Context and highlights for the combined site

Context and highlights for the combined siteWhile 2020 has been a very different year it has been a blessing to have our wonderful children attending regularly and, as always applying themselves to their learning in a robust and positive way. I compile this, my final annual report, with emotion and honour to have been a part of this community’s learning journey over the passed 7 years. As I often say: ‘the sum of the parts makes the whole,’ and at Goodwood it is the dedication of staff, parents, students and the many members of our wider community that lead to our success. We have continued to see our High Band students make progress in English and Math. Students made progress in the Progressive Assessment Tests for Math and Reading across the whole site. Similarly our school writing rubric indicated good progress in all aspects of writing. While our students have made progress in reading it is noted this is an area for review and focus in 2021. There has been significant progress in writing and reading for all of our students who have English as an Additional Language or Dialect (EALD).Our phonics assessments for year 1 and 2 students shows steady growth and all students made progress in running records. We have a focus on developing the learning dispositions of collaboration, communication, self management, thinking and researching. Our data showed students receive and act upon feedback and there has been an improvement in how the student learning is connected to their lives and aspirations. Similarly the data indicated a greater % of students value being stretched and challenged in their learning reflecting a growth mind set. In 2021 there will be a focus on questioning expanding student—student and student—teacher feedback will support students creating their own goals in learning. This year we have seen an improvement in student behaviour. There is always a strong culture of care for others across the site and parent and student feedback supports this.Teachers have continued to provide regular feedback for all subject areas through the sharing of formative assessment tasks which outline a child's skills and achievements and their next steps in learning. We will continue to develop our students skills to articulate their goals in learning with a focus on questioning and reflection to motivate. From the work in our Mandarin Languages project we have received qualitative feedback from students and teachers that indicates the videos created, build connections with the whole school learning program and in particular English and Inquiry. Despite a challenging year, when many opportunities were postponed or cancelled, our school has been able to continue to provide Student Leadership opportunities. Students represented the school through- Sport: SAPSASA carnivals, state teams, and the after school hours sports program; Performing Arts: Primary Schools’ Music Festival, Goodwood Taiko ensemble, the drama club. Individual students have led initiatives eg: our pajama day, Book Week parade and the drama clubs influence on the end of year concert/film. Our usual leadership opportunities have also been provided through: crossing; canteen; library; information communication technologies; assembly coordination; and the student promotion team. Our preschool has once again provided an engaging and community focused program. The connections between the learning approaches in the school and play based practices in the preschool are contributing to our positive learning achievement across the site. 92% of our preschool children achieved/ are developing the appropriate skills in phonics.Once again our school has undergone major transformations to our facilities: new ceilings and carpets, redevelopment of 11C and collaborative construction of a community mural. Many thanks goes to our Business manager for her leadership and the staff for their flexibility. Despite Covid-19 restrictions we congratulate our community for maintaining high levels of student attendance at school. Our staff, students and community's calm response to a challenging and difficult year has been amazing, Goodwood is unique. Deb Brassington

2020 Annual Report to the Community1 | Goodwood Primary School & Goodwood Preschool

Governing council reportThis year has been a year like no other. We have been incredibly lucky here in South Australia, relative to other parts of the country and the world, but it certainly has not been easy. A key focus for the Governing Council this year has been supporting Leadership to navigate the many challenges of the pandemic and supporting our community with regular communications and finding creative new ways to connect in a socially distanced world. Thank you to all members of our community for your support of the school and your contributions to keeping us all safe. I want to acknowledge in particular the extraordinary efforts of our teaching and support staff this year. With so many changes in our every day lives, school has remained a constant. Through the tumultuous early days of lockdowns to the establishment of a ‘COVID-normal’ life, the commitment, courage, resilience and ingenuity of all our teachers and staff is to be commended. Despite all the challenges of the pandemic, the Governing Council has achieved three key objectives set at the beginning of the year:active involvement in the Merit Selection Panel process for the appointment of a new principal, and we look forward to welcoming Belinda Adams to our site next year; ongoing input into, and oversight of, plans to support the transition of Year 7s to high school; andimproving our financial literacy and understanding of the school’s financial processes with a dedicated meeting organised by our Treasurer, Ben De Guzman. Other areas of focus for the Governing Council in 2020 included:increasing and improving communications with the broader school community;update of the school context statement;regular policy review;streamlining access to Governing Council materials with the introduction of Google Docs as a repository;oversight of the implementation of recommendations from the 2019 external school review; andapproval and oversight of the school’s annual budget which has been challenged this year with limited opportunities for fundraising and increased expenses as a result of COVID.As always, the Council’s subcommittees, supported by staff and volunteers, have done a fantastic job despite the fact that many of the “usual” activities and objectives for the committees have been impacted by COVID. One of the most outstanding outcomes – a joint initiative from our Fundraising and Buildings and Grounds committees - is the new mural on the wall of the preschool. This was a truly unique way of bringing the community together to create a lasting representation of the wonderful Goody community - congratulations to all who contributed. Thank you to all of the Governing Council members for their fantastic efforts this year. Thank you to Tom Vinall and Bernadette Gerbasch for sharing the role of secretary, to Ben De Guzman for his work as Treasurer and to Susannah Hayden for her support as Deputy Chair. I look forward to working with the continuing members of the Council and Committees and to welcoming new members in 2021. I would also like to take this opportunity to congratulate Deb Brassington on her retirement and to thank her for her leadership, commitment and dedication to Goodwood Primary School and Preschool and I wish her the very best as she embarks on a new chapter in her life. Amanda Devonish


