NSW Department of Education & Training
2008 Annual School Report
Wee Jasper Public School
NSW Public Schools – Leading the way
3412
Our school at a glance

Trustworthiness; and

Patience.
Students
6. An active day trip and camp program often
combined with other small schools.
Our enrolments at the end of 2008 were eight.
Staff
Wee Jasper School is one of the luckiest schools
in the state as we have an excellent team of
educators who really enjoy working here. Our
students are exposed to a diverse range of
teaching methods, skills and talents which
combine to inspire greater growth in the children
in all areas. The combined talents of these people
ensure our students receive a motivating and well
rounded education. My sincere thanks to Sally
Keatinge, Elaine Woulfe, and the teachers from
the “3R’s”(Rye Park, Reids Flat and Rugby Public
Schools), Michelle Fahey, Mem Broughman,
Heather Shore and Melanie Thompson, for their
enthusiasm and hard work.
7. Tennis, athletics and swimming lessons are main
features of the sporting calendar.
9.
The above factors result in producing a unique
education, in a positive and friendly country
environment.
Student achievement in 2008
Literacy – NAPLAN Year 3
Due to our small candidature NAPLAN results were
discussed individually with the family.
All teaching staff meets the professional
requirements for teaching in NSW public schools.
Numeracy – NAPLAN Year 3
Significant programs and initiatives
1.
Due to our small candidature NAPLAN results were
discussed individually with the family.
A diverse teaching program presented by
experienced teachers: Mrs Keatinge and
Mr Sullivan (principal). In addition to core
subjects the school offers: French, guitar,
horticulture and a host of active and
possible lifelong outdoor pursuits. The
staffs
provide
a
personalised
teaching/tutoring program for each
student.
2.
Literacy – NAPLAN Year 5
Due to our small candidature NAPLAN results were
discussed individually with the family.
Numeracy – NAPLAN Year 5
Due to our small candidature NAPLAN results were
discussed individually with the family.
Integrated use of computers in all
curriculum
areas
and
specialised
computer lessons conducted by Elaine
Woulfe.
5
Messages
Principal's message
In a comprehensive process using NSW
Department of Education Values and
other recognised values which highlight
citizenship, the students selected the
following values which they believe are of
great relevance for school and for looking
after themselves, friends and family:

Care for Yourself

Care for Others

Care for property/environment

Truthfulness

Do Your Best

Be Co-operative

Responsibility for own Actions

Friendliness;

Understanding;
Wee Jasper PS is a member of the Country Areas
Program.
Outlined in this report, are the highlights and
achievements that the students and the school have
made during 2008. The report details evaluations
undertaken as part of the continuous school
improvement cycle, as well as the strategies
implemented towards achieving the goals and targets
set in our annual school plan.
Wee Jasper Public School was established in 1899 and
has always been a one-teacher school.
The buildings are attractive and well maintained.
Nestled on nine acres in the picturesque Goodradigbee
Valley, the old school house and grounds is the regular
subject of tourist photos. We are proud of our school
and make it a priority to present it in the best possible
way.
Students at Wee Jasper Public School aim to be
adaptable, community minded lifelong learners. Our
students are encouraged to work hard and make the
mental effort to learn.
2
They are actively encouraged to be achievers, set
long and short term goals and approach life with
an optimistic outlook. They will leave the school
with strong numeracy, literacy and technology
skills. They will be equipped with the skills to
participate confidently in society and lead a
healthy, sporting and active life.
applications to our classroom and quality of life. It is
quite simple and has four main attributes:
Interest is nurtured in: the natural environment,
both flora and fauna; landforms; camping; fishing;
gardening; playing guitar; tennis; golf and
athletics.

Make Their Day- When you “make someone’s
day” (or moment) through a small kindness or
unforgettable engagement, you can turn even
routine encounters into special memories.
Everyone at school deserves to feel special
everyday. It is our joint responsibility to make it
happen. Whose day will I make today?

