PRINCIPAL’S MESSAGE

In 2006 External Validation provided a focussed opportunity for Aranda Primary to reflect on its achievements, showcase the excellent education the school provides and set directions for further improvements and initiatives. The process demonstrated that Aranda Primary has established a culture of setting challenging standards and goals and documenting progress.

The School Plan 2004 to 2007 continued to provide the major focus for professional development, meetings, resource purchasing and allocation, teacher Professional Pathways, Principal’s Appraisal, and curriculum renewal and implementation. The weekly school newsletter, displays in the school and a 2006 updated website provided effective communication to the school community. The production by staff in 2006 of an Aranda Primary audio visual featuring programs, values and facilities was enthusiastically received by students, parents, prospective parents and staff.

2006 saw the introduction of A-E reporting. Aranda Primary responded by providing parents with a revised but still very detailed school report as well as an A-E report.

The diversity of the school community increased in 2006 and the school responded professionally by additional inclusivity structures. Aranda continued to celebrate the gifts, talents and interests of all students.

In 2006 Aranda students continued to demonstrate their high level skills in external academic competitions, chess, sporting teams, arts performances, ACTAP results, Tournament of Minds (five teams participated in 2006) and daily by the persistence, confidence and organisational skills they applied in the classroom.

The External Validation report of 2006 states:

“It is evident that there is a shared vision for the school and that this is articulated through the school’s values and goals and that these are consistent with system and school community values.

Expertise, commitment, high expectations and enthusiasm underpin teaching. Students are actively engaged in relevant learning and the schools curriculum promotes intercultural understanding.

It is evident that the school’s main priority is meeting the needs of its students and providing all students with the opportunities to succeed. Resilience, responsibility and self-discipline are fostered and active citizenship is evident.

High priority is placed on parent school partnerships and parent involvement in their child’s learning.

The school is to be congratulated on promoting government schooling positively within the school and the wider outside community.”

It is with pleasure that I certify that the information in this report is balanced and genuine.

IRENE LIND

Principal

SCHOOL BOARD CHAIR’S MESSAGE

The 2006 school year was a happy one of high achievement for Aranda Primary, with ongoing excellent management by our Principal and other senior staff, as well as wonderful input in the classrooms by our teachers and support staff. We also welcomed many new teachers to the school during this year.

It was also a busy year for the School Board. Among the many issues that were discussed at our meetings was the introduction of the new A‑E reporting system. Aranda Primary strives to foster a positive attitude to learning, and the Board supported the decision to continue providing to parents separate reports (additional to the A‑E reports) that contain more comprehensive information on student progress and learning.

A highlight of the year was the outcome of the school’s assessment by the External Validation Panel set up by the ACT Department of Education and Training. Preparation for this process required a large amount of work by senior staff at the school. Aranda Primary received great feedback from the Panel members, who commended the school in all areas of operation. We congratulate the Principal and staff for this outstanding achievement.

The School Board’s application in August 2006 for a Community Water Grant from the Australian Government was successful. This funding of $48,707 will help achieve the twin objectives of showcasing successful rainwater harvesting from rooftops and establishing a native vegetation garden based on a range of water efficiency measures. The project will include an appropriate storage tank for the harvested rainwater and drip-irrigation of a water-wise native garden incorporating drought-tolerant and ‘bush tucker’ plants. All elements of the project will serve as an ongoing education resource for the school and the wider community. The project will give the school community opportunities for practical involvement in water conservation measures. The project is expected to be implemented during 2007.

The P & C at Aranda Primary was also successful in obtaining an Australian Government grant under the ‘Investing in Our Schools’ program. The grant has been used to provide a new, shaded playground, which has created much excitement among the students. A number of fundraising events were held by the P & C this year including a bushdance and these fund raising activities were able to provide the school with additional resources such as audio visual equipment in the hall.

