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South Grafton Public School
Annual School Report
2061
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School context Our school at a glance
South Grafton Public School (SGPS) delivers an exciting, comprehensive range of programs. Our two separate campuses, while both maintaining the positive features of a small school environment, access all the resources and expertise that a large school can facilitate. Our school boasts proactive teaching personnel who have been recognised at state and regional levels for their professionalism and dedication to the development of successful teaching programs. Some of our unique programs include:
A district gifted and talented class, (known as an OC class) which boasts the largest number of state identified gifted and talented students in the Clarence Valley.
Enrichment classes that focus on individuality, responsibility and independent work habits.
An outstanding student concert band.
A specialised Kindergarten gymnastic program.
A unique Pre School Playgroup Program that prepares children for their first year in Kindergarten on a weekly basis.
An After School Academy which supplements and enriches the classroom learning environment!
We prioritise literacy, technology and creativity across the curriculum. This is evidenced through our well equipped library, our two technology centres and in our classrooms where interactive SMARTBoards are an integral component of the teaching/learning cycle. We pride ourselves on a high level of public presentation in the creative and performing arts, clear direction in student management and high expectations in student achievement.
Students South Grafton Public School is classified as a P2 school with 601 students. Parents and community members actively seek enrolment at this school. We boast a positive school climate with a teaching staff who inspire excellence and hold high expectations.
Staff All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives South Grafton Public School accesses significant funding through the Priority Schools initiative and the Low Socio Economic project. We host the District ‘OC’ class which is a class of state identified gifted and talented students. Our enrichment program provides additional opportunities to students in all curriculum areas and the creative and performing arts. In 2011 we have continued using the Taking Off With Numeracy (TOWN) mathematics program, utilised additional staff to develop capacity in leadership and employed a Highly Accomplished Teacher (HAT) to work towards improving quality teaching K‐6. SGPS features a concert band program which includes membership of over 150 students. Staff have worked proactively on the Best Start Early Years initiative and the L3 program in Kindergarten. The Positive Behaviour for Learning program (PBL) that was introduced in 2009 is a key component of our welfare system. Through the National Partnerships program we have collected significant data in a wide variety of areas and have a solid understanding of school performance and directions needed.
Messages Principal’s message 2011 has proven to be another year of strong achievement for SGPS. Some of these include:
Eisteddfod successes in choir, band, verse speaking and percussion.
Continued growth in our prized concert band.
A well received school concert ‘A Night At The Movies’.
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The production of the ninth annual SGPS Yearbook with an additional IT component.
State and regional representation in sport.
The strengthening of our ‘Positive Behaviour for Learning’ program with a focus on teacher expectations and ‘anti – bullying’ lesson development.
Participation in a ‘Greater’ Grafton Learning Community and 47 School Pilot.
Involvement in three major programs 1.Priority schools; 2.National Partnerships Low SES and 3.National Partnerships Literacy/Numeracy.
Our gifted and talented students have continued their involvement in the Clarence Science Initiative as well as participating in a variety of high level projects and information sessions with parents and community members. The Building the Education Revolution (BER) program has provided us with two new classrooms on the Infants Campus, new offices on the Primary Campus and most excitedly, a long awaited new K‐6 Library which was opened as part of our Market Day celebrations. Again, I would like to thank the community, staff and student body for the enormous amount of support the school continues to receive. The school’s positive image continues to grow in the wider community of Grafton. 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. Sue Hillery Principal
P & C message The school appreciates the outstanding support shown from our parents, grandparents and carers. Together we can make a difference. It encourages all stakeholders to be actively involved in our school so together we can build a strong school community. Fantastic attendance this year was shown at our special events which included: Mathematics workshop Public Education Open Day Senior Citizens Open Day Easter Hat Parade Sport Carnivals Band Performances Night at the Movies Concert Parent Band Market Day Pink Stumps Day Jacaranda activities. Support is also shown in:
Attendance and involvement in P & C and canteen committee meetings and craft group activities.
Volunteering in canteens, classrooms with reading and computer skills, library, student banking and fundraising.
Through fundraising this year, the P & C were able to assist the school by providing:
Sporting marquees.
Continuation of the uniform shop.
$13000 new seating for Infant Campus.
