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NSW Department of Education & Training School Code
1008
2010 Annual School ReportAdamstown Public School
NSW Public Schools – Leading the way
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Our school at a glance
Adamstown Public School is a welcoming and friendly
place which takes pride in the many academic, cultural
and sporting opportunities offered to students.
The school is set in spacious grounds and serves a well‐established local community.
The dedicated staff utilises a balance of
innovative and traditional approaches to enable
children to be successful learners.
Classroom learning is enriched through
interactive technology, an increasing focus on
curriculum differentiation and the many diverse
activities available.
The school has an inspiring Peer Support and
Values program which encourages leadership and
citizenship across the entire school community.
Students
Adamstown Public School has wonderful students. They are hard working, well behaved and show great care and empathy for each other.
Our students wear their uniform with pride and work and play in a happy, supportive and challenging environment.
Staff
The school has a hardworking and dedicated teaching staff. Teachers are keen to continue to develop skills to get the best outcome for our children. In 2010 there were ten classes at Adamstown Public School. Three of our teaching staff were Assistant Principals. Other teaching staff included Teacher Librarian, Support Teacher for Learning Assistance, and a teacher for release from face to face (RFF).
All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives
The staff continued to develop core programs in literacy and numeracy to ensure curriculum requirements are addressed consistently across classes. A whole school focus on teaching reading comprehension was adopted with teachers K‐6
working on a range of comprehension strategies. Environmental programs were further developed in 2010 with the school engaging in the Clever Kids Energy Challenge. The school’s E‐Team was also very active.
Student achievement in 2010
There were some pleasing results in student achievement which indicate our school is moving in a positive direction. Early years reading data and Naplan literacy in particular is very encouraging. Positive shifts in numeracy have been harder to achieve and a new and concerted approach will be needed in 2011 and beyond to get the similar improvement in numeracy as we are seeing in literacy.
Literacy – NAPLAN Year 3
NAPLAN data for literacy indicated a significant number of Year Three students performing in the top bands for literacy, 54% of students were in the top two bands for reading. This result is six points above state performance.
Writing results did not match reading results with only 41% of students in the top bands. This was fifteen points lower than state performance.
Numeracy – NAPLAN Year 3
Numeracy results overall were lower than literacy. Student results in number, patterns and algebra were lower than space, measurement, data and geometry which is the opposite of 2009 results.
Literacy – NAPLAN Year 5
A heavy bottom performing group combined with a small cohort and almost no top band performances saw our literacy results significantly below state performance. However, average growth in reading and spelling from year three to year five for this cohort was significantly above average state growth.
Numeracy – NAPLAN Year 5
Numeracy results for this group matched the literacy results, falling well below state averages. Numeracy growth for this group was also below state average.
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Messages
Principal’s message
Building the Education Revolution came to Adamstown PS in 2010. Whilst this presented some logistical issues in relation to housing of classes and some disruptions, the school has emerged in a better physical state to meet the needs of its learners. There are two new classrooms and every other classroom has been refurbished to include wet areas and new furniture.
2010 saw the second year of the implementation of a three year school improvement plan. Teachers have been working very hard to implement change in a range of curriculum areas. After trialing several approaches to mathematics organization, the teachers are confident we have a very good school policy which is used to plan mathematics instruction. The introduction of SCRAP writing has given teachers additional tools to teach the skills of writing.
An increased focus on technology is making education more relevant to students. It is also leading to greater engagement of students in learning activities.
The Adamstown community continues to participate in many ways in the school with lots of parents assisting in classrooms, in the canteen, at working bees and most importantly through the school Parents and Citizens Association.
Every day I consider myself privileged to be the Principal of this great school which serves such a wonderful community.
I certify that the information in this report is the result of a rigorous school self‐evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Warwick Beard
P & C message The Adamstown Public School P&C is an active and dedicated team of school parents. The P&C has supported the learning outcomes and running of the school through financial contributions and volunteer activities.
