Morpeth Public School
Annual School Report 2014
[school code]
2623
School Context Statement
Morpeth Public School is situated in the picturesque and
historic township of Morpeth, a suburb of the city of Maitland
in the Hunter Region of New South Wales. In 2012 the
school celebrated its sesqui-centenary; 150 years of
continuous quality public education.
Enrolments
250
Students
200
The area has a rich history that has direct links with the early
settlement of Newcastle. The Morpeth area has long been
associated with farming, a tradition that remains today. The
township is served by the Hunter River, which was
instrumental in the expansion of the original Newcastle
settlement and the establishment of the Wallis Plains
(Maitland) settlement.
100
50
0
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
Student enrolment numbers have increased steadily since 2010.
Enrolment data suggests that the expansion of the Raworth
residential estate has been the major contributing factor to the
increase in student numbers.
In recent times, the establishment of the Raworth residential
estate has resulted in a steady increase in school enrolment
numbers. Student population in 2014 numbered 209 (P4
classification) with 13 students (6%) identifying as Aboriginal
or Torres Strait Islander. The school’s Family Occupation and
Education Index (FOEI) is 87, which indicates a lower than
average (100) level of disadvantage.
Student Attendance Profile
2014 staffing composition included, by classification, a
principal, two assistant principals, seven classroom teachers,
teacher of RFF (0.4), librarian (0.6), part time teacher
(0.378), Learning and Support teacher (0.6) and Out of
Home Care teacher (0.6). The school has a SASS allocation
of one School Administration Manager (SAM) and a School
Administration Officer (SAO) both employed in a full time
capacity.
Morpeth Public School has a dedicated and experienced staff
committed to delivering engaging and innovative learning
experiences underpinned by quality teaching and best
practice strategies that reflect recent DEC reforms. In a time
of technological and pedagogical change, Morpeth Public
School is committed to ensuring all students are prepared
and skilled to be effective 21st century learners.
Student Information
Year
2009
2010
2011
2012
2013
2014
K
92.5
93.9
95.8
96.6
95.7
96.4
1
93.0
91.7
90.6
95.7
95.4
96.4
2
91.3
94.1
95.7
96.9
94.8
96.9
3
91.9
94.9
95.6
96.1
95.1
94.9
4
93.9
93.2
94.8
96.1
96.7
96.8
5
94.2
94.1
93.8
95.8
95.0
95.8
6
94.5
94.2
94.0
96.0
94.5
94.1
Total
93.1
93.7
94.6
96.1
95.3
96.0
K
94.3
94.7
94.7
94.3
95.0
95.2
1
93.7
94.2
94.2
93.9
94.5
94.7
2
94
94.4
94.2
94.2
94.7
94.9
3
94.1
94.5
94.4
94.4
94.8
95.0
4
94
94.5
94.3
94.3
94.7
94.9
5
94
94.4
94.2
94.2
94.5
94.8
6
93.6
94.0
93.8
93.8
94.1
94.2
Total
92.1
94.4
94.3
94.2
94.7
94.8
The top figure in the graph above represents attendance
data for Morpeth Public School. The bottom graph
provides an overview of State DEC data. Clearly,
Morpeth PS figures reflect a higher average attendance
percentage than State DEC schools over a four year
horizon.
Students who attend Morpeth Public School primarily live in the
township of Morpeth and in the adjoining Raworth Estate.
Others reside in the surrounding rural areas including Phoenix
Park, Duckenfield and Berry Park. As previously stated,
approximately 6% of students identify as Aboriginal or Torres
Strait Islander.
Workforce information
It is a requirement that the reporting of information for all staff
must be consistent with privacy and personal information
policies.
Student Enrolment Profile
Gender
150
2008
2009
2010
2011
2012
2013
2014
Male
85
86
82
89
100
108
108
Female
90
92
83
80
79
91
97
1
Workforce Composition
Position
Principal
Assistant Principal(s)
Classroom Teacher(s)
Learning and Support Teacher(s)
Teacher Librarian
School Counsellor
School Administrative & Support Staff
Total
Beginning Teachers
No staff member of Morpeth Public School identified as a
‘Beginning Teacher’ in 2014.
Number
1.0
2.0
7.0
0.7
0.6
0.2
2.0
13.5
Workforce Retention
Due to an increase in student numbers, Morpeth Public
School was able to form a ninth class at the beginning of
2014. The position was filled by Miss Simone Lambert in a
temporary capacity.
Long term teacher Mr Michael Hamilton, was transferred to
New Lambton Public School at the beginning of the year and
his position was filled by Mrs Jane Fincher. During term 3,
Mrs Fincher was successful at interview through the merit
selection process and she was appointed to the school as a
permanent teacher.
The Australian Education Regulation, 2013 requires schools
to report on Aboriginal composition of their workforce.
No member of the staff of Morpeth Public School identifies as
being Aboriginal or Torres Strait Islander.
Assistant Principal, Mrs Cheryl Carpenter, who has been
employed at Morpeth Public School for 18 years, announced
that she would retire at the end of the 2014 school year. On
behalf of the Morpeth school community, we congratulate
Mrs Carpenter on her outstanding service to our school and
public education in general and we wish her well in her
retirement.
Teacher Qualifications
All teaching staff meet the professional requirements for
teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
% of staff
100%
0%
Financial Summary
This summary covers funds for operating costs and does not
involve expenditure areas such as permanent salaries,
building and major maintenance.