The P & C is only able to assist the school and provide these valuable resources because of the fantastic support given from our parents, grandparents, caregivers and the community of South Grafton, who we thank immensely. Karen Cleaver. P & C President
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Student representative’s message As school leaders of South Grafton Public School we have been involved in many helpful and exciting experiences. We have enjoyed all of our leadership roles and responsibilities that have been given to us in 2011. We have represented our school in Community of Schools Leadership Days, March of Youth, Anzac Day March and Remembrance Day. This year our school has shown PRIDE in what we have done and we have enjoyed following the PRIDE acronym. We have been involved in interesting and exciting challenges that have given us an increased sense of PRIDE in our school. Next year’s captains and prefects are going to thoroughly enjoy all the opportunities they will get, including the leadership events for 2012 and the continuation of our work with our student newsletter ‘PRIDE Print’. We encourage next year’s school leaders to get involved as it is rewarding and a great experience. Megan Vitali, Braden Cooper and Katie Alexander
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
Gender 2007 2008 2009 2010 2011
Male 299 310 334 295 310
Female 277 287 295 279 266
Student attendance profile
School
Year 2008 2009 2010 2011
K 92.0 90.4 94.3
1 90.2 90.8 93.6
2 91.7 91.8 93.4
3 91.3 93.8 93.7
4 90.6 90.8 92.9
5 90.3 92.0 92.1
6 90.6 91.1 91.9
Total 92.5 90.9 91.4 93.2
Region
K 92.5 93.4 93.3
1 92.3 93.2 92.9
2 92.4 93.3 93.0
3 92.6 93.2 93.1
4 92.6 93.3 93.0
5 92.4 93.2 92.9
6 92.2 92.9 92.6
Total 92.8 90.1 93.2 93.0
State DEC
K 94.3 94.7 94.7
1 93.7 94.2 94.2
2 94.0 94.4 94.2
3 94.1 94.5 94.4
4 94.0 94.5 94.3
5 94.0 94.4 94.2
6 93.6 94.0 93.8
Total 94.1 92.1 94.4 94.3
2011 attendance snapshot Data supported by the DEC Home School Liaison Officer (HSLO) shows the attendance rate for all students at South Grafton Public School during Semester 1 2011 was 93%, split almost evenly between boys and girls. Indigenous students recorded a lower attendance rate than any other group for Semester 1 2011. Sixty one students had an attendance rate below 85% during Semester 1 2011 and this group accounted for 30.8% of all absences. In comparison to Semester 1 2010 the percentage of students with an attendance rate of 85% or above has increased from 87% to 89.6% suggesting more students are attending school more frequently. However attendance rates for Indigenous students have decreased from 92.2% (Semester 1 2010) to 85.6% (Semester 1 2011).
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Management of non‐attendance This year our School Learning Support Coordinator (SLSC) together with our Senior Executive devised a tighter monitoring system for student absenteeism. The process required parents to inform staff within two days of the reason for absence and staff to phone parents if they had not been informed promptly. Our flow chart was revised for staff to understand and implement the attendance policy uniformly. Our SLSC checked absences weekly, the Principal was responsible for fortnightly monitoring. The Learning Support Team (LST) became an important link that strengthened the process and accountability.
Class sizes Roll class Year Total per year Total In class
KAS K 21 21
KBK K 23 23
KDH K 23 23
KDR K 22 22
KKM K 22 22
1/2TA 1 7 26
1AL 1 20 20
1MS 1 19 19
1NC 1 18 18
1/2TA 2 19 26
2GJ 2 24 24
2IW 2 23 23
2KL 2 22 22
3/4DZ 3 16 31
3JD 3 23 23
3TW 3 21 21
3WC 3 22 22
3/4DZ 4 15 31
4BT 4 21 21
4LS 4 22 22
5/6HS 5 15 30
5/6JT 5 12 29
5/6MN 5 10 22
5DM 5 21 21
5LG 5 24 24
5/6HS 6 15 30
5/6JT 6 17 29
5/6MN 6 12 22
6TC 6 25 25
6TS 6 26 26
Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.
Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Staff establishment Position Number
Principal 1
Deputy Principal(s) 1
Assistant Principal(s) 4
Classroom Teachers 21.7
Teacher of Mild Intellectual 1
Teacher of Reading Recovery 0.42
Support Teacher Learning Assistance 1.4
Teacher Librarian 1.0
Counsellor 1.0
School Administrative & Support 5.962
Total 38.482
The National Education Agreement requires schools to report on Indigenous composition of their workforce. The Indigenous composition of the school workforce includes an AEO and two additional full time temporary SASS staff.
Staff retention Staff movement over the last few years has been minimal. The school has kept all permanent staff from 2010 to 2011.