The school continued to work hard in ensuring successful partnerships with parents. Several events were held during the year, giving parents the opportunity to see what takes place in the classrooms via the Learning Journey, and to see other activities in which the students are involved, including French language, creative dance, gymnastics, sports and choir. Once again the students hosted the annual Grandfriends’ Day, which has become a very popular event with over 300 of our Grandfriends from all over Australia attending.

With so many positive achievements in 2006, we have every reason to feel proud and confident about the performance of Aranda Primary, and continue to set challenging goals for the future. The School Board wishes to thank the staff of Aranda Primary for their continued enthusiastic contribution to school life, their kind and compassionate approach to students, and their constant efforts to engender a positive attitude to learning among students at this school.

MATHEW MALIEL

Board Chair

STUDENT REPRESENTATIVE’S MESSAGE

The Student Representative Council met once a week to discuss issues arising from classroom meetings and to drive fundraising for various charities throughout the year. The SRC is part of the citizenship and leadership program at Aranda. Children look forward to being an SRC member and take the role very seriously. Class representatives are rotated each term.

The SRC continued to sponsor a child in Indonesia and has done this successfully over many years. They also supported the Wombat Sanctuary at Gunning and Animals in Asia, through having a ‘Famous Person’ Day and a ‘Twin Day’.

The Year 6 representatives were responsible for conducting the meetings (with teacher supervision), taking minutes and typing and copying minutes to be distributed to all classes.

The Term 1 SRC represented the school at the Remembrance Day Ceremony, where they laid a wreath on behalf of the school.

In Term 2 SRC representatives took on leadership roles at Grandfriends’ Day and in Terms 3 and 4 acted as guides and ambassadors for the school when there were open days and other visitors.

All SRC representatives from Kinder to Year 6 were responsible for bringing concerns raised in the classroom to the meeting where they were discussed and appropriate action taken. Some of the issues which were important to the children were playground issues, equipment and ensuring that any problems in the toilets or classrooms were brought to the attention of the staff. The SRC had a very successful year.

Year 6 Graduation

Year 5 Camp

BACKGROUND

Aranda Primary School was opened in 1969. The suburbs of Aranda and Bruce are the priority enrolment areas. Children out of area may enrol if places are available.

The strong ethos of community support is a major feature of Aranda Primary School. The School has a high level of parental involvement in school programs and the Parents & Citizens (P&C) Association. The school has a reputation for its academic achievements, diverse and comprehensive Arts programs, environmental awareness and strength in personal development.

The suburbs and streets of Aranda are all named after Australian Aboriginal language groups. Aranda Primary promotes the study of Aboriginal history and culture with significant Aboriginal Studies units taught in Year 3, Year 5 and Year 6 as part of the Integrated Studies Curriculum.

STUDENT INFORMATION

Student Enrolment

In February 2006 Aranda Primary had an enrolment of 365 students and was at 97% capacity. 85% of students who live in the priority enrolment area attend the school and 46% of students who attend are from out of area. The school operated 16 classes, 14 in single classrooms and 2 in a transportable unit. In 2006 the school structure was: 3 kindergarten classes, 2 Year 1 classes, 1/ 2 class, 1 Year 2 class, 2/3 class, 2 Year 3 classes, 2 Year 4 classes, 2 Year 5 classes and 2 Year 6 classes.

August 2006

Males: 184

Females: 178

Total: 362

At July 2005 Aranda had 49 eligible ESL students, with 5 staffed. In 2006 the school’s ESL enrolment was just below 20% of total school enrolment. In July 2006 27 were staffed and 70 eligible students received ESL in the mainstream support. In addition there was 1 international student.

No special education classes operated. Children with autism, cerebral palsy, and communication delay are in mainstream classes and supported by the Department with additional resourcing.

Student Attendance

The average attendance for students this year was 93.30 percent of school days.

