Hume Public School

Annual School Report

2011

4407

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Our school at a glance Students Hume Public School provides for students with a diverse range of needs and backgrounds. Hume Public School has a Preschool servicing the needs of prior to school students, a Special Education unit incorporating Early Intervention and students in years K-6 with their primary disability being Moderate Intellectual Delay, students in mainstream classes and a student population consisting of 31% Aboriginal students. Staff Hume Public School enjoys the support of dedicated teaching and support staff with extensive skills and experience. Significant Programs and Initiatives Hume Public School received continued support in 2011 from Schools in Partnership (SiP) and Priority School Funding Program (PSP). Hume Public School became a National Partnership Low SES school in 2011. Messages Principals Message This report offers our school community the opportunity to share our school and student achievements throughout 2011 and reflect on the many wonderful learning opportunities and programs offered to meet diverse student needs. In 2011, Hume has enjoyed continued support from SiP (Schools in Partnership) and PSP (Priority Schools Program). This year also saw us begin our journey as a National Partnership Low SES school. Throughout the year we have continued to develop our many diverse programs, and continued to invest heavily in resources and teacher training. In 2011, we officially opened our Building the Education Revolution projects and have been able to fully utilise these additions to our school. Throughout the year I have continued to enjoy the schools relationship with the Hume P&C. The P&C is committed and supportive group of parents who give of their time to make our school a better place. I would like to thank our outgoing President Mr Chris Booth and the entire P&C for support and involvement in our school. At the end of 2011 we will farewell Mrs Jennifer Cochrane. Jennifer has been the driving force

behind our technological development and our continued success with our short film making. I would like to thank Jennifer for her contribution to this school over the past 5 years. I would like to thank and acknowledge the staff. Hume Public is truly blessed to have the continued support and effort that each and every one of our staff give our students on a daily basis. This group of dedicated, skilled and enthusiastic people make our school what it is. To all our school community thank you for another rewarding and challenging year. Hume continues to be an exciting place to be and I am looking forward to what lies ahead for us in 2012. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the schools achievements and areas for development. Russell Graham P & C Message A year has gone by with a new president and some familiar faces in some different roles - but what a year! It is fabulous to see a couple of new faces in the meetings, and I hope this will increase as the school grows in the coming years. Our Vice Presidents Cherie Cunningham, Naomi Woods, our Treasurer Michelle Brown, and our Secretary Karen Burton have been amazing. Without them, the committee simply would not function. I would like to formally thank the Executive for their efforts, along with personal thanks from me. A couple of other honourable mentions this year include Cath Gough, for her amazing work with New Zealand Cultural focus. (Thanks Cath. You were amazing with those kids, and made Hume School very proud. ) The mums who were involved and helped out on the Mothers day stall were also amazing. A very big effort and a great financial result was achieved, so thank you. Also thanks to Adam Burton, who, along with the executive committee, worked his magic on Cinema under the COLA. Adam, the Cinema event was as big as it was because of you and people like you. Thank you. Let me say thanks to any and all who made contributions throughout the year.

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The Canteen continues to roll along, is profitable, and causes our committee very few issues. This is due to Julie Coldans amazing work, her can do attitude, and her willingness to change and bring ideas into the canteen. Julie, on behalf of all of us, thank you. Russell Graham has again this year proven his worth, both as a principal, a leader, and a supporter of the P & C process. Nothing has been too much trouble for Russell, his enthusiasm and positive influence on teachers, children and parents alike make Hume Public a joy to be involved in. Thank you Russell, you always make our life easy. Our fundraising has taken a slightly different path this year. We had good success with Easter, Mothers day and Cinema. It sees a net increase in our bank balance of over $2000, not counting the money from Cinema under the COLA. We had our school Family Photos again this year, which was great, but a little disappointing in numbers. Still profitable, but I wonder if that needs looking at and perhaps being modified before we have another go at it. We were successful in obtaining a volunteer grant to the tune of $5000 which means a cappuccino machine and a nice outdoor setting in the coming weeks. Once again, thanks Russell for submitting the paperwork and making it happen. The Secret Garden Committee had a good year, with around $20,000 raised. Thank you to the committee for working for this great cause. A big year, but bigger things to come next year, with a ball planned for Feb or March, and other funds coming in from like minded community groups. The clothing pool became the Uniform Shop, and we overhauled the accounting system, trying to make it a little easier to track school support, and taking away credit facilities. I have not had much to do with Uniform Shop in the past few months, but it seems to roll along without too much stress. To close, let me once again thank all those who got involved this year. Lots of us can do a little and make a big difference. I trust that everyone has enjoyed their time, and I look forward to perhaps more new faces within the committee. Chris Booth Hume P&C President

Student Representatives Message During our time as school captains of Hume Public School, both of us have had pleasure representing and leading our school. We have organised and addressed assemblies during the year and assisted teachers with school based tasks, organised activities and helped our peers when needed. Also, during the year we had the privilege to meet entertainers, special guest speakers and talented performers. There were advantages and disadvantages of being elected school captains. Helping students, being trusted with school representative responsibilities, leading the school in the ANZAC day march down Dean St. and then having the privilege to lay our schools wreath at the monument. These were definitely a great honour and outweighed the extra work load. The role of captaincy is really important, but fun. Both of us would like to thank all Hume Public School students for trusting us as their captains and all the teachers who gave us their time and passed on their knowledge to us. On behalf of the 2011 Year 6 students, we would like to say THANK YOU! J Bishop and T Hubbard School Captains SRC Report In 2011 the SRC participated in Crazy Hair Day, Footy Colours Day, Bandana Day and other worthy causes. Our Breakfast Club was constantly supported by over 30 students a day who missed out on breakfast or just needed another piece of toast in the morning. Thank you to Lindy whose tireless work was paramount in feeding hungry students. Tasty Tuesday started as a Year 6 fund raiser and evolved into a regular Tuesday necessity. Thank you to Mr Graham, Leticia and Kaneesha for their cooking skills. We look forward to bringing new experiences in 2012. K Cunningham and B Williams SRC Managers

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School context Student Information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies. Student Enrolment Profile