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 80.2%
Postgraduate 19.8%
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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: 30/11/2011Income $
Balance brought forward 531082.89Global funds 347143.88Tied funds 960763.39School & community sources 117876.69Interest 35605.14Trust receipts 155573.05Canteen 0.00Total income 2148045.04
ExpenditureTeaching & learning Key learning areas 25001.26 Excursions 45494.41 Extracurricular dissections 43718.73Library 6760.74Training & development 28893.52Tied funds 958937.07Casual relief teachers 76777.57Administration & office 106407.27School‐operated canteen 0.00Utilities 93086.47Maintenance 33268.26Trust accounts 15801.63Capital programs 35509.45Total expenditure 1469656.38Balance carried forward 678388.66
A full copy of the school’s 2011 financial statement is tabled at the annual general meeting of the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2011
Achievements School Concert Band 2011 South Grafton Public School’s Concert Band is recognised as a band of excellence not only in the Clarence Valley, but throughout the entire northern region. Learning to play a musical instrument is a skill for life. It can help relieve stress and boredom and in a group situation aids cooperation between peers. Research has also proven a significant link between learning music and enhanced academic achievement ‐ particularly in mathematics. This year we have been privileged to have our clarinet tutor, Mr Peter Morgan, begin a clarinet choir with our senior players. At this point in time, the choir is in its infancy, however members are progressing well and we look forward to its coming of age. Our band has performed in various concerts as well as once again gaining first place at the Grafton Eisteddfod. Two of the highlights in performance were at our recent “A Night at the Movies” show and at the official opening of the new school library. Members of our band, both beginners and advanced, have also enjoyed membership of the Community of Schools Super Band which performed magnificently at the Jacaranda Festival. Our band has rightly earned a reputation throughout the Clarence Valley of a high musical standard and professionalism. We look forward to continuing this reputation and providing the best in musical education and opportunities for all students of South Grafton Public School. Joanne Tranter Band Manager
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SPORT Developing and maintaining a high profile in sport is something we at South Grafton Public School are all very proud of. It is an aspect of the traditions built on at the school that has seen generations of sporting families continue to perpetuate these traditions. In conjunction with the educational and cultural foundations we have built, South Grafton Public School can justifiably lay claim to being “The Leading School.” It is a school that is vibrant with the activity that begins as soon as the children return to school after summer holidays. Election of House Captains is the catalyst that leads to the round of swimming carnivals, culminating in North Coast and NSW PSSA carnivals and continues throughout the year. Our Junior Boys and Senior Girls relay teams performed well at Banora Point and Tiana Bennett represented SGPS for the fifth time at NSWPSSA. The concentration on fitness runs on the Vere Street Campus in Term 1 helped get children ready for our school and zone cross country races and improved general fitness and competitiveness. Winter trials were a great leveler as all participants saw the wonderful athletes from neighboring schools vying for representative selection. Our strong performers step up in Netball, Hockey, football and rugby league. Wirri Boland and Blake Roberts performed well in selection trials for rugby league. Our PSSA Knockout teams tried hard in various statewide competitions. Our teams had some success against local teams but came up against strong opponents from further south, eg the Rugby League team performed well although beaten by a big, fast Narranga PS side. 2011 is the first year for many that these boys have won the Daily Examiner competition, defeating Westlawn in the final. Mr Mark Newman continues to take the girls’ cricket team to great heights. This year they lost a thrilling North Coast final by one run. Just recently Jade White, Megan Vitali, Natasha Rudder and Dylan Cleaver have returned from representing north coast at state cricket carnivals. All primary classes participated in learning gymnastic skills in Term 3. All children learned and built on skills introduced over the previous two years. These skills will be put to good use in
coming years of sporting development. Our proudest individual results in 2011 were achieved by Tylar Barry in AWD Athletics. Tylar won 100m, 200m, 800m and long jump at the MNC carnival. He also achieved North Coast success in these events which led to selection in NSWPSSA competition in Sydney. In this carnival he won long jump and 800m and was sixth in 100m and fourth in 200m events. Earlier this year he was invited to represent NSW in the Australian championships in Darwin. In this carnival he won the long jump and 800m and was second in 100m and 200m. Tylar was also part of a successful NSW relay team. These are outstanding achievements. South Grafton Public School cannot achieve without the children who participate, our dedicated staff who coach them, the caring parents who support and our school leaders who encourage us all and give us the opportunities to be involved. ‘TOO MUCH SPORT IS HARDLY ENOUGH’ Tony Skinner Sports Coordinator
Academic In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8. 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)
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Overall Findings SGPS 2011 NAPLAN data Comparing data from 2008 ‐ 2011, we have seen a huge improvement in the amount of students in the proficiency section and less in ‘below National Minimum Standard (NMS)’. Writing is the best we’ve had for a few years with Year 5 within the state. Although our trends are moving upwards significantly, we still have a long way to go to reach results from 2009 in some areas. Support staff and resources put into writing and numeracy through National Partnerships are reflected in the most growth. Students who have improved, have improved significantly ‐ often two or three bands. While reading for Year 3 had a sharp decline in the trend data numeracy for Year 3 had a corresponding improvement.
