wattle grove public school annual school report 0 · kindergarten assessment program, ... operation...

Wattle Grove Public School

Annual School Report

201

2

3871

1

Our school at a glance

Students

The enrolment at the beginning of 2012 was 547 students. The school has 22 classes, 11 of which contain Kindergarten to Year 2 students and 11 of which contain Year 3 to Year 6 students. There are 23% of enrolments from non-English speaking backgrounds (NESB); however, there is no dominant group of students from any particular cultural background.

Staff

The school had 45 members of permanent and/or temporary staff in 2012. This included 6 executive staff, 19 classroom teachers and 20 support staff, including teaching and administration. The staff attendance rate was once again excellent. All teaching staff meet the professional requirements for teaching in NSW public schools.

Significant programs and initiatives

The school had a number of programs that gave students extra educational support during 2012. These included student welfare programs, modern technology programs and equipment, student leadership opportunities, “Best Start” kindergarten assessment program, various gifted and talented programs, an early intervention literacy strategy and extensive performing arts and sports programs.

Many of these initiatives and opportunities for students will be expanded upon later in this report.

Student achievement in 2012

Literacy – NAPLAN Year 3

Year 3 students achieved outstanding results in the NAPLAN Literacy assessment including:

• Performing well above the State average in reading, writing, spelling and grammar and punctuation.

• Over 93% of students achieving Band 3 or higher in overall literacy tasks.

• Boys from our school are 26 scale scores above the State average in the test aspect of grammar and punctuation.

• Every Year 3 student achieved at or above the minimum standard for reading.

• Girls have improved by 29 scale scores from the 2011 data in the test aspect of spelling.

Numeracy – NAPLAN Year 3

Year 3 students achieved strong results including:

Performing well above the State average in all aspects of numeracy.

Over 93 % of students achieving Band 3 or higher.

Only one student did not reach the national minimum standard in numeracy.

The number of students achieving Band 5 and 6 (top two bands) has continued to increase and is greater than our school average for these two Bands from 2008 to 2012.

Literacy – NAPLAN Year 5


Performing above the State average in reading, spelling and grammar and punctuation.

Over 96% of students achieved above the minimum standards in reading and spelling.

Over 81% of students achieving Band 5 or higher in reading and spelling.

Our school had a much lower percentage of students in the lowest band for reading, spelling and grammar and punctuation compared to the percentage of students in this band throughout the State in these three areas of literacy.

Boys are 12 scale scores above the State average growth in the test aspect of reading.



Over 98% of students achieved above the minimum standards in numeracy.

Year 5 girls are 14 scale points above the State average growth in numeracy.

Over 89% of students being placed in Band 5 or higher.

Year 5 students performing over 6 percentage points above the State average in numeracy.

2

Messages

Principal’s message

Wattle Grove Public School has always enjoyed a culture of caring brought about by its strong student welfare programs and an inherent feeling of partnership with the community. The school as a community has continued to operate in a professional, dedicated and calm climate thus ensuring the achievement of the many highlights that will be covered throughout this report. This positive climate has created an environment of outstanding co-operation between staff, students and the community. This is supported by the over 100 responses to the parent survey in August 2012 where 99% agreed that the school operates in an environment that encourages positive interactions between students, staff and parents and the average overall positive endorsement of the school from parents and carers was 97.7%.

The school has very successfully achieved strong academic performances and success for all students, at all levels of their individual ability, in literacy and numeracy. This will always be the main aim of our school. As well as this, our school has always in the past and will continue in the future, to develop students who will be strong members of the community. The school’s extensive programs help to develop the “whole” student.

The school’s mission is to provide a caring, supportive and challenging learning environment where educational excellence, equity and individual potential are achieved through co-operation between family, school and community.

I recommend this report to you. It will demonstrate how the school has successfully achieved this mission throughout 2012.

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.

Alan Hamblen - Principal

P & C message

Our school community is very privileged to have such a strong relationship in place between the Wattle Grove Public School and its P&C Association. This relationship has been developed over a number of years through the support and encouragement of the school’s staff, and the dedication of many parents. Our children have also been extremely fortunate to have had so many dedicated and talented staff who have been employed at the school over the years.

