watiyawanu annual report 2014web.ntschools.net/w/antgsr/Annual Reports/watiyawanu...• Teaching Principal to attend Remote School Support Unit Meetings • Teaching Principal to access

Watiyawanu School

Annual Performance Report to the School Community

2014

DEPARTMENT OF EDUCATION

Watiyawanu School

2014 Annual Performance Report to the School Community

School Overview Our School Watiyawanu School is located 325km west of Alice Springs in the community of Mt Liebig (also known as Amunturrngu or Watiyawanu) on the Haasts Bluff Aboriginal Land Trust. The population of the surrounding community is approximately 250 that are predominately Pintupi/Luritja with a small population of Warlpiri, Arrentte and Pitjantjatjara people.

From 1979 Amunturrngu was operating as an intermittent outstation school with a

teacher and assistant teacher. In 1981 the teacher left Amunturrngu to establish a

school at Walungurru. From the beginning of 1982 to the end of 1984 Amunturrngu had one visiting mobile teacher that worked with two assistant teachers and the teacher would travel from Papunya at the start of each week and spend the week.

In early 1982 this teacher constructed a bush school made of a mulga frame and corrugated iron clad bough shelter. In 1985 a three metre by ten metre school

building was scheduled for constructed by the Government, unfortunately, this was

delayed until 1994 and during the intervening period a silver bullet mobile school was deployed at some stage. Sometime during 1994 construction of the two school

buildings and a toilet block had begun and in 2000 a demountable junior classroom was built, this was destroyed by fire twice – once by arson, once by electrical fault.

In 2007 a new demountable senior primary class was built and in 2008 a new toilet block was built.

In 2007 a preschool was opened when a breezeway was converted into a classroom and more permanent playground equipment was installed. By 2009 the preschool

was moved into the old senior primary classroom as the numbers exceed the space

ratio. The old preschool was converted into a Library. By 2010 a COLA was erected over the existing playground equipment allowing the children to have greater acces to the permanent playground equipment.

In 2007 an ILC program was initiated at the request of the community and operates to this day. The ILC program conforms to NT DET guidelines and has been expanded

to include assistance from the NT DoE, Tangentyere Council and the Papunya

Luritjiku Ranger Program. This ILC program covers first language literacy and has been expanded under the guidance of a linguist employed by the school to become a bilingual literacy program in which children research and write in the first language

and then translate their writing in English. The ILC program also covers all aspects of

land and water management under the tuition of the ranger program. This ILC program invites other schools with the same language background on bush camps with the Rangers and elders to allow the children to develop their understanding of

their country and how to care for it. These ILC trips also allow the children to visit sites of cultural importance to the Pintupi under supervision from the rangers and

Elders.

Watiyawanu School


In 2009 the school was recognised as the School of the Year for Excellence in Indigenous Education. Watiyawanu School provides education services to students from early years to primary years. Our Staff Total Non-

Indigenous Indigenous

Teaching Principal (TP 1) 1 1 Classroom Teacher 1 1 Assistant Teacher 0.5 1

Assistant Teacher 0.5 1

PH2 cleaner /gardener 0.5 vacant

Mobile Preschool Assistant Teacher 0.6 1 Moblie preschool Assistant teacher (school funded)

0.5 1

Watiyawanu School


Teaching and Learning All students demonstrate improved literacy / numeracy skills and knowledge

Each student with 80+% attendance to improve in reading and sight words. Improve results on NAPLAN testing

• PM Benchmarking implemented across

the school

• CMIT SENA 1 & 2 implemented across

the school

• Letter/Sound Knowledge

• PM sight words

PM benchmarking for all students conducted. CMIT SENA ! conducted for all junior primary students Alphabetic principle and phonics conducted for all junior

primary and new students PM sight words assess for all students

All students engaged with the Australian Curriculum

English, Maths, History and Science implemented in teaching and learning programs

• All staff use RSSU Curriculum Maps

• Prepare for introduction of Geography

• Continue to develop resource units for

English, Maths, Science, History,

Health.

Staff use RSSU MYL curriculum Resources for science unit material purchased Worn and damaged ESL and English resources replaced

Develop and implement Visible Learning Action Plan to enhance student learning outcomes

Teachers and students have a shared definition of what an effective learner is – student surveys, teacher surveys

• Implement Visible Learning Action Plan

• Conduct student surveys

Visible Learning action plan partially implemented.

External factors affected the ability of on-site staff to

complete all aspects of the VL plan. External support to

implement the school’s aspirations for Visible Learning was

limited. The Roving Release position was unfilled for a large

proportion of the year, so Release time had to be managed

internally. This affected the school’s ability to meet all

targets, including school surveys.

Access and use data sets from BIC, SAIS and Visible Learning to inform teaching and learning programs

Teaching and Learning is informed by data

• Request support from Impact Coach to

conduct walkthroughs and assist in

collecting data

The Roving Release position remained vacant from the end

of Term 1, so release time had to be managed internally.

This affected the school’s ability to meet all aspirations.

Staffing issues also impacted on the ability of the VL team to

attend to requests for walkthroughs in order to collect

baseline data for the Visible Learning action plan.

