The school is situated in the ‘heritage area’ of Wagga Wagga with the school itself being a part of that heritage.

Housing in the area ranges from expensive residences through to more standard dwellings, flats and units to cheaper and poor condition homes. A new subdivision, Wiradjuri, is now well developed. The suburb of Estella has become a major drawing area. The school community itself exhibits the wide socio-economic status evident in the housing of the area with a major predominance of middle to lower income families. A number of families enrol throughout the year from the Women’s Refuge.

Single parent families comprise approximately 28% of the school community. This factor plus a relatively high level of unemployed/pensioner parents reduces the capacity of families to assist the school financially.

The community is very supportive of the school and holds it in high regard. While this support is not as evident as would be desired in the areas of meetings and parental involvement in school planning, there is a high degree of practical support in the curriculum areas of school activity and in the organisation and participation in fund-raising and social development activities.

The School
The school is the oldest in Wagga Wagga. As such it holds heritage status which is effectively promoted and utilised for the benefit of its community.

Capital programs and cyclic maintenance programs in recent years have made some improvements to the physical facilities of the school, but the inherent age and nature of the buildings render major changes too difficult and costly to consider.
Considerable compromise and initiative are required to overcome the shortcomings of the buildings for modern educational practices.

The P&C have developed 3 Outdoor Shade areas and continue to work on improving the school gardens, and fundraising for air conditioning.

The school playground space is very small with limited grass playing areas which restricts the range of games activities possible. A priority in 2004 has been the development of a shaded sandpit area.

Community use of the school facilities is almost exclusively limited to the school hall and is of a limited nature with two permanent user groups and several occasional users. Informal use of playground cricket/basketball courts by community members also occurs.

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The Staff
Wagga Wagga Public School has an experienced staff with comparative stability in staff turnover. There have been a number of long term casual teachers to cover various leave requirements and supplementary staffing for several years. The experienced casual teachers employed have enabled the stability of school teaching and learning programs to be maintained.

The school has an enthusiastic and supportive executive who promote and encourage staff development. Other members of staff willingly participate in curriculum and policy development practices.

The school teaching and learning programs are supported by various support staff on a part time basis, viz;
• Support Teacher Learning Assistance
• Support Teacher Substitute Care
• Itinerant Support Teacher - Hearing
• Itinerant Support Teacher - IM
• Itinerant Support Teacher - Behaviour
• School Counsellor

The male/female staff ratio has changed in recent years to a female majority. The majority of staff members are married and settled in Wagga Wagga

The Students
The school enrolment is approximately 400 students. Around 62% of these are local enrolments. There is a small representation of students from an LBOTE, while the enrolment of Aboriginal/Torres Strait Islander students varies from year to year. Currently 20 students are enrolled.

The school has one Special Class - an IM class drawing students from a number of Wagga schools. Currently this class is on review due to a lack of demand for student places.

There are few serious discipline problems amongst the students.

Special Needs children have been integrated into main stream classes this year. 3 students receive assistance from district itinerant teachers for their special needs and several have received behavioural support.

Academically, the achievement levels of the students are weighted more towards the average to lower achievers. There is a group of above average to high level achievers who are catered for by extension programs, while the lower achievers are assisted by the STLA, Reading Recovery teacher and via class teacher directed remedial work, as appropriate.

A more pro-active Student Welfare Policy introduced in 1998, which is continually being revised has enabled the students to develop better conflict resolution skills and to continue to show promising signs in the area of student self-discipline.

Despite the lack of suitable training and playing areas, the students are well-represented in outside school sporting activities and PSSA sports with a fair degree of success, while participation in cultural areas e.g. choir, eisteddfods, visual arts activities etc is also strong.

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The Curriculum
The school curriculum follows the six key learning areas as designated by the Department of School Education, viz: English, Mathematics, Science and Technology, Human Society and its Environment, Creative and Performing Arts and PD/Health/PE.

Curriculum policies and implementation are planned and led by relevant committees. Individual class teachers are responsible for programming learning activities based upon the various curriculum statements and policies.

There has been an increase in the development of shared teaching/learning program planning between teachers teaching in the same stage and staff have given a commitment to maintain this.

An emphasis on early detection of learning difficulties, particularly in reading/language has resulted in particular assistance
o being given to children in K-2 classes through Reading Recovery, the Support Teacher Learning Assistance, a Guided Reading Program and Community Assisted Reading program.

The school computer lab was relocated, resources rationalised and all classrooms networked and connected to the internet in 1999.

Visual Arts is a strong component of the school curriculum with the school being designated as a Centre of Excellence in Visual Arts in 1994.

School Administration
The school operates an OASIS computer management system, having been upgraded in the latter half of 1999, both in administration and the school library. Networking of the administration system was extended in 1998 with networking of the entire school occurring in 1999. A new administrative system and ISDN line was installed in 1999. A broad band connection has been established to enhance internet access.

An abortive attempt to establish a School Council was made in 1995. All subsequent attempts have also failed.

The financial operations of the school are supported by Global Grants from the DOSE, supplemented by other income from school and community sources. An annual budget is prepared and monitored throughout the year, with monies allocated to administration, capital purchases and the perceived priorities of the school plan in KLA’s and Staff Development.

The office administration staff comprises one senior school assistant who works full time on office and financial duties and a school assistant who assists with all office duties.