Windale Public School Annual School Report
NSW Public Schools – Leading the way
11
Messages
Principal's message
Welcome to students, teachers, parents and community friends of the school as we report on our 2007 achievements and outline our plans for 2008.
In 2007 the school continued its productive working relationship with a model program of inter school cooperation between Hunter Sports High School and its feeder primary schools.
The Preschool Patch provided an exemplary transition program that ensured our Kindergarten students have well developed school readiness skills and a sound home school partnership established.
Parents and the school community have provided strong support for the school and its programs.
The school has developed a culture of continuous improvement through the collection and analysis of a wide range of data. This information is used to:
evaluate the effectiveness of programs;
analyse student learning needs and monitor their progress; and
develop explicit programs to address these learning needs.
Windale Public School strives to provide a strong foundation for life-long learning. Student learning is emphasised within a quality learning environment.
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.
Mrs Julie Lai
Student representatives’ message
What astounding news! We had become student executives and we couldn’t wait until our first major role. First term we went on a trip to Homebush in Sydney to talk to some famous speakers, such as Mike Munro, Cristiana Webb and the Swans Football Players. It was great.
Later in the year we went to Club Macquarie in Argenton. We learnt a lot there, about respecting people and their individuality. It has been so great being student representatives at “Wonderful Windale.” The Friday assemblies, responsibilities and excursions have had an effect on all of us, thank you!
We wish the 2008 student representatives well in their role next year.
2007 Student Representatives
School as a Community Centre (SaCC) message
I was supported by a team of dedicated volunteers who have assisted on all the programs we have in place to support the students, parents, teachers and the community.
Alcazar supported events held in the community including the Fun Day, NAIDOC Day events and the Windale Festival. Alcazar was well supported both financially and by staff from the Department of Housing on many projects, including The Bike Project, an example of a community working together.
Community Health, and in particular the Child Health nurses, provided visits to families, weekly centre visits and linked families with services to enhance the development of young children.
The Red Cross Breakfast continued to be a popular service provided every morning during each school term.
Sport for Our Neighbourhood was run every Monday and Wednesday afternoons. It provided 60 students skills in various sports and encouraged teamwork, fitness and fun.
Sing and Grow, a music therapy playgroup held in Term 3 complemented our regular supported playgroup. Playgroup provided our local families with social and emotional support while providing early learning opportunities for children 0-5 years.
Students, teachers and volunteers participated in cooking classes funded by Housing.
Parents and Carers participated in a number of parenting groups facilitated by services from the community.
An Art Exhibition of student and adult art was held during Child Protection Week.
Tafe Outreach conducted Supporting Children’s Learning and Computers and Communication, excellent adult education courses, throughout the year.
Our grandparents met on a regular basis and attended a seminar to connect with services and other local grandparent groups. Our garden beds produced loads of vegetables tended to by our dedicated parents.
In addition we had weekly support from a Solicitor and Drug and Alcohol Counsellor. Alcazar also has a Smith Family Learning for Life Program worker who works closely with the school community.
Windale is a proud community, open to new ideas and responsive to opportunities that demonstrate its commitment to providing a safe child friendly community.
Vickie Robson - Facilitator
School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
2003 / 2004 / 2005 / 2006 / 2007Male / 140 / 145 / 141 / 144 / 117
Female / 146 / 132 / 131 / 111 / 122
The school’s full time enrolment was 254 comprising 126 boys and 128 girls from 170 families.
Indigenous students comprised 26% of the total student population.
The mobility rate was 26% and this figure impacted on resource utilisation and student welfare practices within the school.
Student attendance profile
The school’s absenteeism was significantly higher than both the state and district average. The table below indicates attendance.
2004 / 2005 / 2006 / 2007School / 93.0 / 90.3 / 90.1 / 91.6
Region / 94.3 / 93.7 / 93.9 / 93.7
State / 94.2 / 93.8 / 94.0 / 94.0
Poor attendance, along with partial absenteeism, continued to be a concern.
No students received a book award for 100% attendance compared with seven in 2006.
Class sizes
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 2007 class size audit conducted on Wednesday 26 March 2007.
Roll Class / Year / Total per Year / Total in Class1/2B / 1 / 9 / 20
1/2B / 2 / 11 / 20
1/2C / 1 / 7 / 21
1/2C / 2 / 14 / 21
1/2K / 1 / 8 / 20
1/2K / 2 / 12 / 20
3/4C / 3 / 19 / 28
3/4C / 4 / 9 / 28
3/4T / 3 / 17 / 28
3/4T / 4 / 11 / 28
4/5S / 4 / 13 / 29
4/5S / 4 / 16 / 29
5/6L / 5 / 9 / 25
5/6L / 6 / 16 / 25
5/6R / 5 / 8 / 23
5/6R / 6 / 15 / 23
K/1M / K / 8 / 19
K/1M / 1 / 11 / 19
KH / K / 15 / 15
KE / K / 15 / 15
Structure of classes
Eleven classes were formed to reduce class numbers and to meet the diverse learning needs of students in 2007. Class groupings were in stages according to syllabus outcomes.
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
The staff at Windale Public School is the organisation’s most valuable asset. They work as a collegial team dedicated to the provision of quality teaching and learning programs.
Staff establishment
Windale Public School has a mix of permanent and temporary staff with a wide variety of teaching experiences, expertise and interests.
Staff / Full Time / Part TimePrimary Principal 4
Teaching Assistant Principal
Classroom Teachers
Part-Time Teacher
Release teacher
Teacher Librarian
PSFP Teacher
Early School Support Teacher
STLA Teacher
Reading Recovery Teacher
Preschool teacher / 1
3
8
0.6
0.4
0.6
1.0
1.0 / 0.5
0.462
0.5
Please note 0.2 equals 1 day per week.