School quality improvement planningNumeracy This year compared to 2019 the percentage of students achieving the Educational Standard of Achievement in the Math Progressive Assessment Tests has increased for years 1, 5, 6 and 7. In 2020 teachers have focused on a learning improvement cycle. Teachers have collaborated in this area and shared their practices to build on each others ideas. Diane, Graeme and Claire were released to follow up staff feedback, as a result of our site plan review. For example, we are exploring the use of a common assessment rubric to support our ability to moderate evidence of our children's learning in math. In 2020 teachers have been using the National Progressions in Numeracy to support students understanding of their next steps in learning, so they can articulate their own goals and their progress made. Our Numeracy coach, Steph Burton, has been working with teams of teachers on targeted interventions for groups of students based on rigorous data analysis. In 2021 we will continue to work collaboratively on providing opportunities for students to demonstrate that they can apply their skills in number and articulate their goals in learning. Deb Brassington Literacy Literacy development has focused on raising student achievement in writing. The main driver has been to strengthen collaborative practices in our teaching teams through nurturing PLTs (Professional Learning Teams). These year level teams have been interrogating student data, planning targeted teaching cycles and giving high quality feedback for improvement. This has allowed teachers to trial high impact strategies for developing writing with students in their classrooms. Literacy programs such as Talk for Writing and Seven Steps have been embedded from preschool through to year 7. All teachers have attended training in functional grammar and use this knowledge to target their students’ grammatical development in writing. The Literacy PLC’s (Professional Learning Committee) members have been driving the site plan goals for writing and supporting their PLTs to maintain an unwavering focus on assessment and planning to stretch and challenge students. In 2021 we are introducing a new phonics program to complement the focus on oral language development that has been embedded in preschool to year 2 classes over the last two years. Read, Write, Inc will be implemented in the new year. Nikki Smith InquiryThroughout the year, staff have continued to build on the development of skills and knowledge around Inquiry learning. Unfortunately, due to Covid-19 we have been unable to continue the working relationship we have established with Kath Murdoch as she was unable to travel to Adelaide to run our planned workshops. The Inquiry Professional Learning Community (PLC) have worked hard to continue the momentum established from working with Kath around the planning process for promoting inquiry based learning. This year we have established a ‘Big Idea’ for each term to guide the inquiry learning. These included Identity, Communication, Design and Sustainability. Professional Learning Teams (PLT’s) have met regularly through release and in their own planning time to develop these integrated units of work with a focus on inquiry learning. Alongside this planning was a commitment to continue developing the learning assets required to support inquiry learning. In 2021 we plan on embedding the structures around planning for inquiry learning including regular sharing within our PLT’s to continue the momentum throughout each term. Developing a community of learners in each class will also support this learning and continuing to promote student agency. Mike Delean