The P&C is active in a number of areas in regards to its fund raising activities that enables it to contribute to the school finances and provide support for a number of school activities, including reward schemes, and extra-curricular activities.

The P&C fund raising includes the P&C operated Canteen and Uniform shop, along with the numerous events organised or supported by the hard working fund raising committees including the massively popular annual Trivia Night and the ‘Whole of Community’ Spring Fair held each October that goes from strength to strength.

The school has been part of the National Chaplaincy Program since 2008 and with the passion and enthusiasm shown by Pastor David Gordon, this has been a resounding success for the school. The P&C, through its monthly meetings as well as its overall availability and willingness to assist will continue to provide a forum for the input of parental and community opinions during 2013 and provide the necessary support for the dedicated staff of WGPS.

Richelle Herron P&C President

3

Student representative’s message During 2012 the SRC included students from Years 2 to 6. Students were voted into this leadership role by their peers and served for two terms before new members were elected to serve the second half of the year. The SRC met each fortnight. Representatives raised issues and made suggestions about positive changes and events they would like to see happen at our school. The SRC provided students opportunities to discuss issues that directly involved them, including the clarification of school rules and questions about new playground initiatives. Through positive discussion, decisions were made at this meeting. The students felt the SRC gave them a voice and allowed them to communicate their ideas and concerns with each other, teachers and the school executive. Once again the SRC joined the school choir on an excursion to Hammond Homes to provide morning tea for the elderly which was a highlight for many of the residents. This provided the students with the opportunity to give something back to our local community and was enjoyed by all. As happened last year one of the aims of the SRC of 2012 was to support world communities who struggle for basic needs. This year we continued to support our school’s two sponsor children in the Congo. We were very excited to receive letters back and hear how well they were doing. It was once again great to be involved in helping to organise and promote our School Commando Mufti Day an initiative we began a few years ago to help raise funds, to support families of fallen soldiers. This event is especially close to the hearts of our Defence community. Another highlight for the SRC was the Biggest Morning Tea. We had an amazing morning tea and raised funds for this wonderful campaign. As you can see it has been a busy but worthwhile and rewarding year being part of the SRC this year. It feels great to help others and support our community.

April Foreshew (2013 School Captain)

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

Student attendance profile

Management of non-attendance

Despite the school regularly having an excellent student attendance record, there is a policy in place where departmental and school guidelines are followed for any student whose attendance causes a concern or could be classed as non-attendance. School and parent/carer contact is the first initiative used as well as a thorough investigation into the reason or reasons behind the student’s unsatisfactory attendance. If necessary the school would then involve the home school liaison officer if no satisfactory outcome has been reached.

Gender 2007 2008 2009 2010 2011 2012

Male 339 321 331 330 301 275

Female 305 293 290 290 281 277

0

500

1000

2007 2008 2009 2010 2011 2012

Stu

den

ts

Year

Enrolments

Male Female

Year 2008 2009 2010 2011 2012

K 94.2 96.6 95.2 95.4

1 92.9 95.6 95.5 94.6

2 94.2 94.3 94.8 94.6

3 93.7 95.9 96.1 95.3

4 93.1 95.4 95.3 94.9

5 94.8 94.7 95.7 95.5

6 92.2 95.2 92.7 93.9

Total 94.6 93.6 95.4 95.0 94.9

4

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

Head Teachers 0

Classroom Teachers 19

Teacher of Emotional Disabilities 0

Teacher of Mild Intellectual Disabilities 0

Teacher of Reading Recovery 0.525

Support Teacher Learning Assistance 1

Teacher Librarian 1

Teacher of ESL 1

Counsellor 0.5

School Administrative & Support Staff 3.962

Total 32.987

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

Of the total staff establishment the school has one member of staff who is of Indigenous background.

