Annual Report - Nailsworth Primary School

Nailsworth
Primary School
Annual Report
2011
Nailsworth Primary School is an inner Adelaide school eight kilometres from the Adelaide CBD. It is
classified as a Category 6 school according to data compiled through the Commonwealth
Government’s five‐yearly census. The site has a long and rich history having been established as one
of Adelaide’s first schools. (A complete school history is available at the Front Office.)
Over the years it has been home to a Primary School, an Infant School, a Girl’s Technical High School
and a separate Boy’s Technical High School. Currently it is a Reception to Year 7 Primary School.
Recent upgrades have made Nailsworth Primary School a very pleasant site with up‐to‐date facilities
and resources. The school benefits greatly from the support readily and generously given by the
community.
The school is supported by a quality Outside School Hours Care program which offers a variety of
activities at Before School Care, After School Care and Vacation Care. Staff worked steadfastly in
2011 to ensure a smooth transition to the new National Quality Standards.

Nailsworth Primary School Annual Report 2011
Many special programs and occasions are organised to engage students in their learning.
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Nailsworth Primary School Annual Report 2011
Context
School Name: Nailsworth Primary School School Number: 0305
Principal: Christine Cesco Region: Eastern Adelaide
Nailsworth Primary School completed 2011 with 524 students. 41% of students were from a Non‐English Speaking
Background, 15% of students qualified for School Card financial assistance, 0.08% of students are of Aboriginal or
Torres Strait Island heritage. 5% of students are recognised as students with a learning disability.
The school population has grown over recent years with the most noticeable growth being in the Junior Primary
section of the school. We completed 2011 with 20 classes. Classes at NPS were formed to provide the best
learning situation for students. When classes are formed, gender, learning needs and friendship groupings are
considered.
As a result of these additional enrolments, we have received a funding increase which has been used to provide
extensive learning support programs for students. The school has both learning support and extended
methodology programs which assist identified students.
A social skills program was run for groups of students.
The school had an active Student Representative Council comprising elected students from Years 3‐7. Students
held office for 2 terms. A policy was in place to ensure a broad selection of students had the opportunity to
nominate as SRC representatives. These representatives worked with buddy classes from the younger grades. SRC
had 2 representatives on Governing Council. The SRC ensures that classes take on school responsibilities hence
further supporting our school belief in individuals developing a sound sense of responsibility.
NPS prides itself on offering a safe, supportive environment where learners are able to access many and varied
opportunities in order to develop to their full potential. NPS students are guided to be successful, responsible and
collaborative learners.
In 2011 Program Achieve was promoted at all year levels. Students were taught within the guidelines of getting
along, being responsible, being organised, being resilient and being confident. The school used an agreed
continuum of thinking skills over the year levels to develop student learning.
The NPS community inclusive of staff, students and parents continued to work together for the benefit of all
students.
Critical thinking, participation, different learning styles and rates of learning, the uniqueness of the individual
and learning to learn are highly valued.
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Nailsworth Primary School Annual Report 2011
2011 Highlights
Highlights of the year were the number and variety of programs offered to students to help them effectively
engage in their learning in all areas of their development.
The staff while preparing for the introduction of the National Curriculum, have presented a State Curriculum
comprising English, Mathematics, Science, Society and the Environment, Physical Education, Design and
Technology and Greek or Italian. Student progress was reported twice‐yearly. The school organised a meet the
teacher night early in first term, and interviews in the latter part of first term. The option for a second interview
was advertised in third term. Many parents took this opportunity.
Transition to school involved invitations to new students and parents. Students participated in a full‐day visit
rather than the previous short visits. Feedback received indicated that this was a successful change. Staff reviewed
the change and felt that students were better prepared for their start to school after a full‐day visit.
Information Technology was across all curriculum areas. All year levels access the computer suites and each
learning area is equipped with an interactive whiteboard. ICT is important at all year levels. Computing for younger
students (R‐4) was offered as a JP lunch time activity in the latter part of 2011. Training and Development and
sharing of ideas form part of most staff meetings. The ICT Co‐ordinator ran sessions for younger students to ensure
they were aware of the risks of cyber use. Both staff and parents had information sessions on the potential risks of
cyber use. Each newsletter had suggested websites for families to access with their children.
Teacher Development in 2011 was heavily focussed on Mathematics and Science at the National level. Training
days and teacher release times were provided to help to give staff appropriate information for the new curriculum.
Staff accessed up‐to‐date information from the ACARA web site. Resources are being organised to support each
area.
