Amata Anangu School
Annual Report
2014
 Page 1
Amata Anangu School Annual Report 2014
1. CONTEXT
School Name:
Amata Anangu School and
Amata Preschool
School Number:
1001/1556
Principal:
Greg Wirth
Partnership
Anangu Lands
Early Years
Coordinator:
Tarsha Howard
Amata Anangu School is an R-12 school with Playgroup and Preschool on the Anangu Pitjantjatjara
Yankunytjatjara Lands in far north South Australia. It is part of the Anangu Lands Partnership which
includes schools from the Maralinga Tjarutja Lands as well as the Anangu Pitjantjatjara
Yankunytjatjara Lands.
Amata community, with a population of around 400, is approximately 1450 km from Adelaide. The
primary language spoken in community is Pitjantjatjara but Yankunytjatjara and other languages are
also used. Many community members speak several languages. English is largely restricted to
school.
Transience is high among students but most children attend school when they are in community.
Cultural and family obligations impact significantly on student numbers and attendance throughout the
year.
The community wants to see children provided with a strong grounding in English language and
mainstream Australian culture while retaining Anangu language and culture. Our Early Learning
Centre provides educational and support programs to families and their children under three years
old. Our preschool program has been recognized by the National Quality Assurance Assessment with
an exceeding rating in all seven categories.
2. REPORT FROM GOVERNING COUNCIL
th
A new Governing Council was elected at our AGM on the 19 of March. The elected chair is Lillian
Wilton and the council is made up of members of all of the major family groups from Amata as well as
teacher and AEW representatives.
One of the more important council discussions this year was concerning our AEWs. Council members
are determined to ensure that AEWs attend regularly and engage appropriately. In this policy there
will be provisions for those AEWs who do not attend regularly or who do not contribute to teaching
and learning positively. The council has agreed that AEWs who do not attend regularly or who do not
perform at a satisfactory level will not continue to be employed.
The process of obtaining DCSI screenings for all council members is proceeding. This is a necessarily
intensive and exhaustive process and not all potential council members are yet cleared.
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Amata Anangu School Annual Report 2014
3. 2014 HIGHLIGHTS
Our internal landscaping project was completed this year. The improved appearance of the school
and the calming effect of the lawns and play equipment have had a positive effect on the school
climate. Student behavior has improved noticeably and visitors comment on the attractiveness of the
site. The new lawns have meant that students are sometimes reluctant to go home at the end of the
day; they would rather play or just sit and talk on the lawns. The school has also been able to allow
the use of the new area for community meetings outside of school hours. Some changes will have to
be implemented in 2015 to reduce water consumption, but it is hoped that there will be no loss of
amenity or appearance.
The preschool outdoor play landscaping project was completed this year during term 3. The far end of
the Preschool yard was not being utilized during children’s outdoor learning time. Conversations with
the Preschool children, teacher, AEW and families were an important part of the planning stages. The
end result was a fire-pit and an open style mud-kitchen with a rocky creek that flows into mudpit.
Cultural spaces for children to share stories using wires were also included. Large garden beds have
been established for a Preschool vegetable garden. Wooden slats were installed on the interior
fencing to prevent dogs and disruptions during outdoor learning time. The fencing has been effective
in reducing the amount of dogs entering the yard.
The success of the NQS assessment of our preschool has been noted above. A rating of exceeding
standard in all seven domains is quite exceptional. Tarsha Howard, our Early Years Coordinator, and
Josephine James, our preschool AEW, also gathered awards for their efforts. Tarsha’s hard work over
the last two years earned her the 2014 CEASA/ Credit Union SA Early Career Teachers Award and
the 2014 APTA Meritorious Contribution to the Profession Award. Josephine was presented with a
South Australian Excellence in Public Education Award. Amata Preschool held a ‘community BBQ in
the Early Years Outdoor space to celebrate this achievement with children and families. Katrina Tjitayi
attended this even and made a speech in Pitjantjatjara to share this achievement with community.
We had some notable visitors during the year. In August, coinciding with the formal opening of our
new landscaping, the Federal Minister for Aboriginal Affairs, Nigel Scullion and the Federal Minister
for Education, Christopher Pyne were greeted by the Amata School’s Perentie Dance. In September,
Jayne Johnson was welcomed to Amata as part of her visit to South Australia’s most remote schools.
Dick Smith and Greg Mortimer visited the school to present us with a copy of Dick’s book “Solo
Around the World”. Amata features in the book as one of the places Dick refueled. In the book are
photographs of several community members.
Our involvement with Bikes Palya continued. Children further developed skills in maintaining bicycles
and riding them safely. These visits will continue in 2015.
