Caringbah North Public School Annual · PDF fileCaringbah North Public School Annual Report ....

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2015

Caringbah North Public School Annual Report

Introduction The Annual Report for 2015 is provided to the

community of Caringbah North Public School as an

account of the school’s operations and achievements

throughout the year.

It provides a detailed account of the progress the

school has made to provide high quality educational

opportunities for all students, as set out in the school

plan. It outlines the findings from self-assessment

that reflect the impact of key school strategies for

improved learning and the benefit to all students

from the expenditure of resources, including equity

funding.

David Roffe

Principal

School contact details:

Caringbah North Public School

125 Cawarra Road

Caringbah 2229

www.caringbahn-p.schools.nsw.edu.au

[email protected]

9524 6098

Message from the Principal

Caringbah North has continued to provide a caring, happy and safe educational environment throughout 2015. Once again, we have made our focus the individual child and I am proud to say that Caringbah North is a school where students learn and develop as enthusiastic, responsible citizens.

The school continues to work towards our vision which is ‘Quality Teaching, Quality Learning & Quality People for the 21st Century’ while ensuring that our students, in every interaction, ‘Choose Kind’.

I want to take this opportunity to acknowledge the fabulous staff members of Caringbah North who continue to work so hard to provide the best possible education for our students.

As I constantly say, schools are unable to make a difference on their own. Caringbah North continues to have one of the most supportive and interested parent bodies I have ever worked with. Thank you to the huge number of parents and grandparents who help our school in so many ways. Whether it be as a parent helper in the classrooms; as a helper in the canteen; or a volunteer in the uniform shop - your support is so much appreciated.

One special group of hardworking volunteers I would like to especially highlight is the P&C. The events President Danielle Barry and her amazing team of volunteers have held over the year to raise significant funds to support the school have been nothing less than amazing. This year saw record funds donated to the school to update teaching resources in every classroom. Thank you to the P&C for your vision, your efforts and the amazing facilities you provide our school.

Finally, to the most important people in our school - the students, congratulations on your efforts and achievements throughout 2015. The school’s results in the academic, sporting and creative arts areas continue to be of the highest order.

2015 saw our best NAPLAN results in a number of years with all targeted areas showing significant improvement. We were once again represented in all major academic finals in the area, including public speaking and the Premier’s Spelling Bee. Our results in the UNSW Global - Educational Assessment International competitions were once again outstanding with one student being awarded the University of New South Wales medal for the top score in Digital Technologies. We also participated in debating for the first time this year; with outstanding results.

The school House Competition was revamped during the year and all students now join in the weekly points competition with participation now being rewarded alongside achievement. The House Captain role has been strengthened with Captains being made part of the student leadership team. Both of these changes have been enthusiastically received by the whole school community.

The year saw an increase in the number of dance groups at the school. We were involved, for the first time in the Ultimo Schools Dance Festival at the Seymour Centre with our students performing to a very high standard.

2015 is my final year at Caringbah North as I am retiring. I wish the whole school community all the very best for the future. I know we are all proud of the outstanding school we have achieved as we worked together as a community, focusing on true excellence.

David Roffe Principal

Message from the Prefects

2015 has been a great year for CNPS. As Year 6 prepares for the challenges of high school, we have celebrated their achievements through Market Day and the Year 6 Camp.

Many of our students have done extremely well academically, as well as in physical and sporting events and activities. Many of our students have represented our school in competitions and events.

Unfortunately, our great principal Mr David Roffe is retiring at the end of the year. Even though he will no longer be the principal of CNPS, Mr Roffe will always be an important part of the school.

All of the School Captains and Prefects are proud of the way everyone has obeyed the rules and tried their hardest. The students of CNPS this year have worked hard and listened to their teachers. They have set a good example to younger students.

Message from the P&C President

2015 has been action packed for the P&C.

