4059-wattawa heights public school asr 2008€¦ · teaching and learning, equity for all, mutual...

NSW Department of Education & Training

4059

2008 Annual School Report Wattawa Heights Public School

NSW Public Schools – Leading the way

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Messages

Principal's message Wattawa Heights Public School is focused on continual improvement in all academic and student welfare areas. All programs and practices are based on agreed values of excellence in teaching and learning, equity for all, mutual respect, safe, happy and caring environment and community partnerships.

Our school focuses on literacy and numeracy. Teachers participate in a rigorous professional learning program. Specialist teachers have been used to support students in literacy and numeracy. Resources are purchased that support the literacy and numeracy programs.

2008 saw major improvements in the school infrastructure- refurbished students’ toilets, a large Covered Outdoor Learning Area (COLA), a shade structure in the lower playground and a large water tank to recycle stormwater for the toilets.

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.

Judy Smith

P&C message The P&C have had another busy year holding many fundraisers such as Easter raffles, Mothers and Fathers Day stalls, ice cream days, chocolate drives, Krispy Kreme drives and barbecues. The monies raised have contributed to the Shade Sail. We have also provided our PSSA basketball teams with brand new singlets which were much needed and appreciated. The Year Six T-shirts were also subsidised.

I would like to take this opportunity to thank the mothers who have given up their time to assist in our efforts throughout the year. The P&C are an integral part of the school’s fundraising to assist the students. New members are continually needed to replace current active members who are entering their final years at Wattawa.

Rebecca Broesen, President

Student representative's message In 2008 the Student Representatives Council (SRC) was involved in a number of activities that promoted healthy lifestyle as well as fundraising for charities. They raised funds to sponsor a teacher who competed in the Blackmores Half Marathon and donated money to Cure Cancer Council Australia. They also sold Sunblock

Australia 30+ sunscreen. Money raised went towards the mural to be finished in 2009.

SRC Representatives

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 attendance profile

Student attendance rates

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2005 2006 2007 2008

Year

Att

enda

nce

rate

School Region State

Attendance rates have improved slightly since 2005. In 2008 student attendance rates were slightly better than both region and state averages.

It is a legal requirement for children to attend school every day that school is open. Students with poor attendance are closely monitored. Interventions include letters, parental interviews and ultimately referral to the Home School Liaison Officers (HSLO) that can then lead to prosecution.

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Student enrolment profile

Enrolments

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50

100

150

200

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300

2004 2005 2006 2007 2008Year

Stud

ents

Male Female

Class sizes In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.

The following table shows our class sizes as reported at the 2008 class size audit conducted on Tuesday 25 March 2008.

Roll Class

Year Total per Year

Total in Class

1-2T 2 12 26 1-2T 1 14 26 1W 1 24 24 2S 2 26 26

3-4R 3 16 28 3-4R 4 12 28 3-4W 3 14 27 3-4W 4 13 27 4-5M 4 9 27 4-5M 5 18 27 5-6H 6 22 30 5-6H 5 8 30 5-6M 5 5 30 5-6M 6 25 30 K-1J 1 11 21 K-1J K 10 21 KS K 19 19

Student enrolment increased sufficiently during Term 3 2008 to employ another teacher for the remainder of the year. This teacher was used to provide support in literacy and numeracy in those classes that had increased in numbers.

Structure of classes Most classes are formed as stage groups and these composite classes benefits students in a number of ways. Teachers plan stage programs cooperatively. Within each class, students are grouped according to their academic level and are able to work towards appropriate outcomes within the stage programs. Stage classes allow students to interact with a wider range of students.

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 NumberPrincipal 1 Assistant Principal(s) 3 Classroom Teachers 7 Teacher of Reading Recovery 0.5 Support Teacher Learning Assistance 0.8 Teacher Librarian 0.6 Part Time Teacher 0.4 Priority Schools Program 0.3 Relief from face to face 0.42 Teacher of ESL 1.4 Counsellor 0.2 Total 16.62

Staff retention Staff at Wattawa Heights has remained very stable. Two temporary teachers were permanently appointed this year.

