and The Heights Preschool

^^m"^p \

*:

...^^

y

sL'ic*:m^?!? i A-II ^.':^N i^\\

^?1.s- < "•ki,.1 >7 » ?.

'*•«••—

^y ^ «. 11

^ Î ^ »-•: K?y, i^ri s'. ID:'-I

it» t.'l ^<: liiii.f

JI./•f •s -X"<tii &<

^55?^ v. •s

K--. ^-.-';.;'.^y ?:..••'< .*"' ^^. ^^ 7••'•:" •< .-^-ai^^ -«';-* Î

J^-^Ki ^s^

'-. i-'.A ^ f-*^ •^.f~:its^— '<t-•M » te.ff/ %*••

^s.'-7 •<;•''^.^s <f-. *? ^yw M- ^;% ^<('">. ^ S-I••t ft^^ f»N*^ ^ -<' »"v-/.';^:^ •/Vt %^^^ •-.^-y. .-'. 'V: --"---'y^^ Sf-A« ^f^-^K •'.".,.T' &-••• -^-p

:5- •^^1m •^ ••.-•^'•/-; ViVs,»*'^y <:,3 •:'• »'^^-/•^^^ ^ •'.^^^ ^r "<-^.'. Sft-fca -i'ijy-<:'?'.^^^- ^^^t??.«•• ^ s •-/v--, •^ ^^ •^••sga ^;

^ \ iî.-?5^ .^

'A •"^^:. &-; ^' »w^ ^^M^ s> .{..•

^rs'-^^^^^s^s^''^^^^^^'

The Heights Schooland The Heights Preschool

2020 annual report to the community

The Heights School Number: 1430

The Heights Preschool Number: 1600

Partnership: Golden Way

w

Signature

School principal:

Governing council chair:

MrNigelGill ~^\]Jim Rouse

Date of endorsement: 5 March 2021

Governmentof South Australia

Department for Education

Governing council report2020 has been a difficult year for students and their families, teachers and support staff as we have had to navigate the uncertainty of Covid-19, the establishment of an online learning platforms to facilitate student learning from home, and the “work arounds” in place to accommodate the extensive building program that we are currently experiencing. Throughout these disruptions our school has been able to continue to deliver a supportive, quality teaching and learning environment which is a direct reflection of the quality of our teaching staff. It has been gratifying from a Governing Council perspective to see our teachers meet these challenges head on, adapt and pivot as required to continue to deliver quality learning outcomes for our students.

The Heights continues to provide a dynamic and vibrant learning environment for our children and is becoming the school of choice in our region with families waiting to access our school.

Jim RouseChair

The Heights School Governing Council

School quality improvement planningGoal 1: We could not determine if we met our improvement goals in 2020 against our annual target without the NAPLAN data.

We have learnt:- Whole school agreements / expectations need to be clarified and shared with all staff- Induction of new staff in site literacy programs.- Further exploration of how to measure progress through play-based learning and ensure teachers are proficient in teaching Big 6 through play.- English faculty have explored use of data and consistent moderation practices- We need to investigate the value of the year 7-9 Orbis literacy program including the impact on student learning.

Our Step 4 review documentation identifies the actions for improvement with the biggest impact on student learning were:

Context and highlights for the combined siteThe Heights is a P-12 school. The leadership structure is the Principal, Deputy Principal, three Secondary and two Primary Assistant Principals. There are 14 B1 leaders responsible for learning area and year level management including a primary and secondary school counsellor.

Teaching staff numbers – 110

Ancillary Staff - 47

The school has increased enrolments from 1083 in 2016 to approximately 1450 in 2020.

The Heights School is one of three Public schools running the ‘IGNITE’ program for identified secondary students with high intellectual potential.

The school was identified as the State Defence School in July 2014. Programs have been designed to create pathways to Defence related industries in partnership with industry, using the STEM education approach. Initial programs are targeted at Ignite classes and engineering pathways. The program is managed by our Secondary Assistant Principal and a B1 Coordinator.

Highlights:

- The beginning of the construction of our new buildings- 100 of our Media students entered a "design a t-shirt" for the state wide Fringe Festival. 15 of the students made it the finals.- 2 Arts teachers achieved and AST2 status in term 3- over 300 studentsP-12 entered art work in the annual Arts Exhibition- Year 10 students performed a production called "Stolen" in front of their parents- Classical Guitar ensembles performed at special events this year such as Book Week and courtyard celebrations

2020 Annual Report to the Community1 | The Heights School & The Heights Preschool

- R-2 consistency of teaching the Big 6- 3-6 consistency of reading strategies and structure for teaching reading- 7-12 gathered and collated subject achievement data with NAPLAN and PAT data and involved LALs who involved teachers.- Teachers P-12 have started to use next step feedback following our PD with Val Westwell that focused on Learning Design and characteristics of impactful feedback.

