NSW Department of Education & Training
2010 Annual School Report
Nuwarra Public School
NSW Public Schools – Leading the way
4420
Building Education Revolution (BER)
Our school at a glance
In 2010 significant building projects were
completed as a result of Federal Government
funding. A total of 18 classrooms were
refurbished along with the administration block
and an upgrade of the C block toilets. A COLA was
constructed over the quadrangle and the ground
resurfaced including line markings for various
sports.
Students
Nuwarra Public School had 270 students during
the 2010 school year. The school had 9
mainstream classes, 5 classes for students with
hearing impairment and 1 special class for
students with receptive and expressive language
disorders. The student body is 60% non-Englishspeaking background (NESB) with more than 25
different nationalities being represented.
Community group
A community group was formed in 2010. This
commenced as a playgroup held once a week and
grew to include guest speakers and parent
excursions. A room has been allocated to the
group and is used for the playgroup, parent
workshops and other community gatherings.
Staff
Nuwarra Public School had 21.587 EFT (effective
full time) teaching positions and 7.487 support
staff in the school. All teaching staff met the
professional requirements for teaching in NSW
public schools.
Active After School Communities
2010 saw the commencement of Active After
School Communities (AASC) at Nuwarra Public
School. AASC is a government initiative and it is
co-ordinated through the Australian Sports
Commission. The aim of this free program is to
keep children active, to give them an opportunity
to participate in sports, and learn new skills that
they may not normally have the opportunity to
do. AASC will continue in 2011.
Significant programs and initiatives
National Partnerships
During the 2010 school year we were advised
that we were to be included in the National
Partnerships program for Literacy and Numeracy.
This attracted $148 000 of Federal Government
funding to improve the educational outcomes of
our students.
Student achievement in 2010
Communication Partners
We are steadily working on reducing the number
of students in the lower bands of the NAPLAN
assessment. Whilst our results are encouraging,
we still need to focus on moving students from
the middle to the upper bands. It is extremely
pleasing that the growth of students from Year 3
to Year 5 was 15.3 points above the state average
in reading and that 100% of Year 5 students were
at or above minimum standard in numeracy.
As a result of our involvement with National
Partnerships we were able to enter into a
collaborative project with Liverpool Health
Service Speech Pathology Department. A speech
pathologist attended the school during Terms 3
and 4 for up to 3.5 hours per week. The project
targeted students from Kindergarten and Year 1
for team teaching. Classes from Kindergarten
through to Year 4 were involved in classroom
screening and students from across the grades
were identified to have complete speech and
language assessments conducted. These reports
were provided to the students’ family and
teachers were provided with strategies to
support these students in the classroom. In
addition, some teachers received specific
training, others were involved in team teaching
and teacher workshops were conducted in the
identification
and
management
of
communication difficulties in the classroom.
In 2010 a small number of students from Years 36 elected to sit for the International Competitions
and Assessment for Schools (ICAS). Our best
results were obtained in English (2 Distinctions, 1
Credit) and Spelling (1 Distinction, 1 Credit).
One student was successful in obtaining a
Selective High School placement for 2011.
1
The P&C executive would like to thank the P&C
committee members, helpers and families who
participated in our activities. All funds raised go
back in to Nuwarra Public School for the benefit
of the students.
Messages
Principal’s message
Nuwarra Public School continues to provide a
safe, nurturing environment emphasising the
importance of respect, cooperation and the
recognition of every student’s right to equitable
access of the curriculum.
Shayne Denford (P&C Secretary)
Student representative’s message
Students are selected by their class peers to be
on the Student Representative Council (SRC). An
SRC representative plays an important and active
role within the school. The SRC meets on a
regular basis and during 2010 helped organise
fundraising events to support the Guide Dog
Association, Cystic Fibrosis Australia, Harmony
Day and UNICEF Day for Change. The SRC also
helped to organise Nuwarra’s annual Talent Show
which was a great success.
The school has a diverse population and aims to
provide opportunities for all students to reach
their full potential academically, socially,
physically and emotionally.
In 2010 as a result of securing National
Partnerships funding to improve the literacy and
numeracy outcomes of our students, we
embarked on a relentless mission to improve the
reading of our students. All teachers commenced
training in the Focus on Reading program and
immediately began its implementation in
classrooms. The L3 Language, Literacy and
Learning program was used in Kindergarten. The
emphasis on reading will continue in 2011 and
beyond.
Student Representative Council
School context
Student information
Positive Behavioural Interventions and Supports
(PBIS) entered its second year of implementation.
The significant milestone in 2010 was the launch
day where our new school rules and signage were
revealed. The explicit teaching of positive
behaviour expectations continued in classrooms.
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Student enrolment profile
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.
Diane O’Connor
P & C message
The P&C held a variety of fundraising activities in