There are 20 teachers employed at the school. This includes 13 fulltime permanent teachers. One permanent teacher is currently on part time maternity leave. Four teachers are part time employees teaching Library, Community Languages and Learning Support. Three teachers are temporarily employed.

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

Qualifications % of staff Degree or Diploma 80 Postgraduate 20

Staff attendance Staff has access to leave entitlements such as sick leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 97%.

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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: 30/11/2008Income $

Balance brought forward 197 275.63Global funds 124 579.03Tied funds 140 404.45School & community sources 49 476.03Interest 8 386.07Trust receipts 11 707.70Canteen 0.00Total income 531 828.91

ExpenditureTeaching & learning Key learning areas 8 465.21 Excursions 11 765.46 Extracurricular dissections 29 218.23Library 7 281.52Training & development 610.80Tied funds 200 367.33Casual relief teachers 19 922.58Administration & office 49 949.54School-operated canteen 0.00Utilities 23 761.45Maintenance 10 991.45Trust accounts 9 055.29Capital programs 14 495.37Total expenditure 385 884.23Balance carried forward 145 944.68

A full copy of the school's 2008 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2008

Achievements

Performing Arts – Dance Dance is a part of the Personal Development, Health and Physical Education (PDHPE) syllabus. In Dance, students develop knowledge and understanding, skills, values and attitudes in performing, composing and appreciating. Students engage in dance activities including contemporary and popular dance, Aboriginal and Torres Strait Islander traditional and contemporary

dance and indigenous, folk and traditional dances of the world.

Once again the Jazz Dance Group performed admirably at the Gillawarna Festival and the Bankstown Dance Festival. They danced to ‘Boogie Wonderland’ from the movie Happy Feet. They also performed at the opening of the Covered Outdoor Learning Area (COLA) in front of the State and Federal Members of Parliament. One parent generously donated bodysuits for every student in the Jazz group.

The Arabic Dance group also performed at these events. They were the only cultural dance group to perform at the Gillawarna and Bankstown festivals. This year they danced to a Bedouin folklore song and wore authentic costumes that came from Jordan.

Performing Arts – Choir The choir was reformed after an absence of many years. Thirty students were involved. The choir performed regularly at assemblies, leading the singing as well as teaching new songs. They performed for the community at the Easter Happening, Education Week Event and Presentation Day.

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Sport • All students competed or participated in the

school’s Swimming, Athletics and Cross Country Carnivals.

• Up to 60 students competed in each of the

District Swimming Carnival, District Athletics Carnival and District Cross Country Carnival.

• Wattawa Heights came first in the District Overall Competition based on the school size.

• Up to 20 students went on to compete in each of the Area Carnivals.

• One student competed in the State Basketball Championship.

• In Summer PSSA we had teams in junior and senior Basketball competition for both boys and girls. Senior and Junior Boys made the finals. We also had mixed junior and senior Cricket teams.

• In Winter PSSA there were junior and senior teams for Soccer for girls and boys. Both Girls teams made the finals. There were also teams for junior and senior Newcombe ball for girls and junior and senior mixed Touch Football teams.

School Sport Years 3-6 included:

• In Term 1 thirty students attended a Cricket Clinic run by Cricket Australia. Other students participated in a ball skills program.

• In Terms 2-3 all students developed their athletic skills through an Olympic styled course.

• In Term 4 thirty students attended the Joey League Program while other students focussed on softball skills.

Sport Years K-2 included:

• Weekly Fitness Program

• Focused school program on skills development including ball skills.

• In Term 4 FitSchool conducted a gymnastic program for students with the expertise of trained instructors.

Significant programs and initiatives

Aboriginal education Our school aims to educate all students about Aboriginal Australia and to promote the educational achievements of Aboriginal students.

• Aboriginal students were identified and the needs of these students were met through programs with an emphasis on the skills of listening, observing, imitating and sharing that are important to Aboriginal students.

