chester hill north public school 1 93.7 95.1 95.3 94.1 94.4 4 93.4 94.0 96.3 93.8 94.8 5 94.1 94.1...
TRANSCRIPT
Chester Hill North Public School Annual School Report
2013
3981
Our school at a glance
Significant programs and initiatives
The Numeracy Coach collaborated with classroom teachers to engage students in hands-on activities and professional learning of the Targeting Early Numeracy which resulted in a deeper understanding of mathematical concepts. Classroom teachers gained knowledge of the Mathematics curriculum through explicit and sequential programs and team teaching with Numeracy Coach and Consultants
Students, Kindergarten to Year 3, were engaged in Speech Pathology skill building activities at the school, through programs run by the Speech Pathology Team each week. Students have shown enhanced language development and comprehension which has led to increased engagement in Teaching and Learning activities.
An Occupational Therapist is employed to withdraw students to participate in fine motor, mid line crossing and gross motor interventions. This enables students to reach the expected age appropriate skills in the classroom environment.
Quality Teaching and Learning Leaders collaborated with staff to implement the English Syllabus Australian Curriculum for implementation in 2014.Weekly professional learning workshops enabled teachers to plan, program, implement and reflect on quality teaching practices during the initial stages of the new Australian Curriculum.
Activities to increase parental engagement in supporting their child’s learning were established during 2013.This was evident through increased parent attendance at school activities. Two Curriculum Nights were held to give parents an opportunity to engage with school practices, policies and programs.
Messages
Principal’s message Chester Hill North PS is situated in a residential area in south-west Sydney. The school was established in 1958 and provides enrolment for students from a range of cultural backgrounds. Most students live within walking distance of the school.
Chester Hill North PS is committed to empowering students to learn. While recognising personal worth, students are encouraged to:
• strive for personal excellence;
• develop appropriate social values and attitudes; and
• develop appropriate skills in all curriculum areas.
Our students have continued to work together, recognising the diversity of the student community and working as a unified group to support other children in need. Their contribution to support Stewart House Children’s Hospital Westmead, Bushfire Appeal and World Vision.
I commend the staff for their continuing effort to promote quality teaching and learning and grounding our students in appropriate skills in all academic areas.
I congratulate the school community for an outstanding year of support to the school learning community. With the guidance of three Community Liaison Officers (CLO), the participation of parents from different cultural groups, including the Arabic and Aboriginal parents, has increased significantly. The community’s fund raising efforts throughout the year to support resources for student learning have been outstanding.
This is the third year of the Low SES National Partnership which has provided financial resources to support innovative teaching and learning programs for all our students. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development Helen Colquhoun Principal
1
P & C message Chester Hill North Public School (CHNPS) Parents and Citizen (P&C) Association is a school-based organisation working with the Principal, Executive and Teaching Staff to promoted the interest of the school and its students. This is achieved by meeting monthly with the Principal and Deputy Principal, and by having parent representatives on a number of school committees. The P&C also support the school events such as Curriculum Night, K-2 Sports Day and Kindergarten Orientation where we provide refreshments for the parents and staff. We hold a number of fundraising events throughout the year and have used these funds to assist in providing resources and equipment for the school. In 2013 the school community raised fifteen thousand one hundred and fifty dollars,$15,150 which in part funded the construction of K-2 play equipment. Fundraising events included Cake Days, BBQ Days, a Mother’s Day Stall, a Father’s Day Stall, running the Athletics Carnival Canteen, Go-for-Gold, Walkathon and a Car-boot Sale. The P&C also manage and operate the school’s uniform shop, which provides quality garments at a reasonable cost to our school community. In 2013, we supported the ‘Earn and Learn’ program sponsored by Woolworths, which allowed the school to purchase resources for the students. Thank you to all of the parents and community members who have assisted the P&C in our activities and events throughout the year, especially the very dedicated members of the executive who organise and run each event throughout the year. Their dedication and commitment to the school are exceptional. Mrs Toni Reynolds-Pace Parents and Citizen President
Student representative’s message The elected captains have carried out a range of responsibilities. These included:
• Helping and hosting special events at school, Kindergarten Orientation Day, Anzac Ceremony and Grandparents Day.
• Running years 3-6 weekly school assemblies.
• Helping out the SRC with organising events and discussing leadership with the Principal and Assistant Principals.
Highlights of 2013 have been:
• Go for Gold day activities helped raise money for extra student resources.
