Borenore Public School
Annual School Report 2014
[school code]
3504
old code]
School context statement
Borenore Public School is a small, rural school,
located 15 kilometres from Orange. The school
strives to ensure that the community’s values and
beliefs are reflected in the school learning
environment.
and is a balanced and genuine account of the
school’s achievements and areas for development.
Ms Ruth Harris Principal
Borenore offers all students a broad range of
educational opportunities. The small student
population ensures each student receives a high
degree of individual attention. Borenore continues
to provide a positive, caring and effective learning
environment for students, staff and parents. We
promote the growth and development of
individuals through individual learning programs,
by fostering self-esteem and a desire to learn.
The Borenore school community acknowledges the
achievements and success of the school
throughout the year.
In 2014, four Year 3 students and three Year 5
students sat the NAPLAN test in Literacy and
Numeracy. Year 3 students achieved Band 3 and
above in Reading, Band 3 and above in Writing,
Band 2 and above in Spelling and Band 3 and above
in Grammar and Punctuation. Year 5 students
achieved Band 5 and above in Reading, Band 5 and
above in Writing, Band 5 and above in Spelling and
Band 6 and above Grammar and Punctuation.
In Numeracy, Year 3 students achieved Band 4 and
above. Year 5 students achieved Band 6 and above.
Staff and Year 6 Students 2014
Parents & Citizens Association
The Borenore P&C Association members were very
surprised and excited to be awarded the Borenore
Community Award at the inaugural Borenore
Australia Day Celebrations on 26th January 2014.
They were awarded for their continued work with
the school and the Borenore Community. The
Borenore P&C Association is highly involved in the
organisation of the school as well as raising funds for
school resources and student activities.
The school community looks forward to the
continued success of the school and student
performance throughout 2015.
Borenore Public School continued the Transition
class. The class was taught by Mrs Tiffanie Smith
and was very successful in providing a sound
educational experience for the students before
beginning Kindergarten.
The Parents and Citizens Association has continued
to provide the school with significant support and
funds to help with school activities and the
purchase of classroom equipment and resources.
Principal’s message
I would like to take this opportunity to
congratulate the students for their continued
achievements throughout the school year and to
thank the Borenore School Community for their
continued support in 2014.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
Jason Vials President of the P&C with the Australia
Day Community Group Award
This year the P&C organised and ran a successful
Borenore Country Fair and a combined Borenore and
Molong Preschool Garden Party and Market Fair. The
Country Fair was held in the grounds of the school
while the Garden Party and Market Fair were held at
the Botanic Gardens in Orange. These were the
major fundraising events for the P&C and the funds
raised were used to purchase four new computers
and sound systems for the two classrooms.
The P&C has a strong core of parents who regularly
attend meetings and all parents assist with
fundraising throughout the year. Congratulations
to the school and the P&C on another successful
year.
Class Sizes
Roll Class
Year
Total in class
K12G
K
7
1
7
2
9
3
8
Student information
4
4
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
5
2
6
3
Mr Jason Vials P& C President
3456H
Student enrolment profile
Student Enrolment
Gender
Male
Female
2008
15
13
2009
18
16
2010
19
21
2011
18
22
2012
17
27
2013
12
22
2014
17
23
40
Students
17
Two multi-aged / staged classes.
Primary class sizes are included in the annual school
report in order to provide parents with as much local
information as possible. The table shows our class
sizes as reported at the 2013 Class Size Audit
conducted on March 2013.
It is a requirement that the reporting of information
for all staff must be consistent with privacy and
personal information policies.
50
30
Workforce composition
20
10
0
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
Student attendance profile
School
23
Workforce information
Enrolments
State DEC
Total in Year
Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
2009
93.3
94.4
95.1
97.3
98.5
96.3
