Annual School Report - Elanora Heights Public School · effectiveness of our operation and...

Elanora Heights Public School

Annual School Report

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Principal’s message Elanora Heights Public School is always a busy and productive school. I would like to take this opportunity to acknowledge and thank all school staff – teaching and support staff for their ongoing commitment to and hard work in providing a happy productive learning environment for our students. I would also like to take this opportunity to thank my predecessor Mrs Anne Poole for her dedication to the school for the past 9 years. I would also like to thank Anne for her assistance prior to me taking up the Principal position in January 2012. I would like to thank the parents and community for their high level of participation and support that is both appreciated and valued. It has been an honour and a privilege to lead the school and work with the wider school community to enhance our student’s learning experiences.

As a proud member of the Peninsula Community of Schools, our students from Years 5 and 6 have been able to take part in shared experiences with students from neighbouring schools.

During the course of each year the school collects and records data from a variety of sources. The data is then analysed in order to evaluate the effectiveness of our operation and management across all areas of school development. Data is collected via staff, parent and student surveys, results from nationwide testing programs, school program and grade reports, meetings, liaison with our local secondary schools and neighbouring primary schools, liaison with area and regional personnel and with our Parents and Citizens Association (P&C). This process of analysis and evaluation forms the basis for the information contained in this report and guides future planning. 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.

Bill Gillespie ‐ Principal

P & C message Thank you to all those who have contributed this year. It was great to see new faces attending the P&C meetings. This year was a building and learning year for me and some of the new committee members. Having a late start to the year, no fundraising commenced till May. The fundraising team of Diane, Alicia, Jade and Rowena commenced, and went straight to work organising some fantastic events over the seven month period, even squeezing in a chocolate drive and movie nights to contribute to the total amount raised.

Fundraising: The P&C raised approximately $18,000 from a variety of fundraising activities. This year we introduced a Mother's Day Market and a twilight Market at the Carols. The Father’s Day camp‐out was on again, all of which were a great success. With these and last year’s fundraising activities, the P&C were able to financially support the following three main projects:

1. Education: funding for enrichment/learning support programs was $10,000. This is down from $20,000 due to a drop in funds.

2. Support for families in need. Funding for a family in need in our community commenced in December.

Uniform Shop (Julie Maslen, Uniform Shop Treasurer) The Uniform shop opens twice per week on Monday and Thursday mornings with the help of our volunteers and Suzie Duncan, the uniform shop Co‐ordinator. Uniform starter packs are made available for the incoming Kindergarten students in November and December to help new parents and students get a headstart for the new year.

Stocktakes are performed in June and December to ensure the accuracy of stock levels and to avoid holding obsolete items.

Prices were reviewed in September to ensure increases in suppliers prices have been taken in to account. The girl’s summer uniform cost increased significantly this year. Therefore, we will need to review our suppliers in 2013 to find possible cheaper alternatives. We were able to

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keep price increases to a minimum and in line with other school’s uniform costs. A small profit was earned by year end which will be passed on to the P&C to allocate to projects within the school.

Many thanks go to the Kemp family who donated a laptop computer for use in the uniform shop as our existing one had a major malfunction, and Kate Ryce, who donated the software.

Canteen Thanks to all the parents using the canteen. Your patronage is appreciated. We will have made a profit this year, well done Wendy. We encourage volunteers to help in the canteen. We reviewed our prices this year and made a small increase in Term 3. Munch Monitor (our on line ordering system) continues to work really well in terms of coordinating orders and minimising cash transactions. Wendy Douglass is our Canteen supervisor. Yvette Bauder has done a great job as Treasurer.

The provision of a school canteen service would not be possible without the priceless contribution of volunteer mums and dads, helpers, and the tremendous efforts that go into operating these facilities and fundraising. It is recognised and much appreciated; many thanks to all those who have helped in achieving our objectives.

A special thank you goes to Jenny Wilson retired as Secretary of the P&C Committee as well as being involved in the uniform shop

The P&C looks forward to receiving your support, input and ideas coming into 2013 to set achievable goals that will benefit all our children.