We know this had impact through: - Lesson observations- Structured rounds- PDP conversations- Greater evidence of differentiated learning- HB conversations.

Following our Step 5 review our next steps are:1. Review our challenge of practice and success criteria for 2021.2. Investigate the viability of a common challenge of practice.

Goal 2: We could not determine if we met our improvement goals in 2020 against our annual target without the NAPLAN data.

We have learnt:- Whole school agreements / expectations need to be clarified and shared with all staff- Induction of new staff in site numeracy programs- Further exploration of how to measure progress through Big Ideas in Number and ensure teachers are proficient in teaching it.- Maths learning area have explored use of data and consistent moderation practices- SNIMY 4-6 showed evidence of impact- We need to continue to investigate the impact that Scaffolding Numeracy in the Middle Years across 4-9- Structure and logistics of administering the assessments requires further release time / funding

Our Step 4 review documentation identifies the actions for improvement with the biggest impact on student learning were: - R-3 greater understanding of teaching the Big Ideas in Number- Increased understanding of teachers around misconceptions in number- 7-12 gathered and collated subject achievement data with NAPLAN and PAT data and involved LALs who involved teachers.- Teachers P-12 have started to use next step feedback following our PD with Val Westwell that focused on Learning Design and characteristics of impactful feedback.

We know this had impact through: - Lesson observations- Structured rounds- PDP conversations- Greater evidence of differentiated learning- HB conversations- Orbis Leaders Project

Following our Step 5 review our next steps are:1. Review our challenge of practice and success criteria for 2021.2. Investigate the viability of a common challenge of practice

Goal 3: Achieved. The percentage of A grades at year 12 increased.

We have learnt:- In a regular year, we need to identify earlier if we are not on track to reach targets- We need to continue to improve the implementation processes of tracking and monitoring of subject grades to earlier identify students not on track to achieve an A grade- We need to continue to improve subject pathways and selection processes for students

Our step 4 review documentation identifies the actions for improvement with the biggest impact on student learning were: - Teachers P-12 have started to use next step feedback following our PD with Val Westwell that focused on Learning Design and characteristics of impactful


Preschool improvement planning - review and evaluateIn 2020 our preschool Quality Improvement Plan had a focus on developing children’s mathematical knowledge encouraging them to notice and identify the maths in the world around them. The challenge of practice was formed after we self-assessed our performance in delivering quality education. We reflected in conjunction with the three ACECQA themes of

1. Practice is embedded in service operations.2. Practice is informed by critical reflection.3. Practice is shaped by meaningful engagement with families and/or the community.

Staff modelled correct mathematical vocabulary and scaffolded children within their play to stretch their thinking and consolidate their mathematical learning. As a result the children have been observed having a deeper understanding of mathematical concepts and are able to articulate these to their peers and adults.

Throughout the year children have been involved in developing their literacy through building on the phonological skills including segmenting syllables as well as matching and producing rhyming words. Children were assessed using the PASM in Term 1 and again in Term 4, with results demonstrating that all our children showed progression across the year in their literacy development.

As part of our critical reflection our 2021 preschool challenge of practice and goal will have a literacy focus, to ensure we embed literacy practices into our everyday interactions with our children.

Throughout 2020 we have been using inquiry project approach.

Term 1 Belonging - ‘All my friends and me’;

Term 2, Numeracy – ‘Is the Blue whale the biggest thing there is?’;

Term 3, Literacy ‘Fairy tales’ and;

Term 4, Loose parts ‘Beautiful stuff’.

This Inquiry-based approach to learning harnesses investigation, creating interesting, engaging and meaningful curriculum that uses children’s interests and questions as a starting point for effective learning. Within preschool the children are encouraged to become the constructor of their own knowledge and learning rather than simply as a passive recipient of someone else’s instruction.