• NAIDOC Week was marked with an aboriginal performance from the Torres Strait Islander culture. Using both traditional and modern dance and music, the performance increased students’ awareness of island culture.

• An aboriginal elder from the local area spoke

to Stage 2 and Stage 3 about her specific culture and traditions bringing with her a variety of artefacts.

• The SRC continues to raise funds for the completion of the school mural with an aboriginal theme.

Multicultural education Multicultural education aims to promote social harmony and understanding in our culturally diverse society. We have 89% of our students coming from language backgrounds other than English (LBOTE).

Our Major Initiatives included:

• Community Language programs in Arabic and Vietnamese improved students’ language skills in their home language.

• Multicultural perspectives were incorporated into all educational programs.

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• Harmony Day was celebrated once again by the whole school playing cricket.

• Participation of all community groups was strengthened through providing interpreters, translations and involving the Regional Community Information Officers.

• English as a Second Language (ESL) program supported all students through the team teaching of the explicit language demands in writing and mathematics.

Respect and responsibility 2008 was the first year we participated in Positive Behaviour and Intervention and Support (PBIS) Program. This is a whole school systematic approach to discipline. We achieved:

• Simplified school rules ‘I am a safe, respectful learner.’

• A Principals Medal award was decided on for students who display consistently good behaviour.

• To deal with disruptive classroom incidents, a ‘step’ procedure was introduced in all classes.

• Procedures for dealing with serious breaches of school rules were decided upon and documented.

• A computer program to track students’ behaviour was introduced.

Priority School Programs Between 2005 and 2008 additional funding and teacher time has been given to support the literacy, numeracy and community participation at Wattawa Heights. This funding is central to professional learning, planning, implementing and resourcing the whole school program. These are the outcomes we have been working towards.

Quality teaching and learning in literacy and numeracy:

• Lessons are more explicit, systematic and purposeful.

• High expectations of student achievements are held by teachers, students and parents.

• Classrooms are well organised, well managed and well resourced.

• Learning time is maximised through support programs.

• Teachers have expert knowledge of content and teaching methodology.

Classroom and school organisation:

• A professional learning community engages teachers, parents and students.

• Co-operative planning time develops consistent programming and judgement of achievement.

• Support programs are maximised and allocation is based on prioritised need.

Home, school and community partnerships:

• Communication is improved through strategies identified in a whole school evaluation.

• School community was given opportunity to discuss teaching methodology in reading and numeracy.

• We successfully surveyed families for inclusion in this program in 2009-2012.

Academic In the National Assessment Program (NAPLAN), 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 the 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)

Literacy – NAPLAN Year 3

This year 30 Year 3 students sat for the NAPLAN in aspects of literacy (language, reading, writing, spelling and grammar and punctuation). These graphs show comparisons between Wattawa Heights and Like School Groups (LSG). Like School Groups (LSG) are large groups of similar schools based on location and socio economic factors.

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Percentage of students in bands: Year 3 reading

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1 2 3 4 5 6Band

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Percentage in band

School average 2005 - 2007

LSG average 2008

The average mark for the school was 383.7 compared to 379.4 for the Like School Group.

Percentage of students in bands: Year 3 writing

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1 2 3 4 5 6Band

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LSG average 2008


Percentage of students in bands: Year 3 grammar and punctuation

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Band

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sPercentage in bandLSG average 2008


Percentage of students in bands: Year 3 spelling

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Band

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Numeracy – NAPLAN Year 3

Percentage of students in bands: Year 3 numeracy

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Percentage in band


LSG average 2008

The average mark for the school was 401 compared to 380.9 for the Like School Group.

Literacy – NAPLAN Year 5

This year 31 Year 5 students sat for the NAPLAN in aspects of literacy (language, reading, writing, spelling and grammar and punctuation).