Thanks to all the families of our students, the P&C has raised over $49,000 for our school in 2015. We have been able to commit to the purchase of 20 iPads, 30 laptops, new reading material for the

classrooms and The Centre, assisting with funding for further learning programs, science and mathematics equipment, stage lighting and sound equipment, water stations in the playgrounds … and the list goes on!

The fundraising activities in 2015 have been so well received. The year started with another great Easter Fair. We had a hugely successful Walkathon and Mothers’ Day stall, and we ordered more pavers for the entrance path. Our Fathers’ Day stall was a success and more recently, we had a fantastic Trivia Night, and took part in the ‘Day for Daniel’ – this being organised by the P&C. All these events would not be possible without the support and hard work of the P&C team and all the parents who continue to give up their time.

Our canteen also had some fantastic changes in 2015. A new look, a new name and a new menu! Thank you to all the volunteers who continually assist our canteen team. Without you we would not be able to offer such a great service.

The team behind the P&C work tirelessly to give back to not only our school, but each of the students. We look forward to another exciting year and more great events.

‘Like’ us on Facebook to stay in touch with all P&C events – Caringbah North Public School P&C.

Thank you to the whole P&C Committee and members, all our volunteers, and to our wonderful school and staff.

Danielle Barry

P&C President

School background

School vision statement

Quality Teaching, Quality Learning, Quality People - for the 21st Century

Caringbah North Public School provides a caring, happy and safe educational environment where children learn and develop as individuals. We have a long tradition of educational excellence through the provision of a stimulating learning environment.

School context

Caringbah North Public School has 533 students, with two opportunity classes which are a regional resource, providing an enriched curriculum for academically gifted students from many Sydney suburbs. Positions in the school’s Opportunity Classes are highly sought after.

The school has a committed and enthusiastic staff and fosters strong parent and community support.

School priorities include creative and critical thinking, literacy, numeracy, student welfare and the performing arts.

The school currently has 30% of the student population from an English as an Additional Language or Dialect background.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework for the first time. We received support from the Principal School Leadership. The Senior Executive also attended workshops to gain an understanding of the workings of the framework. Time was also spent in Executive Meetings to ensure all members of the Executive had a thorough understanding of the framework, its use as a diagnostic tool and the implications of data generated.

In the area of Learning, we focussed on Learning Culture, Curriculum and Learning and Assessment and Reporting. Teachers are definitely committed to strengthen and deliver on the school learning priorities of ‘Quality Teaching and Learning’, ‘Quality People and Respectful Relationships’ and ‘Quality Systems’. There was a significant focus on school processes to identify individual student learning needs and the development of Individual Learning Plans for all identified students demonstrating a shift in thinking and practice. Parents were also informed of their child’s learning programs through the sharing of Curriculum Overviews on the school’s website. This ensured parents were able to see what studies students were undertaking and knew what was involved in assessing each area of the curriculum. The overviews also ensured that all students were following the same sequence of outcomes.

In the area of teaching, we focussed on Data Skills and Use, Collaborative Practice and Learning and development. Through school-based training and development, teachers were supported in their ability to use relevant assessment tools to gain useful data. Teachers were extremely positive about the sessions and felt confident in administering the assessments and in interpreting the data. The data gained were then used by teachers to adjust teaching programs. Through the development of personal Performance and Development Plans, all teachers were supported as they worked on improving their teaching. In the case of executive staff, on improving their leadership. Teachers also worked together to provide feedback to each other following lesson observation sessions. Teachers had the opportunity to identify their professional development needs and targeted professional development will be a feature of the school from 2016. The school’s librarian, James Jarrick, introduced a Lexile home reading program that provided significant data around student reading levels and engagement. Teaching staff were trained in the use of the program and its data and the ensuing change in teaching practice has shown very positive results. Parents also attended sessions on the value and use of the program and parent feedback has been extremely positive, especially in classes where the program had been going for almost four terms.