Each Aboriginal Learner has an ILP with gradual rollout to OCOP by end of 2021 as per Department timeline guidelines. OCOPs/ILPs are used as learner profiles and incorporate perspectives of student, teacher, parent/caregiver and ensure SMARTAR goals are aligned to relevant achievement data and areas for growth. OCOP used as the ‘vehicle’ to track, record and monitor student growth and ensure appropriate supports are in place to aid further achievement. AET and HG/Class Teachers develop plans together and identify key focus areas for individual students.Each student is tracked via case mgt (through 3 x termly meetings and weekly tracking by AETs) and ALL students access site-wide programs as outlined in SIP priorities and THS Literacy / Numeracy Agreements as recommended in Guidebooks (Jolly Phonics, Jolly Grammar, Big 6 Reading, Comprehension Strategies, Literacy for Learning, Big Ideas in Number, Scaffolding Numeracy in the MY). Attendance data is monitored by SWL and students of concern are referred to Attendance Wellbeing Team as required for further follow up and possible referral to Department Truancy Social Workers. Individualised strategies to support attendance are trialled eg. Modified attendance, ASETO working with family, online tasks, incentives and other strategies relevant to student. Outside service providers engaged when relevant eg MAYFS. AET & ASETO provide weekly garden program for Yr 1-6 students to develop Oral language and vocabulary in line with SIP priorities.

APAS funding for targeted students is used for Early Years intervention using Reading Doctor Phonological Awareness / Phonics program and AIME tutor support for yr 11 & 12 students doing Research Project. Two students currently attend SAASTA, one student completing VET Cert 2 Automotive through TAFE. ASETO engages other external service providers as required eg. Workabout Centre, Karnkarnthi Uni Pathways program.

Students are referred accordingly to evidence based site-wide intervention programs: Minilit, Multilit, Quicksmart, EY Speech programs. Secondary students at risk of disengagement access FLO when of age. Students with emotional/social concerns are referred to Wellbeing Team for more targeted case management and support for mental health.

Improvement: Aboriginal learners


Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.


*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 3-5 Year 5-7 Year 7-9 State (average)Upper progress group 34% 22% 33% 25%

Middle progress group 46% 43% 48% 50%

Lower progress group 20% 35% 19% 25%

NAPLAN progression Year 3-5 Year 5-7 Year 7-9 State (average)Upper progress group 37% 27% 35% 25%

Middle progress group 43% 48% 50% 50%

Lower progress group 20% 24% 15% 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.


No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 3 2019 73 73 35 23 48% 32%

Year 3 2017-2019 Average 63.3 63.3 27.3 20.3 43% 32%

Year 5 2019 74 74 27 21 36% 28%

Year 5 2017-2019 Average 76.3 76.3 26.0 17.7 34% 23%

Year 7 2019 113 113 26 30 23% 27%

Year 7 2017-2019 Average 100.3 100.3 23.3 26.0 23% 26%

Year 9 2019 161 161 34 44 21% 27%

Year 9 2017-2019 Average 142.7 142.7 33.0 33.3 23% 23%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement


South Australian Certificate of Education - SACESACE Stage 2 Grades – Percentage of grades that are C- or above for attempted SACE subjects (SEA)

2017 2018 2019 2020 202096% 94% 94% 97% 97%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort Data excludes non-A to E and Withdrawn Not Graded subject results.

SACE Stage 2 grade distributionGrade 2017 2018 2019 2020

A+ 1% 2% 2% 2%A 5% 8% 7% 8%A- 15% 9% 10% 14%B+ 13% 13% 13% 18%B 15% 13% 13% 9%B- 14% 13% 10% 12%C+ 16% 13% 14% 14%C 14% 16% 16% 13%C- 5% 6% 9% 7%D+ 3% 3% 3% 1%D 1% 1% 2% 0%D- 0% 1% 1% 1%E+ 0% 0% 0% 0%E 0% 0% 0% 0%E- 0% 0% 0% 0%N 0% 0% 0% 0%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE in October that year

2017 2018 2019 2020 202095% 89% 93% 92% 92%

Data Source: SACE Schools Data reports, extracted February 2020*NOTE: Reporting of data not provided when less than six students in the respective cohort.

2017 2018 2019 2020Percentage of year 12 students attaining a year 12 certificate or equivalent VET qualification

27% 30% 24% 17%

Percentage of year 12 students undertaking vocational training or trade training

5% 30% 34% 28%


SACEThe achievement of ‘A’ grades for Stage 2 has been fairly consistent over the last 3 years. There has been a very slight decline in the completion rate which has been identified as an area of improvement. Goal 3 of our Site Improvement will focus us SACE stage 2 achievement in 2021

NAPLANNumeracy NAPLAN data over the past 3 years, shows our achievement of SEA and above is consistent. The percentage of students maintained in the HB from years 5-7 decreases. This will continue to be area of focus. However overall the percentageof students in the upper progress group is higher than the state average.