Professional Learning and Teacher Accreditation
During 2014, classroom teacher Miss Jessica Stevens
attained accreditation at Proficient Level through the Institute
of Teachers process. Colleagues, Ms Nicole Webster and
Mrs Jane Fincher are currently at Maintenance level.
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
Morpeth Public School is committed to improving teacher
quality through targeted professional learning for all staff. The
school’s Management Plan has identified strategic directions
to enhance student performance through improved teacher
quality. During 2014, staff from K-6 were involved in Focus
on Reading training. Assistant Principal, Anthony Scanlan,
has led professional learning in this area.
The increasing use of technology to support teaching and
learning practices has necessitated the need for staff to be
involved in professional learning in this area. The school has
successfully implemented a ‘Bring Your Own Device’
initiative in stages 2 and 3 with associated staff training and
development critical to ensure the effective delivery of the
initiative. Technology is also increasingly used in K-2 and by
Mrs Anne Coyle, Learning and Support Teacher.
The introduction of the new English syllabus during the year
and the impending introduction of the Mathematics and
Science syllabus documents in 2015 provided another focus
for professional learning in 2014.
Executive staff was involved in rigorous training throughout
the year to prepare for the school planning cycle; 2015-2017.
The changing format of the school’s management plan and
the introduction of a number of DEC reforms necessitated
professional learning to support the effective implementation,
familiarity and understanding of the documents.
30/11/2014
$
56982.97
123278.66
141108.00
73182.47
3082.64
30043.35
0.00
427678.09
13374.31
24729.68
38298.73
3843.69
1141.90
119836.64
29394.92
38352.74
0.00
30322.69
14677.61
29842.77
17156.81
360972.49
66705.60
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.
2
Parents and Citizens Report
School Captains’ Report
The Morpeth Public School P&C has had a very successful
year in 2014, raising funds to support the learning, and
resource requirements of our school.
It has been a privilege to be 2014 School Captains of
Morpeth Public School.
The year has been very exciting – we have had sporting
days, excursions, leadership events as well as performing
and visual arts events.
Members have organised various events this year including
the annual Mother’s and Father’s day stalls, end of term
discos, chocolate hampers for the Easter Hat Parade, the
annual Golf Day, a Grandparents’ Day picnic lunch, morning
teas and the very successful inaugural Spring Fair.
Dance 2B Fit was a fun and enjoyable dance program and
everyone took great joy in participating, which meant it was a
great success.
The funds raised from these events have been directed to
benefit our school by allowing requested resources to be
purchased and delivered. In 2014, the resources have
included a bank of iPads, iPad syncing trays, software such
as Skoolbag, Skwirk, Reading Eggs and Mathletics, and the
funding to support the implementation of the Year 6 Peer
Support program.
The three days at Canberra consisted of amazing activities
and the nights were filled with laughter, fun and not too much
sleep!
Leading our school in the ANZAC day ceremony was an
extreme honour; it is a very important event which all the
leaders had great pleasure in attending.
To complement fundraising activities, our Uniform Shop has
continued to grow and thrive, this year moving to its own
room inside the library. In addition, the school banking
program has grown in popularity with 82 children banking
(almost 40% of students) which generated a commission
amount of $483.66 which is presented to school.
Attending the National Young Leaders’ Day in Sydney was
also a great experience. We were able to listen to many
amazing speakers and successful individuals, including Coen
Ashton, Ita Buttrose, Andy Griffiths and Bob Carr.
We all really enjoyed the various fund raising activities - we
had the donut and milkshake day and who could forget the
mini fete stalls, food, drinks and fun!
The Canteen also continues to be a very successful P&C
service, operating 5 days a week and meeting the NSW
Fresh Tastes @ Schools criteria.
The P&C enjoys a cooperative and positive relationship with
the school community. We would like to thank all of our
volunteers and the school community for supporting our
fundraising initiatives throughout the year - we couldn’t do it
without your support!
The P&C plays an active and important role in school
planning and we are committed to helping the school achieve
its goal of providing high quality and engaging education for
all students.
We thank our Principal, Mr Edmonds, for his continuous
support of the P&C and extend this thanks to all of the
wonderful teaching and administration staff at Morpeth Public
School.
It has been an amazing year and on behalf of Year 6 2014,
we would like to thank everyone at Morpeth Public School.
We would like to also thank our committee members for their
time and dedication. In particular, we would like to recognise
and thank our previous President, Sallyann Rumbel, and
Louise Vercoe, our previous Treasurer, for their many years
of tireless service to the P&C and the school.
Molly Worthington
Petah McGaw -
Thomas Forbes.
School performance 2014
Academic achievements