2010 including the Deli Slice drive, Cross Country
sponsorship, Mother’s and Father’s Day stalls,
Easter and Christmas raffles, Cookie Dough and
Rydges Resort raffle.
These activities helped to fund a variety of
initiatives including new mesh singlets for
Nuwarra representatives at sporting carnivals and
large sunscreen pump packs for every classroom.
Male
Female
2
2006
162
125
2007
174
129
2008
158
125
2009
154
123
2010
148
117
Student attendance rates
Enrolments
350
100
90
80
70
60
50
40
30
20
10
0
Attendance rate
300
Students
250
200
150
100
50
0
2007
2006
2007
2008
2009
2009
2010
Year
Year
Male
2008
2010
School
Region
State DET
Female
Management of non-attendance
Rolls are monitored weekly. For those students
whose attendance is a matter of concern parents
are contacted. After taking this action, when a
student’s attendance continues to be of concern,
they may be referred to the Home School Liaison
Officer. Students who maintain 100% attendance
each term are acknowledged with a certificate.
The Georges Fair housing estate has progressed
more slowly than anticipated however new
enrolments from the estate are now beginning to
arrive. With an anticipated 1000 new homes in
the estate and another 200 in another nearby
redevelopment, further growth in numbers is a
realistic expectation.
Student attendance profile
Class sizes
Student Attendance
School
Region
State
DET
Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
2007
92.2
94.0
94.0
2008
94.3
2009
92.7
93.0
92.7
94.5
95.8
92.9
93.3
93.0
93.8
93.4
93.9
94.2
94.2
94.2
94.1
92.4
2010
94.1
92.4
94.5
92.5
95.4
96.0
93.8
94.0
94.6
94.1
94.7
94.8
95.0
95.0
94.7
94.7
94.1
94.3
93.7
94.0
94.1
94.0
94.0
93.6
92.1
94.7
94.2
94.4
94.5
94.5
94.4
94.0
94.4
93.9
In March 2003 the Government announced its
commitment to publish primary class sizes in
annual school reports in order to provide parents
with as much local information as possible.
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.
Roll
Class
KR
K-1C
K-1C
1G
2C
2-3E
2-3E
5-6E
5-6E
5-6S
5-6S
3-4L
3-4L
3-4S
3-4S
3
Year
Total
per Year
Total in
Class
K
K
1
1
2
2
3
5
6
5
6
3
4
3
4
20
9
10
21
22
13
11
11
13
10
15
11
15
11
15
20
19
19
21
22
24
24
24
24
25
25
26
26
26
26
Structure of classes
Teacher qualifications
The structure of classes within a school is often
determined by the number of students in each
grade. This has been the case at Nuwarra. In
mainstream classes in 2010 we had 3 year based
classes and 6 stage based classes. All Special
Education classes were multi year classes.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
Financial summary
Staff information
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
Staff establishment
Position
Principal
Assistant Principal(s)
Classroom Teachers
Teacher of Hearing Disabilities
Teacher of Language Disorders
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
Learning Support Officers
General Assistant
% of staff
100%
30%
Date of financial summary:
Income
Number
1
4
6.282
4.0
1.0
0.605
0.5
0.6
1.0
0.4
2.122
5.0
0.365
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
30/11/2010
$
41021.55
183258.14
116426.40
67798.53
3886.11
19025.43
0.00
431416.16
Expenditure
Teaching & learning
Key lea rning a rea s
Excurs ions
Extra curricula r dis s ections
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
There were no teachers of Aboriginal or Torres
Strait Islander heritage.
Staff retention
All permanent staff returned for the
commencement of the 2010 school year and Mrs
Stone took up her appointment to Nuwarra
Public School. Mrs Ciraldo received a transfer in
Term 2 and Miss Loney was appointed to
permanent staff. As a result of receiving National
Partnership’s funding, Mrs Essex was replaced on
class to enable her to coordinate National
Partnership’s activities. At the end of the school
year Mr Lambert received a transfer and Mrs
Robbins retired. Mrs Stone was appointed to Mrs
Robbins’ position of Assistant Principal.
11434.17
23621.44
26458.55
4054.09
4765.55
81063.29
73682.53
44149.92
0.00
47577.87
17121.79
22559.41
0.00
356488.61
74927.55
A full copy of the school’s 2010 financial
statement is tabled at the annual general
meetings of the P & C. Further details concerning
the statement can be obtained by contacting the
school.
4
School performance 2010
Achievements
Sport
Nuwarra Public School continued to operate a
successful sporting program in 2010, ensuring
that all students were taught a wide range of
sporting skills.
The school again participated in summer and
winter competitions in weekly PSSA. Teams were
entered in netball, rugby league, boys’ and girls’
t-ball, boys’ and girls’ softball and mixed
newcombe ball. The netball teams and the senior
rugby league teams made it through to semi
finals of the winter season, while the junior
football team finished in fifth place. The summer
competition also saw Nuwarra as a very
competitive school - the senior newcombe ball
team were joint premiers, the boy’s softball team
were runners-up, boys’ and girls’ t-ball were both
semi finalists while the junior newcombe ball
team finished fifth.
The rugby league teams again entered the All
Schools Knockout and the Terry Lamb Legends
Day. The senior team was successful, winning the
All Schools Knockout and runners-up in the Terry
Lamb Shield, with the juniors finishing as semifinalists in both competitions. At the NSW
Knockout, the senior footballers played well, just
missing out on the quarter finals.
The school completed a cricket skills program this
year which culminated in a boys’ and a girls’
cricket team representing the school in the Milo
Cup. The boys played well but were unfortunate
on the day. The girls were successful, winning all
their matches and going through to the regional
carnival.
At zone level, ten students represented the
school across a wide range of sports. These
included: rugby league - four, rugby union - eight,
touch football - four, AFL - two and girls’ cricket one. Four students made regional teams: two