Literacy ‐ NAPLAN Year 3
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Numeracy ‐ NAPLAN Year 3
Literacy ‐ NAPLAN Year 5
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Numeracy ‐ NAPLAN Year 5
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Progress in literacy
Progress in numeracy
Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3 and 5. 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 achieving at or above minimum standard (exempt students included)
Reading 90.2
Writing 96.3
Spelling 93.8
Grammar & Punctuation 92.6
Numeracy 96.3
Percentage of Year 5 students achieving at or above minimum standard (exempt students included)
Reading 82.1
Writing 93.5
Spelling 89.7
Grammar & Punctuation 89.7
Numeracy 93.6
Significant programs and initiatives Aboriginal education Our Aboriginal Education Program this year focused on the revision and re ‐ development of quality units of work for each stage K ‐ 6. While our executive and stage representatives all had input into the development of these units, our AEO had the main responsibility. Topics included are ‐ ‘Belonging’, ‘What is Place’, ‘Dreaming’, ‘Identity’ and ‘Before British Colonisation’. The units include interactive aspects of multi media and have been approved by the school community and AECG.
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Multicultural education This year, we again employed a Community Liaison Officer to ensure positive home/school congruence. This in itself has ensured a more inclusive school community with improved awareness and communication. All staff are aware of the need for culturally inclusive teaching practices. We have a trained Anti Racism Contact Officer. Classroom programs maintain a multicultural perspective.
National Partnerships Low SES program initiatives
Highly Accomplished Teacher SGPS employed a Highly Accomplished Teacher (HAT) at the beginning of 2011 to develop capacity and consistency in K‐6 curriculum planning and delivery. This change has seen a focus on quality teaching (QT) elements to refine programs, planning and evaluation. This is reflected in increased staff understanding and evaluation of their teaching practice in relation to QT elements and is supported by staff evaluation comments. Modeled writing lessons in Year 5, a major HAT focus, developed teacher capacity and assisted in improved NAPLAN results. Introducing regular independent writing K‐6 has shown improved student interest and engagement in writing which was strongly evidenced in student and staff evaluations of the Come Out Writing (COW) project.
Extended services Student and parent engagement has been enhanced through the innovative After School Academy Program. The involvement of school staff (teachers and SASS), parents and community members as tutors has resulted in a variety of cultural, sporting and educational programs being offered to students after school hours, strengthening curriculum knowledge. This has been evidenced by extensive positive comments about the program in parent, staff and student surveys and interviews. Similarly the Preschool Playgroup Plus program has involved preschoolers and their parents attending the school to engage and learn about school on a positive interactive level. The positive nature of this initiative has been reflected in both survey and interview data.
Information technology Extensive information technology (IT) resources have been added to the school infrastructure to provide a high level of student and teacher access to contemporary teaching technology. Physical resources purchased include interactive whiteboards, computers, cabling and a refurbished IT room on the Infants Campus. A nominated teacher attended advanced IT professional learning and was then timetabled for a weekly session to provide mentoring to small staff groups in the educational application of interactive whiteboards and associated software. Anecdotal evidence, survey results and interviews have confirmed increased student engagement and enhanced staff capacity to implement IT effectively.
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Innovative learning programs Building from our participation in the Taking Off With Numeracy (TOWN) program, SGPS staff identified Quicksmart, developed by the University of New England, as a program they would like to undertake with students in need of mathematics intervention in Years 4, 5 and 6. Extensive professional learning for teachers and school learning support officers (SLSO) was an integral initial component of this individualised program and an additional part‐time teacher and SLSO were employed to coordinate, teach and administer the program throughout 2011. Marked improvements are apparent compared to class cohorts using data from Minute Maths, Speedy Maths, and National Partnerships testing (from Test 3 to 4, 50% of Quicksmart students improved 1 or more bands, compared to 20% of students who were not on the program). (NAPLAN data showed a marked increase in overall maths results in Year 5 as well, although further investigation would be needed in 2012 to verify this).