Gender 2007 2008 2009 2010 2011

Male 83 68 79 89 90

Female 72 64 68 69 80

Student Attendance Profile

Sch

oo

l

Year 2008 2009 2010 2011

K 89.1 88.6 91.5

1 91.2 86.9 91.2

2 89.7 94.8 89.4

3 88.5 92.7 92.9

4 91.1 92.9 91.0

5 91.9 91.0 93.2

6 89.4 94.4 92.7

Total 88.0 89.9 91.6 91.5

Re

gio

n

K 93.8 94.1 93.6

1 93.3 93.9 93.6

2 93.2 93.8 93.8

3 93.6 93.9 93.6

4 93.4 93.8 93.4

5 93.2 93.6 93.4

6 92.9 93.4 93.1

Total 93.4 91.4 93.8 93.5

Stat

e D

EC

K 94.3 94.7 94.7

1 93.7 94.2 94.2

2 94.0 94.4 94.2

3 94.1 94.5 94.4

4 94.0 94.5 94.3

5 94.0 94.4 94.2

6 93.6 94.0 93.8

Total 94.1 92.1 94.4 94.3

Management of Non-Attendance Student non-attendance is managed by direct follow up with families. The school has an Assistant Principal and Aboriginal Education Officer who monitors attendance daily and contact parents for follow up. All class teachers send home letters requesting justification of all unexplained absences on a weekly basis. Class Sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011. Structure of Classes

Class Sizes

Roll class Year

Total per year Total In class

1 K/1PA K 13 16

2 K/1WO K 11 14

3 1/2BR 1 14 18

4 K/1PA 1 3 16

5 K/1WO 1 3 14

6 1/2BR 2 4 18

7 2SC 2 22 22

8 3/4RO 3 14 21

9 3/4RO 4 7 21

10 4/5BA 4 16 25

11 4/5BA 5 9 25

12 5/6MA 5 9 24

13 5/6MA 6 15 24 Staff Information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Staff establishment

Position Number

Principal 1

Assistant Principal(s) 3

Classroom Teachers 4

Teacher of Mild Intellectual Disabilities Teacher of Moderate Intellectual Disabilities

1

Teacher of Moderate Intellectual 1

Teacher Autism Outreach 1

Preschool Teacher of children with a disability

1

Teacher of ESL 1

Part Time Teacher Relief from Face to Face PSFP

1.13

Teacher of Reading Recovery 0.21

Support Teacher Learning Assistance 0.5

Teacher Librarian 0.4

Preschool Teacher 1

Counsellor 0.3

School Administrative & Support Staff

8.087

Total 24.63

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

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ATSI Composition of Schools Workforce Hume Public School has a permanent full time Aboriginal Education Officers and 0.4 permanent School Learning Support Officer Aboriginal Students. The school employs two School Learning Support Officer Aboriginal Students on temporary engagement (1.6). Staff Retention Staff retention was high in 2011. Maternity leave or retirement being the only reason for staff not returning to school. Teacher Qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100%

Postgraduate 15%

Financial Summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary: 30/11/2011Income $

Balance brought forward 227218.52Global funds 187748.51Tied funds 341391.31School & community sources 34321.36Interest 15355.23Trust receipts 5422.59Canteen 0.00Total income 811457.52

ExpenditureTeaching & learning Key learning areas 33384.57 Excurs ions 10610.61 Extracurricular dissections 11027.63Library 3412.80Training & development 869.04Tied funds 320687.19Casual relief teachers 35802.88Administration & office 43325.48School-operated canteen 0.00Utilities 27187.38Maintenance 29540.92Trust accounts 4281.97Capital programs 0.00Total expenditure 520130.47Balance carried forward 291327.05

A full copy of the schools 2011 financial statement is tabled at the annual general meeting of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school. School Performance 2011 Achievements Arts Albury Show A total of 26 students from Kindergarten to Year 6 entered Art or Craft in this years Albury Show. Hume School had a number of successful exhibitors in various sections. The students were awarded five first prize certificates, including Champion Exhibit in Years 5 & 6, one second prize certificate and four highly commended certificates. The Albury Show offers students an excellent opportunity to showcase their work in the wider community. K-6 Singing/Choir During the year all students from K-6 have had the opportunity to be involved in singing. As part of our Creative Arts Curriculum on a weekly basis

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Mrs Jan Wyatt-Brown has been able to accompany the students on the piano and has also been available to assist with our Senior choir. During the year a number of our primary students were chosen to participate in a combined schools choir for the official Riverina launch of Education Week which took place in Albury at the Albury Performing Arts Centre. Hume Public was represented by students in the Riverina South Choir. Dance During 2011 Hume Public School continued working towards the development of a Dance Program for students in Kindergarten to Year 6. An external dance teacher was employed to work with the students for one hour each week. This teacher used her expertise to teach the children several dance routines that were performed at school functions and in the wider community setting. The children performed at: The Albury-Wodonga Eisteddfod, James Fallon High School SRC Spectacular, Northern Spirit Education Week activities at Centro Lavington and at Hume School assemblies. Public Speaking In 2011 Hume Public again entered the Multicultural perspectives Public Speaking Competition. Four students from Years 3 6 were selected to compete at the regional final at Thurgoona PS. Each student was required to present a prepared and impromptu speech. Hume PS students all developed and improved their skills and represented their school with increased confidence. As a preparation for the competition Hume Public hosted a workshop day for all local primary schools. Mr Paul Grover, from CSU, attended as a guest speaker provided students with excellent structures and plans for impromptu speeches. Students from JFHS also attended and ran mini workshops which allowed all student speakers to practice and refine their school. Feedback from the da was very positive and it is anticipated that a similar opportunity will be offered in 2012. Sport The 2011 Hume Public School Sporting program continued its focus on increasing participation and involvement in a variety of sporting programs.

Highlights of the sporting program were:

Implementation of a term 1 Learn to Swim Program. This program encouraged all students to further develop their swimming skills with professionally trained swim instructors. Students were closely monitored and suggested stroke corrections were given.

