five dock public school school context statement five dock public school is located in the inner...
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Five Dock Public School
Annual School Report 2014
1920
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School context statement
Five Dock Public School is located in the Inner West of Sydney. A proud public school that was established in 1861, we cater to the learning needs of local children from preschool until year 6. We also have a support unit which was increased to two classes in 2014, with an additional class planned for 2015.
Our community reflects the diversity of Sydney’s inner west with students from thirty three different language backgrounds. The largest group is those of Italian background, reflecting the migration patterns of the late 20th century to Sydney’s inner west. The school community values the diversity of our population and is committed to providing students with an understanding of the multicultural nature of Australia (refer to multicultural and anti-racism education).
The school benefits from significant support from the parent body. Many parents/carers view becoming involved in the school as an investment towards quality outcomes for their children as a result of an increased awareness of what happens at school, an understanding of the expectations for learning and being a part of the school community. This is evidenced through the number of parents/carers who give so generously of their time to assist in the school, combined with managing the demands of work and family. Throughout the week parents/carers and other volunteers can be seen working with small groups and individual students, providing administrative support in classrooms as well as formal participation in the administration of the school’s Parents and Citizens’ Association’s (P and C) various sub-committees.
The Five Dock Public School community places enormous value on the development of the whole child. Whilst it is widely acknowledged that the core learning areas of English and mathematics are important, information gained from focus groups and surveys held in 2014, demonstrated the desire of all members of the community to have children well prepared for effective participation in secondary school and beyond.
Students at Five Dock Public School have a range of opportunities to develop skills and knowledge regarding their intra and inter-personal development. They are given opportunities to
participate in a range of sports and the arts. This ensures our students have a good understanding of the opportunities available to them and have a platform to further explore activities that interest them and as such, develop skills for adopting a healthy lifestyle as adolescents and beyond.
Principal’s message
2014 has been a year of growth at Five Dock Public School. Our enrolments have increased (refer to student enrolment profile) and teaching staff have continued to be actively involved in ongoing professional learning in order to ensure they are meeting the needs of each and every student in their care (refer to professional learning and teacher accreditation, and beginning teachers).
The parent body has continued to provide much needed financial support through direct involvement in the organisation and running of events. This has resulted in air-conditioners being upgraded, an additional interactive whiteboard installed, wifi being connected to the library and the support classes, as well as plans to support the ongoing development of the school’s technology infrastructure. The P and C has also supported the band program through purchasing additional equipment and organising a band uniform, thus giving the band a professional appearance.
In addition to providing financial support, there is a core group of parents who support teaching staff (refer to school context statement) and our students have benefitted enormously from this. We also have a number of community volunteers who give time to mentor and support students on a one to one basis. This provides students with another adult in their world who values their development and supports their progress.
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Students have worked consistently and persistently to gain new skills, knowledge and understandings. Our results indicate sound progress (refer to academic achievements) and those students who require additional support have their needs identified and strategies implemented to meet their needs through the work of the Learning Support Team.
A committed and professional administrative and support team also makes a real contribution to our achievements as a result of ensuring the smooth running of the school and the positive relationships they build with the community and students (refer to parent/caregiver, student and teacher satisfaction).
I am extremely grateful for the efforts of everyone; students, staff, parents/carers and members of the wider community. It is through collaboration, reflection and a desire to improve the outcomes of every child that we continue to learn and grow together. It is a privilege to have the opportunity to lead us forward.
