Curtin Primary School
Board Report
2014
Curtin Primary main entrance
1
Curtin Primary Annual School Board Report 2014
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It
complies with reporting requirements detailed within the Education ACT 2004 and the
National Education Agreement.
Accessibility
The ACT Government is committed to making its information services, events and venues
accessible to as many people as possible.
If you have difficulty reading a standard document and would like to receive this publication
in an alternate format, such as large print and audio, please telephone (02) 6247 4580.
If English is not your first language and you require the translating and interpreting service,
please telephone 13 14 50.
If you are deaf or hearing impaired and require the National Relay Service, please telephone
13 36 77.
© Australian Capital Territory, Canberra, 2014
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is http://www.curtinps.act.edu.au.
Inquiries about this publication should be directed to:
Curtin Primary School
Theodore St.
Curtin ACT 2605
General Inquiries:
Telephone (02) 6205 5622
2
Curtin Primary Annual School Board Report 2014
About our school
Curtin Primary experienced increasing demand for enrolment in 2014, reflecting the
reputation of the school and regeneration of the local area. Staffing changes were
significant with the principal being appointed to another school from semester 2. The
substantive deputy principal returned from leave in an acting capacity and was made
substantive late in the year. This resulted in changes to the school leadership team from
semester 2, with the acting deputy principal leaving the school and existing staff taking
on higher duties.
Student Information
Student enrolment
In 2014 there was a total of 521 students enrolled at this school.
Table: 2014 Student Enrolment Breakdown
Group
Number of Students
Male
282
Female
239
Indigenous
LBOTE
9
113
Source: Planning and Performance, August 2014
As demand for enrolment continues, the school has limited enrolments for students
from outside the priority area and the shared priority enrolment area. The increasing
LBOTE enrolment resulted in an additional part time teacher of EALD (English as an
Additional Language/Dialect).
Student attendance
The following table identifies the attendance rate of students by year level during 2014.
Student attendance rate is the percentage of school days attended by students in each
year level at the school. Student attendance is measured over two school terms; that is
from the first day of the school year for students in term one to the last day of term
two.
3
Curtin Primary Annual School Board Report 2014
Table: 2014 Semester 1 attendance rates
Year Level
Attendance Rate %
K
91.6
1
93.5
2
94.0
3
92.9
4
94.4
5
93.6
6
93.2
Source: Planning and Performance, July 2014
Parents of students who are marked absent on the roll without prior notification are
contacted by telephone by the school at 9.30 am each morning. Frequent absences are
followed up by an executive member of staff. Where required, the school provides
support to improve student attendance. In 2014, this involved the provision of breakfast
for specific students through the P&C and canteen.
Staff Information
Teacher qualifications
All teachers meet the professional requirements for teaching in an ACT public school.
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate
qualification is shown below.
Table: 2014 Qualification of Teaching Staff
Qualifications
Teaching staff (%)
Certificate/Diploma/Degree
64%
Postgraduate
36%
Source: School Data, November, 2014
Workforce Composition
In 2014 the workforce composition of the school is highlighted in the following table.
The data is taken from the school’s verified August pay report. For reporting purposes It
includes all school staff including preschools if applicable, staff absent for a period of
less than four consecutive weeks, staff replacing staff absent for more than four
consecutive weeks. It does not include all casuals and staff who were not paid in this
period and staff absent for a period of four consecutive weeks or longer nor unfilled
vacancies.
4
Curtin Primary Annual School Board Report 2014
Table: 2014 Workforce Composition Numbers
Role
Total
Administrative Service Officers
9
General Service Officers & Equivalent
1
School Leader A
1
School Leader B
1
School Leader C
3
Teachers
30
TOTAL
45
Source: Workforce Management, August census 2014
Note: This table includes pre-school staffing
There are no indigenous staff at this school.
Volunteers
Volunteer work enables the Curtin community to enhance the learning, social and
physical environments of the school. In 2014 over 4500 hours were contributed.
