Seaham Public School
Annual School Report
2012
3048
Our school at a glance
supportive Parents and Citizens Association (P&C)
that represent the parent body very effectively.
Students
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.
In 2012 Seaham Public School had an enrolment
of 212 students across 9 classrooms.
Staff
Mr Craig Partridge - Principal
The school had a staffing establishment of 10.336
teaching positions and 2.422 non-teaching
positions. All teaching staff met the professional
requirements for teaching in NSW public schools.
P & C message
The P & C has had another good year in 2012.
Significant programs and initiatives
Thanks to all of the people who have either
directly or indirectly supported our efforts.
Throughout 2012 Seaham students have excelled
in a number of areas. Excellent individual and
team sporting results as well as outstanding
achievement in school based competitions. These
include athletics, swimming, AFL, netball, softball,
public speaking, horse sports and debating.
I’d like to thank the Canteen Committee and all
the volunteers. This is a great service and the
kids thoroughly enjoy this experience and seeing
their parents in there.
Without you all, our
canteen wouldn’t operate. The canteen has
passed over $4500 this year to the P&C.
Student achievement in 2012
Similarly, thanks to all the people involved in
operating the school book club or who come in
each day to assist with class reading, sport and
other activities.
Your assistance is greatly
appreciated.
NAPLAN 2012 results indicated that year five
boys have improved by 19 scale scores from the
2011 data in reading and year five girls are 38
scale scores above the state average growth in
reading.
A special thanks to the members of the P&C, your
attendance at meetings and your tireless work on
improving the resources and equipment available
for the kids and teachers is nothing short of
amazing. It is a pleasure to be involved with this
group of people.
Messages
Principal’s message
The Annual School Report provides our school
community with a summary of the school’s
achievements, results and future directions. As a
school community we are continually trying to
improve outcomes for students so we can
provide them with a challenging and rewarding
education in a rapidly changing society.
In the background this year the P&C have been
planning a playground enhancement which is a
sensory garden and play area. As part of this
project we need to control the water run off, so a
trickle stream feature is being created in the
garden to manage this. To assist with this project
we applied for a Hunter Water Community Grant
and we were successful in obtaining a grant for
$5400 towards the water tanks and pumps
required for this project. Work will commence on
this project late Term 4 and during the Christmas
school holidays.
2012 was an exciting and challenging year at
Seaham Public School. At a local, district and
state level students and staff were successful in
many endeavours throughout the year. The
teaching of basic skills continues to be a focus of
classroom practice and is complimented by
extensive opportunities across other key learning
areas.
To any of our members who leave the school this
year ‘Thank you’ for your wonderful contributions
to the P&C and school community. In particular
I’d like to mention Jim and Melanie Meredith for
their tireless efforts for many years.
Parents assist in many sporting and cultural
activities and the school has a very active and
1
Finally I’d like to thank everyone who donated
money, time or resources to make all of these
projects and activities not only happen but
succeed. Looking forward to another exciting
year next year and I would like to welcome all
parents and community members to our
meetings.
School context
Kerri McCaw - P&C President
Student enrolment profile
Student representative’s message
In 2012 there were 9 classes with a total of 212
students at the census date in February.
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Being school captain was a great experience. I
have liked organizing the assemblies and
representing our school in many things. I have
enjoyed sharing these great moments with the
other captains and Mr Partridge. I will remember
the experience and I will miss everyone.
Gender
2007
2008
2009
2010
2011
2012
Male
Female
115
121
113
127
101
117
100
119
98
112
115
105
Enrolments
300
Morgan Buckley – Captain
250
Students
Over the last year I have been honoured to be
school captain. I enjoyed the extra responsibility,
particularly being part of events like ANZAC day,
the young leader’s program and our school
assemblies.
200
150
100
50
0
Thomas Lidbury – Captain
2007 2008 2009 2010 2011 2012
Year
Male
Female
Being school vice-captain has been a real
privilege. I have really enjoyed the responsibility
of being a school leader, the opportunity to
represent our school and the organisation and
preparation involved in school assemblies and
presentations. An added bonus has been getting
to know my fellow captains and sharing the
responsibility with them. I have really
appreciated all of the input and advice from the
teachers, in particular Mr Partridge and Mr
Unicomb.
Student attendance profile
One of the school’s strategic priorities is to
improve student attendance. School attendance
has improved by 1.1% in 2012.
Year
K
1
2
3
4
5
6
Total
Birdie Kime – Vice Captain
I think that being captain of Seaham School has
been a great experience and enjoyable as well. I
never thought that one day I would be standing
up and talking at assembly on behalf of my
school. I have really been honoured to do that. It
has been positive working with the other
captains. I was very surprised and privileged
when I became vice captain at Presentation night
in 2011. I would like to thank the teachers for
their help and the students of Seaham for voting
for me in the first place.
2008
93.8
2009
94.9
93.2
95.7
92.8
91.0
94.0
91.3
93.1
2010
96.8
94.0
94.8
94.4
95.3
90.6
94.1
94.2
2011
95.9
94.5
94.9
93.9
93.2
93.6
91.2
93.7
2012
96.3
94.9
95.4
94.2
94.9
94.9
93.4
94.8
Management of non-attendance
Student attendance is monitored on a daily basis.
Should there be recurring attendance issues the
school works co-operatively with parents and
students to overcome these issues. Attendance at
Lachlan Armitage – Vice Captain
2
school is strongly encouraged by providing a
caring and supportive environment. The school
works with families and involves the Home