In the area of leadership, the school focused on School Planning, Implementation and Reporting. As this was the first year of the new school planning procedure, the Executive Staff worked together to develop the skills and knowledge required to manage the leadership of a Strategic Direction. Data gained through extensive surveys of staff, students and parents ensured that each Strategic Direction reflected a genuine need of the school. Executive Staff also kept each other on track with regard to achieving the milestones that had been identified for the individual projects.

The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of the ‘next steps’ are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Quality Teaching and Learning

Purpose

Whole school delivery of a 21st Century curriculum focused on developing creative and critical thinking skills leading to continuous growth and performance.

Overall summary of progress

We have had a whole-school focus on implementing the new syllabuses. Teacher needs that were identified included:

- the requirement for a K-6 scope and sequence incorporating the possibility of composite and cross-stage classes;

- professional development around the requirements of the new syllabuses;

- programming, assessment and reporting expectations to be clearly stated and supported by consistent programming documents across the school;

- time and resources for collaborative planning in stages; and

- improved curriculum practices, for example: digital texts, Focus on Reading, a Lexile Reading Program and increased writing.

Over the course of the year, in response to feedback from teachers, the Strategic Direction 1 team developed updated Caringbah North scope and sequences for the new science, history and geography syllabuses. A number of teachers from the curriculum team have attended relevant training and have subsequently led professional development through which staff members have achieved a deeper understanding of the new science and history syllabuses.

As they begin programming next year, teachers will be provided with checklists to ensure all required outcomes are covered in the two-year cycle. A CNPS programming template will be used.

Following previous implementation of the new mathematics syllabus, staff continue to develop their skills in the teaching of numeracy for 21st Century learning. The Count Me In Too Online Learning Project has supported beginning and experienced teachers with the implementation of K-4 SENA testing; use of evidence to guide quality teaching and learning in classrooms; and the tracking of students on PLAN. This ensures a cohesive and consistent approach to the teaching of numeracy across the school.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year Funds Expended

PLAN data and SENA demonstrates improved student growth across all aspects of the Numeracy Continuum.

12 staff across all stages attended Count Me In Too professional learning over the 2015 year focusing on the collection of evidence (SENA testing) to guide quality teaching and learning programs; and tracking of student progress in numeracy using PLAN;

all K-4 staff have implemented SENA testing as part of their teaching and learning cycle;

$1,200 – teacher release and course fees

CMIT group collaborated and shared best practice in the teaching of numeracy across K-6; and

PLAN data consistently indicated student growth across all strands of numeracy.

Teachers collaborate, team teach, give quality feedback on practice, and set and meet achievable goals.

teachers are jointly developing units in their stages with guidance from the curriculum leaders; and

evaluation of and feedback on science and history units taught in Semester 1 using new syllabuses, collected from 100% of teachers at stage planning meetings.

$2,000 – teacher release and course fees

Teachers engaged in professional dialogue on consistent programming, assessment and reporting practices.

curriculum team spent a planning day reflecting on stage evaluations to guide draft scope and sequences for new science, history and geography syllabuses;

draft scope and sequence reviewed by curriculum team and recommended changes made; and

templates developed to include teaching/learning cycle focusing on backward mapping.

$1,200 - teacher release

Staff confidently and competently delivering differentiated curriculum targeted at engaging 21st Century learners.

staff members have achieved a deeper understanding of the new science and history syllabuses; and

scope and sequences presented to all staff for review and discussion around future planning directions for 2016.

No funds were required to complete this section of the School Plan

Next steps

- Ensure continued yearly implementation of SENA testing across K-6 to guide quality teaching and learning and use PLAN data to track student progress;

- Provide professional learning for staff requiring support in CMIT, SENA testing and for the numeracy continuum;

- Continue to develop staff understanding of how students learn numeracy, in order to guide best practice in teaching;

- Use PLAN data to drive consistent teaching programs, assessment and reporting;

- Continue to develop sequential whole-school programs that support the teaching/learning cycle, assessment and reporting;

- Continue to introduce and support staff in the implementation of the new syllabuses with emphasis on geography and the Caringbah North programming documents;

- Expand school use of data-driven and collaborative planning based on current research; and

- Continue to analyse and communicate whole school data to lead development of staff in best- practice pedagogy.