Amata Anangu School Graduates Kamurin Young and Sherelle Young commenced their traineeship
at Ayers Rock Resort in February this year. They were honoured to present gifts to the Royal Couple,
Prince William and Her Royal Highness Kate, during their visit to Ayers Rock. Kamurin and Sherelle
will be working as rangers in the next phase of their careers. The school’s Transition to Work program
has also seen two more students set to commence traineeships with the National Indigenous Training
Academy in 2015. The school’s Work Exposure program has provided our students work experience
in a variety of placements, primarily at Yulara. Amata has also supported other schools in their work
experience.
Other highlights include bush trips, our involvement in SAPSASSA football in Adelaide and the
success trips to Yulara for our highest attenders.
Ernabella Dance was also a huge success. Amata gained a commendable third place. This was all
the more meritorious because most of the work was done by students with guidance from AEWs. It
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Amata Anangu School Annual Report 2014
was a strong learning experience for all students involved, particularly the senior girls, and we will be
looking for ways to capture that learning as part of their SACE in 2015.
4. SITE IMPROVEMENT PLANNING AND TARGETS
Positive Behaviour for Learning is a key part of Amata’s Site Improvement Plan. The Effective
Behaviour for Learning Tool (EBL) was able to identify several priority areas for improvement and
guide the actions of the PBL team;

Clearly defined consequences for positive and negative behavior school-wide and at the
classroom level – A whole school process was used to develop a behavior code which spells out
a menu of consequences and clear guidelines on the process for managing behavior.

Instruction & curriculum materials are matched to student ability - A Learning Coordinator
has been appointed for 2015 to help teachers develop appropriate and engaging curriculum and
pedagogy and to lead the development of whole school teaching and learning agreements.

Ongoing access to training from the wider system – The Anangu Lands Partnership is
appointing a behavior management expert to assist schools across the partnership. The principal
has been trained to provide Classroom Profiling, Classroom Profiling training and training in the
Essential Skills of Classroom Management. This aligns precisely with PBL

Data systems had not previously been set up or optimised to provide the most useful information.
There are also significant errors in both data entry and the quality of data in EDSAS. This has
been rectified and will enable more precise monitoring of improvement in our behavior
management.
Several staff were involved with and contributed to the 2014 SMART=ER conference in Alice Springs.
A small team conducted an action research project which demonstrated that preparing students prior
to transitions made those transitions smoother.
Also key to our Site Improvement Plan is attendance. This is discussed below.
One of the contributors to our poor attendance figures has been senior students who attend very little.
In 2014 those students who have been attending infrequently, and who are above the age of
compulsion, have been asked to make a commitment or to seek options elsewhere.
The impact of cultural ceremonies and sorry business has been significant this year. This has
impacted negatively on both attendance and academic attainment. Our secondary teachers will be
working with Greg Lomax, Senior Leader – Student Pathways, to gain SACE recognition of cultural
activities as part of Community Learning.
There has also been considerable negative impact on attendance from high levels of unrest in
community and high levels of sexualized behaviour in children. The school is working closely with
CAMHS and SAPOL to address these issues.
Student Learning has been positively impacted by the involvement of Ann Baker and the support we
have had from Teaching and Learning Services. There has been some movement in numeracy
reflected in our NAPLAN results.
Recognizing the difficulty of sustaining Accelerated Literacy due to high staff turnover and limited
support, AL is no longer an Anangu Lands strategy.
Our 2015 Site Improvement Plan will focus on further improving systems and processes, particularly
around data management, quality leadership and fostering leadership skills, a strong work force and
our community partnerships.
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Amata Anangu School Annual Report 2014
PRESCHOOL QUALITY IMPROVEMENT PLAN
Quality Area 1: Educational Program and Practice
At the beginning of this year the Preschool sourced a copy of the Remote Indigenous EYLF. Using this
version of EYLF with families and Preschool AEWs has been a priority for 2014. Professional
Development sessions were offered in Yulara for AEWs and the workshops have provided a deeper
understanding of the EYLF for AEWs working in the Preschool. Regular programming and planning
time was allocated for the Preschool teacher and AEW to work together in delivering a play-based
program that supports children in becoming strong in both cultures.
Throughout the year, many different approaches were trialled for programming and documentation of
learning. The main focus was around how to make learning visible to families in our unique context. A
combination of methods were used that proved to be very successful. Some examples of this include;
children’s individual learning journey folders, the group documentation book and the program on
display.