National Partnerships Literacy/Numeracy TOWN Numeracy Continuum Report Term 3
In term 1 all students from Year 3 to 6 were assessed on their place value and multiplication and division ability. This data was collated in spreadsheets and all students were placed on the place value numeracy continuum board. The process was repeated end of term 2, beginning of term 3 to track students movement along the place value framework. Of the 303 students that were assessed for a second time the mid year results are as follows:
20% of students moved 2 places along the framework. 42% of students moved 1 place along the framework. 38% of students remained on the same place value as term 1.
The above graph shows the greatest movement was between PV0 to PV1 and between PV3 to PV5. Of the 12 QUICKSMART students, 5 moved 2 places and 5 moved 1 place along the framework. The data indicates that 30% of South Grafton Public School students (Yr 3‐6) are in either PV4 or PV5.
Priority Schools Program Through this funding source we continued to employ a Community Liaison Officer (CLO) who has continued to strengthen home school congruence. Our very successful Pre School Playgroup Plus (PPP) has engaged pre schoolers once a week in the learning environment of the school. Staff have been released to take this additional class on a rotational basis. Community satisfaction is high and our pre schoolers are well prepared for Kindergarten both socially and academically.
A Total of 62% of students progressed
along the place value framework.
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Progress on 2011 targets 1 Literacy 1. 100% staff participation in a lesson study approach. 2. An increase of 10% of students in the top two bands in Year 3 (from 28% to 38%) and 5 (from 12% to 22%) NAPLAN 2011 writing 3. A decrease of 5% of students in the two lower bands in Year 3 (from 14% to 9%) and 5 (from 32% to 27%).
Achievements 1. All staff have participated in the lesson study approach with a focus on different elements of literacy. This has been implemented through a buddy lesson approach. Teachers plan a lesson together then observe each other teach the lesson and give each other feedback. This process has provided the opportunity for greater teacher professional learning and sharing. The process will continue into 2012. 2. We have seen great improvement in the percentage of pupils in the 2 top bands in Year 3 and 5 Writing. We have seen an increase from 28% in 2010 to 41% of students in 2011 in bands 5 and 6 in Year 3. In Year 5, the increase in bands 7 and 8 went from 12% to 23%. This can be attributed to the explicit focus on writing skills in Years 2 and 4 leading into consolidation in Years 3 and 5. 3. In the lower two bands we saw a modest decrease from 14% in 2010 to 11% in 2011 in Year 3, with a significant decrease in Year 5 from 32% to 10%. The school has shown an overall improvement in all bands and the movement of students into the higher bands indicated that writing skills have definitely improved throughout the school.
2 Numeracy 1. 10% of students moved into the top two bands in each grade on National Partnerships testing. 2. 100% of classroom teachers (CTs) embracing and utilising TOWN framework and problem solving method. 3. An increase of 10% of students in the top two bands in Year 3 (from 12% to 22%) and 5 (from 14% to 24%) NAPLAN 2011. 4. A decrease of 10% of students in the two lower bands in Year 3 (from 29% to 19%) and 5 (from 37% to 27%) NAPLAN 2011.
Achievements 1. The improvement in all the targeted cohorts from 2009 (Years 2, 3 and 4) to 2011 (Years 4, 5, 6) was as follows: Year 2 Cohort Number Our results indicate a 55% increase in bands 4/5 from April 2009 (12%) to August 2011 (67%). Year 3 Cohort Number Our results indicate a 54% increase in bands 4/5 from April 2009 (19%) to August 2011 (73%). Year 4 Cohort Number In round 1 in the top two bands, we had 43% and in round 4 we had 59%. 2. Staff have been teaching using the TOWN framework and incorporating this into the teaching of numeracy in their classroom. Staff have also incorporated the problem solving strategy called “Simply Solved”. This has involved the use of support staff, class groupings and student self assessment folders. These strategies will be further developed as part of classroom practice in 2012. 3. In Year 3 we saw an increase in the two top bands from 12% to 27% and a general movement up through all lower bands. In Year 5 we saw an improvement from 14% to 16% in these top bands, which was not to the target, but there was general improvement and movement of students through all bands. 4. In the lower two bands in Year 3, there was a decrease from 29% in 2010 to 24% in 2011. This was not to the target level but the upward trend of improvement in all bands is pleasing. In Year 5 in the lower two bands we saw a decrease from 37% to 27% which met our target. There has been a pleasing improvement in all maths results, which can be attributed to our maths program and explicit teaching which has incorporated the TOWN framework, balanced numeracy sessions, Speedy Maths program, the Mathletics program and problem solving strategies.