Staff retention

Staff retention has remained extremely high throughout 2012. The high morale of the staff and the culture in which the school operates is reflected in the very high staff retention rates since the school opened in 2001.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100%

Postgraduate 16%

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 30/11/2012

Income $

Balance brought forward 59053.50 Global funds 257563.33 Tied funds 193317.60 School & community sources 285829.27 Interest 4901.98 Trust receipts 31257.39 Canteen 0.00

Total income 831923.07

Expenditure

Teaching & learning Key learning areas 78645.71 Excursions 93842.06 Extracurricular dissections 107429.63

Library 12823.81 Training & development 1883.09 Tied funds 183590.98 Casual relief teachers 75276.29 Administration & office 100285.77 School-operated canteen 0.00 Utilities 50411.11 Maintenance 22784.42 Trust accounts 31217.39 Capital programs 287.00

Total expenditure 758477.26

Balance carried forward 73445.81

A full copy of the school’s 2012 financial statement is tabled at the annual general meetings of the School Finance Committee and the P&C association. Further details concerning the statement can be obtained by contacting the school.

5

School performance 2012

The school has continued to produce outstanding performances in many different aspects of student education and student development in 2012.

Achievements

Arts

Programs in 2012 provided opportunities for the students to develop their skills and to display their natural talents. This has enhanced the quantity and quality of creative and performing arts student outcomes throughout the school.

Opportunities for students occurred through;

• The operation of three dance groups that all performed at the Sydney South West Dance Festival. Twelve of our talented students, including two boys, were also chosen to perform at the Schools Spectacular.

The continued development and improvement of student choral outcomes through the school choir.

The “Wattle Grove Has Talent” talent quest that provided opportunities for all interested students to perform at school assemblies.

The extensive in-school public speaking and debating programs that led to outstanding student performances whilst representing the school in district and area competitions. Our school this year had a Regional Stage 3 public speaking champion.

The use of whole school assemblies and special school functions to showcase all students’ dramatic and artistic talents; and

Student performances at the Holsworthy Community of Schools Performing Arts Concert.

Sport

Wattle Grove Public School has a reputation for

outstanding sporting ability and exemplary

sportsmanship. These qualities are a result of the

school being committed to increasing the skills

and fitness levels of all our students, highlighted

by a school culture which values fitness, healthy

lifestyles and fair play.

The students have been involved in the implementation of a variety of different programs and opportunities, including:

Participation in all Primary School Sports Association (PSSA) competitions and carnivals.

Summer and winter PSSA sports teams performed extremely well during their respective seasons, culminating in many of our teams competing in their grand finals.

Strong student representation at zone, region and state level carnivals for athletics, swimming, and cross country.

Many students were selected and participated in zone, region and state representative teams.

“Sports in Schools Australia” continued to operate throughout K-6 in 2012.

Students participated in various carnivals organised by external sporting bodies.

All students K-6 were involved in structured and sequential gross motor skills program.

Implementation of stage based fitness programs for all students twice per week.

The school’s continued participation in the Premier’s Sporting Challenge in Years K-2.

K - 6 involvement in different school initiatives including our Move-a-thon and Footy Fun Day.

6

Other

The school has been successful in maintaining a positive school culture and high level of satisfaction from students and parents. There was an overall average approval level with the school of 97.7% of parents surveyed.

• 99% of survey respondents agreed that school leaders value the contribution of individuals and groups and have a positive influence on the school.

• 98% of the school community agreed that the school is always looking at ways to improve.

• 97% agreed that the school meets the educational needs of all students.

• 98% of the school community agree that the students are the school’s main concern, the school encourages new students and their families to be involved in school activities and that the school cares about its students and the discipline is fair.

This year students again performed strongly in the University of New South Wales competitions in English, Writing, Computer, Mathematics and Spelling. Students achieved a high number of High Distinctions, Distinctions and Credits throughout the testing program.

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)

