This report has been prepared in response to the Australian Government requirements that schools report on specific issues to their stakeholders on an annual basis.
Welcome to the Lambert School Annual Report for 2013. The report provides a brief summary of relevant information to parents and the wider school community.
Lambert School is a small co-ed city primary school of approximately 28 students, sharing a campus with the small secondary school of 29. The school aims to provide exceptional education in a non-institutional setting which is homely, congenial, caring and mutually supporting. There is no uniform, no office or principal's study, bell or public address system. However, the School is orderly, has a set timetable, a sense of purpose and provides a stimulating learning environment. The School has no religious or political affiliation but a strong belief in the individual, in group responsibility and in caring for each other. The curriculum is broad and challenging, with resources allocated to ensure that programs are well staffed and equipped to cater for a range of abilities and interests. School and grade camps are essential to the curriculum as are visits to local events such as exhibitions and concerts. Students are given sound education in mathematics, science, English language, social science, computer, art, drama, physical education, Indonesian, French and technology. Healthy lunch and morning teas are provided, often planned and cooked by the students. Reporting to parents is integral to the teaching/learning program.
Teaching Staff Attendance and Retention
The average attendance rate or average number of days attended per staff member 4 per week.
All teachers at Lambert School meet the professional requirements to teach in Tasmania and are registered with the Teachers Registration Board Tasmania. Our current teachers' qualifications are as follows:
Students Enrolments and Attendance
Proportions of Year 3, 5, 7 and 9 students meeting the national minimum standard in reading, writing, spelling, grammar and punctuation and numeracy.
The following table shows the students results compared with the average take from statistically similar schools.
During 2013 Lambert School had one grade 3 student and most of the grade 9 students went to China.
Hence there are no results for these grades.
The following are a list of ‘extra’ things we do which add value to the education that your children receive. In 2013 the 'extras' included:
Levels Of Satisfaction
Surveys are carried out on a yearly basis and their feedback is very important for the development of the Lambert School. Three surveys are conducted inquiring into parent, student and teacher thoughts on the running of the school. Overwhelmingly the response to these surveys has been exceptionally positive. Any negative responses are important to us as they indicate areas in which the school can strive to improve.
Stephen Lambert B.Sc
Lambert School Administrator
Lambert School currently has an enrolment of 64 students. It is located in Church Street North Hobart. The success of Lambert School is based upon the community links and the value placed on parent, student and staff involvement in all facets of school learning. Our leadership team consists of two Co-Principals, Neville and Wilma Lambert, Coordinators for different academic areas and the School Administrator Stephen Lambert. The community has high expectations for academic achievement as demonstrated through their involvement in school programs, parent members of our Review & Development Committee and attendance at school events.
Lambert School’s core business is to provide quality teaching and learning outcomes for all students. Programs are designed to enhance learning development enabling individual students to achieve their highest potential by:
• Teaching programs that provide for learning.
• Decision making structures involving students, staff and parents.
• Intervention programs
• Assessment for learning
Improvement Action Plan priorities for 2015 were Literacy, Numeracy, Attending to School Culture, Staff Development & Performance and Data & Intervention.
Information and Communication Technologies are an integral part of the teaching and learning programs with students having access to Ipads, laptops and smart boards/desktop computers. In 2015 specialist teachers and support programs were provided in ICT, Science, Music, History, Cooking, The Arts, Indonesian, French and Chinese.
A continuing focus is the process of testing, collecting and reviewing data to ensure that outcomes related to student learning have been achieved. Several students are on Individual Learning Plans with intervention support however the documentation of this needs to be reviewed in 2016.
Our Site Improvement Plan has three priority areas and each area is broken into the following headings; Staff Development & Performance, Attend to School Culture and Make Data Count. Under each heading we have indicated our priorities, targets and evidence for 2014-2017.
Priority 1- Staff Development & Performance
• All staff demonstrate an explicit understanding of current pedagogies through multimodal approaches.
• Effective practices by staff of formative & summative assessment for learning, as learning, of learning.
• Retain a highly qualified and supported staff through the ongoing provision of mentoring, coaching and relevant professional development.
• Develop a Lambert School Pedagogy Framework.
Targets for 2015:
• By the end of 2015 class teachers will be recording individual learning plans for students with disabilities/learning needs.
• Teachers will set and record improvement goals for targeted students, recording strategies, differentiation and progress each term.
• Develop teachers with high-level assessment skills, resulting in consistent collection and improved collaborative communication of the results of learning.
• Engage in Professional Learning (PL) on current research into students learning, literacy & numeracy pedagogies.
• Peer teacher observation records developed.
• Staff engagement in PL including students with disabilities, Professional Standards in Teaching, Early Learning and N.E.A.T meetings.
• Science teacher became a member of Tasmanian Science Teachers Association.
• History teacher is a member of National History Challenge and National Mathematics Association.
• School Leader completed an Australian Schools Colloquium Blended Learning Program for Exceptional School Leaders.
• Strengthened teaching capacity in differentiation within the classroom evident in planning, observation and testing data.
• Various professional readings made available for staff to further inform practice and promote effective pedagogy.
• Development of outline for ICT lessons in Coding to commence in 2016.
Recommendations for 2016:
• Collate updated policies, procedures, testing records etc. into induction and professional learning folders for staff.
• Provide staff with written structured feedback on performance.
• Conduct a professional learning needs analysis.
