation.
25% Yr 5 Aboriginal students in band 6,7&8
in spelling, and a decrease of students in the
lower bands by 25%
50% decrease of Yr 3 students in lower bands
in spelling
47% year 3 students in bands 3 & 4 in
numeracy
PLPs implemented with 100% Aboriginal
students in 2010
10% increase in Aboriginal students reading
at stage appropriate level
10% increase in comprehension levels of
Aboriginal students
Educational and management practice
Teacher Quality
Background
There has been an influx of new staff over the last few
years and whole school processes and practices
needed to be in place to retain a consistent quality of
education for students.
Findings and conclusions
Teachers had a great number of skills to share and to
support student learning. Many lacked the experience
of observing other teachers and time to reflect on
their own practice. Time was given to teachers to plan
and observe lessons with each other and to reflect
upon teaching practice as a team.
Target 3
Improve student attendance
Our achievements include:



Attendance 90% or greater
School attendance average equal to regional
attendance- aiming to match the State
attendance by 2012
Improved parent/community involvement in
attendance program
Future directions
Rigorous assessment of teacher programs and
classroom practice will continue to target the
requirements of a quality educational program. Peer
observation and reflection will continue to be a useful
tool in developing a Quality Learning Environment for
our students.
Target 4
Aboriginal culture reflected in 100% teaching
programs.
A number of whole school programs will be put in
place to ensure consistent quality learning takes place
in all classrooms.
Our achievements include:





Curriculum
100% teaching programs have Aboriginal
perspectives evident across KLAs
Bundjalung language evident in all classrooms
100% teaching staff implementing Aboriginal
studies program
Local Cultural Resource Library established
Establishment of Outdoor Education Area
with local bush tucker.
Numeracy
Background
Numeracy lessons had been based around a text book
and the numeracy curriculum for a number of years.
The text book was not used for 2010.
Restrictions were found in the use of text books for
numeracy. Students needed to study some areas of
numeracy in more depth.
Target 5
Implementation of weekly pre-school to school
transition program
Findings and conclusions
Teachers were very capable of implementing the
curriculum in an in depth manner without the use of a
text book.
Our achievements include:




100% students attend Prior to school
transition program
100% students assessed on foundation
outcomes
Increased student readiness for Kindergarten
Transition students on PLP program
Students are finding numeracy lessons more fulfilling
and concepts are being taught more rigorously.
Future directions
Teachers will continue to use the curriculum as the
basis of their numeracy teaching and consolidate their
knowledge to provide a thorough numeracy
experience for students.
Key evaluations
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
Curriculum
Literacy
9
Background
who have the best interests of their students at heart.
Students and community members find the teaching
and non-teaching staff to be very approachable and
they were also confident that if they had concerns
they would be dealt with appropriately and effectively.
The school had strong growth in the area of writing for
a number of years when writing was our focus.
Findings and conclusions
Without a focus on writing (focus has been on reading)
average student growth, whilst still sound, was not as
strong as previous years. Spelling, grammar and
punctuation need further development to improve
student growth.
Parents felt the school was providing a strong
education and that teachers had high expectations for
their children. Both the student and parent groups
also commented positively on the quality of the
teachers and the relationships they had with those
teachers.
Future directions
A whole school writing program and the North Coast
Spelling program will be implemented for 2011-2013.
Personalised Learning Plans have been enthusiastically
and appropriately implemented by the school with a
focus on developing relationships between pupils,
parents and teachers. The students were able to
articulate the PLP process and believed that goalsetting discussions with their teachers were valuable
and substantial.
Professional Development for Staff in grammar and
punctuation will be undertaken with regional
consultant.
Other evaluations
Community Participation
Parents, both Aboriginal and non-Aboriginal, perceive
the school as a welcoming place and spoke very
positively of the caring and supportive office staff.
Background
Whilst community involvement had increased at the
school level a number of community members
expressed they did not know a number of the teachers
and were unclear about some of the programs
available at the school.
The Transition Program for pre-kinder students was
spoken very highly of by staff and parents. The
transition class is seen as an excellent opportunity for
the children entering Kindergarten the following year
to acclimatise and prepare for ‘big’ school.
Findings and conclusions
There needs to be a broader development of
teacher/community relationships to support student
learning.
Future directions
School executive and staff members will attend P&C,
Land Council Meetings and AECG meetings. The School
information pack will be revised to include a teacher
profile booklet.
A community Liaison Officer will be employed
Professional learning
Parent, student, and teacher satisfaction
During 2010 all staff were involved in Professional
Development. The majority of funding was expended
in the area of Quality Teaching. There was a small
percentage of funding expended in the support of
Beginning Teachers and in the areas of Welfare and
Equity.
In 2010 the school sought the opinions of parents,
students and teachers about the school. These
responses were taken from the School Snapshot
review undertaken by an external body ‘Dare To Lead’
Their responses are presented below.
Schools in Partnership funds contributed greatly to the
professional Development of staff in the areas of
Quality teaching and Equity programs. The main focus
for staff development was in the teaching of writing
and Class Management.
The positive attitude that students, staff, parents and
community had towards the school was extremely
impressive. All students interviewed were polite,
confident, well spoken and respectful and participated
freely in the interview process.
School development 2009 – 2011
The staff was recognised by students and the
community (both Aboriginal and non-Aboriginal) as
being caring, polite and hard working professionals
Tabulam Public School is focused on delivering a broad
and effective learning program to assist all students
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achieve to the best of their ability. During this period
we aim to:



improve outcomes for all students through
programmed Quality Teaching practices.
improve outcomes for all students through
strong and effective home/school/pre-school
partnerships.
increase the engagement and enjoyment of
all students in the learning process.