Preschool improvement planning - review and evaluateWe have had a fun filled, busy year at preschool. We were lucky to be able to continue fairly normally through Covid-19. Unfortunately some of our community activities and excursions had to be cancelled, and some of our events have been packed into the last two terms. However, our amazing children, families and staff coped really well and we still had the excitement of watching the children learning and developing through play based learning activities. Our Preschool Quality Improvement Goal this year was- Improve children’s oral narrative skills with a focus on understanding story structure, innovation and the ability to tell stories. This goal came about after trialling Talk for Writing last year. The children were introduced to familiar stories such as The Three Billy Goats Gruff and The Three Little Pigs. We made story maps of these stories, which the children used to independently retell the stories. We then moved on to innovating as a group. We changed the characters and the setting. From here we encouraged children to innovate on the stories themselves. Before we began the program we asked children to tell us a story. At the end of the program we asked the children to do this again. We have been very impressed with the progress the children have made. The children are now using story structure, descriptive language and storytelling language. We also found that their confidence in oral language has greatly increased.Due to Covid19 we have had less time to explicitly teach phonological awareness skills such as syllables and rhyme. However, most children have picked up these skills through incidental teaching and learning experiences, such as a rhyming book or clapping the syllables of their names as they move on to lunch. We have also had less time for the ‘What’s the Buzz?’ sessions which target the development of social and emotional skills. We have tried to respond to the needs of the children instead of following the lesson sequences. All children have made good progress in numeracy through play based activities where they have learnt such skills as subitizing, problem solving, spatial awareness and using positional and comparative language. We have been fortunate enough to have continuity of staff for the last 2 years and the preschool staff are a strong dedicated team who enjoy their work, who work well together and respect each other’s ideas. We have also had another great year with supportive families that make working in the preschool such a pleasure. Karen Spurritt


We currently have two students, a reception and year 2 students. Interventions by leadership, support staff (literacy) and class teachers has led to a significant increase in student confidence this year. An increase in the number of authentic friendships and stronger self esteem as a result. This is a result of students valuing their own contributions in friendships and recognizing that other students enjoy spending time with them. Progress has been made in all areas of our formative and summative assessments including PAT.Continued support into 2021 will be on supporting their understanding of being focused and appropriate times to socialise.

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 State (average)Upper progress group 29% 34% 25%

Middle progress group 44% 43% 50%

Lower progress group 27% 23% 25%

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group 36% 37% 25%

Middle progress group 43% 54% 50%

Lower progress group 21% * 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 47 47 36 27 77% 57%

Year 3 2017-2019 Average 56.7 56.7 37.7 30.0 66% 53%

Year 5 2019 46 46 22 18 48% 39%

Year 5 2017-2019 Average 46.7 46.7 22.7 16.3 49% 35%

Year 7 2019 43 43 21 24 49% 56%

Year 7 2017-2019 Average 39.0 39.0 19.7 18.0 50% 46%

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


As you know we did not have NAPLAN this year, so we can’t report on our progress for these assessments. However, we have continued to conduct running records, phonics assessments and ACER Progressive Assessment Tests (PAT) in Maths and Reading. This report will provide information with regards to these assessments and our student’s progress. Here is a table outlining the percentage of our students reaching the benchmark in the maths and reading PAT assessments across the site.Test 2020 R Yr1 Yr2 Yr 3 Yr 4 Yr 5 Yr 6 Yr7PAT R 80% 98% 93% 95% 96% 98% 90% 97%PAT M 80% 92% 86% 86% 92% 96% 95% 92%We use a consistent writing rubric across the whole school to track and monitor children's progress in writing. This year we have seen an increase in our students achieving the higher bands and significant progress in writing for all of our students who have English as an Additional Language or Dialect (EALD). 85% of our EALD students met the standard of educational achievement in the PAT reading assessment. 74% of our year 2 children met the benchmark in the phonics assessments, which is an improvement since 2019. 73% and 72% of our year 1 and 2 children, respectively, met the Department of Education’s benchmark through our running record reading assessments; all students have made progress across 2020. We track and monitor students progress in relation to how we are providing safe conditions for rigorous learning, personalised and connected learning and in terms of how we are developing expert learners. This years data showed students receive and act upon feedback and there has been an improvement in how the student learning is connected to their lives and aspirations. The data also indicated that their learning opportunities allow for students to take risks, they see their learning environment as a community of learners helping each other, they are able to negotiate their learning and are challenged to achieve high standards with support. In 2021 there will be a focus on questioning expanding student—student and student—teacher feedback will support students creating their own goals in learning. This year we have seen an improvement in student behaviour. There haven’t been any students taken home due to their behaviour and no internal or external suspensions. Class and yard time outs have decreased from last year and continue to be low in number across the year.We have continued to build on our use of digital learning platforms to communicate student progress and this was enhanced with the introduction of home learning in term 1.