Quality Area 2: Children’s Health and Safety
In 2014 we continued the trial lunch program from 2013 for children at Preschool. Many families were
passing foods from the store through the fence to Preschoolers that were high in fat and sugar, some
children were bringing these foods with them in the morning. Children and families have been offered
an alternative hot lunch (meat vegetables and pasta) to promote healthy eating in the centre. The junk
foods are put aside during Preschool time so that the child can take the foods home with them at the
end of the session. This program has been running since 2013 and has made a dramatic difference to
children’s understanding of what healthy foods are. The Preschool outdoor space has a newly built firepit to cook healthy traditional foods such as Malu Wipu (Kangaroo tail) this is often facilitated by the
Preschool AEW and families.
After a lot of planning and organisation, the Preschool toilets that were outdoors have finally been
enclosed and attached to the main building so that adequate supervision is possible at all times.
The Early Years Coordinator and CaFHS nurse have been working towards developing a strong
relationship with the local clinic so that with parental consent, the school and clinic can exchange
information that is vital to supporting children with their learning, growth and development.
Quality Area 3: Physical Environment
Over the past 18 months, the Preschool educators have focused on the development of an active
learning environment in the preschool.
In this process, they have been guided by the data they have generated using the Respect Reflect
Relate Active Learning Environment and Involvement rating scales. They have also drawn on the
concept of 'the environment as the third teacher' as expressed by educators associated with the early
childhood programs of Reggio Emilia in Northern Italy. As a result, the environment is carefully
prepared and materials and resources are arranged in ways that invite children to explore and
investigate the environment. Over this period of time, data has shown a huge increase in the
involvement levels of the children in their indoor learning environment. As this was such a huge
success, the same method was used to reflect on the outdoor learning space. RRR data demonstrated
that children needed more things to engage with in their natural environment. In reflection of the
children’s culture and love for the outdoor environment, the 2014 attendance initiative funding was used
for a landscaping project. The end result included a fire-pit for regular learning experiences that connect
to the children’s culture, a story-wire/ story telling space, a creek that flows down past a mud-kitchen
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Amata Anangu School Annual Report 2014
and into a mud-pit and multiple planter boxes to establish a Preschool vegetable garden. The main
ideas behind the plans were to provide a space that families would feel comfortable in engaging with
children and for the children to have access to an open-ended natural environment that provided
opportunities for rich learning experiences that wasn’t dominated by toys.
Quality Area 4: Staffing Arrangements
2014 was the first year that an Early Childhood Coordinator was employed to facilitate the day-today
running of both the Preschool and B-3 Playgroup.
The Early Years staff team consists of:
 B-3 Playgroup teacher and AEW
 Preschool Playgroup teacher/Early Childhood Coordinator and AEW
 The school SSO3 is called upon when an AEW is absent or an extra staff member is needed to
ensure the best learning opportunities are provided for children at all times.
The arrangement of staff in the service enhances children's learning and development and ensures
their safety and wellbeing in a variety of ways. For example, a teacher qualified educator is always
present when children are playing in the indoor and outdoor environments and there is an educator who
speaks English and an educator who speaks Pitjantjatjara to support children's language and concept
development and to facilitate relationships between families and the service.
The Preschool and Playgroup AEWs were both continuing their study through TAFE Cert III in
Childhood Education and Care to improve their understanding of Early Childhood development.
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Amata Anangu School Annual Report 2014
Quality Area 5: Relationships with Children
Both Anangu and Piranpa play a vital role in developing relationships with children and their families. As
a member of the community, the AEW can also provide insight into the day to day life of children in the
service and can assist the teacher to understand particular relationships and responsibilities that family
members may have. The AEW is vital in facilitating the children’s learning and development in this
unique context.
A 2014 priority for the Quality Area was the delivery of the ‘Keeping them Safe’ curriculum. The
Preschool staff had to ensure that relationships with children and between educators were strong
before any of the Keeping Safe Curriculum could be taught. This was done in partnership with the
teacher and AEW to ensure that children could understand in both languages and feel safe, secure and
supported.
Quality Area 6: Collaborative Partnerships with Families
and Communities
In 2014 the Preschool staff team identified this Quality Area as one of the most important, especially in
our unique context. We also noted that strong connections with families and the community would
reflect strong attendance during the times that cultural and family events weren’t taking place.
During 2014, families were provided with opportunities to be involved in the service and to contribute to
service decisions in a variety of ways. For example, were are able to join the governing council,
participate in excursions and share skills in the preschool. The fire pit that has been included in the
design of the outdoor environment, enabled families to cook traditional foods and created opportunity
for families and children to tell stories using story wires in the sand.'Malu Wipu Picnic Days' were held
each term to encourage families to stay and play with their children at the preschool; families are also
invited to stay if they arrive before the session has finished. On many occasions the Preschool and
Playgroup combined for the ‘Malu Wipu’ Picnic events.