85.2
94.8
94.3
93.7
94
94.1
94
94
93.6
92.1
2010
91.1
91.8
94.9
93.3
95.2
97.9
91.8
93.8
94.7
94.2
94.4
94.5
94.5
94.4
94.0
94.4
2011
91.8
92.8
92.5
93.8
95.3
95.1
95.7
93.9
94.7
94.2
94.2
94.4
94.3
94.2
93.8
94.3
2012
94.8
96.4
96.0
93.6
96.1
94.8
94.9
95.3
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2
Position
Number
Principal
1
Classroom Teachers
1
Support Teacher Learning Assistance
15 hours
Teacher Librarian
0.2
School Administrative & Support Staff
0.715
Total
2013
95.0
94.1
90.5
94.1
93.3
94.0
93.1
93.5
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7
2014
94.1
96.6
94.9
95.2
95.9
94.6
92.4
95.0
95.2
94.7
94.9
95.0
94.9
94.8
94.2
94.8
Management of non-attendance
Borenore has an Attendance Policy that outlines
the school’s non-attendance procedures.
All
students attend on a regular basis and parents
inform the school if their child will not be attending
due to illness or family leave.
Ms Ruth Harris has continued as Teaching Principal
during 2014 teaching Year 3 4 5 6. She also teaches
Drama and Music to K 1 2.
Mrs Deborah Guisard teaches the K 1 2. Mrs Guisard
also teaches Science, Technology and French to all
students in Kinder to Year 6.
Mrs Carol Smithers has continued as a part-time
teacher for one day per week teaching Library K-6
and Music, Drama and Dance to Years 3-6.
Mrs Tiffanie Smith teaches two hours per week
release from face to face in K 1 2. Mrs Smith also
teaches the Transition Class one day per week.
Mrs Marie Henry continues as School Administrative
Manager working seven days per fortnight.
Mrs Jennifer Morris continues in her role as School
Learning Support Officer.
The Australian Education Regulation, 2014 requires
schools to report on Aboriginal composition of their
workforce. We had no Indigenous staff throughout
the year.
Training and Development spending from the
school global budget was $5598. These funds
were used to enable teachers to attend courses,
supply a replacement teacher and to cover the
cost of course fees.
Staff
Development
Days
were
spent
participating in Professional Learning and
mandatory training. These included PETA -The
Implementing the NSW English Curriculum,
Anaphylaxis training, Robotics, Whole School
planning and new Curriculums.
Beginning Teachers
We had no Beginning teachers at Borenore
Public School in 2014.
Financial summary
Back L-R Mrs Debbie Guisard, Ms Ruth Harris, Mrs Jenny Morris
Front L-R Mrs Marie Henry Mrs Tiffanie Smith, Mrs Carol Smithers
Teacher qualifications
All teaching staff met the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
Professional
accreditation
% of staff
100
100
learning
and
teacher
In 2014 all staff at Borenore Public School
participated in both mandatory and optional
professional development activities.
Individual teachers worked towards their own
professional learning goals as stated in their
Teacher Assessment and Review Schedule
(TARS) and our school targets enabled all
teachers to build on their capacity.
We had one teacher, Mrs Deborah Guisard,
whom was working towards maintenance of
her accreditation at Proficient.
We had no new scheme teachers and no
teachers seeking voluntary accreditation at
Highly Accomplished and Lead Teacher levels.
The school professional development fund
allocation for all staff in 2014 was $3021.70.
The average spent on professional learning per
teacher at the school was $755.42.
This summary covers funds for operating costs and
does not involve expenditure areas such as
permanent
salaries,
building
and
major
maintenance.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
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
30/11/2014
$
66863.21
56517.11
39499.00
29404.85
1928.03
1942.52
0.00
196154.72
30551.18
5583.39
1571.27
2059.05
5598.57
43322.70
8139.07
18688.74
0.00
7668.67
2718.21
2176.52
0.00
128077.37
68077.35
A full copy of the school’s 2014 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.
School performance 2014
Grammar and Punctuation
In 2014 the students were exposed to a variety of
learning experiences to complement their learning
across all Key Learning Areas.
Year 3 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2014
454.5
480.4
State DEC
427.1
Skill Band Distribution
Academic achievements
Band
1
2
3
4
5
Number in Bands
0
0
1
3
2
2
NAPLAN
Percentage in Bands
0.0
0.0
12.5
37.5
25.0
25.0
School Average 2010-2014
4.2
0.0
8.3
16.7
29.2
41.7
In the National Assessment Program, the results
across the Years 3 and 5 Literacy and Numeracy