The P&C achieved a great deal in 2010. It provided support to the school through a diverse range of activities and contributions. Notable achievements this year include:
Supporting the Adamstown Public School students who were State Representatives in Tennis, Cross Country and Hockey,
Supporting the school permaculture garden to enrich environmental programs,
Funding the Presentation Day prizes,
Funding school sports clothing,
Contributions to school reading resources, and
Contributions to the IT and Technology upgrades within Adamstown Public School.
The above achievements were made possible through successful operation of the school canteen, fundraisers such as the Easter Raffle, Mother’s and Father’s Day Stalls/Raffles, School Discos, and the Bunnings BBQs. In 2010 the canteen transitioned to a fully volunteer operation providing healthy food to the school children of Adamstown Public. This transition has enabled the canteen to be a major source of funds to the P&C that have been passed on to the school. Congratulations to the P&C Canteen Committee and many canteen volunteers who have enabled this to happen. In addition the P&C members
continued to manage the uniform shop which provide reasonably priced uniforms,
supported school Orientation programs,
participated on committees such as School Improvement, Sun Smart, GATS and Communication,
supported students in representing the school in public speaking, debating, band and sports; and
supported the development of the Kids Buzz student school news letter and year book.
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The P&C progressed slowly towards incorporation with the NSW P&C Association in 2010. This is expected to be finalised in 2011. On behalf of the P&C, I would like to thank P&C executives Jane Stoodley (Secretary), Sue Morris (Treasurer, VP) and the canteen committee for their hard work during 2010. I would also like to thank the many other school parents and community members who have given freely of their time and resources to help Adamstown Public School. In addition the P&C acknowledges the achievements of the Principal Mr Warwick Beard throughout 2010. Mr Beard has instigated and overseen many substantial improvements to the school. He has been responsive to P&C concerns and has always been available to discuss matters pertaining to the school. The P&C looks forward to building on the good work achieved in 2010, throughout 2011.
Clay Newland‐ P&C President
Student representative’s message
We have enjoyed being student leaders at Adamstown Public School, the greatest school around. A highlight of our year was attending the Young Leaders Day at the Sydney Entertainment Centre. Another highlight was finally moving into our new classrooms.
We’ve got a great playground at our school with lots of space to play as well as climbing equipment, cricket nets and a netball/basketball court. This year our E‐Team was very busy and the garden group sold lots of veggies to our school community as well as providing veggies for the school canteen.
We would like to thank the teachers who have given us such a great education here at Adamstown Public School. Thanks also to the teachers who have given up their time to coach our teams, take us to carnivals and take us on camps and excursions.
We wish all the other kids at school good luck in the future and we hope they have as much fun here as we have.
Brandon and Kirra, 2010 School Captains
School context
Student information
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile
2010 has seen an arresting of a downward trend in enrolments. It is difficult to predict the trend of enrolments into the future. Adamstown is becoming a more expensive place to live which has seen some families move into cheaper housing in outlying suburbs.
2006 2007 2008 2009 2010
Male 122 121 102 96 102
Female 127 122 126 122 129
Total 249 243 228 218 231
Student attendance profile
Improved attendance has been a key feature of 2010. The grades which show attendance below 95% can be attributed to one or two students with attendance issues. Partial attendance, mainly through students arriving late to school continues to be of concern. Students missing the first ten to twenty minutes of the day’s lessons on a regular basis has a negative impact on their learning and causes minor disruptions to classrooms as they arrive. This disruption has been reduced in 2010 with a new policy whereby parents do not accompany their late child to the classroom.
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Management of non‐attendance
Attendance is monitored electronically. Reminder notes are sent home when there is an unexplained absence. Three times per term the School Administration Officer produces a printout for the Principal of any students showing up with potential attendance concerns. Written or telephone contact is made with caregivers.
Students displaying attendance issues which remain a concern are referred to the Home School Liaison Officer.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
In 2010 all class numbers fell within the department’s average numbers per class guidelines.