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Amata Anangu School Annual Report 2014
Quality Area 7: Leadership and Service Management
Three key areas that were priority for 2014 included:
 Developing numerous site specific policies for our centre that reflected cultural sensitivity as not
all DECD policies were a good fit for our unique context. This was a very complex task as input
was needed from families and the AEWs. The polices were completed earlier in the year and
are placed on the welcoming table so they are accessible to families at all times. Parts of the
policies were also written in Pitjantjatjara thanks to the previous APY Lands Early Childhood
Leader.
 Trial Preschool to School transition program
Children are supported by the Preschool educators for once a week school visits in the
reception class for two terms prior to officially starting school. This program has shown great
results for individual children who participated in this transition program in 2014. It will be
continued in 2015

For the Early Years Coordinator to work closely with the Preschool AEW to support and
facilitate her TAFE Certificate 3 studies and training. The relationships between educators in
the Preschool have strengthened throughout the year, resulting in positive outcomes for the
children and families but also the personal achievements of the preschool educators being the
recipients of multiple awards.
In the pictures below:
Josephine James (Preschool Anangu Education Worker) with her SA excellence in public
education award
Tarsha Howard (Early Years coordinator) with her CEASA Early Career Teacher award and
APTA Meritorious contribution to the profession award
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Amata Anangu School Annual Report 2014
Funding from the Building Teacher Capacity funding for targeted professional learning: Reflect Respect
Relate has been put towards the 2015 transition program where a new practitioner will be able to work
alongside Tarsha as she prepares to take study leave in Term 4 and return to Adelaide in 2016. The
funding will support the employment of Brenda Murray with a view to her continuing the work Tarsha
has begun. She will have the opportunity to build her relationships with children and their parents and
caregivers, build her understanding of the learning environment and systems and enable a seamless
handover in the preschool.
4.1 Junior Primary and Early Years Scheme Funding
Early Years funding money was used to support smaller class sizes in the early years and for
additional AEW support. Our Early Years class sizes were kept below 15 and for the most part there
was an AEW in each classroom. The Reception class AEW left community towards the middle of the
year and as yet a suitable replacement has not been available.
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Amata Anangu School Annual Report 2014
4.2 Better Schools Funding
As with Early Years funding, Better Schools funding has been used to maintain small class sizes. The
benefits include better opportunities for individual attention and improved learning opportunities for all
children.
5. INTERVENTION AND SUPPORT PROGRAMS
Intervention and support programs have been difficult to put into place for a number of reasons. It has
been difficult to engage consultants and there is a shortage of staff available to provide targeted
support.
Attendance Initiative funding for 2014 was used to improve the cultural and safety amenity of the
preschool. Improvements in these areas help Anangu parents and caregivers and Anangu children
feel more secure and comfortable in this setting.
6. STUDENT ACHIEVEMENT
Few of our students are achieving at a level where they can produce work which would be accurately
assessed at a C level in Australian Curriculum subjects. We did demonstrate that by using
assessment, pedagogical and other flexibilities it is possible for our students to achieve at a
satisfactory level. As teachers become more skilled in the use of SACE flexibilities we will see further
improvements in SACE outcomes. (Our secondary students gained more verified SACE credits in
2014 that in any preceding year. See below)
On a partnership level, work is continuing on the development of an engaging, accessible curriculum
which is relevant to the needs of Anangu children. In 2015 there will be partnership wide moderation
exercises conducted to enable teachers to gain a greater understanding of required standards, and to
share successful practice. The curriculum is being developed collaboratively in a unit/theme based
approach which our children will find more authentic and accessible and which will better meet their
learning needs.
Our Literacy Coordinator left the school at the end of term 1 in 2014 and it was not possible to find a
replacement. A new position of Learning Coordinator has been created to focus on improving
teaching and learning at all year levels.
There is an Anangu Lands Partnership agreement to collect Running Records, EALD, PAT-R(c) and
PAT – M data to monitor student outcomes. The data on Amata Anangu School’s EDSAS system is
not of a sufficient quality to enable useful conclusions to be drawn. This is a priority to be addressed
in 2015. The major reason for the poor quality of the records has been inconsistency in the methods
of assessment. In 2015 training in the correct use Running Records testing will provided.