• Attending the National Young Leaders Day to assist the development of Leadership skills for the School Student Leaders.
Kaitlin Williamson and Bilal Abdelkafi
School Captains 2013
School context
Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
Student enrolment profile In February 521 students were enrolled. During the year there were 161 new enrolments including Kindergarten and 79 transfers for the school. In October we reached 531 enrolments. Students from more than 40 different cultural backgrounds attended the school and made up 84% of the student population. These backgrounds include Lebanese, Vietnamese, Chinese, Spanish, Turkish, Korean, Pacific islanders, Sudanese, Sri Lankan, Pakastini, Indian, Afghani, Iraqi, Burmese and New Zealand Maoris.
2
0
200
400
600
2007 2008 2009 2010 2011 2012 2013
Stud
ents
Year
Enrolments
Male Female
Student attendance profile
Management of non-attendance
When students are absent from school they are directed to bring an “Absence Note” explaining the reason for their absence. Where this note is not returned to school a letter is sent by the school to parents to explain their child’s absence. For continuing poor attendance the Home School Liaison Officer supports the school and develops individual program.
Student Attendance
Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
The Principal was supported by a team of five executive, 16 classroom teachers and seven specialist teachers. This year one classroom teacher was appointed. Three additional executive teachers were employed under the National Partnership Program. They were employed as coaches for Numeracy, Literacy and an Information and Communication. (ICT)
Staff establishment Position Number Principal 1 Executive release 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Primary Priority School Funding Scheme 0.9 Classroom Teachers 16 Primary Part time teacher 0.9 Primary Teacher RFF 0.882 Teacher of Reading Recovery 0.815 Learning and Support Teacher 2.2 Teacher Librarian 1 Teacher of ESL 2.4 School Administrative & Support Staff 3.962 General Assistant 1 Total 36.059
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
There is one teacher from an ATSI background on the staff.
Staff retention During the year Chester Hill North Public school experienced 100% of classroom teaching staff remaining at the school.
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 100 Postgraduate
Year 2009 2010 2011 2012 2013
K 94.2 96.1 95.0 95.9 94.3
1 93.6 93.7 94.4 92.7 94.9
2 94.4 95.7 94.9 92.6 95.1
3 93.7 95.1 95.3 94.1 94.4
4 93.4 94.0 96.3 93.8 94.8
5 94.1 94.1 93.7 95.8 95.9
6 94.3 94.5 94.2 93.4 94.4
Total 94.0 94.7 94.8 94.0 94.8
3
Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2013
Income $ Balance brought forward 391,520.19 Global funds 360,093.28 Tied funds 575,624.61 School & community sources 89,418.54 Interest 12,544.63 Trust receipts 7,543.60 Canteen 0 Total income 1,045,224.66 Expenditure Teaching & learning
Key learning areas 12,516.15 Excursions 31,124.99 Extracurricular dissections 27,574.82
Library 3,672.20 Training & development 42T Tied funds 520,927.26 Casual relief teachers 38,133.05 Administration & office 99,510.64 Canteen 42T Utilities 68,513.44 Maintenance 20,658.60 Trust accounts 7,114.50 Capital programs 121,263.74 Total expenditure 951,008.49 Balance carried forward 485,736.36
A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2013
Achievements
Arts • The Gillawarna choir performed at the
Gillawarna Festival and the Grandparents Day.
• This year the inaugural School Band was formed featuring a group of 23 students who play Brass, Woodwind and Percussion instruments.
• The Recorder group performed in the massed recorder ensemble at the State Instrumental Concert at the Opera House.
• The Opera House choir performed in the State Choral Concert at the Opera House and our Grandparents Day.
• Our Senior and Junior Dance Groups with both boys and girls were formed this year and they performed at the Gillawarna Festival.
• Static displays of student’s art and craft work were displayed in the school throughout the year with special displays during Education Week Open Day.
• During the year each class performed for the parents and students at the weekly assembly for K-2 and 3-6 students.
Sport • Students reached Regional level in Primary
School Sport Association (PSSA) competition in Swimming (2), Cross Country (6), and Athletics (8).
• One student was selected to play in the PSSA Zone Touch Football Team.
• 120 students participated in the Department of Education and Community Swimming Scheme.
• All primary students were involved with a school based gymnastics program.
• Year 4 and 5 students attended Narrabeen Sport and Recreation Camp.
• Students participated in the Premier’s Sporting Challenge during 2013.
• Students from Year 1 to Year 6 took part in the Active After Schools Health and Fitness Program.