rugby union, two AFL and one girls’ cricket.
During Term 2 an eight week program gave
twenty students an opportunity to engage in
learning how to swim. The YMCA provided the
bus to transport the students to and from the
Holsworthy Aquatic Centre. The lessons were
delivered by trained staff at the centre. All the
students showed individual efforts and
improvement by the end of the program and
received an achievement certificate. In Term 3
we participated in the School Swimming Scheme,
a program organised and delivered by highly
trained teachers of the Department of Education
and Training. The 45 minute daily lessons for two
weeks were an opportunity for 30 students to
focus on progressive achievements, develop their
water confidence and basic skills in water safety
and survival. The program was held at the
Holsworthy Aquatic Centre. Each student did
themselves proud as they worked on their
individual skills and all received an achievement
certificate.
The students who do not attend PSSA sport are
involved in school sport each week where they
learn the skills necessary for team sports or
athletics. During Term 2, the students who
remain at school on Fridays participated in a skills
program taught by Year 11 students from
Moorebank High School. This program was over
four weeks and culminated in a gala day at the
high school.
In zone carnivals, the school has again achieved a
high standard. In the athletics carnival, Nuwarra
finished in first place on percentages and sixth
place overall, while at the cross country carnival
we finished in second place. Four students
represented the zone at the regional carnival in
cross country with one going through to the state
carnival while ten students attended the regional
carnival for athletics.
The school once again offered a K-6 gymnastics
program which utilised a skilled professional to
5
improve the students’ skills and assist teachers in
their understanding of this area.
knowledge, became deeper thinkers and clearer
communicators.
Following on from the Premiers Sporting Grant
purchases for K–2 in 2009, in 2010 we purchased
kit bags filled with various sporting equipment for
each 3–6 class to use in the playground during
breaks.
Academic
Public Speaking
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
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.
Nuwarra Public School had a successful year in
the area of public speaking. All classes K-6 were
directly involved in the implementation of the 10
week program, culminating in class competitions
and a whole school public speaking final.
Following this, seven students from the K-2,
Junior Primary and Senior Primary divisions were
selected to represent Nuwarra Public School in
the heats of the East Hills Public Speaking
Competition in Term 3. We had much success at
this competition, with two of our youngest
students chosen to represent the school at the
finals in Term 4. Our Kindergarten representative
went on to place second and our Year 1
representative went on to place third in the
district finals. This was a wonderful effort and
reflects the positive outcomes that a K-6 public
speaking program offers all of our students at
Nuwarra Public School.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Literacy – NAPLAN Year 3
32 students sat the literacy assessment, with 22%
of students achieving in the top two bands. Boys
performed better than girls in reading. The trend
data illustrates a great improvement in boys’
reading, with the average scaled score increasing
36.6 points greater than the state average. The
distribution of percentages in bands indicates the
need for continued focus on moving the students
achieving in the middle bands to a proficiency
standard.
Year 3 NAPLAN – Reading
35
Percentage of students in bands:
Year 3 reading
Percentage of students
30
Debating
25
20
15
10
5
0
After initiating an in-school debating competition
in 2009, this year Nuwarra Public School
competed in the Bankstown / East Hills District
Debating Competition. A team of six Stage 3
speakers debated competitively throughout the
competition and reached the semi finals. The
team made excellent progress throughout the
year. All of the speakers broadened their general
1
2
3
Band
4
5
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
6
6
Year 3 NAPLAN - Grammar and punctuation
Year 3 NAPLAN – Writing
35
30
Percentage of students
35
Percentage of students in bands:
Year 3 writing
30
Percentage of students
Percentage of students in bands:
Year 3 grammar and punctuation
25
20
15
10
25
20
15
10
5
0
5
1
2
0
1
2
3
Band
4
5
3
Band
4
5
6
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
6
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Numeracy – NAPLAN Year 3
32 students completed the Numeracy
Assessment, with only 6% of students achieving
above Band 4. This is a decrease from 2009. It is
however, pleasing to note that the percentage of
students in Band 1, has significantly decreased
from 25% in 2009 to 6% in 2010. The percentage
of Year 3 students in Band 3 has increased from
18% to 43%, with 72% of students achieving in
Bands 3, 4 and 5 as opposed to 58% in 2009.
Year 3 NAPLAN - Spelling
30
Percentage of students in bands:
Year 3 spelling
20
15
10
5
0
1
2
3
Band
4
5
6
50
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Percentage of students in bands:
Year 3 numeracy
40
Percentage of students
Percentage of students
25
30
20
10
0
1
2
3
Band
4
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
7
5
6
Literacy – NAPLAN Year 5
Percentage of students in bands:
Year 5 spelling
23 students sat the literacy assessment, with 61%
of students achieving in the top four bands. Girls
performed better than boys in reading. The trend
data illustrates a solid improvement in girls’
reading, with the average scaled score increasing
18.3 points greater than the state average. The
distribution of percentages in bands indicates the