Best Regards,

Mr Justin Wolfe – P&C President

Student representative’s message

Walking down the track on our very first day we were very apprehensive but new adventures lay ahead for us. From the very first moment the teachers were always fun, supportive, encouraging and creative. We knew this was the perfect place to learn.

As years went by, way too quickly, we grew bonds and memories. The Year 6 students, as we remember, were great role models for us while we were young. Elanora Heights was the perfect school for us. The atmosphere was great, the people nice and friendly and always nice and willing to help.

Suddenly our primary school experience has come to an end. We will miss you Elanora!

Seb Attwater and Edie Grinbergs

2012 School Captains

School context

Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Year 2008 2009 2010 2011 2012

K 96.0 96.9 96.0 96.1

1 96.6 95.4 95.3 95.3

2 95.1 95.9 95.8 95.6

3 95.6 96.0 95.4 95.6

4 95.6 95.2 94.2 95.8

5 96.0 95.7 94.4 95.7

6 95.2 95.9 94.1 94.0

Total 95.8 95.7 95.9 95.1 95.5

Gender 2007 2008 2009 2010 2011 2012

Male 253 236 232 246 255 264

Female 228 213 243 247 247 278

0

100

200

300

400

500

600

2007 2008 2009 2010 2011 2012

Students

Year

Enrolments

Male Female

3

Student attendance rates for 2012 were similar to 2011 and comparable to historical records.

Management of non‐attendance

Student attendance is reviewed each term and parents are contacted where there have been a number of absences either partial or whole day. Should the pattern of absences continue then the matter is referred to the Home School Liaison Officer.

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

Assistant Principal(s) 4

Classroom Teachers 18

Teacher of Reading Recovery 0.5

Support Teacher Learning Assistance 0.6

Teacher Librarian 1

Counsellor 0.25

School Administrative & Support Staff 3.962

Total 29.312

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

Elanora Heights is fortunate to have a staff member from an indigenous background.

Staff retention

In 2012 Elanora Heights Public School gained one new teacher due to the retirement of a long standing member of staff.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 40%

Postgraduate 60%

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 158796Global funds 282172Tied funds 82799School & community sources 318190Interest 11088Trust receipts 9006Canteen 0.00

Total income 862051.00

Expenditure

Teaching & learningKey learning areas 48427Excursions 60699Extracurricular dissections 151393

Library 13611Training & development 4912Tied funds 59991Casual relief teachers 66464Administration & office 95586School‐operated canteen 0.00Utilities 56526Maintenance 42230Trust accounts 8517Capital programs 5140

Total expenditure 613496.00

Balance carried forward 248555.00

A full copy of the school’s 2012 financial statement is tabled at the first meeting of the P&C in 2013. Further details concerning the statement can be obtained by contacting the school.

School performance 2012

Achievements

Arts

This year 20 students were selected to be a part of the Elanora Heights dance group. These students, 2 boys and 18 girls, performed in the Peninsular Community of Schools music festival.

The school also had a junior and senior choir in 2012. The junior choir performed at school assemblies while the senior choir performed at the Peninsular Community of Schools music festival.

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A combined choir performed at the Carol Night in front of a large number of parents and community members.

Sport

Elanora Heights had another successful year in the Pittwater PSSA Competition. The year started with the Senior Girls Eagle Tag team being crowned 2012 spring champions after a stellar season where they only lost the one game.

During the winter competition we had some more fantastic results with our Junior Boys Soccer team finishing 2nd on the table and our Junior and Senior Netball girls finishing strongly as well. Our Senior Boys Rugby League team had another amazing season and lost only won game to eventual premiers Mona Vale 22‐18. They finished 2nd on the ladder and averaged 36 points a game!

The summer competition saw our teams have more success with our Senior A and B Girls Softball teams finishing 3rd and 2nd respectively. Our Junior A Softball team also finished 2nd as did our Junior Girls Eagle Tag A team.

Big congratulations to all students who were selected in our PSSA teams throughout the year and an enormous thank you to all our teachers who put in a large amount of time to organise, train and prepare our teams for these competitions.

Other

Debating

In Term 1, year 5 and 6 students were invited to try out for the EHPS school debating team to compete in The Premier’s Debating Challenge against schools in their designated zone.