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3 Teacher and leader quality Increase the number of staff active in leadership positions to 30%. 100% staff participation in professional learning.
Achievements Target was met with over 30% of staff involved in leadership positions and 100% engaged in professional learning throughout the year.
4 Aboriginal education Aboriginal students in top two bands of NAPLAN and National Partnerships testing October 2011 increased by 10%.
Achievements The target was exceeded. Lindsay Smith Assistant Principal
Key evaluations Educational and management practice Background In 2011 we conducted an internal school educational review with a team trained by a School Education Director (SED) and Department of Education CEO. This was a new and applauded initiative. It was a comprehensive study of all aspects of literacy and management around specific terms of reference.
A core Educational Support Team (EST) was trained in August. Follow up training occurred with additional staff in September .This team determined the terms of reference for our ‘Informal School Review’. A timetable was devised and interviews were conducted with members of the school community including staff, students and parents. Interviews took place from 17 October to 20 October. Findings, evaluations and recommendations were determined based on interview data and analysis of the following: *policies and programs, plans, assessment information, communications, program evaluations *surveys collected from parents on communication, leadership, participation,
curriculum, welfare and After School Academy *surveys collected from staff on school organisation, curriculum, equipment and future needs *student achievement data, including detailed NAPLAN analysis. Other data collected included Reading Levels, Home Reading participation, Mental Computation, Best Start, PBL, L3, TOWN, COW *classroom programs and assessment data teaching/learning cycle. This was all completed by 4 November and is published below.
Review findings and conclusions Terms of Reference 1: The use of organisation and management practices to support a positive school culture. Conclusions: Most school organisation and management practices support a positive school culture, which is evidenced by strong support from parents, teachers and students. Staff are deemed to be friendly, with a positive manner. Leadership within the school is seen as strong and innovative and this was reflected in comments about the After School Academy and PPP. Data indicated that professional learning needs to be tailored towards the perceived needs of staff as well as to management requirements. Documentation examined by the Review Team showed programming requirements and expectations contributed to a positive culture. Analysing Register of Individual Student Contact (RISC) data has determined that improvements in student behaviour can be identified over the last 12 months. However tracking this data has shown that behaviour at assemblies needs focus. The organisation and management of the physical environment of the school needs to be further refined as respondents indicated that grounds, classrooms, lack of storage and seating detracted from the positive school culture.
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Term of reference 2: The use of quality teaching principles in teaching and learning programs for literacy. Conclusions: The findings have shown that school management documents set high standards in literacy. Staff are provided with guidelines for programming a quality literacy session and clear expectations for the inclusion of quality teaching (QT) principles in lessons. Core programs and general classroom programs need to show more evidence of the incorporation of QT principles. School management practices have focused on the importance of QT through the implementation and support of buddy lessons. Staff have noted these are an excellent professional learning experience. Collegial programming has proven to be beneficial in improving the quality of literacy lessons. Most parents are satisfied with the school curriculum in English and are confident that teachers are teaching literacy well but there is a definite lack of parental knowledge regarding classroom literacy lessons. The Highly Accomplished Teacher (HAT) position has provided positive support for teaching and learning programs in literacy but staff need further support in the explicit teaching of comprehension and writing including spelling and grammar. Teacher enthusiasm and student engagement are essential to improve learning outcomes and the quality of teaching has a direct influence on student achievement. While quality teaching is valued by the school community there is a lack of consistency in teacher quality shown across the school. Involvement in departmental literacy programs has had a varying impact on staff in terms of professional learning. There is a concern regarding the pressure to progress students too quickly through required reading levels.
Term of reference 3: The teaching and learning practices to engage and cater for all students. Conclusions: It is a strong belief of staff that engaging learners through rich learning experiences, cooperative learning and the integration of technology is vital. Staff and students value the provision of quality,
innovative school based programs including COW writing and creative arts opportunities. Teachers agreed that Quality Teaching principles, rich learning experiences and innovative teaching techniques in teachers’ programs enhance student performance. Ongoing professional learning with the availability of specific, targeted resources will ensure the continuation of this. Data shows there is a significant focus on catering for the individual needs of students through specific class structures, enrichment opportunities and individualised remediation programs. A large proportion of parents felt the school catered for their children’s individual needs. Specific initiatives like Aboriginal programming and the After School Academy were seen by all stake holders to be great ways to cater for the needs of students and the wider community.