School Liaison Officer (HSLO) when further
support is needed.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Staff establishment
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teachers
Teacher of Emotional Disabilities
Teacher of Mild Intellectual Disabilities
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
Total
% of staff
100%
Number
Date of financial summary
30/11/2012
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
$
117314.69
167089.92
99606.93
89682.41
5121.09
10534.55
0.00
489349.59
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
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.
There was no teacher or additional staff member
who identified as Aboriginal however Seaham
Public School is represented at local AECG
meetings by the Principal and Aboriginal
education part of our school and LMG school
plans.
Staff retention
24069.20
22937.84
34003.44
3149.60
3170.95
109701.57
29044.98
39468.84
0.00
52416.14
28708.75
22072.33
6989.96
375733.60
113615.99
A full copy of the school’s 2012 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
During 2012 Relieving Principal Craig Partridge
gained the position permanently through merit
selection. Mr Padmos and Mrs Atchison
continued to fill the two teaching vacancies. Mrs
Maier continued to relieve at Glen William Public
School and will now move to Mount Kanwary as
permanent Principal in 2013.
Mrs Willoughby joined our staff in term 3 as
Learning and Support teacher two days per week.
3
Academic
School performance 2012
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.
Achievements
Arts
Students from Seaham entered the Hunter
Region Botanical Gardens Art Competition in
2012. Six students were placed first or second
and seven students received highly commended
for their artworks.
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)
Sport
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
We had many outstanding team and individual
sporting achievements in 2012. Corey Holloway
made the regional softball and AFL teams. Caleb
Daskalovski was a shadow reserve for the
regional softball team. Eight
students
represented
at
the
Hunter
athletics
championship. Aleece Richardson was the overall
10 years girl champion at this event and went on
to the state athletics championship at Homebush
where she finished 12th in the High Jump.
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au and
enter the school name in the Find a school and
select GO.
Significant programs and initiatives
The girl’s netball team had an outstanding year.
They were undefeated in the local section of their
draw finally losing to Biddibah Public School in
round 5 of the competition.
Aboriginal and Multicultural education
Harmony Day
Seaham Public School celebrated Harmony Day
on the 5th of April. The day began with open
classrooms where parents and friends
participated in ‘Harmony Day’ related activities.
The activities included craft, drama, art and
digital technology. Cultural perspectives were
integrated into teaching programs before, during
and after the event.
Debating and Public Speaking
The Seaham debating team had a very successful
year as they competed in the Premier’s Debating
Challenge. The team, Allira Ewin, Claudia
Williams, Juliet Taylor, Samantha Oswald and
Lachlan Armitage were the local champions and
made it through to the final eight in the knockout
stage.
Six students also progressed through to the
Hunter and Central Coast Primary Public Speaking
Championships.
Education Week Awards
The Irrawang and Hunter River Education Week
Awards were held at Irrawang High School in
August. Madalyn Marquet and Eleanor Russell
received outstanding student achievement
awards. Mrs Pat Feenan was rewarded for her
service with the outstanding contribution to
education Mrs Melanie Meredith received an
award for the promotion of Seaham Public School
and her dedication and commitment as a hard
working member of our school community.
2M enjoying their Harmony classroom activity.
4
During lunch ‘Bush Tucker’, was provided and
students and visitors enjoyed a picnic lunch.
After lunch we had the special harmony
assembly. Dancers from the Hunter River
Aboriginal dance group performed as well as
performances from each stage and the senior
school choir.
Students at the ‘Put up’ dollar shop
Excursions
At Seaham Public School all students are given
the opportunity to attend class and stage based
excursions. These visits are planned on a two
year rotation to accommodate composite classes
and are always planned to support programs
being taught at the time. In 2012 early stage one
and stage one students visited Oakvale Farm and
the Reptile Park. Stage two students had a two
night stay at the Great Aussie Bush Camp and
Stage three went to Wangat for an
environmental excursion.
The Hunter River Dancers perform.
Other programs
Significant programs and initiatives
Laptop Program
School Production
2012 saw the continuation of the laptop program
in the stage 3 classes. The program involves all
year 6 students having access to their own laptop
computer. These computers are leased through
the school or purchased by families. The laptops
are linked to the interactive whiteboard so the
teacher can monitor student work and
communicate with each student.
In term three students, teachers and community
were involved in preparing and performing a
school production. Early stage one and stage one
students performed a show called ‘Colours’.
Stage two and three students performed
‘Aladdin’. The shows were a fantastic showcase
of the many talents in our school. The P&C
provided the crowd with popcorn and choc tops
to give it that real theatre feel.
Student Welfare Initiatives
During 2012 students were encouraged to ‘put
up’ other students through positive comments or
behaviour. Students found to be putting up
others were rewarded with ‘Put up’ dollars.
These dollars could then be used throughout the
year at the ‘Put up’ dollar shop or at special
functions including movie or ice cream days.
5
Progress on 2012 targets
Numeracy
Literacy
Target 1
Target 1
To increase NAPLAN school
compared to state for numeracy
To increase NAPLAN school
compared to state for writing
performance
In Year 3, at least 40% of students achieving in
top 2 skill bands and 15% or less students
achieving in bottom 2 skill bands.
In Year 3, at least 50% of students achieving in
top 2 skill bands and 10% or less students
achieving in bottom 2 skill bands.