STAFF INFORMATION

Staff Profile

Aranda Primary’s executive structure consists of a Principal, Deputy Principal and two School Leaders C. In 2006 the school had a full time teacher librarian, a full time teacher providing release in discrete areas, specialist French teacher, 0.8 ESL teacher, a dance educator who works in conjunction with teachers, maths enrichment teacher, and counselor 0.3. The skills of individual teachers are used to benefit the educational programs eg with choirs, percussion, instrumental music program, sporting teams, Tournament of the Minds. In 2006 three teachers on staff were experienced Reading Recovery teachers and three teachers were experienced teachers of Japanese and Indonesian.

Staff Attendance (Not available in 2006)

Teacher Retention

Teaching staff employed and promoted in ACT government schools since 1999 are subject to mobility provisions. Under these provisions, teaching staff are required to transfer to another workplace after a certain period of time.

The proportion of staff retained from last year was approximately 75 per cent.

The reasons for change were retirement, voluntary transfer, and mobility.

Teacher Qualifications

All teaching staff meet the professional requirements for teaching in an ACT government school.

The proportion of teaching staff with certificates/degrees/diplomas and postgraduate qualifications is shown below.

Qualifications

Teaching Staff

Certificate/Diploma/Degree

100 %

Postgraduate

In 2004 the school's performance was reviewed across the four domains of schooling - Teaching and Learning, Student Environment, Leadership and Management and Community Involvement - and a school plan was developed.

During that review, 90 per cent of parents and carers, 88 per cent of staff, and 96 per cent of students (year 5 and above) indicated they were satisfied or highly satisfied with the school.

2006 was the culminating year of the 2004-07 School Plan and the school underwent an extensive external validation process.

Objectives/Strategic Priorities

Priorities were identified and goals organised under the four domains from the School Improvement Framework as part of the School Excellence Initiative.

Leadership and Management Priorities

· Maintain the current focus on clear articulation of values and educational goals at Aranda.

· Maintain and develop current management practices.

· Communicate the range of ways parents can be informed about ACT Government education and participate in decision making processes.

· Develop staff communication mechanisms and strategies.

Learning and Teaching Priorities

· Maintain and develop flexible approaches to learning that cater for difference and engage students in learning in a broad context.

· Continue the implementation and refinement of the new reporting structure.

· Implement curriculum review and renewal.

Student Environment Priorities

· Develop the current focus on programs that develop student confidence, resilience and social skills and embed the concept of personal best and enjoyment of learning.

· Consolidate and communicate the strategies Aranda Primary has in place to address inclusivity and cater for diversity.

Community Involvement Priorities

· Maintain and communicate the wide range of opportunities parents have to participate in their children’s education.

· Implement programs which engage students in a wider range of activities to develop citizenship.

Outcomes

Teaching and Learning

The External Validation Panel 2006 commended Aranda Primary School for:

Its high quality teaching and learning programs that establish explicit, high standards for learning. The staff are to be congratulated for the diversity and academic rigour of Integrated Inquiry Units, particularly the Indigenous units.
The inclusive and flexible approach to the development of options within The Arts programs eg. music and dance to cater for students and respond to the range of abilities and learning styles within the school.
The integration of interactive whiteboard technology into classrooms using Smart software to enhance students’ literacy and numeracy.
The diversity, calibre and flexible approach to professional learning by staff to ensure teaching practices are current, relevant and innovative.
The thorough tracking and interpretation of system and school data to inform teachers.

In 2006 specific outcomes met included:

ACTAP 2006 results for Year 3 and Year 5 Numeracy were outstanding demonstrating significant value added performance. This was also reinforced by excellent results in UNSW Maths competitions (34 credits to high distinctions) and Maths Olympiad.
2006 was the first year of implemention of the new Integrated Curriculum.
Development and implementation of new school literacy and numeracy plans.
Student opportunities to perform regularly at school and community events were extended with

o Year 6 music/dance concert,

o Year 1-6 choir,

o Instrumental Music Program (woodwind)

o school percussion program,

o drama presentations.