Be There- The glue in our humanity is in being
fully present for each another. If you see
someone who needs your help, it is your
responsibility to go out of your way to assist
them and be there for them. Ask yourselves am
I really listening to someone and hearing what
they say?

Choose Your Attitude- When you look for the
worst, you will find it everywhere. When you
learn to have the power to choose your
response, to what life brings, you can look for
the best and find opportunities you never
imagined possible. If you find yourself with an
attitude that is not what you want it to be, you
can choose a new one. Do I have a smile in my
heart that is heard in my voice?

Play- Work hard and play hard. Remember that
work made fun gets done, especially when we
choose to do serious tasks in a light-hearted,
spontaneous way. Play is not just an activity; it
is a state of mind that brings new energy to
tasks at hand and sparks creative solutions.
Our students are taught and encouraged to adopt
an understanding and emphatic approach in all
dealings with family, friends, community members
and look to suggest and create positive outcomes
for all where possible.
Teachers and students consciously create a
friendly, happy and hard working environment
where the sound of laughter is a regular
occurrence. The parent community find teachers
are accessible and approachable.
High expectations of student academic progress
and social skills are maintained. Teachers strive
to provide optimal educational and social
opportunities for all our students.
The foundation to engaging students in all aspects
of school endeavour is based on the high value
placed on building relationships which are
authentic, honest and humorous. Conversations
of mutual interest revolving around school subject
areas and our daily lives promote a close rapport
between students and teachers and mutual
respect. Students view their teachers as real
people who model school values, a positive
outlook and what it is to be a life long learner.
The students are exposed to simplified versions of
these four main areas. In conjunction with regular
timetabled discussion around our school values,
discussion of a famous quote or positive affirmation
used in handwriting and the promotion of the fish
philosophy, our aim is to further develop a student
and staff friendly environment which inspires high
standards of citizenship and academic success.
This
philosophy
underpins
our
behaviour
management approach.
Our focus is to constantly improve educational
outcomes, through the pursuit of enhancing our
quality teaching and the learning environment. We
are always keen to listen to new ideas, attend
professional development courses, observe best
practice schools and review and modify our
current practices.
The school aims to be an active and constructive
member of the community. It seeks to be involved
by assisting in keeping the town beautiful and
encouraging community members to share their
knowledge, skills and generosity with the
students. School facilities are made available for
community use, such as the school library for
meetings, the green house and the school
purchased lighting and sound equipment which is
used at the community hall.
I certify that 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.
I hope parents and readers of this report find it an
informative and valuable document.
Mark Sullivan
P&C Message
The Fish Philosophy
P&C Support for the School in 2008
The “Fish Philosophy” originated from the Seattle
Fish Markets in the USA. Today it is a philosophy
employed by many companies around the world
to increase productivity and one which also has
In 2008 the Wee Jasper Parent and Citizens
Association (P&C) worked with the school in partnership
to help support and enhance the students’ learning
3
experience. The P&C knows that this cooperative
relationship with the Wee Jasper Public School
will continue throughout 2009.
Our fashion golf day was also a lot of fun. We played on
our course dressed up in all types of outfits.
We decided that we would like to go fishing at the
nearby Burrinjuck Dam. We rode to the fishing spot on
our school bikes. Mr Sull and Mrs Keatinge cooked
sausages for lunch. We haven’t caught a fish to eat yet.
The bikes were an idea we had the previous year and
many bikes were donated to the school.
The P&C supported the school in 2008 by
purchasing and providing a number of resources.
The P&C is delighted that for 2008 it was,
amongst other things, able to purchase:







We voted to go ten pin bowling which we did after
visiting the CSIRO Science Centre in Canberra
Soft fall for the school playground
A shade cover/gazebo to provide shade
when the student attend outdoor events
Three tents for student camps
Gardening tools
Food and other goodies for the school
presentation night
Fast Forward reading resources for the
school
Book prizes for the students at
presentation night
Each term we had a mufti day and decided on the
theme.
We also voted to have a water day on the last day of
the year at Billy Grace Reserve. Unfortunately the river
was ‘up’ and it was too dangerous to go for a dip!
Emma and Tara
School context
Apart from this the P&C was also able to provide
funding for:
Student information
It is a requirement that the reporting of information for
all students must be consistent with privacy and
personal information policies.
- Student camps;
- Arts and crafts supplies; and
- Tennis lessons.
Student enrolment profile
To provide funding and support for the above, the
P&C carried out various fund raising endeavours,
including a sausage sizzle at Bunnings, funds
raised from the Golf Day as well as the sale of
chocolates and other support from community and
groups including the Yass CWA. The P&C thanks
its members, the Wee Jasper community and the
teaching staff of Wee Jasper Public School for
their support and enthusiasm over the course of
2008.
Male
Female
2004
2
6
2005
1
5
2006
1
4
2007
6
4
2008
5
4
Enrolm ents
12
10
Students
Nathan Thorpe (secretary)
Student representative's message
Every student at Wee Jasper School is a member
of the student council. Each term we elect
different students to hold the position of president,
vice president, secretary and treasurer. In 2008
we talked about many ideas and voted to do the
following things.
8
6
4
2
0
2004
2005
2006
2007
2008
Year
Male
Twice a term we had a hot lunch ordered from the
local shop. We also had a milkshake day each
fortnight. We made milkshakes in our kitchen at
school.
Female
Student attendance profile
The charity we supported in 2008 was Jeans for
Jenes Day. Once again we organised a teddy
bears picnic and a pyjama party. We had it in the
horse paddock and it was the funniest day.
Everyone wore pyjamas and we had a BBQ
picnic.
School
Region
State
4
2005
94.2
93.7
93.8
2006
93.8
93.7
94.0
2007
97.5
93.5
94.0
2008
98.8
93.7
94.1
Class sizes
Teacher qualifications
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.
All teaching staff meet the professional requirements for
teaching in NSW public schools.
Qualifications
% of staff
The following table shows our class sizes as
reported at the 2008 class size audit conducted
on Tuesday 25 March 2008.Structure of classes
Degree or Diploma
Roll Class
This summary covers funds for operating costs and
does not involve expenditure areas such as permanent
salaries, building and major maintenance.
Year
K-6
K-6
K-6
K-6
K-6
K
1
2
5
6
Total per
Year
1
1
1
2
3
Total in
Class
1
1
1
2
3
Total
8
Financial summary
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Teaching & learning
Key learning areas
Excursions
Staff information
Extracurricular dissections
It is a requirement that the reporting of information
for all staff must be consistent with privacy and
personal information policies.
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
The school has a full time teaching principal, a
part-time teacher, a computer coordinator, school
administrative manager and a general assistant.
Staff establishment
Position
Number
Principal
RFF
Full time
1day per
week
3.5 days
per week
2
days/week
5hrs per
week
Digital coach/Computer Coordinator
GA
73 485.94
44 450.29
66 926.00
7 341.85
4 321.41
12.50
0.00
196 537.99
Expenditure
Students are taught in the same classroom in
multi-age ability groups.
SAM
100
Balance carried forward
2 056.68
5 655.49
248.00
705.86
0.00
119 754.29
9 838.35
22 023.83
0.00
3 855.32
3 564.98
12.50
0.00
167 715.30
28 822.69
A full copy of the school's 2008 financial statement is
tabled at the annual general meeting of the parent body.
Further details concerning the statement can be
obtained by contacting the school.
Staff retention
During 2008, staffing remained unchanged.
School performance 2008
Staff attendance
Achievements
Staff has access to leave entitlements such as
sick leave. In 2008 the average daily attendance
rate for staff, as determined by the Department is
not to be reported due to low staff numbers.
Arts
Visual Arts
5
Students have many opportunities for selfexpression using different media. Student art work
has been constantly displayed within the school
creating a most pleasant and colourful
environment and in the community hall for
presentation night. Their creativity came to the
fore when winning ‘The Environment is in Your
Hands’ mural competition at the Yass show last
year! Students also won first prize in their
individual sections. Students had the opportunity
to work with noted illustrator, Gaye Chapman at
the Adjungbilly Arts Camp. The school had three
artworks selected for the 2008 Special Forever
publication.
coaching of our favourite athletics coach Maurice
Tod.