assessments are reported on a scale from Band 1
to Band 10.
SSG % in Bands 2014
1.1
2.9
6.6
16.4
24.0
49.1
State DEC % in Bands 2014
4.7
8.3
15.3
21.1
20.9
29.7
The achievement scale represents increasing levels
of skills and understandings demonstrated in these
assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
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 to access the school data.
NAPLAN Year 3 Literacy
Reading
Year 3 NAPLAN Reading
Average score, 2014
School
479.0
SSG
462.7
State DEC
416.3
6
Writing
Year 3 NAPLAN Writing
Average score, 2014
School
432.1
SSG
434.8
State DEC
401.5
Skill Band Distribution
Band
1
2
3
4
5
Number in Bands
0
0
2
1
5
6
0
Percentage in Bands
0.0
0.0
25.0
12.5
62.5
0.0
School Average 2011-2014
0.0
0.0
14.3
14.3
61.9
9.5
SSG % in Bands 2014
1.5
2.7
10.8
19.7
46.7
18.6
State DEC % in Bands 2014
4.1
8.3
21.3
22.8
33.3
10.1
NAPLAN Year 3 – Numeracy
Year 3 NAPLAN Numeracy
School
474.2
Average score, 2014
SSG
441.9
State DEC
401.6
Skill Band Distribution
Band
1
2
3
4
5
Number in Bands
0
0
2
1
3
6
2
Percentage in Bands
0.0
0.0
25.0
12.5
37.5
25.0
School Average 2010-2014
0.0
0.0
20.8
25.0
29.2
25.0
SSG % in Bands 2014
1.1
4.3
12.4
21.2
31.5
29.5
State DEC % in Bands 2014
4.1
12.6
20.7
23.2
23.0
16.4
NAPLAN Year 5 - Literacy
Skill Band Distribution
Band
1
2
3
4
5
6
Number in Bands
0
0
1
1
3
3
Percentage in Bands
0.0
0.0
12.5
12.5
37.5
37.5
School Average 2010-2014
0.0
0.0
8.3
25.0
29.2
37.5
SSG % in Bands 2014
1.6
3.7
7.3
19.4
21.8
46.1
State DEC % in Bands 2014
6.1
9.9
15.3
22.6
18.5
27.6
Reading
Year 5 NAPLAN Reading
Average score, 2014
School
506.1
SSG
539.1
State DEC
497.3
Skill Band Distribution
Spelling
Year 3 NAPLAN Spelling
Average score, 2014
School
460.5
SSG
457.3
State DEC
418.8
Skill Band Distribution
Band
1
2
3
4
5
Number in Bands
0
1
1
0
2
6
4
Percentage in Bands
0.0
12.5
12.5
0.0
25.0
50.0
School Average 2010-2014
0.0
8.3
8.3
16.7
25.0
41.7
SSG % in Bands 2014
1.2
5.5
7.3
20.2
25.8
39.9
State DEC % in Bands 2014
4.2
12.6
12.2
22.5
23.4
25.2
Band
3
4
5
6
7
Number in Bands
0
0
0
2
0
8
0
Percentage in Bands
0.0
0.0
0.0
100.0
0.0
0.0
School Average 2010-2014
0.0
0.0
21.7
39.1
13.0
26.1
SSG % in Bands 2014
1.8
6.0
14.8
26.2
23.0
28.2
State DEC % in Bands 2014
6.8
14.3
22.1
24.7
16.7
15.4
Spelling
Other achievements
Year 5 NAPLAN Spelling
Average score, 2014
School
506.6
SSG
533.9
State DEC
502.7
Skill Band Distribution
Band
3
4
5
6
7
Number in Bands
0
0
1
0
1
8
0
Percentage in Bands
0.0
0.0
50.0
0.0
50.0
0.0
School Average 2010-2014
0.0
0.0
17.4
30.4
30.4
21.7
SSG % in Bands 2014
2.1
4.6
12.3
24.7
32.6
23.7
State DEC % in Bands 2014
6.3
9.0
19.0
24.6
26.5
14.5
Art
Grammar and Punctuation
Eisteddfod
Year 5 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2014
464.9
551.0
State DEC
504.7
Skill Band Distribution
Band
3
4
5
6
7
Number in Bands
0
0
1
1
0
0
Percentage in Bands
0.0
0.0
50.0
50.0
0.0
0.0
School Average 2010-2014
0.0
4.4
17.4
26.1
34.8
17.4
SSG % in Bands 2014
1.5
5.4
12.7
18.5
24.8
37.1
State DEC % in Bands 2014
7.1
12.5
18.4
20.8
20.2
21.0
8
Writing
Year 5 NAPLAN Writing
Average score, 2014
School
483.2
SSG
498.8
State DEC
467.1
Skill Band Distribution
Band
Number in Bands
3
4
5
6
7
8
0
0
1
1
0
0
Percentage in Bands
0.0
0.0
50.0
50.0
0.0
0.0
School Average 2011-2014
0.0
0.0
38.9
38.9
22.2
0.0
SSG % in Bands 2014
2.9
5.2
30.3
33.6
17.6
10.4
State DEC % in Bands 2014
9.8
11.2
37.2
26.1
10.7
4.9
Year 5 NAPLAN Numeracy
School
461.5
All the students participated in the Small Schools
Verse Speaking and Choir at the Orange Eisteddfod.
The school was awarded 1st Place in the Small
Schools Choir and 2nd Place in Verse Speaking.
Mrs Guisard and Mrs Riles prepared the students for
these events.
Years 3 4 5 6 students performed in the Duologue
section. The students performed well with Eleanor
Vials and Makayla McEvoy obtaining 1st Place, Ruby
Nesbitt and Sofia Taberner 3rd Place, Jade Nesbitt
and Taliah Klose 3rd Place and two highly
commended awards.
Small Schools’ Instrumental Program.
Orange Regional Conservatorium of Music tutors
students from our school in a variety of instruments.
This program is part of the OSSA activities students
are able to participate in.
Music
NAPLAN Year 5 - Numeracy
Average score, 2014
Borenore Public School has actively and successfully
participated in a variety of cultural and sporting
activities throughout 2014. Borenore Public School is
a proud participant of the Orange Small Schools
Association (OSSA) allowing our students to
participate, grow, compete and challenge