Music and singing continued to be of high importance with Junior Primary Singing, Junior Primary Choir (Years 2‐4)
and Senior Choir (Years 5‐7). The Senior Choir excelled in their performance at the Festival Theatre. Students were
given the opportunity to be part of the troupe or audition for the position of announcer.
The Department for Education and Child Development provided an identified group of students (Years 3‐7) with
violin or cello lessons. Private tuition in Keyboard, Recorder and Flute was also accessed by families. These skills
were displayed at the end of year concert. The progress achieved by these students was particularly obvious. The
school supports these initiatives because of the belief that it gives more students the chance to access a possible
area of talent.
The music concert and items at assembly were fun and provided students with good experiences. Music is Fun was
a quality end of year celebration.
The format of assemblies changed to half school R‐7 groups having a bi‐weekly roster. The aim was to have one
full‐school assembly per term. On occasions public holidays restricted our ability to do this, however, every effort is
taken to present the importance of an R‐7 community. Towards the end of the year assemblies were able to use
the new stage, lighting and sound equipment in their presentations.
Specialist drama lessons were part of the 2011 curriculum with all students having the benefit of 2 terms of drama
lessons and 2 terms of resource‐based learning. This was a new initiative for 2011 and will be retained for the
future.
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Nailsworth Primary School Annual Report 2011
Physical activity continued to be of high importance. Students had the benefit of 2 specialist lessons per week,
fitness activities, gymnastics and visiting specialist coaches in a variety of sporting codes. Older students had the
opportunity to participate in athletics, basketball, cricket, netball, soccer, sofcrosse, swimming, volleyball and
badminton. Staff and parents gave enormous support to make this possible. An increased number of students
completed the Premier’s Be Active Challenge.
All new students were assessed for co‐ordination between weeks 5 and 9 of their first term at school. Where
issues were identified these students were included in the co‐ordination program.
Child protection was taught across all year levels. The focus for 2011 was revisiting in‐depth the grievance
procedures.
Lunch time activities were expanded with students having many more opportunities to be involved. Dance, drama,
art and craft, indoor soccer, junior ball skills, table tennis, volleyball, chess and theatre were offered regularly.
The School Chaplain played a very important role in working with students and staff. She was able to assist families
with access to appropriate resources. She established a system for students to communicate their need to work
with her and she provided invaluable activities for all levels during lunchtimes. In the mid‐year survey, students
and parents expressed strongly their trust that all that the Chaplain dealt with was done in the utmost of
confidence. The community commented on the value of the Chaplain’s work to NPS. She also assisted a number of
classes with the community garden work, composting and recycling. We were all frustrated in that we did not
always get to taste our own products! In instances where we were able to harvest our produce, she worked with
groups to show how fresh produce can be turned into healthy meals. Visits by classes to neighbouring nursing
homes continued to be organised.
The Eat Well Be Active approach was imbedded across the school with students being involved in a number of
State forums. Healthy eating and drinking water was promoted. Classes studied food labels and started to show
more knowledge in this area. Examples of labels were collated for use by students.
Groups of students attended leadership forums. Year 5‐7 students were trained as crossing monitors. Students
across all year levels participated in activities to develop leadership skills.
Patch Theatre was accessed by Year R‐2 students. Excursions and performances were managed by a staff
committee to ensure that all students benefitted from rich experiences.
The school maintained the data base of student progress and used it to ensure that students were provided with
support or extension where needed. During 2011, the school was able to fund an expanded learning support
teacher group. The Year 4/5 Reading Support Program was effectively actioned.
ESL students displayed clear improvement as measured in the ESL scaling. As a consequence we have experienced
a significant reduction in ESL staffing for 2012. The challenge is to continue with the programs which assisted
students to achieve so well. NPS is committed to the provision of support for students, and with this in mind, the
Personnel Advisory Committee has planned accordingly for 2012.
Good behaviour play continued as a weekly reward for appropriate behaviour. The sessions were for the first time
programmed at 2 separate times to allow students more access to play equipment and oval space. A small number
of students attended the thinking sessions with the Deputy Principal, but those that did had the benefit of
counselling on the issue. In the main, students owned their behaviour and made positive changes. The school
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Nailsworth Primary School Annual Report 2011
strongly believes that to change the individual needs to own the fact that their actions have caused unacceptable
“hurt” which could have been avoided. Parents were very supportive with the return of the green slips. Where
parents saw the issue from a different perspective, discussions were held and facts further followed up.
The Stop, Think, Do social skills program was used to assist a number of students.
The emphasis in 2011 continued to be on providing students with a well‐prepared, pertinent learning
program, while supporting students to develop to their full potential at a school which operates as an
R‐7 “family” unit.
NPS continued to encourage students to be fully engaged learners of the 21 st Century.