Reading NAPLAN data shows that we have had growth in Years 3, 5 and 7 since 2018 however a very slight decline in Year 9. There has been a decline in in retaining students in the Upper Progress group between Years 5 and 7. The teaching of reading in Year 9 will be a focus in 2020.

Gaining and retaining of students in the high bands in Numeracy and Reading will continue to be a focus in the 2021 Site Improvement Plan. Implementing Scaffolding Numeracy in the Middle Years is an initiative we are trialing to overcome losing students from the High Bands of numeracy,

As students’ progress through the Year levels the percentage of students retained in the upper two band decreases. In 2020, across P-12 there will be an emphasis of student dispositions and feedback as a way of addressing this trend and elevating achievement.

School performance comment


Term 1 Term 2 Term 3 Term 42017 centre 87.8% 89.6% 83.2% 90.9%

2018 centre 88.7% 91.2% 85.0% 82.4%

2019 centre 88.2% 88.3% 87.6% 84.5%

2020 centre 93.9% N/A 92.3% #Error

2017 state 90.5% 88.2% 85.9% 87.2%

2018 state 90.7% 88.3% 87.0% 87.2%

2019 state 90.3% 87.4% 85.8% 86.4%

2020 state 89.3% 82.0% 84.8% 85.9%

Preschool attendance

Year level 2017 2018 2019 2020

Reception 92.6% 93.8% 90.0% 86.1%

Year 1 92.1% 93.2% 92.2% 86.8%

Year 2 93.5% 92.9% 92.4% 85.0%

Year 3 92.9% 94.2% 91.5% 86.6%

Year 4 92.9% 93.6% 91.6% 86.2%

Year 5 94.3% 93.0% 92.3% 85.4%

Year 6 92.9% 93.2% 93.2% 86.9%

Year 7 91.9% 93.0% 92.7% 87.2%

Primary Other 89.9% 69.0% 86.0% 90.0%

Year 8 93.2% 89.7% 91.3% 84.5%

Year 9 90.5% 90.1% 89.9% 85.1%

Year 10 92.6% 88.8% 89.8% 81.9%

Year 11 90.4% 89.8% 89.1% 83.8%

Year 12 90.2% 86.9% 85.2% 82.1%

Secondary Other 73.1% 80.8% 77.3% 92.7%

Total 92.0% 91.0% 90.7% 85.1%

School attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Based on attendances recorded in the two week reference period each term. Data for eligible enrolments as described in the department's Enrolment policy.Attendance rates may differ to previous reporting with the transfer from calculations based on deemed attendance to actual attendance using booked hours divided by attended hours.*Note: Term 2 2020 data may not be available for all preschools.

Attendance commentAttendance reflects a decreasing trend with the 2019 and 2020 attendance rate being slightly less in all years to previous years.

This year our Attendance Policy was updated. We are still working towards having a stream line approach for teachers and leaders to work together in ensuring all student absences are explained, confirmed and followed-up in 2021 and beyond .


Preschool enrolment

NOTE: The data is based on person counts in the two week reference period each term. Excludes pre-entry. Data Source: Preschool Data Collection, Data Reporting and Analytics directorate. Term 2 2020 data may not be available for all preschools.

Preschool enrolment commentWe have remained steady over the year, with some children leaving but new students starting.

In 2021 our numbers are significantly lower. Leaders have committed to contact a random sample of 2020 pre-school parents to gain an understanding fo their perception of the Pre-school program and areas of improvement.

Enrolment by TermYear Term 1 Term 2 Term 3 Term 42017 66 67 67 68

2018 59 54 57 57

2019 80 79 82 83

2020 74 N/A 77 76

In 2020 we developed a number of new strategies to support our students with challenging behaviours. Similar to previous years, our priority to focus on restorative practices brought a strong influence across all year levels with a significant increase in family conferences and restorative student to student conversations. To enhance this process a new roll within the leadership team was introduced to focus specifically on supporting our students displaying increased levels of challenging behaviours. This role was designed to work closely with individual students to work through key behaviour focussed intervention as well as supporting all staff through professional development in the area. There were 6 students that required alternative programs due to exclusion periods. All students attended and completed their exclusion programs ready for a successful transition back into school. The school maintained its high expectations around appropriate behaviour and the number of suspensions allocated remained similar (158 External and 79 Internal) although shorter suspension periods were consistently allocated throughout the year.

Behaviour support comment

Client opinion summaryA large percentage of parents are feeling that people respect each other at the Heights and feel that communication is open. An overwhelming number of parents 97% value education and think that it is important for their child's future.