37.5% of students achieved in top 2 bands (19.7%
below state) and 16.7% in the bottom 2 bands
(10% below state).

9.4% of students achieved in top 2 bands (13.8%
below state) and 25% in the bottom 2 bands
(11.1% below state).

Target 2
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. In 2012 our school carried out
evaluation of Literacy and Numeracy and the
teaching and learning cycle.
36.4% of students achieved in top 2 bands (13.8%
below state) and 16.7% in the bottom 2 bands
(13.7% below state).
Background
Our current school plan includes professional
learning about and the implementation of
Literacy on Track (LOT). This program assists
teachers to plan appropriate classroom lessons
based on assessment and the needs of the
students. At the end of 2012 teachers were asked
questions relating to assessment and how they
differentiate the curriculum in literacy and
numeracy to cater for the needs of their
students.
In Year 5, at least 35% of students achieving in
top 2 skill bands and 20% or less students
achieving in bottom 2 skill bands

25% of students achieved in top 2 bands (10.1%
below state) and 18.8% in the bottom 2 bands
(1.1% below state).
75% of Kindergarten students achieve
independent Reading Recovery level 6 or
equivalent.
More than 55% of year 5 students achieve
greater than or equal to expected growth in
NAPLAN reading and writing

43% of students achieved greater than or equal to
expected growth in NAPLAN numeracy.
School evaluation
performance
In Year 3, at least 30% of students achieving in
top 2 skill bands and 27.3% or less students
achieving in bottom 2 skill bands

19.3% of students achieved in top 2 bands (11.9%
below state) and 16.1% in the bottom 2 bands (.9%
below state).
More than 55% of Stage 3 students achieve
greater than or equal to expected growth in
NAPLAN numeracy.
75% of Kindergarten students achieve English
early stage one syllabus writing outcomes by the
end of the year.
To increase NAPLAN school
compared to state for reading.
37.5% of students achieved in top 2 bands (1.4%
below state) and 25% in the bottom 2 bands
(11.9% below state).
In Year 5, at least 35% of students achieving in
top 2 skill bands and 15% or less students
achieving in bottom 2 skill bands.
In Year 5, at least 30% of students achieving in
top 2 skill bands and 10% or less students
achieving in bottom 2 skill bands