School performance comment


Term 1 Term 2 Term 3 Term 42017 centre 92.7% 91.1% 86.3% 90.8%

2018 centre 92.6% 90.8% 88.8% 90.7%

2019 centre 93.9% 82.2% 87.5% 89.7%

2020 centre 88.5% N/A 88.9% 81%

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 93.4% 95.8% 94.0% 91.9%

Year 1 95.2% 93.4% 95.6% 91.4%

Year 2 94.1% 94.4% 94.0% 93.4%

Year 3 96.1% 94.2% 92.9% 89.9%

Year 4 93.4% 94.1% 94.4% 90.0%

Year 5 94.2% 93.0% 94.5% 90.8%

Year 6 95.4% 91.3% 90.3% 91.7%

Year 7 93.1% 92.8% 92.9% 92.0%

Primary Other 100.0% N/A N/A N/A

Total 94.3% 93.7% 93.6% 91.3%

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 commentThe overall percentage of attendance for the primary school this year has been 92%. While this is a decrease from 2019’s 97%, we believe, this is a good result given the complications of Covid-19 and parents being mindful of keeping their children home. There has been an improvement in parents providing the reasons for children’s absences. In 2019 32% of absences were unexplained while in 2020 only 20%. We have continued to follow our attendance plan and concerns are followed up for individual cases. Our enrolments have increased to 432 which requires us to have a 16th class in 2021, the maximum number of classes for our site. In 2022 our enrolments will reduce considerably. We will only have approximately 348 students due to our year 6 students going to high school, at the end of 2021. Enrolment trends indicate our numbers will increase, within 2 or 3 years, to full capacity.


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 commentThis includes an early entry child who attends 12 hours per week. Pre and post Covid-19 restrictions we continue to have a high attendance rate. Feedback form children and parents indicates the program offerings influence this. For example, comments from children to parents about looking forward to their preschool days and also reference to incursions and buddy class programs with the Primary school, affirms the impact of our diverse program. Our preschool continues to have a high percentage of children with English as an Additional Language or Dialect (EALD).

Enrolment by TermYear Term 1 Term 2 Term 3 Term 42017 56 59 57 58

2018 66 70 73 74

2019 62 62 63 63

2020 62 N/A 60 59

This year we have seen an improvement in student behaviour. There haven’t been any students taken home due to their behaviour and no internal or external suspensions. Class and yard time outs have decreased from last year and continue to be low in number across the year. The Wellbeing and Engagement survey this year had a reduced number of students involved as it coincided with student learning at home, due to Covid-19. The results did demonstrate improvements over the past 4 years, in the areas of Emotional Wellbeing, Engagement with School, Learning Readiness and Health and Wellbeing out of School. The last area continues to reflect the positive contribution our families have on providing healthy learning opportunities for our students, outside of school time. 87 % of children have not experienced bullying on a weekly basis. These results are gained by our student’s engagement in positive social learning programs and our commitment to using consistent learning assets across the whole school. Interventions by leadership and our Pastoral Care Worker also support targeted students. In 2021 we will continue to review our practices to support emotional regulation practices.

Behaviour support comment

Client opinion summaryThis year our parent survey was generated by the Department of Education. We had a record number of respondents —137. Areas identified as strengths include: 91% agree all community members treat each other with respect. 91% believe teachers and students treat each other with respect. The importance of education and parents talking with their children about what happens at school.Our school methods of communication, in particular: Parent teacher interviews, email, the Sentral App and the newsletter. Compared with other schools in the state our site had a larger percentage of positive results. This was particularly evident in relation to people respecting each other: (State: 77% to GPS: 91%) and teachers and students treating each other with respect (State: 79% to GPS: 91%). The whole community can feel very proud of this result. At our recent parent communications meeting they discussed how it is a great affirmation of our commitment to engagement and community. In 2021 we will continue to build on our consistent approaches to providing timely feedback with regards students learning to support parent engagement in this area.


Destination commentWe continue to have a small percentage transfer out to Private schools this year, only 2% of our total population (6 students out of a possible 412). One other student will be going to Mitcham Girls High for year 7. We have 4 news students enrolling in 2021 form Private schools as their current school doesn't offer year 7 and they plan to attend a public local high school.

