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2009 ASR Miranda Nth

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2009 ASR Miranda Nth Powered By Docstoc
					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.




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