Activities included assisting in classrooms, mentoring individual students, guiding
student work in the school gardens, canteen, uniform shop, banking, fundraising and
community events such as the Art Show, Twilight Fair and barbecues.
School Review and Development
In 2014, the ACT Education and Training Directorates Strategic Plan 2014-2017 provided
the framework and strategic direction for the school’s plan. This is supported by the
School Improvement in ACT Public Schools Directions 2010-2014 and the School
Improvement Framework which are the overarching documents providing support to
achieve high standards in student learning, innovation and best practice in ACT public
schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self assessments
against their school plans. In the fourth year schools undergo an external validation
process. This process provides an independent and unbiased assessment of the school’s
progress towards achieving system and school priorities.
Curtin Primary School will be validated again in 2017. A copy of their most recent
validation report can be found on the school website.
5
Curtin Primary Annual School Board Report 2014
School Satisfaction
Schools continually use a range of data collection tools to gain an understanding of the
satisfaction levels of their parents and carers, staff and students. In August/September
2014 the school undertook a survey to gain an understanding of school satisfaction at
that time. Staff, parents and students from year 5, and above, with the exception of
students in special schools, who were invited to take part in an online survey.
Overall Satisfaction
In 2014, 105 parents, 35 staff and 95 students responded to the survey. Where less than
five responses were received the results were not reported due to concerns about
participant privacy.
In 2014, 89% of parents and carers, 97% of staff, and 86% of students at this school
indicated they were satisfied with the education provided by the school.
As well in 2014, 14 national parent survey items and 12 national student survey items
were included in the surveys. These items were approved by the Standing Council on
School Education and Early Childhood (SCSEEC) for use from 2014. The following tables
show the percentage of parents and carers and students who agreed with each of the
national items at this school.
Table: Proportion of parents and carers in agreement with each national opinion item
Item
(%)
Teachers at this school expect my child to do his or her best.
92
Teachers at this school provide my child with useful feedback about his or
her school work.
78
Teachers at this school treat students fairly.
87
This school is well maintained.
76
My child feels safe at this school.
88
I can talk to my child’s teachers about my concerns.
94
Student behaviour is well managed at this school.
73
My child likes being at this school.
88
This school looks for ways to improve.
79
This school takes parents’ opinions seriously.
69
Teachers at this school motivate my child to learn.
81
My child is making good progress at this school.
82
My child's learning needs are being met at this school.
84
This school works with me to support my child's learning.
71
Source: 2014 School Satisfaction Surveys, September 2014
6
Curtin Primary Annual School Board Report 2014
Table: Proportion of students in agreement with each national opinion item
Item
(%)
My teachers expect me to do my best.
95
My teachers provide me with useful feedback about my school work.
72
Teachers at my school treat students fairly.
53
My school is well maintained.
63
I feel safe at my school.
72
I can talk to my teachers about my concerns.
59
Student behaviour is well managed at my school.
33
I like being at my school.
77
My school looks for ways to improve.
76
My school takes students’ opinions seriously.
53
My teachers motivate me to learn.
81
My school gives me opportunities to do interesting things.
71
Source: 2014 School Satisfaction Surveys, September 2014
This information can be considered alongside information available on the My School
website (http://www.myschool.edu.au).
These results as well as the continual review of school performance contributed to the
evaluation of our school plan and the development of annual operating plans. The
school plan is available on the school website.
Professional Learning
Throughout the year, all staff participated in professional learning rounds using the
Quality Teaching Model to develop practice in school pedagogy. This is the third year of
Quality Teaching rounds at Curtin and it is recognised as a highly valued professional
learning process. The professional learning team model has also been used to
commence the two year Formative Assessment program using the Dylan Wiliam
resource. To begin the use of the Kidsmatter framework in the school, a team of teacher
leaders received external training then led the whole staff to understand Module 1 of
Kidsmatter. Through collaborative planning teams, all teachers built knowledge of
Australian Curriculum with a focus on writing, K-6. This involved teachers engaging in
professional learning and classroom coaching using functional grammar methods. At the
start of the year, teachers also worked to develop capacity to cater to students
achieving below or above the achievement standards.
