cherrybrook public school annual report...introduction the annual report for 2015 is provided to the...

Cherrybrook Public School Annual Report

2015

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2015 Annual Report

Cherrybrook Public School

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Introduction

The Annual Report for 2015 is provided to the community of Cherrybrook 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.

The Annual Report describes the school’s high quality practices across the three domains of the School Excellence Framework of learning, teaching and leading. For more information about the School Excellence Framework please visit:

http://www.dec.nsw.gov.au/about-the-department/our-reforms/school-excellence-framework.

Mr. Peter Corney

Principal


131 New Line Road

CHERRYBROOK 2126

Web: www.cherrybrok-p.schools.nsw.edu.au

Email: [email protected]

Ph.: (02)94818575

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http://www.dec.nsw.gov.au/about-the-department/our-reforms/school-excellence-framework

http://www.dec.nsw.gov.au/about-the-department/our-reforms/school-excellence-framework

Message from the Principal Cherrybrook Public School provides a quality comprehensive education to students with a wide range of learning needs. The continuing collaboration between the school and the community is an outstanding feature of our school.

With the financial support of our P&C our aim to significantly increase the integration of technology has been a great success. Students are using iPads and netbooks across all Key Learning Areas. This allows teachers to utilise pedagogies that better meet the needs of our students and the changing curriculum requirement of the 21st century learning. The school continues to grow with over 770 students enrolled. Expectations are that this growth will continue due to generational changes in Cherrybrook and the impact of the North West Rail corridor.

Cherrybrook Public School has a fine reputation reinforced by exceptional NAPLAN results. Our results far exceeded national standard once again. Growth in all academic areas is a significant factor from Year 3 to Year 5. In addition to these exceptional results our school is committed to ensuring our students receive a well-rounded education. Apart from quality teaching and learning our students have an opportunity to excel at co-curricular areas such as band, cheerleading, choir, public speaking, chess, and numerous sporting areas. Students have been guided and mentored in these programs by dedicated teachers and were given many opportunities to excel in their chosen field.

I would like to congratulate and thank all the parents responsible for assisting and coordinating many activities, in particular band. With their dedication our school has been able to offer students one of three band programs, which in 2015 catered for 112 students. Performance has been a highlight, which reflects the high standards of Creative and Practical Arts, on offer at Cherrybrook Public School.

Our school bands and choirs have performed at the Opera House, local community festivals, eisteddfods and at local venues including aged care and retirement villages. This allows the children to contribute to the social fabric of our local community and receive the pleasure of performing to an appreciative audience. In a new area for our school, 24 students formed the cheerleading team only in February before going on to take the Australian All Star Cheerleading Federation State Championship at Homebush State Sports Centre in their first shot at the title. Our team was the contest’s highest-scoring group, beating 3400 competitors in 500 other teams from primary, high and independent schools.

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 of development. Mr. Peter Corney Principal P&C Report 2015 provided another great year of collaboration between the school community, P&C and senior school executive for the benefit of the Cherrybrook Public School Community. Starting early in the new year, the P&C kicked off the year with a Food Festival, catering provided by CPS Multicultural Group. This was a wonderful introduction to 2015 and welcome to kindergarten families. The Food Festival showcased multiculturalism at work in our local school community. After its inauguration in 2014, the Mummies Market returned to the fund raising calendar for 2015. While attendance numbers were similar to the previous year the event was deemed successful based on the increase in funds raised. Our major fund raising events for 2015 were the Chocolate Drive, Parents’ Trivia Event and School Disco. The three events surpassed the funds raised in the previous 12 months and based on their success are more than likely to be back on the P&C events calendar for 2016. The Uniform Shop has once again become the P&C’s greatest source of profit and contributor to the polished appearance of the Cherrybrook children. More and more parents are taking up the option to order online via Flexischools and this is proving to be a well utilised service within the school community.

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The canteen has also continued to be the focal point of many important days throughout the school calendar holding special events each term. The canteen has always offered a meal deal on CPS Sports Day. This year the ante was raised when the canteen held a barbecue on the school oval alongside the carnival. Unfortunately, the weather closed down the event but the children were still fed thanks to the hard work of Nicole and her team to close down the oval, relocate to the canteen and serve up a hot meal to all the children with a meal deal order. 2015 saw the early stages of integration of the School Band Committee under the P&C’s umbrella. The Multicultural Group was less active than in 2015 though the group remained very supportive of multicultural families within the CPS community. Class Parent Liaisons were initiated in 2015. Representation was more widely distributed in the K- 2 classes and younger primary years. The CPLs were very helpful in the distribution of chocolate boxes and collection of funds once the chocolates were sold. There was also an improvement in the distribution of information from the P&C to the parents. The P&C’s Facebook page was used all year to help distribute the message of P&C events to school families. Having a dedicated person to place weekly P&C submissions for the school newsletter was very successful and this was entirely due to the diligence of the coordinator. The P&C once again contributed funds to the school for the salary of the school’s Learning Support Teacher, for the equivalent of one day a week. Our Learning And Support Teacher’s work is seen as a very important contribution to learning throughout the entire school not just those children needing direct learning support. Major projects for 2015 were the installation of industrial air extractors in the hall and the purchase of thirty iPads and a charging trolley for use in library, Mandarin and music classes. Other funds were donated to Year 6 farewell dinner, Kindergarten Easter eggs and contribution to class teacher learning aids. Plans for the continuation of the covered walkways through the school and a covered shelter on the school oval were initiated. 2015 was a very successful year for the CPS P&C and much of this success was due to the volunteers who gave up so much of their time to attend meetings, lead major fund raising events, work at a major event or volunteer their time in the Canteen or Uniform Shop. We are very grateful to everyone who contributed to the overall success of the P&C in 2015. We have two long standing P&C volunteers stepping down this year. Heike and Judith have worked tirelessly for many years on the P&C and with the school band. They are the quiet achievers in the team. They get things done without a grumble and events run very smoothly when they are there. They always go the extra distance when helping out. They will both be missed very much by the P&C and we thank them very much for all they have contributed to CPS and their long standing support of the P&C. Catherine Wilson President Cherrybrook P&C

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School background

School vision statement

Our vision is to provide an innovative and engaged school community that is committed to delivering a rich, inclusive holistic education in a nurturing environment. Students will be successful learners, confident and creative individuals and active and informed citizens through equity and excellence in education. As a result our students will be successful lifelong learners.

School context

Cherrybrook Public School is a high achieving P1 public school in the Hills area of Northern Sydney. The school has a strong focus on the integration of technologies, curriculum differentiation, creative and critical thinking skills, performing arts and sport. Cherrybrook provides for the diverse learning needs of all students through a highly effective Learning and Support Team, English as an Additional Language or Dialect specialists and extension classes catering for gifted and talented students. Our staff is professional, collaborative and dedicated to improving student learning outcomes. The parent community is actively involved in all aspects of school life.