Percentage of students in bands: Year 5 reading

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3 4 5 6 7 8Band

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Percentage in band


LSG average 2008


Percentage of students in bands: Year 5 writing

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3 4 5 6 7 8Band

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Percentage in band


LSG average 2008


Percentage of students in bands: Year 5 spelling

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3 4 5 6 7 8

Band

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Percentage in band

LSG average 2008


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Percentage of students in bands: Year 5 grammar and punctuation

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3 4 5 6 7 8

Band

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Percentage in band

LSG average 2008


Progress in literacy

Average progress in reading between Year 3 and Year 5

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20

40

60

80

100

120

2004 - 2006 2005 - 2007 2006 - 2008

Prog

ress

School LSG

Between 2006-2008 average growth in reading between Year 3 and Year 5 was 92.7 compared to the Like School Group average of 83.5.

Numeracy – NAPLAN Year 5

Percentage of students in bands: Year 5 numeracy

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3 4 5 6 7 8Band

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Percentage in band


LSG average 2008


Progress in numeracy

Average progress in numeracybetween Year 3 and Year 5

70

75

80

85

90

95

2004 - 2006 2005 - 2007 2006 - 2008

Prog

ress

School LSG

Between 2006-2008 average growth in reading between Year 3 and Year 5 was 77.5 compared to the Like School Group average of 80.1.

Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

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The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students in our school achieving at or above the minimum standard in 2008

Percentage of Year 3 students achieving at and above minimum standard

Reading 90 Writing 90 Spelling 87 Punctuation and grammar 90 Numeracy 97

Percentage of Year 5 students in our school achieving at or above the minimum standard in 2008

Percentage of Year 5 students achieving at and above minimum standard

Reading 84 Writing 97 Spelling 90 Punctuation and grammar 83 Numeracy 90

Progress on 2008 targets Target 1.

To improve student outcomes in Literacy by focusing on Talking and Listening in all aspects of the literacy session.

Our achievements include:

• Collaborative planning, by specialist support teachers and classroom teachers, of units of work that build language, explicitly teach the grammatical features of text and integrate literacy into other Key Learning Areas.

• Team teaching by specialist support teachers and classroom teachers in Talking and Listening and Modelled Reading leading to Guided Writing.

• Provision of quality literature resources to all classes.

Target 2.

To improve student outcomes in Numeracy by focusing on working mathematically and mathematical language.


• Designating an hour a day for teaching Mathematics in each class.

• Using part time English as a Second Language (ESL) program teachers to teach the explicitly needed mathematical language with classroom teachers.

• Providing an intensive professional learning program for all teachers in teaching mathematics concepts through the strategies of working mathematically.

Target 3

To improve student engagement in learning through good discipline.


• Revising of the school rules to provide a concise and positive statement – We are safe, respectful learners.

• More rewards for students who follow the school rules e.g. Principals Medal

• Developing consistent procedures for dealing with inappropriate behaviour in the classroom and playground.

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2008 our school carried out evaluations of Numeracy and Environmental Management.

Educational and management practice Managing the School Environment

Background

The management of the school grounds and resources are an important component of our Environmental Education Policy. In the last two years we have received grants from the Commonwealth Government to provide a shaded learning area and to install water tanks and other water saving devises. A shade structure was built on the bottom playground from P & C and school funds.

Findings and conclusions

Parents, teachers and students felt that providing shade, reducing waste and reducing water use were the highest priority. Suggestions included minimising paper usage, minimising air-conditioners usage and turning off lighting at night and over the weekend.

Future directions

As part of the Water Grant all taps will be upgraded to turn off automatically. Toilets will be

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dual flush and students’ toilets will be supplied with water from the water tanks.

Each stage will plan one initiative linked to the environmental outcomes in the Human Society and Its Environment (HSIE) syllabus and the Science and Technology syllabus each year to improve the school environment.

Curriculum

Numeracy-Mathematics

Background

The aim of Mathematics in K–6 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

We reviewed this area to identify areas of improvement for 2009-2011 planning. This included surveying parents, students and teachers, observing lessons in all classrooms and looking at timetables, assessment tasks and homework tasks.

Findings and conclusions

Our achievements were:

• Implementing supportive strategies like Newman’s error. All classes taught the required 300 minutes of Mathematics per week with most classes teaching more.

• All classes have a range of hands on resources that are used to enhance students learning.

• Students were motivated through group learning, stimulating tasks and supportive materials around the room.

• Generally teachers were explicit about the language that students needed to understand the concepts being taught.

• Most parents felt that students enjoyed learning mathematics and were able to do most of the homework without help.

• Students enjoyed maths when they were using hands on equipment and working in groups. They said teachers helped them to understand by explaining things in different ways, working with smaller groups and using hands on materials.

Areas for improvement included:

• Some teachers relied on test-like assessment tasks that were not able to accurately assess how students were working mathematically.

• Areas of homework did not always match the class program and some parents found it difficult to help their children to understand what to do.

• More opportunities for guided practice were needed for students to use the specific language of maths.

Future directions

• Teachers will build opportunities for students to use the specific mathematical language during lessons through guided practice and reporting back.

• The school will provide Professional Learning in assessing working mathematically outcomes.

• Teachers will identify opportunities for assessing students when cooperatively planning.

• Different types of Maths homework will be investigated.

Parent, student, and teacher satisfaction In 2008 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. The strengths were identified as:

• Friendly and tolerant and accepting of all students.

• Students were the main concern of the school.

• Student achievement was recognised.

• The school office responds to requests in a friendly and prompt manner.

• There is a wide range of extra curricula activities.

Suggestions for inclusion in the 2009-2011 Plan included:

• Continued focus on literacy and numeracy.

• Improve student and school safety in the playground.

• Maintain fair discipline for all students.

Professional learning The staff of Wattawa Heights participates in an extensive and rigorous professional learning program centred around school targets and Department of Education and Training priorities. Monday afternoons are set aside for professional learning activities as well as cooperative planning days throughout the term. All teachers were trained in Cardio Pulmonary Resuscitation (CPR), Child Protection and Code of Conduct.

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• In literacy outside consultancy support was used to improve Modelled Reading leading to writing. Stage groups chose literature texts and developed units of work that improved students’ comprehension.

• Teachers were trained by DET personnel in Counting On, a remedial Maths program for Stage 3 students.

• Individual teachers trained in Space and Geometry, Executive Induction Program facilitator, Sports Coaching and AusSwim.

School development 2009 – 2011

Targets for 2009

Target 1

100% of students will achieve growth in literacy. Strategies to achieve this target include:

• Two classes will trial the Accelerated Literacy Program.

• Providing professional learning in teaching Spelling.

• Implementing Best Start Assessment in Kindergarten.

Our success will be measured by:

• NAPLAN results in Years 3 and 5.

• Reading levels in Kindergarten to Year 4.

Target 2

100% of students will achieve growth in numeracy. Strategies to achieve this target include:

• Train Count Me In Too and Counting On facilitators and implement these programs in Stage 1 and Stage 3.

• Provide professional learning in assessment for all teachers.

• Implement Best Start Assessment in Kindergarten.


• NAPLAN results in Years 3 and 5.

• SENA 1 and SENA 2 assessments in K-4.

• Counting On assessments in Year 6.

Target 3

To improve learning and social outcomes for all students through the development of a positive and inclusive school environment. Strategies to achieve this target include:

• Explicitly teach the new school rules and expectations through social skills lessons.

• Increase and vary extension programs.

• Introduce new rewards procedures.


• Increase in attendance.

• Increase in percentage of students receiving gold, silver and bronze awards.

• Decrease in students involved in behaviour meetings and suspensions.

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.

Lesley McNair, Parent Representative

Glenn Toland, Teacher

Nitsa Comninos, Assistant Principal

Anne Manning, Assistant Principal

Nhu Morris, Assistant Principal

Judy Smith, Principal

School contact information Wattawa Heights Public School

The Avenue, Bankstown 2200

Ph: 9790 3948

Fax: 9790 0985

Email: [email protected]

Web: www.wattawahts-p.schools.det.nsw.edu.au

School Code: 4059

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

4059-wattawa heights public school asr 2008€¦ · teaching and learning, equity for all, mutual...

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