7
Curtin Primary Annual School Board Report 2014
Learning and Assessment
Early Years Assessment
Students in kindergarten undertake an on-entry assessment of their early reading and
numeracy skills using the Performance Indicators in Primary Schools (PIPS) program.
Student results are reported against five performance bands at the end of semester one
and two.
The following table shows the comparison of the school against the ACT on raw scores
in reading and mathematics.
Table: Curtin Primary School PIPS 2014 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
56
146
51
124
Mathematics
41
58
39
54
Source: Planning and Performance December 2014
This table demonstrates student achievement in PIPS at the beginning and end of 2014.
In reading, Curtin Primary’s mean raw score was 56, which was 5 points above the ACT
raw score. By the end of the year, the school’s score was 146, which had increased
further than the ACT mean of 124. In numeracy, Curtin Primary began the year at 41,
which was slightly above the ACT mean of 39. The school progressed to a mean score of
58, which remained above the system average of 58.
A detailed analysis of our school’s academic achievements are incorporated into the
information related to reporting against our progress against our priorities. This is found
later in the report.
NAPLAN Assessment
Students in years 3, 5, 7 and 9 in all ACT schools participated in the National Assessment
Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading,
writing, spelling and grammar and punctuation and numeracy.
In 2014, 1.80 % of year 3 students and 1.90 % of year 5 students were exempt from
testing based on nationally agreed criteria.
Results are not reported when there are fewer than five students with NAPLAN results.
This rule is applied to protect the privacy of students in small schools.
The following table shows the 2014 mean scores achieved by our students compared to
the ACT.
8
Curtin Primary Annual School Board Report 2014
Table: Curtin Primary School 2014 NAPLAN Mean Scores
Test Domain
Year 3 School Year 3 ACT
Year 5 School Year 5 ACT
Reading
465
440
559
523
Writing
421
405
489
474
Spelling
424
413
509
502
Grammar & Punctuation
463
441
553
520
Numeracy
440
415
525
499
Source: Performance and Planning December 2014
This table reflects positive achievement of Curtin students in NAPLAN. We were above
or significantly above ACT mean scores in all areas. This reflects the consistent programs
in place across the school. The school continues to apply high aspirations of
achievement for each student so aims for further improvement.
Curtin Primary School is particularly proud of the growth for students from years 3-5
which is evident in our NAPLAN results.
Table: Students achieving greater than expected growth from Year 3-Year 5 2014
Test Domain
Percentage
Reading
Grammar & Punctuation
Writing
Spelling
Numeracy
86.5
68.4
84.2
57.9
71.8
Source: SMART data, December 2014
The school is also pleased with the significant percentage of students in the top two
bands of achievement in all NAPLAN areas. NAPLAN writing data analysis of whole
cohorts demonstrates a larger proportion of students in years 3, 5 and 7 in the top two
bands, demonstrating that teaching programs are successfully increasing student
achievement.
Table: Percentage of Curtin Primary School students in top two bands for NAPLAN 2014
Test Domain
Yr 3
Band 5
Yr 3
Band 6
Yr 3
Total
Yr 5
Band 7
Yr 5
Band 8
Yr 5
Total
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
15.7
29.4
21.6
23.5
37.3
45.1
19.6
25.5
41.2
25.5
60.8
49
47.1
64.7
62.5
30.4
17.4
17.4
23.9
21.7
34.8
4.3
15.2
34.8
19.6
65.2
21.7
32.6
58.7
41.3
Source: SMART data, December 2014
9
Curtin Primary Annual School Board Report 2014
This reflects emphasis on individualised learning and ensuring students achieving at or
beyond grade level are challenged and extended. Whole school programs and teacher
collaborative work also contribute to this success. Ongoing professional development of
whole school approaches and strategies for individualising learning are anticipated
continue to positively impact student growth in 2015. We also anticipate ongoing
implementation of the Stepping Stones program combined with target teaching of
Middle Years Mental Computation will further increase gains in numeracy.