Our poor data make it impossible to report on the effectiveness of interventions for students with
disabilities or other targeted groups. As mentioned above, this is to be addressed. A position has also
been created of 0.5 SSO3 Classroom Support. Vicky Smith will be working in this role with an AEW
(yet to be appointed) to provide timely support for SWDs and other identified students, in their
classrooms and under the guidance of the classroom teacher.
2014 saw significant disruption to learning brought about by conflict in the community, a more
prolonged season of cultural activities than in most years and some instabilities in staff.
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Amata Anangu School Annual Report 2014
5.1 NAPLAN
Summary Report Year 3
Your Index Of Disadvantage Is--> :
Category 1
2011
Student
Count
Numeracy
Reading
Writing
Grammar
Spelling
Amata Anangu
School
DECD
2012
Mean
Result
Student
Count
2013
7
Mean
Result
243.4
Student
Count
2014
Mean
Result
Student
Count
19
Mean
Result
226.0
12,217
374.1
12,612
370.4
12,450
376.3
13,443
380.5
Far North
315
331.6
312
317.4
341
330.4
310
322.2
Index of
Disadvantage
Amata Anangu
School
DECD
585
321.9
573
307.4
601
313.6
638
310.2
7
261.2
19
195.0
12,217
393.7
12,612
402.1
12,450
404.4
13,443
401.2
Far North
315
333.5
312
340.9
341
338.8
310
333.3
Index of
Disadvantage
Amata Anangu
School
DECD
585
325.2
573
328.8
601
328.1
638
318.8
7
254.3
5
132.0
19
154.7
12,217
390.8
12,612
397.5
12,450
394.2
13,443
377.3
Far North
315
340.8
312
346.8
341
331.7
310
316.1
Index of
Disadvantage
Amata Anangu
School
DECD
585
330.5
573
330.9
601
323.4
638
307.7
8
243.3
7
215.1
19
166.1
12,217
391.9
12,612
395.1
12,450
407.0
13,443
398.4
Far North
315
314.2
312
315.4
341
332.1
310
324.5
Index of
Disadvantage
Amata Anangu
School
DECD
585
313.1
573
302.5
601
317.5
638
304.4
8
234.2
7
260.8
19
209.3
12,217
384.9
12,612
395.6
12,450
397.2
13,443
395.6
Far North
315
334.2
312
339.4
341
352.1
310
342.2
Index of
Disadvantage
585
319.3
573
329.0
601
332.3
638
331.6
This report and the following demonstrate a number of concerns;
The numbers of students sitting these tests needs to be increased. An effort was made in 2014 to
make sure all eligible students were present and sat the tests. We aim for 100% engagement in 2015.
Our results are significantly below where they should be and suggest we need to improve the quality
of teaching and learning, our student engagement and differentiation for all of our students. Matt
Jamieson has been appointed as Amata Anangu School’s Learning Coordinator from 2015. The two
main foci of his role are to improve our pedagogy and to get our learning data systems into a state
where we can use them to accurately target interventions for all of our students. This includes making
sure that our testing of students is reliable and valid.
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Amata Anangu School Annual Report 2014
Summary Report Year 5
Your Index Of Disadvantage Is--> :
Category 1
2011
Student
Count
Numeracy
Reading
Writing
Grammar
Spelling
Amata
Anangu
School
DECD
2012
Studen
t Count
9
Mean
Result
361.3
2013
Mean
Result
Student
Count
2014
Mean
Result
Student
Count
12
Mean
Result
322.0
12,382
464.9
12,474
464.8
12,275
461.7
12,755
464.4
Far North
307
426.5
300
422.5
305
413.6
311
413.9
Index of
Disadvantage
Amata
Anangu
School
DECD
574
408.4
580
404.9
583
397.4
591
407.8
9
331.0
12
284.1
12,382
470.7
12,474
476.2
12,275
485.9
12,755
482.9
Far North
307
422.0
300
425.1
305
442.0
311
415.6
Index of
Disadvantage
Amata
Anangu
School
DECD
574
402.0
580
409.2
583
427.8
591
415.2
9
245.6
6
154.7
12
155.0
12,382
459.0
12,474
455.3
12,275
454.9
12,755
446.0
Far North
307
395.7
300
410.6
305
373.0
311
372.0
Index of
Disadvantage
Amata
Anangu
School
DECD
574
387.9
580
392.6
583
376.2
591
375.0
9
267.4
6
326.5
12
249.8
12,382
475.3
12,474
466.9
12,275
479.7
12,755
482.2
Far North
307
408.1
300
407.3
305
418.6
311
403.5
Index of
Disadvantage
Amata
Anangu
School
DECD
574
391.5
580
383.6
583
407.4
591
403.8
9
344.6
6
291.2
12
296.1
12,382
467.2
12,474
474.4
12,275
475.2
12,755
481.8
Far North
307
425.3
300
432.1
305
418.1
311
428.6
Index of
Disadvantage
574
406.0
580
414.1
583
411.5
591
427.7
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Amata Anangu School Annual Report 2014
5.2 Senior Secondary
Summary of Amata Students Recorded Vet in SACE Achievements.