Congratulations must also go to Tracy Forbes for being
awarded Life Membership of the P&C for her many years of
service to the School and P&C -
and
NAPLAN
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 8.
P&C
President
3
The achievement scale represents increasing levels of skills
and understandings demonstrated in these assessments.
Year 3 Spelling
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Percentage in bands:
Year 3 Spelling
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
50
Percentage of students
The My School website http://www.myschool.edu.au
provides detailed information and data for national literacy
and numeracy testing (NAPLAN).
Year 3 Reading
Percentage in bands:
Year 3 Reading
Percentage of students
50
40
30
20
10
0
40
1
30
2
3
Bands
4
5
6
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
20
10
Year 3 Grammar and Punctuation
0
1
2
3
Bands
4
5
6
Percentage in bands:
Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
40
Percentage of students
35
Year 3 Writing
Percentage in bands:
Year 3 Writing
60
30
25
20
15
10
Percentage of students
5
50
0
1
40
2
3
Bands
4
5
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
30
20
10
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
4
6
Year 3 Numeracy
Year 5 Writing
Percentage in bands:
Year 3 Numeracy
Percentage in bands:
Year 5 Writing
60
Percentage of students
Percentage of students
40
30
20
10
50
40
30
20
10
0
0
1
2
3
Bands
4
5
3
6
5
Bands
6
7
8
7
8
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 5 Spelling
Year 5 Reading
Percentage in bands:
Year 5 Spelling
Percentage in bands:
Year 5 Reading
40
Percentage of students
40
Percentage of students
4
30
20
10
30
20
10
0
0
3
4
5
Bands
6
7
3
8
4
5
Bands
6
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
5
Year 5 Grammar and Punctuation
financial literacy. The program was acknowledged at the
2014 Maitland Learning Community’s Education Week
ceremony as an example of an outstanding school program
and again by the Commonwealth Bank where a $10 000
grant was awarded to the school to support the sustainability
and expansion of the program.
Percentage in bands:
Year 5 Grammar & Punctuation
Percentage of students
30
20
10
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Year 5 Numeracy
Percentage in bands:
Year 5 Numeracy
Percentage of students
40
30
Technology
20
A priority focus area of the school during 2014 has been the
increasing use of innovative technology practices to engage
students and to support learning. Teaching staff are
continuing to make the transition from traditional paper-based
teaching materials to a range of digital resources. During the
year, the school built upon the very popular Bring Your Own
Device (BYOD) initiative, which allows students to use
personal devices in the school setting. Initially the initiative
was trialed on one stage 3 class during 2013, but was
broadened to include other classes in stages 2 and 3 during
2014.
10
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
To support the initiative, the school has developed necessary
infrastructure, including a school wide wireless network, a
comprehensive staff intranet for resource storing and sharing
and the introduction of class webpages to enable effective
learning links between home and school.
Significant programs and initiatives
School Economy
Morpeth Public School operates a school economy for
students K-6. Students are encouraged to be involved in
recycling programs and in student service activities and, in
return, they earn ‘Peths’ - a Morpeth currency. Students are
provided with bank books to register Peths and they are then
able to bid for items at auctions at school assemblies. This
engaging program, coordinated by stage 2 teacher Mrs Jane
Fincher, has allowed students to develop skills in areas of
Our school has presented workshops to provide information
to parents about technology programs.
The school receives Computer Coordinator funding as a
component of targeted annual funding. Funds received have
been used to provide teacher release time for computer
coordinator, Mr Anthony Scanlan, to coordinate and
implement technology programs across the school setting
and to provide advocacy and support for staff.
6
Sport
During term 3 students from K-6 attended Smyth Field in
Maitland for the Athletics Carnival. Age based track and field
events were keenly contested with high degrees of
participation, encouragement and sportsmanship again
evident.
Morpeth Public School offers a comprehensive range of
sports programs that cater for the skills and interests of
students from K-6. Senior students have been involved in
PSSA competitions in cricket and soccer (boys) while our
girls competed in soccer and netball. Our senior and junior
boys have also been involved in Rugby League competitions
(Steve Simpson Shield and Pickers’ Cup) while both our
boys’ and girls’ teams have competed in oz –tag open days
throughout the year.
Also during term 3, our senior students were invited to
compete in the inaugural T-20 cricket competition held at
Maitland Park. The initiative, which features a condensed
form of cricket, encourages fun and participation as a prime
focus. The day proved to be a great success, with our
players performing exceptionally well. As a result, our boys
and girls teams were invited to represent Maitland schools at
a similar competition held in Newcastle the following week.
Music
Mrs Helen Tuyl presented music lessons for all classes
