Tallowood School strives to create a learning environment that encourages and guides all students to reach their full potential both academically and socially, and to instill in them the desire to make learning a lifelong process. School Profile Tallowood School is a community school that was established in 1985. It has been based at its present site since September of that year.
Tallowood is a small school with two classes, usually, Early Stage 1, Stage 1 and Stage 2, Stage 3. Students are drawn from the surrounding farm community and the towns of Bowraville, Macksville and Nambucca as well as smaller communities close to these towns.
School Data
Student Population
Student population for 2005 by grade K 1 2 3 4 5 6 Total Total 8 3 4 2 2 2 0 21 As at the August 2005 Census Details of all teaching staff: Category Number of teachers Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the national office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or 2 Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or 1 Teachers who do not have qualifications as described in (a) or (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.
Our staff in 2005:
In terms 1 -3 there was one full time teacher and 2 part time teachers (4 and 1 days per week). The Early Stage 1/Stage 1 class was taken by the full time teacher 4 ½ days per week and the Stage 2/3 Class was taken by the part time teacher 4 days per week. The other part time teacher (1 day per week) took both classes for ½ a day for LOTE, computers and library, alternating with the full time teacher taking the classes for other activities. Term 4 saw a drop in the number of children, so to financially stay afloat there was only one full time teacher and one part time teacher (1 day per week). The full time teacher taught ES1 - S3 with the part time teacher splitting the class and continuing to teach LOTE, computers & library. In terms 1 to 3; one staff member had 3 year qualifications and the other two are 4 year trained with one teacher having further qualifications in gifted education and special education. In term 4; one staff member had 3 year qualifications and the other had 4 year qualifications.
All staff are encouraged to undertake professional development throughout the year. In 2005 staff undertook professional development in Values Education, Asthma Training, an Art Workshop & Gifted & Talented course. Teaching and Learning A number of different initiatives were undertaken this year in regards to teaching and learning programs. Values Education was our major priority this year. This was started in 2004 but the programming continued through into 2005 were we work shopped, developed and implemented 2 different programs with values education being a key focus in each. Due to the high demand, Australia wide, to do something about bullying and intolerance it was decided to implement values education into all KLAs that we taught instead of making a separate KLA. Therefore after developing and implementing the first two programs we then made sure values became and every day mention in other KLAs to try and minimize these problems with our community. The very successful Multilit program was continued with children who were experiencing delay with their reading skills. This program was working with the students who were on it; others were placed on different reading programs to target their individual reading difficulties (if any).
We found in 2004 that some children were having difficulties with comprehension so this became our focus in Literacy for 2005. Special programs were written for individual children who were experiencing comprehension difficulties and these were implemented in the class work throughout the week. 2005 saw the school purchase 10 new computers. This made computer lessons more productive and interesting for the students. Amazing work was being produced by the children with the new technology. Most KLAs were being targeted through the different types of software that was now available to the children. The internet was also being thoroughly used to search topics, download pictures, emailing and individual children produced their own web pages.
During 2005 we continued our social activities with St Mary's School and enjoyed another sports carnival with them. The times spent with St Mary's was and excellent learning adventure for all students involved as both schools are small and it allows healthy competition and socialisation. 2005 also saw the first 'Born to Read' activity day held during book week. This day was organised by the local community and schools. The students and teachers from each school (Bowraville Central School, St Mary's School and Tallowood School) dressed up as their favourite book character. We then paraded the town in small groups working our way through all the different literacy activities that had been planned. The local shops and community put on a BBQ lunch for the students. It was an amazing day and all the children had fun socialising with other community members that they would normally not socialise with. It was a huge learning curve for all who attended. This is programmed to continue in 2006. The Stage 2-3 class also experienced the exciting and educational National Capital Excursion. In term 3, 6 children, a teacher and a parent ventured down to the National Capital were we undertook a week of touring around exploring and learning about Canberra's past and present. We visited a number of attractions including Old and New Parliament House, Museums, Science expeditions, Galleries, the War Memorial and other interesting places. The children also experienced a day in the snow at Cooma. Most of the children had never been to Canberra or even seen snow so it was a wonderful learning experience for them.
School policy
A Safe and Supportive Environment
Support
1. The school wishes to promote a learning environment where teachers and pupils should be mutually supportive. Students and teachers should respect each other and not engage in conduct which undermines this mutual trust and support, and also respects the philosophy and ethics of the school. The school encourages consultation between all members of the school community in matters which affect them.
Security
2. The school will implement measures designed to promote the safety and well-being of students, particularly having regard to its professional judgment as to what is required and will include in its consideration such matters as: · Appropriate levels of supervision; · Security of buildings; · Procedures in case of fire; · Use the grounds and facilities; Travel on school related activities; The implementation of these requirements and procedures will be monitored for compliance from time to time.
Supervision
3. Appropriate measures will be taken by skilled staff to seek to ensure that all students are adequately cared for and supervised while undertaking both on-site and off-site activities, bearing in mind the type of activities and eight of the students involved.
Conduct
4. The school will put in place a code of conduct for staff and students which may be supplemented from time to time by specific rules and directives. The code of conduct will include such matters as: · the rights and responsibilities of students and staff within the school community; · behaviour management; · the management and reporting of serious incidents
5. The school will establish and implement appropriate behaviour management practices for students consistent with the philosophy of the school and with other aspects of this policy Complaints and Grievances 6. The school will have in place processes for dealing with complaints and grievances raised by students and/or parents these processes will incorporate as appropriate principles of procedural fairness. Communication 7. The school will provide both formal and informal mechanisms to facilitate communication between those with an interest in the student's education and well-being. This may include communications between some or all of the following: student; parent or guardian or other significant family member of the student; teacher; principal; representative of an appropriate government, welfare, health or other authority. Premises and Buildings The school will nominate a person, or persons, to be responsible for monitoring and assessing the current standard and the state of repair of the school buildings and premises taking into account current building requirements.
tallowood_school@yahoo.com.au