Relevant history screeningAll volunteers and parents involved in the school have relevant history. As per department regulations all employees have the relevant history checks. All hirers of our facilities after hours have the relevant checks.

Intended destination from School

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

Leave Reason Number %Employment 0 NAInterstate/Overseas 15 16.0%Other 2 2.1%Seeking Employment 0 NATertiary/TAFE/Training 0 NATransfer to Non-Govt School 24 25.5%Transfer to SA Govt School 53 56.4%Unknown 0 NAUnknown (TG - Not Found) 0 NA

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

156 - Goodwood Primary School 95.0% 93.0% 82.0% 91.7%

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 32Post Graduate Qualifications 11

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 0.0 20.7 0.0 7.0Persons 0 24 0 11

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 $3,825,039Grants: Commonwealth $7,186Parent Contributions $259,574Fund Raising $0Other $23,814

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 Intervention programs by SSOs and PCW to support the student's develop social learning skills to help access the curriculum. Teachers plan and design learning with support personnel to develop social skills and wellbeing

Minimal incidents by Receptions to Year 4 students as increased engagement

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

Employed a teacher for 0.4 week to support EALD students. Lessons focused on grammar, broadening vocabulary and structuring fiction and non-fiction texts. Students are withdrawn from class in support groups.

72% EALD students achieved C & above. Increased confidence in grammar evident.

Inclusive Education Support Program Phonics interventions. Social capability, Nessy reading and spelling programs. Additional SSO support planned through One Plans. Common assessment tasks developed by cohorts of teachers.

7% increase in Phonics results. 65% SEA in PAT-R. 41% achieved C in writing.

Targeted funding for groups of students

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

First language maintenance & developmentStudents taking alternative pathwaysIESP support

Phonics support in early years’ classrooms to offer intervention through small group reinforcement and additional individual support sessions. Nessy Reading & Spelling Program to support students to learn letters and sounds and improve their reading fluency and comprehension in 2020.Additional SSO support targeted towards students below the SEA in PAT-R/ NAPLAN Writing or Reading and PAT-M/ NAPLAN Maths tests in 2019. .Aboriginal students were supported according to their needs. SSO support was planned through the One Plan with teachers, parents and students.

7% increase achieving phonics screening benchmark. 65% of students achieved SEA PAT-R. 41% grade C in writing. Aboriginal learners met SEA learning targets.

Program funding for all students

Australian Curriculum Teachers worked in Professional Learning Teams across year levels to analysis data, collaboratively design learning & assessment tasks and moderate the students evidence to monitor achievements and next step in learning.

2020 R Yr1 Yr2 Yr 3 Yr 4 Yr 5 Yr 6 Yr7PAT R 80% 98%93%95%96%98%90%97%

Aboriginal languages programs Initiatives

N/A N/A

Better schools funding SSO hours targeted students who did not meet the SEA for English/ Math assessments in 2020.

57% of students progressed a grade between term 1 and 3.

Other discretionary funding

Specialist school reporting (as required)

N/A N/A

Improved outcomes for gifted students N/A N/A

*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

Children are exposed to numeracy and literacy activities on a daily basis within a play based environment. Incidental and explicit activities are incorporated into their play experiences, games, songs and stories. Educators use pedagogical documentation to demonstrate the learning cycle and progress for each child.

All children progressed in the literacy and numeracy indicators and EYLF. 100% of students made progress in their phonological skills.

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

A focus on oral language - story telling using Talk for Writing approaches to learning. Through 'What's the Buzz?' program and interventions by our PCW we have targeted the development of social and emotional skills all children. One to one Educator support has provided targeted interventions for identified children.

Children's confidence, vocabulary & enthusiasm for story telling increased. Children's self regulation skills have shown improvement.

Inclusive Education Support Program

Educators provided early intervention to provide extra support for children with additional needs. These children had sensory processing disorder, hearing loss and speech and communication difficulties.

All children were able to fully access the preschool program and supported in self-regulation and to interact socially and verbally

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

We provided targeted bilingual support for 2 children without English to enable them to fully access the preschool program and assist them in communication and social interactions.

Improvements in their wellbeing, engagement, social interactions and communication. Improved data in literacy and numeracy.

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

Context and highlights for the combined site

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