All students eligible to participate in PSSA this year represented our school with a fair and sportsmanlike approach. Our teachers, teacher aides and specialized coaches created and supervised specialized training sessions to develop team spirit, game sense, fitness and required game skills.

Students represented our school at PSSA sport in Soccer, Netball, Hockey, Touch Football, Tee-Ball and Softball. Our students competed in their chosen sport with passion and a competitive spirit. Good sportsmanship and a high expectation of student behaviour were displayed regularly.

The Swimming Carnival was held at Albury Swimming Pool and was enjoyed by all students, teachers and parents. Goolagong and Bradman contested a tight swimming battle with Bradman House finishing in front.

This year our school conducted our Primary Athletic Carnival on the one day. The day went smoothly with the Goolagong and Bradman contest going right down to the wire. Bradman finally won the day with only a couple of points separating the two houses.

Our Cross-country was once again held at our school, with Bradman making it a hat-trick of victories.

Congratulations to the students who represent our school at District Swimming, Athletics and Cross Country. An outstanding effort to all students who participated.

Our school also entered a team in the Paul Kelly Cup with some outstanding results. Our team consisted of boys and girls from years 4, 5 and 6. They went through undefeated and two students were selected for a training opportunity with ex Sydney Swans captain Paul Kelly.

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The junior boys/girls played in the Trent Barrett Rugby Gala day, with the Year 3/4 Boys team winning the Albury competition. They then had the opportunity to play in Wagga against the best teams in the region. Our senior boys/girls played in the Daniel Mortimer Cup with the girls finishing 3rd.

This year the NRL introduced a new)Parent and Community Engagement (PaCE) Rugby Gala day which saw Hume and Thurgoona battle it out over two fantastic days. Students from Year 2 to Year 6 enjoyed playing tag and tackle games, meeting retired rugby stars, free B.B.Q, disco with Stevie B. and the chance to win prizes.

Our school invited a number of special sporting guests, who displayed their skills and encouraged participation in a variety of sporting associations around the border Lauren Jackson (Basketball), Trent Barrett, Adam Perry, Ronnie Gibbs, Rod Silva, Mario Fench (Rugby) and three new players from the Giants (AFL).

To finish the year selected students from years 3/4/5 and 6 participated in The Special Swimming Scheme. Students were introduced to swimming and gradually developed their swimming skills over two weeks.

Other Technology 2011 has seen Hume Public School achieve some major recognition and awards through our Cineliteracy Program. This year Hume Public School entered the DET Corporate Marketing Great School Show-Off (GSSO), Generation One Hands across Australia Awards and the Centre for Connected Learning Innovation Connected Learning Awards 2011. To end 2011, our inaugural event of Stars On Parkland gave the students and staff the opportunity to show our school community the abilities of our students by making them all stars. DET Corporate Marketing Great School Show-Off (GSSO) Our first production was the 2011 Great Schools 'Show-Off'. 212 NSW public schools, including Hume Public School took the opportunity to tell their schools story. Hume Public Schools entry focused on our school motto; Every Child, Every

Chance, Every Day. This 3 minute promotional clip featured all aspects of our school and included members of the community, students and staff. This clip is now on our school website. Hume Public School has expressed an interest in entering another clip for 2012 which will focus on our film making. GenerationOne Hands across Australia Awards Year 5/6 took the opportunity to work with students from North Sydney Demonstration School to create a film clip to the Hands Across Australia Song. This project collaboratively achieved a special joint award from Tim Cartell, the CEO of GenerationOne. Centre for Connected Learning Innovation Connected Learning Awards 2011 The Connected Learning Awards form part of the 2011 WeCreate projects and give students opportunities to design and create digital works for real-life purposes. Students develop skills in communicating, collaborating, self-directed learning, problem solving, researching and publishing their findings. As part of our Cineliteracy program all teachers were asked to produce a 3 minute film for the category of the Short Film Awards. 10 short films from Hume Public School were entered. In November we received news that one of our films was nominated as a finalist. Hume Public Schools Its Ok to make a Mistake by 1/2Ho took out second place and was awarded $800 worth of technology equipment. Our movie will also be shown on ABC 3. Stars on Parkland All the great success of this year show-cased through Stars on Parkland. This event has now seen the inclusion of our own Stars on Parkland trophy. This trophy is awarded to the class whose movie is voted the best by our own school community. 2011 productions were collated on a DVD and available for purchase. Short films are also put on the school website. As a school we have found that movie making has become an easy and effective medium to communicate to students, parents and community. Staff now have the confidence and resources to achieve our Cineliteracy outcomes. A technology teacher is employed 3 days a week to take RRF classes in the computer lab. Lessons are based around the Scope and Sequence designed for the whole school. Classes from Preschool through to Special Education attend

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technology lessons once a week. The technology program allows students to develop competency in a variety of Microsoft Office programs, IWBs, typing skills, multimedia, animation/movie making, drawing programs and internet use and safety aspects. The DET roll-out of Adobe software has seen Hume Public School expand their technology program and introduce new skills to students. Not only have teachers been able to use Adobe Premiere Elements to make their movies, but senior students have had an opportunity to explore StopMotion Animation, as well as Photoshop. Hume Public School is regularly purchasing technology resources to benefit the students and staff. These purchases ensure that the technology program advances with technological changes as well as producing a high quality of work and outcomes for our students. 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 these 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

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Numeracy NAPLAN Year 3

Literacy NAPLAN Year 5

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Numeracy NAPLAN Year 5 [

Progress in literacy

Average progress in Reading

between Year 3 and 5*

2008-2010 2009-2011

School 99.2 77.6

SSG 78.6 73.2

State DEC 83.7 74.0

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Average progress in Spelling

between Year 3 and 5

2008-2010 2009-2011

School 71.6 135.8

SSG 86.7 76.2

State DEC 84.5 75.4

Average progress in Grammar & Punctuation between Year 3 and 5*

2008-2010 2009-2011

School 114.3 159.6

SSG 90.8 86.3

State DEC 96.6 82.7

Progress in numeracy

Average progress in Numeracy

between Year 3 and 5*

2008-2010 2009-2011

School 79.1 120.9

SSG 84.2 93.7

State DEC 89.6 95.8

Minimum Standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9. The performance of the students in our school in the National Assessment Program Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students achieving at or above minimum standard (exempt

students excluded)