4
NAPLAN Year 3 Reading
NAPLAN Year 3 Spelling
NAPLAN Year 3 Grammar & Punctuation
NAPLAN Year 3 Writing
0
10
20
30
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2009-2013
0
10
20
30
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Spelling
Percentage in Bands
School Average 2009-2013
0
10
20
30
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
0
10
20
30
40
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2013
5
NAPLAN Year 3 Numeracy
NAPLAN Year 5 Reading
NAPLAN Year 5 Numeracy
NAPLAN Year 5 Writing
0
10
20
30
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2009-2013
0
10
20
30
40
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 5 Reading
Percentage in Bands
School Average 2009-2013
0
10
20
30
40
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2009-2013
0
10
20
30
40
50
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 5 Writing
Percentage in Bands
School Average 2011-2013
6
NAPLAN Year 5 Spelling
NAPLAN Year 5 Grammar & Punctuation
0
10
20
30
40
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2009-2013
0
100
200
2008-2010 2009-2011 2010-2012 2011-2013
Prog
ress
Average progress in Reading between Year 3 and 5
School SSG State DEC
0
100
200
2008-20102009-20112010-20122011-2013
Prog
ress
Average progress in Numeracy between Year 3 and 5
School SSG State DEC
0
10
20
30
40
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
0
100
200
Prog
ress
Average progress in Spelling between Year 3 and 5
School SSG State DEC
0
100
200
2008-20102009-20112010-20122011-2013
Prog
ress
Average progress in Grammar & Punctuation between Year 3 and 5
School SSG State DEC
7
Other • Our debating team participated in the
Fairfield Debating Competition during 2013.
• Students competed in the District Public Speaking Competition; Kindergarten Timote Fifita Infants Ali Elassad, Junior Leilani Winiata and Senior Amelie Rich.
• Students participated in the Premier’s Spelling Challenge
• Students assisted in the running of the Go for Gold Fete in September.
• Students took part in the University of NSW competitions in English, mathematics, science, writing and computer gaining credit, distinction and high distinction passes.
Academic 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.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Guided Reading Results 2013
Reading Level
Kindergarten Year 1 Year 2
Level 1-4 24% 3% 0%
Level 5-14 67% 8% 3%
Level 15-20
7% 53% 24%
Level 21-30+
0% 36% 73%
Reading Recovery is a specialised program offered to students in Year 1 who need to develop effective reading strategies. This year twelve students have participated in the program with the outcome resulting in improved outcomes in reading.
The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO.
Significant programs and initiatives
Aboriginal education The Community Liaison Officer works to increase parent participation and further develop the partnership with the school. Personal Learning Programs have been developed in consultation with classroom teachers and parents for our ATSI students.
• In collaboration with the Bankstown Arts Centre, our Aboriginal students participated in weekly workshops with the Indigenous Arts Officer. The students participated in Traditional Dance and singing in the Dharug Language. Students performed at the Term 4 School Performance.
• NAIDOC Week was celebrated with students and Elders who mentored Aboriginal students. All students participated in songs, dances and art by the Koomurri mentors. Students had opportunities to embrace
8
knowledge and cultural awareness of the Darug Nation.
• Harmony Wilton received an Aboriginal Student Achievement Award for Numeracy. She received this award at the Univeristy of Western Sydney, Campbelltown Campus.
• All students are provided with opportunities to develop deeper understandings of culturally significant programs and historical events.
• The school had 15 Aboriginal students in 2013. Aboriginal perspectives were incorporated across the teaching curriculum and were reflected in students’ art, craft and writing. Aboriginal students received support in reading and mathematics.
Multicultural education All students participated in activities which focused on culturally diverse events and issues through Human Society and Its Environment (HSIE) programs.
English as a Second Language (ESL) programs were run by specialist teachers who supported the class teachers. Students, who have recently arrived in Australia, and those just learning English, received intensive support. Results of these programs saw improved English learning by these students and greater academic progress due to increased English levels. As a result of effective tracking of student progress, teachers developed appropriate programs.
Teacher participated in sessions using the English as an Additional Language or Dialect (EAL/D) progression. All teachers use the progression to plan and program for students who have English as a second language.