The teaching staff was supported by a Senior Administration Manager, two School Assistants, several part-time Teachers’ Aides and a General Assistant.
Staff retention
The school’s retention rate from 2006 to 2007 was 100%.
Staff attendance
Staff has access to leave entitlements such as sick leave. In 2007 the average daily attendance rate for staff, as determined by the Department, was 96.6%.
Teacher qualifications
All teaching staff met the professional requirements for teaching in NSW public schools.
The table below indicates the proportion of teaching staff holding particular academic qualifications.
Qualifications / % of staffDegree or Diploma / 81%
Postgraduate / 19%
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
A full copy of the school's 2007 financial statement is tabled at the annual general meeting of the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2007
Achievements
Arts
In 2007, due to high interest, two dance groups were formed.
For the first time in history, Windale Public School participated in Starstruck 2007. All the boys and girls in Stage 3 performed with excellence and maturity and represented the school with high commendations.
The Stage 3 dance group concentrated on performing a dance with an Aboriginal focus. For their first time, the boys and girls performed at the Windale Festival with excitement and enthusiasm.
Sport
The students participated in a variety of activities ranging from school sport, Daily Physical Education, carnivals, gala days and knockout competitions. These activities developed skills, improved fitness and encouraged participation for enjoyment.
Achievements included:
maintaining representative numbers at zone swimming, cross country and athletics carnivals;
participation in all zone galas including netball, touch, t-ball and cricket;
participation in the PSSA state knockouts, where we made the semi finals of the Westmont Shield, Knights Rugby League Knockout where we made the semi-finals and were selected to represent Newcastle in Sydney at the All Schools Challenge;
having children participate in zone team trials for netball, soccer, league and cricket;
continuing Daily P.E. with emphasis on fitness as well as fun. The children were taught older once popular games, as well as traditional Aboriginal games. These were then played in the play ground at lunch time;
continuing with awards for “Good Sports” in the playground as well as achievements at normal sport, swimming and athletics to encourage participation; and
continuing the successful involvement with the “Sports for Our Neighbourhood” program.
Debating and Public Speaking
In 2007 we entered the Lake Macquarie, Division 2 competition. Our team consisted of Allana Coates, Jessica Hartmann, Jackson Hughes, Calem Foster and Taylah Ham. The team won two of three debates but unfortunately did not make the finals.
Our Public Speakers entered in two separate competitions. Jackson Hughes, Jessica Hartmann, Marlee Hennessy and Cheyenne Nelson took part in the Multicultural Perspectives Public Speaking Competition. Jessica from Stage 3, was awarded a Highly Commended certificate and Marlee from Stage 2 won her division and went on to admirably represent our Zone in the Regional Finals.
Marlee, Jessica and Steven Tuohy from Stage 1, also competed in the Lake Macquarie competition. Although they were not successful in advancing to the next level of this competition, all students enjoyed the experience.
Academic
In the Basic Skills Test, the performance of students is reported in skill bands ranging from Skill Band 1 (lowest) to Skill Band 5 (highest for Year 3) or Skill Band 6 (highest for Year 5).
Literacy – BST Year 3
Twenty nine students in Year 3 sat for the test with no exemptions sought.
The school performance was 8 points below the state mean, an increase from 2006. A total of 12% of students performed in the top two skill bands. School results showed that there was little or no difference between Reading and Language or Reading and Writing.
Literacy – BST Year 5
Thirty one students in Year 5 sat for the test with one exemption sought. School performance was 4 points below the state mean, the same as 2006. Overall 14% of students performed in the top two skill bands.
BST progress in literacy
A total of 65% of students were matched from Year 3 to Year 5 and 60% of these students progressed by one or more skill bands. Improving student learning outcomes in this subject area forms the basis of our literacy target next year. (see Target 2, p11).
Numeracy – BST Year 3
Twenty nine students sat for the test with no exemptions sought.
The school performance was below the state mean while 8% of students performed in the top two skill bands compared to 27% in 2006.
Numeracy – BST Year 5
Thirty one students sat for the test with one exemption sought.
The gap between the state and school mean has increased from 2006. A total of 18% of students performed in the top two skill bands and 11% of students performed in the bottom two skill bands.
BST progress in numeracy
A total of 65% of students were matched from Year 3 to Year 5 and 50% of matched students progressed at or above the expected growth rate. Improving student learning outcomes in this subject area forms the basis of our numeracy target next year. (see Target 1, p10).
National benchmarks
The Commonwealth Government sets minimum desirable standards for reading, writing and numeracy at particular ages. These are referred to as national benchmarks.
The performance of the students in our school in the Year 3 and the Year 5 Basic Skills Test (BST) is compared to these benchmarks. The percentages of our students achieving at or above these benchmarks are reported below.
Percentage of Year 3 students in our school achieving benchmarks in 2006 and 2007
Percentage of Year 3 students meeting national benchmarks2006 / 2007
School / National / School / National
Reading / 65 / * / 54 / *
Writing / 73 / * / 56 / *
Numeracy / 85 / * / 61 / *
* National benchmarks were not available at the time of printing this report
Percentage of Year 5 students in our school achieving benchmarks in 2006 and 2007
Percentage of Year 5 students meeting national benchmarks2006 / 2007
School / National / School / National
Reading / 82 / * / 78 / *
Writing / 82 / * / 87 / *
Numeracy / 77 / * / 81 / *
* National benchmarks were not available at the time of printing this report
Significant programs and initiatives