Amanda E Dawkins (Dip. Tch., B. Ed., M. Ed.) Principal
Student information
Student enrolment profile
Student attendance profile
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350
400
2008 2009 2010 2011 2012 2013 2014
Stu
de
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Year
Enrolments
Male Female
Year 2009 2010 2011 2012 2013 2014
K 95.8 94.5 96.0 93.5 94.5 94.7
1 92.0 95.6 96.2 94.4 94.3 95.6
2 96.0 94.9 97.3 95.6 95.7 94.5
3 95.8 95.2 95.3 96.4 94.4 95.0
4 96.0 94.7 94.1 93.4 96.1 95.4
5 96.5 95.0 95.7 95.8 93.1 97.4
6 94.3 96.5 94.5 94.9 95.4 94.1
Total 95.1 95.2 95.6 94.9 94.8 95.2
K 94.3 94.7 94.7 94.3 95.0 95.2
1 93.7 94.2 94.2 93.9 94.5 94.7
2 94 94.4 94.2 94.2 94.7 94.9
3 94.1 94.5 94.4 94.4 94.8 95.0
4 94 94.5 94.3 94.3 94.7 94.9
5 94 94.4 94.2 94.2 94.5 94.8
6 93.6 94.0 93.8 93.8 94.1 94.2
Total 92.1 94.4 94.3 94.2 94.7 94.8
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Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1.0
Assistant Principal(s) 3.0
Classroom Teacher(s) 11.0
Teacher Moderate Intellectual Disability 1.0
Teacher Multi-categorical Disability 1.0
Preschool Teacher 1.0
Community Language Teacher – Italian 1.0
Teacher of Reading Recovery 0.42
Learning and Support Teacher(s) 0.8
Teacher Librarian 0.8
Teacher of EALD 0.6
Teacher release from face to face 1.44
School Counsellor 0.3
School Administrative & Support Staff 6.022
Total 29.382
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 70%
Postgraduate 30%
Professional learning and teacher accreditation
Teaching staff at Five Dock Public School are committed to ensuring they are actively engaged in professional learning. There is an understanding that one of the most important factors in determining success at school is the quality of the teacher and that remaining up to
date with current trends, research and curriculum adds to their capacity to make a difference to students. School and external professional learning opportunities are linked to school improvement targets. Administrative staff participate in professional learning activities to support them to effectively meet the demands of their roles and responsibilities.
In 2014:
The first school development day of the year enabled teaching staff to share information regarding student learning needs amongst each other, reinforce school policies relating to student well-being and participate in anaphylaxis e-learning.
The second school development day of the year provided teaching staff the opportunity to become familiar with the NSW Mathematics K-10 syllabus as well as preparing for the semester 1 assessment and reporting cycle.
The third school development day continued with the introduction of the NSW Mathematics K-10 syllabus, consolidation of the use of running records to assess reading, and revision of the school’s positive behavior for learning (PBL) expectations matrix.
In term 4, school development engaged staff in planning for the new 2015-17 school plan and the introduction of the NSW Science and Technology syllabus.
In terms 2 and 3, all teaching staff from K-6 participated in structured lesson studies. This program enabled classroom teachers to share, reflect upon and refine their teaching in the area of communication in mathematics. Support staff focused on communication in the context of community language, learning and support, library skills and English as an additional language dialect lessons.
A member of the School Leadership Team led a professional learning activity to support teachers to teach poetry.
Three new scheme teachers, one of whom is a permanent employee and two who were on temporary contract, attended workshops regarding the accreditation process at proficient teacher level.
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Four teachers, all members of the School Leadership Team attended workshops regarding the process required to gain accreditation at highly accomplished or lead level.
In term one, staff completed the 2014 Child Protection update.
Four teachers completed a course, Differentiating the Curriculum for Every Learner.
Five early career teachers, two of whom are permanent members of the staff and three temporary, attended an Early Career Teachers conference (refer to beginning teachers).
One temporary contract teacher attended the NSW Teacher Early Career Teacher Network (refer to beginning teachers).
Two teachers attended a course, Introducing Science and Technology K-6.
Two teachers attended the Live Life Well @ School workshops.
Three members of the School Leadership Team attended the Positive Behaviour for Learning (PBL): Wellbeing, Leadership and Engagement Conference.
One member of the School Leadership Team completed a workshop; PLAN: Moving from Best Start Software to PLAN.
Three members of the School Leadership Team attended the Primary Executive Network Annual Conference.
Two teachers attended a course; Professional Growth Through Classroom Observation and Feedback.
Two members of the School Leadership Team were actively involved in the Primary Executive Network PEN which represents primary executive teachers across the metropolitan area, and contributed to the organization of the PEN West Term 4 Conference.
Two members of the School Leadership Team attended a course, Professional Mentoring for Leaders.
The principal attended a conference; Leading Quality Change presented by Michael Fullan.
The principal participated in a course with Growth Coaching International and three members of the School Leadership participated in two workshops; An Introduction to Coaching.
The principal and school administration manager attended a course; Core Financial Literacy for NSW Public Schools.
The principal participated in a course; Consultative Decision Making.