themselves against other schools in a variety of
events.
SSG
527.4
State DEC
488.5
Skill Band Distribution
Band
3
4
5
6
7
Number in Bands
0
0
2
0
0
0
Percentage in Bands
0.0
0.0
100.0
0.0
0.0
0.0
School Average 2010-2014
0.0
4.4
30.4
30.4
13.0
21.7
SSG % in Bands 2014
1.5
6.0
17.5
30.2
20.0
24.8
State DEC % in Bands 2014
6.4
15.7
23.5
27.8
13.5
13.0
Mrs Donna Riles from the Orange Conservatorium
was employed to teach singing to the students. The
students thoroughly enjoyed their music lessons and
went on to win 1st place in the Small Schools Choir
section at the Eisteddfod in Orange.
8
Orange Apple Festival.
All students entered artwork into the Festival which
was displayed at the Orange Regional Farmers’
Market. This is a community event to highlight the
apple growing in our region.
The students also enjoyed the Apple Crunch at 11am
on the Friday of the festival.
Orange Civic Theatre, Regional Gallery and
Orange Library
The students enjoyed two performances at the
Orange Theatre Tashi and Mr McGee and the Biting
Flea. The students visited the Orange Regional
Gallery to view travelling exhibitions and to see
behind the scenes. The K 1 2 students enjoyed a
music session and story time at the Orange Library.
Sport
Swimming
The students participated in the Orange Small
Schools Association Swimming Carnival again this
year. Xavier Vials came 2nd in 12 years freestyle and
Ruby Nesbitt came 2nd in 11 years freestyle, these
students represented the school at District
Carnival. The PP5 relay with swimmers Xavier Vials,
Ruby Nesbitt, Sofia Taberner and Justice Robinson
came 2nd place. The relay swam at Western and
improved their personal best. Xavier Vials also
qualified and swam at Western in 12 years
freestyle.
Athletics
We had a very successful OSSA Athletics Carnival.
The following students qualified for District
Carnival; Rahni Wythes 8 years 100m, Junior Girls
relay, Ruby Nesbitt 11 years high jump, Rian Percy
junior shot-put, Tom Hardie 12 years shot-put. The
PP5 relay, Xavier and Eleanor Vials, Ruby Nesbitt
and Sofia Taberner, advanced to Region carnival.
Cross Country
William Nutt and Sofia Taberner were successful at
the OSSA Cross Country at Cudal and went on to
run at District Cross Country. William was placed
sixth and went on to run at Regional Cross country
where he placed 12th.
Soccer
Xavier Vials played exceptional soccer all season.
He played in the OSSA Soccer Team and was
selected in the Western SSA team. He attended a
four day State Carnival, the NSW PSSA Soccer
Competition. After playing together for the first
time the team came eighth out of fourteen teams.
Cricket NSW School Heroes Program and T20
Small Schools Gala Day
All primary students were involved in a cricket
program run by Larissa Atkinson and Matthew
Taberner from Cricket NSW. The students were very
keen participants. The primary students participated
in a Gala Day with teams from other schools.
Hockey Gala Day
The Hockey Gala Day was run by NSW Hockey in
conjunction with the Orange Hockey Association at
the Hockey complex in Orange.
Other school Programs
International Competitions and
Assessments for Schools (ICAS)
Students choose to participate in ICAS assessments
and they achieved outstanding results.
Computer Skills: 1 high Distinction, 1 Distinction,
1 Credit and 1 Merit
Spelling: 2 Distinctions and 1 Credit
Writing: 2 Credits
English: 1 High Distinction, 2 Distinctions and 1 Credit
Mathematics: 3 Credits and 1 Merit
Community involvement
The students are involved in many community
activities throughout the year. They participate in
the Anzac March in Orange, Borenore CWA
International Day activities, Banjo Patterson Awards
and Clean up Australia Day.
Partnership with COOL Australia and Bendigo
Bank
EnviroWeek Foodie Challenge with COOL Australia.
Our challenge was to eat healthy and to eliminate
rubbish. Bendigo Bank gave all students reuseable
containers to bring their fruit for recess and an apple
slinky. This proved a real challenge for some students
and parents.
Just Like You – Disability Awareness Program
Xavier Vials
Prue McCarthy presented a two sessions to the
primary class on raising awareness of people with a
disability. This program engages students to think
about the limitations and how these are overcome to
live productive lives.
E2 Science Transition to High School Program
Students in Years 5 6 are involved in a six week
program which aims to help students become
familiar with our feeder school, Orange High