Bernadette Ramsey, professional tennis coach,
conducted lessons at the Wee Jasper Adventure
Camp and Bongongo School in Term 4 (which were
unfortunately cut short due to Bernadette suffering a
health complaint). We look forward to future lessons
with Bernadette in 2009. The School undertakes
tennis sessions twice a week in Term 4 at the local
community tennis courts.

In the drama strand, students have developed
their confidence and acting skills through
presenting plays to the community at the end of
semester assembly and the annual presentation
night. The 2008 presentation night performances,
‘The Three Little Wombats’ and ‘Cinderella’ was
thoroughly enjoyed by the students and proved to
be a great laugh for the community.
Wee Japer School also hosted the 3Rs and WJ small
schools’ swimming carnival, “Big Splash” at Macquarie
Slides.

Dance

Dance/ gymnastic routine for presentation
night; and

Creating and performing ‘Endangered
Species Dance’.

All students willingly participated in guitar lessons
in 2008. Each student has the use of a school
guitar. Skills continue to develop.
Other
Other musical experiences included:
school singing lessons;

learning French songs; and

participating in the mountain schools’
choir at the Adjungbilly Arts Camp.
In-school Sport
In-school sporting activities have focussed on fitness,
flexibility, ball skills, development of fundamental motor
skills, creative dance, team sport skills, teamwork and
good sportsmanship. Brain gym activities also feature
ensuring cross-motor activities which are designed to
improve brain function.
Music

Boorowa Touch Football Carnival
All students from years one to six participated in the
Boorowa netball/touch carnival. Wee Jasper students
combined with students from Rugby, Reids Flat and
Rye Park to form a small schools’ team in each age
division.
All students participated in creative dance lessons
producing their own dances. Other experiences
included:
Dancing at the Adjungbilly Arts Camp;
Swimming
In 2008 we were most fortunate to be able to use Tim
and Helen Cathles swimming pool. Sally Keatinge, an
accredited Aust Swim coach ran swimming lessons
once a week in Term 4. A big thank you is in order to
Tim and Helen for their generosity in making this
opportunity possible.
Drama

Tennis
Technology Program
This program is funded by the school and the Country
Area Program (CAP). A technology specialist was
employed one day a week to strategically teach staged
groups in computing. This teacher attends training and
development opportunities which she then shares with
staff and students.
Sport
Academic
The students were exposed to a wide variety of
sporting and leisure experiences. Specialist
coaching was made available for the students in
the following areas:

In the National Assessment Program, the results across
the Years 3, 5, literacy and numeracy assessments are
reported on a scale from Band 1 to Band 8.
Athletics
The achievement scale represents increasing levels of
skills and understandings demonstrated in the
assessments.
For the first time in many years the school
won the Small Schools’ Athletics Carnival.
Our students demonstrated good technique in
the field. Thanks must go to the professional
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year
3)
6
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5).
All grades K-6 are taught Aboriginal perspectives
through the HSIE syllabus. Students had the
opportunity to explore, interpret and produce indigenous
art during the year.
Literacy – NAPLAN Year 3
Our school has also joined the ‘Dare to Lead’ coalition.
Due to our small candidature NAPLAN results
were discussed individually with the family.
Multicultural education
Numeracy – NAPLAN Year 3
The school has maintained a focus on multicultural
education in all areas of the curriculum by providing
programs which develop the knowledge, skills and
attitudes required for a culturally diverse society.
Students learn spoken French language, along with the
culture of the country and its customs.
Due to our small candidature NAPLAN results
were discussed individually with the family.
Literacy – NAPLAN Year 5
Due to our small candidature NAPLAN results
were discussed individually with the family.
Respect and responsibility
Numeracy – NAPLAN Year 5
A program of Values Education was implemented
during 2006 (details of which are outlined earlier in this
document) and continues to evolve. The values are
intrinsically woven into our school rules and are in fact
the basis for judging all behaviour at the school. Our
values are displayed prominently in the classroom and
referred to daily through completion of student survey
sheet which highlight student awareness of acts of good
citizenship and reporting of incidents not in line with our
school values.
Due to our small candidature NAPLAN results
were discussed individually with the family.
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3
and 5.
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.
Other programs
COUNTRY AREA PROGRAM (CAP)
The Country Areas Program supports schools through
the development and provision of services and activities
in three key areas: Quality Teaching and Learning;
Quality Technology in Teaching and Learning and
Quality Improvement.
Percentage of Year 3 students in our school
achieving at or above the minimum standard
in 2008
Our school benefits from CAP funding support, which
assists schools and their communities to enhance the
learning outcomes for students in geographically
isolated areas. Funding has been directed towards a
number of programs that support the school’s identified
targets.
Due to the small candidature, to protect the
privacy of the individual students, results relating
to the percentage of students achieving national
benchmarks will not be published.
Percentage of Year 5 students in our school
achieving at or above the minimum standard
in 2008
All the 3RsWJ principals attended a conference in
Melbourne in March which resulted in the
implementation of new learning strategies into the
programs at school. Following on from the Hawker
Brownlow Conference, four days were allocated for the
3R’s and WJ network to reflect upon, share and further
develop programs to improve teaching practice and
student outcomes.
Due to the small candidature, to protect the
privacy of the individual students, results relating
to the percentage of students achieving national
benchmarks will not be published.
Significant programs and initiatives
CAP funds helped to pay for the travel component for
students on our camps.
Aboriginal education
Our school’s well respected computer education
program was again supported through the employment
of Mrs Woulfe which CAP funds help subsidised. The
program titled ‘Digital Coach,’ allowed the school to
employ a digital coach half a day per week to work with
students and staff to develop and enhance technology
Our school continues to provide programs
designed to educate all students about Aboriginal
history, culture and contemporary Aboriginal
Australia.
7
skills with a view to countering isolation through
linking and sharing learning experiences. The
digital coach provided expertise to staff and
students, shared knowledge, and worked across
the small schools network.
Progress on 2008 targets
Target 1
Improve numeracy outcomes K – 6 with an emphasis
on the number strands of addition, subtraction,
multiplication and division.
CAP funds supported the further development of
the Accelerated Reader Program. Students
complete an online quiz about books read for
enjoyment at school. The practice has promoted
and ensured that students read carefully for
meaning. Students’ comprehension, as measured
by quiz test results, indicates significant overall
class improvement. Student class reading time
has increased further and student motivation
remains high. Students view sustained reading
time as a valuable and enjoyable part of routine.
Our achievements included:
I attended the CAP conference to participate in
relevant professional learning opportunities. This
learning will be used to promote CAP and
enhance learning outcomes for students and staff.

All students in the school demonstrated
improved results in stated areas through NSW
Mathematics Diagnostic Test Series, Math Plus
Assessment and anecdotal teacher records.

Growth rate in maths was able to be measured
from Year 3 to 5 (NAPLAN tests). They were
most positive.
Target 2
To improve student outcomes in Writing, in particular in
published classroom writing and in National Testing
results in Year 3 and Year 5.
The Wee Jasper Adventure and Writing Camp
The camp brought together 50 students from 5
isolated small schools for 3 days with the help of
CAP funding. Students operated in groups of
similar ages which are often impossible in their
own schools. Students were taught by a variety of
teachers and professional presenters. Activities
included: writing workshops conducted by
recognised author; tennis lessons; guided caves
and fossil field tours; bush crafts; art; reptile
workshop; fishing and lessons on fishing rules and
fish anatomy; workshops conducted by NSW
fisheries officer; astronomy workshop conducted
by ACT Astronomical Society and a marsupial
night stalk conducted by scientist Mason Crane.
Our achievements include:
This camp was a major undertaking and was a
complete success.

