Miranda North Public School NSW
Department of Education & Training 4122
2009 Annual School Report
Miranda North Public School
NSW Public Schools – Leading the way
Messages resources and some general environmental
improvements. A MNPS marquee, aluminium
seating and outdoor tables are some of the main
Principal's message items purchased during the year along with major
Miranda North PS has a warm, caring and friendly garden improvements and continued support for
atmosphere. The expansive grounds are the school library. The funds raised during 2009
complemented and enhanced by a strong are a reflection of the hard work and dedication
community link that jointly supports highly shown by the P&C into planning and executing
successful programs in literacy, numeracy, each and every event. The Canteen Committee
student welfare, music, technology and sport. and Clothing Shop are integral parts of the P&C
These outstanding learning programs are planned run by volunteers and supported by parents on a
and implemented by the highly dedicated, voluntary basis and again have done an excellent
experienced teaching staff working in a team job.
environment. I would like to thank the 2009 P&C for their hard
The parents and community members of Miranda work and dedication and would also like to extend,
North provide outstanding support to the learning on behalf of the P&C, our thanks to the teaching
programs and school events. A very active P&C and administration staff members who truly do
Association holds regular, well-attended meetings some great work in providing a quality education
to discuss school operations. At Miranda North PS and learning opportunities for all the students. In
we are very proud of the achievements of our addition to this the P&C would like to extend a
students in a variety of fields. Students are sincere thank you to the students and their
constantly encouraged to embrace and live out families for their support during 2009. Without this
the school values of Friendliness, Caring, support the P&C would not function as
Respect, Responsibility and Endeavour. successfully as it has this year.
A real highlight of 2009 has been the process Justin Meehan - P&C President
leading to the commencement of work on our new
school hall made possible through the Student representative's message
Commonwealth Government’s stimulus plan,
“Building the Education Revolution”. This will We have enjoyed our past 7 years at Miranda
certainly be a valuable resource for school and North Public School. We will never forget the
community activities in the years to come and we lovely teachers and students that were with us
eagerly await its completion in 2010. throughout our 7 year journey. They have made
our stay at Miranda North truly enjoyable, so a big
This report provides us with an opportunity for “thank you” to all of them.
review and reflection and to acknowledge and
celebrate significant achievements in the school Miranda North has helped us develop
during 2009. It provides a snapshot of all aspects academically, on the sporting fields and in the
of school life and briefly outlines plans for the creative arts, all while encouraging us to pursue
future as well. our dreams. The balance between academic
excellence, sport such as swimming, athletics,
I certify that the information in this report is the soccer and netball as well as the arts, including
result of a rigorous school self-evaluation process band, choir and dance makes Miranda North
and is a balanced and genuine account of the special. Throw in a few excursions, public
school's achievements and areas for speaking and other special activities as well as
development. the Miranda North Public School community into
Andrew Hewitt the mix and this provides a solid foundation for
producing well balanced and grounded
individuals.
P&C message
We were given new opportunities as School
The Miranda North Public Schools' P&C Captains such as attending the Young Leaders
Association is essentially a group of dedicated Day and the official opening of the school year.
parents and teachers who meet once a month to We have grown so much as young leaders and
discuss school issues and work together in an will definitely take what we have learnt all through
effort to raise funds used to support the learning our High School years and beyond.
activities of the students. It is an open forum
where all opinions and ideas are valued and the Looking back to those early days at Miranda
school community is encouraged to get involved. North, there have been many changes, a new
hall, the C.O.L.A., the vegetable patch, several
2009 was a very satisfying year for the P&C new classes and teachers (even a new principal)
seeing a variety of initiatives raising funds to and so many more students. But one thing
purchase much needed equipment, learning
2
remains, the spirit and friendship of the Miranda Student attendance profile
North school community. We now look forward to
the challenges of High school and the next part of The graph below shows that the average student
our young lives and we take with us this spirit and attendance for the school in 2009 was 94.0% as
friendship. compared with 93.7% for the Sydney region and
92.1% for the state.
Miranda North has provided us with so many
opportunities that will help us through our lives
and we depart for high school with lifelong
lessons, memories and friends.
As we do so, on behalf of Year 6 2009, we’d like
to thank everyone that helped us through our
primary school years and we will always be very
proud to say that we are from Miranda North
Public School!