Analysis of overall results indicate the success of the Stepping Stones program since its
implementation. The school anticipates continued improvement in mathematics as the
program is embedded. When analysed at a class level, NAPLAN data indicates
instruction in functional grammar is having a positive impact in both grammar and
punctuation and writing. We look forward to the continued implementation of this
approach across the school. Results in spelling identify this as an area for investigation
of practices in 2015 to ensure student achievement.
Curtin Primary School continues to have a small percentage of eligible students below
national minimum standard in year 5. From 2015, these students will work to individual
learning plans to ensure intervention is provided that increases learning. We are
pleased to acknowledge that 50% of the students below minimum standard did make
more than expected growth from year 3.
Performance in other areas of the curriculum
Curtin continues to take pride in the rich curriculum program available to students.
Students engage in integrated inquiry units designed for deep understanding. These
units integrate literacy and numeracy skills with study of history, science, geography,
the arts and technology. The inquiry teaching approach involves students in questioning
and expressing interests in particular aspects of a topic, empowering them to be active
learners who apply their knowledge in real world contexts.
We were well represented at District and ACT sporting carnivals, with individuals
trialling for state representative teams in a range of sports.
Lunch time clubs remain popular with students. The film club enable students make
short films which were presented at our Twi-Fest. Student artwork was on show during
an evening art show well attended by community members. Our gardening club
benefitted from active fundraising through the SRC walkathon and is now a well
resourced lunchtime activity. Lego club and chess club continue to be well attended and
our chess club offered several representative opportunities for students.
The PALs program continues to be highly sought after and offered several school based
and external enrichment opportunities. A team has been formed to evaluate and
enhance this program to align with the new ACT Gifted and Talented Education Policy.
10
Curtin Primary Annual School Board Report 2014
Progress against School Priorities in 2014
Priority 1
 Improve student outcomes
Targets
 Decrease the proportion of students at or below the national minimum standard in
writing in year 3 and year 5 by 20% as evidenced by NAPLAN
 Increase the proportion of students above proficiency standard in writing by 10% as
evidenced by NAPLAN
 Increase the proportion of students K-6 moving 1 level on EALD scales for writing
between February 2014 and November 2014
 Increase the percentage of students who believe that teachers give good feedback
on their work from 77% to 85% as evidenced in school satisfaction survey
School improvement domain/s covered with this priority
Analysis and discussion of data, A culture that promotes learning, An expert teaching
team, Systematic curriculum delivery, Differentiated teaching and learning, Effective
pedagogical practices
Progress
Our strategy to develop a culture of analysis, recording and discussion of data at Curtin
has continued throughout 2014. Teachers continue to implement the school assessment
program, collecting and recording a broad range of data about student achievement.
This year, teachers used a streamlined method for recording data which was uploaded
to the GradeXpert database. As a result, more accurate data was recorded and teachers
report increased use of summaries. Data summaries were also provided to teachers to
inform semester two reports. All teachers engaged in professional discussions in 2014
to discuss student achievement data. Throughout the year, the student assistance
teacher analysed data to determine students requiring additional support which was
implemented for individuals or small groups. A program was also designed and
implemented to ensure kindergarten students could access assistance with motor skill
and oral language development.
In professional learning communities, teachers from P-6 began the two year Formative
Assessment program to increase capacity in monitoring student learning during
teaching. In action plans, teachers identified changes to their practice as a result of this
program. Teacher learning and classroom implementation will continue in 2015.
Professional learning about functional grammar continues to expand across the school.
Teachers who have received external training in functional grammar are involved in
team teaching with colleagues to build capacity across the school. Digital resources for
teaching grammar are also being created as students make films on iPads that give
definitions and examples. The collaborative teaching approach to functional grammar
11
Curtin Primary Annual School Board Report 2014
has been particularly effective for teachers of EALD learners and has created a more
inclusive learning community as students increasingly access the same work as their
peers. Indication of success in this strategy includes:

All EALD students now have annotated writing samples demonstrating their
growth from January to November

Formative Assessment processes are being used to specifically target
improvement in writing as evidenced in Teacher Learning Community action
plans

School designed survey demonstrates 100% of teachers have increased
understanding and skills to teach writing using functional grammar and 30% of
teachers indicate significant change to their teaching of writing and can already
identify improved student outcomes in writing.