Two teams were formed, one being year 5 and the other year 6. Teams met regularly for training by Mrs Morrison. In Term 2, students were fortunate enough to attend a workshop where they were exposed to a ‘best practice’ debating model delivered by Masters Academy, an organisation led by an ex Elanora Height’s School Captain, James Smith. Members of the teams were exposed to scaffolding that provided the basis for delivering quality persuasive texts in the context of debating.

Elanora Heights hosted several of their Zone debates against visiting schools and external adjudicators, James and Emma Smith provided feedback which resulted in a significant increase in students’ skills and abilities.

The students commented that they had greatly enjoyed the experience and one year 5 student was awarded an individual trophy for debating excellence. All team members received awards from the Arts Unit for their participation.

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 2 11 15 23 34

0.0 2.4 12.9 17.7 27.1 40.0

2.1 4.1 13.3 20.9 23.9 35.7

1.0 6.0 10.7 19.0 26.7 36.6

4.3 11.7 16.8 20.5 22.3 24.5

419.6

State DEC

454.2

SSG

471.6

School

Year 3 NAPLAN Reading

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

5

Results for 2012 reveal that our outcomes for Reading are well above the Statistically Similar Group (SSG) and way above the Department of Education and Communities (DEC) state average.

Spelling – NAPLAN Year 3

Results for 2012 reveal that our outcomes for Spelling are below the SSG and well above the DEC state average.

Grammar and Punctuation – NAPLAN Year 3

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Reading

Percentage in Bands


SSG % in Bands 2012


1 2 3 4 5 6

0 1 12 24 18 31

0.0 1.2 14.0 27.9 20.9 36.1

1.2 3.8 13.5 23.5 25.0 32.9

1.4 3.4 9.3 24.3 21.8 39.8

4.2 8.6 14.2 25.1 19.3 28.6


SSG % in Bands 2012


State DEC

Average score, 2012 444.2 450.9 422.9

Year 3 NAPLAN Spelling

School SSG


Band

Number in Bands

Percentage in Bands

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Spelling

Percentage in Bands


SSG % in Bands 2012



1 2 3 4 5 6

0 2 9 17 21 37

0.0 2.3 10.5 19.8 24.4 43.0

1.8 3.5 7.4 21.5 27.9 37.9

1.7 3.8 9.3 16.5 22.8 45.9

6.4 8.7 13.7 19.3 20.9 31.0

State DEC

Average score, 2012 466.5 465.0 426.0

School

Year 3 NAPLAN Grammar and Punctuation


SSG % in Bands 2012

Percentage in Bands

Number in Bands

Band


SSG

6

Results for 2012 reveal that our outcomes for Grammar and Punctuation are similar to the SSG and well above the DEC state average.

Writing – NAPLAN Year 3

Results for 2012 reveal that our outcomes for Writing are well above the SSG and the DEC state average.

Numeracy – NAPLAN Year 3

Results for 2012 reveal that our outcomes for Numeracy are similar to the SSG and well above the DEC state average.

0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2012



1 2 3 4 5 6

0 1 7 15 45 18

0.0 1.2 8.1 17.4 52.3 20.9

0.7 2.4 9.6 20.5 47.1 19.7

2.2 6.0 15.4 22.9 39.2 14.2

Year 3 NAPLAN Writing

Band

Number in Bands

Percentage in Bands

SSG % in Bands 2012


SSG

439.4 418.7

School

Average score, 2012 446.7

State DEC

0

10

20

30

40

50

60

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Writing

Percentage in Bands

SSG % in Bands 2012


1 2 3 4 5 6

0 3 9 31 25 19

0.0 3.5 10.3 35.6 28.7 21.8

1.2 2.9 12.9 27.1 30.9 25.0

1.8 4.8 14.2 27.3 25.8 26.2

4.8 10.6 21.1 26.9 19.9 16.6

Year 3 NAPLAN Numeracy

Average score, 2012

School

433.2

State DEC

400.2

SSG

431.2



SSG % in Bands 2012


Percentage in Bands

Number in Bands

Band

0

10

20

30

40

1 2 3 4 5 6

Percentage

of studen

ts

Bands

Percentage in bands:Year 3 Numeracy

Percentage in Bands


SSG % in Bands 2012


100.0

100.0

100.0

100.0

100.0

Percentage of Year 3 students achieving at or

above minimum standard (exempt students

included)

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

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Reading – NAPLAN Year 5

Results for 2012 reveal that our outcomes for Reading are above the SSG and well above the DEC state average.