Zuhairah Dindar – 2009 School Captain
School context
Student information
It is a requirement that the reporting of information Management of non-attendance
for all students must be consistent with privacy
and personal information policies. Student attendance is monitored daily by
classroom teachers and entered onto the school’s
Student enrolment profile OASIS management system by administrative
staff. The above graph shows that non-attendance
From the graph below it can be seen that (at the is not a huge issue at the school. Student
date of census) the total enrolment at the school absences that are still unexplained after 2 weeks
was steady at 256 students attending in 2009. are followed up with letters home. After several
There were 116 girls and 140 boys. There has levels of contact with home from the school any
been some movement of students in and out of student whose attendance continues to cause
the school throughout the year, resulting in a net concern is referred to the Home School Liaison
increase. In 2010 we anticipate approximately 30 Officer who can advise both the school and the
parents of appropriate procedures or strategies
new Kindergarten students to enrol which will
offset the 29 who will have left from Year 6 at the available to put in place to help remedy the
end of 2009. situation. Court action is a last resort option.
Approximately 19% of the students at the school
come from a Language Background Other Than
English with the main cultural background being
Greek.
3
Class sizes throughout the year and performance in NAPLAN
testing.
In March 2003 the Government announced its
commitment to publish primary class sizes in The table below shows the breakdown of staff and
annual school reports in order to provide parents their specific roles for 2009.
with as much local information as possible. Position Number
The following table shows our class sizes as Principal 1
reported at the 2009 class size audit conducted Assistant Principals 3
on Wednesday 18 March 2009. Classroom Teachers 8
Roll Year Total Total in Support Teacher Learning Assistance 0.15
Class per Year Class Teacher Librarian 0.6
Teacher of ESL 0.2
KF K 19 19
Counsellor 0.2
KR K 19 19 School Administrative & Support Staff
K/1W K 9 2.4
(SASS)
1 12 21 Total 15.55
1/2B 1 12
2 9 21 There are no indigenous employees of the
NSWDET working at this school.
1V 1 23 23
2MN 2 22 22 Teacher qualifications
3/4M 3 8
All teaching staff at the school meet the
4 21 29
professional requirements for teaching in NSW
3P 3 26 26 public schools.
4/5B 4 15
Sixty-four percent of teachers have followed up
5 12 27 their initial teacher training with postgraduate
5/6H 5 18 studies at some stage throughout their careers.
6 12 30
5/6W 5 15 Qualifications % of staff
6 15 30 Degree or Diploma 36
Postgraduate 64
Structure of classes
The structure of our classes was based initially on
trying to satisfy the DET recommended numbers
in particular grades. Of our 11 classes, six were Financial summary
composite classes. Classes are formed with many
factors considered. These include: the number of This summary covers funds for operating costs
students in any given Year group, the targets for and does not involve expenditure areas such as
class size reduction in K-2, the number of staff permanent salaries, building and major
available to teach classes, a desire to achieve maintenance.
some gender balance, particular social and ability The large opening and closing balances are due
requirements of various students, particular to the fact that the school manages the funds and
teacher expertise and available classroom makes payments on behalf of the Sydney
accommodation. Regional Office in Miranda through our general
account. The Income and Expenditure figures
Staff information include regional and school-based transactions.
Some money has been accumulated for the
It is a requirement that the reporting of information
purchase of some larger assets (such as
for all staff must be consistent with privacy and
Interactive White Boards) in 2010. The balance of
personal information policies.
available school funds was approximately
$103200 as at 30/11/09.
Staff establishment
A full copy of the school's 2009 financial
Staffing allocation in New South Wales Public statement is tabled at the annual general meeting
Schools is determined by the Department of of the Parents and Citizens Association. Further
Education and Training purely on the basis of details concerning the statement can be obtained
enrolments. The ESL and STLA positions are by contacting the school.
allocated to meet student needs as indicated by
the school’s data submitted in various surveys
4
Date of financial summary: 30/11/2009 acknowledged as the most successful amongst
Income $ the Miranda RSL Sub –Branch charter schools.
We had four dance groups this year (2 boys and 2
Balance brought forward 272 784.50 girls groups). They involved children from Years 1
Global funds 138 107.85 to 6, who trained hard and with the addition of
Tied funds 34 516.22 some sensational costumes which were made by
School & community sources 131 062.40 one of our parents, they performed beautifully at
Interest 11 650.29 our Education Week Open Day, the Sutherland
Trust receipts 39 303.60 Shire Schools Music Festival and Shire Youth on
Canteen 0.00 Parade. Our junior group won a silver medal and
Total income 627 424.86 the seniors won a bronze medal at the Kurranulla
Dance Competition.