Reading 100.0

Writing 92.9

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Spelling 100.0

Grammar & Punctuation 78.6

Numeracy 93.3

Percentage of Year 5 students achieving at or above minimum standard (exempt

students excluded)

Reading 66.7

Writing 86.7

Spelling 80.0

Grammar & Punctuation 93.3

Numeracy 93.8

Significant Programs and Initiatives Aboriginal Education Hume School provides opportunities for all students, staff and the wider community to acquire knowledge and develop a deeper understanding of Aboriginal histories, cultures and experiences. We promote Aboriginal culture and reconciliation through studies of Aboriginal literature, art and dance, and visits by performers and specialist educators. The school utilises National Aboriginal and Torres Strait Islander (NAIDOC) Week and other significant days to promote reconciliation through special assemblies and classroom activities. With 26% of the student population being of Aboriginal or Torres Strait Islander (ATSI) background, it is crucial that school programs and practices incorporate understandings and perspectives that foster a deep understanding and respect of the Aboriginal culture. The provision of an Aboriginal Education Officer (AEO) through the schools staffing entitlement has ensured that the support needs of our Indigenous students are met and that important cultural protocols are upheld. Highlights of the Aboriginal Programs at Hume Public School in 2011 include:

Personalised Learning Plans Implementation of improved format of Personalised Learning plans for ATSI students through collaboration with Indigenous families.

Playgroup Continuation of a playgroup one morning a week in the schools Indigenous

Resource Centre (IRC) for indigenous families.

Community workers The employment of Indigenous learning support officers to help support our ATSI students within the classroom.

Attendance Monitoring students absences and developing liaisons with home and school.

Hands across Australia Our school entered the Hands across Australia competition which is run by an organisation called GenerationOne. Partnering with the Australian School of Performing Arts, the competition encourages teachers and students to actively engage with the issues of Indigenous education, employment and training and ending the disparity between Indigenous and non-Indigenous Australians in one generation this generation. A record 130 schools entered the competition this year, with video entries streaming in from schools as diverse as inner city Sydney to the outback of Queensland and Western Australia.

Tim Gartrell, GenerationOne CEO, also awarded a CEOs commendation this year to the schools which demonstrated a strong partnership. Hume Public School and North Sydney Demonstration School were the winners of this $1000 prize. The schools, more than 500km apart, connected using the Connected Classrooms technology and really demonstrated the important role everyone can play in working together to end Aboriginal disadvantage.

Flying Fruit Fly Circus Participation of 4 Aboriginal students this year in the Flying Fruit Fly Circus and their involvement in the end of year performance Aboriginal Circus Burranha Bila.

Parent Workshops Involvement of a staff member to co-ordinate parent workshops with Aboriginal parents in partnership with PaCE (Participation and Community Engagement) during Term 4.

Future Directions:

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Ensuring that all units of work taught have an Aboriginal perspective and that teaching and learning programs reflect the diverse needs of Aboriginal students developing positive attitudes and understandings about Aboriginal history and culture.

Encouraging parents to be part of their childs learning through involvement in the school community.

Staff consultation with the AEO and District Aboriginal Community Liaison Officer regarding cultural sensitivity in the delivery of education programs.

Continuation of parent workshops in Literacy and Numeracy, homework and student welfare.

Continue to promote the childrens playgroup for our school community at the Indigenous Resource Centre.

Continuation of the PaCE workshops and other parent workshops to be run in 2012.

Multicultural Education Multicultural Day This year Hume Public School students, staff and parents participated in a Cultural Day focused on the Maori Culture of New Zealand. During the day children were treated to a variety of activities including cooking, Poi and kite making, traditional Maori games and a number of Art and Craft activities. All classes learnt about the Maori culture prior to the Cultural Day. During the afternoon our school had the opportunity to enjoy a performance by a number of students from Hume School, Hume Pre-School and ex-students in year 7 who performed a wonderful repertoire of Maori culture through singing, dancing, clapping and playing traditional Maori instruments. Our entire school community enjoyed learning more about this wonderful culture and sharing the day with each other. Thank you to all our volunteers for supporting the day, especially Cathy Gough and Cheri Cunningham. Your enthusiasm and knowledge was greatly appreciated. World Refugee Day We celebrated World Refugee Day by holding a special school BBQ for students and parents. The global theme for World Refugee Day in 2011 was One refugee without hope is too many. The

school community raised $96 and this donation went to UNHCR, the fundraising arm of the UN Refugee Agency (UNHCR) in Australia. As well as providing emergency relief like shelter, food, water, and medical care, our donation supported refugees future opportunities, providing infrastructure, schools, and income generating projects. Refugee Reading Program Hume Public School entered into a partnership with Charles Sturt University this year to implement a Reading Program to assist with our students who come from non-English speaking backgrounds. This program allowed all ESL (English as a Second Language) students to receive intensive reading from tutors on a regular basis. We have already seen great benefits from this program and look forward to continuing this strong partnership with CSU in the future. Anti-Racism The Anti-Racism Contact Officer (ARCO) position is kept filled by a trained staff member and their role advertised to the school community. Although the incidence of racism is extremely low, the ARCO is accessible at all times. Records of complaints of racism are maintained; including the strategies used to resolve them. ESL Programs and Refugee Support This year we have had the opportunity to have two Ethnic Aides to support our refugee Nepali and African students here at Hume. These aides have been a wonderful resource in supporting the transition of our refugee and ESL students within the school setting. Communication between home and school has been very positive due to their involvement with the families. We have been able to encourage our refugee families to visit our school and become involved in their childs learning. Hume School had the opportunity this year to support the training of a staff member on strategies to support the needs of ESL students in the mainstream classroom and mainstream curriculum. It also provided the essential understanding in supporting the welfare and educational needs of our refugee students. Students with a Disability Throughout 2011, 44 students with diagnosed disabilities received funding support to participate in classes and programs offered at