2. 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 3 domains and elements contained in the School Excellence Framework.

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.

The results of this process indicated in the domains:

Learning

In the domain of Learning, our focus on students was to engage with quality problem solving and inquiry learning programs and become confident in the use of a variety of strategies and technology to complete tasks. With our staff the aim was professional learning pathways to foster inquiry based learning, problem solving and technology with evidence of inquiry learning and problem solving in our classrooms. For our school leaders the focus was to ensure equitable use of technological devices across the school and the effective monitoring of inquiry learning and problem solving programs by our supervising teachers.

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Teaching

In the domain of Teaching, we always aim for students to engage with quality programs and become confident learners developing reflective practices. To meet this aim our staff have actively participate in professional learning activities to enhance understanding of current syllabuses, the use of effective evidence-based teaching practice and assessment and reporting processes. Our school leaders engaged in teaching and leadership practices and professional learning that ensures best practices and the development of mindsets and capabilities for staff teams. These aims all build on our school teaching expertise and the programs offered to all our students.

At Cherrybrook Public School we actively engage with our parents/carers and have strived to increase the knowledge and understanding of current curriculum and assessment practices that are designed to identify students’ skills, strengths and needs.

Leading

At Cherrybrook we believe that strong, strategic and effective leadership is the cornerstone of school excellence. In the domain of Leading, our Strategic directions of Engaged and Dynamic Student Learning, Consistently High Educational Practices and Secure, Informed and Supportive School Community could not have been achieved without effective leadership and management. Whilst this is woven throughout our strategic directions it is also explicit in our planning and opportunities are provided to staff in leading roles to access quality training and time allocated to fulfil their leadership roles and obligations.

Strategic Direction 1

Engaged and Dynamic Student Learning

Purpose

To deliver innovative educational practices through a combination of technology and the delivery of high quality teaching and learning practices. Exemplary classroom practices will inspire students to thrive as learners.

Overall summary of progress

Following extensive consultation with staff, students and community members three projects were implemented. Each project was planned to evolve over the three years of the school plan. The projects were ‘Problem Solving’, ‘Technology’ and ‘Inquiry Learning’. Outlined below are the improvement measures and progress for each of these projects. We were pleased that we set realistic goals that were predominantly achievable.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

Increased number of lessons displaying use of problem solving, inquiry learning and technology.

100% of staff implementing problem solving units K-6 in Mathematics

Ongoing monitoring of resources through school management plans

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Increased use of technology by all staff.

Class sets of Netbooks are currently being utilised in all 3-6 classes across a variety of KLAs. iPads are in use in music and library lessons, as well as in the K - 2 classes. The 3-6 iPads are being configured for use in 2016.

Tablets and Cabinet $20 500

ICT days x 2 $1,470

Technology budget $3,000

All students will show through observation and school based assessment a sound working knowledge of inquiry learning, problem solving strategies and the use of technology.

New History Syllabus - draft units of work developed to focus on inquiry based learning. All staff were involved in Professional Learning with Mark Treadwell and the Community of Schools. Students were involved in ‘Tell Them From Me’ survey

Mark Treadwell

$1,451.70


Next steps

1. Problem Solving

On reflection by staff, it was clearly evident that as a school we needed to expand the use of problem solving strategies across all Key Learning Areas. In 2016 our focuses are outlined below.

• Create an action plan for 2016. Implementation of problem solving skills K - 6.

• Create/modify a graded set of extension problem solving units to existing maths problem solving.

• Integrate problem solving strategies into other Key Learning Areas during Term 2 and 3.

• Research technology that can enhance problem solving activities.

• Evaluate and modify all new problem solving activities within grade units of work.

2. Technology

On reflection by staff, it was clearly evident that as a school we had to resolve some technical issues to ensure that all technical devices were accessible by every student within the school and to provide relevant professional learning to enhance the skills of all staff to use these devices effectively. In 2016 our focuses are outlined below.

• Refine current scope and sequence of computer lessons for teacher implementation.

• Release for computer committee to update iPads for teacher use.

• Introduce ‘Techie Brekkie’ and device sharing for professional learning.

• Integrate technology into grade unit plans/individual lessons within the core program.

• Evaluation of the school scope and sequence and device procedures.

3. Inquiry Learning

On reflection by staff, it was clearly evident that as a school we needed to embed inquiry learning into both History and Geography units and implement these during 2016. In 2016 our focuses are outlined below.

• Embed inquiry learning into new History and Geography units.

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• Implement History and Geography units with inquiry learning embedded.

• Community of Schools sharing SDD.

• Evaluate History and Geography use of inquiry based learning and create an action plan for 2017.


Consistently High Educational Practices

Purpose

To build the capacity of teachers by implementing explicit targeted professional learning. This will result in shared professional practices and create an engaged and collegial community of learners. Staff will be high performing, collaborative and dynamic.


Following extensive consultation with staff, students and community members three projects were implemented. Each project was planned to evolve over the three years of the school plan. The projects were ‘Consistent Teacher Judgement’, ‘Syllabus Scope and Sequence’ and ‘Teacher Professional Learning’. Outlined below are the improvement measures and progress for each of these projects. We were pleased that we set realistic goals that were predominantly achievable.




All teachers programs have embedded current teaching and learning practices to develop the knowledge, understanding and skills of all students.

Increased teacher knowledge on preparing units of work which include student adjustments.

Team meetings to explore the new History and Geography syllabus documents.

Development, implementation and evaluation of Scope and Sequence and units for the new Science syllabus.

Teacher release days for Science 2 x $450 Science resources to support new curriculum $3 000 Staff release to develop History/Geography units $6 300

All staff apply their individual learning plan to improve professional practice.

100% of staff developing and implementing their Professional Development Plans.

Ongoing monitoring of TPL through school management plans

School data shows effective growth across all student cohorts.

Increased teacher knowledge of the continuum. Increased teacher reflection using CTJ.


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Next steps

1. Consistent Teacher Judgement

On reflection by staff, it was clearly evident that as a school we need to continue to enhance our knowledge of the continuums to help consistency when assessing students. In 2016 our focuses are outlined below.

• TPL based on classroom use of the continuum. • Review Semester One and Two assessments - using the continuum. • Grade groups work together to plot students on the continuum. • Review selection procedures for extension classes. • Review the use of the Literacy and Numeracy continuum within the school K-6.

2. Syllabus Scope and Sequence • Implement school scope and sequence for History and Geography. • Teach new History and Geography units of work. • Prepare grade Semester One History and Geography assessments and report comments. • Review school scope and sequence for History and Geography. • Review and updating of English scope and sequence. • Link grade English units of work to scope and sequence.