National partnership programs In 2011, Chester Hill North Public School joined the National Partnership on Low SES School Communities programs. This program runs for four years. Focus areas are Leadership and Professional Learning, Literacy, Numeracy, Student Engagement and School and Community Partnerships. A major focus for 2013 has been leadership development, strengthening understanding of school improvement, professional learning
programs, teacher quality and community engagement. National Partnerships has funded three coach positions in Quality Teaching, Numeracy, Information and Communication Technology. Staff participated in professional learning to support the implementation of effective literacy and numeracy programs. School Learning Support Officers are supporting teachers to deliver quality targeted support for students. The continuation of the Community Liaison Officer has been well received by the school community.
Empowering Local Schools National Partnership
The National Partnership funding enabled the employment of;
• Community Liaison Officers to work towards building an increased community involvement within the school, ensuring improved links between home and school are created and maintained. A sustained and greater community engagement in decision making so parents contribute to their child’s education.
• Equip the library with air-conditioning to ensure a conducive and comfortable working environment is available for students.
• Establish an Administration Support role to assist with the implementation of LMBR and Budget Solutions. This will enable the LMBR and Budget Solutions will be effectively implemented within the school.
Equity Program During 2013 Equity funding supported numeracy and literacy teaching and learning programs which resulted in increased student engagement and significant improvement in student learning outcomes. The Community Liaison Officer encouraged partnerships with parents and better relationships with the school through regular practical workshops to assist parents to engage with the curriculum.
The Stay and Play group for preschool students continued to provide focused learning opportunities for pre school children.
9
Progress on 2013 targets
Target 1
Increased student outcomes in Literacy through enhanced Quality Teaching and Learning programs.
2013 Targets to achieve this outcome include:
• Increase, by 3%, the number of students who achieve proficient NAPLAN levels in Reading (average over 3 years) from 21% to 24% in YR 3 and from 13% to 16% in YR 5.
• Increase, by 3%, the number of students who achieve proficient NAPLAN levels in Reading (average over 3 years) from 13% to 16% in YR 5.
• Increase, by 3%, the number of students showing greater than, or equal to, expected growth in NAPLAN Reading between YR 3 and YR 5 (average over 3 years) from 44% to 47%.
• Increase the number of Early Stage One students at or above Cluster 2 on the Literacy Continuum for Comprehension at the end of Semester One by 3% from 76% to 79%.
• Increase, by 3%, the number of Year 2 students at or above Guided Reading level 18 by the end of Semester One from 75% to 78%.
Our achievements include:
• NAPLAN Data indicates that 21% of students in Year 3 were proficient in reading. This is a decrease of 7% from 2012 and did not meet the target.
•
• NAPLAN Data indicates that 13% of students in Year 5 were proficient in reading. This is a increase of 4% from 2012
• NAPLAN Data indicates that the number of students showing greater than or equal to expected growth in Reading between Year 3 and Year 5 was 43%. This did not meet the target of 47%.
• Based on Best Start data gathered at the end of Semester One, 32% of Kindergarten students were at or above the Benchmark for Reading Comprehension (at Cluster 2).This did not meet the target of 79%
Target 2
Increased student outcomes in Numeracy through enhanced Quality Teaching and Learning programs.
2013 Targets to achieve this outcome include:
• Increase, by 3%, the number of students who achieve proficient NAPLAN levels in Numeracy (average over 3 years) from 23% to 26% in YR 3 and from 20% to 23% in YR 5.
• Increase, by 3%, the number of students who achieve proficient NAPLAN levels in Numeracy (average over 3 years) from 20% to 23% in YR 5.
• Increase, by 3%, the number of students showing greater than, or equal to, expected growth in NAPLAN Numeracy between YR 3 and YR 5 (average over 3 years) from 51% to 54%.
• At least 65% or more of K-2 students meeting Numeracy Continuum targets for Early Arithmetic Strategies overall by the end of Semester One.
Our achievements include;
• NAPLAN data indicates that 26% Students in Year 3 were proficient in overall Numeracy. This reached target.
• NAPLAN data indicates 11% of students in Year 5 were proficient in overall Numeracy and did not meet the target.
• NAPLAN Data indicates that the number of students showing greater than or equal to expected growth in Numeracy between Year 3 and Year 5 was 44%.This did not meet the target of 54%.
• Targeting Early Numeracy data indicates that by the end of semester one, 75% of K-2 students had met or exceeded the numeracy continuum targets for Early Arithmetic Strategies on the numeracy continuum.
10
School evaluation NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2013 our school carried out evaluation of Literacy and School Leadership.
Literacy Background
This Key Learning area is taught across the school and in 2013 and the key strategy was delivered to all Years 3-6 and support teachers. Staff saw a need for a review of current practices and with directions set in the School Plan 2011-14.