The principal and a member of the school leadership team participated in a course; Forming an effective community of schools.
The principal and a member of the school leadership team attended a course in the Nationally Consistent Collection of Data on School Students with Disability.
The school’s preschool teacher and learning support officers attended the Public School’s NSW Preschool Conference.
A member of the School Leadership Team completed Reading Recovery Teacher Training.
One teacher participated in the online course, Syllabus PLUS K-6 Maths – Maths in context: embedding learning across the curriculum.
Twenty two teachers participated in the online course, Syllabus PLUS K-6 Maths – Understanding the new syllabus.
Twenty one teachers participated in the online course, Syllabus PLUS K-6: Asessment and reporting for English K-6.
Twenty one teachers participated in the online course, Syllabus PLUS K-6: Speaking and listening in English K-6.
Two support unit teachers participated in a workshop; Working Together To Make a Difference – Mental Health and Intellectual Disability.
The school’s teacher librarian participated in the Sydney Teacher Librarian Network as an organiser. She also attended a conference; School Libraries: Heart of the Australian Curriculum.
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The EAL/D teacher participated in courses, Orientation for teachers newly appointed to ESL positions, EAL/D Connect: Strathfield Network and EAL/D Survey and Learning Progression Refresher Course.
Three community language teachers attended Languages Network Meetings and The Italian Teachers Conference 2014.
The school counsellor participated in the Changing Minds Conference – Backwards Steps? What’s next?, Disability Standards for Education: NSW DEC, The School Counsellor Conference, 2014 as well as York Assessment of Reading for Comprehension and WJIII Training.
One teacher attended the Canada Bay Council Sustainable Schools Network meetings each term.
The school administration manager participated in courses dealing with, Participating in Organisational Change, Beginners and Intermediate Financial Literacy and Decision Making.
One of the school administration officers attending a course in 2007/2010 Excel – Intermediate/Advanced and 2010 Microsoft Publisher and another in ERN – Family Management and Maintenance.
Two school administration officers attended the 2014 SASS Conference.
Eighteen members of staff completed e-Emergency Care (e-care).
Beginning Teachers
In 2014, there were no newly appointed beginning teachers at Five Dock Public School. Opportunities were provided for all early career teachers; permanent and temporary, to participate in targeted professional learning activities (refer to professional learning and teacher accreditation).
Four teachers; two temporary and two permanent teachers, successfully completed their accreditation at proficiency requirements.
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 30/11/2014
Income $
Balance brought forward 56421 Global funds 284535 Tied funds 184329 School & community sources 313262 Interest 0 Trust receipts 3997 Canteen 119397
Total income 961941.00
Expenditure
Teaching & learning Key learning areas 79810 Excursions 36258 Extracurricular dissections 99162
Library 3757 Training & development 23535 Tied funds 174343 Casual relief teachers 89851 Administration & office 111607 School-operated canteen 0 Utilities 61830 Maintenance 60950 Trust accounts 92925 Capital programs 0
Total expenditure 834028.00
Balance carried forward 127913.00
A full copy of the school’s 2014 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.
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School performance 2014
Academic achievements
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.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
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 to access the school data.
NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
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Bands
Percentage in bands:Year 3 Reading
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Bands
Percentage in bands:Year 3 Writing
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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NAPLAN Year 3 - Numeracy
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Percentage in bands:Year 3 Spelling
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Bands
Percentage in bands:Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Percentage in bands:Year 3 Numeracy
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
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3 4 5 6 7 8
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Bands
Percentage in bands:Year 5 Reading
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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3 4 5 6 7 8
Per
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Bands
Percentage in bands:Year 5 Writing
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Percentage in bands:Year 5 Spelling
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Percentage in bands:Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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NAPLAN Year 5 – Numeracy
Other achievements
The Five Dock Public School community believes it important to ensure all children have the opportunity to develop skills in a range of extra curriculum areas as well as develop a sense of connectedness to their community (refer to school context).
Arts
In 2014:
The number of students participating in the band program increased to thirty three. They had the opportunity to perform publicly at St Albans Fair Day, the Inner West Ensemble Festival, the Exodus Foundation during Education Week as well as all major school functions. The highlight of the year for our band members was participating in the Big Gig in September. The community is particularly grateful for the commitment and professionalism of Directions in Music who manage the band program. The P and C has also supported the program through purchasing additional equipment when needed as well as designing our band uniforms (refer to principal’s message).