Quality People and Respectful Relationships

Purpose

Whole school practices that foster well-being and strengthen community partnerships within an inclusive school environment that promotes positivity and fosters citizenship, underpinned by our core values of safety, learning and respect.


The Playground Management Plan (PMP) is continuing to be refined through teacher professional dialogue and data collection. Modifications have been made to improve current procedures. Classroom management procedures were reviewed and through the collection of data, staff workshops and staff dialogue, processes are aligning with the PMP. Areas of responsibility and action have been defined.

Our whole school Anti-bullying Program was reviewed. A revised program has been developed and implemented K-6. Our whole school Anti-bullying Policy has been updated and staff will be made familiar with this document in early 2016.

Outside agencies have been sourced to review aspects of our pedestrian safety project. Signage quotes have been obtained and processes for erecting signage will continue in 2016. Planning has occurred with regards to pedestrian markings within the school environment to ensure a consistent approach to safety.




Reduction of negative behaviour incidents as measured through Sentral.

Once draft classroom management procedures were finalised, baseline data in classroom and playground incidents was collected.

$1,200 - teacher release

Increased positive perception of school by students, staff and parents as evidenced by surveys.

Staff have been surveyed on current classroom management practices and have identified areas for further development. This data was used to formulate our classroom management procedures. Future evaluations will be used to measure perceptions of staff.

$1,200 – teacher release

Erection of directional and safety signage around the school.

All directional signage within the grounds has been installed and safety signage and linemarking is being explored (pedestrian, bicycle, parking).

$8,000

Next steps

- Review classroom management plan;

- Baseline data used as a comparative tool to determine effectiveness of classroom management procedures;

- Survey of wellbeing initiatives to be completed by students and parents;

- Ensure anti-bullying policy and programs are implemented annually;

- Installation of safety signage and linemarking around school; and

- Education of staff, students and community on safe practices and onsite movement.


Quality Systems

Purpose

The delivery of a quality education underpinned by effective and transparent organisation and communication structures.


Staff members have found the newly-updated handbook invaluable when seeking clarification around school policies, procedures and protocols. It has formalised a number of processes that have been a part of school culture and which have, in the past, been passed on by word of mouth.

The updating of policies and the placing of them in a single repository has ensured that there is access for all. This process has also allowed the school to involve the parent community in policy development as well as provided a means for sharing policies with the community.

The school had planned to have a Facebook page up and running this year. Unfortunately, we did not have sufficient time available for this project. It is anticipated that the page will be developed early in 2016.




All stakeholders informed of school policies and practices; including those used for decision making.

Staff Handbook updated and available in printed form for all staff; and

School Policies updated and current ones completed and placed on shared drive and into folders, accessible by all staff.


Increased numbers accessing digital forms of communication and decreased enquiries regarding items which have already been communicated.

Staff Handbook available on school Weebly;

Hyperlinked version of Handbook also made available on Intranet;

Policies placed on shared drives for easy staff access; and

Pertinent policies placed on school website for community access.


Next steps

- Develop regular review process for handbook and ensure this is undertaken at least annually;

- Development of a school Facebook page;

- Development of staff expertise in using Facebook to share school information and events;

- Regular review of all school policies undertaken; and

- Continue policy development as the need arises.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding All identified students have an Individual Learning Plan (ILP) and are making progress in the areas of literacy and numeracy. Aboriginal support personnel were used.

$906

English language proficiency funding The school did not receive the allocation of an English as an Additional Language or Dialect (EAL/D) teacher in 2015. Funding was, however, received by the school to support EAL/D students so a teacher was employed for the equivalent of one and a half days per week to work with students and their teachers.