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Hume Public School. 8 students with intellectual and behavioural disabilities attended mainstream classes. 16 students with moderate to severe intellectual disabilities attended classes in the Support Unit and 20 students attended the Early Intervention Program. In the Support Unit throughout 2011, 2 classes were formed to cater for the specific learning needs of the children. A junior class was formed for 5 children with Autism Spectrum Disorder and intellectual disorders. The senior class accommodated 10 children with a range of intellectual and behavioural disorders. These class arrangements have proven beneficial to the academic, functional and social needs of the individual students. Individual Learning Plans are provided for each student attending the Support Unit. The priorities and outcomes for these have been negotiated in consultation with students parent / carers and their learning support team. During 2011, many opportunities have been provided for the students to participate in mainstream school activities. These have included multicultural days, sports days, school assemblies, Cineliteracy and, school and community activities. The students also participated in functional activities which included community access visits to local shopping centres, parks and surrounding bushlands, cooking, establishing a vegetable garden and Riding for the Disabled. A Parent Support Group for parents/carers of children with diagnosed disabilities, established during 2010, continued to meet during 2011. The group is coordinated by the School Counsellor and the Support Teacher Autism/Integration. Guest speakers and DEC staff provide relevant information on disability services in the local area. The group also provides the opportunity for parents/carers to network with others in similar situations and share stories and advice. Throughout 2011, two Triple P Stepping Stones Programs, a Positive Parenting Training initiative, were held in the Support Unit for parents of children with disabilities. These programs were organised by Aged Disability and Home Care (ADHAC) in conjunction with the DEC. A total of sixteen parents attended six, 2 hour sessions. The Secret Garden, a local community group, has continued with fundraising efforts to establish an outdoor sensory garden for the Support Unit. When completed, this garden will be accessed by the Support Unit and mainstream children. It is

proposed that funds will be available, along with a government grant, for the garden to be developed during 2012. The Support Unit staff are committed to working closely with families and other professionals to ensure the students are provided with the best educational programs and experiences to meet their individual academic, social and functional needs. L3 Language, Learning and Literacy Our school took part in the L3 (Language, Learning and Literacy) program. This program, specifically designed for Kindergarten children, creates explicit learning opportunities in small groups to develop students reading and writing abilities. Teachers undertook intensive training in order to ensure the program was implemented successfully and gained results. The literacy results of these children have been successful with the majority of students reading and writing at or above the estimated level of achievement at the end of Kindergarten. This process of teaching will continue due to its effectiveness, with Year 1 and Year 2 teachers currently being trained to implement aspects of this program and achieve further successful outcomes for our students. Results achieved in L3 should further assist in raising the level of achievement in future NAPLAN testing. Best Start Program Hume Public School is in its third year of Best Start, a Department of Education and Communities (DEC) initiative to increase support for the teaching and learning of literacy and numeracy for our youngest students. At the commencement of the year our Kindergarten teachers administered a series of literacy and numeracy assessments twenty six new students. The data was collated by DEC and the teachers tailored programs to best meet the needs of their students. Teachers in Kindergarten were supported with professional development courses throughout the year, enabling quality teaching and learning programs to be established. Towards the end of the year in readiness for future planning at an increased and individualised pace for all students teachers in Years 1 & 2 were also included in professional development courses.

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Reading Recovery 2011 During 2011, one teacher continued training as a Reading Recovery teacher. A total of six Year 1 students and two Year 2 students (carryovers) participated in the program. Five students reached Level 16 or above and were discontinued from the program. The remaining three students, although having made substantial progress will be either monitored in 2012 by the Reading Recovery teacher or referred to the Support Teacher Learning for additional support. Accelerated Literacy Accelerated Literacy is a program designed to accelerate the literacy skills of all students. It involves direct and systematic teaching of all literacy elements. The program focusses on teaching students the four forms of spelling and enhances students ability to read texts with greater fluency. Accelerated Literacy encourages all students to participate and engage in class texts, and since its implementation, has had a profound impact on students reading and writing skills. Three staff members were trained in 2011 and have implemented the program in their classrooms with positive results. Due to its success and additional staff being trained, the school has ensured there are sufficient resources to enable Accelerated Literacy to be implemented across all stages. The program will continue to be a focus in 2012. Transition Year 6 to Year 7 The programs which were established in 2010 continued in 2011 with minor alterations. These programs are to support the transition process of our Year 6 students entering High School in 2012. As part of the of the Northern Spirit Learning Community we have been able to provide opportunities for Year 6 students to be involved in two orientation days in Term 2 and Term 4. During the year a number of Gifted and Talented Days for selected students in Years 4, 5 and 6 to participate in were held. Upon returning to school, these students explained with enthusiasm their fun packed day. In Term 3 the year co-ordinators from James Fallon High School and Murray High School visited Year 6 students. These visits provided our students with an insight into High School life. High School Teachers observed what was being

taught in the Primary School setting. These introductory meetings provided students with a positive impression of the learning opportunities they can experience in Year 7. Parent Workshops Literacy and Numeracy During Term 2 Literacy and Numeracy Workshops were run in the school for our parents and carers. Hume School organised the Parent Workshops to provide information on how Literacy and Numeracy is taught in class, discuss the best ways to help your child at home, and suggest tips, advice and games to support your child as they continue to develop their skills. During Term 3 we held two Parent Fun Days. These days were organised as part of our Priority Schools Program and were aimed at providing parents with strategies to assist their children at home and to provide examples and activities that can be used to engage children and raise interest. All of the workshops were successful and will continue in 2012. National Partnership Low SES program Annual Evaluation Key Areas of Focus and Development Staff discussion All staff members have reported engagement in informal discussions about literacy and numeracy, including discussions about successes and areas for improvement. Active professional learning has resulted in positive change in practice across the school. Instructional Time Staff agree that a very high priority is placed on the preservation of instructional time in literacy and numeracy for all students. Activities that are barriers to literacy and numeracy learning times are monitored and intentionally reduced. Collaborative Planning Many processes are in place to engage the staff and the school community in reviewing school activities and future planning. Parent Partnerships There are a number of planned activities and regular communication with parents about the details of student performance in literacy and numeracy. There is a growing number of parents and outside agencies becoming involved in parent workshops and sharing sessions.