In relation to embedding effective pedagogical practice across the school Quality
Teaching rounds continue to be a major professional learning approach across the
school and are evidenced to have improved teacher pedagogy from 2012-2014.
Curtin Primary continues to implement the Australian curriculum and integrate subjects
to optimise literacy and numeracy teaching. All teaching teams have been involved in
moderation of writing samples for assessment and to identify areas for instructional
emphasis. This will continue in 2015.
To support learning across all areas, the school homework procedures have been
updated during the year. This occurred in consultation with staff, the community and
past and present students. A final draft was presented to the School Board and
community in term 3 and will be fully implemented from 2015.
Evidence of the successful implementation of this strategy in 2014 can be seen by the
following

100% teachers have participated in at least one QT round this year

All staff have participated in Formative Assessment TLCs with and completed
personal action plans. These transfer to class programs and team work during
planning.

School designed survey demonstrates 100% teachers have increased
understanding and skills to teach writing using functional grammar. 30%
teachers indicate significant change to their teaching of writing and can already
identify improved student outcomes in writing.
12
Curtin Primary Annual School Board Report 2014

The school has successfully designed new procedures for homework. This has
occurred through community consultation with several discussions at P&C
meetings, community surveys and consultation with past and present students.
The procedures are being implemented by some teams and full implementation
will occur from 2015.
In relation to our strategy to ensure differentiation of teaching and learning is across
the school in 2014, implementation of the Australian curriculum has been ongoing.
Teachers have collaboratively designed assessment tasks that are open ended and allow
students working towards, attaining or working beyond achievement standards to
demonstrate understanding. This planning has also ensured teaching programs support
students at varied levels and is aligned to assessment.
Where possible, collaborative planning has been facilitated through team meetings and
team planning days. At times, relief costs have prohibited some team planning days.
These collaborative sessions have developed teacher capacity to plan shared writing
tasks and some moderation has occurred. Reflection on the quality of instruction and
grouping when planning hay have not occurred has reinforced the school’s commitment
to enabling collaborative planning in 2015. A protocol for moderation will also be
developed to further increase team capacity.
Evidence of the successful implementation of this strategy in 2014 can be seen by the
following

Moderation and grading sessions have been added to team meeting plans for
terms 2 and 4. Annotated work samples have been added to student records.

Team and staff meeting records indicate time spend on programming and
collaboration in specific planning days and regular meetings
Annual professional discussion records demonstrate discussion of teacher
programs and particular focus on writing instruction.
The specialised intervention group records demonstrate all participating
students increased skills in target areas and also improved achievement in class
assessment tasks.


Progress against targets
The school’s improvement of student outcomes is reflected in growth data.
1. NAPLAN data reflects a slight increase in the percentage of students at or below
the national minimum standard for writing in year 3 of those who sat the test.
These students have been identified and ILPs prepared to target intervention in
2015.
13
Curtin Primary Annual School Board Report 2014
2. There is a slight decrease in the percentage of students at or below the national
minimum standard for writing in year 5.
Table: Percentage of students at or below National Minimum standard in Writing
Year
2013
2014
Year 3
2.8
9.8
Year 5
6.6
4.3
Source: Smart Data 2014
3. In respect to our target of achieving a 10% improvement in the percentage of
students achieving at the proficiency standard (top two bands), 21.7% of the
2014 year 5 cohort achieved at this standard compared to 32.8% in 2013 and at
year 3, 49% of students performed at the proficiency level compared to 70% in
2013. This difference could relate to the different cohorts. The results across the
nation declined in 2014 and it was in part attributed to students not knowing
which genre would be assessed. When looking at the average across four
different cohorts our 2014 results at year 3 were on the average and our year 5
results were below the average of 30.9%. The school anticipates improvement in
this area in 2015 as functional grammar and formative assessment is embedded.