There was increased parent attendance at dance open sessions.

School Environment

The External Validation Panel 2006 commended Aranda Primary School for:

Its success in promoting a culture of resilience and emotional intelligence with the students and the wider school community.
Embedding the You Can Do It! Foundations of Learning into curriculum and across all school activities.
Providing a wide range of programs to meet individual student needs and interest.
Providing students with a wide range of opportunities to succeed.

In 2006 specific outcomes met included:

Explicit anti-bullying programs conducted in Year 4-6 including student surveys
Introduced partnership program with Federal Police for Year 4-6 on decision making and choices.
9 week bike education program introduced to Year 4
Partnership established with Belconnen Community Services for an identified group of students to develop emotional and social skills
Year 6 Physical Activity and Nutrition survey and Year 3 Health and Physical Education Longitudinal study supported Aranda’s emphasis on health and physical fitness
Training on autism and the use of assistive technology was extended for STAs and teachers.

Leadership and Management

The External Validation Panel 2006 commended Aranda Primary School for:

Its clear articulation of its values and goals in all aspects of the school’s operation and development.
The effective use of a wide range of data to inform and guide school improvement.
The school leadership team for its commitment to transparent and inclusive decision making.

In 2006 specific outcomes met included:

· Explicit examination, documentation and display of Australian values and how they are embedded in the Aranda values.

· Upgrading of teacher professional development in the ‘You Can Do It!’ Foundations, purchase of new materials. Foundations embedded in practice and documented in

o “The ‘You Can Do It!” Program at Aranda Primary School”

o ‘Building Resilience – The Buddy Program’

o ‘Understanding Leadership – Developing Leaders’.

· School Maintenance Plans updated and implemented resulting in

o Hall refurbishment

o Transportable link

o Junior playground equipment

o Blinds and built-in furniture, student pigeon holes

o Support rails, toilet upgrade

o Playground beautification.

· New website launched and regularly updated.

· Communication surveys with teachers indicated high level of satisfaction with communication and team support.

Community Involvement

The External Validation Panel 2006 commended Aranda Primary School for:

Its commitment to providing a wide variety of activities to ensure parents and carers are actively involved in their children’s learning.
Actively seeking opportunities to access community resources and improve student learning.
Its success at implementing structures to support the development of good citizens.

In 2006 specific outcomes met included:

· Extension of parent/carer open sessions and forums to include lessons in every classroom on differentiated maths curriculum, open French lessons and parent forum to inform new curriculum directions and interactive whiteboard open sessions

· Walking School Bus information session and commencement of two routes

· Parent partnerships with the school resulted in Investing in our Schools Playground Grant (over $100 000) and Federal Water Grant (over $48 000).

FUTURE DIRECTIONS

Learning and Teaching

· implementation of the new Numeracy and Literacy Plans

· implementation of new Essential Learning Achievement curriculum requirements

· implementation of the new English and Languages (French) curriculums

· continued professional development in differentiated learning technologies

· continued professional development on IWBs

· Gifted and Talented identification extended to cover Kindergarten to Year 6 (whole school Professional Learning)

· implementation of mind mapping, Kindergarten to Year 6,

· implementation of Habits of Mind.

· continued embedding of thinking skills across all curriculum areas

· curriculum renewal cycle - Physical Education and Health, Arts

· whole school professional learning in writing an spelling to increase value added capacity to be demonstrated through ACTAP and school assessment items.

Student Environment

· Use of Belconnen Community Services to target specific student need

· Continued implementation and documentation of how Aranda is using Habits of Mind

· Auditing of portfolios and class displays to ensure the language of personal best, YCDI! And Habits of Mind is embedded

· Training in Kidsmatters for implementation for 2008.