Report from Governing Council
NPS Governing Council had a busy 2011. Extra meetings were attended to ensure the continuance of our much
valued School Chaplain position. The decision was overwhelmingly taken to continue with the Chaplain position
rather than a Welfare Officer. Council discussed this at length expressing sincere value for the variety and
successes within the current position. The process was lengthy and cumbersome and Council is to be
congratulated for the time and effort needed to make this happen.
The new facilities were totally finished, officially opened with compliancy issues finalised. The facility was fully
utilised. Fencing around the school and new facility was completed and re‐keyed giving the site much needed
security. The amount of time spent by staff dealing with out‐of‐hours vandalism was dramatically reduced. Time
and resources were able to be focussed on core business rather than on repairing senseless vandalism.
The volleyball and outdoor learning area were utilised for lunch time activity. Staff provided additional lunch time
activities across the age levels. This was a true value‐added aspect of 2011. This was made possible by the
willingness of staff to increase their commitment in the aspect of playtime duties. The noticeable benefit was in
more positive play time behaviour.
An additional parent notice board was provided for the multitude of community information that came to the
school. Core business information was delivered through the fortnightly newsletter. Parents accessing their
newsletter via email has improved efficiency of newsletter delivery. The amount of school time spent on print and
distribution of newsletter was reduced significantly. The gain from this approach was noticeable. The focus for
2012 will be to encourage more parents to receive their newsletter via email. Time saved in this area directly
benefitted students.
The extra curricula sport groups co‐ordinated by Council and run by volunteer parents enhanced the development
opportunities for students. This required a massive input from the Co‐ordinator, Coaches and Managers but was an
area that was beneficial to many, many students.
Parents continued to have a professional response to reminders for the need for all involved to have up‐to‐date
Families SA Police Checks. Nailsworth community is to be congratulated for the fastidious manner in which they
responded to reminders for this process.
Council supported each sporting code equally towards the provision of medals or trophies. The extra curricula
committee successfully promoted the uniformity of these trophies.
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Nailsworth Primary School Annual Report 2011
Many discussions took place regarding camps for senior students. Staff organised a very successful leadership
camp at Mylor for Year 6/7 students. Staff have discussed this as a possible bi‐annual event dependent on staffing
and site availability.
Tournament of Minds was introduced. The staff member responsible for Upper Primary extended methodologies
took on this massive role and guided students through a very large learning curve. The students learnt much about
co‐operative work, problem‐solving, following guidelines, sharing responsibility and presentation skills.
Towards the end of Term 4, staff responded to Council discussion by collating a sequence of leadership activities,
R‐7, that are used at NPS to assist students in their development of leadership skills. This was an exercise of value
to both Council and staff.
Fundraising by staff, Council and parents and friends was fruitful. As a result of this, six classrooms were carpeted
and two were air‐conditioned. The response to fundraising by the community was appreciated. Funds raised,
(over $20,000), was used directly to enhance facilities and resources for students.
A review of fundraising and the time involved by these groups of parents will be presented to Council at the first
meeting in 2012. The idea that activities be streamlined and timetabled for the whole year will be tabled. We have
previously run with people’s enthusiasm, but on reflection this has tended to cause some unnecessary stress.
Further discussion is planned for 2012.
Council also made approaches to Prospect Council regarding the legal definition of the variety of parking signs
around the school. Concerns over the parking in the Drop Off Area, unsafe motorist behaviour and the vehicle
speed past the school were discussion topics. A visit by Prospect Council traffic personnel is organised for 2012.
Site Improvement Planning
The Key Priorities for the 2011 year were Literacy/Numeracy and Learners for the 21 st Century.
In Literacy the school aimed to sustain improved levels of comprehension, to sustain the improved use of 3
levels of questioning in oral and written language, and to assist students to display greater understanding of
inferred questioning in both oral and written language.
In order to do the latter, students were identified from the data base for small group support, additional pertinent
resources were developed, genre and grammar was emphasised at each year level, the breadth of text experiences
for students was expanded and there was increased emphasis on inferred questioning.
Teachers of like year levels met and prepared strategies to ensure moderation of expectation across year levels.
Focussed discussions at each year level proved to be a powerful way of sharing and expanding expertise. Providing
release time for this moderation also proved to be a very powerful improvement tool.
The Early Bird Reading program was expanded to include continuing Reception students as well as Years 1, 2 and in
some cases Year 3 students. Graduation from the program continued to be a highlight of assemblies. One very
basic change for the program which provided improved engagement was to base it in a room with phone
communication to remind students of starting times. Something seemingly basic had a dramatic effect on student
participation. The program is now based in the school’s resource centre.