Table: Percentage of students in Proficiency Bands in NAPLAN Writing
School
Year
Year 3
Four year average
Year 5
Four year average
2008
38.6
Not available
41.5
Not available
2009
59.2
Not available
21
Not available
2010
66
Not available
31.5
Not available
2011
43.1
51.7
41.8
34.0
2012
37.7
51.5
27.2
30.4
2013
68.0
53.7
32.8
33.3
2014
49.0
49.5
21.7
30.9
4. The percentage of EALD students progressing at least one level in EALD scales for
writing from February to November was 96% with 34% students making
progress of two or more levels. This demonstrates the effectiveness of functional
grammar instruction and team teaching between the EALD and class teachers in
writing sessions. These excellent results provide significant impetus to expand
functional grammar across classes in 2015.
5. Only 72% of students agreed in the School Satisfaction Survey that they receive
useful feedback on their work despite whole school emphasis on formative
assessment and giving students feedback. This is less than the target of 85% and
14
Curtin Primary Annual School Board Report 2014
a reduction from 77% in 2013. Only 13% of students indicated disagreement,
with 16% giving a neutral response. This indicates further work is required in
2015 to ensure students understand the feedback they receive and recognize it
is as high quality, and finding out from students what kinds of feedback they
value. This could occur through emphasis on self and peer assessment along
with a focus on assessment task design.
Priority 2
Enhance the school’s environment and culture to encourage innovation and
connectedness in learning while ensuring the safety and wellbeing of students
Targets


Increase parent perception that ‘Computer technology is an integral part of learning
and teaching at my child’s school’ from 68% (2013) to 75%
90% of staff members will have moved positively along the continuum with their
skills and knowledge about iPad use in classroom as reflected in school based
survey
School improvement domain/s covered with this priority
A culture that promotes learning, Targeted use of school resources, School-community
partnerships
Progress
Curtin Primary School has made significant progress in our first year of implementing
the Kidsmatter framework to support the mental health and wellbeing of Curtin
primary community. All staff received training in Module 1 of Kidsmatter early in 2014.
A Kidsmatter Action Team was formed and meets regularly. This team comprises
teachers and parents. Through their implementation of Kidsmatter survey tools, several
enhancements have been made to school enrolment documents and processes. A stall
at the Twilight Fair in November was created to increase awareness of Kidsmatter and
as a result, a display was created in the foyer to describe features of the school that
students and families value. Kidsmatter bulletins are included in every newsletter and
Kidsmatter has been added to the agenda of all staff and P&C meetings. The Action
Team is planning approaches and events for the start of 2015 to build on the
community strengths at Curtin and particularly to focus on parents who are not
currently engaged.
15
Curtin Primary Annual School Board Report 2014
To develop implementation and support processes for students, Individual Learning
Plan (ILP) meetings have been held regularly, ensuring students have appropriate
interventions planned and communicated. Semester callover meetings between
teachers and executive have also been used to discuss data and analyse student needs.
Transition plans have been created for students moving between schools at the end of
2014, particularly for those with existing ILPs and students in the Language Intervention
preschool. Staff have also participated in transition programs for students joining Curtin
in preschool, kindergarten and year 3, as well as individuals in other cohorts.
In respect of our strategy to embrace technologies to support classroom based
teaching and learning as well as communication with the community Use of
technology has increased throughout the year. All teachers now have iPads and laptops
for professional and classroom use. This has resulted in increased teacher knowledge of
educational apps and increased use of class sets of devices, particularly in the senior
school. An ICT officer has been employed one day each week to support maintenance
and troubleshooting with ICT. The school website has also been upgraded and
professional learning has occurred to ensure staff have capacity for maintaining this.
This will be improved in 2015 with increased capacity of staff and possibly extended by
use of apps to report student absence and use of social media for communication with
families.