Support from principal mentor provided for NAPLAN data

collection.

Implement a systematic collection of student outcome data, including test data and quality classroom assessments

Students undergo formal assessment twice per year

• PAT Maths and PAT Reading tests

conducted from Year 1 – 6 students

twice per year

• Collection of school identified data to

inform teaching practice

• Support to collect systemic data

requirements; ASC, PAT-M, PAT-R, &

NAPLAN.

1st

round of PAT testing conducted by onsite school staff.

2nd

round of PAT testing supported by VL team

Regular collection of PM benchmark, sight words, phonics,

and CMIT SEMA 1 by on site staff

Support from town for one round of PAT and NAPLAN

testing.

Watiyawanu School


Wellbeing The school is a safe place, maintaining supportive learning environments

Develop Visible Learning Action Plan

• Ensure all staff are aware of and are in

compliance with Mandatory Reporting

Legislation

• Implement Visible Learning Action Plan

Mandatory reporting inservice conducted on site by ST1

week 1 terms 1 and 3

Visible Learning Action Plan partially implemented in class

by ST1 and CT9.

Improve % attendance across the school

75% target attendance across the school

• Implement agreed strategies to improve

attendance: rewards; excursions (local

and interstate); community engagement

School attendance rates supported by interstate, town

and bush trips. School principal requested onsite support via email from

SATO team.

Positive behaviour management and effective ‘Wellbeing’ programmes

5% decrease in instances of teasing and fighting

• Implement whole-school approach to

behaviour management and classroom

management

Data unavailable.

Watiyawanu School


Participation, Transitions and Pathways Engage with national agenda for Early Years/ implementing the Early Years framework

Mobile FaFT program has strong links with the school Mobile Preschool is operational

• Develop partnership with MFaFT

program advisor to transition

student into school

• Develop capacity to re-open

Mobile Preschool program by

working closely with MFaFT

program advisor

Preschool re-opened without MPS funds or support

in week 7 term 4.

MPS position funded by school with the MPS

teacher employed from beginning of term 4 2014

for EY training in Junior primary class

MPS position funded by Early Childhood unit from

Jan 2015.

Develop effective transition programs that assist student movement through ‘Phases of Learning’

All students Year 7 and beyond attending boarding school

• Develop partnership with Yirara

to effectively transition students

to Year 7 and to increase

retention

Transition to Yirara college has proved problematic

for Middle Years students.

Waltja continue to arrange interstate boarding

college for students that refuse to attend Yirara or

Yirara refuse to have.

The school is working with Waltja on trying to

create a satisfactory transition program for Middle

Years students.

Watiyawanu School


Partnerships Build positive partnerships with parents and carers to promote student learning

All students participate in Community History Project and ILC program

• Continue to develop partnerships with

community and external linguist

• Enable student participation in

Community History Project

• Continue to develop resources and

support the ILC program

Community History Project - 2 X one week workshops with

linguist (term 1 and term 3). Completion of 4 bilingual stories documenting family history

and history of place. Work with ILC team to develop resources for ILC program

during linguist visits for Community history project

Effective school and community partnership agreements in place

Junior Ranger Program formalised and running School Advisory Board re-established

• Develop MOU with Tangentyere

Council, CSIRO, Papunya Rangers,

NTDoE ILC Officers and the school

• Identify key stakeholders

Papunya Rangers, Tangentyerre Council and NT DoE ILC

meeting in town to discuss outcomes and aims for all

stakeholders. 2 bushtrips run in conjunction with rangers, NT DoE and

Tangentyere Council. 1 interschool bushtrip with Rangers, CSIRO. Elders,

traditional owners and tangentyere council arranged by ST1

– Site of significance was tjunkupu. 1 bushtrip - tali country with rangers. Drop and Elliot traps

set for fauna survey 2 school meetings with community to discuss SAB. No

confirmation or suggestions for SAB members as yet.

Community still to discuss.

Improve community and parental awareness of school programs

Community engagement events run twice per year

• Community information days. Community/School information days held. End of term 2 and

term 4. Community walkaround with children and school

work

Watiyawanu School


Leadership

Teaching Principal to gain ongoing mentoring to develop leadership capacity in line with DoE strategic plans

Teaching Principal meets DoE administrative requirements

• Teaching Principal completes all action

plans and reports accordingly

Action plan for Visible Learning completed and

submitted.

Support from town to implement action plans for Visible

learning and SWPB unavailable. Unable to complete targets for Visible Learning or SWPB

due to systemic issues regarding ongoing support for

system directed plans.

Leadership opportunities provided and supported within the school by developing staff capacity

All staff attend or participate in Professional Development at least once per term

• Performance Management undertaken

with all staff

• PD opportunities through Visible Learning

are identified (Headstart Series)

• Onsite Professional Development

requested through RSSU ESL Curriculum

Support Officers

Online Performance Development Tool completed by

teaching staff.

Access to Professional Development limited due to

staffing shortages.