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Data and feedback was gathered through interviews conducted with members of the school community, including the following:

Members of staff Students Parents and family members Classroom observations Analysis of policies and programs, plans,

budget, meeting minutes, assessment information and other documents seen by the school.

Analysis of student achievement data, included detailed Best Start, L3 and NAPLAN analysis using SMART2 and Best Start.

Review of data provided from the NSW DEC Analytical Framework for effective leadership and school improvement in literacy and numeracy.

Schools in Partnership Generation One Hands Across Australia The words "If you help me and I help you think of all the things that we could do" have been the inspiration for this entry. Mr Ken Mansell, in partnership with Todd Mackie from North Sydney Demonstration School , created an entry that has been awarded CEO Recognition Award. Five awards given out nationally from 130 entries is a great achievement. Involvement in this project also came from 1/2 Ho, Paster Darren Wighton and was supported by PaCE and Cathie Egan. Cultural Activities/Events

Sorry Day Assembly. NAIDOC Celebrations.

o Golf Day parents and staff. Closing the Gap afternoon. Aboriginal Scripture weekly. Art work displays.

Cultural Awareness Training Aboriginal Education Team have provided Cultural Awareness Training for all staff at Hume in 2011. SASS staff were involved in training at Term 3 School Development Day. All teaching staff involved in two sessions presented by Thelmerie Rudd.

Aboriginal Cultural Day

Whole school involvement. Well supported by community.

Parent Information Sessions Numeracy and Literacy

Workshops aimed at helping our parents gain a better understanding of what their children are learning in Maths. Mrs Clark and Mrs Edna Stewart ran these sessions.

Five Aboriginal parents attended. PaCE partnership Parent Workshops for Aboriginal parents

PaCE workers, Hume staff and DET consultants were involved in presenting. workshops aimed at Aboriginal parents.

Eight parents attended. NRL Days and Gala carnivals

Large community support. Excellent feedback from NRL on our.

school, students and community.

Whole school involvement forty parents in attendance.

Community Playgroup Save the Children continues to run a weekly playgroup from the IRC. This playgroup is aimed at supporting Aboriginal families. This program is supported by a Hume AEO. Cross Border Transition

Two students involved in this day organised by DEC and PaCE.

Aboriginal Leadership Camp

Five students from Yr 6 attended a camp at Wymah. Three day camp was aimed at leadership and engagement.

AEO supported the camp and students.

Aboriginal Education Awards Night Proud and Deadly

Celebration and recognition of the achievements and excellence of Aboriginal students from Kindergarten to Year 12 in Public Education in the Riverina.

Twenty two students were nominated from Hume.

Staff and community made nominations.

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Aboriginal Education Reference Group

Riverina PPC Representative. Aboriginal Education Consultancy Group

AECG meetings throughout year have been supported by all Aboriginal workers and the Principal.

Hume Public presents a report from the school on occasion.

Fruit Flies for Aboriginal Students

4 students are now involved in the program. These 4 students will perform for the public in November.

Transition Program

Program has again been a great success. 32 students involved at this stage. 13 Aboriginal students are attending.

Dance Troop

Dance Troupe continues to succeed. Junior and Senior dancers.

18 Aboriginal students participate. Speech Pathologist Support A Speech Pathologist has been engaged by the school to provide assessment and support (term 1) for students in K-2 and identified Aboriginal students in 3-6. Dare to Lead

Principal presented the journey of school in Aboriginal Education at national conference which was very well received. Interest from other schools in our PLP format was explained.

Staffing

AEO was appointed. This is a permanent appointment through Merit Selection

Appointment of 0.4 SLSO for Aboriginal students position. This is a permanent position.

Traineeship with Future Footprints Norta Norta - provided support for Yr 4

and 6 students SiP Initiative 2011

Break down of funding usage as per 2010-2012 application

Strategy

Teacher release for literacy

Professional learning courses

2 x SLSOs 5 days per week

Teacher release: Kinder transition

SLSO kindy transition

Teacher release: PLPs

Resources for Parent playgroup

Teacher release: Accelerated Literacy

Professional fees: Health screening

New School Plan The new school plan has been drafted. All initiatives supported by SiP are identified. These follow SiP allocation of funding. Intended outcomes for Aboriginal Education include:

Aboriginal students are engaged in school and are supported by strong partnerships between the school and home

Diminished gap between Aboriginal and non-Aboriginal students in literacy and numeracy

Effective partnerships with parents, communities of all equity groups and other organisations

Other programs Preschool The preschool provides an educational program catering for the developmental and individual needs of preschool aged children moving to Kindergarten the following year. The preschool is concerned with the personal development of each child. It is through constructive play that children explore and discover, try out and assimilate ideas, express feelings, experiment with social relationships, and develop skills including language. The preschool constitutes the first stage of the continuing educational process and makes a special and significant contribution to the development of each child. This year the preschool staff have been heavily involved with the unpacking of the the new Early Years Learning Framework Belonging, Being and Becoming. The aim of the document is to extend and enrich childrens learning from birth to five years and through the transition to school. A highlight for the children this year was being able to contribute in the making of a short film Rain, Rain Go Away, which was entered along with all films produced by the primary school classes at Hume Public School, in the ABC 3

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Cineliteracy Project for Australian primary schools. Active After School Program Active After School Community is a national program designed to engage children in free, structured, organised physical activities. Each session is run by a qualified coach and is directly supervised by a teacher from Hume Public School. The program ran for two afternoons each week for seven weeks each during terms 3 & 4. Approximately twenty-five students from kindergarten to Year 6 attended each session. They were provided with a healthy afternoon tea followed by an hour of fun activities including Hip-Hop Dance, Touch Football, Golf, Boxing and Ten Pin Bowling. The Active After School Community Program will continue to run in 2012. Live Life Well @ School In 2011 Hume Public School became part of the Live Life Well @ School program. The aim of the program is to promote healthy lifestyles through healthy eating choices and participation in a range of physical activities. The school was provided with teaching materials, funding and resources to share with local families and the community. Some programs that were implemented at Hume Public School include: improving the school garden, the creation of a school kitchen, along with cooking utensils for the students to use. The funding helped to promote and provide fresh fruits and vegetables for the Close The Gap sporting afternoon along with providing a focus and direction for teachers to develop and refine their own teaching skills in these important areas Library How wonderful it has been to have a whole year of operating in our refurbished library. Students have had access to the library three mornings and four lunchtimes each week, as well as their regular library sessions. The library is always a busy and exciting place. Two more computers were added to our library network and they are very rarely unoccupied. Students are now able to search for resources in our library by using their own student portal to access the School Library icon. Students from Years 2 - 6 have been practicing this skill since the facility was introduced in Term 3.