All students felt that their spelling ability has
improved. Test results confirm success with age
appropriate/ increasing difficulty of spelling lists
recorded for majority of students.

Sample writing exercises revealed a 25% drop
in punctuation errors over a 6 month period.

Growth rates were able to be measured from
years 3 to 5 using the national testing results.
Both students had pleasing growth rates

All students report increased confidence and
enjoyment in the writing area.
Key evaluations
(I would like to take this opportunity of thanking
the Cathles for use of their tourist accommodation
facilities at no cost, plus their energies in running
fossil workshops. Thanks to all staff at the school
that
undertook
many
extra
jobs
and
responsibilities and worked a considerable
amount of time out of hours! Thanks to the Wee
Jasper Community who pitched in and
volunteered to help in an assortment of different
ways. Special mention must be of Sally whose
creative planning and boundless energies made
the camp a little special).
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 2008 our school carried out
evaluations of School Culture and Mathematics.
Educational and management practice
School Culture
Background
The area of School Culture has been evaluated by
parents using a SchoolMap Survey. The aim was to
help determine the opinion of parents regarding our
school. Surveys were provided to all school families,
with 100% of surveys being returned.
1. The school knows about the families and community
in which it serves.
2.
School leaders have a positive influence on the
school culture.
CAP support and funding will continue to be a
major influence in promoting quality education at
WJPS.
8
Findings and conclusions
3.
The school often praises and rewards
individuals who are successful.
4. The students are the school’s main concern.
5.
Parents support what is happening at the
school.
6. I am proud of my child’s school.
7.
The school encourages new students and
their families to be involved in school activities.
8. The school appreciates having my child as a
student.
9. The school encourages students to achieve
their best.
10. The school encourages everyone to learn.
11. The school caters for the learning needs of all
students.
12. The school is continually finding ways to
improve what it does.
13. When necessary, the school makes important
changes to what it does.
SchoolMap - Wee Jasper (3412)
6 - Culture
Area:
Group:
3 - Parent
Date of survey:
30-Mar-09
Survey Responses
0%
20%
40%
60%
80%
Sometimes
Rarely
100%
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Almost always
Usually
The graph clearly indicates that in a majority of areas
the school culture is held in high regard.
Future directions
Reponses to questions 2 and 5 will be discussed with
families during mid year report interviews with an aim to
identify issues and areas, address concerns, and
improve parent responses to 100% ‘Almost Always’ in
future surveys.
Presentation Night 2008
Boorowa Touch Football Carnival
Tennis Lessons at Bongongo
9
Quality of School Life Student Survey
Students from year 3 and up completed this survey.
Results were analysed with a view to further improve
school culture.
MY SCHOOL IS
Mostly
Mostly
Agree %
Disagree%
A PLACE
Agree%
Disagree%
WHERE
I really like to go
each day.
67%
17%
My teacher is fair
to me.
100%
I learn to get
along with other
100%
people.
I am a success
as a student.
83%
17%
I feel unhappy.
Other students
accept me as I
am.
I know how to
cope with the
work.
I like to be.
The work is a
good preparation
for the future.
I like to do extra
work.
I feel happy.
The things I learn
are important to
me.
Learning is fun.
17%
17%
My teacher listens
to what I say.
83%
17%
I enjoy what I do in
class.
67%
33%
I am popular with
other students.
50%
50%
I can learn what I
need to know.
100%
I know I can keep
up with the work.
67%
33%
I get excited about
the work we do.
17%
83%
I get upset.
33%
100%
67%
I know people think
a lot of me.
50%
50%
I get on well with
other students in
my class.
67%
33%
What I learn will be
useful.
83%
17%
50%
100%
100%
83%
17%
100%
83%
17%
The work we do is
interesting.
50%
67%
33%
I get enjoyment
from being there.
100%
My teacher helps
me do my best
100%
People can depend
on me.
50%
50%
Other students are
very friendly.
83%
17%
I feel restless.
17%
50%
My teacher treats
me fairly in class.
100%
What I learn will be
useful when I leave
school.
100%
I achieve a
satisfactory
standard in my
work.
67%
17%
83%
I am good at
school work
33%
I feel proud to be
a student
100%
My teacher takes
an interest in
helping me with
my work.
83%
People trust me.
17%
I feel worried.
83%
83%
100%
I feel lonely.
Things I learn will
help me in
secondary
school.
I have a lot of fun.
83%
17%
67%
17%
87%
17%
83%
10
33%
33%