School. We are very grateful to Orange High school
and the parents for making it possible for students
to have these worthwhile experiences.
Infants Excursion
Infants Excursion K 1 2 travelled to Bathurst to the
Bathurst Adventure Playground and the Australian
Mineral and Fossil Museum. Students enjoyed
studying the fossils and learning to tell the time
with a sun dial at the park. At the museum
students spent time visiting and learning about the
T-Rex and many other Australian Dinosaurs.
L-R Eleanor Vials, Sofia Taberner, Makayla McEvoy
Ruby Nesbitt
Book Week
Book Week theme this year was Connect to Reading.
Students had a book parade and came dressed as a
book character or as someone connected to a place
they like to read. A Book Fair was also held for the
purchase of books for the Library. Many parents
kindly donated books from the student wish list.
Significant programs and initiatives –
Policy and equity funding
Aboriginal education
Infant students at the Dinosaur Park
Gold Excursion
All students in Years 3 4 5 6 travelled to the
Bathurst Goldfields as a culmination of the Human
Society and Its Environment Unit – Gold. It was a
great learning experience with many hands on
activities including the ‘mine’ experience, artefacts,
equipment used, damper making and gold panning
in the creek.
Robo Cup
Mrs Guisard and the primary students travelled to
Charles Stuart University Bathurst Campus to
participate in the Regional RoboCup Challenge.
Students worked in teams to build and program
robots to dance to a song and design costumes. All
students participated with enthusiasm and
demonstrated great team work skills. The Beach
Girl group consisting of Eleanor, Makayla, Sofia and
Ruby were awarded 3rd place.
Our school has a cross-curricular approach to
Aboriginal Education, incorporating learning at
appropriate opportunities within our teaching units
and promoting recognition of Aboriginal Culture and
custodianship of country through our adoption of
the acknowledgement of country protocol. School
programs support Aboriginal Education and aspects
of aboriginal perspectives, culture and history are
taught in the school.
There are no Indigenous students currently enrolled
in the school. All students study Aboriginal culture
and history in HSIE and English units and participate
in NAIDOC Week activities. Students wrote Enviro
stories for the Central Tablelands Local Land Service
based on Aboriginal culture and the preservation of
the environment. The students were successful in
having two books published.
Multicultural education and anti-racism
Borenore has a multicultural student population.
Parents, staff and students alike immerse the
students with cultural history. We celebrate many
special days throughout the year.
French continues to be taught across the school by
Mrs Guisard and through this learning has exposed
students and parents to the French language and
culture.
HSIE provides the vehicle to study other cultures
and encourage attitudes of tolerance and respect
for those different to themselves.
CWA International Day country of study, Botswana,
also provided students with another annual
learning opportunity to study a country and
culture.
During the year we had many multicultural visitors
to the school who spoke to the students about
their country and their cultures. We had visitors
from Japan and India. These visits enable students
to understand cultural diversity and acceptance of
difference.
Low level adjustment for disability
Students all work at their level on individual
learning programs across the key learning areas. A
diverse range of high quality programs are t a u g h t
to enhance learning outcomes. Focus is to support
students to achieve their best learning outcomes.
Our part time School Learning Support Officer
supports students in Literacy and Numeracy.
Other
significant
initiatives
programs
and
Student wellbeing
Crunch and Sip
The K 1 2 students continued with their morning
snack as part of the Crunch n Sip program aimed at
improving student concentration and learning with
the underlying benefit of learning to eat a healthy
snack.
Life Education Van
Ash visiting from India
Personal Learning and Support
This year the topics for Life Education Van and
Healthy Harold were as follows Years 5 & 6 Smoking
and the effects of smoking, Years 3 & 4 focused on
Cyber Safety and K 1 2 was based on Harold’s
Mystery Tour.
Rock Climbing
Equity Funding - Programs that receive
funds
The school gained funding in some of the following
