Kingston-on-MurrayPrimary School
“SmallSchool BIG Opportunities”
Location Number:0209
Ph: 08 85830239
SCHOOL CONTEXT
Kingston-on-Murray Primary School (KOMPS) is a small rural school in a picturesque setting, located in the Riverland. We are within walking distance of the River Murray and are in an area abundant with grapevines and fruit blocks, although this is changing as the drought takes hold. Ecotourism is a growing industry. KOMPS was established in 1894 and has been a small community school for the past 115years.Kingston-on-MurrayPrimary School is classified as a Category 4 of Disadvantage.
Our school has strong environmental focus, with solid links to the community and regional environmental groups. We have developed a large network of agencies involved in Environmental Ed and our staff are seen as leaders in the field. Our students report Waterwatch on ABC radio and Loxton News.Students engage in many hands-on activities centred on the river and riverine area. Students lead other school groups in their engagement with the River Murray through the Riverlinx camps. We host approximately four schools per year on camps.
KOMPS has a principal (with a teaching component), .8 teacher, administration SSO2, a classroom SSO1, a Christian Pastoral Support Worker and a groundsperson.
To maximise personalised learning and successful outcomes, we divide the classes into two groups for the literacy and numeracy blocks and come together for other subjects. Two days per week students engage in integrated learning activities. We have strong support for students with learning difficulties. Health and Wellbeing and SRC are NIT subjects. Our school bus allows us to get out and about to engage in a range of vital learning experiences. We aim to provide students with a wealth of opportunities.
KOMPS believes that they operate as partners with parents in their children’s education, therefore parent and community participation is encouraged with involvement being possible in a number of ways. We value our identity as a small rural community and have engaged in a number of community projects, a highlight being the mosaic project.
Our school agreed values are:
Responsibility / Respect / Independence / Honesty / Loyalty / OptimismSETTING DIRECTIONS /LISTEN & RESPOND
The Site Learning Plan was reviewed in 2009.
The priorities identified were:
Excellence in Teaching and Learning (focus on Lit & Num)
Student Wellbeing (focus on student voice & transition)
Information Technology
Environmental Education for Sustainability (EE4S)
Physical Education and Health
The Environment Committee reviewed our‘Kingston-on-Murray PSEnvironmental Education for Sustainability Action Plan’to guide our activities in Learnscaping/Grounds; Community Action; Sustainable Practice; Waste Management and Curriculum.
SRC was changed to a Student Forum to reflect the fact that all students from Reception to Year 7 participate in discussion, debate and decision making in the school. Our Year 7’s began chairing the meetings and then became mentors to teach younger students the roles. The complexion of Student Forum will be reviewed in 1st meeting 2010, as our cohort of students will be much younger.
Our Governing Council met twice per term. Our Governing Council Chairperson took the responsibility of writing BER applications after a priorities list was established after the parent survey and GC discussions.Governing Council has worked on the creation of a Vision Statement. This proved to be a difficult task to include the new directions of the school in suitable language, but will be adopted early in 2010.
An Early Years Literacy Plan was devised to guide our activities for early learners. SSO time to support early learners was established for a full year to provide consistency for students. The new “Belonging, Being and Becoming – The Early Years Learning Framework for Australia”will guideour plans in 2010.
“KOMPS Eat Well Be Active Action Plan” was developed as part of the EWBA grant and facilitated by Bluearth.
Family Day Care in Venue has been strenuously sought. The logistics have proven tomake the establishment difficult, although new hope has emerged with the new building being fitted out with Day Care in mind as an additional service. A new survey will follow early in 2010. We have staff willing to take on this role.
Agreements in Literacy and Numeracy were developed in collaboration with staff.
The Principal plotted our activities that supported the Site Learning Plan and DIAF principles.
*DIAF Validation has been set for Week 7 of term one. This event will assess our review processes and report findings for improvement.
FOCUS ON LEARNING
Strategic direction 1:Excellence in Teaching and Learning (focus on reading comprehension, writing genre and student engagement in numeracy)
Goal 1:Improved Literacy and Numeracy teaching effectiveness
Staff participated in rigorous professional developmentoutside school hours in an effort to build capacity of teachers to deliver education in a range of effective ways.Staff also increased their teaching network outside of the Riverland region to target schools that have programmes of interest running. We also focussed on our curriculum planning together as a site.