Expenditure Our Junior Choir comprised of Year 2 students
Teaching & learning sang in the Sutherland Shire Schools Music
Key learning areas 17 523.06 Festival and the Senior Choir (years 4-6)
Excursions 22 089.19 performed in a combined choir at the Sydney
Extracurricular dissections 69 199.36 Opera House in the Department of Education’s
Library 5 000.74 Performing Arts Festival.
Training & development 3 269.88
Our annual Public Speaking competition resulted
Tied funds 64 261.27
in 3 students competing at the zone level where
Casual relief teachers 41 369.61 they performed very strongly. One student went
Administration & office 43 429.41 on to win her division at District level and then
School-operated canteen 0.00 competed at the inaugural Regional competition.
Utilities 22 353.12
Maintenance 22 844.04 Sport
Trust accounts 89 799.84
Capital programs 0.00 The students of Miranda North were actively
Total expenditure 401 139.52 involved in many sports throughout the year.
Balance carried forward 226 285.34 Once again the combined efforts of our students
saw the school named Zone Percentage Points
Champions in Athletics. Eleven students qualified
for the Regional Carnival where the Junior Boys
School performance 2009 relay team won the Peter Davison Shield and the
Junior Girls relay team was runner-up in the final.
th
Achievements The Junior Boys then went on to run 5 in the
State final. Jacob de la Vega was Zone Junior
Boy Athletics Champion.
Arts
Our school continued our participation in the DET
The school band has had a very successful year
Special Swimming Scheme and at our school
under the direction of Ms Joan Thorp. Our new
swimming carnival we enjoyed increased student
members show much promise and have learnt
participation. This led to greater success at Zone
their instruments quickly and with much th
level finishing 6 in the school percentage points
enthusiasm. Professional tuition is provided at
competition.
school by Ms Joan Thorp, Mr Neville Cluff and Mr
Alan Chatto OAM. The Music Bus comes once a Our regular fitness program is the training ground
week and provides tuition in keyboard, guitar and for our competitors in the Zone Cross Country
singing for students in all grades. This year the carnival and this year we finished 5th on
band and drumming corps performed at the percentage points.
ANZAC Day ceremony, in Education Week and at
We participated as a whole school in the
our Presentation Day ceremony. They also
competed in the Engadine Bandfest, receiving a Premier’s Sporting Challenge, with all classes
silver award for excellence. The students in the achieving the highest level attainable and all
band also attended a Band Camp which was a students receiving certificates of participation and
real highlight for them. At the end of the two days achievement. The school received a platinum
they were away they had learnt many new songs level certificate overall.
and performed a concert for their parents. Our 4 netball teams performed well in the Zone
Many of our students entered artworks, poems PSSA competition, with our Junior Bs finishing as
and stories in the annual RSL, “Australia My runners-up and the Junior As making the semi-
Country” competition with several being forwarded finals.
on for judging at state level. We have been
5
Both of our Boys Junior Soccer teams were
promoted after last year’s successes and
performed admirably, becoming minor premiers
and Grand Final champions in their new divisions.
We also entered teams in the State K.O. for Girls
Soccer and Sharks Rugby League K.O. Day and
had girls and boys teams performing well at the
NSW Touch Football Assoc. Gala Day. Our U/10
boys won the B Division at the Rugby League KO
day.
Other noteworthy individual achievements were:
Terry Tsangarliotis – Regional representative
in Basketball.
Alex Hoy – Regional representative in Rugby
Union and Water Polo.
Maria Vais – Winner of Year 4 girls and Year
5 girls Championship as well as the year 4
doubles at the Strathfield Tennis Tournament.
She also competed at Regional PSSA level
for tennis.
Academic
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in the assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
Literacy – NAPLAN Year 3
Thirty-five students from Year 3 participated in the
NAPLAN in Literacy. These results provide an
analysis of progress from comparisons available
from state wide data. The accompanying graphs
show the distribution (expressed as a percentage)
of students in the various skill bands for reading,
writing spelling, grammar and punctuation. The
school data is compared to that of a Like School
Group (LSG) and the state average.
6
Literacy – NAPLAN Year 5
Forty-five students from Year 5 participated in the
NAPLAN in Literacy. These results provide an
analysis of progress from comparisons available
from state wide data.