need for continued focus on the students placing
in Band 3. More students must also reach the
proficiency standard. Very importantly, the
growth of students from Year 3 to Year 5 was
15.3 points above the state average in reading.
30
Percentage of students
25
20
15
10
5
0
3
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
30
Percentage of students in bands:
Year 5 reading
SSG average 2010
State DET average 2010
Percentage of students in bands:
Year 5 grammar and punctuation
20
30
15
25
Percentage of students
Percentage of students
25
10
5
0
3
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
15
10
5
0
3
4
5
Band
6
7
8
Percentage in band
Percentage of students in bands:
Year 5 writing
Percentage of students
20
School average 2008 - 2010
45
SSG average 2010
40
State DET average 2010
35
30
25
20
Numeracy – NAPLAN Year 5
15
22 students sat the Numeracy Assessment with
74% of students achieving in Bands 5, 6 or 7.
Pleasingly, no students scored in the Band 1
range. There was no significant difference in the
performance between boys and girls.
10
5
0
3
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
8
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.
Percentage of students in bands:
Year 5 numeracy
40
Percentage of students
35
30
25
20
Percentage of Year 3 students in our school
achieving at or above the minimum standard in
2010
15
10
5
Percentage of Year 3 students achieving at
or above minimum standard
Reading
91
Writing
94
Spelling
94
Punctuation and grammar
91
Numeracy
91
0
3
4
5
Band
6
7
8
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Progress in literacy
Percentage of Year 5 students in our school
achieving at or above the minimum standard in
2010
72% of Year 3 students achieved the national
minimum standard or above in literacy. 61% of
Year 5 students achieved the national minimum
standard or above in literacy. Reading is our main
area of focus. We are still working towards the
achievement of this target.
Percentage of Year 5 students achieving at
or above minimum standard
Reading
68
Writing
79
Spelling
80
Punctuation and grammar
72
Numeracy
92
In 2010 a total of eight students were placed on
the Reading Recovery program. Six students
successfully completed the program, two
students were referred off the program and
received other forms of literacy support. In the
second semester Nuwarra Public School received
additional funding which allowed a second
Reading Recovery teacher to implement the
program for two students. One of these students
successfully completed the program and the
other student required other forms of learning
support.
Significant programs and initiatives
Special Education
In 2010, there were 31 boys and 15 girls in the
hearing support and language classes.
Progress in numeracy
In 2010, Nuwarra Public School had five hearing
support classes and one special language class,
with a total enrolment of 46 students. The
hearing classes provided instruction to students
identified with a moderate, severe or profound
hearing loss. All of these students utilised a
range of assisted listening devices such as hearing
aids, cochlear implants and FM systems. This
year, we expanded our device list with the
purchase of six wall pilots and two sound field
systems. The language class provided instruction
to students who were identified by a speech
The growth of student performance from Year 3
to Year 5 showed that over 47% of students met
or exceeded expected growth. Boys displayed
even stronger average growth than girls.
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for years 3,
5, 7 and 9.
9
pathologist, as having significant receptive and
expressive language delay or a language disorder.
These classes were all supported by School
Learning Support Officers.
All students
participated in the full curriculum. They were
fully integrated in the playground, assemblies and
sport. They also participated in all whole school
activities.
explicitly taught to the students including
instruction of social skills which enabled the
students to achieve the goals set out in that
value. The values as set out by the Department
of Education and Training include; Integrity,
Excellence, Respect, Responsibility, Cooperation,
Participation, Care, Fairness and Democracy.
Aboriginal education
National Partnerships Literacy and
Numeracy
Although the school has only a small number of
students of Aboriginal heritage, it ensures that
Aboriginal education is provided from K-6 and the
Aboriginal perspective is covered in the
curriculum. In 2010 individual education plans
were developed for Aboriginal students. Our
indigenous students attended the Belonging Day
at Panania Public School.
During the 2010 school year we were advised
that we were to be included in the National
Partnerships program for Literacy and Numeracy.
This attracted $148 000 of Federal Government
funding to improve the educational outcomes of
our students. After completing an analysis of the
current areas of needs, the school commenced
the implementation of a modified school plan
during the second semester of 2010.
All classes engaged in a range of activities to
celebrate NAIDOC Day ranging from literacy and
the arts to the playing of traditional indigenous
games.
The staff began training in “Focus on Reading”
with the support of an English consultant. The
MULITLIT
intervention
program
and
Communication Partners program also began
during semester two. Deeper analysis of SMART
data informed more precise teaching and
learning programs.
Multicultural education
The number of students from language
backgrounds other than English has been steadily
growing in recent years. As a result, the school
maintains a focus on multicultural education
across the curriculum by providing programs that
develop knowledge, skills, values and attitudes
required by Australia’s culturally diverse society.
The professional development involved in the
“Focus on Reading” program has made a very