NAME
YEAR
LEVEL
VET – VISA AGREEMENT
COMPETENCIES FROM
CERTIFICATE 1 EDUCATION AND
SKILLS DEVELOPMENT:
SARAH BROWN
10
15 SACE CREDITS
DENISE YOUNG
12
15 SACE CREDITS
DELILAH LEWIS
9
15 SACE CREDITS
NARELDA KEN
ROBINSON
12
15 SACE CREDITS
MILLIE RONTJI
11
15 SACE CREDITS
TRISHARNA
BRADY
11
15 SACE CREDITS
LYNTON
DINGAMAN
9
15 SACE CREDITS
AMOS TJILYA
12
15 SACE CREDITS
GAVIN WATSON
11
15 SACE CREDITS
ALEX THOMPSON
11
15 SACE CREDITS
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Amata Anangu School Annual Report 2014
The results above and creation of accessible learning and assessment plans will provide a strong
platform for many of our senior students to achieve their SACE, possibly in 2015 but almost certainly
in 2016. Senior class teachers will be creating timelines and visual representations of student learning
to help our older students map their progress.
In conjunction with Teaching and Learning Services (Student Pathways & 8-12) the Anangu Lands
Partnership has created a new position of Anangu Lands Student Pathways Senior Leader. Greg
Lomax has been appointed to this position and will bring a wealth of experience in creating strong,
meaningful and relevant learning for disadvantaged groups.
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Amata Anangu School Annual Report 2014
6. STUDENT DATA
6.1 Attendance
Attendance by Year Level
% Attendance
2012
2013
2014
Reception
55.7
60.7
55.0
Year 1
62.5
49.2
46.6
Year 2
49.8
58.3
57.4
Year 3
60.1
56.9
66.9
Year 4
49.4
57.1
46.1
Year 5
73.0
69.3
64.1
Year 6
67.1
59.6
73.3
Year 7
76.9
61.6
52.8
Primary Other
23.8
Year 8
70.9
67.2
41.2
Year 9
62.9
37.9
62.9
Year 10
51.1
47.1
36.3
Year 11
26.1
45.0
35.1
Year 12
42.2
34.9
26.2
Total All Year Levels
56.2
53.5
51.9
Total ACARA 1 TO 10
60.2
55.7
56.7
Our attendance data for year levels demonstrate the instability of numbers based on small cohort
sizes. Overall there was a slight increase in attendance in years 1 – 10, but this was negated by
declines in other year levels. Cultural business continued for much longer that it has in previous years
and this had a marked effect on the attendance of older boys as well as younger children who
accompanied parents supporting older boys. Attendance has also been impacted negatively by issues
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Amata Anangu School Annual Report 2014
in community. Some of these are ongoing and there is likely to be some reduction in enrolments as
families move to communities perceived as safer.
The attendance of children who are actually present in community is much higher than reflected by
the data above. New processes developed by the Anangu Lands Partnership will make it easier to
track and record the whereabouts and attendance of some of our more transient students. There is a
need for some system rethinking on managing attendance of indigenous students not just across SA
but across the NT, WA, and SA Aboriginal Lands and nearby schools.
This year’s attendance figures may also reflect some backlash from the Remote Schools Attendance
Strategy and the process of getting this established. It has taken some time to get this in place and
some teething troubles were to be expected. The structure for 2015 has been altered and there
seems a greater chance of bringing about positive results.
PLAYGROUP AND PRESCHOOL STUDENT DATA
6.1 Enrolments
Enrolment numbers are lower this year in comparison to the last two years. The Playgroup program
has over 30 birth-3 year old children accessing the service, some more frequently than others. A high
number of 3 year olds will be due to start Preschool during 2015 and enrolment numbers will increase
again.
6.2 Attendance
The data clearly shows a dramatic increase of attendance in 2014 in comparison to the past two
years.
Attendance percentages have slowly decreased each term during 2014 due to Cultural and family
obligations that arise later in the year and significantly impact regular attendance. This appears to be
a pattern each year.