The accompanying graphs show the distribution
(expressed as a percentage) of students in the
various skill bands for reading, writing, spelling,
grammar and punctuation. The school data is
compared to that of a Like School Group (LSG)
and the state average.
Numeracy – NAPLAN Year 3
Thirty-five Year 3 students completed the
NAPLAN in Numeracy. These results provide an
analysis of progress from comparisons available
from state wide data. The accompanying graph
shows the distribution (expressed as a
percentage) of students in the skill bands for
numeracy. The school data is compared to that of
a Like School Group (LSG) and the state average.
7
Numeracy – NAPLAN Year 5
Forty-five students in Year 5 completed the
NAPLAN in Numeracy. These results provide an
analysis of progress from comparisons available
from state wide data. The accompanying graph
shows the distribution (expressed as a
percentage) of students in the skill bands for
numeracy. The school data is compared to that of
a Like School Group (LSG) and the state average.
Progress in literacy
The graphs below show the school’s average
growth (or valued added) from Year 3 to Year 5,
for matched students in reading and writing.
Matched students are those students who were
attending Miranda North School when they
completed the Basic Skills Test in Year 3 and the
NAPLAN in Year 5. The school data is shown
here compared to that of a Like School Group
(LSG) and the state average.
8
achieving at or above these standards are
reported below.
Percentage of Year 3 students in our school
achieving at or above the minimum standard
in 2009
Percentage of Year 3 students achieving at and
above minimum standard
Reading 100
Writing 97
Spelling 97
Punctuation and grammar 100
Numeracy 100
The above table shows that the vast majority of
students in Year 3 are achieving at or above the
minimum standard in all areas tested.
Progress in numeracy
Percentage of Year 5 students in our school
The graph below show the school’s average achieving at or above the minimum standard
growth (or valued added) from Year 3 to Year 5, in 2009
for matched students in numeracy. Matched Percentage of Year 5 students achieving at and
students were those students who were attending above minimum standard
Miranda North School when they completed the
Basic Skills Test in Year 3 and the NAPLAN in Reading 98
Year 5. The school data is shown here compared Writing 96
to that of a Like School Group (LSG) and the state Spelling 98
average. Punctuation and grammar 93
Numeracy 95
The above table shows that the vast majority of
students in Year 5 are achieving at or above the
minimum standard in all areas tested.
Significant programs and initiatives
Aboriginal education
During 2009 students of all stages engaged in
educational learning programs that included
aspects of aboriginal history and culture. The
Kindergarten students went to the Royal National
Park where they visited aboriginal sites and
viewed rock carvings. They also learned about
bush tucker. Our year 2 students each year learn
the National Anthem in the Dharawal language
and perform it in the Sutherland Shire Schools
Music Festival. This translated verse is also sung
by the whole school at weekly assemblies. It is
Minimum standards our practice to include an acknowledgement of
country at major school events.
The Commonwealth Government sets minimum
standards for reading, writing, grammar and In HSIE Year 3 and 4 students studied a unit of
punctuation, spelling and numeracy for years 3, 5, work on First European Settlement that covered
7 and 9. that part of Aboriginal history when traditional
culture was forever disrupted by contact and
The performance of the students in our school in interaction with white settlers.
the National Assessment Program – Literacy and
Numeracy is compared to these minimum A highlight of the aboriginal education program
standards. The percentages of our students was a visit by an aboriginal educator/performer
(Sean Dewar) who engaged the children with
stories, songs and dance and imparted aspects of
9
both traditional and contemporary aboriginal The success of our School Chaplaincy Program,
customs and culture. which promotes respect and supports student
well-being for all, is reported on in greater detail
At Miranda North PS we have a very small
below.
number of students who identify as being of
Aboriginal or Torres Strait Island background. In
this year’s NAPLAN testing, results for these Technology
students did not indicate there was any 2009 saw the update and upgrade of some of our
achievement gap in either literacy or numeracy computer room facilities. This has involved
when compared with all students in the school, receiving two new computers and a server from
region or state. the T4L roll out. This has allowed for more
One of our students attended the inaugural students to use the computer room and will result
Deadly Kids Awards for Sydney Region and in a faster and more reliable network.