Our teacher curriculum planning student free days were very valuable in attaining consistency over the classes. Next year we will focus on developing our planning in SACSA to a higher degree.
Staff attended the Small Schools Association of SA Conference at WestLakes to activate critical networks of other small schools and to engage in specific learning for small school staff. Our involvement in “Raising Achievement Transforming Learning” also cemented relationships with 5 other small schools.We continued with our RATL partners for two terms, before deciding as a group that we were able to network outside of the project at less cost, and therefore decided to cease involvement with INET.
Our efforts to Personalise Learning for students began with a day at a Julia Atkin Conference“Develop Expert Learners”. We also attended a conference in Melbourne on “Personalised Learning” by David Kruse”. This conference was invaluable in launching our plans. We also went on a valuable study tour of Dixon’s CreekSchool and ElthamCollege to see how they had adapted the changes. This was mostly funded by SACLE. We have booked into two quality conferences for 2010 –“Personalising Learning“and “How to Engage students in English” by Pam Burton.
Our school cluster was successful in winning a bid to be a part of the Maths for Learning Inclusion project (2 years). This enabled us to be involved in high quality professional development and be released to participate. We also attended “Communities of Practice” with the cluster and the principal attended Leaders Days in Adelaide.Student testing using PATMaths was completed twice in the year with students in Year 3,4,5. We chose to also test Yrs 6,7. Students from R-3 were testing using “I Can Do Maths” which allows us to track students on their R-7 journey in maths.
We look forward to the SCIMAS being rolled out in 2010.
The Principal presented training in environmental communications through the “Special Forever” and collaborated with other coordinators in writing units of work for teachers.
Our reports now follow the wording consistent with the A-E rating system. This is to avoid any confusion. NEP reports still need to be reviewed. Our intention is to include a sliding continuum that shows student improvement.
The result of our focus on building teacher capacity has certainly had a significant impact on the learning of students and the delivery of quality learning programmes through a variety of effective methodologies. It also has impacted on student engagement and meta-cognition.
The opinion surveys suggest that the impact of our efforts have raised the satisfaction in teaching and learning.
Goal 2: Improved Literacy & Numeracy achievement
We continued to work on creating authentic learning opportunities on Integrated Learning Days. Theinteresting aspect of this is that students say it “doesn’t feel like learning”.Their feedback sheets, suggest that it is highly valuable learning, with self assessments highlighting this. We have developed a process skills list that determines the skills taught and developed a two year Integrated topic cycle across the curriculum for students to engage in essential learning but to choose topics as per personalised learning.
To track progressive improvementin literacy R-7, PATR (Progressive Achievement in Reading: Comprehension, Vocabulary and Spelling)was initialised in November.It measured the improvement of individual students in spelling, reading comprehension, and vocabulary from the first year of schooling until Year 7.
In 2009 there was 100% participation in Premier’s Reading Challenge and an Outstanding Achievement Award was given to the school for high achievement.
Our commitment to raising the achievement of students with special needs saw us increasing our classroom SSO allocation. This year we began working with Helen Barney on writing personalised assessment rubrics for those young students with severe learning difficulties to be able to track pre-formal testing levels. In 2010, we will run Alphabet group, Maths Group, Sensory Integration, Speech, WRAP and individual programmes to support these students.
This was our first year of using a progressive test (PATR)in reading comprehension, vocabulary and spelling. Regular Running records data is also collected for young children.
Reading Results
Year Level / ReadingNEP’s / Low / Average / High
R-2 / 60% / 40%
* NEP’s Not reported on
2-4 / 0% / 100%% / 0%4-7 / 28.7 / 57.1% / 14.2%
.
Students that were eligible for a Negotiated Education Plan (NEP) in the lower grades are tested, but results are generally not reported on, except where exceptional improvement is made into norms.