$19,156

Targeted students support for refugees and new arrivals

Funding was received to support a student newly arrived to Australia. This provided the equivalent of one day per week support for the student. The teacher worked both with the student and the student’s teacher to ensure an ongoing program of support five days per week.

One teacher day per week from Week 6, Term 2 to Week 11, Term 4

Socio-economic funding Flexible Funding from this allocated area was used to provide targeted literacy and numeracy sessions for identified students through the hiring of an additional Learning and Support Teacher one day per week. We were also able to support students during school excursions by providing additional aide support. (Strategic Direction #1)

$36,119

Low level adjustment for disability funding

2015 was a year for expansion and development of differentiated programs available to students. These programs included a Caringbah High School tutor program for 16 Stage 3 students in spelling and reading comprehension; an O.C. tutor mathematics program for 30 Stage 2 students; a phonics-based spelling program for 80 students in Years 1-6; an individualised literacy program for 17 students across Stages 2 and 3; and small group literacy and mathematics programs for 20 Stage 1 and 2 students.

$35,130

Support for beginning teachers Beginning teachers who have been made permanent at the school have received additional relief time throughout the year to assist with preparation. They have also been aligned to a mentor and participated in a support program that was developed by the Deputy Principal. Further information is available in the following section of this report.

$51,442

Next Steps

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

Student enrolment profile

Student attendance profile

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1.0

Deputy Principal(s) 1.0

Assistant Principal(s) 4.0

Classroom Teacher(s) 18.782

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.0

Teacher Librarian 1.0

School Counsellor 0.3

School Administrative & Support Staff 3.962

Total 31.364

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The school has one staff member who identifies as Aboriginal.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 44

Postgraduate degree 56

0

100

200

300

400

500

600

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 96.2 95.5 94.6 96.0 95.6 95.9

1 94.6 95.6 93.7 95.9 95.4 95.0

2 94.9 95.6 95.9 95.4 95.8 95.2

3 95.4 96.3 93.5 94.9 96.0 95.8

4 95.1 95.2 96.1 95.3 95.4 95.5

5 96.2 95.7 95.3 96.2 96.0 94.9

6 94.4 94.4 93.9 94.9 95.4 93.5

Total 95.2 95.5 94.7 95.5 95.6 95.1

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Stat

e D

oE

Sch

oo

l

Professional learning

The most significant professional learning in 2015 was centered on the development and implementation of the school’s strategic directions and the Performance and Development Framework. Team members from each strategic direction were responsible for developing and implementing professional learning in targeted areas identified by staff. Curriculum development in line with new syllabus documents and wellbeing initiatives were the focus for 2015. Another initiative involved 12 staff members engaged in mathematics, Count Me In Too training – focusing on identifying and targeting differentiated support for students in number. All teachers were involved in the staff development days and the follow-up sessions.

Other staff development days focused on refining planning and programming practices and developing scope and sequences to ensure a continuum of learning across the school.

Professional learning continued to support teachers in the development of individual educational plans for students requiring additional support or adjustments to learning in the classroom. Learning and support teachers assisted staff through the process.

Members of the Executive, as well as aspiring leaders, attended sessions on leadership and management through a combined project presented by Steve Francis – a former Principal and acclaimed educator. Time was also given to the Executive to meet and develop their leadership skills and mentoring with a focus on lesson observations.

Mandatory training in Code of Conduct, Disability Standards, Child Protection, Emergency Care and Anaphylaxis Response and Fire Safety occurred throughout the year.

Beginning teachers and teacher accreditation

Beginning teachers who have been made permanent at the school have received additional relief time throughout the year to assist with preparation. They have also been aligned to a mentor and participated in a support program that was developed by the Deputy Principal. The program had a three-part approach:

Classroom practical support – that provided each teacher time to develop their skills in their classroom practice. This saw teachers being released to observe their colleagues in programs such as: Reading Recovery; shadowing a colleague for the

day; report writing support; gifted and talented education; quality teaching in practice; and demonstration lessons.