significant impact on improving the quality of
teaching reading at our school. Learning
expectations have risen, as teachers have begun
to scaffold students to age appropriate, authentic
texts. Resources are carefully selected to ensure
quality, with an increased emphasis on the use of
engaging multimodal texts.
As a whole school, we celebrate Harmony Day,
ensuring an inclusive community and a racism
free working environment,
Respect and responsibility
Values Education
At Nuwarra Public School we understand the
importance of values and recognise that public
schools reinforce the key foundations of an
egalitarian, fair and democratic society that
accepts diversity and fosters a ‘fair go for all’.
Teachers have a greater understanding of the
nature and needs of Aboriginal learners. This has
been demonstrated through group discussion
and reflection after training, as well as through
Personal Learning Plans (PLPs).
Nuwarra Public School has taken a strategic
approach to the values education agenda and
provided the framework to foster, promote and
publicise the integration of values into all that we
do.
Premier’s Reading Challenge
In 2010 we aimed for 100% participation in the K2 challenge and we achieved 80% largely the
result of new students arriving too late to begin
the challenge. 42% of the primary age students
In 2010 our values education program was
continued. Each fortnight a new value was
10
participated in the 3-4 and the 5-6 challenges.
Ten students were awarded the Gold Honour
Certificate for completing the Challenge four
times.
The stage was divided into teams with each team
having a specific role - the construction team, the
identity team, the drivers, the presentation team
and the supporters. The identity team ran a
competition to decide a team name and logo
with “Nuwarriors” being the winning name. All
students were involved in making models as well
as planning a weekly fitness program and diet in
order to keep the ‘drivers’ fit and healthy.
Premier's Spelling Challenge
For the first time Nuwarra Public School took part
in the Premier's Spelling Challenge, as a whole
school project. Kindergarten, Year 1 and Year 2
engaged and rewarded three winners, whilst
Years 3-6 competed and eliminated students
leaving two juniors and two seniors. These
winners then went on to the regional final
competing against students from many local
schools.
Garden Club
Students from Year 2 – 6 participated in the
lunchtime garden club. Apart from all the
produce they grew and took home, we had two
highlights. Firstly, the children grew a 91kg
pumpkin which the whole school shared. It tasted
very sweet. Secondly, the children’s garden won
two first place prizes in the Liverpool City Council
Garden Competition – Best Children’s Garden and
Best Educational Facility. A most successful year
for the Garden Club.
All the hard work eventually culminated in a trip
to Eastern Creek International Raceway where
the race team was required to complete an
obstacle course, an endurance relay, a road
safety circuit and a sprint course encouraged by
an enthusiastic team of supporters complete with
chants and much cheering. The construction
team was given a time limit in which to assemble
our pushcart while the presentation team was
required to explain the entire process. Everyone
wore a team T-shirt with the logo on the front.
Teams from all areas of New South Wales
entered the challenge which allowed the
students the opportunity to view a wide range of
pushcarts and enjoy the race-like atmosphere,
participating with positive attitudes and good
sportsmanship.
Pushcart Challenge
We were very appreciative of the support from
our sponsors and our parent body.
For the first time, Nuwarra Public School’s Stage 3
students entered the KDC-NRMA TechnoPush
Challenge.
Gala Day
During Term 3, Stage 3 students ran a very
successful fundraising Gala Day. The students
planned and organised a variety of activities and
food stalls for the rest of the school community
to enjoy.
The students were required to design and
construct a pushcart to detailed specifications
which was eventually scrutineered for safety by
NRMA inspectors before being allowed to race.
11
Some of the wonderful stalls included:
milkshakes, crazy hair, pushcart rides, haunted
house, face painting, slushies, football passing
with Brad Morrin from the Bulldogs, ten pin
bowling, sponge toss, lolly guessing competition,
playing Wii games, basketball hoops, paddle pop
in the sand, various show bags, lap at Bathurst
car racing game, match the key to the lock, beat
the goalie, café and nail painting. We also had a
special visiting fire truck and an art show was
displayed in the school hall. Students enjoyed a
sausage sizzle lunch and had a great time at the
disco.
Reading is our main area of focus. We are still
working towards the achievement of this target.
Target 2: At least 25% of Year 3 students
achieving proficiency standard (bands 5 and 6) in
NAPLAN Reading.
With 22% of Year 3 students in the top two
bands, we have not quite achieved this target for
2010.
Target 3: At least 25% of Year 5 students
achieving proficiency standard (bands 7 and 8) in
NAPLAN Reading.
With 9% of Year 5 students working at a
proficiency standard, we are continuing to focus
on improving this percentage.
Target 4: Across the cohort of matched students,
growth is reflected in NAPLAN results from Year
3 to 5.
The school’s average scaled score for growth was
16.84 points higher than the state average.
The day concluded with an auction. Parents,
teachers and even students contributed to some
very competitive bidding on a variety of items
which had been kindly donated by local
businesses.
Growth in reading and writing was stronger than
growth in spelling, grammar and punctuation.
Our achievements included:
The day raised over $2500 to cover the cost of
the Year 6 Farewell as well as the gift to the
school from Year 6 students.