during 2014. During her visits to classes, she provided expert
tuition in singing and recorder. Our talented choir performed
at school and civic ceremonies throughout the year while our
recorder group performed at the Sydney Opera House during
term 3. Mrs Tuyl has enjoyed a long and productive
association with students from Morpeth PS and her
coordination and support of our music programs has
consistently resulted in high quality student performances.
Drums and Guitars
Our school is fortunate to have music tuition offered by two
very highly regarded local musicians in their respective fields.
Mr Col Hatchman (drums) and Mr Jeremy Minnett (guitar)
visited our school each Thursday to provide expert
assistance to our students. A highlight of our popular
performing arts open day (MADD Day) last year was the
highly entertaining performances of our guitar and drums
groups.
Year 6 student, Thomas Forbes, performed outstandingly in
his chosen sports of cricket and hockey. Thomas was
selected in the State hockey team during the year and he
also gained selection in the Regional boys’ cricket squad.
Waterwatch
During February the school held an extremely successful
swimming carnival at Maitland Pool. The carnival featured
excellent rates of participation and performance from
students, but a pleasing highlight was the outstanding
sportsmanship displayed by all competitors. A group of
students were selected to represent the school at the
Maitland Zone Carnival.
Students in years 3 and 4 were involved in the WaterWatch
program during the year. Students visited the Hunter River at
Morpeth and conducted a series of tests to determine the
relative health of the river. All results were forwarded to the
Hunter Catchment Authority. The established program is
highly popular with students and facilitates the development
of skills and knowledge regarding the importance of water
quality in our catchment area and also the types of
environmental and weather conditions and activities that may
impact on the condition of our waterways.
In week 7 of term 1, the school held a cross country carnival
at the Morpeth Common. Students from all classes competed
on the day with junior athletes completing a 2 kilometre
course while 11 years and senior students competed in the 3
kilometre event.
7
Learning Plans (PLPs). Further funds were used to fund
Aboriginal performances held at the school.
During term 2, an Aboriginal artist visited the school and
worked with our students to discuss styles and significance of
indigenous art.
Morpeth Public School is committed to providing and
promoting Aboriginal perspectives in class activities. As a
school we are also committed to strengthening partnerships
and collaboration between families and community
organisations.
A measure of success in our endeavours in this area is
reflected in the attendance, participation and performance of
our Aboriginal students. Attendance data for Aboriginal
students was commensurate with whole school data. School
vice-captain, Katelyn Lockwood identifies as Aboriginal and
she was also selected to captain the open senior Rugby
league team. Student academic performance for Aboriginal
students in NAPLAN in 2014 was similar to non-Aboriginal
achievement.
Dance 2B Fit
During term 4 of 2014, all students form K-6 were involved in
the Dance 2B Fit program. Qualified instructors visited our
school to provide class-based lessons in a range of
contemporary dance styles. At the end of the program, our
students performed their respective routines to an audience
of highly impressed parents and friends of our school at
MADD day.
Multicultural Education and Anti-Racism
During 2014, Mrs Rhonda Petersen completed training as
Anti-Racism Officer (ARCO). Mrs Petersen’s role is to ensure
that cultural differences are acknowledged and respected
and to support the resolution of any potential issues in this
area.
Our school ensures that inclusive classroom and school
practices are evident at all times and that teaching practices
reflect and promote intercultural understandings.
During term 3, our school celebrated Harmony Day. This
year it was decided that a fundraiser would be held with all
proceeds being used to support OxFam. As a result of the
extremely successful initiative, our school was able to raise
sufficient funds to purchase seven goats to support small
villages in Mozambique.
Days of Significance
A large contingent of students from our school attended the
annual ANZAC Day march held in Morpeth. The school also
acknowledged the significance of the day by holding a
ceremony at school. Remembrance Day was also celebrated
at a whole school ceremony in November.
Aboriginal Background
Socio-economic background
In 2014 Morpeth Public School received Resource Allocation
Funds (RAM) to support Aboriginal students. The funds were
used to release teachers to meet with parents of Indigenous
students and to discuss, plan and complete Personalised
Morpeth Public School received RAM funding in 2014 to
support students from low socio-economic backgrounds. The
8
school’s Family and Occupation Index (FOEI) of 87 indicates
a lower than average level (100) of social disadvantage.
Funds received by the school were used to financially
support families to allow full participation in school programs,
to purchase resources and equipment to support whole
school student learning and to fund whole school curriculum
and engagement programs.
Learning and Support