received recognition for excellent academic The purchase and installation of two interactive
achievement and participation in school life. whiteboards in individual classrooms has been
successful in raising teacher use of ICT in
Multicultural education teaching and learning. Several staff members
have attended professional learning workshops to
In 2009 some of the students in Stage 1 studied a
be able to better integrate this technology. The
unit of work titled “Celebrations” that looked at
whiteboards have also been used for staff
significant events in cultures around the world,
professional learning activities in other areas.
while other classes in that same stage completed
Plans are in place for further purchases in 2010.
a unit of work entitled, “Where the Sun Rises” that
looked at life and customs in Japan. Our stage 2 The DET has upgraded our broadband
classes studied religions and beliefs of various connectivity in preparation for the scheduled
world cultures which included a visit to the Nan installation of a Connected Classroom package in
Tien Temple and Stage 3 classes worked on a 2010 which will allow us to engage in webcasts
unit of work called “Global Connections” which and video conferencing.
looked at migration in a multicultural world.
School Chaplaincy Program
Respect and responsibility
This year we continued School Chaplaincy
Throughout the year the themes of Respect and program led by Zosia Ericksson, two days per
Responsibility were presented and developed in week. The chaplain has been involved as part of
the context of values education. our school Learning Support Team which deals
with supporting students with academic, social
We continued to implement the “Bounce Back”
and welfare needs.
social skills program throughout the school,
addressing such issues as bullying, relationships The program also provides the wider school
and Core values. community with pastoral care and support.
Several self-esteem building groups have been
We have continued to use Restorative Practices
run called, “Fun Friends” (K-2) and “Friends for
as a main approach to discipline and student
Life” (years 3-6) and a special group to support
welfare and there is some evidence of cultural
the year 6 girls with issues related to growing up
change in this area.
and transitioning to high school was also a great
The continuation of the Kids Hope program is success.
another activity at the school that helps to
The feedback from all these groups has been
recognise needs and differences and close the
extremely positive, with many parents and
gap for students at risk. It is built on respect and
teachers commenting on how beneficial these
functions because a community group (a local
have been for the participants. The chaplain also
church) has taken on the responsibility for building
coordinates a lunchtime program called “Alive”
self-esteem and supporting the learning of the
which runs once a week for our primary students,
children involved.
with the aim of creating a place where kids can
We have continued our partnerships with local come and have fun in a positive and supportive
aged care facilities which have helped to foster environment. Kids Hope is another of the
respect for and our responsibilities towards the Chaplain’s coordination roles.
elderly in our community. Year 2 student studies
We look forward to seeing an expansion and
culminated in a visit from the children’s
consolidation of the scope of the program and
grandparents, encouraging children to respect
more great results in 2010.
their heritage and the achievements of past
generations.
10
S.H.A.P.E. Revision of the school G&T policy to reflect
new understandings and practices.
In Term 4 Miranda North PS worked in
partnership with Laguna Street PS, Taren Point Completion of a series of PL activities
PS, Miranda PS, Sans Souci PS and Endeavour (including the Term 3 Staff Development Day)
Sports HS to implement an expanded version of based on consolidating understanding of the
the Gifted and Talented program called SHAPE Quality Teaching Framework.
(Stage 3 High Achievers Program @ Endeavour).
This was an 8 week cross-curriculum educational Target 2
program that was run utilising the facilities of
ESHS and engaging the skills of a specialist To develop a School Environmental
teacher to offer some of our more talented Management Plan (SEMP)
students the opportunity to meet with students of As an initial step towards becoming more
like ability and to engage in some higher order sustainable as a school we need to develop a
learning activities. From all responses and reports plan that looks at resource and utility use and
it was highly successful and plans are now in management as well as an education plan that will
place to run it again in 2010. develop best practice and future thinking in our
students.
Education for Sustainability
Our achievements include:
Since 2007 we have been involved in the staged
implementation of a water-saving program for The formation of an interested parent group to
which we received a Community Water Grant of support sustainability projects
approximately $50 000. This year we completed Creation of SEMP
the final stage which saw the installation of 2
water tanks to harvest rainwater from our COLA Reduction in water consumption
which is then in turn used to supplement the water Establishment of an organic vegetable garden
needed to service the primary toilet blocks. In the
future this will be connected to the infants toilet
Target 3
block as well. We also formed a partnership with
Bunnings Warehouse which resulted in the To increase staff proficiency in use of
creation of two vegetable garden beds and an Information and Communication Technology
increased interest in growing vegetables as a (ICT) and introduction of Interactive White
means of sustainability. Both of these projects Board (IWB) technology to Teaching &
have had associated teaching and learning Learning practice.
programs linked in with them to ensure that the
students understand more and more about the With the ever increasing emphasis on technology
importance of using our natural resources wisely. as a teaching and learning tool we have worked
towards raising teacher competency in the use of
ICT and in incorporating its use in everyday
Progress on 2009 targets classroom activities.