3. Teacher Professional learning • Staff Development of Professional Development Plans (PDPs). • Create a school TPL committee and link PDPs for the Year to TPL. • New staff induction/ mentoring. • Grade planning based on flexible timetabling. • Sharing of TPL information with the rest of the staff. • TPL on plotting students using the continuum. • TPL on the integration of technology into grade unit plans/individual lessons within the core program.

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Secure, Informed and Supportive School Community

Purpose

To further enhance the school community by focusing on high levels of communication and the continuation of supportive and inclusive welfare programs focusing on wellbeing and positive relationships. The school will foster a vibrant school culture to allow students to lead successful lives in the future.


Following extensive consultation with staff, students and community members three projects were implemented. Each project was planned to evolve over the three years of the school plan. The projects were ‘Transition’, ‘Student Wellbeing’ and ‘Communication’. Outlined below are the improvement measures and progress for each of these projects. We were pleased that we set realistic goals that were predominantly achievable.




Successful student transition through educational stages.

Identification of students requiring additional transition.

Written student adjustments after appropriate training.

DP and LaST to review current Learning and Support team procedures and report back to executive.

AP ES1 report back to executive on Kindergarten orientation procedures.

Stage 3 feedback on the History transition meeting at Oakhill Drive.

Year 6 team communicating with high school staff on transition needs.

Funding for teacher release to attend parent/teacher meetings for students with significant adjustments $450

Release for AP – ES1 to review Kindergarten Orientation $1 350

Pre-school visits to investigate transition programs $450

New transition to school program including welcome booklet $500 / name badges $300

History transition grant $900

Morning tea Kindergarten orientation $50

Reduced number of student wellbeing incidences.

Feedback on Kids Matter presentation /regional meeting from visiting professionals.

Commence trial resilience program by school counsellor with 6C and evaluation.

Parent feedback from student wellbeing session with Melissa Adams.

Resilience program to purchase for trial $700

Checkers TPL $100

National Collection of Data tied grant $5 900

Greater number of parents involved in school activities and utilising school communication practices.

DP to update school website. Class parents established. Ongoing feedback from school community at P&C meetings regarding information dissemination. Teacher feedback on parent/teacher interview procedures. Results of parent ‘Tell Them From Me’ survey.

Purchase of electronic sign

$20 000 Website/newsletter $2 700 Funding for parent/teacher meetings $2 250 Online booking system $300

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Next steps

1. Consistent Teacher Judgement

On reflection by staff, it was clearly evident that as a school we need to continue to provide effective transition for all students identified by the staff. In 2016 our focuses are outlined below.

• Learning and Support Team meeting to discuss students needing additional transition. • Teacher transition for new / temporary staff. • Update New Enrolment Book for new students. • Liaise with high school staff regarding trial Year 6 high school for a single day program in Term 4. • Plan for trial Year 6 high school for a day program and implement in Term 4. • Year 6 visit High School for learning experiences. • Staff identification of student needs -transitioning to high school. • Invite local pre-schools for a school readiness talk. • Plan for Year 2 to Year 3 transition program and implement in Term 4. • Transition to Kindergarten days. • Review meetings to discuss smooth transition of students across grades.

2. Student Wellbeing • TPL in writing student adjustments for new staff. Completion and collection of student adjustments.

National Collection of Data (NCCD). • Meet with parents whose students have significant adjustments to their learning. • Identify students for Kids Hope program. Start program. • Student buddy program. K/Stage 3. • Introduce Pals Program for Kindergarten. • Regular Kids Matter meetings. • Class teaching of ‘You Can Do It Program’ (PDHPE Booklets) and review of program. • Staff TPL on student wellbeing framework. • Analyse current options provided to assist social interactions/skill (investigate computer club). • Review playground markings and equipment for student-friendly games/activities. • Review of student adjustments and transfer of information to staff.

3. Communication • Updating and maintaining of the School Website. • Parent/Teacher Information Evenings. • Weekly school communication via electronic newsletter and/or email to families. • Teacher P&C presentations. • Liaise with the P&C body - class parents. • Investigate the introduction of a school app and automated text systems. • Survey parents on newsletter use. • Launch the introduction of a school app/technology to improve communication. • Parent curriculum presentations by staff members. • Review of this year’s communication processes.

Next Steps

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Key initiatives and other school focus areas

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

Aboriginal background funding

Consultation with parent of aboriginal student to support her learning needs and completion of her PLP.

Increase student outcomes and engagement for all students at CPS.

Resources to fund and promote Aboriginal awareness and support for aboriginal student.

$3614

English language proficiency funding

Employ specialist teacher to support / supplement EAL/D program. School needs analysed. Five-weekly reports by EAL/D teachers regarding student progress and formal evaluation of EAL/D in Term 4.

$18266 for additional EAL/D staff

Socio-economic background funding

Supplement school excursions / supply materials for students whose parents are experiencing financial difficulty.

$4512

Low level adjustment for disability funding

SLSOs employed to support students in need of student adjustments.

Regular funding and timetabling reviews by the Learning and Support Team and DP were conducted.

$28677

Support for beginning teachers

Reflection by teacher and mentor concerning continual analysis of developmental needs. Completion of accreditation by beginning teacher.

$4040

Other school focus areas Impact achieved this year Resources (annual)

Learning and Support Teacher Teacher to provide additional learning and support programs in literacy and numeracy.

$18450 paid by P&C.

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Mandatory and optional reporting requirements

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 Enrolment

Gender 2009 2010 2011 2012 2013 2014 2015

Male 362 385 368 377 404 395 417

Female 322 317 324 323 337 345 354

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) 2.0 Assistant Principal(s) 4.0

Classroom Teacher(s) 23.0 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 0.6

Teacher Librarian 1.2 Teacher of ESL 1.6 School Counsellor 1..0

School Administrative & Support Staff 4.427 Other positions 2.5 Total 41.747

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. We currently have one member of staff who has aboriginal heritage.

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 35

Professional learning and teacher accreditation

‘Learn and Grow’ is the Cherrybrook PS school motto and the teachers at Cherrybrook carry this into their own professional learning and accreditation. Using the DEC online system MyPL, our teachers’ maintain/track and record their professional learning both in and out of school.

Staff qualifications in the mandatory areas (e.g. Anaphylaxis, First Aid, Resuscitation, Asthma) are all tracked and recorded on this system.

Linked to Cherrybrook PS Strategic 5P plan, professional development throughout the year was designed to meet both personal and departmental priorities. Utilising Staff Development Days, both in school and with the Cherrybrook Community of Schools (Cherrybrook Technology HS, Oakhill Drive PS and John Purchase PS), and term planned, purpose designed weekly afternoon sessions of a wide variety of teaching and learning priorities were accessed.

Below is a sample of some of these activities undertaken in 2015:

• 5P Plan meetings/surveys/planning • Numeracy Continuum • History and Geography Stage based units of

work and K-6 Continuum • Linking new technologies to Mathematics

syllabus • Working Mathematically and the General

Capabilities Framework • BEST Start training • Supporting students with language • Creative Arts in the classroom • Proactive Learning and Support

Year 2010 2011 2012 2013 2014 2015K 85.9 96.0 96.8 96.3 96.5 96.01 95.6 94.9 95.3 96.5 96.7 95.52 96.6 87.8 95.8 95.3 96.0 95.83 95.5 97.1 95.3 96.4 97.0 96.04 95.7 96.0 96.5 96.5 96.9 96.55 95.9 96.1 95.2 96.5 96.1 95.66 95.0 95.8 94.8 95.7 96.1 95.2

Total 94.3 94.9 95.7 96.2 96.5 95.8K 94.7 94.7 94.3 95.0 95.2 94.41 94.2 94.2 93.9 94.5 94.7 93.82 94.4 94.2 94.2 94.7 94.9 94.03 94.5 94.4 94.4 94.8 95.0 94.14 94.5 94.3 94.3 94.7 94.9 94.05 94.4 94.2 94.2 94.5 94.8 94.06 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

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• Fundamental Movement Skills workshop • Assessing students with diverse needs • Chinese language teachers conference • Mathematics Scope and Sequence • Proactive adjusting, including learning • L&S Professional Learning • Teaching to the edge • School Excellence Framework • CPR training • Online Child Protection Update • Code of Conduct • Disability Standards for Education • CV writing for aspiring executives • Disability Standards for Education training • Anaphylactic training • Early Teachers Conference • School Counsellor Conference • Principal and DP conference • Executive Planning Day • Teacher/Librarian Conference • EAL/D Learning Progression training • School reporting adjustment • Programing with online programing tool • K-10 Maths syllabus for the Australian

curriculum • Accreditation • Stage planning meeting • Grade planning meetings • L&S/EALD/Sport/Library Network meetings

Our staff development days and weekly meetings this year saw all teachers participating in the following professional learning experiences:

Term 1 SDD Code of Conduct, Child Protection Update: Modules 1, 2 and 3, LAST Resources, grade meetings on Assessment and Reporting.

Term 2 Cherrybrook Community of Schools Conference, Performance and Development Framework, goal setting, Anaphylaxis training, English stage reviews, report writing, grade planning.

Term 3 Asthma Update Asthma Foundation, PD/H/PE review, NAPLAN review, NSW History Curriculum.

Term 4 5P Milestones, History & Geography Units of work, report Writing.

A total of $27,979 was spent on professional learning activities. This reflects an average spending of approximately $682 per staff member

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.

Financial summary for 229 (SAP) schools Date of financial summary 30/11/2013

Income $ Balance brought forward 385741.02 Global funds 412527.23 Tied funds 153916.08 School & community sources 500405.50 Interest 10762.34 Trust receipts 19348.20 Canteen 0.00 Total income 1482700.37 Expenditure Teaching & learning

Key learning areas 102568.41 Excursions 181032.65 Extracurricular dissections 146954.75

Library 14302.28 Training & development 27979.24 Tied funds 148054.12 Casual relief teachers 100915.07 Administration & office 120640.88 School-operated canteen 0.00 Utilities 78436.71 Maintenance 61221.35 Trust accounts 17502.75 Capital programs 31235.91 Total expenditure 1030844.12 Balance carried forward 451856.25

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School performance School-based assessment

Cherrybrook Public School continues to achieve outstanding results in a wide variety of cultural and sporting areas. The school congratulates all those students who have performed their best in 2015 and who have brought great pride and credit to their school, their families and the community.

Sport

At Cherrybrook Public School, one of our major priorities is to provide an extensive range of sporting opportunities. Sport and physical education develops students’ skills, confidence and assist in a healthy learning environment. Highlights of the 2015 sporting program were: • Continuation of “Crunch and Sip” time across K-6

classes focusing on healthy eating habits. • Participated in the Beecroft PSSA Summer Sport

Competition. OzTag Boys came 1st and OzTag Girls came 1st overall. Softball Girls came 2nd. Softball Boys were undefeated throughout the competition.

• Participated in the Beecroft PSSA Winter Sport Competition. Senior Boys Soccer Team A came 1st and Senior Boys Soccer Team B came 2nd. Senior Girls Netball A came 3rd and Netball B team came runners-up in the competition.

• New equipment was purchased for K – 2 sports container and used by all K-2 staff.

• Mrs White introduced a PDHPE booklet, which was implemented by all K-6 teachers. Booklet included:- Drug Education, Road Safety and ‘You Can Do It’ (Resilience Program) and Nutrition.

• Fundamental Movement Skills’ lanyards have continued to be used by K-6.

• Students in Years 3-4 continued to participate in a cyclical sports program which includes a wide variety of different sporting activities.

• Students in Years 5 – 6 played school sport on a rotation in Terms 1, 3 and 4.

• The Sports in Schools program operated in Term 4 across the whole school every week for a 10 week period.

• Thank you to Mrs Downing, Mrs Stringer and Mrs Loch for their participation in coaching and involving students in basketball competitions at both the Hills and Brickpit Stadiums.

• Rugby clinics were held for Years 1 and 2 in Term 4 for 2 weeks.

• 8 teams competed in the League Tag Gala Day this year: 2 junior boys and girls teams and 2 senior boys and girls teams. The junior boys, senior girls

and boys teams qualified for the League Tag Championship Day at Mt Colah. Congratulations to the Senior Girls and Junior Boys for their fierce competition. Both teams were runner-ups!

• 30 students attended the Beecroft Zone Swimming carnival. We had 12 competitors make it through to Sydney North Swimming Carnival.

• 64 students attended the Beecroft Zone Athletics carnival. We had 8 competitors make it through to Sydney North Athletics Carnival.

• 40 students attended the Beecroft Zone Cross Country Carnival. 2 children qualified for the Sydney North Cross Country Carnival.

• K-2 students participated in a gymnastic program once a week for a term.

• Year 2 attended C2K Swim School for swimming lessons at Castle Hill. The program ran for 10 days in Term 4.

• PSSA Knockout results:- Girls Touch Football made it to the 5th Round; Girls Softball made it to the 4th round and the Boys Softball team made the 3rd round, Boys Touch and Boys Soccer made it to the 4th Round; Girls Soccer made it to the 2nd Round; Girls Netball, Boys Touch Football and Boys Cricket made it to 2nd Round. Boys AFL came 4th in the State.

• Boys Soccer team were 2nd in the Paul Wade Cup. • AFL Girls were runners-up in the state for the Paul

Kelly Cup.

• Bradley D and Dave B made the Sydney North

Basketball team; Jessica S made the Beecroft Zone Basketball team; Abby S and Chloe B made the Beecroft/Ryde Touch Football team; Raff D made the Beecroft Zone Touch Team and Dom D made the Beecroft/Ryde Zone Touch team; Abby S made the Beecroft Zone Netball team; Zac M made the Sydney North AFL team; Noura T made the Beecroft Zone Soccer team; Dom D made the Beecroft Zone Soccer team; Jason K, Raff D and Dom D made the Sydney North Rugby League team; Marcus R, Jessica J, Akshara A, Ben W, Daniel D, Dom DS and Raff DS made the Sydney North Athletics team.

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• Ball Games were successfully run in Term 4 - Junior Ball Games (Years 3 & 4) and Senior Ball Games (Years 5 & 6). 96 children attended.

• The K-2 Ball Games Carnival took place in Term 4 with all students enthusiastically participating.

• Mrs White has updated the K-6 PDHPE scope and sequence and this is implemented by K-6.

• Live Life Well updates about healthy eating and leading an active lifestyle have continued to be placed into the school’s weekly newsletter by Mrs White.

• Swimming Carnival was a success at our new Hornsby Pool.

• Cross Country and Athletics were held on our school oval. Both carnivals involved all students in Years 3-6 with Year 2 students who were turning 8 this year.

• Miss Younan continually updated the Sports Blog.

Arts

Cherrybrook Public School provides a broad scope of opportunities for children to participate in the arts, both within our school programs and also through our extra curricula activities.

Arts - Choir

This year forty children were successfully auditioned and joined the Senior Choir. They performed on Anzac Day, Education Day, Circle of Friends, and thirty six of these students performed in the Festival of Choral Music at the Sydney Opera House in Term 4. In addition sixteen Year 6 students were a part of the massed choir and performed at Schools Spectacular. This year forty children successfully auditioned and joined the Junior Choir. This choir performed at Circle of Friends, Education Day, Soiree and thirty of these students performed in the Primary Proms concert at The Sydney Town Hall.

Arts - Music

This year the music program was run by Mrs Carol Hare and Mrs Jennifer Walkden-Brown. Highlights for our year were the continuation and enthusiasm of Year 6 learning guitars. It was a common sight to see students playing guitars in the playground at lunchtimes. This singing and playing was evident in the culmination of a wonderful guitar item at Soiree and also a stirring graduation song superbly performed in two parts. iPads were purchased for Music, Library and Mandarin. Whilst these took a while to get up and running students love the new way of learning concepts and experimenting with music. We are looking forward to using some paid apps on these in 2016. The Annual Soirée showcased the musical talent of selected students and is a much anticipated event on the school calendar. The Training Band, Main Band, Junior Choir, Chamber Choir, Ukulele group, guitar group and selected soloists performed. The recorder program continued to run in Year 3 and 4. This learning to play and read notes prompted us to begin a new program in Year 1 and 2 called Freddie the Frog. This is new fun way to instil the note names with children. We are trialling and refining this to see gains in Years 3 and 4 when learning recorder and reading music.

Arts - Recorder

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The recorder ensemble rehearsed twice a week for all of Terms 1 and 2, and once a week in Terms 3 and 4. The ensemble was made up of a mix of students from Years 3 to 6. There was a large number of beginner Year 3 students this year which is why we needed and extra rehearsal than in previous years. The recorder ensemble performed at the schools open day in Term 2, playing one of their pieces. Twenty-three students from the ensemble were chosen to perform at the Sydney Opera House as a part of the Instrumental rehearsal. This rehearsal involved attending a combined rehearsal at the Salvation Army in Term 2 and a rehearsal and performance in Term 3. All students involved felt it was a very valuable experience. The whole of the ensemble also performed at the Schools Soiree in Term 4, at this performance they played two of their pieces and were very grateful to Mr Cowen for accompanying them.

Arts - Band

The band program in 2015 had about 110 students playing in the three bands. At Cherrybrook Public School we have three bands in our program a Training Band, Intermediate Band and an Auditioned Concert Band. All three bands were given multiple performance opportunities throughout the year. The band committee held another highly successful band camp in Term 1 2015 at Vision Valley. At band camp the students were involved in tutorials, whole band rehearsals and recreation activities. Camp concluded on the Sunday with a band concert for the parents and friends. The three bands competed in two competitions in 2015. A new festival was run by Wahroonga Public School in June. All bands performed well, both the Intermediate and Concert Band were awarded third place in their individual sections. As a part of the prize the bands were awarded six new pieces which have been showcased at various concerts in Term 3 and 4. The three bands all competed in the University of NSW Band Festival in August each band being awarded a silver level. The annual soiree held in Term 4 was another performance opportunity for all three bands, the Training Band provided pre show entertainment and each band then performed two pieces in the concert.

The bands have also performed at various school functions including school assemblies, Open Day and the Circle of Friends. The band committee held their annual Family Concert at the end of November. This was a great opportunity to showcase each band and to show the parents how much progress each ensemble has made

Arts - Cheerleading

In 2015 Miss Lizzie Hubbard introduced Cheerleading for 3-6 students at our school. The cheerleading squad, known as the ‘Cherryblossoms’, had their first competition in Dural at the ‘Cheercon’ event. The girls placed first in the primary school division. The girls then competed at the State Cheerleading Championships becoming the State Grand Champions for NSW primary schools and qualified for Nationals. This saw the girls appear in the Daily Telegraph newspaper and the girls were offered the opportunity to perform on the ‘Today’ show and ‘Australia’s Got Talent for Kids’. After a lot more training and dedication shown from all of the girls they competed at the Scholastic National Cheerleading Championships held in Homebush, State Sports Centre. The girls not only won their division but become the National Grand Champions! Well done Cherryblossoms for being undefeated champions in your first year of Cheerleading!

Cheerleading has been a major success in 2015 and has provided new and exciting opportunities for the girls.

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The girls were presented with certificates from the Local Member for their amazing achievements this year. Interest to become part of the 2016 squad was very high, seeing 110 students, boys and girls, at tryouts. Miss Hubbard is very proud of the girls’ success this year and aims for a bigger and better 2016! 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.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

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

1 2 3 4 5 60 1 3 14 22 57

0.0 1.0 3.1 14.4 22.7 58.80.4 1.8 6.5 14.5 20.0 56.70.8 1.5 8.9 14.0 20.6 54.2

5.3 6.7 20.4 21.1 18.4 27.90.0 1.0 3.1 14.4 22.7 58.8

422.4State DoE

484.2SSG

502.3School

Year 3 NAPLAN Reading

Average score, 2015

Skill Band Distribution

Number in BandsPercentage in BandsSchool Average 2011-2015SSG % in Bands 2015

State DoE % in Bands 2015

Band

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Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015