Spelling – NAPLAN Year 5

Results for 2012 reveal that our outcomes for Spelling are below the SSG but well above the DEC state average.

Grammar and Punctuation – NAPLAN Year 5

3 4 5 6 7 8

3 2 9 22 15 16

4.5 3.0 13.4 32.8 22.4 23.9

2.3 6.0 15.2 25.5 27.8 23.2

3.5 5.9 18.8 25.8 26.0 20.0

9.3 11.2 23.7 24.0 19.7 12.1

Band

Number in Bands

Percentage in Bands



SSG % in Bands 2012


Year 5 NAPLAN Reading

State DECSSGSchool

492.4525.6533.5Average score, 2012

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Reading

Percentage in Bands


SSG % in Bands 2012


3 4 5 6 7 8

0 7 9 18 16 17

0.0 10.5 13.4 26.9 23.9 25.4

0.7 5.9 17.4 27.6 32.2 16.1

1.4 6.5 15.1 25.3 26.5 25.2

4.7 12.5 18.4 25.5 23.0 15.8

Number in Bands

526.1 502.9


Band

530.6

Percentage in Bands


SSG % in Bands 2012


Year 5 NAPLAN Spelling

School SSG State DEC

Average score, 2012

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Spelling

Percentage in Bands


SSG % in Bands 2012



3 4 5 6 7 8

1 2 9 14 16 25

1.5 3.0 13.4 20.9 23.9 37.3

1.0 5.9 15.8 24.3 31.3 21.7

3.8 7.7 16.6 23.6 18.1 30.3

9.4 14.1 21.4 22.5 13.4 19.1

563.2 535.8

Number in Bands

Percentage in Bands


SSG % in Bands 2012


Year 5 NAPLAN Grammar and Punctuation

Band

Average score, 2012 496.5


8

Results for 2012 reveal that our outcomes for Grammar and Punctuation are well above the SSG and the DEC state average.

Writing – NAPLAN Year 5

Results for 2012 reveal that our outcomes for Writing are well above the SSG and the DEC state average.

Numeracy – NAPLAN Year 5

Results for 2012 reveal that our outcomes for Numeracy are well above the SSG and the DEC state average.

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2012



3 4 5 6 7 8

1 1 12 25 18 10

1.5 1.5 17.9 37.3 26.9 14.9

2.8 5.5 27.3 31.5 19.5 13.4

6.8 9.7 35.3 27.4 13.1 7.6


517.2

Band

Number in Bands

Percentage in Bands

SSG % in Bands 2012


Average score, 2012 505.3 479.8

Year 5 NAPLAN Writing

3 4 5 6 7 8

2 1 7 16 15 26

3.0 1.5 10.5 23.9 22.4 38.8

1.3 4.7 19.6 26.9 22.6 24.9

2.6 5.9 18.7 27.0 18.5 27.4

6.4 13.2 24.6 26.7 14.2 15.0

SSG % in Bands 2012

Number in Bands

Percentage in Bands



Year 5 NAPLAN Numeracy

Band

493.6528.9554.2

School State DEC


Average score, 2012

SSG

0

10

20

30

40

50

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2012


95.5

98.5

100.0

98.5

97.0

Percentage of Year 5 students achieving at or

above minimum standard (exempt students

included)

Numeracy

Spelling

Writing

Reading

Grammar & Punctuation

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Progress in reading

Progress in spelling

Progress in grammar and punctuation

Progress in numeracy

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

Peninsular Community of Schools

Background: The Peninsula Community of Schools (PCS) commenced at the beginning of the 2007 school year. The PCS comprises of three high schools and ten primary schools. Our school is part of this collaborative learning community pooling the resources of our three local high schools and ten area primary schools to partner with each other and with Macquarie University. Over 8,200 students from K‐12 have been

2008‐2010 2009‐2011 2010‐2012

School 81.7 88.5 103.4

SSG 87.8 75.3 80.1

State DEC 83.7 74.0 79.2

Average progress in Reading

between Year 3 and 5*

0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Reading between Year 3 and 5