Reading – NAPLAN Year 3


1 2 3 4 5 6

0 6 13 30 24 19

0.0 6.5 14.1 32.6 26.1 20.7

1.7 9.5 20.3 27.2 21.5 19.8

3.5 7.8 16.3 23.2 23.8 25.3

4.3 11.7 16.8 20.5 22.3 24.5

419.6

State DEC

426.0

SSG

429.4

School

Average score, 2012

Skill Band Distribution

Number in Bands

Percentage in Bands

School Average 2008-2012

SSG % in Bands 2012

State DEC % in Bands 2012

Band

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Reading

Percentage in Bands


SSG % in Bands 2012


1 2 3 4 5 6

1 5 21 29 21 14

1.1 5.5 23.1 31.9 23.1 15.4

1.7 8.9 22.8 31.2 18.2 17.3

2.9 9.1 19.5 30.1 22.6 15.9

4.8 10.6 21.1 26.9 19.9 16.6

Average score, 2012

School

406.9

State DEC

400.2

SSG

406.1



SSG % in Bands 2012


Percentage in Bands

Number in Bands

Band

0

10

20

30

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Numeracy

Percentage in Bands


SSG % in Bands 2012


7

Reading – NAPLAN Year 5


Progress in reading

Progress in numeracy

3 4 5 6 7 8

3 11 24 15 14 8

4.0 14.7 32.0 20.0 18.7 10.7

6.1 11.8 28.7 24.3 18.4 10.6

6.1 9.3 22.1 27.4 21.9 13.1

9.3 11.2 23.7 24.0 19.7 12.1

Band

Number in Bands

Percentage in Bands



SSG % in Bands 2012


State DECSSGSchool

492.4503.3495.5Average score, 2012

0

10

20

30

40

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Reading

Percentage in Bands


SSG % in Bands 2012


3 4 5 6 7 8

3 5 24 20 12 13

3.9 6.5 31.2 26.0 15.6 16.9

2.0 9.5 31.3 27.4 17.4 12.5

4.5 11.7 22.4 28.2 16.1 17.1

6.4 13.2 24.6 26.7 14.2 15.0

SSG % in Bands 2012

Number in Bands

Percentage in Bands



Band

493.6502.9504.2

School State DEC


Average score, 2012

SSG

0

10

20

30

40

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2012


2008-2010 2009-2011 2010-2012

School 64.9 80.1 82.3

SSG 84.1 73.6 85.4

State DEC 83.7 74.0 79.2

Average progress in Reading

between Year 3 and 5*

0

20

40

60

80

100

2008-2010 2009-2011 2010-2012

Pro

gre

ss

Average progress in Reading between Year 3 and 5

School SSG State DEC

2008-2010 2009-2011 2010-2012

School 92.9 108.5 94.1

SSG 94.3 97.1 103.8

State DEC 89.6 95.8 98.2

Average progress in Numeracy

between Year 3 and 5*

8

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO.

Significant programs and initiatives

Aboriginal education

Wattle Grove Primary School provides a variety of programs which encourage all Aboriginal students to excel and family and community members to participate in school initiatives. The school implements “Welcome” and “Acknowledgement to Country” ceremonies as part of our weekly assemblies and to open major school functions. Our Aboriginal students have also performed the “Acknowledgment of Country” at community events. The Indigenous Choir, comprising 24 Aboriginal and Torres Strait Islander students, performed the National Anthem in Dharawal at the Education Week assemblies and as part of a combined community choir at the Holsworthy Community of Schools concert. Personal Learning Plans (PLPs) were written in consultation with parents/guardians for every Aboriginal student and were successfully used as a basis for programming and reporting. We are delighted to acknowledge that the attendance rates of all our Aboriginal students have been consistent and pleasing. Bodallamu, school readiness packs, were distributed to incoming Kindergarten students, in order to support student readiness and transition into the school system. These packs were well received by families. The learning outcomes for our Aboriginal students continue to show a pleasing

improvement in many areas. The school continues to evaluate current procedures to ensure dynamic programs and quality teaching practices are in place that cater for all student needs including individual gifted and talented student initiatives across all Key Learning Areas. Aboriginal students were an integral part of teams participating in the Maths Olympiad, Campbelltown Academic Challenge and The Mind Marathon. Two students were invited to participate in the Twugia program in response to their impressive NAPLAN results. Individual students received acknowledgment of their effort and achievements through class awards on presentation nights and four students were presented with awards at the South West Sydney Region, Aboriginal Student Achievement Awards ceremony. In a first for our school, two students were invited to participate in the Vocal Identification Program which culminated in their performance at the Casula Powerhouse Museum and later at the South West Sydney Region, Aboriginal Student Achievement Awards ceremony and the Director’s Choice Awards. The local Aboriginal community and school staff participated in an information workshop designed to improve understanding of the external services available to support our local Aboriginal community. This workshop was well received and provided an opportunity for community members and school staff to work collaboratively towards addressing the needs of students and their families. The school will continue to implement collaborative decision making opportunities with Aboriginal parents, caregivers, families and community members to ensure strength, diversity, ownership and richness of Aboriginal cultures and that the custodianship of country is respected, valued and promoted.