We had thirty nine students join the junior, senior and boys’ choirs. In addition to performing at all major school events, they performed at the St Albans Fair Day and at
the Exodus Foundation during Education Week. They also performed at the Sydney Eisteddfod where they received a highly commended award.
Fifteen students participated in the Inner West Friendly Debating competition. A number of the students have been debating together for three years and the improvement in their skills was evident with them winning more debates than in previous years.
The creative and performing arts (CAPA) program continued to provide students not participating in the NSW Primary School Sporting Association (NSWPSSA) competition with opportunities to develop their skills. Through a rotational program, students worked with a range of media, learnt about different types of performances and produced art in two dimensional and three dimensional forms.
Sport
In 2014:
Twenty five students represented the school at the Western Suburbs NSWPSSA Zone Swimming Carnival with one student going on to represent the Zone at the Regional Carnival.
Thirty one students represented the school at the Western Suburbs NSWPSSA Zone Cross Country Carnival with two students being selected to represent the Zone at the Regional Carnival.
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Percentage in bands:Year 5 Numeracy
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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Forty four students represented Five Dock at the Western Suburbs NSWPSSA Zone Athletics Carnival. One student was selected to represent the Zone at the Regional Carnival.
Softball, cricket, netball, soccer and touch football teams were entered in the Western Suburbs NSWPSSA competition.
One student was selected to represent Sydney East NSWPSSA in softball.
All students who did not participate in the Western Suburbs NSWPSSA competition participated in a sports program that developed team sports’ skills.
Students in years 1 and 2 were provided an opportunity to improve their swimming skills through participating in an eight week learn to swim program in term four. The majority of year 1 and 2 students participated.
A daily fitness program was implemented from years 3 to 6 which engaged students in “huff and puff” activities to ensure their heart rates increased thus increasing their overall fitness levels.
An aerobics and fundamental movement program was implemented from kindergarten to year 2.
Two students competed in the State Gymnastics Championships with one being placed as runner up State Champion. Both students qualified to compete at the Australian Championships in Melbourne and one qualified to represent Australia in October.
In term 1, students from P-6 participated in a yoga program, term 2 they participated in a program to develop their athletic skills, in term 3, students from P-2 participated in gymnastics and in term 4, students from P-6 participated in a dance program. All these programs were provided by outside professionals. This reflects the qualifications and experience required to teach the skills involved in these activities and ensures quality instruction and that safety is addressed.
Other
In 2014:
The Student Representative Council (SRC) raised funds for the Exodus Foundation and also packaged up toiletries to donate to Exodus at the end of the year.
Students participated in fundraising to support brain cancer research.
Four students spoke publicly about the need to raise awareness regarding violence towards women at the St Albans Fair Day and the Inner West White Ribbon Day launch. All students participated in an art competition to design symbols to represent the White Ribbon project. Four students had their work used for the invitations for the launch.
The school’s vegetable garden continued to provide opportunities for students and indeed, parents/carers and community members to learn about sustainable practices. Each week, produce is sold to community members.
The opportunity to participate in the University of New South Wales ICAS assessments in English, spelling, writing, science, computer and mathematics was provided to all students from years 3 to 6. Twenty six students participated. One student gained a high distinction in English, one in spelling, three in writing, two in science and three gained distinctions in computer skills. Seven students gained a distinction in mathematics.
A member of the Support Unit teaching team presented a disability awareness lesson for all classes K-6. This is an annual program that contributes to the well-being of our students with a disability and promotes understanding and acceptance in all other students. In addition to this, the 2014 student leaders
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presented a lesson to raise awareness of autism. This resulted in a better understanding of our students who have a diagnosis of autism be they in the support unit or in regular classes.
85% of Stage 3/Year 5 and 6 students attended the Great Aussie Bush Camp in order to develop their independence, resilience and appreciation of outdoor activities.
Stage 3/Year 5 and 6 students participated in a project in collaboration with Five Dock Library to commemorate local people who fought in WW1 entitled “More than just a name”.