performance
57% of students achieved greater than or equal to
expected growth in NAPLAN reading.
6
Findings and conclusions
-Extension tasks for top group and working with
small groups to revise and consolidate learning.
How are teachers using assessment to inform
their teaching in Literacy?
-meeting individual needs according to their
performance based on the lesson and
assessment.
Their responses included:
-Forming ability groups, revising common
problem areas and adjusting program to suit
needs.
- Working one to one with students who are not
yet achieving or working towards stage
outcomes.
-Using the Best Start continuum, small group
work, observations to assist planning and
continual checklist of skills.
-Using online mathematics programs to extend
students.
Future directions
-Using comprehension assessment and writing
tasks for each student.
Teachers were also asked to report on areas for
further development within the areas of
assessment in literacy and numeracy.
-Benchmarking reading levels to see areas of
strengths and weaknesses and using criteria
based marking in writing.
Their responses included:
-Daily marking and anecdotal evidence informs
lesson content and development.
-Further development on using technology in the
classroom including the smartboard.
How are teachers using assessment to inform
their teaching in Numeracy?
-Updating teaching and programs for students
working above stage level.
Their responses included:
-More professional learning on consistent teacher
judgement, using rubrics in the classroom and
tracking students with a continuum in literacy
and numeracy.
-Target children having difficulty and extra group
revision as needed.
-Using indicator based assessment to help
determine what needs to be revised.
-Using assessment tools and SMART data to guide
subject matter.
-Using term assessment to guide programming
and daily marking of work samples.
-Using diagnostic in text and assessment tests.
-Utilising mathematics programs such as
‘Mathletics’ and ‘Counting on ‘to engage students
and involve parents in the classroom.
How are teachers differentiating the curriculum
to cater for all students in Literacy?
Parent, student and teacher
satisfaction
In 2012 the school sought the opinions of
parents, students and teachers about the school.
Their responses included:
-Extension tasks for top group and using guided
reading and spelling groups.
100 students were surveyed on their opinions of
school life and their responses are presented
below.
-Using Best Start data, planning alternate tasks,
flexible grouping and pretesting where possible.
-Varied spelling program and open ended writing
tasks.
-Detailed scaffolding of skills and allowing
students to extend in writing.
How are teachers differentiating the curriculum
to cater for all students in Numeracy?
Their responses included:
7

88% of students surveyed really liked to go to
school each day.

Most (96%) felt they could cope with the
work and all students felt that the work was
good preparation for their future.

Most (92%) said that the things they learned
were important to them and all thought that
the things they are learning would help them
at high school.


84% of students indicated that their teacher
takes an interest in helping them with their
work. Most (80%) indicated that their teacher
listens to what they say and 88% enjoy what
they do in class.

93% of parents surveyed felt that information
about processes at Seaham Public School was
extremely helpful and relevant.

100% of parents surveyed felt that
information about student welfare delivered
during the parent sessions was extremely
helpful and relevant.
88% of students surveyed felt the other
students were very friendly.
As a result of the ‘Seaham Starters’ program
parents felt that:
Teachers were asked about how parent and
community were involved in their teaching
program.

Their children were very comfortable around
the school grounds. They were able to meet
new classmates and spend time in the class
environment.

The sessions were the right length (1hr)
which enabled parents to fit it in around work
commitments.

Seeing current students reading and visiting
the ‘School AtoZ” website gave them a good
understanding of where their child fits in and
what to prepare for.
Their responses are presented below.
-Informal chats with parents as needed and
formal interviews.
-Parent helpers in morning literacy sessions and
individual reading.
-Invitations to come and see the reading to learn
program in stage 3.
-Participation through homework activities.
Future directions
Future directions
Parents were also asked how these parent
workshops could be improved and what
information needed to be included.
Information gathered indicated that more needs
to be done to involve parents in teaching and
learning. Our school plan addresses this by
including a kindergarten orientation with a
parent training component. Major celebrations
where parents have input and are involved such
as Harmony day and Grandparent’s day are also
part of our school plan.
Their responses are presented below.
Classroom programs where students are grouped
according to need would also benefit from parent
involvement.
During Term 4 the program ‘Seaham Starters’
continued. The 5 week program involves a
transition component for the new kindergarten
students and a parent component to train parents
in how to help at home and how to become
involved in school life.
Including information about the P&C and its
role in school life.

Parent
workshops
about
homework
strategies and engaging boys would be
beneficial.

Strategies about what to do if my child was
falling behind and working below stage
outcomes.

More ideas to help with literacy, numeracy
and science at home.
Professional learning
Staff were given the opportunity to participate in
a number of professional learning activities in
2012. These included:
Parents were surveyed at the end of the program

Their responses are presented below.



93% of parents surveyed felt that information
about literacy and numeracy delivered during
the parent sessions was extremely helpful
and relevant.

8
‘Best Start’ training for teachers in early stage
one.
‘Literacy on Track’ programming professional
learning as part of staff development days.
Australian
Curriculum
implementation
training.


Monitor individual literacy progress of all
Aboriginal students to ensure appropriate
growth.