Term of reference 4: The use of rich assessment tasks and regular collection of data as a basis for planning literacy K‐6. Conclusions It is evident there are a variety of assessment tasks being used across the school. Both teachers and students indicate that anecdotal assessment is by far the most valuable. It is noted that the immediate student feedback that follows anecdotal assessment is most valuable to students. Explicit marking criteria and clear expectations are useful in informing students of their progress. Findings indicated that anecdotal assessments need to be more formalized and evidence needs to be embedded in the teaching/learning cycle. Both school and class based student achievement data documentation is accurately recorded, regularly collected and displayed professionally across the school. Teachers believe that school wide data is a valuable tool when transferred between stages and is useful for identifying specific group needs. Stage assessments need to be reviewed so they support the teaching/learning cycle and to ensure consistency K ‐ 6
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Recommendations/future directions Recommendation 1 That staff engage in a program of professional learning that focuses on all assessment processes and the use of data to inform individual planning, programming, assessment and reporting. That data is used to inform both class and stage programming and all necessary documentation is completed.
Recommendation 2 That staff engage in ongoing, focused professional development on the creation, documentation and implementation of rich teaching and learning programs incorporating QT principles.
Recommendation 3 That the school executive team effectively monitor the ongoing implementation and delivery of targeted programming and assessment procedures.
Recommendation 4 That the school investigates equity issues around access to professional learning
Recommendation 5 That the school investigates the equitable provision of enrichment opportunities for all student groups.
Recommendation 6 That the school investigate and prioritise all aspects of the physical environment to further enhance the quality of its learning environment.
Recommendation 7 That the school continue to refine and enhance identified successful programs such as PPP, Academy, COW, HAT role, Mathletics, Quicksmart and buddy lessons.
Recommendation 8 That the school re‐examine the school reward system in order to further enhance a positive school culture and re‐evaluate the criteria and guidelines for allocating student awards.
Parent, student, and teacher satisfaction In 2011 the school sought the opinions of parents, students and teachers about the school. Parent satisfaction Parents were surveyed on their satisfaction with 5 key areas within the school. 50 surveys were returned. They were given to the youngest in the school. They rated the school from level 1(lowest) to level 5 (highest). The table below shows parents are heavily satisfied with each of the highlighted areas
Teacher satisfaction From staff interviews, the TARS process, collation of November evaluations and strategic focus group questionnaires, staff feel satisfied with school management and very satisfied with the support received from executive. Staff feel that there is excellent co‐operation between class teachers and stage groups. Teachers enjoy working at South Grafton Public School and recognise that the senior executive have high expectations in terms of management and curriculum delivery. Staff feel that they work very hard to continually improve student outcomes. Executive feel that they are provided with ample release time to effectively carry out their additional duties of communication, administration and welfare.
1 2 3 4 5
Leadership ‐ 1 1 23 25
Welfare ‐ ‐ 6 18 27
Curriculum ‐ ‐ 3 19 27
Communication ‐ 1 5 21 22
Participation & Inclusion ‐ 1 6 12 30
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Professional learning The number of teachers that participated in Professional Learning were as follows: Beginning teachers‐ 6 Information technology‐30 Literacy and numeracy‐41 Quality Teaching‐41 Syllabus implementation‐13 Career development‐10 Welfare and equity‐7 The average expenditure per teacher at the school level is $4,671. The total amount spent on Professional Learning is $191,524. The following percentage of funding dissections supported staff professional learning: TPL‐13% TEN‐6.2% NP‐LOWSES‐23.2% NP‐L/N‐TOWN‐57.6% All staff who were not on leave participated in five staff development days. The areas of professional learning included quality teaching, leadership and management, IT, staff welfare and boys’ education. In 2011 we had 6 new scheme teachers working towards accreditation under the supervision of the HAT. One new scheme teacher is maintaining accreditation at Professional Competence.
Implications Significant professional learning areas focused on school, regional and DEC priorities. These included emphasis on the Quality Teaching model, balanced literacy and numeracy sessions, lesson study approach, leadership and building capacity, accessing training to reach personal and professional goals as set out in the TARS process to align with school targets and ensuring all staff are embedding IT in lessons to engage students to achieve best outcomes.
School planning 2012 ‐ 2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.