Roll Class
Year Total per Year
Total in Class
KB K 19 19 KM K 20 20 1B 1 19 19
1/2D 1 13 21
1/2D 2 8 21
2/3E 2 9 23
2/3E 3 14 23 3/4A 3 14 29 3/4A 4 15 29 4/5H 4 19 26
4/5H 5 7 26 5/6G 5 10 28
5/6G 6 18 28
5/6H 5 9 27 5/6H 6 18 27
2I 2 22 22
Structure of classes
A flexible approach to class structure is used to maximise the learning opportunities for all students. With our current student numbers, multi‐age classes are often the most effective way we can structure classes across much of the school.
Staff information
Adamstown School tends to have very few staff transfer out, however, over the past couple of years there has been several retirements. The staff represents a range of cultural backgrounds however there are no indigenous staff members.
Staff establishment
Position Number
Principal 1Deputy Principal(s)Assistant Principal(s) 2Head TeachersClassroom Teachers 8Teacher of Emotional Disabilities Teacher of Mild Intellectual Disabilities Teacher of Reading Recovery 0.5Support Teacher Learning Assistance 0.3Teacher Librarian 0.6Teacher of ESLCounsellor 0.2School Administrative & Support Staff 2Total 14.4
Staff retention
There was one new staff member transfer in following the retirement of a long‐serving staff member.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 78 Postgraduate 22
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Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary: 30/11/2010
Income $
Balance brought forward 90 621.04
Global funds 124 216.91
Tied funds 66 765.59
School & community sources 69 893.57
Interest 5 023.84
Trust receipts 6 374.45
Canteen 0.00
Total income 362 895.40
ExpenditureTeaching & learning
Key learning areas 26 357.47
Excursions 26 712.80
Extracurricular dissections 24 304.03
Library 4 930.55
Training & development 3 452.48
Tied funds 65 184.52
Casual relief teachers 18 426.11
Administration & office 35 681.74
School‐operated canteen 0.00
Utilities 32 429.76
Maintenance 7 799.26
Trust accounts 6 973.11
Capital programs 12 750.11
Total expenditure 265 001.94
Balance carried forward 97 893.46
The reference to canteen above is for a school run canteen. The P&C operate the canteen at Adamstown School so no figures appear here.
A full copy of the school’s 2010 financial statement is tabled at the Annual General Meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2010
Achievements
Arts
A variety of opportunities exist for students to develop and showcase talents in the arts.
The Adamstown Public School Band continued to impress, despite losing some key members to High School. Band members participated in the combined schools workshop and concert at Kotara High during Education Week. They also participated in Bandfest where they received a Highly Commended Award for their section. The band entertained the school community at Presentation Day and also several other concerts throughout the year.
Our three dance groups continued to provide opportunities for students to develop movement skills. Our boys dance group is very popular with the boys learning “street style” dances.
Our choir continued to grow in numbers. Its performances delighted the school community on several occasions throughout the year.
Sport
During 2010 students had the opportunity to participate in a variety of sports with some children attaining outstanding results. 2010 did, however, see a rationalization of the number of disruptions to learning through sporting activities. The previous policy of having a go at everything that came along in the sporting field resulted in some students missing school work on frequent occasions. Teachers felt that this was having a negative effect on the overall education of some children and was also impacting on classes which were often disrupted because of sporting activities such as gala days.
School Swimming, Athletics and Cross Country Carnivals were strongly contested with approximately 25 students heading off to compete at the Zone carnivals. Five students went on to the next level competing at the Regional Championships.
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Public Speaking
Adamstown students competed in the Premier’s Challenge Debating Competition, Zone Public Speaking Competition and the Multicultural Perspectives Public Speaking Competition. Three Adamstown students received highly commended awards at the Zone competition.
Selective High School Placement
In 2010 five students sat the entrance exam for Merewether Academically Selective High School. Three of these students were successful in gaining placement.
Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
The following graphs indicate the performance of Adamstown students compared with like school groups and the NSW state average. Readers will see that it is a mixed bag of results with some very positive indications in Year Three with literacy. These results indicate a need for the school to continue to focus on the teaching of numeracy and the teaching of writing as areas for development.
Literacy – NAPLAN Year 3
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Progress in numeracy
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 3 students achieving at or above minimum standard
Reading 100 Writing 92 Spelling 93 Punctuation and grammar 93 Numeracy 100
It is very encouraging to see that all students meet minimum standards in reading and Numeracy.