2008‐2010 2009‐2011 2010‐2012

School 90.0 69.0 105.3

SSG 85.3 73.4 92.6

State DEC 84.5 75.4 95.4

Average progress in Spelling


0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Spelling between Year 3 and 5


2008‐2010 2009‐2011 2010‐2012

School 74.9 81.0 129.3

SSG 101.9 86.4 82.9

State DEC 96.6 82.7 81.3

Average progress in Grammar & Punctuation


0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Grammar & Punctuation between Year 3 and 5


2008‐2010 2009‐2011 2010‐2012

School 101.4 111.7 126.1

SSG 96.7 100.8 101.5

State DEC 89.6 95.8 98.2

Average progress in Numeracy


0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Numeracy between Year 3 and 5


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provided with new and dynamic learning opportunities. The current 3 year strategic plan will include the following targets:

1. To provide relevant and appropriate professional learning opportunities to support quality teaching and learning and improved practice.

2. To enhance the opportunities and delivery of technology enabled schooling.

3. To extend enrichment opportunities for students through links with our partner Macquarie University.

4. To increase opportunities to build social cohesion and participation in the wider community.

Findings: The comprehensive Professional Learning Program offered to the PCS staff has been evaluated this year through a Zoomerang survey. This was made available to staff for their feedback to enable ongoing improvement. The survey was designed to:

identify Professional Learning needs for 2013

evaluate the success of Professional Learning in 2012

evaluate level of staff satisfaction in regards to Professional Learning

rate staff satisfaction in regard to the current opportunities and operations of the PCS Professional Learning

identify areas for development in the PCS Professional Learning schedule in 2013

PCS staffs have been able to participate in specialised workshops each term, supported by guest speakers such as Robyn Moore and Ian Luscombe, university staff, teachers and community partners. Staffs have been immersed in innovative teaching and learning practices with over 83% of staff indicating they had made positive use of the workshop experiences in the classroom. Staffs have consistently provided high quality feedback on the delivery of professional learning for staff.

The restructure of the PCS in 2012 ensured that even with the changes the Senior Shared Curriculum, Professional Learning for staff, Enrichment Programs for students and the Young Leaders Program continued to maintain a strong

focus. Year 6 students visited the Macquarie University Campus in Leadership, Sustainability and Indigenous Education Programs.

The Peninsula Community of Schools believes in reducing the inequalities and closing the gap between Indigenous and non‐Indigenous students. This year we have continued to celebrate the culture, history and achievements of our indigenous people. Students across the PCS had the opportunity to create their own art work to the theme “Footsteps to Change”. The second event coincided with NAIDOC Week, this event “Under the Starry Sky” saw Indigenous and non‐Indigenous students from the PCS pitch their tents on Bilgola Plateau’s school oval and then participate in various indigenous activities. Fundraising for Ian Thorpe‟s “Fountain For Youth” Literacy Backpack program and AIME continued in our schools.

Future Directions: The Peninsula Community of Schools is constantly evolving as a learning community. The introduction of a Science Committee in 2013 will see a stronger focus on our STEM program with Macquarie University Senior Shared Curriculum, professional learning for staff and enrichment programs for students will continue to be at the core of our operations.

Aboriginal education

Aboriginal perspectives are incorporated into various subject areas.

Welcome to Country, the acknowledgement of the traditional owners of the land is a feature of all major assemblies and events.

The Aboriginal flag is displayed alongside the Australian flag in the assembly hall.

Student’s celebrated NAIDOC week with a special assembly and a display of hands and students from the school participated in the launch of NAIDOC Week for the Peninsula Community of

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Schools with a sleep over at Bilgola Plateau Public School.

Multicultural education

Through the learning area, Human Society and Its Environment, students are provided with a perspective which helps them to develop the skills, knowledge and attitudes required for a multicultural diverse society. Highlights included:

Harmony Day –Students came to school in a team uniform or wore an orange shirt or ribbon. The day culminated with all of the children in the school forming the word “harmony” on the middle school oval.