Significant programs and initiatives
Aboriginal education
The Five Dock Public School community values the spiritual beliefs and environmentally sustainable practices of traditional and contemporary Aboriginal people. We believe that Aboriginal students have the right to be proud of their heritage and that by building an understanding of this in our community, we can make a positive contribution towards a reconciled Australia. In 2014:
All Aboriginal students were responsible for the formal acknowledgement of the traditional custodians (the Gadigal-Wangal people of the Eora nation) in weekly assemblies and formal school events.
87% of teaching staff indicated they embed Aboriginal perspectives across the curriculum (refer to School Planning and Evaluation 2012-2014).
41% of teaching staff reported that they would like more resources to support the teaching of Aboriginal content (contemporary and traditional) across the curriculum.
100% of Aboriginal students had a personalised learning plan developed, taught and evaluated by their teachers in partnership with their parents/carers (refer to significant programs and initiatives – equity funding).
Multicultural education and anti-racism
Five Dock Public School reflects the multicultural nature of Australia (refer to school context) and this is something the community is very proud of. There is a commitment to ensuring a harmonious and respectful environment so all members of the community have the opportunity to grow and develop and have pride in their cultural background. In 2014:
100% of students from K-6 participated in weekly Italian classes.
The EAL/D program was provided through a combination of withdrawal and team teaching depending on the amount of time students had been in Australia and the level of their language proficiency (refer to English language proficiency).
The school’s Anti-Racism Community Officer (ARCO) was consulted if any conflict between students appeared to be linked to lack of understanding regarding cultural differences. When it is believed that a conflict has involved any type of racism, the ARCO brings the victim and perpetrator together for a restorative conversation.
The school’s anti-bullying plan was highlighted to the community, placed on the school website and a culture of “you don’t
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have to be friends, but you have to be friendly” actively communicated and promoted to the school community through the newsletter, assemblies and in informal conversations.
The annual Harmony Day Breakfast is well supported by the whole school community and in 2014, local members of parliament and the Canada Bay Mayor attended.
Significant programs and initiatives –equity funding
Aboriginal background
In 2014:
All students had a personalised learning program (PLP) developed. This involved the 2014 classroom teacher liaising with the 2013 classroom teacher regarding learning needs and progress against targets in 2013. Parents/carers were also consulted regarding what they believed were their child’s needs. The PLP was then presented to parents/carers and when developmentally appropriate, the student. Progress was reported on throughout the year at formal points of whole school reporting and informally. The majority of Aboriginal students are making progress commensurate with their potential and individual learning styles and capacity.
Students who presented as needing additional support for their learning were provided with programs tailored to their individual needs. A number of students received support from the school’s Learning and Support program and a well-being program entitled “We Can Be Heroes” for those who needed some additional support for the development of their intra and interpersonal skills. Parent consultation has been a feature of all interventions.
Socio-economic background
In 2014:
All students were provided with financial assistance to ensure equity of participation in all activities.
Regular informal and formal meetings were held with parents/carers whenever possible.
Students’ individual needs were identified and PLP’s developed and if necessary, additional support provided.
A mentoring program was implemented by the school’s Learning and Support Teacher which gave identified students a sense of connectedness to the broader community.
Learning and Support
In 2014:
Additional teacher time was provided to implement targeted programs for students in literacy. This enabled a small number of students in years 3 and 4 to participate in an additional literacy session each week which was collaboratively planned with their classroom teachers and the teacher implementing the program.
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School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Analysis of school-based data for English and mathematics by all teaching staff at the end of each semester to inform decision making regarding individual student needs and to evaluate the effectiveness of teaching and learning programs.
Presentation to all staff of NAPLAN results using SMART data, in order to identify individual student needs and whole school areas that are in need of further investigation and improvement.
Student, teacher and parent/career surveys.
Regular “cuppa and chat” meetings held each term with the principal to provide the community the opportunity to provide feedback regarding school programs and organization.
School planning 2012-2014:
School priority 1 - Literacy
To improve student performance in literacy through quality teaching in all areas (speaking and listening, reading and writing) that meets individual student need through the ongoing anaylsis of student outcomes against the literacy continuum.
Outcomes from 2012–2014
82% of students in years 3 to 6 performing at, or above, grade level in talking and listening.
Maintaining the school’s semester 2 average reading levels of kindergarten (lvl 9), year 1 (lvl 19) and year 2 (lvl 28).