Collegial support meetings - each meeting had a focus such as parent teacher interviews, reports and consistent teacher judgment in assessment. Experienced teachers were invited to attend these meetings to share their expertise with beginning teachers.

Professional development – that focused on individualised professional learning both within the school setting and through courses presented by The Department and external providers to support the teachers in their first year of teaching.

In accordance with the Professional Standards for Teachers and BOSTES accreditation body, three teachers successfully completed accreditation at Proficient level and three teachers are nearing completion.

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 831107.80 Global funds 320277.66

Tied funds 256556.05

School & community sources 365499.94

Interest 18929.81

Trust receipts 13393.34

Canteen 0.00

Total income 1805764.60

Expenditure

Teaching & learning

Key learning areas 31687.12

Excursions 69797.66

Extracurricular dissections 196644.57

Library 9782.41

Training & development 571.25

Tied funds 617463.83

Casual relief teachers 97865.02

Administration & office 148538.41

School-operated canteen 0.00

Utilities 40904.23

Maintenance 28437.14

Trust accounts 28835.02

Capital programs 119038.15

Total expenditure 1389564.81

Balance carried forward 416199.79

School performance

NAPLAN

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.

Year 3 NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Pe

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Bands

Percentage in bands:Year 3 Reading

Percentage in Bands

School Average 2011-2015

SSG % in Bands 2015

State DoE % in Bands 2015

0

10

20

30

40

50

1 2 3 4 5 6

Pe

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Bands

Percentage in bands:Year 3 Writing

Percentage in Bands


SSG % in Bands 2015


Year 3 NAPLAN - Numeracy

Year 5 NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Pe

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Bands

Percentage in bands:Year 3 Spelling

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

40

50

1 2 3 4 5 6

Per

cen

tage

of

stu

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Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

40

1 2 3 4 5 6

Pe

rce

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ge o

f st

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Bands

Percentage in bands:Year 3 Numeracy

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

40

50

3 4 5 6 7 8

Pe

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Bands

Percentage in bands:Year 5 Reading

Percentage in Bands


SSG % in Bands 2015


Year 5 NAPLAN – Numeracy

0

10

20

30

40

3 4 5 6 7 8

Pe

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Bands

Percentage in bands:Year 5 Writing

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

40

3 4 5 6 7 8

Pe

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Bands

Percentage in bands:Year 5 Spelling

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

40

50

3 4 5 6 7 8

Pe

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Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2015


0

10

20

30

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3 4 5 6 7 8

Pe

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Bands

Percentage in bands:Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2015


UNSW Global - Educational Assessment International competitions

Outstanding results for 2015 with over 100 students participating:

Digital Technologies - 6 High Distinction, 20 Distinction;

Writing - 3 High Distinction, 16 Distinction;

English - 5 High Distinction, 22 Distinction;

Science - 4 High Distinction, 24 Distinction; and

Mathematics - 7 High Distinction, 35 Distinction.

Rehan DeSeram was awarded the University of New South Wales medal for the top score in Digital Technologies.

Premier’s spelling bee

All students from Years 3 to 6 participated in the Premier’s Spelling Bee. Finalists were selected to represent each class, with James and Seth representing Stage 2 at the Regional Final, where Seth was awarded runner-up. Andrian and Anastaija represented Stage 3 at the Regional Final, with Andrian placing first. He then proceeded to the State final, which was held at the ABC Centre in Ultimo. He achieved 10th in New South Wales.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Areas where respondents felt we did well:

Staff highlighted the:

updating of scope & sequences for mathematics;

new house points competition and general ‘house spirit’;

collaborative planning in and across stages;

support for beginning teachers;

community involvement within the school;

whole-school involvement in decision making;

teachers’ Professional Development Plans (PDP);

comradeship and professional support between staff members;

student reporting software now much easier to use;

engagement and cohesion amongst staff;

Consistency in Teacher Judgement (CTJ) practices across the school as well as curriculum differentiation;

organisation of the three sport carnivals, and

Home Reading Lexile Program.