15% of parents are not sure what standard the school expects of their child, 19% don't have useful discussion with the school about their child's learning or feel they have an opportunity to have an input about their child's learning. This will be addressed in 2021 though Parent Teacher interviews. Interviews will be held earlier in 2021 so issues can be addressed earlier and with support for parents on how they can help their child at home. Teachers will attempt to make contact with each students parent.


Destination commentIt is positive that a small percentage of students have left school for employment, and we are aware 13.2% (which was basically the same as 2019) indicate seeking employment.

Our aim for 2021 is to continue to monitor the percentage of students leaving to seek employment and the number of students transferring to SA govt schools. The 5% of pre-school students that don’t feed into our site go to either private schools or schools closer to their homes.We are putting practices earlier in place for 2021 to identify students that are at risk or failing to help them with a positive pathway.

Relevant history screeningCarried out.

Intended destination from School

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 10 4.4%Interstate/Overseas 20 8.7%Other 2 0.9%Seeking Employment 28 12.2%Tertiary/TAFE/Training 64 27.9%Transfer to Non-Govt School 41 17.9%Transfer to SA Govt School 53 23.1%Unknown 11 4.8%Unknown (TG - Not Found) 0 NA

Intended destination from PreschoolFeeder Schools (Site number - Name) 2017 2018 2019 2020

1430 - The Heights School 92.0% 100.0% 94.9% 93.5%

NOTE: The data is collected in Term 3. It does not reflect actual schools enrolled in by exiting preschool children. Only schools that are a destination for 3% or more of students are shown.Data Source: Site Performance Reporting System (SPER), Term 3 2020 collection.


All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 155Post Graduate Qualifications 56

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 1.0 94.0 1.0 36.7Persons 1 106 1 49

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $5,272Grants: Commonwealth $24,206Parent Contributions $537,747Fund Raising $1,800Other $11,153

Financial statement

Data Source: Education Department School Administration System (EDSAS).


2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement Funding is used to employ well being leaders and well-being SSO. It is also used to fund special events such as Harmony Day, Are You OK Day and other SRC ran activities.

Students indicated they feel part of a community. Decrease in behaviour man data

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Funding is used for teacher salary, BSSOs and additional classroom materials and release time. 11 students were supported.3 teachers trained to use scale.

Students increase in language and literacy levels.

Inclusive Education Support Program Program funding is used directly to support identified students, majority of which is via targeted SSO support. Funding is also used to purchase relevant resources that aid positive student outcomes.

SWD achieving goals in their One Plan.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Funding goes towards teacher salaries, ACEO hours, additional SSO hours and targeted activities and excursions.

Engagement levels increased and attendance levels decreased.

Program funding for all students

Australian Curriculum Funding supported the SIP. Teachers were released for PD on Scaffolding Numeracy in the Middle Years and were given to for moderation and task design. Release was used for Instructional Rounds and Formal Observations.

Students thinking multiplicatively. Teachers giving students timely feedback.

Aboriginal languages programs Initiatives

N/A N/A

Better schools funding Leaders participated in Aspiring Leaders PD, leaders conferences, ORBIS, conducting HB conversations, mentoring and increasing leadership in the primary. Intervention programs were funded.

Leadership capacity building.

Other discretionary funding

Specialist school reporting (as required)

N/A N/A

Improved outcomes for gifted students B1 coordinator salary, identification processes, program and enrichment initiatives (subs in school, lego league, observatory, additional tuition to extend students.

Termly tracking and monitoring of SHIP by analyzing grades and assessments.

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

2020 Preschool annual report: Improved outcomes funding

Improved outcomes category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant department's standard of educational achievement outcomes (where applicable):*

Outcomes achieved or progress towards these outcomes:

Improved outcomes for numeracy and literacy

PD on high impact pedagogical practices, scaffolding numeracy in the middle years and big ideas in number, Literacy Circles and guided reading, ORBIS programs.

Authentic and timely feedback to students,, students thinking multiplicatively, increased reading levels.

Improved ECD and parenting outcomes (children's centres only)

N/A N/A

Inclusive Education Support Program

Students with a verified disability were supported by SSO's, staff PD around writing a One Plan, task design and differentiation.

SWD achieving goals in their One Plan.

Improved outcomes for non-English speaking children who received bilingual support

We had 4 Bilingual Support Workers attend to support 11 students. We worked closely with these support workers and the students families to gain a deeper understanding about the children's learning progress.

Improved capacity for staff to plan for, document and reflect on the bilingual students identities and strengths.

* The department's standard of educational achievement is defined as children and young people progressing and achieving at or above their appropriate year level.

and The Heights Preschool

Documents

Transcript of and The Heights Preschool