Teaching Principal supported to grow understanding of school budgets and administrative requirements

Teaching Principal attends RSSU Support Meetings

• Teaching Principal to attend Remote School

Support Unit Meetings

• Teaching Principal to access assistance

from RSSU Principal Mentors

ST1 attends all RSSU meetings as directed by RD and

DSP ST1 receives electronic assistance from principal mentor

Improvement of facilities, equipment and network infrastructure within the school

Infrastructure, facilities and equipment are maintained, are safe and are upgraded as required

• Replace office/library/preschool

evaporative cooler with split air-

conditioning systems

• Reposition split air-conditioning system

into preschool from library

• Replace worn shade blinds

• Replace worn playground equipment

• Replace damaged playground edging

• Write Minor New Works Submissions as

required

Preschool fitted with 2 split system AC's Office fitted with split system AC

Playground equipment worn and damaged not replaced

– replacement parts unavailable. Will need to make

alternative arrangements in 2015. Concrete pathways - minor new works submitted again

in 2014 – this will need to be followed up in 2015.

Watiyawanu School


ATTACHMENT A

Audited Financial Statements This financial statement is not solely for this school rather it is for a number of schools tied together under the now defunct Group School Model.

Watiyawanu School


Watiyawanu School


Watiyawanu School


Watiyawanu School


ATTACHMENT B

NAPLAN data Year Level 3

2009 2010 2011 2012 2013 2014

Grammar

School Mean Range - 26 - 26 276 - 276 -24 - -24 - -93 - 195

School Mean 26 276 -24 51

NT Mean 316 311 313 315 338 326

Aust Mean 420 417 421 424 428 426

Numeracy

School Mean Range - 261 - 309 226 - 336 218 - 299 - 103 - 334

School Mean 285 281 259 219

NT Mean 322 329 338 323 332 338

Aust Mean 394 395 398 396 397 402

Reading

School Mean Range - 13 - 13 16 - 16 -15 - 97 - -13 - 106

School Mean 13 16 41 46

NT Mean 322 329 323 332 339 332

Aust Mean 411 414 416 420 419 418

Spelling

School Mean Range - 226 - 226 234 - 234 340 - 354 - 162 - 250

School Mean 226 234 347 206

NT Mean 305 300 303 337 327 327

Aust Mean 405 399 406 414 411 412

Writing (Persuasive)

School Mean Range - - 257 - 257 242 - 329 - 190 - 286

School Mean 257 285 238

NT Mean 330 323 320 318

Aust Mean 416 416 416 402

Watiyawanu School


Year Level 5

2009 2010 2011 2012 2013 2014

Grammar

School Mean Range 187 - 297 55 - 55 94 - 94 13 - 161 431 - 431 190 - 366

School Mean 242 55 94 87 431 278

NT Mean 415 397 400 394 423 419

Aust Mean 500 500 499 491 501 504

Numeracy


School Mean 347 342 360 361 412 286

NT Mean 430 422 424 418 422 423

Aust Mean 487 489 488 489 486 488

Reading


School Mean 251 71 78 88 379 206

NT Mean 421 412 403 405 437 426

Aust Mean 494 487 488 494 502 501

Spelling


School Mean 321 315 302 394 429 390

NT Mean 411 409 393 413 413 422

Aust Mean 487 487 484 495 494 498


School Mean Range - - 188 - 242 294 - 335 374 - 374 214 - 298

School Mean 215 314 374 256

NT Mean 397 391 386 380

Aust Mean 483 477 478 468

Watiyawanu School


Year Level 7

2009 2010 2011 2012 2013 2014

Grammar



NT Mean 465 460 457 476 442 465

Aust Mean 540 535 532 546 535 543

Numeracy



NT Mean 485 487 481 475 477 484

Aust Mean 544 548 545 538 542 546

Reading



NT Mean 483 488 480 474 469 479

Aust Mean 541 546 540 542 541 546

Spelling



NT Mean 466 469 462 464 467 462

Aust Mean 540 545 538 543 549 545


School Mean Range - - -25 - 463 402 - 402 - 373 - 373


NT Mean 446 435 418 416

Aust Mean 529 518 517 512

Watiyawanu School


ATTACHMENT C

Student Enrolment, Attendance and Learning

There are annual external factors that directly impact on student attendance. These external factors include; cultural business (men’s and women’s), community sports events, royalty payments and funerals. Between these four items they can account for children being absent from school for extended periods. The school has no control or influence over these external events. In an effort to counter the impact of community sports events the school ties attendance to bush, town and interstate trips and uses these trips to encourage children to regularly attend school. The most disruptive of the external factors are the frequency and duration of the community sports events. These sports events run from June to October each year. Another external factor that can greatly impact on attendance is the ongoing dispute within this community between extended families. This dispute began back in the 1980’s and continues to this day. At times this dispute over Traditional Ownership of the community and surrounding country can be confronting and violent. This dispute can erupt swiftly, with little warning and can have a major impact on attendance. The school maintains a neutral position when the dispute erupts and encourages families to continue to send their children to school.

watiyawanu annual report 2014web.ntschools.net/w/antgsr/Annual Reports/watiyawanu...• Teaching Principal to attend Remote School Support Unit Meetings • Teaching Principal to access

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