Findings and conclusions
An analysis of teacher, parent and student surveys revealed the following findings:
• Staff surveys indicate that they would benefit from engaging professional dialogue, planning, programming, tracking and the implementation of the Super Six comprehension strategies based on Focus on Reading.
• All teachers surveyed found the purchase of quality literacy texts assisted their students understanding, enjoyment and the amount of daily reading had increased
• Ongoing professional learning using PLAN data for programming, assessment and reporting led to the development of more explicit teaching and learning programs
• Staff surveys have indicated that time integrated into the weekly RFF timetable has assisted them with planning reading sessions. This time supported teachers as they engaged in professional discussions, sharing of resources and lesson ideas/strategies were extremely useful.
• The continuation of the Speech Pathologist program has been identified by 85% of the staff as one of the key strategies that enhance language development, comprehension and engagement of students.
• 80% of Parents agreed that student’s enjoyment of reading has increased and that
they enjoy reading the books available at school.
• Students believe that reading is important and that the school provides a variety of activities supported by appropriate programs and resources.
Future directions
Analysis of the information collected indicated that there were a number of areas for development.
These included
• implementing the Australian Curriculum in 2014 with support from the Quality Teaching and Learning Leaders. The Leaders will engage staff in the development and implementation of teaching and learning programs using the Quality Teaching Framework;
• Continuing to embed data analysis into the teaching and learning cycle. Teachers will engage with data through using electronic tracking, data walls and tracking booklets;
• Professional Learning be delivered by the executive teachers to build capacity for quality teaching in all classrooms;
• providing adequate resources to support the teaching of reading across all Key Learning Areas;
• providing opportunities for staff to receive ongoing professional development in teaching comprehension;
• providing encouragement for parents to become more involved in reading to and with their children and;
• equipping classrooms and the library with reading resources to support student learning in reading .
11
Leadership Background The area of Leadership was chosen for evaluation during 2013 in order to ascertain how effective the school’s initiatives were to improve the effectiveness of school life for all the community. Findings and conclusions
An analysis of teacher, parent and student surveys revealed the following findings
• Teachers stated that the school leadership led to improved performance. Programs and policies are tracked, monitored and evaluated responding to student needs. They stated that professional learning is systematic and effective.
• Parents stated that the school leadership team is well organised and staff seek ways to improve performance. Parents value staff and state that the school leadership team provide for the educational needs of students.
• Students stated that that they have opportunities to develop leadership skills through class and school responsibilities as leaders. These include class captains, prefects, captains and school monitors
Future directions Analysis of information collected indicated that there were a number of areas for future development. These included • Teachers having professional learning
opportunities to explore a range of communication styles and their effectiveness within different teams and environments
• Parents being welcomed into the school to participate in consultative decision making to benefit their child’s education through the Community Engagement Program.
• Students learning needs maximised as teachers refine classroom management strategies considering all student welfare needs.
Professional learning • Through working with Numeracy, Quality
Teaching and Learning and ICT coaches, an effective student data tracking system was put in place using the Literacy and Numeracy Continuums. Data is reviewed regularly and informs programming, teaching and assessment across all stages.
• A school project in collaboration with the University of Sydney students was implemented based on the Phonemic Awareness aspect of Literacy. Professional learning was facilitated by the speech pathologist to assist teachers with strategies to differentiate the curriculum in phonemic awareness. Planning, professional dialogue, reflection and feedback was collaborated between the K-2 teachers and the speech pathologist.
• Professional Learning was held fortnightly with 3-6 teachers in Focus On Reading (FoR). Interactive strategies helped to engage staff as well as demonstrate how these strategies could be used within the classroom.
• Best Start professional learning supported Kindergarten- Year 2 teachers throughout the year on assessments, programming, planning and reporting to parents.
• Targeting Early Numeracy (TEN) leader provided professional learning for K-2 teachers through demonstrated lessons and collaboration with teachers to implement TEN programs.
• Early Career Teachers participated in school based professional learning coordinated by members of the School Leadership Team as part of the school induction program. Some attended regional workshops as part of the Induction course.
• Principal and Deputy Principal Conferences.
• Australian Applied Management Colloquium for three school leaders
• Focus on Reading
• Team Leadership for School Leadership Team
• Best Start and PLAN
• Library Workshops
12
• Computer Coordinator Days.