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Nailsworth Primary School Annual Report 2011
A support program in Literacy for Year 4 and 5 students was researched, resourced and established.
Both intervention programs were tracked with progress being mapped twice per term.
The data collected clearly indicated the need to continue these small group programs for identified students.
Explicit, individual and small group sessions definitely showed data‐proven and significant improvement in
student’s literacy skills.
The Premier’s Reading Challenge was promoted by the school’s Librarian. Medals were presented at the end of
year assemblies.
The school has gained funding for a Reading Teacher Leader who will mentor R‐2 staff during 2012.This is a
particularly exciting initiative for our school.
Student progress was monitored through NAPLAN tests, school‐based testing (Westwood and Waddington) as well
as teacher anecdotal records and observation data. Progress was reported to parents through written reports and
interviews.
More than the 2% improvement was noted in the prescribed areas.
At Year 3 as indicated in NAPLAN, further improvement could be achieved in making an inference from a
procedural text and using background information to interpret a metaphor in a narrative text.
At Year 5 level, a focus on interpreting the behaviour of a character in a narrative text and identifying the main
issue in an argument text were weaknesses.
At the Year 7 level, students had difficulty explaining the link between the effect on the reader of a section and the
overall purpose of a persuasive poster. Similarly, focus for 2012 should be on developing student understanding of
the structural differences of a paragraph when compared with the rest of an information text. Explaining cause and
effect in a science experiment was a weakness.
These NAPLAN results have given teachers clear focus areas for 2012. Overall results were very pleasing and
compared favourably with those of previous years at each year level. The improvements achieved in 2010 were
sustained.
Very ambitious targets were set in Running Records.
60.2% of four‐term Reception students achieved Level 8 in RR, 70.3% achieved Level 15 in Year 1 and 63.3%
achieved Level 26 at Year 2. The improvement for Receptions was well above the target ‐ we achieved 22% not the
aim of 10%. At the other levels, we had improved significantly, but not to the 75% target we had set. We had
recognised these as aspirational targets and will aim to further improve in 2012.
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Nailsworth Primary School Annual Report 2011
Number of students
Number of Students
Number of Students
35
30
25
20
15
10
5
0
35
30
25
20
15
10
35
30
25
20
15
10
5
0
5
0
Reception Students Reading Recovery Level
1 3 5 7 9 11131517192123252729
Reading Recovery Level
Year 1 Reading Recovery Level
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Reading Recovery Level
Year 2 Reading Recovery Level
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Reading Recovery Level
A priority area for 2011 was Numeracy.
RR Level
No. Students
RR Level
NO. Students
RR Level
NO. Students
The aims were for improved comprehension and use of mathematical processes for ESL learners and improved
ability to problem solve for middle and upper primary students.
The strategies used involved the use of small group support for ESL students. Students needing support, worked
with support staff.
The middle school program was streamed to allow for more appropriate work for students. Staff engaged in
Training and Development in Mathematics as well as working with year level partners to ensure moderation of
approach and expectation.
The progress measured by NAPLAN was pleasing with many strengths noted.
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Nailsworth Primary School Annual Report 2011
Year 3 students need further work with a number sequence given a pattern rule. They also need to learn more
about solving a multi‐step word problem involving proportional reasoning in context. Finding the missing number
in a number subtraction exercise needs further enhancement.
The ESL learners showed the benefit of small group work with improved results. As a result of this improvement,
the school has greatly diminished ESL learner support staffing for 2012. The number of ESL students has increased
and the loss of 0.5 teacher salary will possibly have an impact on programs provided in 2012. Staff are working to
ensure students are adequately supported.
Improved quality of teaching to engage 21 st Century learners was a key priority.
A number of strategies were used:
The leadership team investigated the use of base‐line data to map growth of teacher quality at the site level.
There was a focus on identifying a tool to measure teacher effectiveness. The site aimed to maintain rates of
attendance above the Regional average. ATSI students at risk have specific strategies in place to engage students
and these are documented in Individual Learning Plans.
Sharing sessions were held each term at year level and in end of term, whole of staff feedback.
Teachers were released for planning and information exchange. This proved to be a clear success.
Staff used school data and students’ progress data to monitor their effectiveness. Sharing practice, sharing class
successes had a high profile.
Preparing for the school’s validation exercise gave staff the opportunity to recognise their progress, share practice
and identify aspects for development.
There was in‐depth development in the area of Mathematics, English and Science. Time restricted development in
the TfEL area.