0

50

100

150

2008-2010 2009-2011 2010-2012

Pro

gre

ss

Average progress in Numeracy between Year 3 and 5

School SSG State DEC

http://www.myschool.edu.au/

9

Multicultural education

Wattle Grove Public School has a steady

population (24% approximately) of students and

parents with a Language background other than

English (LBOTE). All families are encouraged to

become involved in school functions and

activities to help to make them feel that our

school values their language and culture. In

respect of our multicultural community and to

promote national unity Wattle Grove Public

School raises the Aboriginal and Australian flags

and sings the National Anthem at assemblies.

Wattle Grove Public School values the different

religious backgrounds of its community and

timetables for student tuition in a variety of

religions. The English as a second language (ESL)

program supports students who have a language

background other than English. These students

begin school with varying amounts of English and

a variety of learning needs. Students, who have

first priority in the ESL program, are those who

have basic English skills. They participate in small

group lessons where they learn language for

school learning and survival. Students who have

traditional English (2nd phase) are involved in a

class that extends and refines their

understanding and use of the English language.

Students who are in the third phase of English

learning generally function competently in

English but, when necessary, are given assistance

in meeting the particular language and literacy

demands of English in specific and educational

situations. Multicultural Education is addressed

throughout all class programs. Wattle Grove

Public School has an anti-racist policy.

Other programs

Community Involvement

Parent participation, involvement and support are strongly evident at Wattle Grove Public School. The school actively encourages parent and teacher interaction. Meetings, special events and workshops have all been well attended. The school’s strong Parents’ and Citizens’ Association (P&C) has sub-committees that act as the school’s finance committee and annual report

and evaluation committee, and is strongly involved in school decision-making.

As well as helping within the classrooms, parents are involved in the P&C run canteen, the school uniform shop, sport training and supervision, computer banking, library support, students with disabilities in regular classes program teachers’ aides, helping students with computer studies, book club, the sale and distribution of student text books and strong membership on various school and P&C committees.

Many new parents to the school have commented on the approachability and friendliness of the staff. Many visitors have commented positively about the school having a “nice feel” and the students being happy and friendly.

Students with Disabilities

The school has a number of students enrolled who are supported by the “Students with Disabilities in Regular Classes” program. Through this program, teachers’ aides assist teachers in the implementation of individual programs. Extra-curricular activities are regularly modified to ensure inclusion. The school also uses a “Sport-a-bility” kit for fitness lessons.

There is no need for any modifications to the school site for wheel chair access as the entire site is very flat. There are accessible toilet facilities and all areas apart from the demountable classrooms and the top 3 classrooms of the new double storey block are wheelchair accessible. These facilities ensure that all students have access to all key school learning and play areas.

10

Student Welfare

Wattle Grove Public School implements a comprehensive student welfare program, which has the strong support of the school community. The policy is constantly reviewed and modified if necessary. Generally students have positive attitudes to learning and behaviour, and support each other in the school situation. The special needs, abilities and interests of students are recognised and the school endeavours to address these. Praise, encouragement and recognition underpin a structured welfare policy. The policy is successful in encouraging students to develop a positive self-image and to be responsible and accountable for their own behaviour. It contains a range of practical ideas and activities to help foster the development of this positive self-image in students.

Gifted and Talented Programs

Wattle Grove Public School recognises the importance of providing appropriate educational opportunities for all students. The needs of gifted students are varied, and the utmost importance is placed on identifying and catering for their unique gifts and talents.

Staff have participated in professional development on the identification of gifted and talented students. Particular emphasis was placed on the characteristics of these students, how to recognise underachievers and the importance of appropriate educational provisions. The school has a register of gifted and talented students that contains information regarding specific areas of talent and qualifying information. e.g. University of NSW test results. This ensured that gifted students were identified and appropriately catered for in the classroom. Each year the register will be updated and information passed on to new teachers so they are aware of gifted students in their class.

All gifted students will be extended in their areas of specific talent. Recognition will be given to those who have a significant achievement inside or outside of the school. This may be academic, sporting, or the arts.