During 2011, more than 650 new items were purchased from the library budget to add to our already extensive collection. These were spread across all areas of the library. Among the new items are 2 Kindle E-Readers which will be available to senior students from the start of 2012, each has four novels downloaded. Our P & C Association also made a generous donation of 48 books for the student collection. Students from Kindergarten to Year 4 have participated in the Hume Reading Challenge during 2011. Those who have met the goal (of reading 40 books for Kindergarten to Year 2/ 20 books for Years 3 & 4) will receive their certificates in Term 4. It is hoped to extend the challenge to Years 5 & 6 from the start of 2012. The Vegetable Garden This winter was not the best growing weather, with a lot of plants showing little growth until the warmer weather arrived. Finally we had healthy crops of snow peas, spinach, cauliflower, broccoli and beetroot. The cabbage unfortunately went to seed before it matured. We planted a raised tub of herbs, which have grown beautifully and been a real hit with the children. 1/2Ho have made Tabouli and Spinach Quiche for the whole school to taste at lunchtime. We have also passed around snow peas and chopped beetroot. It is wonderful to see children willing to have a taste of something new or different.and keen to give honest feedback! We have planted out the summer crop which includes, tomatoes, cucumbers, eggplant, zucchini, potatoes, water melons, strawberries and pumpkins. To keep them healthy over the summer the vegetable garden now has an irrigation system with an automatic timer. This is a fantastic addition to our vege garden. We are now looking at changing the compost area in the middle of the garden and getting some compost bins with turners to make it more child friendly. Hopefully summer will be kind to us and we will be able to distribute some fantastic produce in February and March. School Performances This year we have had Drumbeat, Under the Sea and A Magic Show come to our school. Drumbeat was well received with a great audience participation. The performers had a

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substantial array of drums from all over the world. Under The Sea was a video presentation narrated by a professional diver with many years of experience. At the end of his video children were able to see and feel a variety of (deceased) sea creatures. The Magic Show was a hit. Children (and teachers alike) were captivated with Elio and Evas magic tricks that included real doves. At the end of the show the audience were shown how to perform some of their own magic. Progress on 2011 targets Target 1

Increase proportion of students at proficient standard in Reading (24% of Year 3 and 10% of Year 5 ) and Writing (15% of Year 3 and 10% of Year 5)

Decrease proportion of students at minimum standard in Reading (20% of Year 3 and 40% of Year 5 ) and Writing (10% of Year 3 and 35% of Year 5)

80% Kindergarten students will achieve RR Level 8

Our achievements include: Year 3

Increase in the percentage of students achieving at Band 3 in Reading from 17% in 2010 to 27% in 2011.

14% of students achieved the Proficiency Standard in Reading

35% of students achieved the Proficiency Standard in Writing.

Year 5

Increase in the percentage of students achieving Proficiency Standard in Reading from 0% in 2010 to 7% in 2011.

School growth in Reading from 2009 to 2011 is higher than the state growth. The school growth was 78.8 compared to the state growth of 72.2 for ALL STUDENTS indicating a growth of 6.6 score points above the state.

Target 2

Increase proportion of students at Proficient Standard in Numeracy (24% of Year 3 and 15% of Year 5)

Decrease proportion of students at Minimum Standard in Numeracy (10% of Year 3 and 40% of Year 5)

80% Kindergarten students will achieve outcomes at Early Stage 1 Numeracy Framework

Our achievements include: Year 3

Increase in the percentage of students achieving at Proficiency Standard in Numeracy, from 18% in 2010 to 47% in 2011.

Year 3 Decrease in the percentage of students

achieving at Band 3, from 56% in 2010 to 13% in 2011.

Year 5

Decrease in the percentage of students Below National Minimum Standard from 50% in 2010 to 6% in 2011.

Increase in the percentage of students Above National Minimum Standard from 41% in 2010 to 73% in 2011.

School growth in Numeracy from 2009 to 2011 is higher than the state growth. The school growth was 127.8 compared to the state growth of 94.3 for ALL STUDENTS indicating a growth of 33.5 score points above the state.

Target 3

Implemented Technology Scope and Sequence for Early Stage 1 to Stage 3

Our achievements include:

Technology Scope and Sequence has been developed and embedded into school learning plan.

All classes and teachers able to complete Cineliteracy target of creating a short film with minimal support.

All classrooms have functioning IWBs Target 4

100% of Aboriginal students with Personalised Learning Plan

Our achievements include:

100% of Aboriginal students have PLPs in place in 2011

Target 5

Increased transition opportunities and experiences for pre-kindergarten and Year 6 students

Our achievements include:

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Transtion program Countdown to Kindergarten has experienced an increase in attendance from 26 in 2010 to 37 in 2011.

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations one related to educational and management practice and the other related to curriculum. In 2011 our school carried out evaluations of Culture and Creative and Performing Arts. Educational and management practice Culture Background Culture within a school is a major contributing

factor to how children learn and how the school

meets student and community needs.

Culture was evaluated as part of the schools

cycle of evaluation for 2011.

Surveys were distributed to families and all

students and staff completed surveys.

Input was sought from staff, parents and

students in order to highlight their perceptions

and determine any areas of disagreement

between the responding groups.