Staff are particularly skilled in owning their own weaknesses and strengths and are enthusiastic about sharing with,
and praising colleagues. A large percentage of staff have professionally achieved Step 9 and the review process
was used to map individual’s attainment of their set goals and sharing of these goals. The feedback from students
in the opinion survey was very healthy and a good measure of student’s appreciation of their teacher’s support for
them. Feedback was given in groups and individually, however, strategies will be put into place for triangulated
feedback to staff in 2012.
At‐risk students with poor attendance have been identified and monitored by the site and Regional Office. We
have been successful in utilising this process, however, staff have noted that too many students are near the at‐
risk stage and will focus on these in 2012.
The attendance of ATSI students has been very good and has not needed any Regional support.
Student Achievement
The school retained a comprehensive database of student data. The school testing includes: Westwood 1 minute
Addition Maths, Waddington’s Reading Test 2, Westwood Spelling, PATMATHS Years 4&6, NAPLAN, PAT Science
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Nailsworth Primary School Annual Report 2011
Year 4, regular Running Records (class‐based testing) ESL scaling, NSW Maths Test. State Running Records data
was recorded. As students enter Year 2, or transfer to the school, they are tested using the Raven’s test to
determine their possible inclusion into the Extended Methodologies program. Staff use the database to determine
students’ inclusion in learning support programs.
In 2011 a Reading Intervention Program for identified Year 4/5 students was implemented.
NAPLAN
The mean scores 2011 are included below for the Year 3, 5 and 7 year levels.
Test Aspect
Site
Year 3
Region Index Site
Year 5
Region Index Site
Year 7
Region Index
Grammar 435.0 441.1 406.2 527.0 515.0 487.9 550.0 558.0 532.0
Reading 453.7 441.4 406.4 520.1 511.4 481.7 549.7 564.9 537.2
Spelling 423.0 422.5 397.7 511.9 501.1 474.8 554.1 561.4 536.4
Writing 421.3 423.9 400.3 516.4 498.6 471.3 536.7 563.2 528.1
Numeracy 413.5 409.5 385.3 507.6 500.3 474.3 578.0 573.9 538.1
Also included are the comparison of proficiency bands with Site, Region and the Department.
Year 3
Proficiency Grammar Reading Spelling Writing Numeracy
Band Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index
Exempt 2.9 3.4 2.3 2.9 3.5 2.3 2.9 3.4 2.3 3.0 3.5 2.3 2.9 3.3 2.2
Proficiency
Band 1
1.7 3.5 9.3 6.0 2.6 7.5 5.3 1.7 2.2 7.9 4.6 1.5 4.6 2.9 1.7 2.1 6.0 3.9
Proficiency
Band 2
8.3 3.9 10.3 9.4 11.7 7.7 15.6 12.6 6.7 5.2 11.7 9.6 3.3 3.1 9.4 6.6 10.3 9.9 19.5 16.8
Proficiency
Band 3
15.0 11.9 18.5 17.7 10.0 13.0 20.4 21.0 21.7 19.5 23.7 23.6 18.3 13.9 22.4 21.3 17.2 18.0 24.0 22.9
Proficiency
Band 4
21.7 26.4 25.6 25.9 16.7 20.6 19.7 19.8 23.3 22.0 21.4 23.5 36.7 26.9 26.8 29.5 25.9 28.3 25.6 27.4
Proficiency
Band 5
20.0 21.5 17.9 21.2 20.0 18.4 14.4 16.6 18.3 26.1 19.5 21.0 26.7 38.5 27.1 29.9 25.9 21.3 13.7 17.2
Proficiency
Band 6
33.3 29.9 15.0 17.5 41.7 34.8 19.0 22.5 28.3 22.1 12.2 15.3 15.0 13.2 6.2 7.5 19.0 17.5 7.9 9.7
Year 5
Proficiency Grammar Reading Spelling Writing Numeracy
Band Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index
Exempt 1.8 2.9 1.8 1.9 2.9 1.8 1.8 2.9 1.8 1.8 2.8 1.8 1.9 2.8 1.7
Proficiency
Band 3
4.3 11.6 7.3 4.1 12.1 8.3 3.0 9.7 6.1 3.0 11.5 7.9 3.0 8.1 4.8
Proficiency
Band 4
2.0 6.7 12.0 10.8 8.5 14.6 13.5 3.9 8.1 14.4 13.7 7.2 14.1 11.7 8.4 16.4 13.8
Proficiency
Band 5
21.6 21.1 25.6 26.2 33.3 22.7 28.5 28.2 23.5 24.4 29.2 31.7 33.3 29.0 34.8 35.7 24.5 27.3 34.6 35.6
Proficiency
Band 6