Students highlighted the:

new focus on the house points competition and the raising of the profile of House Captains;

new house badges;

provision of many extra-curricular activities;

excursions provided, especially in the senior school; and

way everyone tries their hardest in the school.

Parents highlighted the:

new house points competition and the increased ‘house spirit’;

increased responsibility of the House Captains;

Playground Pals program;

way that all students are given fair access to sporting team membership; and

quality of the teachers and the way the teachers get involved in school events – especially when they dress up!

Areas respondents felt we could further develop:

Staff identified the following areas:

consistent classroom management guidelines similar to those for the playground;

reduction in the number of interruptions to learning time;

storeroom management;

increased use of digital technologies;

the need to revisit Restorative Justice;

more focused professional learning sessions and the streamlining of meetings;

more assessment for learning, rather than of learning;

sorting performing arts so that student choice is limited to a workable number of activities; and

improved communication strategies.

Students identified the following areas:

more equipment in the playground including more soccer goals for use at recess & lunch;

more books in the library suitable to students’ interest and skill levels; and

improvements to the student toilets.

Parents identified the following areas:

improved and up-to-date communication strategies;

more information when a student is placed in a program of additional support;

earlier communication between school and parents when a student is involved in behaviour management procedures (classroom and playground); and

improvements to the student toilets.

Policy requirements

Aboriginal education

The requirements for inclusion of Aboriginal education continue to be a priority in all classes. These are covered in the HSIE units studied by all students.

CNPS celebrated NAIDOC week by holding an art competition. NAIDOC Week celebrations are held across Australia each July to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. All classes participated and the artworks were displayed in the foyer. NAIDOC

week provided opportunities for our students to explore the theme of 2015: We all stand on sacred ground: learn, respect and celebrate.

Students and teachers were very enthusiastic about the value of the week and it is anticipated that the school will be involved in this event in 2016.

Our Aboriginal students have had personalised learning plans developed that focus on academic achievement. These plans were developed with the assistance of Departmental personnel.

Multicultural Education and Anti-racism

A multicultural focus continues to be maintained within the school through units studied and the celebration of events like Harmony Day.

Equity funding in this area has been used to support students in their classrooms by funding additional Learning and Support Teacher (LaST) time each week. Class teachers are now receiving support from the LaST to develop programs that target specific EAL/D students and support their learning. The LaST also assists with ongoing assessment for, and of, learning.

Harmony Day this year saw all students in the school working with their buddy classes to produce art on the theme of ‘Getting on Together’. This was followed by the playing of games by older classes with their junior buddies.

The school Anti-Racism Contact Officer (ARCO) reported a small number of incidents with all being sensitively handled using Restorative Justice.

Achievements and other school programs

Student Leadership

The Student Representative Council consists of two people from each class (Years 2-6) and for the first time, this year, the Prefects and House Captains. This year, the SRC was very busy helping our school.

To boost the wellbeing of our school and the students, we extended the amount of time on the grass area; participated in the Woolworths Earn and Learn program; and helped with countless mufti days and fundraisers.

The SRC representatives have taken a great deal out of this experience throughout the year and we hope to see them take on a bigger leadership role in the near future.

Public Speaking

As part of the literacy program, all students from K-6 participated in the Ultimo Network of Schools Public Speaking Competition. From the school finals, Kristen, Mariam, Olivia and Emmaline were selected to represent CNPS at the zone stage finals. Olivia placed first and proceeded, as the Stage 2 Zone representative, to the Port Hacking Network final.

Debating

This was the first year that Caringbah North Public School participated in competition debating.

