Lightning Ridge NSW List members of the group, roles and % contribution to the presentation Tameika Allport(x%) Susan Barta(x%) Michelle Grogan(x%) Kristy Johnson(x%) Courtley Mancell (x%) Christie Paton(x%) Delete ONE of these boxes to confirm that all group members agree to the percent contributions.  Lightning Ridge Central School

Table of Contents 1. Context Analysis 2. Priority Health Area 3. Outcomes 4. Realising Outcomes 5. Scope and Sequence 6. Scope 7. Recommended Resources

Context Analysis Substantially below national average Above or close to similar schools Substantially below national average Above or close to similar schools 40% Indigenous 5% LOTE Located on rural farms, mining communities as well as in town 40% Indigenous 5% LOTE Located on rural farms, mining communities as well as in town Isolated Community Difficulties in accessing health professionals Isolated Community Difficulties in accessing health professionals Remote Location Family Diversity NAPLAN

Context Analysis Lightning Ridge Central School Source: Sonja’s Bed and Breakfast Source: Australian Opal Centre Narration: Lightning Ridge is a school which caters for students from Kindergarten to Year 12. It is located in the remote mining town of Lightning Ridge which is approximately 770 kms north west of Sydney and only 50kms due south of the Qld boarder. It is located in the Walgett shire with the town itself 75kms north of Walgett.

Context Analysis Source: Lightning Ridge Central School Narration: Lightning Ridge Central School is a government school with 385 students attending Kindergarten to year 12. There are 35 teaching staff members with 14 non-teaching staff. This translates to 36.7 full-time equivalent staff and 11.2 full-time equivalent non-teaching staff. The school will celebrate its centenary in September this year. The 385 students are made up of 175 girls and 210 boys. 40% of these students are Indigenous and 8% have a language background other than English. There is an attendance rate of 88%. (Note: annual report states 43% Indigenous and 11% LOTE).

Context Analysis Bottom Quarter Middle Quarters Top Quarter School Distribution 62%17% 4% Australian Distribution 25% Index of Community Socio-Education Advantage School ICSEA Value810 Australian ICSEA Value1000 Source: My Schools Narration: Students come from families mainly involved in the opal mining or agricultural industries. Some students live within the township of Lightning Ridge, with many others living on rural properties or on mining camps on the outskirts of the town. Students and their families have a rich variety of backgrounds, all of which contribute to the diversity of this isolated north-western town. LRCS attracts significant additional funding to assist the school provide equity and opportunity for its students. In 2010 the school received funding from the Priority Schools Program (PSP), the Country Area Program (CAP) and the National Partnership (Low SES) program. According to the ‘My Schools’ data, LRCS achieves an ICSEA value of 810 compared to the average value of 100. As you can see, the majority of families fall into the bottom quarter and very few in the top. LRCS’s NAPLAN results show the students to be above or close to schools with a similar ICSEA value, however they are generally substantially below the national average.

Context Analysis Diet Diabetes Drugs Oral Hygiene Middle Ear Infections Health Education Focus Areas Alcohol Narration: Health Education Focus Points Diabetes – diabetes is around 3.5 times more common among Indigenous people than among non-Indigenous Australians Middle ear infections – significant problem for Aboriginal and Torres Strait Islander children. Left untreated, can lead to hearing loss which may limit capacity to develop socially and emotionally leading to adverse affects on educational outcomes. Oral Hygiene – identified as an area of neglect in remote populations. TOOTH program implemented by Gonski Foundation.

Outcomes Title TEXT

Realising Outcomes PolicyPlansProceduresPrograms TEXT

Scope and Sequence Health Early Stage 1Stage 1Stage 2Stage 3 Term 162%17% Term 225% Term 3 Term 4 Source: ??? Narration: Blah, blah, blah

Evaluation

Recommended Resources

3-D Pie Chart TEXT