Target 1 Our achievements include:
To increase staff awareness and engagement Results of completing the MyMap online
with Quality Teaching and Gifted and Talented survey have shown increased competency
policies and practices. and understandings in this area for most
teachers.
At Miranda North PS we have placed a great deal
of emphasis in the past on diagnosing and Teachers have been intentionally planning
facilitating learning for students who have had lessons which involve greater interaction with
difficulties maintaining pace with their cohort of technology.
peers and now we see it necessary to give the Two interactive whiteboards were purchased
same support to all students. and installed in classrooms. They were also
Our achievements include: used for teacher professional learning as well.
There are plans for more in 2010.
Teachers have identified G&T students in
their classes and now provide appropriate Students have engaged well in the Mathletics
programs to meet their needs. program both at school and at home.
An increased tendency to differentiate the
curriculum in individual classrooms.
Continued involvement in SHAPE program.
11
Key evaluations Parents would like greater communication
regarding student learning. We will encourage
It is a requirement for all NSW public schools to parents to attend parent–teacher information
conduct at least two annual evaluations – one sessions and to request interviews with
related to educational and management practice teachers as a normal part of the teaching and
and the other related to curriculum. In 2009 our learning process.
school carried out evaluations of Learning and
Human Society and Its Environment.
Curriculum
Educational and management practice Human Society and Its Environment
(HSIE)
Learning
Background
Background
Human Society and Its Environment is one of the
To assist in the evaluation process students, staff
six Key Learning Areas in the primary curriculum
and parent representatives were provided with a
and as such it is appropriate for us to evaluate our
copy of the “SchoolMap” Learning Survey which
effectiveness in delivering this KLA to students at
calls for responses (on a 4 point scale) to Best
the school. Students, parents and staff were
Practice Statements in this area. For the purpose surveyed to gather data and conclusions were
of analysis, any item receiving an accumulated
drawn from this.
response of 80% or higher for responses of
“Usually” or “Almost Always” will be interpreted as
Findings and conclusions
an area that stakeholders are happy with and
items receiving similar responses below 80% will Most stakeholders agree that this is an
be seen as an area for review. During 2009 all important area of study that the students
teaching the staff have engaged in extensive enjoy.
professional learning in the Quality Teaching
Framework and so this survey will help us to The students have developed new knowledge
evaluate the effectiveness of this program so far. and skills through HSIE lessons.
Findings and conclusions The organised excursions have been relevant
learning experiences.
All stakeholder groups strongly agree that:
Parents would like to know more about the
Teachers provide a simulating and interesting topics and content of the HSIE curriculum.
learning environment and have high
expectations of student achievement. Future directions
Classrooms are well resourced and lessons With the prospect of a new national curriculum
are delivered with a good balance between being released information sessions on all
independent and group learning. KLAs will be held for parents as soon as is
Students are responsible for and take pride in viable.
their learning. Continue with the current school scope and
sequence and organisation.
Future directions
As a result of the survey there were some areas Parent, student, and teacher satisfaction
highlighted as needing some extra attention. They In 2009 the school sought the opinions of parents,
included: students and teachers about the school. The
There was only limited access to students by majority of responses were very positive and
other teachers to assist learning. Although this included the following comments and suggestions
is essentially a staffing issue we will look at for improvement:
how we use our Learning Support teacher and The school engenders a strong sense of
ESL teacher allocations to ensure that as community.
many students as possible receive whatever
extra help we can provide. There is a well balanced curriculum offered.
Students needing to be more reflective about Excellent relationships exist between teachers
their learning and engaging more in self- and students and amongst the teachers
assessment. This area will be addressed themselves.
more through the teaching staff being more
Responsive to parent/student concerns and
explicit in providing time and structure for
issues when raised.
student reflection in providing opportunities for
student feedback on their learning.
12
The physical environment is a feature with School development 2009 – 2011
large playing areas and vegetable garden.