The school expenditure on professional learning
well exceeded the annual departmental
allocation and reflects our commitment to the
ongoing professional development of all staff.
TPL funds allocated to support activities to
promote quality practice in literacy. All
teachers participate in professional learning,
reflection, analysis and planning of activities
for increasing student engagement

School planning 2012—2014
Online reading program (Lexia) continued in
stage 3.

Evaluate current practice using the DET
Analytical Framework for Literacy.

All teachers to modify their teaching and
learning programs in literacy to reflect the
individual needs of students. Stage
supervisors exposed to Literacy on Track
(LOT) process during executive meetings.

Module one of the ‘Every Student Every
School’ initiative ‘Making a Difference’.
First aid and CPR training including the use of
an epipen.
The school planning policy provides direction for
the preparation and implementation of school
plans including the identification of priority areas,
intended outcomes and targets that are
consistent with the NSW State Plan and the
Department’s planning documents.
School priority 1- Literacy
School priority 2 - Numeracy
Outcome for 2012–2014
Outcome for 2012–2014

To improve literacy outcomes for all student.


Strengthen the school/home partnerships to
improve literacy outcomes.
To improve numeracy outcomes for all
students.

Strengthen the school/home partnerships to
improve numeracy outcomes.
2013 Targets to achieve this outcome include:

To increase NAPLAN school performance
compared to state for writing.

To increase NAPLAN school performance
compared to state for reading.
2013 Targets to achieve this outcome include:

To increase NAPLAN school performance
compared to state for numeracy.
Strategies to achieve these targets include:
Strategies to achieve these targets include:

Ensure 60 – 80 minutes per day is allocated
across the whole school to the teaching of
mathematics

All teachers participate in professional
learning, reflection, analysis and planning
activities for increased student engagement.

Early stage one teachers and learning support
teachers to assess and analyse kindergarten
Best Start results.

Revised scope and sequence implemented by
all teachers from the beginning of 2012

Students identified from 2012 NAPLAN
results who scored in lowest two bands are
identified and receive assistance from
learning support team (LST)

Learning Support Team (LST) to ensure all
students not achieving year appropriate
numeracy outcomes receive targeted
support.

Benchmarking schedule of literacy data
established for all students in all year groups.
Teachers released to assess students.

Monitor individual numeracy progress of all
Aboriginal students to ensure appropriate
growth.

Shared site developed where literacy data is
stored and is accessed by all teaching staff.

TPL funds allocated to activities to promote
QTF in numeracy.

Benchmarking schedule of numeracy data
investigated and established for all students
9
in all year groups. Teachers released to assess
students.

Evaluate current practice using the DET
Analytical Framework for Numeracy.

Source and investigate technology resources
used to support classroom numeracy lessons.

Organise and implement parent information
sessions relating to the teaching of numeracy
strategies
School priority
Engagement
3
–
needs of students. Stage supervisors exposed
to Literacy on Track (LOT) process and
support staff informally and during stage
meetings in the LOT process.
Student
Outcome for 2012–2014

Improved
student
attendance.

Improving outcomes for students in the use
of information technology.

School Learning Support Structures are in
place to support student learning effectively
engagement
and
Increased
engagement
instruction time

Attendance rate for all students to be more
than 92%.

Digital learning resources, linked to
curriculum, evident in class programs and
available and used in classrooms.

during
Further involve the school in LMG Aboriginal
initiatives.

Involve the Seaham community through
special events and celebrations such as
Harmony
Day,
NAIDOC
day
and
Grandparent’s day.

Train and support stage 3 student leaders to
be more active In organising activities and
supporting younger students.

Employ teacher to support students achieving
beyond stage outcomes in literacy and
numeracy.
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.
2013 Targets to achieve this outcome include:


class
Craig Partridge - Principal
Bill Unicomb – Assistant Principal
Lisa Stewart – Assistant Principal
Sue Lawler – Relieving Assistant Principal
Kerri McCaw – P & C President
Increase in programs available for high
achieving students
School contact information
Strategies to achieve these targets include:
Seaham Public School

Continue to implement laptop program and
review laptop program and develop three
year plan to maintain and enhance the
program.
Still Street, Seaham NSW 2324
Further training and development of stage 3
teacher’s skills in using electronic whiteboard
technology.
Email: seaham-p.school@det.nsw.edu.au


Utilise stage 3 mentors to assist and guide
stage 1 students in the use of computer
technology.

Student Welfare
implemented.

policy
revised
Ph: 02 49886234
Fax: 02 49886435
Web: www.seaham-schools.nsw.edu.au
School Code: 3048
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:
and
http://www.schools.nsw.edu.au/asr
All teachers to modify their teaching and
learning programs to reflect the individual
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