• Targeting Early Numeracy (TEN) training sessions
The average expenditure per teacher of professional learning was $1,200
This included the cost of the professional learning course and the cost of replacement casual teacher salaries.
School planning 2012—2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.
School priority 1 Outcome for 2012–2014
Increased student outcomes in Literacy through enhanced Quality Teaching and Learning programs.
2013 Targets to achieve this outcome include:
• Increase, by 2%, the number of students who achieve proficient NAPLAN levels in Reading (average over 3 years) from 21% to 23% in YR 3.
• Increase, by 2%, the number of students who achieve proficient NAPLAN levels in Reading (average over 3 years) from 13% to 15% in YR 5.
• Increase, by 2%, the number of students showing greater than, or equal to, expected growth in NAPLAN Reading between YR 3 and YR 5 (average over 3 years) from 43% to 45%.
• Increase the number of Early Stage One students at or above Cluster 2 on the Literacy Continuum for Comprehension at the end of Semester One by 2% from 32% to 34%.
• Increase, by 2%, the number of Year 2 students at or above Guided Reading level 18 by the end of Semester One from 71% to 73%.
Strategies to achieve these targets include:
• Continue the role of Quality Teaching and Learning Leader position (Assistant Principal 1.0), to support the implementation of the
Australian Curriculum within the school and related development of quality teaching and learning programs across all KLA’s.
• Additional Quality Teaching and Learning Leader position (Assistant Principal) to engage staff in the development and implementation of engaging teaching and learning programs using the Quality Teaching Framework
• Continue the Speech Pathologist Program to assist with student language development strategies and focus on the Literacy Continuum (Phonemic Awareness, Aspects of Speaking).
• Employment of an Occupational Therapist to support students with fine & gross motor skills.
• Continue training and Professional Learning in using the Literacy Continuum for programming, monitoring, assessment and reporting K-6.
• Continue to develop quality literacy resources by equipping all classrooms and the library with quality texts.
• Continue to employ (5) SLSOs to implement literacy within the classroom and support students with learning needs and behavioural support.
• Continue whole school analysis of NAPLAN using SMART 2 to analyse strengths and weaknesses with alignment to Literacy syllabus outcomes
• ESL staff continuing to support teachers in addressing the learning needs of New Arrivals, Refugees, EAL/D and ESL students.
13
School priority 2 Outcome for 2012–2014
Increased student outcomes in Numeracy through enhanced Quality Teaching and Learning programs.
2013 Targets to achieve this outcome include:
• Increase, by 2%, the number of students who achieve proficient NAPLAN levels in Numeracy from 26% to 28% in YR 3(average over 3 years)
• Increase, by 2%, the number of students who achieve proficient NAPLAN levels in Numeracy from 11% to 13% in YR 5 (average over 3 years).
• Increase, by 2%, the number of students showing greater than, or equal to, expected growth in NAPLAN Numeracy between YR 3 and YR 5 from 44% to 46% (average over 3 years)
• Maintain growth of 75% of K-2 students meeting Numeracy Continuum targets for Early Arithmetic Strategies overall by the end of Semester One. (Kindergarten at Perceptual or higher, YR 1 at Figurative or higher and YR 2 at Counting On or higher)
Strategies to achieve these targets include:
• Continue the role of Quality Teaching and Learning Leader position (Assistant Principal 1.0), to support the implementation of the Australian Curriculum within the school and related development of quality teaching and learning programs across all KLA’s.
• Employ an additional Quality Teaching and Learning Leader position (Assistant Principal 1.0) to engage all staff in the development of quality teaching programs associated with all areas of Mathematics (including Best Start, Count Me In Too and Counting On)
• Equip all classrooms with quality resources to support pedagogy in the teaching of Mathematics and continue with the Mathletics Program and train new and returning teachers
• Continue the Maths Workshop, ensuring all classes have equitable access to use it as part
of their weekly Numeracy programs and integration of ICT.
• Ongoing training and Professional Learning in the use of the Numeracy Continuum data for the programming, assessment and reporting of Numeracy.
• Whole school analysis of NAPLAN using SMART 2 to analyse strengths and weaknesses with alignment to Mathematics syllabus outcomes.
About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Helen Colquhoun Principal
Catherine Cooper Deputy Principal
Camille Philips ICT Coach
Toni Reynolds-Pace Parent Representative
School contact information
Chester Hill North Public School
Wolumba Street
CHESTER HILL NSW 2162
02 9644 1512
02 9743 7176
3981
Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:
http://www.schools.nsw.edu.au/asr
14