In terms one and two, all 3‐6 students participated in a public speaking skills program at class level. Selected students from each class then entered a grade speaking competition and after all speeches were completed, finalists at the school level presented to an audience of their peers (3‐6 students), exposing them to the core values of Multicultural Education.

As a result of this experience, students in years 3‐6 increased their knowledge of multicultural perspectives and application of public speaking skills. They were trained in techniques for preparing impromptu speeches within a set time frame and were afforded the opportunity to compete at Regional Zone level.

Two junior students and two senior students were selected to represent the school at Regional Zone Final 1 of the Multicultural Perspectives Public Speaking Competition. The students were commended for their efforts and received award recognition at our School’s Presentation Day.

Other programs

Premier’s Sporting Challenge

Students participated in the Premier’s Sporting Challenge for the fourth year in Term 3 2012.

Once again, all students K‐6 were encouraged to participate in this 10 week challenge which aims

to have ‘more students, more active, more often’.

The challenge was a great success again this year as the majority of students in each class received an award.

K‐2 students were ‘going for gold’ and received gold certificates while students in Years 3‐6 received either a diamond, gold, silver or bronze award depending on the amount of time spent engaged in some form of physical activity, as recorded in their individual log book.

This challenge became an integral part of homework expectations for Term 3.

The ‘Learn to Lead’ team organised lunchtime activities to support the Premier’s Sporting Challenge.

Students will participate in the Premier’s Sporting Challenge in 2013 and we aim to maintain a high participation rate in K‐6.

Learn to Lead Team

The ‘Learn to Lead’ (L2L) program is now in its fourth year of implementation supporting the PSC in Terms 2 & 3 2011. The L2L team consists of 14 students from Years 5 & 6.

This year these students participated in a training day at Narrabeen Sports High School in March along with Years 5‐8 students from other local schools. This training day provided an opportunity to develop sports skills and peer leadership skills in the area of sport and physical activity.

As part of the PSC, the L2L team organised a range of lunchtime activities to support the challenge in Term 3. This enabled students in K‐6 to accrue ‘time’ engaged in physical activity to record on their individual logs.

The L2L team organised games 2‐3 times per week depending on the availability of supervising staff. On some days, the team organised multiple activities targeting different cohorts of students.

The team has been enthusiastic, showing initiative and working cooperatively with each other and their peers. It is interesting to note that all Year 5 L2L team members are incoming School/Vice Captains and/or House/Vice House Captains in 2013.

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The program will continue again in 2013 coinciding with the PSC.

Live Life Well@ School Initiatives

In 2012 a new committee, which included members of the school community, was established to oversee healthy initiatives across K‐6. Throughout the year students continued to participate in established practices such as ‘Fruito‐Vego’ and ‘Take it Home Tuesday’. Other initiatives included a ‘Q4H2O Water Challenge’ conducted over a week, ‘Edible Art’ (designing a piece of edible artwork using a variety of fresh fruit and/or vegetables), ’Rainbow Fruito‐Vego’ (a colour focus for Fruito‐Vego where students eat fruit and/or vegetables according to the nominated colour) and Fruit Kebabs. The aim of such initiatives is to encourage in students to make healthy food and drink choices, to engage in regular physical activity and to promote recycling practices.

Progress on 2012 targets

Target 1

To increase student performance in literacy with a focus on writing as measured by internal and external assessments

Our achievements include:

NAPLAN results reveal that our student’s outcomes in writing were well above students from Statically Similar Groups and the state average for DEC schools.

Students’ achievements were recorded on the Literacy Continuum in our computerised record keeping system to assist with planning and assessment.

Staff undertook numerous professional development courses during the year to increase their knowledge and understanding of writing.

Target 2

To increase student performance in numeracy with a focus on data, measurement, space and geometry in K‐3 and number, patterns and algebra in Years 4‐6 as measured by internal and external assessments.


NAPLAN results reveal that our student’s outcomes in mathematics were well above students from Statically Similar Groups (SSG) and the state average for DEC schools.

Progress from Year 3 – 5, as measured by NAPLAN results, were well above students SSG and the state average for DEC schools.