areas. These areas will be reported on.
Aboriginal background- no funding
Socio-economic background
The school received $973 this money was used to
increase the effectiveness of classroom
organisation and support for individual students.
This funding was used to work with the Learning
and Support Teacher (LAST) to establish individual
programs based on student needs to improve the
outcomes and student learning and achievement.
English language proficiency- no
funding
As a reward for ongoing good behavior Year 5 6
students participated in a Rock Climbing experience.
This was a very successful reward as the students
thoroughly enjoyed the experience.
Healthy Ears
K 1 2 had a visit from a hearing specialist who spoke
to the students about healthy ears and how to look
after their ears as winter approaches.
Pyjama Day/ Crazy Hair Day
Students celebrated the last days of Term 1 & 2 by
wearing their pyjamas and crazy hair to school.
Student Leadership
Grip Leadership Conference
The Year 6 students participated in the workshop to
improve their leadership skills and to participate with
other school leaders.
Wombat Foundation
The girls in Years 5 & 6 organised a fund raising
event to support the Wombat Foundation. The
foundation contributes to research and
conservation aimed at saving the Hairy Nosed
Wombat from extinction.
Environmental
sustainability
education
for
The Transition program involved a wide range of
activities aimed at developing the student
confidence in all areas in readiness for Kindergarten
in the year following the Transition program. The
morning “Show and Tell” session had a phonic based
theme and children were asked to bring in an item
from home which began with the sound of the week.
An art or craft activity was included in the day to
develop fine motor skills. The middle session
involved outdoor gross motor learning followed by
an afternoon of drama and games.
Enviro-stories
After School Active Communities
Each year we participate in the Enviro-Story
Competition run by the Central Tablelands Local
Land Service. The theme in 2014 was tools, totems
and tucker, being a study of Aboriginal culture and
preservation of the environment. The students all
wrote and illustrated books for this project.
We were successful in having two books,
“Aboriginal Animal tracks” by Grace Scadding and
“A Dreamtime Trilogy” by Eleanor Vials, Makayla
Mc Evoy and Georgie Taberner.
We were also proud to be asked to write a story
about invasive species for a national project. This
book about rabbits and foxes will be published in
2015.
Once again this year students participated in a
variety of activities through the After School Active
Communities program. These included Athletics,
Marital Arts and a visit to the High Impact Gym,
Hockey and a Hockey Gala Day run by the Orange
Hockey Association, Gymnastics and a visit to the
Central West Gym
and Orienteering and an
Orienteering Day run by the Orange Goldseekers
Orienteering group.
Gardening
Students in the infant’s class were busy throughout
the year with many different gardening projects run
with the assistance of parents. The students grew a
variety of seeds to sell in pots at the P &C Country
Fair.
Grandparents Day
We held a very successful Grandparent’s Day at
school with many travelling a distance to be
involved. The students and Grandparents thoroughly
enjoyed the educational activities along with a social
morning tea.
Grace Scadding, Georgie Taberner, Makayla Mc Evoy, Eleanor Vials
Back row Mrs Carol Smithers and Ms Liz Davis
Family and Community Programs
Transition Class
The Borenore Transition Class continued to
operate every Wednesday from 9am - 3pm in
2014. This year the class was attended by 14
students. Nine of these students enrolled in
Kindergarten in 2015 and four students are
spending another year in the Transition Program.
Grandparents enjoying Grandparents Day
Bathurst Races
We made a special invite to the school Fathers to
attend the V8 Supercars at Mt Panorama in
Bathurst. The V8 Supercar sent the school a free
invitation to attend the day at the races.
Teddy Bear Hospital
The University of Sydney, School of Rural Health
Orange campus held a Teddy Bear Hospital at the
school. The students with their teddies
participated in a variety of checkups to promote
School planning and evaluation 2012—
2014
School evaluation processes
NSW public schools conduct evaluations to support
the effective implementation of the school plan.
The processes used include:

School Surveys

Analysis of student results from NAPLAN
and school assessment

Ongoing discussions with parents

School self-evaluations

Observations of student progress

monitoring student achievement against
targets set in the school
Science
Background
Science is one of the six Key Learning Areas in the
Primary school curriculum. Science has a new
curriculum that is currently being taught in the
school.
Findings and conclusions
All students enjoyed Science and Robotics lessons.
They liked working in groups and in pairs in science
activities and enjoyed the challenges in their
learning. Parents felt there children had developed
new skills in science and robotics which they
considered important for future success. The school
was considered to be well resourced for the
teaching of science but teachers and parents
supported the purchase of new resources.
Future directions
It is felt by staff, students and parents that science
and robotics are important part of the teaching at
school. Also teachers should continue their
professional development especially in robotics so
these skills can be taught to students.
Program evaluations
Culture
Background
Parents were g i v e n a survey to complete but
unfortunately the response was poor. Numerous
parents were asked at random to gain more
responses and to inform us.
Bookweek celebrations
Findings and conclusions
Parent responses indicated that the school culture
is warm and welcoming and the school was well
organised. They believed teachers were using new
curriculum changes to bring about improvement in
learning.
Future directions
P & C meetings are w e l l attended by the
majority of parents, providing a regular
opportunity to ask for feedback and input into
further changes to school programs.
Anzac Day Service at schoo
Strategies to achieve these outcomes in 2014:
School planning 2012-2014:

Focus on all students learning basic
number facts times tables, hundreds
charts, friends of ten and operations

Daily mentals to support student
mathematics learning and recall.

Developed a strong understanding of
each student’s needs and providing
support to increase understanding,
knowledge and confidence.

Regular assessment of mathematics
topics and benchmark students on
mathematics continuum.
School priority 1
To improve student achievement in Literacy
skills.
2014 Targets to achieve this outcome include:

To increase the number of students at
and above the national minimum
standard for Literacy.

To increase the number of students in
the top two performance bands in all
areas of literacy.
Evidence of progress towards outcomes in 2014:

100% of students above the national
minimum standard for Literacy.

Increased the number of students in the
top two performance bands in all areas of
literacy.
Strategies to achieve these outcomes in 2014:

Multilit strategies
learning in reading.
increased
student

Personalised learning and reading
programs developed.

Phonemic awareness program for
whole school.

Regular
assessment
and
benchmarking on Literacy continuum
and school assessment schedule.

Home
reader
and
program bolstered.
homework
School priority 2
Kindergarten
School priority 3
To improve student engagement.
2014 Targets to achieve this outcome include:


To improve student achievement in Numeracy
skills.