10% increase of yr 3 students in 2011
NAPLAN grammar and punctuation bands 4,5
&6

10% increase of yr 5 students in 2011
NAPLAN grammar and punctuation bands 6,7
&8

10% increase in students demonstrating stage
appropriate use of grammar and punctuation
Target 3
Targets for 2011
Increase student outcomes in spelling.
The following targets form the basis of the School
Management Plan which is available on the school
website.
Strategies to achieve this target include:
Target 1
Increase student outcomes in writing.
Strategies to achieve this target include:

Implementation of whole school approach to
writing and Accelerated Literacy. (Format a
weekly structure around a text type for the
whole school to follow)

Whole school analysis of NAPLAN using
SMART to identify strengths and weaknesses
with alignment to syllabus outcomes


Implementation of North Coast Spelling
Strategy

Access to support structures for all students.

School spelling bee activities
Our success will be measured by:
Teacher to lead the incorporation of teaching
strategies from SMART data for identified
outcomes into teaching and learning
programs

10% increase of yr 3 students in 2011
NAPLAN spelling bands 4,5 & 6

10% increase of yr 5 students in 2011
NAPLAN spelling bands 6,7 & 8

10% increase in students working at stage
level in spelling
Target 4
Seamless pre-school to school transition for 2012
Kindergarten students
Our success will be measured by:
Strategies to achieve this target include:

10% increase of yr 3 students in 2011
NAPLAN writing bands 4,5 & 6

Weekly transition class with trained teacher
and assistant to facilitate Transition Program

10% increase of yr 5 students in 2011
NAPLAN writing bands 6,7 & 8

Transition staff to liaise with pre-school


Student participation in external writing
activities.
Starting School Packs provided to Transition
students
Our success will be measured by:
Target 2

Increase student
Punctuation.
outcomes
in
Grammar
and

Strategies to achieve this target include:

Implementation of whole school writing
program

Teacher professional development
Grammar and Punctuation.

Use interactive Technology more effectively


100% students attend Prior to school
transition program
100% students assessed on foundation
outcomes
Increased student readiness for Kindergarten
Transition students on PLP program
Target 5
in
Improve student attendance
Strategies to achieve this target include:

Our success will be measured by:
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Attendance data collected and collated week
4 and 8 every term.

Attendance reward excursions for 90%+ every
term.

PLPs implemented with 100% Aboriginal
students in 2011

Early contact with parents/carers when
attendance concerns arise.

20% Yr 5 Aboriginal students in band 6,7 & 8
NAPLAN in literacy and numeracy

Student self monitoring of attendance


Provision of absence notes in newsletter for
families to return to school
10% increase in Aboriginal students reading,
spelling and writing at stage appropriate level
About this report
Our success will be measured by:

Attendance to be 90% or greater

School to match the Region’s attendance by
2012

Consistent improvement each year

Improved
parent
and
community
involvement in attendance program
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.
Lesley Mills Principal
Target 6
Marnie Bailey Classroom Teacher
Enhance development of teacher/community
relationships to support student learning.
Emily Maslen Classroom Teacher
Strategies to achieve this target include:
Naomi Elwell Aboriginal Education Teacher
Kelly Gardner Classroom Teacher

Employment of Community Liaison Officer
Leane Hore Support Teacher/Reading Recovery

One social afternoon per term; casual get- to
–know you activities(Afternoon games,
sports, working bee, have fun)
Tammy Wilkinson National Partnerships Coordinator
Teacher profiles (publish in newsletter,
posters around the school, make a year book)
Selina Hickling Aboriginal Education Student Support
School on land Council Meeting agenda and
attending local AECG meetings.
Margaret Somerville School Administration Officer


Carmel McGrady Aboriginal Education Officer
Nancy Martin School Administration Manager
Julie Davis School Learning Support Officer
Our success will be measured by:

100% students on PLP

School personnel in attendance at Land
council, P&C and local AECG meetings

School contact information
Tabulam Public School
Clarence St
Tabulam
CLO engagement in building educational
partnership between community and school.
NSW 2469
Target 7
Ph: 0266661219
Improve literacy and numeracy outcomes for
Aboriginal students.
Fax: 0266661537
Email: tabulam-p.school@det.nsw.edu.au
Strategies to achieve this target include:

Embedding technology into literacy and
numeracy programs

Explicit, timetabled talking and listening
programs

Language Enrichment Program

PLP’s with all students & their family
Web: www.tabulam-p.schools.nsw.edu.au
School Code: 3145
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:
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