Findings and conclusions
The survey reflects the positive attitude that
students have toward the school. Students will be
invited to speak to teachers on a one to one basis
if their response was not positive in the areas of: ‘I
feel lonely’, ‘I feel worried’, and ‘I feel restless.’
Student Survey Year 3 to 6
Strongly
agree
It is important to
learn
Mathematics.
I enjoy Maths
lessons.
I like to work
with other
students in
Maths.
I like text book
Maths work.
I like hands-on
Maths work.
I like to use
computers in
Maths.
I am getting
better at Space.
I am getting
better at
Measurement.
I am getting
better at
Number.
I am getting
better at
Working
Mathematically.
My teacher tells
me how I am
progressing in
Maths.
I am given extra
help when I
need it.
Future directions
Continue school values approach and Fish
Philosophy as described earlier. Address
individual student concerns highlighted in survey
should individual students take the opportunity to
speak to a teacher.
Evaluation Mathematics
All students and parents were surveyed to attain
their perceptions on the school’s mathematics
program.
Student Survey - Kindergarten
Our student was asked to colour in the face that
best matched the way she felt about each
statement.
I enjoy
mathematics
I like text book
work
I like Math
Groups
I am getting
better at
shapes
I am getting
better at
counting
I am getting
better at
writing
numerals
Agree
Not
Sure
Disagree

















Nothing x2
Agree
Disagree
100%
100%
100%
100%
50%
50%
100%
50%
50%
50%
50%
100%
50%
50%
50%
50%
50%
50%

Comments Student Survey - Year 3 and 6
Older Student Surveys
All survey responses are quoted verbatim.
The best things about maths lessons are:
Comments Student Survey - Year 1 and 2

I learn new things each day.

Is that you learn lots about maths - my best
thing is math mentals.

I can work on my own and stay in my own
world.

You can get help and get to know more.
.The best things about maths lessons are:

Measurement

Drawing and joining the dots

The worst things about maths lessons
are:
The worst things about maths lessons are:

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Nothing.

It is always very noisy and I get easily
distracted.

You get very hard stuff.

Nothing.
Parent/Teacher Satisfaction Survey
In 2008 the school sought the opinions of parents about
the school.
The Parent and the Teacher Satisfaction Survey asked
parents to list three things the school is doing well and
three things that the school could improve. 100% of
families responded. All survey responses are quoted
and quoted verbatim.
Findings and conclusions
The important conclusion that may be derived
from these results is that students are engaged in
the maths program and are experiencing a sense
of achievement.
Parent Survey Results:
Things the school is doing well:
Future directions

communicates well with parents
Investigate further options for use of computers in
math area.

individual attention to needs of students

extra curricular activities
Offer students who need to work in a very quiet
environment the option of working in another
room.

Keeping parents /carers informed of school
activities is very well managed. The newsletters
especially are great. I love the photos

the approachability of teaching staff is excellent

out of school activities (swimming, camps,
excursions) are also a desirable feature of
WJPS

diverse range of activities and opportunities for
the children
Parent Survey
Parents were asked to rate the entire maths
program. The following results were obtained:
Highly effective
33%
Effective
66%
Satisfactory
0%

education
Dissatisfied
0%

remedial focus with children who are behind in
core areas of education

the teachers

explanations (to parents)

takes exceptional care of my children

academic progress of our kids
Findings and conclusions
All survey responses are quoted verbatim.
Maths is highly effective: especially like the
current math homework book and times table
regime.

communication with parents is great
Would like some feedback on how Wee Jasper
maths program meets curriculum requirements in
comparison with other schools and if the current
text book choice is appropriate to meeting
curriculum requirements.