An ICT leadership team has been formed within the staff and this group have audited
current equipment and explored future developments. The team met with Alfred
Deakin High School teachers to see the GAFE (Google Apps for Education) program and
are planning to begin GAFE implementation in 2015. In November, the P&C committed
funding to purchase another set of devices, which will be available in 2015. The school is
planning to purchase Chromebooks to enable GAFE access.
Progress against targets
1. Despite growth through 2014, the targets in this area have not been fully met.
Only 58% of parents agreed that computer technology is an integral part of
learning and teaching at my child’s school’ which is a reduction from 2013.
However, only 9%
disagreed. This means 33% of parents gave a neutral response. We anticipate
developments this year will be reflected in the 2015 survey.
2. In a staff survey on the use of ICT, 95% of staff agreed their capacity using iPads
in the classroom has improved. This demonstrates the success of providing iPads
for teacher use.
16
Curtin Primary Annual School Board Report 2014
Priority 3
To provide an educational service to students of a national quality standard and meets
the needs of the students and the community
Target/s
100% of preschool students have a learning portfolio which reflects input from
educators and parents
School improvement domain/s covered with this priority
An explicit improvement agenda, An expert teaching team, Systematic curriculum
delivery, Effective pedagogical practices, School-community partnerships.
Progress
Curtin Primary School has continued work to implement the National Quality
Framework for Early Childhood with preschool staff having specific time to work across
all implementation areas. This has ensured full implementation. In 2015, work will
continue for all preschool team members to maintain the currency of all documents and
practices. All Early Childhood educators use meeting times to collaboratively plan and
reflect using the Early Years Learning Framework. Teachers have created a professional
learning communities through their collaborative work at school as well as participating
in the broader early childhood network.
Information from professional learning has enabled educators to review strengths and
areas for development as they implement the National Quality Framework. As a result
teachers have worked to strengthen process and practices across identified areas.
Our strategy to ensure educators are focused, active and reflective in designing and
delivering the program for each child has progressed as teachers have met to review
and reflect upon how portfolios are managed. This has included creating opportunities
for release staff to contribute to programming and student observations, day books and
portfolios. The team has also established a communication book to help ensure all
educators are able are aware of information communicated by parents and other staff
members.
Progress against targets
100% of preschool students have a learning portfolio which reflects input from
educators and parents
Preschool Unit- Quality Improvement
The National Quality Framework which has been agreed by the Council of Australian
Governments (COAG) has put in place a new National Quality Standard to ensure high
quality and consistent early childhood education and care across Australia. The National
Quality Standard assists the school in identifying preschool unit strengths, and areas
that require improvement. The school has identified the following preschool unit
17
Curtin Primary Annual School Board Report 2014
strengths using the National Quality Standard. Areas for improvement will be identified
in the School’s Operating Plan.
Education program and practice
Both Curtin North and Curtin South preschools fully apply the Early Years Learning
Framework to plan and deliver high quality learning programs. The ability of educators
to identify individual needs of children and tailor the learning program accordingly is
identified as a strength in our practice.
Children’s health and safety
Within a safe environment, educators ensure students participate in physical activities
at a level that is personally accessible and appropriate. This ensures each child’s
learning and develops their sense of accomplishment.
Relationships with children
Educators at Curtin build warm relationships with individual children to facilitate their
positive personal development and learning. Extending these relationships to further
support children’s development is an area strength of the Curtin preschool program.
Educators work to form positive relationships with the parents and carers of all
students. This creates a sense of partnership in education ensures shared understanding
of the unique progress and learning needs for each child and builds their successful
achievement of outcomes.
Preschool educators collaborate with primary school teachers to develop and
implement a transition program for children. This builds warm productive relationships
between children, their parents and carers and primary school teachers. Children also
build new relationships between preschool and primary school students. These
relationships are crucial in the successful transition to school.
Staffing arrangements
Educators work in a supportive environment, based on common respect and
professionalism. As part of the same school, preschool educators have strong
connections to the primary school staff, meeting weekly across learning sites.