37.3 23.1 22.6 25.1 29.4 21.3 18.4 21.3 33.3 27.2 23.6 25.6 37.3 29.3 22.4 26.1 50.9 31.8 25.0 28.6
Proficiency
Band 7
19.6 26.9 17.3 19.6 17.6 23.3 14.8 17.1 27.5 23.9 14.3 14.9 15.7 18.6 10.0 11.4 17.0 14.1 7.8 9.9
Proficiency
Band 8
19.6 16.0 8.0 9.2 19.6 18.2 8.8 9.9 11.8 11.7 5.9 6.2 13.7 11.0 4.3 5.4 7.5 13.4 5.3 5.5
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Nailsworth Primary School Annual Report 2011
Year 7
Proficiency Grammar Reading Spelling Writing Numeracy
Band Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index Site Region DECS Index
Exempt 2.2 2.7 1.6 2.2 2.7 1.6 2.2 2.7 1.6 2.2 2.7 1.6 2.2 2.7 1.6
Proficiency
Band 4
2.2 8.9 4.5 1.3 4.4 2.6 2.2 7.7 4.3 2.0 8.2 4.6 1.4 5.0 1.7
Proficiency
Band 5
16.7 9.3 16.1 13.7 11.1 9.1 19.5 15.0 8.3 9.0 15.3 12.5 13.9 8.1 21.0 18.9 5.4 7.6 19.6 16.4
Proficiency
Band 6
27.8 25.4 32.5 34.6 25.0 22.0 29.6 29.5 33.3 18.5 25.6 26.7 33.3 21.1 26.7 28.8 24.3 20.5 29.4 30.0
Proficiency
Band 7
25.0 24.5 20.4 23.2 33.3 24.1 23.0 27.1 27.8 27.6 26.0 29.4 33.3 27.4 21.6 24.5 32.4 27.5 24.3 27.9
Proficiency
Band 8
19.4 24.1 14.3 16.2 27.8 26.0 15.3 17.9 19.4 26.9 16.7 19.1 11.1 23.2 13.6 14.4 10.8 19.9 11.8 14.5
Proficiency
Band 9
11.1 12.4 5.1 6.2 2.8 15.3 5.5 6.2 11.1 13.7 6.0 6.3 8.3 16.0 6.2 7.1 27.0 20.9 7.3 7.9
The tables below show the number of students achieving the National Minimum Standard.
Year 3 Year 5 Year 7
% of
Students
who
achieved
the NMS
% of
Students
who
achieved
the NMS
% of
Students
who
achieved
the NMS
Component 2009 2010 2011 Component 2009 2010 2011 Component 2009 2010 2011
Reading 96.5 100 100 Reading 94.8 98 100 Reading 93.9 100 100
Writing 96.5 100 100 Writing 98.3 100 100 Writing 98 100 100
Spelling 96.5 100 98 Spelling 98.3 100 100 Spelling 98 97 100
Grammar
Grammar
and
Punctuation 96.5 100 98
and
Punctuation 98.3 100 100
Grammar and
Punctuation 93.9 100 100
Numeracy 96.5 100 98 Numeracy 96.6 98 100 Numeracy 95.9 100 100
Staff have used this data to celebrate areas of improvement and identify areas where results have decreased. The
study shows significant strengths, the aspects that have declined are in some cases reflected in State fluctuations.
The State and National comparisons are provided.
The change to exposition writing was strongly supported across our site. Students had significant support in
preparing for the change but many found it difficult. Year 3 students did not always demonstrate the maturity of
thought for the changed process.
There is much to celebrate in the results and as always, areas to focus on for the following year. The exciting
addition of a Reading Teacher Leader will support this area.
Student Data
Attendance
The school’s enrolment data for August 2011 is included and clearly indicates the growth in student numbers at
specific year levels. Numbers have increased in the lower grades as numbers over the whole site have increased.
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Nailsworth Primary School Annual Report 2011
Year Level
M
2009
F T M
2010
F T M
2011
F T
Change
2009 - 2010 2010 - 2011
Reception 44.0 27.0 71.0 42.0 52.0 94.0 52.0 62.0 114.0 23.0 20.0
Year 1 30.0 29.0 59.0 42.0 17.0 59.0 26.0 37.0 63.0 0 4.0
Year 2 24.0 22.0 46.0 30.0 31.0 61.0 45.0 15.0 60.0 15.0 -1.0
Year 3 32.0 27.0 59.0 25.0 22.0 47.0 28.0 33.0 61.0 -12.0 14.0
Year 4 25.0 32.0 57.0 30.0 27.0 57.0 24.0 23.0 47.0 0 -10.0
Year 5 31.0 26.0 57.0 24.0 30.0 54.0 31.0 25.0 56.0 -3.0 2.0
Year 6 15.0 23.0 38.0 23.0 22.0 45.0 21.0 31.0 52.0 7.0 7.0
Year 7 19.0 29.0 48.0 14.0 18.0 32.0 18.0 22.0 40.0 -16.0 8.0
Total 220.0 215.0 435.0 230.0 219.0 449.0 245.0 248.0 493.0 14.0 44.0
Specific Population Data
The attendance rates for the year are included.