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Amata Anangu School Annual Report 2014
6.2 Destination
Table 13: Intended Destination
Leave Reason
2013
School
No
Index
%
%
Employment
Interstate/Overseas
DECD
%
1.7%
3.0%
19
29.2%
9.6%
10.1%
Other
1
1.5%
3.5%
1.4%
Seeking Employment
3
4.6%
3.9%
3.6%
Tertiary/TAFE/Training
2.4%
4.6%
Transfer to Non-Govt Schl
4.4%
9.7%
Transfer to SA Govt Schl
22
33.8%
54.8%
47.4%
Unknown
20
30.8%
19.8%
20.1%
We are having some success in engaging new school leavers (and some who left school some time
ago) in transition to work programs. We have students who have graduated from the National
Indigenous Training Academy at Yulara and more starting there this year. Amata Anangu School has
employed Tina Jukic to manage our school to work and work skills programs. In this she is also
supporting students from Amata and other AL Partnership schools to achieve their SACE.
6.3 Preschool Destination – Feeder Schools
Feeder Schools
Site number - Name
Type
2012
2013
2014
1001 - Amata Anangu School
Govt.
100.0
100.0
100.0
100.0
100.0
100.0
Total
Amata Anangu Preschool is school-based and part of Amata Anangu School.
Amata Anangu school is the only school in Amata Community.
Page 16
Amata Anangu School Annual Report 2014
7. CLIENT OPINION
A teaching staff survey based on the eDIaF was conducted towards the end of 2014. The results are
below.
Connect
Strongly
Disagree
8.33%
Viewing parents and families as integral members of the school
community working in partnership with staff to promote high
expectations and aspirations for learning
1
4
2
4
1
8.33%
25.00%
41.67%
16.67%
8.33%
1
3
5
2
1
8.33%
41.67%
0.00%
41.67%
8.33%
1
5
0
5
1
20.00%
30.00%
30.00%
20.00%
0.00%
2
3
3
2
0
Developing sustainable partnerships that continuously improve
outcomes for learners, build staff capacity and involve the
broader community.
–
Developing professional cultures in which staff collaborate
across and within sites to build consistent and coherent
approaches to teaching and the delivery and monitoring of
learning.
Providing opportunities for families, children and young people
to shape policies and practices that affect them.
Improve
Strongly
Disagree
4
3
4
0
0.00%
41.67%
0.00%
58.33%
0.00%
0
5
0
7
0
0.00%
50.00%
8.33%
33.33%
8.33%
0
6
1
4
1
0.00%
41.67%
25.00%
33.33%
0.00%
0
5
3
4
0
Regularly monitoring and evaluating programs and practices based
on current research the and evidence of learning outcomes
achieved, to inform teaching and refine programs and practices
Engage with known and effective practices of self review, planning,
targeted intervention and performance reporting to ensure an
ongoing cycle of improvement
Strongly
Disagree
Providing strong educational leadership to drive the improvement
agenda and build staff, learner and community leadership capacity
to achieve the vision.
Using quality management practices to develop inclusive strategic
planning and change processes, align resources to achieve priorities
and ensure sustainable site operations.
Collaboratively planning, coordinating and evaluating pedagogy and
curriculum with staff through effective performance development,
professional learning and feedback processes.
3
12
2.92
12
3
10
2.5
Average
Rating
12
2.83
12
3.17
12
3
12
2.92
Neither
Strongly
Disagree
Agree
Total
Agree
Nor Agree
16.67%
16.67%
16.67%
16.67%
Average
Rating
Disagree
33.33%
Developing a clearly articulated vision for learning that motivates
and connects educators and families in collaborative work to
achieve the agreed goals for children and young people.
12
Neither
Strongly
Agree
Total
Disagree
Agree
Nor Agree
33.33%
25.00%
33.33%
0.00%
1
Developing effective processes to collect and interrogate the data
and evidence required to strategically determine directions and
improve outcomes
Average
Rating
Disagree
8.33%
Taking collective responsibility with families for each child and
young person and their learning outcomes
Lead
Neither
Strongly
Disagree Agree
Total
Agree
Nor Agree
33.33%
16.67%
33.33%
8.33%
Disagree
4
2
2
2
2
25.00%
25.00%
8.33%
25.00%
16.67%
3
3
1
3
2
16.67%
25.00%
16.67%
25.00%
16.67%
2
3
2
3
2
8.33%
33.33%
8.33%
33.33%
16.67%
1
4
1
4
2
12
2.67
12
2.83
12
3
12
3.17
Page 17
Amata Anangu School Annual Report 2014
Learn
Strongly
Disagree
0.00%
Maintaining safe learning environment that is respectful, engaging
and challenging and purposeful.