Numeracy Achievement Years R-2: November 2009
Using “I Can Do Maths” Test
Year LevelR,1,2 / *NEP
Not reported / Below Av / Average / Above Average
DEC 2008 / 56.8% / 0% / 28.4% / 14.2%
DEC 2009 / 20% / 0% / 60%
* 40% of this NEP improved / 20%
Numeracy Achievement Years 4-7:November 2009
Using PATMaths Test
Year Level3,4, 5, 6, 7 / NEP
Not reported / Below Av / Low Av / Average / High Average / Very High Av
DEC 08 / 8.3% / 16.6% / 24.9% / 49%
NOV 09 * / 20% / 40% / 20% / 20%
* Two PATMaths tests were undertaken as part of the Maths for Learning Inclusion Project April and November. Only November scores have been included for comparison.
NAPLAN DATA
NAPLAN (National Assessment Programme – Literacy and Numeracy) was National testing undertaken in May for students in Year 3,5 and 7. Reporting in NAPLAN must not identify individual students and small cohorts of students can skew data from year to year.
There were no exemptions for Years 3,5 and 7 from the NAPLAN tests.
100% of Year 3, 5 and 7 students reached benchmark in the NAPLAN test in literacy in reading, narrative writing, spelling, grammar and punctuation, writing and Year 3 and 5 were above the State and Regional mean in all but spelling.
80% of Year 3,5 and 7 students reached benchmark in NAPLAN test in numeracy
100% of Yr 3,5 students tested were below the state mean in spelling.
Year 3 result
Year 5 result
Year 7 result
All students showed improvement in Literacy and Maths. There is no comparative improvement data for Year 3 as this is students first year of testing.
Students that had average - excellent reading regularity in 2008, maintained or improved good habits in 2009. Those students with poor reading habits made a 27% improvement.
NAPLAN Improvement in Literacy and Numeracy
Progress / Reading / NumeracyYear 5 / Year 7 / Year 5 / Year 7
Low / 25% / 60% / 25% / 60%
Medium / 50% / 20% / 50% / 20%
High / 25% / 20% / 25% / 20%
Our library was upgraded in 2009 with 100% increase in funding to purchase new reading resources.
As well as the online programme “Mathletics”where students are challenged to complete maths activities online, a number of. A record of progression is recorded and awards given for success. This has proven to be highly engagingand challenging for students.
The challenges presented on Integrated Learning Days have also increased engagement and improved process skills. Feedback from student surveys has been positive, therefore these will continue in 2009.
“I Can do Maths” tests have recently been purchased and students in R-3 tested. This aligns norms with the PATMaths testing that we do for older students and will give us individual progressive improvement indication from R-7 each year. Testing was done in December 2008 and comparative testing will occur each year.
Goal 3: Identify students having difficulty in Literacy and Numeracy
Over 2009, all students had a written Personalised Learning Plan as well as reviews of previously assessed students have been undertaken. A further two referrals were submitted with one recently identified as eligible for a Negotiated Education Plan, in particular relating to difficulty in literacy and numeracy. Close association is maintained with the District Support Team to ensure student support. Extra resources in speech and language and specific learning difficulties have been purchased and SERU has loaned us targeted resources.
Goal 4: Lift achievement of students having difficulty in Literacy and
Numeracy
Additional SSO hours providing 1 on 1 was instrumental in success for students on NEP’s. We added a number of extra hours to provide for students with difficulties. Our intention for 2010 is to ensure targeted programmes are fruitful.
The WRAP programme continued, providing encoding assistance. Students enjoy this and also find it useful.
Goal 5: Provide excellent beginning for EarlyYears Literacy and Numeracy
We have a pod of NEP students in this area who receive extra help in Literacy and Numeracy.
OurIntegrated Sensory programme has begun and will be further developed in 2009 for all R-2 students to participate in.
Goal 6: Support Playgroup programme
The Playgroup Operates in the Echidna Learning Area each Tuesday morning and this allows them to access and share school resources. In 2008 the younger students worked in the library at this time. In 2009, we swapped the “toolbox” time to allow them to work in the Echidna Learning area.
The Playgroup continued its success through 2009, with larger enrollements. A grant was won for a Toy Library to compliment the playgroup and in 2010 it will be located in the new building.