58% of students achieving, or exceeding, expected growth in reading, from year 3 to 5 in NAPLAN.
77% of year 5 students achieving, or exceeding, expected growth in reading, from year 3 to 5 in NAPLAN.
58% of students achieving, or exceeding, expected growth in grammar and punctuation, from year 3 to 5 in NAPLAN.
67% of year 3 students achieving at or above proficiency and, 48% of year 5 students, in grammar and punctuation.
80% of year 3 students achieving at or above proficiency in writing in NAPLAN and, 34% of year 5 students.
77% of year 3 students achieving at or above grade level in writing and 84% of year 5 students.
Evidence of achievement of outcomes in 2014:
In 2014, as a result of the implementation of the NSW English Syllabus, English attainment data was collected as a whole. 100% of students in years 3-6 participated in a public speaking program. This was the second year the school has implemented this. 85% of children are demonstrating improved confidence when public speaking. Staff participated in professional learning to support their understanding of teaching speaking and listening (refer to professional learning).
Average K-2 semester 2 reading levels:
Level 10 in kindergarten;
level 18 – in year 1; and
level 28 – in year 2.
This indicates maintenance of our previous year’s levels.
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61% of students in year 3 and 43% of students in year 5 achieving at or above proficiency in reading.
67% of students achieving at or above expected growth in reading from years 3 to 5.
54% of year 5 students achieving expected growth in grammar and punctuation from year 3 to 5.
76% of students achieving at or above proficiency in grammar and punctuation in year 3 and 45% in year 5.
75% of students achieving at or above proficiency in writing in year 3 and 33% in year 5.
In 2014, as a result of the implementation of the NSW English Syllabus, English attainment data was collected as a whole. Our students’ performance in NAPLAN reflected above average results in writing (refer to academic achievement). This is commensurate with teacher’s assessment of individual students. Students achieving below average were supported to improve through the learning and support program (refer to learning and support).
Strategies to achieve these outcomes in 2014:
Teachers using NSW DEC and Board of Studies and Teacher Standards (BOSTES) to identify strategies to teach speaking and listening.
Teaching staff to share the knowledge, skills and understanding they have gained from attendance at any professional learning they participated in.
Continue to develop stage 2 and 3 students’ public speaking skills and extend the program to stage 1 with an emphasis on impromptu speeches.
Explicitly teaching listening skills from kindergarten to year 6.
Continue to use the P-2 structured play program to support the development of speaking and listening skills.
Ongoing school-based professional learning to increase teacher efficacy in using the literacy continuum as a guide to where students need to move to progress in their learning.
School-based professional learning for teaching staff to improve their use of running
records as a diagnostic tool and the ability to match students to text.
Sharing between teaching staff of effective strategies and resources for teaching poetry including using the teaching strategies on the DEC SMART website.
All teaching staff making use of SMART and school-based data to inform the planning process for teaching and learning.
LaST and EAL/D teachers working collaboratively with classroom teachers to plan, implement and evaluate collaboratively developed writing programs.
Monitor the borrowing habits of students to ensure a wide range of fiction and non-fiction texts are being borrowed.
Increase the range of home readers for levels 1-10.
Develop teacher knowledge of the range of DEC, BOSTES and ACARA online resources to support the teaching of literacy and an emphasis on grammar and punctuation.
Provide an opportunity for teachers not trained in Focus on Reading to participate in training as this becomes available.
Continue to purchase texts to ensure that the literature recommended in the NSW English Syllabus is accessible to all staff and students.
School priority 2 - Numeracy
To improve student performance in overall numeracy through the provision of quality teaching that caters to individual student need through the ongoing analysis of student outcomes against the numeracy continuum.
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Outcomes from 2012–2014
64% of year 5 students achieving, or exceeding, expected growth from year 3 to 5 in overall numeracy in NAPLAN.
50% of year 3 students achieving at or above proficiency in data, measurement, space and geometry in NAPLAN and 37% of year 5 students.
50% of year 3 students achieving at or above proficiency in number, patterns and algebra in NAPLAN and 39% of year 5 students.
78% of year 3 students achieving at or above grade level in working mathematically and 90% of year 5 students.
Evidence of achievement of outcomes in 2014:
54% of year 5 students achieving, or exceeding, expected growth in overall numeracy in NAPLAN.