• Staff continue to collect portfolio evidence in alignment with Australian Professional Standards for Teachers.
• Allocate time for staff sharing and moderation.
Priority 2- Attend To School Culture
• The school will continue to build strong partnerships with families and community in developing a common
understanding of the school culture and student learning.
• To have a documented school approach to assessment & data at the end of 2014.
Targets for 2015:
• To review and update key school policies and procedures in collaboration with staff/students/families.
• To continue to engage students, families and the learning community in school based decision making.
• Student, staff and family surveys conducted.
• Teachers modifying curriculum to cater for individual student needs.
• Staff, student and parent surveys conducted and reviewed.
• School policies such as Grievance procedures, Camps and excursions, Performance management updated
• School Credo redeveloped.
• Continued communication between school and families via face to face, phone, ICT, performances & open days and regular newsletters.
• Staff using testing data to modify, introduce new programs such as daily 5, provide intervention and extension.
Recommendations for 2016:
• Collate updated policies and make accessible on the website.
• Core school values documented and promoted.
Priority 3- Make Data Count
• Staff will actively engage with data to inform and improve student learning outcomes in Literacy & Numeracy.
• Track student data and identify skills that need to be taught at class, small group and individual level (3 waves of intervention model).
Targets for 2015:
• All staff using standardised tests aligned with the National Australian Curriculum to track student progress.
• Teachers analyse ongoing assessment to inform their planning, improve performance & student outcomes.
• By the end of 2015 student testing & NAPLAN data recorded on a database which is regularly updated and maintained.
• Streamlined assessment procedures that are relevant and purposeful in the informing of practice.
• NAPLAN data used to map areas of strength/concern in key aspects of Literacy/Numeracy.
• Rigby Maths testing analysis used to identify and recommend areas that need to be focused on at 3 waves of intervention.
• Comparisons of data sets in NAPLAN, Rigby Maths and Oxford Sight Words.
• Daily Five program adopted in the Infant School based on Oxford 400 testing data
• Student data results reflecting the effectiveness of class learning programs.
• Testing timeline developed
• Student data entered into school database.
• Identified students receiving intervention support.
Recommendations for 2016:
• Compare 2014, 2015 & 2016 NAPLAN data to confirm direction and effectiveness.
• Staff focus time dedicated to NAPLAN and other testing data.
• Assessment and recording folder developed for staff.
• Whole school ILP format and documentation. ILP’s used to set and regularly monitor goals in collaboration with students, staff and families.
2015 has been another successful year in utilising camps and excursions to further compliment the learning programs within Lambert School. Camps this year included the annual trip to Gumleaves for the primary students, Maria Island for the 36th consecutive year and the end of year grade 10 “Celebration of Friendship” camp. The interstate trip this year allowed the students to experience Canberra and Melbourne immersing students in experiences at the Institute of sport, War Memorial, Parliament House, National Museum, The Hermitage Exhibition, Sovereign Hill and much more. 2016 will see students return to the Northern Territory and the much anticipated return to China in 2017.
Other excursion highlights of 2015 included The Tasmanian Symphony Orchestra, Theatre Royal, Play House, Peacock Theatre, The Botanical Gardens, Art Exhibitions and the Marine & Discovery Centre. Our Science students were involved in the Science & Engineering Challenge. Students learning Chinese were involved in the Chinese competition and the music choir students took part in the Festival of Voices.
Sporting excursions for 2015 have included netball and volley ball at the Moonah Sorts Centre. During winter sports at the Domain, Swimming lessons at the Hobart Aquatics Centre in term 3 and finishing off the year with Bushwalking.
2015 has seen a few changes with staff take place at Lambert School. Jeanette has extended the reading program providing 1:1 intervention support. Tracie has returned from the USA developing an Individual Education Program for students with extra needs. Cheryl has developed the Primary Maths Extension class and Eleanor has extended her role to include the primaries and infants in the music program as a result of Theresa’s departure.
Reporting of student progress is undertaken at least twice a year for each year level and parent interviews occur as the need arises and formally at midyear. The reporting format is aligned to meet National Curriculum Standards and is reviewed ongoing.
Positive, professional and effective working relationships between educators, students, families and the community are vitally important for the success of Lambert School. The schools grievance policy has been reviewed and updated and differences are resolved with openness and mutual respect. Survey data has shown that students feel comfortable, supported and accepted by others. Survey results also indicated that the positive perception of Lambert School by local businesses and community groups has been maintained. This is a vital aspect of being a successful school.
For forty-one years Neville and I have been principals, administrators as well as full-time teachers of the school. The tasks of administration, compliance etc. have become increasingly complex so that Neville’s and my work has increased from that of two persons to at least three persons. During the past four years Stephen Lambert has increasingly completed the administration/compliance work.
Neville and I feel that Stephen is uniquely fitted for the role as School Administrator -as a student of the early school, as a child who grew up in a household where education was a constant talking point and also as a previously registered nurse. We believe that these facts together with personal attributes give him insight and commitment to the goals, ethos and work of the school. We feel blessed that some years ago Stephen decided to take this work to free us for our chosen work of teaching. This enables us to continue in what we believe to be the greatest and most important job on earth and are truly appreciative of his decision.
In 2014 Cheryl West returned from the Tiwi Islands to her home town New Norfolk and her old school (Lambert) to teach and assist with compliance work. We are very fortunate because as you will see from this report she is a gifted educator whose role includes that of Curriculum Consultant.