To further support gifted and talented students, special course, training events and competitions will be promoted to cater for their diverse interests and talents.

Progress on 2012 targets

Target 1

Improve the learning outcomes for every student in literacy and numeracy.

Our achievements include:

• Undertaking a full review of the school spelling scope and sequence to include an accelerated spelling program which led to 32.6% of Year 3 students and 26.5% of Year 5 students achieving the highest performance band for spelling in the NAPLAN tests which in both cases was well above the State average percentage.

• Effective analysis of NAPLAN and Best Start results drove explicit teaching and learning programs and future directions for planning in literacy and numeracy.

• The number of students achieving greater than 80% growth in NAPLAN results has increased.

11

• Both Year 3 and Year 5 NAPLAN results indicate an overall improvement in student numeracy and literacy band levels.

• School based assessments indicating improved student outcomes in literacy and numeracy at all stages of learning and ability levels.

• Early intervention strategies are in place for those students who require learning support in literacy and numeracy.

• Over 97% of students in Year 3 and 90% of students in Year 5 achieved at or above the minimum National standard performance levels in literacy and numeracy in the NAPLAN tests.

• The K/6 literacy and numeracy continuums are embed as a key element in all school teaching and learning programs.

• The school’s teaching and learning programs in literacy and numeracy are reflective of student needs and various stages of development.

• The school continues to implement “Mathletics” computer based numeracy development program across Kindergarten to Year 6.

• Staff were involved in targeted professional learning opportunities that developed their skills in the delivery of literacy and numeracy teaching and learning.

Target 2

Enhance student learning outcomes and expertise in information and communication technology.

Our achievements include:

All students were provided with regular opportunities to have regular access to information technology resources and in particular the school’s state of the art Technology Room.

Staff were involved in professional learning opportunities to develop their skills in the delivery of information technology, in particular the expanded use of interactive whiteboards.

The current school policy for information technology including the use of interactive whiteboards and the Technology Room was reviewed and refined.

Teaching and learning programs show the integration of information technology outcomes and teaching and learning activities across all key learning areas.

School based assessments show clear evidence of improved student engagement in technology based learning and improved outcomes in line with the school’s technology plan scope and sequence and evidence of increased, enhanced and regular student access and participation in technology related activities.

Interactive Whiteboard use is comprehensive and widespread throughout the school and there is demonstrated evidence of improved staff and student knowledge and competence.

The implementation of a workable, sequential scope and sequence plan that flows from one stage to the next and allows for individual student ability levels led to improved student knowledge, understanding and learning outcomes in technology based learning.

School evaluation

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluation of Information and Communication Technology.

Information and communication Technology (ICT)

Background

The excellent facilities available to the students and staff that provide significant opportunities to access the internet and networked programs, were enhanced even further with the school successfully implementing the state of art technology room into classroom practice across the whole school (K/6). This became an appropriate time to again evaluate the school’s information and communication technology programs and procedures to make sure they reflected the high level of technology available

12

for student and staff use and to maintain the school’s programs in this area at the high level they have always been.

Findings and conclusions

During 2012 students continued to access the internet using an individual username and password that ensured students could access secure sites. The students also had an individual email account that allowed them to send and receive emails. During student library lessons for Years 2 to 6 there was a focus on technology with the students involved in accessing the internet, navigating to the home page and PowerPoint presentations. Even though every class visits the school’s Technology room at least once a week, the library has continued to be resourced with over 20 computers set up as a mini computer lab that can also make use of the school’s laptop computers. This has enabled the library to have computers available at any time for student use. As well as class programs reflecting the technology outcomes from the scope and sequence document within the school’s Technology Plan, and the library program mentioned, Stage 3 classes have also received extra technology lessons as part of their teacher release (RFF) programs.

With interactive whiteboards an integral part of teaching and learning in every classroom, student interest and enthusiasm for technology based learning continues to increase and is enhanced throughout every school day through the many opportunities for students to engage in whole class activities and demonstrations. All students continue to be provided with opportunities to engage in wonderful interactive learning experiences. Professional learning for all staff has been provided using in school expertise and formal training sessions.