59% of year 3 students achieving at or above proficiency in data, measurement, space and geometry in NAPLAN and 41% in year 5.
52% of year 3 students achieving at or above proficiency in number, patterns and algebra in NAPLAN and 41% of year 5.
88% of year 3 students achieving at or above grade level in working mathematically and 84% of year 5 students.
Strategies to achieve these outcomes in 2014:
Continue to develop teacher skills, knowledge and understanding of the working mathematically strand (refer to professional learning and teacher accreditation).
Continue to focus on the language of mathematics (refer to professional learning and teacher accreditation).
Teaching staff share the knowledge, skills and understandings they have gained from attendance at any professional learning they have participated in.
Continue to investigate ways in which Mathletics can be used to complement classroom teaching and learning.
Evaluate the effectiveness of general mathematics text books and mental arithmetic texts across the school from K-6 to inform decisions from 2015 and beyond.
All teaching staff to participate in lesson studies that focus on differentiation and the strand of working mathematically (refer to professional learning and teacher accreditation).
Ongoing school-based professional learning to increase teacher efficacy in using the numeracy continuum as a guide to what students need to achieve in order to progress their learning.
All teaching staff making use of SMART and school-based data to inform the next cycle of teaching and learning.
Stage 2 and 3 teachers not trained in Taking Off With Numeracy (TOWN) to be able to participate in the training when it becomes available.
Develop teacher knowledge of the range of DEC, BOSTES and ACARA online resources to support the teaching of numeracy with an emphasis on working mathematically.
Structured opportunities for teachers to deconstruct NAPLAN questions in stage meetings and then with students, noting issues as they arise.
Purchasing resources required for the implementation of Targeting Early Numeracy Strategies (TENS).
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School priority 3 – Student engagement and attainment
To provide a safe, caring and high expectation learning environment where all students are able to reach their potential.
Outcomes from 2012–2014
100% of students demonstrating an understanding of traditional and contemporary Aboriginal culture.
100% of teachers indicating knowledge and understanding of the NSW DEC Aboriginal Education and Training Policy.
A 10% reduction in the number of students reported for engaging in inappropriate behavior.
100% of teachers communicating the school’s behavioural expectations each week through school-based lessons to all students.
100% of teachers consistently implementing consequences for appropriate and inappropriate behavior using the school’s consequences chart.
Evidence of achievement of outcomes in 2014:
100% of students have an understanding of traditional and contemporary Aboriginal culture as a result of recognition from all staff that this is a cross curriculum area that needs to be addressed.
100% of teachers are aware of their responsibilities to ensure consultation with parents/carers of Aboriginal students, the need for PLPs, the acknowledgement of culture and to embed Aboriginal culture within the curriculum.
There was evidence of a reduction in the number of students being referred for engaging in inappropriate behaviour. There was however an increase in the number of students who were involved in repeated incidents. This was addressed through a small group program; “We Can Be Heroes” that built up intra and interpersonal skills with the majority of participants increasing their capacity to work and play co-operatively and collaboratively with others.
60% of teachers explicitly communicate the school’s behavioural expectations weekly with their students.
88% of teachers use the school’s behavioural expectations matrix to assist students to moderate their behaviour.
Strategies to achieve these outcomes in 2014:
Continue to build understanding of the Aboriginal Education Policy in all staff.
All Aboriginal parents/carers working with teachers to develop PLPs (refer to Aboriginal Education).
Review and audit teaching resources used for Aboriginal education to ensure cultural appropriateness.
Investigate the possibility of school signage that formally acknowledges the Gadigal and Wangal people of the Eora nation as the tradition custodians of local Five Dock area.
All Aboriginal children are provided with opportunities to lead the acknowledgement of country at formal assemblies and school events (refer to Aboriginal Education).
Develop resource kits that contain relevant literature to complement the weekly PBL lessons.
Continue with weekly lessons to reinforce and consolidate the school rules and associated behaviours.
Evaluate and revise the school’s anti-bullying plan.
Increase opportunities for more structured play for students experiencing problems on the playground.
Continue weekly communication of the PBL focus of the week in assemblies and the school newsletter.
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Evaluation and revision of the PBL expectation grid and the teaching and learning activities for each rule.