Year Level
School
2009
Region DECS Index School
2010
Region DECS Index
2011
School
Change
2009-2010 2010-2011
Reception 95.2 93.7 91.0 92.9 95.1 93.6 91.2 92.7 95.5 -0.1 0.4
Year 1 93.5 93.8 91.6 93.0 94.6 94.3 91.9 93.3 95.8 1.1 1.2
Year 2 93.0 94.1 92.0 93.2 94.8 94.3 92.2 93.5 94.7 1.8 -0.1
Year 3 94.6 94.4 92.4 93.7 95.6 94.8 92.4 93.5 95.3 1.0 -0.3
Year 4 96.1 94.0 92.4 93.6 95.2 94.3 92.6 93.8 95.6 -0.9 0.4
Year 5 94.6 93.8 92.3 93.4 93.1 93.9 92.5 93.5 94.4 -1.5 1.3
Year 6 94.7 93.6 91.9 93.2 94.0 94.1 92.2 93.4 95.6 -0.7 1.6
Year 7 95.6 93.7 91.5 93.0 94.1 93.5 91.8 93.0 93.8 -1.5 -0.3
Primary Other 93.6 91.3 89.7 93.8 91.6 90.7 100.0
Primary Total 94.7 93.9 91.9 93.2 94.6 94.1 92.1 93.3 95.2 -0.1 0.6
Total All Year Levels 94.7 92.5 90.0 91.7 94.6 92.7 90.0 91.7 95.2 -0.1 0.6
They do compare favourably, however, we have noted increased absences that are impacting on student learning.
Processes are in place to monitor absences with a School Support Officer analysing data weekly, conferring with
the Deputy Principal who in turn contacts families. Front Office staff contact families after 3 days of unexplained
absence. Late arrivals have been monitored rigorously and have decreased noticeably. A focus for 2012 is to
address the issue of students who have noticeable patterns of absence. Students who have patterns of Mondays
away etc. will be followed up.
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Nailsworth Primary School Annual Report 2011
The absence data is included in the following table.
Year Level Rate
School
2009
Region DECS Index School
2010
Region DECS Index
2011
School
Absence 4.8 6.3 9.0 7.1 4.9 6.4 8.8 7.3 4.5
Reception
Auth. 3.6 5.6 6.8 6.0 3.9 5.6 6.7 6.0 3.6
Unauth. 1.2 0.7 2.2 1.1 1.0 0.8 2.1 1.3 0.9
Absence 6.5 6.2 8.4 7.0 5.4 5.7 8.1 6.7 4.2
Year 01
Auth. 5.6 5.3 6.2 5.8 4.1 5.0 6.2 5.7 2.8
Unauth. 1.0 0.9 2.2 1.2 1.3 0.7 1.9 1.1 1.5
Absence 7.0 5.9 8.0 6.8 5.2 5.7 7.8 6.5 5.3
Year 02
Auth. 5.3 5.1 5.9 5.6 4.7 4.8 5.8 5.3 4.4
Unauth. 1.7 0.7 2.0 1.2 0.5 0.9 2.0 1.2 0.9
Absence 5.4 5.6 7.6 6.3 4.4 5.2 7.6 6.5 4.7
Year 03
Auth. 4.4 4.8 5.6 5.1 3.6 4.5 5.8 5.3 3.6
Unauth. 1.0 0.9 2.0 1.3 0.9 0.7 1.9 1.1 1.2
Absence 3.9 6.0 7.6 6.4 4.8 5.7 7.4 6.2 4.4
Year 04
Auth. 2.9 5.1 5.6 5.2 4.1 4.7 5.5 5.2 3.8
Unauth. 1.0 1.0 2.0 1.2 0.6 0.9 1.9 1.0 0.6
Absence 5.4 6.2 7.7 6.6 6.9 6.1 7.5 6.5 5.6
Year 05
Auth. 4.6 5.2 5.6 5.3 5.5 5.1 5.6 5.3 4.4
Unauth. 0.8 1.0 2.1 1.3 1.4 1.0 1.9 1.2 1.1
Absence 5.3 6.4 8.1 6.8 6.0 5.9 7.8 6.6 4.4
Year 06
Auth. 4.3 5.3 5.8 5.4 4.9 4.9 5.7 5.4 3.2
Unauth. 1.0 1.1 2.3 1.4 1.2 1.0 2.1 1.2 1.2
Absence 4.4 6.3 8.5 7.0 5.9 6.5 8.2 7.0 6.2
Year 07
Auth. 2.8 5.2 6.0 5.3 5.2 5.1 6.0 5.7 5.2
Unauth. 1.6 1.1 2.5 1.7 0.7 1.3 2.3 1.3 0.9
Absence 6.4 8.7 10.3 6.2 8.4 9.3 0.0
PrimOth
Auth. 5.5 6.3 8.1 5.5 6.6 7.6 0.0
Unauth. 1.0 2.3 2.2 0.7 1.8 1.6 0.0
Absence 5.3 6.1 8.1 6.8 5.4 5.9 7.9 6.7 4.8
Primary Total
Auth. 4.2 5.2 5.9 5.5 4.5 5.0 5.9 5.5 3.8
Unauth. 1.1 0.9 2.2 1.3 1.0 0.9 2.0 1.2 1.1
Absence 5.3 7.5 10.0 8.3 5.4 7.3 10.0 8.3 4.8
Total All Year Levels Auth. 4.2 6.0 6.8 6.2 4.5 5.7 6.6 6.1 3.8
Unauth. 1.1 1.5 3.3 2.1 1.0 1.5 3.4 2.2 1.1
Destination
The destination data shown below is from 2010.
Year Level Interstate/Overseas Other Transfer to Non-Govt Schl Transfer to SA Govt Schl Unknown
Reception 2 2 7
Year 1 1 2 5
Year 2 1 2 3
Year 3 2 3 1
Year 4 1 1 4
Year 5 3
Year 6 1 9 1
Year 7 2 21 10
Total 9 1 40 33 1
Please note that the data includes students leaving to go to secondary education. The reliability of the data is
skewed if people take into account Year 7 students going to High School as an indicator of movement.