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Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 5 students achieving at or above minimum standard
Reading 92 Writing 85 Spelling 88 Punctuation and grammar 88 Numeracy 85
This result reflects a significant number of students with learning difficulties. The success of the school’s reading programs for students experiencing difficulties is illustrated in this result.
Significant programs and initiatives
ANZAC Commemoration
Adamstown Public School has a significant number of Defense Force families. ANZAC services are particularly significant as several of our parents have seen active duties in the recent past and some are currently serving overseas. The ceremony this year saw three Defense Force children lead the official party into the school hall carrying a hat representing the three armed services. Each class laid a floral tribute during the service and a letter from a Dad written to the whole school from the Middle East was read out by a school leader whilst his Kindergarten son stood proudly in stage.
Aboriginal education
2010 saw a growth in partnership between the school and Aboriginal community members. In conjunction with parents, a reconciliation garden was created at the front of the school. Aboriginal students in the school met with an Awabakal language expert who taught them about the process of naming which Aboriginal people traditionally use. The students came up with the name: New Beginning for Learning and Sharing which translated to: Kari Kari Bangai Nupaliintakongatan Ngukalailiintako.
The school had a wonderful celebration at the opening of the garden in Naidoc Week which involved dancers from Hunter School of Performing Arts, a cleansing smoking ceremony performed by Leigh Ridgeway and the official
opening by Auntie Phyllis Darcy, an Awabakal elder.
In 2010 teachers undertook training in the Aboriginal Education strategy. The school was excited to see one of our Year Six Aboriginal students gain selection to Merewether High, a selective school for academically gifted students.
Multicultural education
Adamstown Public School celebrates the cultural
diversity of our community. We are lucky to have
a school population including students with
families originating from all around the world.
Our school is a harmonious place where everyone
is welcome.
A small number of children were supported in the school by an ESL teacher in 2010. The teacher was employed under the New Arrivals Scheme.
Multicultural celebrations took place around
Harmony Day in March where our cultural
richness was celebrated.
Respect and responsibility
The school has an outstanding Peer Support Program
which is built on the values considered important by
the school community. Comprehensive lessons on
respect, responsibility, cooperation, acceptance,
perseverance and empathy are delivered by well‐
trained peer support leaders.
The school has a wonderful tone with high levels of
respect evident between teachers and students.
Connected learning
All classrooms have access to interactive technologies. The BER program, however, caused some disruption to teacher’s access to these technologies. The school had its interactive classroom installed which allows for video conferencing and virtual experiences for students. 2011 will see greater integration of this technology in teaching and learning.
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Progress on 2010 targets
Target 1
Improved reading outcomes for all students with specific focus on higher order comprehension fluency and accuracy.
A major focus in the early years of moving students as quickly as possible up through reading levels has proved highly successful. Focus on comprehension has changed teaching strategies and it is anticipated 2011 NAPLAN results will reflect improved comprehension skills amongst students.
Our achievements include:
Focused Targets:
Reading Recovery Levels
Grade Total
Students
reaching
Regional
Benchmarks
Targets
Students
reaching
Regional
Benchmarks
Actual
Kinder 37 70% 59%
Year 1 33 48% 81%
Year 2 41 59% 59%
Average Correct words
per minute
2010
Targets
2010
Actual
Year 3 90 126
Year 4 115 108
Year 5 134 98
Year 6 124 133
2010 Naplan Targets:
Year Five Reading Actual
Bands 3&4‐ 16% 46%
Bands 5&6‐ 58% 27%
Bands 7&8‐ 27% 27%
Year Three Reading Actual
Bands 1&2‐ 12% 15%
Bands 3&4 – 28% 31%
Bands 5&6 – 60% 54%
Target 2
Improved writing outcomes for all students.
2010 Naplan
Year Five Writing Actual
Bands 3&4‐ 16% 27%
Bands 5&6‐ 39% 65%
Bands 7&8‐ 46% 8%
Year Three Writing Actual
Bands 1&2‐ 12% 15%
Bands 3&4 – 38% 44%
Bands 5&6 – 50% 41%
Target 3
Improved numeracy outcomes for all students with emphasis on problem solving and the working mathematically component of the curriculum .