Outcomes for 2012–2014 1. Quality in teaching and delivery, lesson study involving QT elements will be embedded in teaching/learning practices as evidenced in TARS practices. 2. High levels of academic performance in literacy and numeracy will be evidenced in NAPLAN data. 3. Creative planning and clear, well organised management systems, will be in place and well documented. 4. Supportive community involvement. All classrooms will have 20% of parents positively involved in an educational aspect of school life at SGPS. 5. Attractive, enticing learning environments with at least one new outdoor learning centre and 100% updated classroom interiors. School Priorities 2012 Quality Teaching, Aboriginal Education, and Community Engagement.
2012 Targets Quality Teaching ‐ Literacy 1. 100% staff engaged in Quality Teaching lesson planning as evidenced in TARS processes. 2. NAPLAN data will show. ‐An increase of students in the top two bands in Year 3 reading from 26% to 41%. ‐An increase of students in top 2 bands in Year 5 reading from 16% to 23%. ‐A decrease of students in the two bottom bands Year 3 reading from 30% to 20%. ‐A decrease of students in the 2 bottom bands Year 5 reading from 37% to 25%. Strategies to achieve these targets include: *Using a system of in school support and targeted professional learning staff will engage in the regular development and delivery of lesson plans using the QT framework. *All teachers will have professional learning in data analysis. This information will be used to support individual student progression. *Executive will provide clear stage and differentiated classroom expectations in assessment ensuring T/L cycle is in place for all students including aspirational students. *A QT team will be initiated, ensuring best practice in Quality Teaching is in place across each stage in reading. *A HAT will continue to be employed to lead the Quality Teaching Team.
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Quality Teaching numeracy 3. 100% staff will be engaged in Quality Teaching lesson planning. 4. Using NAPLAN data there will be: ‐An increase of students in the top 2 bands Year 3 numeracy from 27% to 33%. ‐An increase of students in the top 2 bands Year 5 numeracy from 16% to 23%. ‐A decrease in students in the 2 bottom bands Year 3 numeracy from 24% to 17%. ‐A decrease in students in the 2 bottom bands Year 5 from 27% to 17%.
Strategies to achieve these targets include: *Implementing lesson study approach (as detailed in previous Literacy priority) for numeracy, with HAT support in place. *Continuing and extending the following:‐TOWN, TEN, daily mentals and speedy maths tasks, Mathletics and QuickSmart. *Purchasing quality numeracy hands on resources to support TEN and TOWN programs. *Purchasing IT hardware and numeracy software to support TEN and TOWN programs. *Providing opportunities for aspirational students to participate in state wide competitions and purchase additional specialised Gifted and Talented programs.
Aboriginal Education 5. Using NAPLAN data there will be an ‐Increase the number of Aboriginal students in Year 3 in top 2 bands in reading from 36% to 40% and in Year 5 from 35% to 40%. ‐Increase the number of Aboriginal students in Year 3 top two bands numeracy from 13% to 20%, and Year 5 from 7% to 15%.
Strategies to achieve these targets include *Ensuring greater engagement and therefore improved learning outcomes through the following: ‐Employing support staff to ensure full implementation of Aboriginal Education Strategy. ‐Developing community understanding and awareness through information sessions, special events and units of work that help connect students to country and school.
‐Developing and improving current Personal Learning Plans (PLPs) to ensure alignment with stage requirements ‐Prioritising Aboriginal students in QuickSmart program. ‐Promoting participation of Aboriginal students in school wide initiatives. ‐Contributing to shared positions in region to engage appropriate consultancy.
Community Engagement 6. 2012 ‘School Satisfaction’ survey data shows 98% of respondents rate South Grafton Public School in the two top domains in Leadership, Welfare, Curriculum, Communication and Participation, as opposed to 93% in 2011.
Strategies to achieve this target includes: *Engaging community through enhancement of current successful programs:‐ ‐After School Academy, outdoor learning centre, CLO, modified breakfast program , online resources , Pre school Playgroup program. *Enhancing current reward system in line with PBL philosophy. *Providing aspirational students with opportunities in school wide initiatives. *Purchasing consumables to support community enhancement programs.
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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. Sue Hilllery Principal Dianne Paull Deputy Principal Nigel Paull Assistant Principal Janelle Buckley HAT Karen Cleaver CLO Sue Jurd School Admin Manager (Rel) School contact information South Grafton Public School Vere Street, South Grafton NSW 2460 Ph: 026642 3388 Fax: 026643 2065 Email: sthgrafton‐[email protected] Web: www.sthgrafton‐p.schools.nsw.edu.au School Code: 2061 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