Full implementation
Kindergarten.

Continuation of the Reading Recovery
program, with six students successfully
completing.

Strengthening
Challenge.

Introduction of the Premier’s Spelling
Challenge, with three students representing
Nuwarra Public School at a regional level.

Staff K-6 trained in Module 1 and 2 of the
“Focus on Reading” program.

Classroom and support teachers completed
the e-learning module relating to SMART
data to construct data driven and effective
teaching and learning programs. This was
followed-up with individual training sessions
for primary staff.

Individual Learning Plans (ILPs) were written
and implemented for identified students.
Progress on 2010 targets
Nuwarra Public School commenced on the
National Partnerships Literacy and Numeracy
program in semester 2 of 2010. At this time, the
school plan and targets were adjusted to align
with the expectations of the National
Partnerships program.
Target 1
Literacy
Target 1: 100% of Year 3 & 5 students achieving
above the national minimum standard in
NAPLAN Reading.
72% of Year 3 students achieved the national
minimum standard or above in Literacy.
61% of Year 5 students achieved the national
minimum standard or above in Literacy.
12
of
of
Best
Premier’s
Start
in
Reading


Students were placed on the comprehension
learning continuum. These levels have been
recorded on our digital tracking system and
will continue to be tracked each semester.
Target 2
Explicit teaching of reading strategies using
modelled,
guided
and
independent
instruction within a 2/3 week teaching cycle
was introduced. Stage 2 and 3 began to plan
collaboratively utilising a detailed planning
proforma designed by the school executive
team.


Increased focus on the Quality Teaching
elements, as assessment tasks are coded to
ensure a consistently high quality.

Focus on accessing a range of high quality
authentic texts, including multimodal, linked
to the Connected Outcome Group (COG)
currently being studied by each stage group.
Students are encouraged to engage in rich
talk and utilise the metacognitive strategies
that they have been taught.

A daily whole school DEAR time has been
initiated, with Year 3-6 students being
provided with a bookmark prompting the use
of the “Super 6” comprehension strategies.

Screening of K-6 mainstream classes for
speech and language difficulties. Students
who have been identified have been referred
to Rainbow Cottage. The teaching staff has
been trained in identification, as well as
provided with practical strategies to assist
students in the classroom. Team teaching
programs occurred in two mainstream
classes, with a Special Education class
integrating for one of the programs.

Numeracy




Our achievements include:




Staff conducted presentations outlining the
changes they had made to their pedagogy
since the introduction of “Focus on Reading”.

Individualised “Holiday Literacy Packs” were
sent home for all students to use over the
end of year holidays. The survey completed
by parents gave very positive feedback and
limited regression in terms of student
reading levels occurred over the break.
91% of Year 3 students achieved at or
above minimum standard.
92% of Year 5 students achieved at or
above minimum standard.
Full implementation of Best Start in
Kindergarten.
The analysis and presentation to staff of
the NAPLAN results to inform teaching
and learning programs.
Target 3
Student Well Being



Improve
student
behaviour
and
emotional wellbeing.
Increase student attendance by 0. 2%.
Increase parent participation in activities
that assist to support their child’s
learning.
Our achievements included:
Selected students were targeted by the
MULTILIT intervention strategy. Six students
successfully completed the program, with 14
others continuing on into 2011.

85% of Yr 3 & 5 students at or above
minimum standard in NAPLAN.
At least 23% of Yr 3 students achieving
Band 5 & 6.
At least 20% of Yr 5 students achieving
Band 7 & 8.
At least 65% of Yr 5 students achieving
average or above average growth in
NAPLAN numeracy.
All students displaying an improved
understanding of the language of
Mathematics.