Two teams were entered in the Ultimo Network Debating Competition, which ran throughout the year. Coaching occurred weekly. Team A, comprising four Year 6 students, were knocked out in Round 3 by Team B. Team B, comprising five Year 6 students, continued through the competition to the preliminary final and were knocked out by Arncliffe Public School.

The Arts

The school continues to take an active role in arts activities at school, district and regional level. Our three bands, five dance groups and two choirs have worked tirelessly throughout the year to ensure their performances have been of the highest calibre.

Highlights:

A number of Year 6 students auditioned for the CREATE South performance ‘Lunacy’, held early in Term 4 at the Sutherland Entertainment Centre. The school was represented by nine students in band, dance, art, drama, technology and choir. Miss Landers was a member of the dance coordination team and successfully contributed to the CREATE South program during 2015.

In 2015 our two school choirs, consisting of 38 senior students, led by Mrs Jenny Lowe and 30 junior students, led by Mrs Dina Carter, once again enjoyed participating in the Sutherland Shire Schools Music Festival at the Sutherland Entertainment Centre. Both these choirs also performed at a variety of school events including our school’s Presentation Day and our Celebration Evening.

The three school bands totalled 102 students and presented outstanding performances both within and beyond the school including Education Week, Sutherland Band Blow In, the Engadine Music Band Festival (2 gold, 1 silver medal) and numerous performances at school.

The five school dance groups performed throughout the year with highlights being the Sutherland Shire Music Festival, the Sutherland Shire Dance Extravaganza, our school’s Open Day and the Celebration Evening. The Senior Blue dance group successfully auditioned and performed at the Ultimo Schools Dance Festival at the Seymour Centre.

Chess

Participation in Chess Club grew from students from 2 classes to 10 classes across an increased number of activities.

Chess coaching took place in Terms 1 and 2 and supported students who took part in the Interschool Chess Tournament organised by the NSW Junior Chess League. Four teams were entered, including a Junior Rookie team, comprising eight Year 3 students. A Round Robin Competition was also held during lunch breaks in Terms 3 and 4.

Students were also given the opportunity to play in one-day tournaments. A team competition held in Term 4 saw three Year 5 students play in the state final held in North Sydney.

Gardening Club

With the support of Bunnings and Sutherland Shire Council, the gardening club pulled on the gloves and put in a great effort this year. The students restored the vegetable patch and planted a variety of native plants around the school.

Using the produce from the vegetable patch, they made yummy pizzas and took home a variety of herbs to try at home. The gardening club will be running again in 2016 and welcomes new members.

Sport

House Captains Report 2015

This year, the school House Captains took on a new role. With a new house point board; House Cup and Shield; badges; and the house point competition, house spirit was taken to a whole new level.

To encourage house spirit throughout the school, a new house point board was added to the school hall. In each class, house points were awarded for good work or kind behaviour and added to a small points board. Every Friday, in turn, House Captains from each house collected the points from the classrooms. The points were added up around the whole school and the houses were placed in order for that week. The points were then added to the school board in the hall. Every week the House Cup was presented at a morning assembly and ribbons of the winning house that week were hung on the trophy. At the end of the year, the name of the winning house was engraved on the House Cup Shield in the office.

Each student received a shirt badge of their house colour with the message “Choose Kind” to wear on their collars every day. This was to remind students to always be kind to others and to meet other students who are in their houses. This way, students could make friends within and outside their house.

We hope that the 2016 House Captains will continue encouraging house spirit throughout the school and will spread the enjoyment of being part of a house group.

2015 House Captains

School contact details

Caringbah North Public School

125 Cawarra Road

Caringbah 2229

www.caringbahn-p.schools.nsw.edu.au

[email protected]

9524 6098

Caringbah North Public School Annual · PDF fileCaringbah North Public School Annual Report ....

Documents

Transcript of Caringbah North Public School Annual · PDF fileCaringbah North Public School Annual Report ....