Focussed Targets:
2010 Naplan
Year Five Numeracy Actual
Bands 3&4‐ 12% 27%
Bands 5&6‐ 53% 58%
Bands 7&8‐ 35% 16%
Year Three Numeracy Actual
Bands 1&2‐ 8% 27%
Bands 3&4 – 50% 42%
Bands 5&6 – 42% 31%
Comment on targets
2010 was the first year the school set targets in such a specific manner. The process involved setting targets for individual students. Whilst the Year Three Naplan targets were pretty close in all areas except numeracy, the Year Five targets were too aspirational. The school will continue to work on individual targets for all children which can be translated into group targets represented here.
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Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of Science and Student Welfare/ Anti Bullying/ Boys & Girls education strategies.
Educational and management practice
Student Welfare/ Anti Bullying/ Boys & Girls education strategies.
Background
Adamstown Public School has had a constant focus on curriculum and pedagogy over the past three years. The above strategies seem to be working however a small number of issues have arisen that has led the school to the decision that it is time to take stock of where we are at and how successful our strategies are.
Findings and conclusions
Thirty‐eight parents completed a survey on student wellbeing.
All parents believed the school was a safe place for their children. All but one parent believed their child was happy at school. Fourteen parents believed their child has suffered some bullying at school, with one parent stating that it was ongoing. Four parents believe that the bullying has not been resolved.
Graph from annual school survey.
Some parents believe that teachers don’t listen to children’s complaints about bullying. Some parents also believe that issues are not dealt with and followed through appropriately.
30% of students were surveyed and all said they were happy at Adamstown School. All students said they had friends and they enjoyed playing, the veggie garden, sport, play equipment, computers and art and craft. Some even enjoy mathematics.
In relation to feeling safe at school, the vast majority of children talked about playing safely, not being out of bounds and obeying safety rules such as not running on the concrete. No children identified other children as making them feel unsafe. Over a third of children said that things had happened at school that had upset them at some stage.
Teachers believe that incidents of bullying were generally well addressed by the school. There was a feeling that because punishments were not publicly communicated, children and parents had the misconception that nothing was being done. Teachers also believed that there is some misunderstanding of what actually constitutes bullying. At times children are in conflict but this is not necessarily bullying.
In relation to boys and girls education, teachers believed that there was equity of outcomes for boys and girls. Naplan results indicate no strong trends of a difference in performance of boys and girls.
Parent survey results (below) indicate little difference in the perception of the school meeting the needs of boys and girls.
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Future directions
Involve parents in the development of a revised Anti‐Bullying Policy.
Integrate education about bullying in Peer Support and classroom programs. Provide information to the school community on bullying.
Develop a formal bullying notification process for students and parents.
Curriculum
Science
Background
Science is an area the school has not evaluated for many years. With the advent of the Australian Curriculum, it was thought that identifying where the school is at in the teaching of science would be useful for planning once the National Curriculum emerges.
Findings and conclusions
Teachers completed a planning matrix to indicate where the school was at in relation to teaching science. There has been very little training and development for teachers in the teaching of science and the only whole school approach is around the scope and sequence of units taught. Science teaching resources are fairly limited across the school and teachers tend to manage their own science equipment rather than having a store of equipment for class activities.
Parent survey data indicated that just over 50% of parents felt they understood what was taught in science at school. Only 45% felt that the school provided good indication of student’s progress in science.
Future directions
As the new Australian Curriculum documents emerge, the school will determine the professional learning needs of staff as well as resource needs for the implementation of the curriculum.
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
89% of parents who returned surveys indicated they were satisfied with the school. This is level of satisfaction is 9% higher than the 2009 response. 7% were dissatisfied to some degree and four percent were unsure.
100% of staff indicated satisfaction with the school.
All children surveyed were happy being a part of Adamstown School.
Professional learning
Professional learning funds are made available by the Department of Education and Training. $8432 was provided for this purpose in 2010. The school supplemented this amount and spent a total of $11604 for a range of professional learning activities. On average, $828 was spent on each staff member.