1 2 3 4 5 61 0 4 15 21 57

1.0 0.0 4.1 15.3 21.4 58.20.4 1.0 3.6 13.5 24.4 57.20.4 3.0 9.8 16.6 21.9 48.3

5.0 10.7 18.9 20.3 19.0 26.1

School Average 2011-2015SSG % in Bands 2015


State DoEAverage score, 2015 493.6 469.0 413.3

Year 3 NAPLAN SpellingSchool SSG


Percentage in Bands

BandNumber in Bands

Skill Band Distribution1 2 3 4 5 61 1 0 5 17 74

1.0 1.0 0.0 5.1 17.3 75.50.2 1.4 2.8 12.7 21.2 61.8

0.7 1.8 4.7 16.3 20.5 55.9

5.1 8.5 13.6 24.0 19.2 29.6State DoE % in Bands 2015

SSG % in Bands 2015

Percentage in BandsNumber in BandsBand

School Average 2011-2015

SSG State DoEAverage score, 2015 546.4 500.8 431.7

SchoolYear 3 NAPLAN Grammar and Punctuation

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http://www.myschool.edu.au/

http://www.myschool.edu.au/


1.0 1.0 2.1 9.3 52.6 34.00.4 0.6 6.6 15.3 46.1 31.00.4 1.2 6.3 16.7 45.7 29.7

2.3 5.1 18.5 23.6 36.3 14.2

Year 3 NAPLAN WritingSchool

Average score, 2015 462.9SSG

455.5 417.1

BandNumber in BandsPercentage in Bands

SSG % in Bands 2015



State DoE

3 4 5 6 7 83 2 10 19 35 41

2.7 1.8 9.1 17.3 31.8 37.30.8 3.1 11.9 20.5 30.5 33.30.7 4.5 10.7 21.3 28.9 33.9

5.8 17.3 21.4 20.9 18.7 15.9

BandNumber in BandsPercentage in Bands



551.9

SSG % in Bands 2015


559.5Average score, 2015

Year 5 NAPLAN ReadingState DoESSGSchool

494.3

3 4 5 6 7 80 5 7 17 43 38

0.0 4.5 6.4 15.5 39.1 34.50.2 2.7 8.4 15.5 35.6 37.50.8 4.0 11.0 23.5 35.2 25.4

5.7 11.6 20.4 24.3 25.5 12.4

Number in Bands

SSG % in Bands 2015


School SSG State DoEAverage score, 2015 565.5 501.4

Skill Band DistributionBand

Year 5 NAPLAN Spelling

545.5

Percentage in BandsSchool Average 2011-2015

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NAPLAN - Numeracy


1.8 1.8 6.4 21.8 19.1 49.10.6 3.4 7.1 16.1 28.2 44.6

1.3 3.5 11.5 19.5 29.1 35.1

8.2 12.3 23.5 20.7 18.8 16.5

Number in BandsPercentage in BandsSchool Average 2011-2015

SSG % in Bands 2015


Year 5 NAPLAN Grammar and Punctuation

Band

Average score, 2015 500.9School579.8 561.9

SSG State DoE

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Percentage in bands: Year 5 Grammar & Punctuation



0.9 5.5 33.6 30.0 18.2 11.81.1 3.6 23.6 26.2 24.3 21.11.2 3.7 19.9 35.6 25.4 14.3

7.3 10.2 33.9 29.6 13.4 5.6

Band

School SSG State DoE502.6

Number in BandsPercentage in Bands

SSG % in Bands 2015


516.8 476.9Average score, 2015


Year 5 NAPLAN Writing

1 2 3 4 5 61 2 7 26 29 32

1.0 2.1 7.2 26.8 29.9 33.00.8 2.6 8.9 24.2 28.2 35.3

0.7 3.5 11.9 20.1 24.9 38.9

5.5 14.3 22.0 22.9 17.9 17.5

Year 3 NAPLAN Numeracy

Average score, 2015State DoE

395.9SSG

454.7School453.1



SSG % in Bands 2015

School Average 2011-2015Percentage in BandsNumber in BandsBand

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UNSW Global Competitions

In 2015 students from Years 3 to 6 continue to achieve outstanding results when participating in UNSW Global competitions. The results shown in the following chart show how our students continue to perform in this academic arena.

Subject and No. Participants

Credit Distinction High Distinction

Maths 146 51 35 5

English 122 37 15 4

Science 27 7 3 1

Spelling 108 47 20 6

Significant programs and initiatives

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.

TTFM surveys 1. A Framework for Assessing Student Engagement The Tell Them From Me Primary School Survey includes nine measures of student engagement, categorised as social, institutional and intellectual engagement (see Figure 1). Figure 1: Measures of student engagement in Tell Them From Me

0

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Percentage in bands: Year 3 Numeracy


3 4 5 6 7 81 4 14 31 21 37

0.9 3.7 13.0 28.7 19.4 34.30.6 4.8 12.9 28.7 20.0 32.9

0.5 4.2 13.7 24.3 24.3 33.1

3.8 17.6 26.0 23.9 15.0 13.6

Band

493.1

SSG % in Bands 2015

Number in BandsPercentage in BandsSchool Average 2011-2015


548.4545.3School State DoE


Average score, 2015SSG

Year 5 NAPLAN Numeracy

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Percentage in bands: Year 5 Numeracy


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Social Engagement

Institutional Engagement

Intellectual Engagement

Sense of Belonging at

School

Values Schooling

Outcomes

Interest and Motivation

Participation in Sports and Clubs

Positive School Behaviour

Effort

Positive Relationships at

School

Positive Homework Behaviour

Quality

Instruction

For each aspect of engagement, students were asked to indicate the extent to which they agreed or disagreed with a number of statements, such as "I get along well with others at school." Their scores were scaled on a 10-point scale, and students with scores above 6.0 (i.e., a mild to moderately favourable view) were considered engaged. Similar criteria were established for participation in sports and clubs and positive school behaviour. 2. Social Engagement Students who are socially engaged are actively involved in the life of the school; their friends are there and they are involved in sports or other extra-curricular activities. This involvement can give them a sense of belonging at school and increase academic motivation. Figure 2 shows the percentage of students in Cherrybrook Public School that were socially engaged compared with NSW DEC norms for students at the year levels assessed in this school. Figure 2: Percentage of students socially engaged at Cherrybrook Public School

3. Institutional Engagement Students who value schooling outcomes and meet the formal rules of schooling are considered institutionally engaged. These students feel that what they are learning at school is directly related to their long-term success, and this view is reflected in their classroom and school behaviour and their effort in doing homework.

Levels of institutional engagement in Cherrybrook Public School are shown in Figure 3. Figure 3: Percentage of students institutionally engaged at Cherrybrook Public School

4. Intellectual Engagement Some students meet the institutional demands of school, but they are not truly engaged in their learning. Intellectual engagement entails a serious emotional and cognitive investment in learning, using higher-order thinking skills to increase understanding, solve complex problems, and construct new knowledge. It is closely tied to the quality of instruction offered at school as there is an interaction between a teacher's approach to instruction and student motivation. Figure 4 displays the results for Cherrybrook Public School on the three measures of intellectual engagement. Figure 4: Percentage of students intellectually engaged at Cherrybrook Public School

5. Early signs of disengagement A small percentage of students display signs of disengagement during the primary school years. Some of these children exhibit intense anxiety or other psychological problems, which is sometimes characterised as "school phobia". For most children however, early disengagement is associated with learning and behavioural problems which are evident in kindergarten or even earlier.

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Early disengagement is also associated with family socio-economic factors, and some analysts attribute it to factors associated with living in poverty as well as parenting styles and levels of parental involvement in their children's education. However, the school's role is increasingly being recognised as important. A composite measure of student engagement derived from the nine Tell Them From Me measures of engagement can be used to discern the prevalence of students displaying early signs of disengagement. Figure 5 shows the prevalence in Cherrybrook Public School by year. Figure 5: Percentage of students at Cherrybrook Public School displaying early signs of disengagement.

6. Equality of Engagement Outcomes 'Equality' refers to differences in social outcomes among sub-populations, such as differences between students from low and high socioeconomic backgrounds. A measure of socioeconomic status (SES) was derived from students' reports of educational and cultural possessions in the home. Students were classified into three equal groups, which are referred to as low, middle, and high SES. Figure 6 shows the extent of inequalities among these socioeconomic groups in Cherrybrook Public School for the composite measure of engagement. Figure 6: Extent of inequalities in student engagement among socioeconomic groups at Cherrybrook Public School

7. Drivers of Student Engagement Research by The Learning Bar found that there were considerable differences among schools in their levels of engagement and only some of this variation was attributable to students' family backgrounds. Five school-level factors were consistently related to student engagement: quality instruction, teacher/student relations, classroom learning climate, teacher expectations for success, and student advocacy. Figure 7 shows the average scores on a ten-point scale for each factor for Cherrybrook Public School compared with NSW DEC norms for students at the year levels assessed in this school. Figure 7: School-levels factors associated with student engagement at Cherrybrook Public School

Policy requirements

Aboriginal education

In 2015 Cherrybrook Public School had one Aboriginal student enrolled. At all official functions our Aboriginal ancestors - the Darug tribe are acknowledged through a ‘Welcome to Country’.

Aboriginal perspectives are addressed in many of the units of work as part of the new National Curriculum being implemented at Cherrybrook PS. K-6 students gain a meaningful and sensitive appreciation of the history and culture of Aboriginal people.

The school celebrated NAIDOC Week with all students participating in Aboriginal art activities and watching a performance.

At Cherrybrook PS Aboriginal Education and the Aboriginal Education Policy are important components of the school’s curriculum. Ensuring that all students have an understanding of Australia’s indigenous people and their history is embedded within the school’s Human Society and its Environment program.

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In 2015, our school;

• Development of and implementation of K-10 History Unit ‘First Contact’.

• Raised awareness of reconciliation issues through classroom activities throughout Reconciliation Week;

• Implementation of the National curriculum ‘Learning across the curriculum’ and the Cross-curriculum priorities as outlined in the new curriculum.

• Provided all students K-6 with programs focusing on Aboriginal history, social, artistic and sporting achievements;

• Ensure whole school, stage assemblies and other presentations begin with an Acknowledgement of Country.

2016 Goals: • Build local connections with local artists, liaison

officers and attendance at related courses/ workshops.

• Continued implementation of the National curriculum ‘Learning across the curriculum’ and the Cross-curriculum priorities as outlined in the new curriculum.

Multicultural Education and Anti-racism

National Harmony Day is a day of cultural respect for everyone who calls Australia home – from the traditional owners of this land, to those who have come from many countries around the world. It is a day to celebrate diversity. The message for Harmony Day in 2015 was ‘Everyone Belongs’. Cherrybrook Public School celebrated Harmony Day on Thursday 19 March.

Children and teachers wore the colour orange as it is the official colour of Harmony Day. Students were also encouraged to wear traditional costumes they may have that represent their cultural heritage.

This year we continued with our Multicultural Parents Engagement program at Cherrybrook PS.

This program (originally developed in collaboration with a Community Information Officer) was adapted from the Asset Based Community Development (ABCD). The main thrust is to focus on parents’ assets and strengths and how they can contribute to the school community.

This program has continued with the following initiatives being implemented with our multicultural community involvement:

• Canteen Open Days to encourage interested mums to volunteer

• Parents helping our new parents at Kindergarten Orientation days

• Technology workshops • A positive parenting program • A representative at P&C meetings • Our multicultural food fair • Harmony Day

Multicultural education

Of our school student group of over seven hundred children this year, 44% have a language background other than English. There were 19 different language groups represented amongst the Kindergarten enrolments for 2015.

The English as an Additional Language or Dialect (EAL/D) at Cherrybrook Public School aims to improve the English language competence of students of Language Backgrounds other than English (LBOTE). The aim is to improve the ability of the students to the level where they can fully and happily participate in school and society. The children are also encouraged to continue to value their first language and culture. EAL/D students range from Phase 1 (beginner) to Phase 3 (higher order) and can be found in classes from Kindergarten to Year 6. Students are taught in a variety of ways, depending on their needs, and these include team teaching, parallel teaching, withdrawal and individual assistance.

Other school programs

Student leadership Vocational education program Environmental education and sustainability Family and community programs Achievements in the arts and sport.

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Technology

Cherrybrook Public School is integrating the effective use of a variety of technologies into teaching and learning. Our computer lab and a Connected ‘Virtual’ Classroom are an important part of our use of technology as 21st century learners.

Our classrooms have interactive whiteboards, desktop computers and wireless internet access using mobile devices. Our efficient and extensive network of computers allows students (and staff) to store and retrieve work securely from any part of the school. This year our school has continued to roll out wireless connections to all classrooms and our school hall. In 2015 we have purchased additional iPads and Notebooks. The demand for the use of mobile technology to support teaching and learning has continued to grow in 2015. Borrowing systems has been implemented to allow relevant and equitable access from K-6 including specialist support programs such as Library, Music and LOTE. All classes can access our computer room where a class cohort can be instructed as a group with 1 to 1 computer access. The skills taught can then be practised in various classroom activities with their class teachers to support their teaching and learning. Our school’s scope and sequence of computer skills includes word processing, spreadsheets and graphing, databases, multimedia presentations, digital photography and graphics, editing programs, website creation, internet and email, programming, computer games and 3D architectural modelling. Beginning with Year 2, all students participate in a touch typing program. Year 6 students are also involved in the creation of their Yearbook. Our staff continues to increase their ICT skills by attending regional and school based courses and work collaboratively to ensure continued success of technology and its integration in the classroom.

Library

2015 has been an amazing year in our school library! Main events on the calendar included the Grandparent’s Day and as always the extremely busy and successful Book Fair. Our school received numerous awards during the National Family Month of Reading in May including the award for: Winning school, Winning student and Winning class for NSW. An outstanding achievement! Book Week highlights included a visit by award-winning author and illustrator, Aaron Blabey and our inaugural Book Character Parade. Both were great successes!

The Premier’s Reading Challenge was very successfully supported by our K-2 teachers and Years 3-6 students with over 750 students completing the challenge. Of these a growing number of students received Gold Awards for completing the challenge for four consecutive years.

Seven of our Year 6 students received the Platinum PRC Award for completing the challenge for seven consecutive years. In addition a school-based extension challenge for our keen readers, the super reading challenge was completed by a growing number of students.

A class set of iPads for the Library, Music and LOTE programs was generously purchased by our P&C Association during the year. These iPads were used in the latter part of the year and will definitely enhance our teaching program in 2016.

The school was also chosen after writing a successful submission to be a “lighthouse school” for the new OLIVER Library management system. Cherrybrook Public School was in the first 120 schools in the state to transition to this 21st century management tool which offers interactive learning experiences for all users.

Chess

2015 has been a very successful and exciting year for chess at our school. Approximately fifty students participated in Sydney Academy of Chess lessons run by three professional coaches once weekly.

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The purchase of an extra class set (16) has enabled our more advance students to have their lessons in a classroom. Many thanks to Mrs Jones for supervising. In addition the school entered four teams in the NSW Junior Chess League Schools competition, one Championship team, two Intermediate teams and a Rookie team. This competition is held weekly throughout Term 2. All teams represented our school well. Particular mention must go to our top Intermediate team who won their division against some very strong opponents. This year our school sent three teams to a NSW Girls chess competition. This was an excellent experience. Our school also sent four teams to a weekend tournament called the Schools Chess Challenge at Knox Grammar School – one of our younger teams achieved excellent results finishing in 16th place with over 115 teams competing.

English language proficiency

Learning and Support

A Learning Support Team has a key role in ensuring that the needs of individual students are addressed through the coordination, development, implementation, monitoring and evaluation of educational programs.

At Cherrybrook Public School processes are in place to identify, monitor and track achievement for all students’ requiring assistance and support within the school community environment. Our Learning Support Team meets regularly to discuss the learning needs of identified students.

There are staff representatives from each stage on the team as well as the L&S Coordinator, the school counsellor, the Learning and Support Teacher, the Reading Recovery teacher and the EAL/D teacher.

Our team has a collaborative role in the decision making process around the specific educational support needs or adjustments required for students with support needs. Cherrybrook Public School Learning and Support Team meet weekly to discuss our students in need.

At these meetings the team assists teachers to identify students with a range of learning and support needs and make ongoing decisions about

learning and support adjustments by using a range of planning, teaching and assessment strategies. Learning and support for individual students and groups of students are developed, implemented and monitored in consultation with all key stakeholders.

In 2015 our school Learning and Support Guidelines were reviewed and updated to meet our current school needs. This is part of a long term approach to continually evaluate and refine organisational structures to improve outcomes for students with special learning and support needs in accordance with Disability Standards for Education, 2005 and DEC Policy.

Reading Recovery 2015

Reading Recovery is a research-based intervention with the prime goals of accelerating literacy learning and reducing reading and writing failure difficulties by targeting those students performing in the lowest 20% of Year One. It is a safety net program designed to promote literacy learning and reduce the number of Year 1 students struggling with reading and writing. In addition to students’ classroom literacy lessons, individual students work one to one with the specially trained Reading Recovery teacher for 30 minutes every day for up to twenty weeks and in partnership with parents who assist with assigned reading homework. Parents and classroom teachers have noticed significant improvements in each individual student’s literacy skills over their time in the Reading Recovery program. Reading Recovery student’s learning is recorded and documented to make sure each student is improving in their reading, spelling and writing as they move through Year 1 to Year 3. The Reading Recovery teacher works with the classroom teacher and as part of the Learning Support Team, to maintain students learning after their time on the Reading Recovery program. If for any reason the individual student is not increasing their literacy skills an Individual Educational Program (IEP) is put into place to continually improve their literacy learning.

Peer Reading Support Program

Cherrybrook Public School has developed our Peer Reading Support Program to support the improvement of reading (as part of differentiated planning and programming K-6) for students in Years 2 and 3.

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The program also allows the school to develop leadership and communication skills for targeted Year 6 students selected as Peer Reading tutors. During the Peer Reading Support Program, younger students are targeted by class teachers from a variety of data sources collected within the school. The L&S teacher and Assistant Principal review the data collected to target between ten and twelve students (per semester) for the program. Year 6 students (with strong NAPLAN and PAT results in Reading) are selected by the program coordinators as tutors and take part in a Peer Tutor Training program where they are taught the necessary skills for the Peer Reading Program. These skills include providing positive feedback, how to teach reading skills to a younger student and how to fill out necessary information on a reading log. Tutors are constantly monitored by the program coordinators and are advised of any modifications they need for their class lessons and/or students. The 2015 program ran two mornings a week for approximately 25 minutes. During this time, Peer Tutors form a bond with the tutee and take them through a series of reading activities. Tutees practise their ‘demon’ words, read levelled readers, answer questions related to the texts and take part in reading games with their tutor. From ongoing program evaluation, Tablets (iPads) have been included in these sessions to enhance learning delivery. Initial data collection is indicating an increase in the level of engagement in reading. Driven by data, further program differentiation occurs for students who require specialised activities and/or skills during these sessions. The tutors, in conjunction with the coordinators, choose appropriate tasks to target the necessary difficulties of the tutee. Parents are given the opportunity to see the program in action and possibly learn some ideas that they can use with their child at home.

Gifted and Talented

In 2015 a variety of opportunities were offered to students to broaden their knowledge base beyond the core curricula. Student centred learning through differentiated teaching programs saw students achieve outstanding results in all NSW University Competitions offered during the year with many of Cherrybrook students achieving scores of High Distinction or Distinction.

Teams entered in the Mathematical Olympiads achieved high scores. All teachers incorporate higher order thinking strategies and problem solving strategies into their teaching programs explicitly teaching divergent and creative thinking. Teachers have developed and are using a whole school approach to the teaching of Problem Solving with planned lessons of explicit instruction taking place K to 6 each week over an entire term. Our public speaking skills continue to impress with students reaching the regional finals of the Multicultural Public Speaking Competition and our students being invited to officiate the State Final of the Premier’s Spelling Bee. A proportion of Selective High School applicants were offered a place at a Selective School of their choice and a number of students received academic scholarships for placement in Year 7 2015.

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cherrybrook public school annual report...introduction the annual report for 2015 is provided to the...

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