Findings and conclusions

90% of staff felt that the school responded to the students needs and students were encouraged to achieve their best;

92% of staff felt that school leaders had a positive influence on the school culture;

All staff, parents and students agreed that achievement is recognised and celebrated;

78% of parents surveyed agreed that the school appreciates having their child as a student and that they are encouraged to achieve their best in their learning;

85% of students surveyed stated that the school encourages everyone to learn; and

56% of students felt that the school makes important changes when needed.

Future directions

Raising community awareness and the promotion of the programs offered at Hume

Public School will continue to be a focus in 2012.

Continue to identify, promote and celebrate community values and beliefs which contribute to learning.

Ensuring that commitment to the school is demonstrated through participation and that all members of the school community contribute to the schools success.

The school will also work closely with the P&C and other key groups to determine ways to encourage parent and community participation within our school.

Curriculum Creative and Performing Arts

Background In 2011, Hume Public School evaluated Creative

and Performing Arts. Staff completed a survey to

determine the effectiveness and understanding

of the Creative and Performing Arts Curriculum

within the school.

Findings and conclusions

Staff are familiar with the syllabus and aware of the implementation requirements.

Teachers identify appropriate Stage content for students through the outcomes and big ideas.

Teachers seek existing resources to support their Teaching and Learning programs.

Visual Arts and Music in classes while practical, needs more diversity and there is a need for a Scope and Progression for both Music and Visual Arts within the school.

Future directions

Develop and implement a School Scope and Progression for Visual Arts K-6 that will provide a spiraling of skills and media that will drive appropriate resource purchases.

Develop and implement a School Scope and Progression for Music K-6 that will provide teaching and learning tasks to address outcomes

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Implement and evaluate a range of assessment strategies to reflect changes in the Teaching and Learning Program.

Review current resources to be better equipped for Creative and Performing Arts to support Teaching and Learning Programs.

Identify parent expertise to support Creative and Performing Arts at Hume Public School.

Parent, Student, and Teacher Satisfaction In 2011 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. Professional learning During 2011, our school provided access for all our staff members to participate in approved professional learning activities. The majority of these courses were organised by either the NSW Department of Education or by other professional bodies. All professional learning activities supported the achievement of the school targets in the strategic plan as well as those goals identified in individual Professional Learning Goals. All staff participated in school development days at the beginning of Terms 1, 2 and 3 and an additional 2 days at the end of Term 4. The biggest focus for the majority of professional development activities centred on Quality Teaching and Learning, addressing targets from the School Plan and identifying how a teachers planning can make a difference in literacy and numeracy achievements for all students. School Planning 20122014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Departments planning documents. School Priority 1 Outcomes for 20122014

Quality teaching and improved teacher knowledge evident in all literacy programs with a particular focus on reading and comprehension

Improve student achievement in reading and comprehension

Consistent planning and assessment practices developed

2012 Targets to achieve this outcome include:

Year 3 Reduce number of students at National Minimal Standards in reading by 3% from 33% to 30%

Year 3 - Increase number of students in Proficiency of Reading by 5% from 14% to19%

Year 5 Reduce number of students at or below the at National Minimal Standards in reading by 5% from 63% to 58%

Year 5 - Increase number of students in Proficiency of Reading by 5% from 7% to 12%

Strategies to achieve these targets include:

Analyse NAPLAN literacy and numeracy results to inform whole school based planning and class based programming and teaching

Provide professional learning in L3. Develop 2011 training with ongoing PL in 2012

Staff PL Accelerated Literacy, Best Start, 3L

Staff PL in 3 QT dimensions Engagement and Intellectual quality focus on 3 qualities School

Literacy sessions timetable across whole school to allow for accelerated and remedial teaching/lessons to occur

Literacy coordinator to implement developed whole school program for spelling and grammar

Continuation of Reading Recovery Program

School based program to target additional Year 1 students for intensive reading support

Intensive small groups from SMART2 data analysis focusing on improvement in Reading and Comprehension levels

Identify students who did not meet National Minimum Standards/ expected growth in literacy and students who did not make expected standard from Best Start data and develop IEPs. IEPs are designed, implemented and reviewed regularly

AP STLA / Literacy coordinator to investigate, reading and comprehension

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component in the Accelerated Literacy programs.

Priority 2 Outcomes for 20122014

Improve student achievement in number and place value

Quality teaching evident in all numeracy programs with a particular focus on number and place value

Develop an explicit whole-school program specifically on Number and Mental Strategies.

2012 Targets to achieve this outcome include:

Year 3 Increase number of students at National Minimal Standards and above by 3% from 73% to 76%

Year 3 - Increase number of students in Proficiency of Numeracy by 1% from 47% to 48%

Year 5 Increase number of students at National Minimal Standards and above by 2% from 75% to 77%

Year 5 - Increase number of students in Proficiency of Numeracy by 5% from 6% to 11%

Kindergarten - 50% of Kindergarten at Figurative stage in Early Arithmetical strategies.

Strategies to achieve these targets include:

Whole school focus on all Number and Place Value Term 1 each year

Support in the successful implementation of Numeracy programs in classrooms by building teacher capacity through collaborative planning and team teaching opportunities

Small group instruction Staff timetabled to ensure successful implementation of small group instruction

Results to inform whole school planning and class based programming and teaching.

PL for all staff in CMIT and CO to ensure the quality of implementation and assessment in all classrooms.

Continue professional development in CMIT, training new staff and ongoing support for trained staff.

All teachers PL to administer SENA testing and analyse data from Newmans Error Analysis

Development of an explicit whole-school program specifically on mental computation strategies

Resources purchased to support Number, Space and Measurement class sets/units

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Russell Graham - Principal Liz Clark Assistant Principal Michelle Parker Assistant Principal (Relieving) Leonie Lewis Assistant Principal (Relieving) Edna Stewart AEO Chris Booth P&C President School contact information Hume Public School Parkland Crescent Lavington Ph: 02 60251850 Fax: 02 60254052 Email: hume-p.school@det.nsw.edu.au School Code: 4407 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr

mailto:hume-p.school@det.nsw.edu.auhttp://www.schools.nsw.edu.au/asr