Meets all kids needs really well.

one on one attention to all students

Great extra curricular activities eg fishing
camping etc.
(There were no further comments.)

The school is aware of each student’s individual
needs.
The maths program appears sound.
Things that the school could improve:
Future directions
All survey responses are quoted verbatim
Teachers will undertake further training in this field
when possible and new text books will be
evaluated when published. Other schools will also
be surveyed as to text used and opinion sought
on compliance to NSW mathematics syllabus. Our
current text will be evaluated for compliance.
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
Presently I could not think of anything the
school could improve upon. Things are great.

Supervision at playtime.

Offer a broader length of education eg .Kinder
to year 8.

(There were no further responses in this section
of the survey).
Targets for 2009
Teacher Survey Results:
Target 1
Things the school is doing well:

Our Values Program;

Excursion Program; and

Individual Programming.
All students to show growth in literacy and
numeracy demonstrated by in-school assessment
each term.
Strategies to achieve this target include:
 programming and explicit teaching of the syllabus
and quality teaching framework
Things the school could improve:

Students looking after school property;

Writing assessment; and

Public speaking.
 continued updating of classroom resources to
support syllabus literacy and numeracy outcomes
 professional development opportunities for staff to
observe and utilise best practice in teaching.
All comments will be seriously considered by the
principal and teaching staff. As a matter of priority
strategies will be developed and implemented to
ensure improvements are made in school
playground supervision. I would like to thank
parents for taking the time to complete surveys.
Sally and I really do appreciate the positive
feedback.
Our success will be measured by:
 The demonstration of improved use of numeracy
strategies by students K – 6 in data gathered from
Nelson Numeracy Assessment Kit.
 demonstration of improved reading abilities through
PM Benchmarking by Support Teacher Learning
Assistance and Star Reading Assessment Package.
Professional learning
 improved performance demonstrated in National
Testing strand outcomes and class assessment
tasks in Number.
Primary Principals’ Conference
3Rs collegial group meetings x 4
Target 2
Fish Philosophy workshop
All students in school meet or better national
minimum standard literacy and numeracy
expectations.
Regional Principals’ Conference
Strategies to achieve this target include:
Hawker Brownlow Conference
Strategies to achieve this target include:
First Aid (all staff)
 programming and explicit teaching of the syllabus
and quality teaching framework
Country Area Conference
 continued updating of classroom resources to
support syllabus literacy and numeracy outcomes
OHS Consultation training
 Professional development opportunities for staff to
observe and utilise best practice in teaching.
SASSPA Conference - Sydney
The average expenditure per teacher
professional learning in 2008 was $2624.
on
Our success will be measured by:
NAPLAN Results
The average number of days of professional
learning for teaching staff in 2008 was nine days.
School development 2009 – 2011
Wee Jasper PS has a three year management
plan in place, which outlines in detail the
educational aims that have been set for our
school.
Every year we identify targets for improvement,
based upon our management plan. These will
continue to provide the direction and values we
believe will promote personal growth and
academic excellence.
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About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
1. Mark Sullivan
Principal
2. Sally Keatinge
Teacher
3. Michelle Faye
School)
Principal (Rye Park
4. Janet Smith
P&C Representative
Stream Watch at Wee Jasper
School contact information
Wee Jasper Public School
Wee Jasper Rd
Wee Jasper
NSW 2582
Ph: 02 62279652
Fax: 02 62279617
Email: mark.m.sullivan@det.nsw.edu.au
School Code: 3412
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
Tennis Lessons
Cooking made easy
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