Future directions

The current scope and sequence documents will need to be continually updated to help the school remain at the forefront of student learning in this important area. All staff will continue to need to engage further in professional learning in the use of the ever developing technology so they can continue to confidently and expertly use this as part of their teaching and learning programs. There will also be a need to purchase resources and programs to support the use of the school’s Ipads that were purchased in 2012 to support

students with extra learning needs as part of their individual learning and developmental programs. It is vital to continue the school’s extensive technology based programs in 2013 and beyond to continue to provide students in our school with state of the art, motivating and varied opportunities to actively participate in the various technology programs available and to continue to improve student outcomes in this area.

Parent, student, and teacher satisfaction

In 2012 the school again extensively sought the opinions of parents, students, teachers and support staff about the school. The main results of the parent surveys were documented earlier in this report and these responses strongly reflected the outstanding level of approval and satisfaction with the school that exists within the school community. Staff attendance percentage and retention rate also both strongly indicate their satisfaction with the school.

Responses from staff and student surveys indicated:

100% of staff and 89% of students surveyed believe the school caters for the needs of all students.

Over 90% of students surveyed agreed they were happy to attend school.

Over 97% of the school staff agreed that the school is always looking at ways to improve.

100% of staff and over 95% of students agreed that the school cares about its students and the discipline is fair.

86% of students agreed that students are the school’s main concern.

13

96% of staff and 91% of students agreed that the school encourages positive interactions between staff, students and parents.

There is clear evidence throughout the entire school community of wide spread satisfaction, positive interactions and supportive attitudes.

Professional learning

Teacher professional learning is a key strategy in developing staff and in the improvement of student learning outcomes. A committee was responsible for the implementation, monitoring and evaluation of the Professional Learning Plan (TPL) for 2012 and for the formation of the 2013 TPL plan. Annual school report evaluations, staff meetings, parent meetings, Department of School Education initiatives and guidelines, the school’s finance committee, the school budget processes, school priorities, individual staff professional development plans, the school management plan and school key learning area budget management plans were all used in the formation and implementation of the 2012 TPL. The committee met once a month and a cash flow summary was presented. Funds were allocated in line with the school’s planning and budget formation processes. The outcomes of the Professional Learning Plan were reported to the community through the finance committee.

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.

School priority 1

Outcome for 2012–2014

Improve the learning outcomes for every student in literacy and numeracy.

2013 Targets to achieve this outcome include:

Numeracy

10% improvement in student Numeracy Band

levels in NAPLAN tests for Years 3 and 5.

Increase the number of students achieving a

growth of greater than 80 points from Years 3

to 5 in Numeracy NAPLAN levels.

99% of students in Year 3 and 97% of

students in Year 5 meet the National

Minimum Standard in the NAPLAN Numeracy

tests.

Maintain the reduction of the proportion of

students whose performance in NAPLAN

places them in the bottom 2 bands in Year 3

and Year 5.

90% of students in Kindergarten meet the 4th

cluster of Best Start assessment.

Whole school planning, assessment and

evaluation procedures are in place that

identify aspects of Numeracy needs for

individual students or student cohorts.

Programs are designed and implemented to

address these areas of need.

Analysis of SMART data will indicate

improved student outcomes and

performance in Numeracy.

Literacy

A 5% improvement in overall student Literacy

levels in NAPLAN tests for Years 3 and 5

Increase the number of students achieving a

growth of greater than 80 points from Years 3

to 5 in Literacy NAPLAN levels

A minimum of 96% of all students meet the

minimum standard National benchmarks in

the NAPLAN Literacy tests in Year 3 and Year

5.

Whole school planning and evaluation

procedures are in place that identify aspects

of NAPLAN results and programs are

designed and implemented to address these.

Data collection from NAPLAN tests will

indicate improved student outcomes and

performance in literacy since 2012.

Reduce the proportion of students whose

performance in NAPLAN places them in the

bottom 2 bands in Year 3 and Year 5.

A 10% improvement in student Writing Band

levels in NAPLAN tests for Years 3 and 5

14

Strategies to achieve these targets include:

Numeracy

Systematically use SMART and Best Start data analysis to inform and improve teaching and learning practices in Numeracy.

Evaluate and modify Scope and Sequence and teaching and learning programs.