Integrating Information
Technologies matrix;

DEC Professional Learning Matrix;

Student, staff and parent surveys;

TARS, EARS and PARS documents;

Strengths, Weaknesses, Opportunities, Threats
(SWOT) analysis.
Morpeth Public School is committed to ensuring that the
needs of students requiring additional learning support are
met effectively and equitably.
School planning 2012-2014:
Mrs Anne Coyle (Learning and Support Teacher) and Miss
Rebecca O’Brien (Counsellor) worked in collaboration with
the school’s Learning Support Team and classroom teachers
to identify students requiring additional support and to
develop effective and targeted learning and support plans.
Literacy and Numeracy
Outcomes from 2012–2014
Assessment data will demonstrate that student achievement
in Literacy and Numeracy will improve measurably.
Targets
Flexible funding was used to employ School Learning and
Support Officers (SLSO) to support the needs and
participation of students requiring learning adjustments and
support.
During 2014, Morpeth Public School elected to be involved in
the trial period of the Nationally Consistent Collection of Data
(NCCD) initiative. The program assisted the school to
develop deeper knowledge, skills and understandings
regarding the specific needs of students requiring support. A
small funding allowance was made available to schools
participating in the trial program. Funds were used to release
teachers to complete Individual Education Plans for students
and to upload information to NCCD data base.
School evaluation processes
NSW public schools conduct evaluations to support the
effective implementation of the school plan. The processes
used include:
Internal data including assessment and attendance
data;

DEC Reflection and Planning matrix documents;
Expected growth from years 3-5 to be
commensurate with State performance in aspects
of Literacy and Numeracy.