Leadership and management
Preschool educators make decisions as leaders for student learning. Educators maintain
a strong relationship with school senior executive to ensure effective communication
and optimal outcomes for children.
18
Curtin Primary Annual School Board Report 2014
Physical environment
One of our key focus areas at the pre-school is to provide a stimulating environment,
both academically and physically, to ensure our children respond and develop at an
early age in preparation for the more demanding aspects of primary school life. Our preschool provides a safe environment where children can engage with each other and the
environment around them.
Collaborative partnerships with families and communities
Both Curtin North and Curtin South preschools are integral parts of the wider
community. This is reflected by the high number of parents and carers who participate
in the learning program and provide support whenever requested. Through positive
communication, preschool educators engage with families and the broader community
to ensure children are cared for appropriately and provided the educative programs
they require to set themselves up for a successful journey through primary school.
19
Curtin Primary Annual School Board Report 2014
Financial Summary
The school has provided the Directorate with an end of year financial statement that was
approved by the school board. Further details concerning the statement can be obtained by
contacting the school.
The following summary covers use of funds for operating
costs and does not include expenditure in areas such as
permanent salaries, buildings and major maintenance.
Financial Summary
31-Dec-14
INCOME
Sel f management funds
Vol untary contri buti ons
Contri buti ons & donati ons
Professional learning
The average expenditure at the school level per fulltime
equivalent teacher on professional learning was
$1,539.51.
Subj ect contri buti ons
External i ncome (i ncl udi ng
communi ty us e)
Proceeds from s al e of as s ets
Bank Interes t
TOTAL INCOME
364080.1
32870
42285
8880.11
18490.12
1215
7637.54
475457.9
EXPENDITURE
Uti l i ti es and general overheads 96698.49
Voluntary contributions
Cl eani ng
Securi ty
This school received $29,425.00 in voluntary
contributions in 2014. These funds were used to support
the general operations of the school. The spending of
voluntary contributions is in line with the approved
budget for 2014.
Mai ntenance
Mandatory Mai ntenance
Admi ni s trati on
Staffi ng
Communi cati on
As s ets
Leas es
OPERATING RESULT
29296.4
35365.28
6809.35
396721.2
78736.73
Actual Accumul ated Funds
90467.37
General offi ce expendi ture
Educati onal
Reserves
Name and purpose
Subj ect cons umabl es
TOTAL EXPENDITURE
Amount
Expected
Completion
Outs tandi ng commi tments (mi nus )2120.02
BALANCE
Student Laptops
$15,000
2016
Photocopier
$4,000
2016
97368
1199.12
69926.69
0
10973.97
0
8170.15
40913.73
167084.1
20
Curtin Primary Annual School Board Report 2014
Endorsement Page
I declare that the Curtin Primary School Board has operated in accordance with the
provisions of the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a
public school, other than the principal of the school ifa) The member is absent from 3 consecutive meetings of the board without reasonable
excuse or leave given by the board or
b) Contravenes section 49 (disclosure of interests by members of school boards)
without reasonable excuse.
46
47 (2)
The members of the school board of a public school must, whenever is necessary,
nominate a member of the board as a member of any selection panel established by
the chief executive to make recommendations to the chief executive about the
appointment of the principal to the school.
However, the school board must meet at least four times a year.
48 (10) The school board must keep minutes of its meeting.
49
Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board
otherwise decides, the member (The first member) must nota) be present when the board considers the issue or
b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school
board must give the chief executive a statement of any disclosure of interest under this
section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representatives:
Community Representative
Teacher Representatives
Student Representative:
Board Chair:
Principal:
Myles Cronin, Nick Morgan
vacant in 2014
Jo Galbory, Tanya Devenish
Not applicable
Anne Twyman
Merryn O’Dea
I certify that to the best of my knowledge and belief the data and information reported in
this Annual School Board Report represents an accurate record of the school’s operations in
2014.
Principal Signature: _________________________
Date: _____________
I approve the report, prepared in accordance with the provision of the ACT Education Act,
section 52.
Board Chair Signature: __________________________
Date: ____________