Leadership and Management

· Review of school logo and motto

· Extension of teacher leadership training and succession planning

· Continued refinement of communication mechanisms

· Exploration of the role of emotional intelligence in leaders

· Extend the use of powerpoint for specific presentations

· Implement transition processes to support Cook students enrolling at Aranda

· Establish transition mechanism for Preschool to Year 6 school introduction (effective 2008).

Community Involvement

· Expand opportunities for parent and community partnerships and involvement (focus area Water Grant and Ground Enhancement)

· Develop a database of specific parent expertise beginning with scientists in the school community, to support Science education at Aranda.

· Draw on the expertise and experience of Cook parents to enhance education at Aranda and value Cook initiatives.

Numeracy activities

Smartboard technology

Athletics

Chess Club

TEACHING PRACTICE

Teachers at Aranda:

· Use assessment results to identify a student’s strategies and needs

· Use information and formal assessment data to plan programs

· Plan to meet the unique strengths and needs of each student

· Believe a student’s interest and attitude related to a specific topic directly impacts on their academic success.

In 2006 Aranda introduced interactive whiteboard technology into six classrooms and the Hall. All teachers were trained and a Learning Technologies Officer worked with teachers and students in Term 4. The whiteboards provided an effective tool and resource to embed technology across learning areas. Teacher training in myclasses resulted in five sites being set up for student and parent use.

All teachers increased their expertise in curriculum delivery and differentiation through professional learning in First Steps Writing, Differentiating the Maths Curriculum, Lego robotics and Habits of Minds. Eight teachers received specialist training in student welfare and management. All teachers commenced professional learning on the new ACT Curriculum Framework Essential Learning Achievements. Count Me In Too mathematics training was targeted at teachers who had not completed training. All teachers completed a half-day training on Indigenous Studies.

CURRICULUM

2006 was the first year of implementation of the new Aranda Integrated Studies Curriculum. Literacy and Numeracy Plans were renewed and target areas identified. Teachers commenced familiarization and implementation of the ACT Curriculum Framework. Committees were formed and workshopping of the revised English and Languages-French curriculums commenced.

LEARNING AND ASSESSMENT

STUDENT ACHIEVEMENT IN LITERACY AND NUMERACY

Student Achievement

Student achievement at Aranda is assessed and analysed across all learning areas. Moderation by teachers across grades was a key focus in 2006 providing parents with very comprehensive reports in addition to the new Federal Government A-E reports. New tracking mechanisms from K-Year 6 assist in the effective monitoring of student progress. High achievement, demonstrating value added, was evident in PIPS,ACTAP, University of NSW Competitions, Chess competitions, Tournament of Minds and Maths Olympiad.

Kindergarten children undertook PIPS testing in February and again in late October. The value added data showed significant progress. In reading, the cohort began the year 5 points above the system average and finished the year 25 points above the system average. In maths, the cohort began the year 5 points above the system average and finished the year 10 points above the system average.

Performance in Literacy and Numeracy

Years 3 and 5

Students in ACT government schools participate in the ACT Assessment Program (ACTAP) in years 3, 5, 7 and 9. The program assesses skills in literacy and numeracy.

Benchmarks are nationally agreed minimum standards in literacy and numeracy, at years 3, 5 and 7.

1.70 percent in 2005 and 2.10 percent in 2006 of year 3 students at this school were exempt from ACTAP based on nationally agreed criteria.

0.00 percent in 2005 and 0.00 percent in 2006 of year 5 students at this school were exempt from ACTAP based on nationally agreed criteria.

Exempt students are included as below benchmark in the school results.

The following graphs show the percentage of students at this school achieving at or above the national benchmarks in reading, writing and numeracy

	Staff survey (agree/not agree %)	Student Survey (agree/not agree %)	Parent Survey (agree/not agree %)
I am satisfied with my work/child’s education at this school	100	92	87
I am satisfied with this school	88	93	91
I think students/I/my child are getting a good education at this school	96	90	88
This school has high expectations in all that it does	100	84	85