2014 Targets to achieve this outcome include:



To increase the number of students at
and above the national minimum
standard for Numeracy.
To increase the number of students in
the top two performance bands in
Numeracy.
Evidence of progress towards outcomes in 2014:


100% of students above the national
minimum standard for numeracy.
Increased the number of students in the
top two performance bands in numeracy.
To ensure that teachers have high
expectations for all students.
To ensure that all students with a
confirmed disability have a personal
learning and support plan.
To engage the community in school
planning, understanding the curriculum.
To run the school Transition Class in
Terms 1 2 3 4.
Evidence of progress towards outcomes in 2014:




Teachers have high expectations for all
students as evidenced in their programs
and the needs of individual students.
All students with a confirmed disability
have a personal learning and support
plan.
To engage the community in school
planning, understanding the curriculum.
School Transition Class successfully
operated in Terms 3 & 4.
Strategies to achieve these outcomes in 2014:

Personalised learning plans developed
with parents and implemented.

Individual student improvement on all
assessments in the school assessment
schedule.

Staff accessing professional learning to
suit their needs and the needs of the
students they teach.

All staff successful in TARS reviews.
School priority 6
To improve whole school organisational
effectiveness.
School priority 4
To improve the leadership and management of
the school.
2014 Targets to achieve this outcome include:

2014 Targets to achieve this outcome include:


To ensure that the school has options for
local decision making.
To increase staff leadership opportunities
within the school and OSSA.
Evidence of progress towards outcomes in 2014:

Increased access to professional learning to
improve quality teaching, leadership and
management.
Strategies to achieve these outcomes in 2014:

All teaching staff completed TARS and
Institute roles and responsibilities.
Strategies to achieve these outcomes in 2014:
Evidence of progress towards outcomes in 2014:

To ensure staff roles and responsibilities
are completed effectively.

Communication within the school
effective to ensure a cohesive and well
informed staff.

Staff guided and supported in their TARS
and Institute roles and responsibilities.
Staff leading professional learning in the
school and in OSSA.
School priority 5
To improve the quality of all teaching.
2014 Targets to achieve this outcome include:




Improve the quality of all teaching
through professional growth of teachers.
For all staff to develop a sound
understanding
of
the
Australian
Curriculum.
To further improve staff knowledge and
competency in technology.
To ensure that Aboriginal education is
embedded into teaching programs.
Display of student work at the Orange Show
Parent/caregiver, student, and
teacher satisfaction
Evidence of progress towards outcomes in 2014:

Utilised, as part of TARS, individual teacher’s
professional learning plans. This guided
teacher support and teacher professional
learning.

All staff has understanding and are ready to
implement the new English syllabus.
Background
In 2014, the school sought the opinions of
parents, students and teachers about the
school in general.
Findings and conclusions

Strategies to achieve these outcomes in 2014:

Staff using new syllabus in the teaching
programs and planning.
1
Parents agreed that the students are
rewarded for their successes and that
their individual learning needs are
catered for by their teachers. Parents
agree that new students to the school
are made welcome by staff, students and
the wider community.

Parents agreed that the students are
the school’s main concern. Parents
agreed that their children’s individual
learning needs are well catered for
and that the school maintains a high
standard in literacy and numeracy and
behaviour.
Future directions


Continue with open door policy for
parents to be kept informed and
express concerns.
Students receiving ICAS Awards in 2014
About this report
Work and plan future directions with
all stakeholders in the school
community

Maintain and develop a closer network
with other small schools in the area

Assist with the promotion and support
of the Transition program.
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Future Directions
2015-2017 School Plan
Ms. Ruth Harris Principal
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2 2015.
Mrs. Marie Henry Senior Administration Manager
The school has engaged the community and
developed the following directions for the 20152017 School Plan, they are:
Borenore Public School
Mrs. Debbie Guisard Classroom Teacher
Mr. Jason Vials P & C President
School contact information
1243 The Escort Way
Borenore NSW 2800
Strategic Direction 1
Phone: 02 63652262
To deliver best practice student-centred learning
through quality teaching programs to ensure
students are achieving at their highest level of
learning.
Fax: 02 63652318
Email: borenore-p.school@det.nsw.edu.au
Web: www.borenore-p.schools.nsw.edu.au
Strategic Direction 2
School Code: 3504
To engage staff in professional learning to ensure
student outcomes are achieved and the
implementation of new Departmental policies,
systems and practices is smooth.
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
Strategic Direction 3
https://detwww.det.nsw.edu.au/highperformance/annual-school-reports
To enhance and build community partnerships
and engagement with students, staff and parents.
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