ATTEND TO CULTURE
Funding was sought for a community mosaic project, inviting community members to participate in creating a large artwork with local artist Helen Burgemeister.
ENROLMENT
Top of Form
Term / Yr R / Yr 1 / Yr 2 / Yr 3 / Yr 4 / Yr 5 / Yr 6 / Yr 7 / End 2009 / End 2008 / End 2007One / 0 / 2 / 2 / 1 / 1 / 3 / 1 / 5 / 15 / 17 / 23
Two / 1 / 2 / 2 / 2 / 1 / 3 / 1 / 5 / 17 / 19 / 25
Three / 1 / 2 / 2 / 2 / 1 / 3 / 2 / 5 / 18 / 21 / 26
Four / 1 / 2 / 2 / 1 / 1 / 3 / 2 / 5 / 17 / 20 / 20
KOMPS is a small school with 2009 enrolments peaking at 18 students in term three. The trend of transience continues. In 2009 1 student began their Reception in Term 2. Two students moved to Kingston-on-MurrayPrimary School from other schools in 2009. Two students moved away from the district and therefore enrolment at KOMPS. The 2009 year ended with three less students than in 2008.
We have 6 new Reception children beginning in 2010. Playgroup has a regular attendance of 5-14children that are accompanied by parents and grandparents.
Enquiries for enrolment have centred around the availability of before and after school care.
KOMPS continues to get great press from Murray Pioneer, Loxton News and WINTV. Two interviews were recorded as part of Riverlinx and the Mosaic Launch on WIN TV.
In 2009 we established a moodle site to give parents immediate access to student courses, journals and achievement. Staff have undertaken training and it will be available for parents through 2010.
ATTENDENCE AND RETENTION
Kingston-on-Murray PS attendance rate for R-7 was at 92.8%. There are individual students who have a high absence rates and some who have had no absence. One week absence in a term equates to half a term of learning.
Student Attendance Rates (Term 2)
Teacher attendance was high, with only 4 days absences in total. This does not account for leave for Professional Development or Long Service Leave..
100% of staff was retained throughout 2009 and will continue for 2010.One teacher has Bachelor of Teaching Degree and the one has a Diploma of Teaching, both are registered for teaching in South Australia with the Teachers Registration Board.
Parent Opinion surveys were sent out by Data Management & Accountability. Letters were sent out to undertake the survey on line. Hard copies were sent to all parents to increase the response rate.A very significant improvement was recorded in parent satisfaction on Quality of Teaching and Learning, Relationships and Leadership.
% Improvement in Student Opinion Survey 2008-2009
Surveyed topics / 2007-2008Improvement in positive responses / 2008-2009
Further improvement in positive responses
Quality of Teaching & Learning / 47.5% increase / 64.4% increase
Support of Learning / 23.9% increase / 24.5% increase
Relationships and Communication / 26.6% increase / 64%increase
Leadership and Decision making / 56.7% increase / 42% increase
Strategic Direction 2:Student Wellbeing (focus on student voice and transition)
Goal 1:Students feeling valued and safe to contribute
2008 saw a very pleasing positive trend in the student, parent and teacher opinion survey. Once again, in 2009 there has been a vast improvement in positive responses. Quality of teaching and Relationships and Communication have improved most.
Health NIT lessons focussed on values andhealthy habits. Our Eat Well Be Active Action Plan was established in cooperation with Bluearth. This will guide our activities for 2010.
Goal 2: Improve effective student voice
Student voice continues to be valued.
Students were invited late in 2009 to contribute to how our school can be improved. The responses will be discussed again in Student Forum 2010.
An end of 2009survey indicated that 100% of students found that the SRC meetings valued their opinion and gave them a voice in the school.
Goal 3: Competent student leaders
Our group of Year 7’s in 2009, were particularly exemplary in leadership. They took on a multitude of roles in Riverlinx Guiding, SRC, Leadership Camp, Youth Environment Conference in Canberra, membership on the Environmental Education Committee and the Year 7 trip to Canberra. Students naturally take on guiding roles in Sports Days and are encouraging of young students.