13
Student attendance is above both the
region and state levels.
Positive Behaviour Intervention Schedule
(PBIS) has been implemented, creating a
more consistent approach to expectation,
enforcement and reward of positive
behaviour.
Condensed school rules from five to
three: Be Safe, Show Respect and Always
Try.
Teachers have been trained and are
utilising an electronic database for the
collection, storage and utilisation of data

pertaining to the welfare of students
including both positive and negative
behaviours.
Improvement in the wearing of school
uniform including correct school shoes
and parents are able to participate in school
planning,
policy
development
and
implementation.
In relation to resource allocation, 66% of staff felt
that the processes used were open and
understood. Only 17% of parents felt that they
always were told what the school was buying and
why, however, 60% felt that they usually were
told. 56% of students felt that they almost
always or usually were told what the school was
buying and why.
and school hats.
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum. In 2010 our
school carried out evaluations of Planning and
the teaching of reading.
Future directions
There is general agreement that the priorities and
targets give a clear direction for the development
and implementation of school programs. The
schools achievements will continue to be
monitored, analysed and evaluated to ensure
continuous improvement.
Educational and management practice
Planning
Staff and parents will continue to be involved in
establishing priorities and targets through
consultation, negotiation and collaboration.
There is room for greater student involvement in
this area.
Background
Best Practice in Planning encompasses three
areas: the school purpose, the setting of targets
and the planning process. Schools endeavour to
build upon and improve student outcomes by
evaluating these three areas and planning
according to the results. With this in mind, in
2010 most students and staff at Nuwarra Public
School completed surveys related to these areas.
Whilst the achievement of school priorities is
supported through the allocation of resources,
responses to the survey indicate that there needs
to be greater communication of resource
allocation across the school community.
Surveys were distributed to all of the parent
community, with 10% of parents providing a
response. Stage 2 and 3 students completed the
survey.
Curriculum
The teaching of reading at Nuwarra Public
School
Findings and conclusions
Background
In 2010 the school commenced implementation
of “Focus on Reading”, as part of the National
Partnership Literacy and Numeracy program. The
goal of this program is to improve reading
comprehension, specifically in Years 3 to 6.
Further, teachers develop greater expertise in
planning, implementing, assessing and evaluating
focused, data driven teaching and learning
programs. During semester 2, data was collected
through online parent, teacher and student
surveys. This data, coupled with the NAPLAN
results, formed the basis for the modified
situational analysis.
91 % of parents surveyed responded Almost
Always or Usually to the statement “The main
purpose of school targets is to improve student
learning outcomes”. 100% of staff and 83% of
students responded Almost Always or Usually to
the same question. This indicates that the school
community is aware of the link between school
targets, improved student learning outcomes and
quality teaching and learning and that student
learning outcome data is used to identify and set
school priorities and targets.
86% of parents were aware that school planning
documents are developed with the support of
staff, students and parents. The student response
was not quite as high at 77%. This confirms that
the structures exist to ensure that staff, students
Findings and conclusions
14
Detailed analysis of the NAPLAN results through
the use of SMART 2 revealed the need to focus
on the development of reading comprehension
throughout the school. The data collected
through surveys produced some common threads
between the three different respondent groups.
The need for higher expectations and improved
engagement was conveyed by all groups. Teacher
responses also emphasised the need for more
professional development in literacy. Teaching
and learning programs need to be more relevant,
to challenge and motivate students in reading.
High expectations and quality feedback is needed
to encourage students to achieve their personal
best.
felt that we have high expectations of the
students which included the wearing of full
school uniform. We have strong teacher
professional development programs and are
strong supporters of our students, families and
community needs. We are seen to have a happy,
cohesive ethos.
Weaknesses
The comment was made that our reputation has
had a negative image in the past. There needs to
be greater parental involvement in the school
however this is seen as difficult with our diverse
population. There were some suggestions about
the “cosmetic” appearance of the school.
Opportunities
Future Directions
Teachers will continue training in “Focus on
Reading” throughout 2011. The use of authentic,
multimodal texts linked to Connected Outcome
Group (COG) units will be used to target student
engagement.
Data
analysis,
anecdotal
assessment
through
interactions
and
observations, as well as student work samples
will continue to inform focused teaching and
learning programs in reading. Teachers will be
more equipped to provide specific, quality
feedback to all students. Refer to 2011 targets for
more information.
It was felt that our school provides the
opportunity to respond quickly to parent
concerns, requests and suggestions. Some felt
that we should promote the unique nature of our
school i.e. mainstream and special education as
we are a great example for equality and fairness.
We provide opportunities to access support
programs and funding.
Issues
It was strongly felt that we had inherited a
negative reputation from the past and that
damaging gossip does not match the reality.
Parent, student, and teacher
satisfaction
In 2010 the school sought the opinions of
parents, students and teachers about the school.
This was done in the form of a SWOT analysis
where our Strengths, Weaknesses, Opportunities
and Threats were identified.
Their responses are presented below.
Strengths
Although it is a small school it was felt that the
students mix regularly and all know each other.
Most teachers know all of the children. There is a
vast range of expertise amongst the staff,
catering for a very wide range of students. It was
felt that we have a caring, happy and safe
environment where bullying is not tolerated and
the school has a community feel about it. We
have attractive, roomy classrooms and spacious
grounds. We offer many after school programs
and extracurricular activities. There were many
favourable comments about our website. It was
Professional learning
The emphasis on improving the reading and
comprehension of our students saw the majority
of our professional learning being directed to this
area. All Kindergarten teachers were trained in
the L3 Language, Literacy and Learning program.
Supported by funding from National Partnerships
15
every teacher commenced training in Focus on
Reading.