Students are encouraged to achieve. Targets for 2010
Parents would like to see improved Our 3 priority areas for 2010 are in the areas of
communications practices at all levels. Quality Teaching and Student Engagement,
Education for Sustainability and Technology for
An increased level of ICT available in Learning.
classrooms and in particular more interactive
whiteboards. Target 1
More positive welfare programs to enhance Provision of school based G&T programs and
student wellbeing. greater differentiation of curriculum for all
students
Traditionally the school has diagnosed student
needs and provided appropriate programs and
Professional learning support for students with learning difficulties but
All staff members were involved in a variety of our emphasis is now to be more aware of other
professional learning activities throughout the areas of special need and to cater for all.
year. We held Staff Development Days that Strategies to achieve this target include:
focussed on the integration of technology in
teaching and learning and the NSW Quality Continued Professional Learning in education
Teaching Framework and also used the time to of students with identified talents and autism
cover a variety of policy updates and mandatory
Involvement in a Self Selection project with
compliance training. We were involved in several
some neighbouring schools to use Quality
Regional projects that addressed professional
Teaching framework to improve student
learning in literacy and numeracy and we also
learning outcomes in numeracy and especially
continued to look at assessment and reporting
in working mathematically
throughout the year. We regularly ran
Professional Learning staff meetings at which staff Viewing a series of demonstration lessons in
members had opportunities to feedback what they Reciprocal Numeracy and then analysing
had learned at other courses and to share ideas student engagement before reteaching the
and expertise for the benefit of all. lesson
The Staff Development Days at the end of 2009 Our success will be measured by:
were a staging point for us to join with some of our
neighbouring schools to look at our performances Improved teacher communication and
in NAPLAN testing and to begin an ongoing differentiation of learning in the classroom for
association that will help us address issues all students
related to academic growth for all students. Improved working mathematically learning
Two of the school administration staff completed outcomes in mathematics
their Certificate IV in School Administration as well Raised parent awareness of working
as some extra training in the use of ERN and mathematically in the classroom.
applications in the Microsoft Office 2007 suite.
Altogether 16 teaching staff members were
involved in professional learning activities in 2009.
The total amount spent was $11888. This includes Target 2
all expenses incurred to allow teachers to attend
professional learning courses and averaged $743 Reduced water use by 15% on 2005/6
per teacher. In addition to this $1315 was spent consumption
on administration training at $657.50 each. Having finalised the installation of water tanks to
harvest rainwater and to feed our student toilets
we will be better able to meet the DET target for
resource reduction.
Strategies to achieve this target include:
Commissioning of rain water system in
student toilets
Use of spring loaded taps and bubblers
Monitoring water bills
13
Lessons on water use in all classes About this report
Our success will be measured by: In preparing this report, the self-evaluation
Student awareness of water wastage and committee has gathered information from
efficiency evaluations conducted during the year and
analysed other information about the school's
Documented reduction in water use when practices and student learning outcomes. The
compared to 2005/2006 usage self-evaluation committee and school planning
Fully functional recycled water committee have determined targets for the
supplementation system for our primary toilets school's future development.
Andrew Hewitt - Principal
Vicki Wilson – Assistant Principal
Target 3 Steven Meades – Assistant Principal
Classes using ICT daily and expanded access Ruth Finney – Assistant Principal
to IWB technology Justin Meehan – P&C President
The continued expansion in the use of technology Carmel Vandermaal – Parent Representative
in teaching and learning relies on two things.
Firstly we need teacher confidence in using such
technology and then sufficient funds to purchase
new technologies for classrooms. Equitable
access to technology and training will always be School contact information
matters of consideration as well. Miranda North Public School
Strategies to achieve this target include: 162B The Boulevarde, Miranda. 2228
Purchase and installation of at least one more Ph: 95246842
IWB in classrooms
Fax: 95404814
Scheduled installation of Connected
Classroom which will provide an IWB for Email: mirandanth-p.school@det.nsw.edu.au
shared use and greater ICT options for Web: www.mirandanorthps.nsw.edu.au
teachers
School Code: 4122
Continued involvement in Mathletics
Parents can find out more information about
Ongoing professional learning using ICT and Annual School Reports, how to interpret
IWB in Teaching and Learning. information in the reports and have the
Involvement in some of the ICT based opportunity to provide feedback about these
projects offered by Sydney region. reports at:
Our success will be measured by: http://www.schools.nsw.edu.au/asr
Increased access to IWB technology for all
staff and students
Greater staff competency in use of ICT
through professional learning and peer
tutoring.
14