Promoting high expectations and providing targeted support for
each learner to achieve or exceed agreed standards.
Designing and delivering explicit, coherent, sequenced learning
programs, plans and assessments tailored to learner needs and
aligned to the Early Years Learning Framework, Australian
Curriculum and/or SACE
Developing and maintaining a culture of continuous professional
learning and improvement that results in high quality pedagogy
practice and innovation.
Neither
Strongly
Disagree
Agree
Total
Agree
Nor Agree
50.00%
0.00%
50.00%
0.00%
Average
Rating
Disagree
0
6
0
6
0
25.00%
25.00%
33.33%
16.67%
0.00%
3
3
4
2
0
0.00%
36.36%
45.45%
18.18%
0.00%
0
4
5
2
0
8.33%
41.67%
8.33%
41.67%
0.00%
1
5
1
5
0
12
3
12
2.42
11
2.82
12
2.83
What shows most strongly here is the polarization evident in the teaching staff. There has been a very
large turnover of teachers for 2015 with seven new teaching staff being appointed. This will provide
an opportunity to build a new team which is able to work together constructively.
It is also evident from the survey results that the vision and plan for the school has not been clearly
articulated. In developing a new three year Site Improvement Plan and our 2015 plan, there will be
considerable emphasis based on the co-construction of the vision for the school and the close
alignment with partnership and DECD plans.
My School website
http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Behaviour Management
It is impossible to provide accurate EDSAS date in this area because of the inaccuracy of data prior to
2014. Errors in EDSAS data entry have also made 2014 data unhelpful. Similarly data from the IRMS
system for 2013 cannot be found. Changes to data management in 2015 will enable a better analysis
for future reports and provide an accurate baseline.
Over the course of 2014 the IRMS data show some reduction in violent incidents initiated by students.
Anecdotally the school has certainly become much quieter and more settled over the course of the
year. Teasing in language, violence in the community and very high levels of problem sexual
behaviour amongst children in the community remain areas of concern for the school and the
community as a whole. The school is working very closely with community and other service providers
to improve outcomes in these areas.
The principal has been trained as a Regional Classroom Profiling Trainer. Over the course of 2015
teachers and AEWs will have their classroom practice profiled. This will provide important feedback
which will improve classroom management and make classrooms safer for all. Teachers and AEWs
will also be provided with training in the Essential Skills for Classroom Management. Those teachers
who wish will have the opportunity to be trained as Classroom Profilers. Increased presence of AEWs
in every lesson will help reduce teasing in language which is not always picked up by teachers.
Our Positive Behaviour for Learning processes and practices are subject to ongoing review and there
have been some major changes to the way this system is implemented, in terms of academic, social
and attendance behaviors. In conjunction with Classroom Profiling and the ESCM training we expect
to see reduced negative behavior and bullying.
Page 18
Amata Anangu School Annual Report 2014
8.2 Criminal History Screening
All teaching staff are screened as part of their teacher registration.
Non – teaching staff and volunteers, including members of Governing Council must provide a
Department for Community and Social Inclusion Child Related Employment Screening Clearance.
This process can take some take some time and is ongoing with changeover of Governing Council
members and applicants for non-teaching roles. Some clearances have taken in excess of six
months.
Individuals working for the Remote Schools Attendance Strategy are required to provide a copy of a
DCSI Criminal History Screen. All regular visitors to Amata Anangu School are also required to
provide the school with a copy of their DCSI clearance letter or, for agencies such as FSA and
CAMHS, a photocopy of their formal photo ID. Scanned or electronic copies of these documents are
kept on the school’s administration computer system.
Visitors are reminded of their obligations and those who have arrived without the correct
documentation have been informed that they are unable to be at the site and asked to leave.
Page 19
Amata Anangu School Annual Report 2014
8.3 HUMAN RESOURCES - Workforce Data
8.3.1 Teacher Qualifications
All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Number of
Qualifications
22
Qualification Level
Bachelor Degrees or Diplomas
10
Post Graduate Qualifications
Please note: Staff that have more than 1 qualification will be
counted more than once in the above qualification table.
Therefore the total number of staff by qualification type may be
more than the total number of teaching staff.
8.3.2 Workforce Composition including Indigenous staff
Teaching Staff
Workforce Composition
Non-Teaching Staff
Indigenous
Non Indigenous
Indigenous
Non Indigenous
Full-time Equivalents
0
14.0
5.81
2.99
Persons
0
14
11
3
9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source
1
2
3
4
Grants: State
Grants: Commonwealth
Parent Contributions
Other
Amount
$2 775 776.40
$118 939.36
0
$32 569.68
Page 20