74% of year 3 students achieve Bands 4-6 in
NAPLAN Reading and 62% of year 5 students
achieve Bands 6-8 in NAPLAN Reading.

70% of year 3 students achieve Bands 4-6 in
NAPLAN Writing and 46% of students achieve
Bands 6-8 in NAPLAN Writing.

55% of year 3 students achieve Bands 4-6 in
NAPLAN Numeracy and 65% of year 5 students
achieve Bands 6-8 in NAPLAN Numeracy.

84.6% of year 3 students achieve Bands 4-6 in
NAPLAN Reading and 78% of year 5 students
achieve Bands 6-8 in NAPLAN Reading.

71.6% of year 3 students achieve Bands 4-6 in
NAPLAN Writing and 46% of students achieve
Bands 6-8 in NAPLAN Writing.

88.5% of year 3 students achieve Bands 4-6 in
NAPLAN Numeracy and 58.7% of year 5 students
achieve Bands 6-8 in NAPLAN Numeracy.
Strategies to achieve these outcomes in 2014
School planning and evaluation 2012—2014


Evidence of achievement of outcomes in 2014:
All teaching staff completed Disability Standards training in
Semester 2 of 2014.
External data (NAPLAN) to validate academic
performance;
Communication
School priority 1
In 2014 a student with a diagnosis of Amyoplasia, a rare
connective tissue disorder, enrolled at the school. The
condition necessitates that the student has full SLSO support
for all eating, toileting and mobility actions. The school,
through extensive LST meetings, transitions and the
advocacy of external support providers, was able to
effectively cater for the student’s needs. Integration funding
was used to employ an SLSO and to ensure that all relevant
training, including sling and hoist transfer procedures, was
undertaken.

and
9

Whole school professional learning in Focus on
Reading strategies;

Effective use of LaST and Learning Support Team
to identify and support students requiring additional
and targeted support;

Increasing use of innovative technology practices
to support and engage students in learning.
School priority 2
Evidence of progress towards outcomes in 2014:
Curriculum and Student Engagement

Outcomes from 2012–2014

Australian Curriculum for English, supported by
targeted professional learning, is effectively
implemented K-6 in 2014;

Australian Curriculum for Mathematics, supported
by targeted professional learning, is trialed K-6 in
2014 in readiness for full implementation in 2015;

Embedding of innovative programs to support
student engagement and learning.
Strategies to achieve these outcomes in 2014:
Evidence of progress towards outcomes in 2014:



Australian Curriculum for English implemented in
all classes. Validated by Teacher Assessment and
Review Schedule processes that indicated all
teachers programmed and reported student
achievement using new English Syllabus.
Australian Curriculum for Mathematics trialed in all
classes. Professional learning, using Adobe
Connect webinars, Local Management Group
network meetings and through targeted workshops
was used to support the trial. The progress of the
trial was monitored and reviewed during stage and
staff meetings.
Technology use in classrooms improved
measurably, from ICT band 2 to Band 3 in Strategic
Planning Incorporating ICT matrix.



Whole staff focus on the effective use of DEC
applications and websites to facilitate the
implementation of educational and administrative
reforms;

Establishment of class webpages 3-6;

Implementation of Skoolbag app to improve
communication processes between school and
home;

Creation of network launcher to access and store
software applications to support teacher
professional development and student learning;

Establishment of organisational flowcharts to assist
with the planning delivery of school programs;

Implementation of amended TARS processes,
aligned with Professional Standards for Teachers,
and including targeted individual learning goals for
all teachers.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students
and teachers about the school. A survey was conducted to
provide information about changes to the operation of the
school’s canteen and the closer alignment of menu choices
to reflect the recommendations of the school’s Live Life Well
program.
Strategies to achieve these outcomes in 2014:

Measurable shift from Level 3 to Level 4 in ‘Quality
Systems for Student Administration and Learning
Management’ matrix – Quality systems, using
technology, are embedded to improve school
planning and management;
Targeted professional learning, the establishment
of effective collegial networks and a whole school
focus at stage and staff meetings to develop skills,
knowledge and understanding to facilitate effective
implementation of syllabus;
In collaboration with the canteen committee, P&C and school
executive, it was suggested to seek feedback on the
changes. Their responses are presented below.
Targeted professional learning, the establishment
of effective collegial networks and a whole school
focus at stage and staff meetings to develop skills,
knowledge and understanding to facilitate effective
trial of syllabus;
Are you satisfied with the menu changes, including the
associated price adjustments?
 Yes – 77%
 No – 23%
Do you enjoy the new selections on offer?
 Yes – 80%
 No – 20%
Are you happy with the nutritional content of the menu
selections?
 Yes – 77%
 No – 23%
Are you happy with the removal of selected items from
the menu because of their poor nutritional content?
 Yes – 97%
 No – 3%
Strategies included relocating computers from lab
to classrooms to increase access, the
implementation of BYOD initiative, the
establishment of an effective and high speed
wireless network, the purchase of iPads for
executive and LaST rotations and the
establishment of a school intranet to centralise
access to important school resources and
documents.
School priority 3
Leadership and Organisational Effectiveness
Suggestions:
Some parents / staff indicated that they would increasingly
use the canteen as a result of the ‘healthier’ choices
available. Others mentioned that they supported the direction
the canteen was taking and that the model could be further
Outcomes from 2012–2014
The implementation of quality systems to enhance effective
school management and communication
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improved by adding more vegetables to the ‘meal deal’
selections, offering only water as a drink option and using
Greek yoghurt.. Many responses included comments
including ‘Great idea!’ ‘Well done!’ and other similar
endorsements.
Cheryl Carpenter – Assistant Principal
Future Directions
2015-2017 School Plan
Petah McGaw – P&C President
Tanya Strang – Assistant principal ( Relieving )
Jessica Stevens –Classroom Teacher / Sports Coordinator
Suzanne Touzell – School Administration Manager
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.
During the course of Semester 2, 2014, the school’s
executive met to discuss planning processes and
requirements in readiness for 2015-2017 strategic plan. A
timeframe of processes and strategies was proposed that
included consultation processes with students, staff and
community members. During Semester 2, executive staff
attended a series of professional learning workshops to
provide further insight into the planning format and to seek
resources to assist in the effective implementation of the
plan.
School contact information
Morpeth Public School
46 High Street, Morpeth - 2321
Ph: 02 49336726
Fax: 02 49343021
Email: morpeth-p.school@det.nsw.edu.au
Web: www.morpeth-p.schools.nsw.edu.au
School Code: 2623
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:
In September term 3, principal met with P&C committee to
provide an overview of the 5P plan and the importance of
rigorous consultation with community. Principal established a
document that enabled staff members to review and critique
current school programs and initiatives and to suggest future
directions. Agenda items at staff meetings in the early weeks
of term 4 included the development of school vision
statements and to establish staff and to propose school
professional learning goals. School NAPLAN data was
analysed and findings from TARS documents was collated to
inform individual and whole of school professional learning
needs. In mid-term 4, principal held a school council meeting
that provided a forum for parents to discuss and review
school direction. A SWOT analysis, was also sent to families
of all students. The SWOT analysis encouraged parents to
identify perceived areas of school strength, areas to develop,
potential opportunities and threats. Staff meetings were
allocated to discussing the findings of all survey data with the
stated aim of identifying, through consultation the school’s
three strategic directions for 2015-2017:
1.
2.
3.
http://www.schools.nsw.edu.au/learning/emsad/asr/index.php
Quality Learning Experiences;
Quality Educational Practices;
Quality Systems and Partnerships.
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.
Peter Edmonds – Principal
Anthony Scanlan – Assistant Principal
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