Professional learning funds were also allocated to
support beginning teachers in acquiring their
accreditation with the Institute of Teachers. A
number of teachers undertook leadership
development training.


School development 2009 – 2011

Targets for 2011
Target 1
Literacy




Our success will be measured by:

100% of Year 3 & 5 students achieving
above the national minimum standard in
NAPLAN Reading.
At least 25% of Year 3 & 5 students
achieving proficiency standard in
NAPLAN Reading.
Improve mean based on NAPLAN 2009
to 2011.
Across the cohort of matched students,
growth is reflected in NAPLAN results
from Year 3 to 5 (2009 to 2011).




Strategies to achieve this target include:








scheduled to discuss progress and
strategies.
Explicit teaching of reading through
modelled, guided and independent
instruction.
The use of and purchasing of authentic
texts to engage readers.
Parent workshops in reading and speech
to be facilitated.
Volunteer parents will be trained to
conduct the Communication Partner’s
articulation program to target those
students with mild speech errors.
Continuation of the Reading Recovery
program for Year 1 students.
Continued implementation of Premier’s
Reading and Spelling Challenges.
Implementation of Best Start K-2.
Training of all staff and implementation
of the “Focus on Reading” program in all
Year 3- 6 classrooms.
Individual Learning Plans (ILPs) for
identified students.
MULTILIT intervention strategy for
targeted students.
Data driven teaching and learning
programs, operating on a two weekly
cycle. Stage 2 and 3 teachers will use the
“Learning Sequence for Comprehension”
to design short, sharp and focused
teaching and learning programs.
Regular and ongoing assessment through
observation, interaction and work
samples. Stage meetings will be



Improved student engagement and
enjoyment of reading.
Completion of “Focus on Reading”
training,
moving
towards
full
implementation of the program in Year 36 classrooms.
Steady movement of students tracked
along the comprehension continuum.
Increased teacher confidence and
expertise in teaching reading. Teachers
will be surveyed to ascertain how their
teaching has changed since commencing
the “Focus on Reading” program.
Improvement in the NAPLAN results,
both in an increase in the percentage of
students at proficiency standard and a
decrease in the percentage of students
below national minimum standard.
Demonstrated improvement in teachers’
knowledge and understanding of data as
measured by the Data Analysis Skills
Assessment (DASA).
Student completion of the MULTILIT
program.
Student
completion
of
the
Communication Partners program.
Target 2
Numeracy

16
95% of Year 3 & 5 students achieving
above minimum standard in NAPLAN
numeracy.



At least 25% of Year 3 & 5 students
achieving in the top 2 bands in NAPLAN
numeracy.
At least 70% of Year 5 students
achieving average growth in NAPLAN
numeracy.

Our success will be measured by:

Strategies to achieve this target include:





Provide professional learning for all K-2
staff in Best Start.
Provide professional learning for all staff
in Count Me In, Too and Counting On.
Provide professional learning for all staff
in NAPLAN SMART data and item analysis
to inform teaching and learning
programs.
Establishment of ability based numeracy
groups to function daily for 90 minutes.
Structured numeracy sessions to include
mental arithmetic activities.


Our success will be measured by:





Full implementation of Best Start in
Kindergarten.
Continued implementation of Count Me
In, Too and Counting On.
Evidence of NAPLAN SMART Data analysis
informing
teaching
and
learning
programs.
Investigation of the impact of improved
reading skills on student performance in
numeracy.
Increased time spent on the explicit
teaching of problem solving skills during
ability based numeracy groups.
Target 3
Student Wellbeing



Improve
student
behaviour
and
emotional wellbeing.
Increase attendance by 2%.
Increase parent participation in activities
that assist to support their child’s
learning.
Strategies to achieve this target include:

Increase student engagement in all
aspects of teaching and learning
programs.
Promote attendance at parent/teacher
functions.
Continue
to
implement
Positive
Behaviour Intervention Schedule (PBIS).
17
Continue to develop and implement
lessons which explicitly teach the skills to
achieve targeted behaviour as set out on
the whole school matrix.
Decrease partial absence by 5%.
80% of parents attend parent/teacher
interviews. 100% of parents to be
contacted.
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.
Diane O’Connor (Principal)
Rachel Essex (Assistant Principal)
Tamara Stoddart (Assistant Principal)
Jenny Bishop (Relieving Assistant Principal)
Kerry Ryan (ESL)
Sharon Williams (STLA)
Shayne Denford (P & C)
School contact information
Nuwarra Public School
McKay Avenue, Moorebank 2170
Ph: 9601 1990
Fax: 9602 0656
Email: nuwarra-p.school@det.nsw.edu.au
Web: www.nuwarra-p.schools.nsw.edu.au
School Code: 4420
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
18