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Nailsworth Primary School Annual Report 2011
5BClient Opinion
The Parent, Student and Staff Opinion survey results for 2011 were very pleasing.
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Nailsworth Primary School Annual Report 2011
Numerous strengths were noted. Responses that were above State average were noted. Some of these comments
are listed below.
Feedback from parents:
� My child’s teachers provide help and support when it is needed.
� Overall, I am satisfied with the management of facilities at the school.
� The school provides a safe and secure environment.
� This school is well‐organised.
� I have confidence in how the school is managed.
� Overall, I am pleased with the school’s planning.
� Staff are supported by the school in the management of student behaviour.
� This school has high educational expectations of the students.
� Teachers here have high expectations for all students.
� Teachers at the school use strategies which enable students to be life‐long learners.
� Discipline problems at the school are handled fairly.
� Our school has effective procedures to address bullying and harassment issues.
� There are effective student behaviour management procedures in the school.
Staff comments included:
� I am happy with the opportunities I have to discuss and receive feedback on my work and performance.
� I am supported in discussing issues with other staff.
� Parent’s input is valued at this school.
� There is good communication between staff in this school
� I am encouraged to discuss and share teaching methods and strategies with other teachers.
� Teachers feel appreciated for the work they do in this school.
� Teachers can freely express their opinions or concerns to other staff at this school.
� My professional needs and interests are met by the professional development provided by the school.
Student feedback included:
� My class activities are interesting and help me to learn.
� Teachers clearly explain what students are learning.
� My teachers know what I can do and how to help me.
� If I am having difficulty with learning something my teachers always help me.
� I feel safe at this school.
� There are lots to do at school during lunch and recess times.
� I can easily talk to my teachers or other adults at school when I need to.
There was an area where NPS was seemingly less effective than desired. Comments indicated that the school was
not successful in providing information about other support agencies within the community. This will be an area of
focus for 2012.
We value these comments and see them as valid evaluations of 2011. They reflect the values of the school and are
a reflection of effective teaching and communication processes.
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Nailsworth Primary School Annual Report 2011
1BStaff
Teacher Qualifications
All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Qualification Level
Number of
Qualifications
Graduate Degrees or Diplomas 50
Post Graduate Qualifications 7
Please note: Staff that have more than 1 qualification will be counted more than
once in the above qualification table. Therefore the total number of staff by
qualification type may be more than the total number of teaching staff.
Workforce Composition including Indigenous staff
Workforce Composition
Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 0.00 28.50 0.00 5.18
Persons 0 31 0 8
6BFinancial Statement
Income by Funding Source
Funding Source Amount
1 Grants: State 3416177
2 Grants: Commonwealth 30000
3 Parent Contributions 185270
4 Other 98338
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