Involve staff in professional learning to develop skills in the delivery of numeracy teaching and learning practices.

Evaluate and modify school based assessment procedures.

Continue to provide professional learning opportunities to enable staff to gain knowledge of the new National Curriculum.

Thorough evaluation, monitoring and analysis of Best Start and NAPLAN results is used to drive classroom teaching and learning programs in numeracy.

The numeracy needs of all students being effectively met with thorough evaluation driving future directions and plans.

Embed the K/6 numeracy continuum as a key element in all school teaching and learning programs.

Undertake a full and thorough evaluation of the current school numeracy scope and sequence and modify if necessary ensuring it is reflective of the needs of all students and caters for remedial through to gifted students.

Continuation of the successful numeracy stage ability grouping teaching and learning program.

Continue to implement “Mathletics” computer based numeracy development program across Kindergarten to Year 6.

Literacy

School based assessments indicating improved student outcomes in literacy sessions.

Early intervention strategies are in place for all students in literacy.

Systematically use SMART and Best Start data analysis to inform and improve teaching and learning practices in literacy.

The literacy needs of all students being effectively met.

Thorough evaluation, monitoring and analysis of Best Start and NAPLAN results is used to drive classroom teaching and learning programs in literacy.

Embed the K/6 literacy continuum as a key element in all school teaching and learning programs.

The school’s teaching and learning programs in literacy are reflective of student needs and various stages of development.

Involve staff in targeted professional learning opportunities to develop their skills in the delivery of literacy teaching and learning.

School priority 2

Outcome for 2012–2014

Effective implementation of the Aboriginal Education and Training Policy and the Aboriginal Education Training Strategy is reflected in all priority areas.

2013 Targets to achieve this outcome include:

Strengthened literacy and numeracy learning through the effective use of the full range of diagnostic assessments.

Increased levels of literacy and numeracy achievement for every Indigenous student consistent with national, state and regional directions.

Diminished gap in literacy and numeracy achievement between Aboriginal students and other students.

Improved outcomes through targeted strategic early intervention for students experiencing difficulty in literacy and numeracy at key transition points.

School structures and practices respect and respond to the diverse needs and unique characteristics of every student.

Enhanced well-being for our students.

All Indigenous students to experience success and receive recognition for their achievements.

15

Aboriginal students are supported by all staff to become successful learners, confident and creative individuals who are active and informed citizens.

Aboriginal students will be supported by strong partnerships between the school, families and communities to increase engagement in education.

Increased staff capacity to meet the needs of a significantly culturally diverse and changing region.

The implementation of a broad, inclusive and relevant curriculum.

Appropriate assessment and reporting practices are embedded in all teaching and learning programs.

Aboriginal students are highly involved in the school’s leadership programs.

Strategies to achieve these targets include:

Indigenous staff will undertake leadership training.

Visiting performers will be invited to come to school to demonstrate, explain and share culture and traditions.

Senior students will be involved in leadership training and be involved in school leadership programs.

Every indigenous student will have a documented Personalised Learning Plan (PLP) in place which will be regularly monitored and adjusted if necessary.

All staff will be trained in “8 Ways of Learning” and implement appropriate initiatives from this program.

Establish Indigenous performing arts groups to perform at school events to improve and encourage cultural awareness amongst all students.

Indigenous students and their teachers will be encouraged to be involved in opportunities outside of school like Twugia and the Indigenous student awards program.

Evidence of staff utilising available resources in their planning and presentation of units.

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.

Alan Hamblen – Principal

Nick Ciraldo – Deputy Principal

Sonya Fuller – Assistant Principal

Kerrin Brunner – Staff representative

Donna Robinson – Staff representative

Richelle Herron – P&C President

Ian Pryde – Community representative

Cherie Hankin - Community representative

Karen Moynan - Community representative

School contact information

Wattle Grove Public School.

Cressbrook Drive, Wattle Grove

2173

Ph: (02)97311355

Fax: (02)97311377

Email: [email protected]

Web: www.wattlegrov-p.schools.nsw.edu.au

School Code: 3871

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

http://www.schools.nsw.edu.au/asr

wattle grove public school annual school report 0 · kindergarten assessment program, ... operation...

Documents