In 2009 all staff members were involved in professional learning. This took the form of weekly professional learning staff meetings, school development days at the commencement of terms one, two and three and the conclusion of term four. Teachers also attended in‐service courses provided by the NSW Department of Education and Training and other providers. In addition to this teachers were released from class each term to engage in professional learning focused on the school target areas of technology,
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mathematics problem solving and reading comprehension.
School development 2009 – 2011
At the end of 2010 the school was two years into its three year plan. The broad three year targets are as follows:
Improved engagement and learning outcomes through effective use of information and communication technologies;
Improved higher order reading comprehension skills; Improved written literacy skills;
Improved outcomes for all students through curriculum differentiation;
Improved Numeracy outcomes with particular emphasis on number and problem solving skills.
At the end of 2009 an additional sub‐target in the literacy area was added. Writing was identified as an area the school needed to address.
Targets for 2011
Target 1
Improved reading outcomes for all students with specific focus on higher order comprehension fluency and accuracy.
Focused Targets:
Reading Recovery Levels
Grade Total
Students reaching Regional
Benchmark Targets
Kinder 37 70%
Year 1 44 75%
Year 2 27 71%
Average Correct words
per minute 2011 Targets
Year 3 115
Year 4 130
Year 5 120
Year 6 110
2011 Naplan Targets:
Year Five Reading
Bands 3&4‐ 24%
Bands 5&6‐ 27%
Bands 7&8‐ 49%
Year Three Reading
Bands 1&2‐ 16%
Bands 3&4 – 31%
Bands 5&6 – 53%
Strategies to achieve this target include:
Targeted assessment for learning in literacy teaching.
Ongoing staff development in the teaching of the full range of reading comprehension strategies.
Implementation of regular “level checks” of reading for children reading up to level 30 (independent stage)
Our success will be measured by:
Naplan results and school benchmarking indicating target levels achieved.
Target 2
Improved writing outcomes for all students.
Focused Targets:
2011 Naplan
Year Five Writing
Bands 3&4‐ 24%
Bands 5&6‐ 30%
Bands 7&8‐ 46%
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Year Three Writing
Bands 1&2‐ 12%
Bands 3&4 – 38%
Bands 5&6 – 50%
Strategies to achieve this target include
Ongoing staff inservice and implementation of the SCRAP writing program.
Effective use of explicit quality criteria in the teaching of writing.
Implementation of guided writing strategies to meet the needs of all students.
Our success will be measured by:
Naplan results and school benchmarking indicating target levels achieved.
Target 3
Improved numeracy outcomes for all students with emphasis on problem solving and the working mathematically component of the curriculum.
Focused Targets:
2011 Naplan
Year Five Numeracy
Bands 3&4‐ 18%
Bands 5&6‐ 39%
Bands 7&8‐ 42%
Year Three Numeracy
Bands 1&2‐ 16%
Bands 3&4 – 32%
Bands 5&6 – 52%
10% increase in students registering in the high and outstanding grades for working mathematically in end of year assessments.
Strategies to achieve this target include:
Teacher Professional Learning in the process of guided problem solving.
Implementation of Quicksmart Numeracy Program.
Establishing planned formative assessment strategies K‐6 for numeracy leading to effective grouping of students for instruction.
Teachers working together to identify strategies for curriculum differentiation in the teaching of numeracy.
Our success will be measured by:
Naplan results and school assessments indicating target levels achieved.
School Assessment data indicating increases in
reporting grades.
About this report
In preparing this report, the self‐evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self‐evaluation committee and school planning committee have determined targets for the school's future development.
Warwick Beard Principal
Clay Newland P&C President
Jane Stoodley P&C Secretary
Jennifer Judge Teacher
Gail Isles Teacher
Gordon Dryburgh Parent
School contact information
Adamstown Public School
1A Bryant St
Adamstown 2289
Ph: 02 49571114
Fax: 02 49562446
Email: adamstown‐[email protected]
Web:
http://www.adamstown‐p.schools.det.nsw.edu.au
School Code: 1008
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr