Belinda Keatley

Darren (Fred) Zadow

1 March 2018

CONTEXT

East Murray Area School and its community are strongly interconnected, catering in 2017 for 24 children fromPre-School to Year 12. The school has an on-site tennis courts, swimming pool, full size football oval, aviary, vineyardand various indoor and outdoor learning areas. It is approximately 210km east of the Adelaide CBD, not situated in anactual town. It was built in 1967, as a result of the amalgamation of six one teacher schools, in a section of a farmpaddock, that is geographic centre of these six schools.

HIGHLIGHTS

* This year we celebrated our 50th Anniversary on 23rd September 2017.Our celebrations were definitely about honouring the past. I genuinely applaud the students, families, staff and leadership ofthe past, for the incredible contribution they all made to the building of this school over the decades.Our official part of the day at 1pm, had speeches from Kevin Burdett, Mayor of Karoonda East Murray and Leon Stasinowsky,Mayor of Loxton Waikerie followed by Marissa Redden lifting the Time Capsule that was placed in the ground in 2007 and ourwonderful cake was cut by Mrs Gaye Avery. We also had MP Tony Pasin, Liberal Member for Barker and Sue RecordPrincipal Consultant on behalf of Minister Susan Close and DECD, both able to attend as well as over 440 guests includingboth past and current – staff, students, parents and community members….what a glorious day.

* On the day the Upper Primary's Lemonade Stand was a great success with many learning opportunities leading up the theevent and on the day - constructed stand, made the lemonade, priced and sold their produce.

* The renewal of our Aviary with the re-introduction of animals (guinea pigs, budgies, quails) taking resident was a highlight forthe students, as was the invitation to Swan Reach Year 10 Art Class to start our Aviary Mural. Along with the re-introduction ofchickens into the curriculum - from hatching (incubator) to full grown laying their own eggs* Sport wise: EMAS Swimming and Athletics Carnivals were well attended by students and parents, as was CMMASASwimming and Athletics daysSwimming Lesson in term 4 showed students increased confidence in the waterAuskick and Net set go during Term 2 well supported by parents* Links with neighbouring school to increase social circle of students

- Karoonda visits (Easter Message, Christmas message);- Swan Reach with Undokai-Japanese Sports day, Silly Scientists Presentation;- Waikerie Primary School shared understanding and knowledge around environmental issues.

* The introduction of a Pastoral Care Worker overseeing the wellbeing of our students, including breakfast club and lunch timeactivities was a great addition to East Murray

* Some of the off-site learning opportunities for our students - Whole School Camp, Mantung Tree Planting Day, Berri RoadShow, Santa's Cave, and our one upper primary student sung so well with the Choir at Renmark

* Some of the visiting performance to enhance Student Learning - SAPOL Visit for secondaries - the fatal five, various STEMactivities, Loose Parts Adventure, Bush Tucker and Tools talk, Science shows,

* Submission of learning, school-work and various creations into the Loxton Show with Sage winning two first places and sixsecond places, with her culinary delights. Ella winning first prize for her fantastic Lego design in the Junior exhibitor category.Marcus winning first prize for his Broccoli in the Adult Exhibitor category. Trevor winning first prize for his Spicy Sauce andMark winning Second Place for his Carrot Sauce. Bronte and Madeline were given merit awards for their excellent eggs.

Some of the staff training and development to improve student outcomes included:- Australian Curriculum moderation and assessment- STEM Workshop- SMART gaols- Transforming tasks (Module 1 and 2)- PAT data analysis- Daily 5 activities- Primary Hub sessions to share practice and expertise- Preschool Hub sessions- various SACE moderation, marking and clarifying forums

2017 has been a buzz with activity with a couple of working bees to ready the school for its 50th anniversary and what acelebration it was. Well organised, well attended and enjoyed by all. It was great to catch up with past teachers, students andparents.

It was fantastic to see the transformation of the school in readiness for the event. A lot of work in and around the bird aviaryincluding the fantastic mural on the back wall a lot of painting, paving and general tidying up – a great result for everyoneinvolved.

We also saw lots of discussion between parents, staff and departmental representatives in regard to declining student numberswithin the school to keep us well informed and aware of options that will be available to our students moving forward.

In closing on behalf of the EMAS Governing council I would like to thank all staff, students and parents for their contributionsthroughout 2017. These do not go unnoticed and are very much appreciated.

Outcomes achieved from QIP

QA1:EDUCATION PRACTICE1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity,connection with community, wellbeing, confidence as learners and effectiveness as communicators.1.1.4 The documentation about each child’s program and progress is available to families.1.2.1 Each childs learning development is linked with Literacy and Numeracy indicators and data collected is in line withpartnership collection schedule and reporting.1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used toimplement the program.

QA2: CHILDRENS HEALTH AND SAFETY2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest andrelaxation with the addition of pillows and lounge in the space2.1.3 Hygiene practices improved with scheduled cleaning and disinfecting of inside and outside toys and equipment.2.3.2 Chemicals have been moved to lockable cupboards. Kitchen is still not gated as the area has not beenconstructed to easily fence off the area.2.3.3 Emergency/fire/in-vacuation/bushfire policies have been updated and drills scheduled

QA3: PHYSICAL ENVIROMENT3.1.1 Audit of outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources was conducted for suitability3.1.2 Toys/equipment inspected and broken/non-safe items were disposed. Outside shed cleaned out to minimise risk ofsnakes and mice lingering within this area. Hygiene practices improved with scheduled cleaning and disinfecting ofinside and outside toys and equipment .

QA4: STAFFING4.2.2 Introduction of communication books between staff (as many part-timers) helped to relay important information andensure all staff were up to date with each childs situation, issue or concern

QA5:RELATIONSHIP WITH CHILDRENAll standards and elements were of the highest standard and were maintained throughout the year.

QA6: COLLABORATIVE PARTNERSHIP WITH FAMILIES AND COMMUNITIES6.1.3 Programs and information about the service were sent home at the beginning of each term, displayed and were availableto families at any time6.3.2 Families and staff were in contact via a communition book, phone, email and one-on-one meetings when required

QA7: LEADERSHIP AND SERVICE MANAGEMENT7.2.3 QIP approved by Governing Council reviewed each term and discussed with leadership to ensure completion ofdesignated elements.7.3.5 Policy schedule organised and several policies reviewed, updated and approved by Governing Council

With our External School Review at the end of 2016 we had some directions to work towards over the next 3/4 years and wehave made an excellent start in 2017

Direction 1:Raise the achievement and growth of student learning against the SEA

Outcome:Transforming Tasks sessions for staff with several mathematical tasks changed to give students more scope and multipleentry pointModeration sessions on Partnership Student Free Day (SFD) that staff attended to confirm grading, feedback and task designClass Observations training by Principal, several observations have occurred over Term 4 to improve teacher practice

Direction 2:Ensure the provision of consistent, increasingly effective teaching by activating student agency in learning

Outcome:Feedback linked to moderation training & critical reflection has assisted in teachers and students giving feedback to eachother and peersLiteracy Numeracy Plus Student Voice Card Results and Actions – a set of student voice cards have been analysed bystaff in Term 4 and we focused on “Students as Teachers”, what they can show others, what they can show staff, how canthey lead the learning.

Direction 3:Develop a culture that focuses on continuous improvement, that ensures a coherent whole-school approach to learning andteaching

Outcome:Student Goal Setting, personal and educational, have been set by students for themselves and by teachers with students, toensure they stretch their thinking and ability in certain area.Data Analysis – data wall is clearly displayed and referred to for planning our curriculum to align with student and enrich theirlearning experiences

Direction 4:Ensure self-review

Outcome:Data Schedule has been set to align to DECD and Partnership requirementsNumeracy Agreement is in draft form after several session with Literacy Numeracy Partnership CoordinatorSelf-review by staff is set via performance management meetings and self-regulated by staff themselves

These directions will continue to be the schools focus as we move into 2018.

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EMAS has an excellent history of SACE performance record and continues to assist students follow their chosenpathway.

In 2017 we only had a small numbers sit NAPLAN tests As small class(es) compromise the analysis of NAPLAN resultsand makes any comments prejudicial to recognising particular students.

In 2017 we used our data wall with the agreement to use other testing such as PAT M/R, PAT Comprehension, PATGrammar, Quicksmart results, Waddington and McCall to assess students performance and assist in planning curriculum thatwould enrich and stretch our students.

Displayed data will continue to be a focus and assist teachers in setting appropriate learning plans and opportunities.

Incorrect/Missing data above

2014 Year 11 53.5% Year 12 72.5%2015 Year 12 92.9%2016 Year 8 82.9% Year 10 80.3% Year 12 82.7%

Non-attendance is managed through parent/caregiver communication ensuring families understand theimportance of good attendance. EMAS also sends letters home when absences remained unexplained.

Enrolments are consist but low, due to our local area being vast with many aging farming families.

Students are generally well behaved with a few low level incidents promptly managed by teachers and homeschool connectedness

In 2017, students were educated in linking their incident with our values - Integrity, Respect and QualityThis will continue to be a focus when dealing with student behaviour

OPINION SURVEYS - Only small numbers returned

More than 75% of responses from Staff, Parents and Students believe that:- teachers expect students to do their best- teachers motivate students to learn- school looks for ways to improve- parents feel comfortable to speak with staff- students feel safe to talk with teachers- teachers treat students fairly- school works with parents to improve learning- staff are well supported- site is well maintained

We appreciate every ones time in responding and share their thoughts.

PARTNERSHIP STUDENTS SURVEY Overview

In term 3, 645 students across the partnership, including ALL students at East Murray, completed the TFELCompass surrey. Main priorities that students would like:- continue to be powerful learners- learn from their mistakes- know what to when they get stuck

This follows on from the survey conducted in term 2 2015 with four key messages:- challenge us more- give us time to think and ask questions in class- let us talk to our peers about our learning- provide us with more opportunities to participate in collaborative activities

This will help focus future priorities at East Murray.

All staff and volunteers have up to date DSCI check and RAN training.

All clearances are entered into EDSAS and/or HRS system

EMAS only uses DECD approved contractors to ensure they also have up to date clearances.

In 2017 our Year 12 student departed EMAS to work with NDIS on transition to employment, plus 7 other studentsleft EMAS to government schools due to moving house, and schools shift to a Primary focus. EMAS retention rate in2017 for Primary students was 78%.

$ 648 282.17

$ 39 835.67

$ 6 011.90

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