Establish strategies for girls to engage more actively in play activities during morning tea and lunch as well as establish girls’ NSWPSSA soccer team.
Participation in the Live Life Well At School program.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Parent/caregivers
Parents/caregivers were surveyed using the Survey Monkey tool in term 3. It should be noted that there were only a small number of respondents to that survey. In addition to this, regular “cuppa and chat” meetings are held with the principal each term and feedback provided by the P and C. In 2014, focus groups were held to support development towards the 2015-2017 School Plan (refer Future Directions 2015-2017 School Plan).
From the responses indicated on the Survey Monkey survey:
The majority of respondents indicated they are almost always or usually encouraged to be involved in the life of the school.
The majority of respondents indicated that their child’s teacher is approachable, their concerns taken seriously and their point of view is listened to. They also indicated that
when they needed to they could discuss concerns with the principal.
It is believed that the school has a positive image in the community, a good reputation and high expectations of students. Students are rewarded for their success. Students enjoy coming to school.
That the school is consistently working towards improvement.
Students
Students from years 3 to 6 were surveyed through Survey Monkey. Teachers worked through the questions with the children to ensure they understood what was being asked. Results indicated:
The majority of students have the opportunity to be involved in making decisions about their learning at school.
If they are worried about something, the majority of students indicated they can speak to their teacher if needed and that their teacher listens to their point of view.
Students indicated that the people they meet think Five Dock Public School is a good school and the students believe it to be a quality school.
Students believe they are expected to do their best at school and get noticed and rewarded when they put in a good effort at school.
Students believe that the school tries to improve what it does for students.
Students almost always or usually want to come to school.
Teachers
Teachers were provided with an opportunity to contribute online and through discussions regarding their perception of our major achievements and strengths in 2014. Teachers indicated the following strengths and achievements for 2014 were:
The professional learning and implementation of the NSW English syllabus.
Collaboration between teachers and the lesson study program.
Student achievements and capacity to work in teams.
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The range of school activities and opportunities provided for students.
The continuation of the PBL program.
The implementation of the NSW Quality Teaching Framework across the school.
Positive team atmosphere.
Future Directions 2015-2017 School Plan
NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.
In term 3 a process was undertaken that gave all members of the community the opportunity to work collaboratively to discuss what excellence currently looks like at Five Dock Public School and what it will look like in five to ten years time and the opportunities that we could provide to provide optimum scope for the development of the whole child.
The results of three focus groups, staff meetings and the distribution of written surveys were then collated. Staff met for an evening to analyse the information and link the common themes to the Melbourne Declaration of Educational Goals for Young Australians.
As a result, three key strategic directions were identified as a basis for ongoing school improvement to maximise our students’ potential; academically, emotionally/socially and physically. These are:
Strategic direction 1:
Quality teaching and learning that enables everyone to achieve their potential.
Purpose:
The Five Dock Public School Community believes that all students have the right to be provided with quality teaching and learning experiences that are targeted to their individual need, engaging and develop problem solving and critical thinking skills to participate successfully in primary schooling and beyond.
Strategic direction 2:
Staff who take responsibility for students’ and their own learning in order to develop the capacity of all.
Purpose:
At Five Dock Public School we believe that by developing the capacity of our staff to lead others, identify their own learning needs and commit to their development, we will create an environment where curriculum is engaging and inspiring and there is a desire to empower everyone to reach their potential.
Strategic direction 3:
A safe, respectful, tolerant and inclusive learning environment that promotes the development of engaged, positive and empowered individuals.
Purpose:
At Five Dock we believe we have a collective responsibility to create a safe environment where all students develop skills to work and live successfully with others, and understand that in order to become effective citizens in a rapidly changing society, it is important to make positive choices and demonstrate resilience and tolerance.
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.
Amanda Dawkins - Principal
Mary Mitchell – Assistant Principal and NSW Teachers’ Federation Representative
Nicole McGee – Assistant Principal
Karen Agius – Assistant Principal
Alex Loizos – Classroom teacher and NSW Teachers’ Federation Womens’ Contact Person and Five Dock Public School ARCO
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School contact information
Five Dock Public School
Henry Street, Five Dock 2046
Ph: 9713 7044
Fax: 9712 1256
Email: [email protected]
Web: www/fivedock-p.schools.nsw.edu.au
School Code: 1920
Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php