annual report 2014 - woodville gardens school

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Woodville Gardens School B-7

Annual Report

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School Context

School Name: Woodville Gardens School B-7 School Number: 1904

Principal: Mr Frank Cairns Partnership: Inner West

Context Birth to Year 7 Woodville Gardens School B-7 has been successfully working to create an exciting learning and care environment for children from Birth to Year 7 since 2011. Our vision is for, ‘a cohesive community of lifelong learners.’ Our values of ‘respect, responsibility and fairness’ underpin all that we do across the whole site. We have established; expectations of excellence in education and care B-7;programs that promote innovative, lifelong learning for all; and have fostered social inclusion for all children.

In 2014 we continued to work to further develop a multi-cultural, socially inclusive school which values learning and care and one in which the community can be proud.

History WGS was formed in 2011 and is a Public Private Partnership school managed by Pinnacle Education. The consortium is made up of private companies along with the Department for Education and Child Development. It is registered as a Category 2 school in terms of Index of Disadvantage.

Enrolment Numbers

Our enrolments in all sectors continued to be healthy resulting in the creation of a waiting list for some year levels in the school sector and in Child Care. In 2014 we also started the same day intake for Reception children.

Enrolments 2014

School R-7 Preschool Child Care

605 students 100 children 90 children

Within the R-7 population The student cohort was categorised into the following groups; 11% Aboriginal students; 67% students with English as an Additional Language or Dialect (EALD); 40 cultural/linguistic groups; 12% Special needs students; 60% School Card recipients.

Children’s Centre

The preschool numbers have also remained high even with the single intake. We continually had to plan carefully how we were going to use the learning spaces. Our Child Care service continued to provide excellent programs and we had a full Children’s Centre throughout the year.

2014 Snapshot

Curriculum and pedagogy As well as working from the Australian curriculum (ACARA) in maths English and science we implemented the History part of Humanities and Social Sciences (HASS) in 2014.We also familiarized ourselves with the other areas of HASS ie Geography, Civics and Citizenship, Economics and Business as well as the Arts learning areas in 2014. The DECD mandated curriculum (SACSA) still remained in place for all other learning areas (subjects). Specialist programs provided a sharper focus in visual arts and specialist music; PE/health and Vietnamese language. We embedded staff learning in improved pedagogies (teaching for effective learning (TfEL framework),

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learning technologies for 21st century across the curriculum and also provided quality ‘child/parent learning and support’ programs in the Children’s Centre. We provided curriculum coherence across the school and staff professional learning to ensure all staff used current and innovative approaches to teaching and learning. Learner Achievement Data System In 2014 we further utilised our comprehensive data system by regularly tracking all students learning across the curriculum during their time at our school. This has proved invaluable in using evidence for planning for future student success. Student leaders Students are given opportunities to be leaders in classes and across the school in many ways. In class and in the Buildings they are given opportunities to be monitors, share in circle–time discussions, and plan and reflect on their learning. The whole-school Ambassadors had opportunities to offer their own views of teaching and learning to staff, to be tour guides, and to contribute to the positive culture in the school. Trained Peer Mediators assisted other students to sort out problems in the yard. Digital Leaders assisted students at lunch-time clubs and in classes with technology matters. Other leadership areas are provided for Assembly hosts, sports captains, team and dance leaders. Children’s Centre Partnerships with other government and non-government agencies and services were further developed and supported by the school, preschool and child care leadership and staff. Our successful DECD funded Playgroup, Learning Together for parents and children continued to grow in 2014. We are continuing to cater for the variety of needs of our growing number of families. Inner West Partnership DECD Partnerships formed as a replacement for the Regions at the start of 2014.They includes all the schools and preschools in geographically close areas. The Inner West Partnership grew in confidence as the year progressed. We developed a number of protocols for working collaboratively and formed an Executive Committee and working groups. All sites have contributed to the combined Vision, Values and Performance Measures of the Partnership Strategic Plan. Other Highlights There were many other important events and highlights in 2014. These included sound achievements from our sports teams on Sports Day, in SAPSASA athletics and team games, and with our two basketball teams. Our music program highlighted the school concert band, the instrumental groups and the school choir. During the year our students also participated in a number of challenges including; talent competitions, the Premier’s Reading Challenge and art competitions. These highlights also helped build our school culture as an inclusive school which values excellence, fairness, respect and responsibility.

Governing Councils

Parents and Governing Councils Our two Governing Councils (one for Child Care and one for preschool and school), functioned very well in 2014. Together they continued to show community leadership to the parents across the whole site. Some Councillors attended both Councils and regular communication occurred. Members of both Councils displayed a real commitment to the school and the Birth to Year 7 ethos.

Site Improvement Planning

Site Improvement Plan Priorities 2014 summary

Priority Focus Performance measures

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1. Raise learner achievement standards

a. Literacy and numeracy standards -NAPLAN b. literacy / numeracy standards -Running Records, PATR,PATM Australian curriculum standards

All students attain /exceed national minimal standards in all aspects of NAPLAN. Maintain or increase growth patterns in reading and numeracy from Yr 3-5 and from Yr 5-7 Attain or exceed DECD standards in Running Records; increase no. of students reaching Standard in PATM,PAT R higher numbers of students at or above achievement standard from semester 1 to semester 2

2. Improve learner well-being and inclusion

Attendance SBM (suspensions) Student engagement and well-being

Maintain or improve on ACARA attendance rates for 2014 SBM 10% decrease in suspensions, exclusions. Maintain students at risk at/below 5% student cohort. Utilise AEDC and MDI data when planning for student wellbeing

3. Build community capacity

Participation, decision-making, governance, capacity building

Increased numbers attending sub- committees, parent groups, playgroups, class support and parent groups High Parent satisfaction via feedback and surveys

Student Achievement

In 2014 our students in Years 3, 5 and 7 sat the National Assessment Program in Literacy and Numeracy (NAPLAN) tests. This was our fourth year of NAPLAN testing in our school.

NAPLAN Year 3 Mean Score Comparative 2014

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Our Year 3 Mean scores were higher than all other Category 2 DECD schools in all aspects. We were closest to the National mean in Spelling. NAPLAN Year 5 Mean Score Comparative

Our Year 5 Mean scores were higher than all DECD Category 2 schools in all aspects. Spelling was right on SA mean and close to National mean. Our Numeracy and writing was close to the SA mean.

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Numeracy Reading Writing Grammar Spelling


Woodville Gardens School B-7 Category 2 DECD South Australia National

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NAPLAN Year 7 Mean Score Comparative

Our Year 7 mean scores were higher than all other Category 2 DECD schools in all aspects. We were close to SA and National means in Spelling and close to SA in Numeracy.

NAPLAN 2014 Data Tables

Year 3 Total

Tested

Exempt

/Withdrawn /

Absent

Below NMS At or above NMS Top 2 Bands

2013 % 2014 % 2014 2013 % 2014 % 2014 2013 % 2014 % 2014

Numeracy 62 11 / 2 / 6 9 % 8% 5 91 % 92 % 57 16 % 19 % 12

Reading 65 11 / 2 / 3 4.5 % 8 % 5 95.5% 92 % 60 16 % 32 % 21

Writing 66 11 / 0 / 4 6 % 6 % 4 94 % 94 % 62 27 % 20 % 13

Grammar 66 11 / 0 / 4 12 % 6 % 4 88 % 94 % 62 21 % 21 % 14

Spelling 66 11 / 0 / 4 9 % 19 % 4 91 % 81 % 62 34 % 39 % 26

In addition to the mean scores we had 94% students at or above national minimum standard in Grammar and 92 or 94% in other aspects except Spelling which had 81%. Spelling however had 39% of students in the top 2 bands. It indicates that there was a big gap between the top scorers and those in the lowest bands. We have improved numbers of students in the top 2 bands in Reading and Numeracy from 2013.The numbers in reading have doubled.

Year 5 Total

Tested

Exempt

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Absent Below NMS At or above NMS Top 2 Bands

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Numeracy

65 2 / 2 /3 22 % 12 % 8 78 % 88 % 57 12 % 14 % 9

Reading

66 2 / 2 /2 3 % 15 % 10 97 % 85 % 56 15 % 14 % 9

Writing

65 2 / 2 /3 12 % 12 % 8 88 % 88 % 57 4 % 6 % 4

Grammar 65 2 / 2 /3 13.5

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20 % 13 86.5

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80 % 52 15 % 20 % 13

Spelling

65 2 / 2 / 3 18 % 9 % 6 82 % 91 % 59 29 % 38% 25

Our Year 5 cohort showed an improvement in 2014 in the ‘at or above national minimal standard’ in Spelling (91%) and Numeracy (88%). The table also shows 38% of students in the top 2 bands in Spelling and 20% in Grammar.

Year 7 Total

Tested

Exempt

/Withdrawn /

Absent

Below NMS At or above NMS Top 2 Bands

2013 % 2014 % 2014 2013 % 2014 % 2014 2013 % 2014 % 2014

Numeracy 63 6 / 0 / 1 5 % 6 % 4 95 % 94 % 59 22 % 16 % 10

Reading 63 6 / 0 / 1 11 % 6 % 4 89 % 94 % 59 16 % 24 % 15

Writing 63 6 / 0 / 1 16 % 13 % 8 84 % 87 % 55 9 % 8 % 5

Grammar 63 6 / 0 / 1 23 % 6 % 4 77 % 94 % 59 16 % 21 % 13

Spelling 63 6 / 0 / 1 17 % 9.5 % 6 83 % 90.5 % 57 23 % 33 % 21

Our Year 7 Table indicates improvements from 2013 in ‘at or above NMS’ in all aspects except Numeracy which had a significant 94%. Reading had 24% in top 2 bands (an increase of 8%) Grammar 21% and Spelling had 33% (an increase of 10%).The school target was for 93% students reaching NMS in all aspects of NAPLAN. This was achieved in 5 aspects. There were 2 aspects that were 1% less, and 2 others at 90 or above but less than 93%.There were 4 aspects in the mid – high 80% and 2 others in the lower 80% range. School Growth Year 3-5

School Growth Year 5-7

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School Growth – from Year 3 to 5 Most of our students improved from year 3 to year 5 in the middle to upper range in Numeracy and Middle range for Reading. The growth from Years 3 to 5 in Numeracy showed higher numbers in the Upper Range (31%) than for reading (17%). Approximately the same number of students were in the middle bands for both (55%). The number of students in the lower range was 14% for Numeracy and 29% for Reading. 86% of learners were in the mid to upper range in numeracy and 71%were in the mid to upper range in reading. School Growth – from Year 5 to Year 7 The graph showed a 76% of students grew in the mid to upper range in Numeracy and 71% in Reading. In Reading 24% were in the upper range whereas only 12% were in the Upper in numeracy. The largest group was the mid-range in Numeracy with 64%.

Other Student Achievement Measures Australian and South Australian Curriculum A-E equivalent

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Satisfactory is the standard achievement level for Australian Curriculum. This means students have achieved the standard for that year level. The graphs show that there was a growth from Semester 1 to Semester 2 in the number of students achieving Excellent and Good results (above standard). History, Science and Arts learning areas show this the clearest. The majority of students across the school are on track (satisfactory). Teachers have undertaken ongoing teacher professional learning in implementing the Australian Curriculum. We have provided professional learning during Student Free Days, release time and team meetings and in Professional Learning Communities. We have utilized the skills and time of the Partnership Coordinator Primary Australian Curriculum (CPAC)and Implementation Officer (PACIO) to ensure high quality professional learning. We have contributed extra school funds towards extra salary for the CPAC, teacher release time, resources and guest presenters. Early Years Running Records for Year 1

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English Mathematics History Science LOTE -

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Year 1 -7 Mid Year Reports 2014

Exc. Good Sat. Partial Min.

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Year 1 - 7 End of Year Reports 2014

Exc. Good Sat. Partial Min.

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The shape of the graph across the 4 terms shows great improvement made in reading. The DECD Standard for Term 4 Year 1 is Level 20. We had very positive results for Levels ‘21-26’ and ‘Above 26’. There were also 8 students using Literacy Pro in Term 4.

The shape of the graph across the 4 terms shows great improvement made in reading. Levels 21-26 and Above 26 are very pleasing. The DECD Standard for the end of Year 2 is 26.We had 28 students using Literacy Pro and 17 students between Level 21 – 26. The decreasing numbers in the lower levels indicates great progress.

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Pre-reading Levels 1 to 5 Levels 6 to 10 Levels 11 to 15 Levels 16 to 20 Levels 21 to 26 Above 26

Running Records Year 1 Growth 2014

Term 1 Term 2 Term 3 Term 4

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Pre-reading Levels 1 to 5 Levels 6 to 10 Levels 11 to 15 Levels 16 to 20 Levels 21 to 26 Above 26

Running Records Year 2 Growth 2014

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Early years funding initiative enables teacher professional learning, smaller class sizes, extra SSO time, a range of interventions including reading teacher, Boost program, spec ed, EALD and speech pathology salaries.

Progressive Achievement Tests in Maths and Reading

PAT M and PAT R are a different way of assessing student achievement in literacy and mathematics from

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PAT - Reading Comprehension Results

Median 2013 2014

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PAT- Maths Test Results By Year Level

Median 2013 2014

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Year 1-Year 7. They can be done each year and are different measures to NAPLAN. These graphs show a comparison over the last 2 years As the National median score rises over the years so should the school median. In the first graph, Year 2, 2014 is the only year level being both higher than the National median and higher than 2013.The 2014 school median scores in Year 4 and year 5 were higher than in 2013.

The general rise in the second Graph is quite good and close to the National median in Year 6 and Year 7.The school median in Year 5 and Year 7 were equal or higher than in 2013.

Summary There were a number of positive aspects in the NAPLAN results and also some aspects to improve on. The mean scores comparative results were promising and the growth is generally promising. We are still working on practices to enable more students to reach National Minimum Standard and also more students to reach the top 2 bands. Staff will work in teams on a number of aspects across all year levels as we seek further improvements across the NAPLAN year levels. We have analysed all of our student achievement data since 2011 and in 2014 provided extra teaching and SSO resources in the early years to year 3.We have reduced class size and added extra programs and support to students with literacy and numeracy learning needs. We have implemented a range of intervention programs across the school.

Other Student Data

Attendance R-7

Attendance by Year Level % Attendance

2012 2013 2014

Reception 88.5 92.1 85.5

Year 1 87.3 87.6 87.0

Year 2 91.5 87.1 90.7

Year 3 90.5 91.3 87.2

Year 4 90.9 89.2 91.2

Year 5 90.5 92.7 89.5

Year 6 90.1 90.0 90.3

Year 7 89.2 87.7 92.2

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Primary Other 89.6 91.0 89.8

Total All Year Levels 89.7 89.8 89.1

Total ACARA 1 TO 10 89.9 89.4 89.7

As the graph and chart indicate our attendance rates improved the most in Year 2, Year 4, Year 6 and Year 7. The attendance rates are slightly lower than 2013 and 0.6% lower than the ACARA National results. Our school attendance has improved each year from 89.2 to 89.7 to 89.8% and then dropped very slightly to 89.1% in 2014. In 2014 we worked closely (monthly case management meetings) with the Partnerships support staff in all student wellbeing matters including attendance. We focused on our Attendance Improvement Plan with a special focus on individual families utilizing targeted programs. We are working to achieve the DECD Target of 93% attendance. Partnerships Support staff and our school Aboriginal Education team worked specifically with a number of targeted ATSI families to raise attendance.

Preschool Program- Enrolments

Enrolments by Term

Enrolment by Term

2012 112 113 111 109

2013 102 110

2014 96 107 109

The preschool enrolments remained very high again in 2014. The table shows the enrolments as being not as high as 2013 in terms 1-2 but close to it and there were over 105 children in Terms 2 and 3. We are monitoring the effect of the enrolments as a result of the same day intake. There was no data provided for Term 4.

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Attendance

Attendance Percentages 2012 - 2014

Attendance Percentage

Year Term 1 Term 2 Term 3 Term 4

2012 Centre 79.5 78.8 71.2 81.7

2013 Centre 81.4 87.3

2014 Centre 85.4 84.1 80.7

2012 State 87.4 85.9 84.5 85.5

2013 State 88.7 88.0

2014 State 89.9 88.8 85.9

Attendance Percentages 2012 – 2014

Although the enrolments were high, the attendance rates were not as high as the state average. We were consistently 4-5 % points lower. Our attendance rates are higher in general than the previous two years. There was no data provided for term 4. Staff worked hard on meeting with families and providing information and developing safe learning and care environments for children. We will continue with an Attendance Plan in 2015.

Behaviour Management R-7 The student behavior management graphs show less student external suspensions in 2014 compared to 2013.A reduction of 12 incidents. School data indicates that approximately 10 students out of 605 account for the 15 suspensions per term on average for violence. That is less than 2 % of the student population.

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The graph also shows more than half the number of incidents of students in office time – out in 2014 compared to 2013. Take home and exclusions remained very similar across the years whereas internal suspensions increased in 2014. Our SBM practices remained consistent and focussed on providing opportunities for students to reflect on their behaviours and redress them by making better choices that keep them and others safe and engaged in learning. SBM was seen as part of the overall whole staff well-being and engagement strategy in our school.

Student wellbeing - Australian Early Development Census Our Receptions were part of the AEDC in 2012 and in 2014 were in Year 2. This data has been included in the Annual Report because we have had a focus on well-being and how it impacts on learning. We also participated in the Middle Years Development Index (Years 6 and 7) in 2013 and 2014. We are developing strategies to allow our students to develop their own assets and diminish the factors that hinder them thriving socially and emotionally in the school and wider community. For the AEDC the teacher makes assessments of the students in terms of their strengths and vulnerabilities in 5 domains. They are; Social competence, Language and cognitive skills, Communication and general knowledge, Physical health and well-being and Emotional maturity.

Summary 2012

No. Children WGS Developmentally vulnerable on

1 or more domains % Charles Sturt

Council % 1 or more vulnerability

State % 1 or more vulnerability

65 26

40 22.8 23.7

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Time Out - Admin

Internal Suspension

Take Home

Suspension

Exclusion

Behaviour Management

2014 Totals 2013 Totals

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No. Children WGS Developmentally vulnerable on 2 or more domains

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From the chart we can see 40% of children were vulnerable in 1 domain and 22% vulnerable in 2 or more. Across the state the percentage of children classified as vulnerable in 1 or more domains was 23.7%. We are the only school in the Port Adelaide Enfield local government area in our Partnership. If we look at the Charles Sturt Council data where most of our Partnership schools are we the percentage is 22.8%. We will continue to use the data to develop a common language and to inform school and Partnership planning in the early years. The next AED census is in 2015.

Middle Years Development Index The middle years data is collected by student survey. It is their own perception of how well they are thriving, what their assets are and what affects their wellbeing in general.

Years 6 and 7 2014 Overall rating.

The domains are; Social and emotional development, School experiences, Connectedness, Physical health and well-being and Constructive use of after school time. Although the domains are different to the Early Years there are correlations. This graph shows our 2014 Year 6 and Year 7 students had 36% in the thriving category and 26% in the medium to high well-being categories. That is 62% doing well overall. That left 38% indicating they had low well-being. Compared to students across the state, there were 68% doing well and 32% with low well-being. Our students were about 6% lower in the thriving category than the state average.

38.3%

32.4% 35.8% 39.1%

25.8% 28.5%

Thriving WGS compared to SA Cohort

Medium to high WGS compared to SA Cohort

Low wellbeing WGS compared to SA Cohort

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In 2013 only our Year 6 students did the surveys. In this Report we have been able to compare our Year 6 students from 2013 and 2014. The graph shows 7% more students thriving in 2014. There were also approximately 66% of students with med-high well-being scores, compared to 64% in 2013. This is not significantly different. Staff are using the data to understand the factors affecting students’ lives and are developing ways to address student learning and well-being through the domains. In 2014 we ran specialised programs about anti-bullying, friendships, making smart choices, and ran programs like Play is the way. Students were involved in decision making through class circle times, digital leaders, community service monitors and ambassador groups. These and other programs will be implemented in 2015.

Client Satisfaction and Opinion Feeder School Percentage Data 2012 - 2014

Feeder Schools from WGS B-7 Preschool

Site number - Name Type

2012 2013 2014

0177 - Henley Beach Primary School Govt. 1.2

0368 - Prospect Primary School Govt. 1.2

0457 - Walkerville Primary School Govt. 0.9

0497 - Woodville Primary School Govt. 2.5

0714 - Challa Gardens Primary School Govt. 0.9

1022 - Grange Primary School Govt. 1.2

1273 - Pennington Junior Primary School Govt. 0.9

1904 - Woodville Gardens School B-7 Govt. 85.2 84.0 79.6

8313 - St Dominic's Priory College Non-Govt. 0.9

8364 - St Paul's College Non-Govt. 0.9

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9018 - St Margaret Mary's School Non-Govt. 1.2 1.2 2.8

9033 - Nazareth Catholic College Non-Govt. 0.9

9040 - St Francis School Non-Govt. 0.9

9042 - St Patrick's School Non-Govt. 4.9 7.4 4.6

9069 - Our Lady of Mount Carmel Parish Sch Non-Govt. 1.2 1.2 1.9

9070 - St Bernadette's School Non-Govt. 0.9

9089 - Whitefriars School Non-Govt. 4.9 2.5 3.7

Total 99.8 100.0 99.8

Our families are not required to enrol their children into Reception at our school. Some parents have seen our preschool as a quality service and still choose a different school for Reception. The percentage of children from Preschool enrolling in Reception at WGS was 73% in 2011; 85% in 2012; 84% in 2013 and 79.6% in 2014. The initial significant improvement from 2011 to 2012 has remained steady and indicates an overall satisfaction and confidence in the school B-7.

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Parent, Staff and Student Surveys 2014

The parent survey R-7 was very strong with the satisfaction rating with the domains ‘Quality of teaching and learning’ and ‘Relationships and communication.’

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Parent Survey 2014

Quality of Teaching and Learning Support of Learning

Relationships and Communication Leadership and Decision Making

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Staff Survey 2014



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The staff survey shows strong satisfaction with the schools progress in the domains surveyed. Support for learning and leadership and decision making were strongly supported.

Student Survey 2014

The student survey indicates that students are generally satisfied with their school. They were very supportive of the quality of teaching and learning and support for learning. Preschool parent survey 2014

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Student Survey 2014



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Preschool Survey



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The preschool parents indicated they were very satisfied with the preschool program. The strongest domain was ‘quality teaching and learning.’ Overall the graphs indicate that the staff, students and parents are pleased with the schools’ programs and processes. It is interesting to note that each focus area – ‘quality of teaching and learning, relationships and communication, leadership and decision making, support of learning’ - was singled out by the different participant cohorts as being the most important.

Accountability

Better schools funding

As a Category 2 school (IoED), we were part of the Smarter Schools National Partnerships Plan till the end of 2013. These funds allowed the school to provide 1:1 and small group support to students disengaged from school. Better Schools Funding in 2014 has enabled our school to provide staff release time for Professional Development, extra teacher and SSO support, subsidy for student access to curriculum events, clubs and a garden learning project. We were also part of the DECD Learning Together program for families with children from birth to 4 years. This playgroup program supported parents by involving them in their child’s learning on-site from birth.

History Screening

We have a coherent and consistent process for ensuring child protection in terms of Department of Communities and Social Inclusion (DCSI) history screening for all staff and volunteers on site. Our visitor process is also comprehensive. The Screening Audit report 15/12/2014 states, “Listings maintained by the school are regularly reviewed and updated to ensure continued accurate record keeping.”

Staff

All teachers at this school were qualified and registered with the South Australian Teachers Registration Board. This table does not include Child Care staff.

Qualification Level Number of Qualifications

Graduate Degrees or Diplomas 92

Post Graduate Qualifications 17

Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 1.00 46.00 1.00 17.71

Persons 1 53 1 27

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Financial Statement

Income by Funding Source

Funding Source Amount

1 Grants: State

$7,176,264.81

2 Grants: Commonwealth

$ 47,399.00

3 Parent Contributions

$ 209,134.86

4 Other $ 105,633.79

Source: Profit & Loss Statement 2014 period 13 Other includes; Facility hire, Fundraising, Salary Advance reimbursements, Postage revenue from staff, Furniture repair and replacement, Training & Development reimbursements

Signed:

Frank Cairns Principal Date: 16 March 2015

annual report 2014 - woodville gardens school

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