Target 3

To maximise understanding of practices and procedures of school student welfare for all stakeholders in order to promote a safe learning environment


Implementation of Positive Behaviour Engaging Learners (PBEL)

Meetings with school community and the P&C to explain new welfare practices

Implementation of student welfare tracking system

School evaluation

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out an evaluation of the initiative Positive Behaviour Engaging Learners (PBEL).

Background

Previous surveys had indicated that the previous school welfare policy was not fulfilling the needs of staff. After consultation it was decided to introduce PBEL in 2012 and evaluate the framework at the end of the year.

Findings and conclusions

Results from surveys indicated PBEL has had a positive on students influenced with 100% of parents and 95% of staff either strongly agreeing or agreeing with the statement. Importantly, 100% of parents feel they are free to discuss any issue their child may be experiencing with their class teacher, Deputy Principal or Principal.

100% of parents either agree or strongly agree they have a sound understanding of the positive aspects of the award system.

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Future directions

One area for improvement is greater communication with parents about what is happening with PBEL within the school. While most parents have a broad understanding of PBEL parents indicated they would like a more detail explanation of the framework.

To overcome these issues a FAQ been developed and is available to download. More information about what is happening with PBEL will be communicated via the school newsletter in 2013.

Parent, student, and teacher satisfaction

In 2012 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

100% of parents either strongly agree or agree that the school is connected to the community and welcomes parental involvement. Parents agree that the school teaches and promotes core values and has a strong focus on literacy and numeracy.

Students indicated that the school was friendly and they felt happy and safe. 100% of students believe that fair discipline exists within the school.

Professional learning In addition to a whole staff focus on improving literacy and numeracy, individual staff members have participated in the following professional learning:

Occupational Health and Safety

Child Protection training

First aid and CPR

Technology

Peer mediation

Quality Teaching

All compliance training as required by the Department of Education and Communities.

Administration and support staff were involved in professional learning through school based, district and regional initiatives.

Teaching staff accessed courses outside the school, based on individual needs and interests.

The quality of staff professional learning impacts directly upon the quality of teaching and learning programs offered to the students.

In 2012, the Department provided $20 891 and the school supplemented the professional learning budget by $8732.

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

To increase the students’ performance in literacy with a focus on writing.

2013 Targets to achieve this outcome include:

Increase of 5% in expected growth (NAPLAN) in Year 3 and 5

80% of Year 5 students achieve expected growth from Year 3 to Year 5

Increase of 5% in expected growth based on school based data.

Strategies to achieve these targets include:

Action Research project with the emphasis on differentiation and grammar

Explicit teaching of writing with a focus on grammar, vocabulary, sentence structure and audience

Professional learning based for staff on functional grammar and the new National English curriculum

Review and modify current literacy scope and sequences to ensure they align with the new English National curriculum

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School priority 2


To increase student performance in numeracy with a focus on data, measurement, space and geometry as measured by internal and external assessments


Increase of 5% in expected growth

(NAPLAN) in Years 3 and 5.

An increase of 5% in school based data as measured on the K‐6 Mathematics continuum.


Professional learning for staff based on the new Australian maths curriculum

Provide differentiated curriculum and enrichment programs

The ongoing analysis of student performance data to inform learning programs

The purchase of practical numeracy resources to support the implementation of quality teaching programs

School priority 3


To maximise understanding of practices and procedures of school student welfare for all stakeholders in order to promote a safe learning environment


Reduction of 5% in students placed on “Levels”

90% of parents agree that the school is a safe learning environment for their children


Using data management software to track instances of welfare issues and then develop proactive strategies.

Developing staff expertise in identifying and addressing student welfare issues

Work with Regional Consultants and Parents to continue to implement PBEL across the school with particular emphasis on PBEL in the classroom

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.

Mr Bill Gillespie ‐ Principal

Mr Justin Wolfe – P&C President

Mrs Sue Yardley – Assistant Principal

Ms Cynthia Pitt – Assistant Principal

Ms Vicki Bosler – Assistant Principal

School contact information

Elanora Heights Public School

Elanora Rd, Elanora Heights

Ph: 9913 7283

Fax: 9913 3749

Email: elanorahts‐[email protected]

Web: www.elanorahts‐p.schools.nsw.edu.au

School Code: 4199

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

Annual School Report - Elanora Heights Public School · effectiveness of our operation and...

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