lethbridge park public school annual report team finishing second in the ra prickles competition....

Lethbridge Park Public School Annual Report

2015

4408

Introduction

The Annual Report for 2015 is provided to the community of Lethbridge Park

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.

Mr Stephen Bingon

Principal

School contact details:

Lethbridge Park Public School

Copeland Road

Lethbridge Park 2770

Website: www.lethbridpk-p.school.nsw.edu.au

Email: [email protected]

9628 6655

Message from the Principal

Lethbridge Park Public School is a comprehensive NSW Department of Education and Communities Primary School. The school is a growing school that caters for a population of 583 students. We are committed to celebrating the uniqueness of the individual. We achieve this through the provision of differentiated curriculum programs that provide opportunities for all students to achieve to their potential. Underpinning this commitment is a focus on the social and emotional welfare of all students. To this end we are focused on developing a safe and nurturing environment that supports the development of the whole child. This underpins the provision of a strong foundation for learning in the primary years. To achieve these aims, Lethbridge Park Public School has a committed team of outstanding teachers and support staff. Our staff delivers high quality teaching and learning programs through extensive experience and understanding of the issues relating to students with specific learning requirements, mainstream students and high achieving students. In support of this, the school has a strong commitment to continual staff professional development. All staff are guided in setting individual professional learning goals that are actively pursued through school-based and external training and development activities. This underpins our commitment to the highest possible standards in teaching and learning. In 2015 our community came together to develop our schools forward vision and strategic directions through our 2015‐ 2017 school plan and vision. This came through a consultative process with teachers and parents where we sought to articulate the aspirations that we hold for our children and our school more broadly. This led to a three part vision that focused on setting our identity as educators and families, working together to achieve success for our students during and beyond their Seaforth Years. A key aspect of this vision set the tone and agenda for our P&C association where the focus for the year was on building community to enhance the work that we do together to continue our schools growth and success.

School background

School vision statement

At Lethbridge Park Public School, we believe in ‘Creating tomorrow’s Successes’, in an inclusive environment where each student is inspired to learn and become creative, confident individuals,

School vision statement

prepared to embrace life’s opportunities. This will be achieved through three school priorities: Connected Community Working together as an inclusive, creative and innovative community Imaginative Teachers Providing all staff with the knowledge skills and understandings to be highly effective teachers. Inspired Students Developing the intellectual quality of all students through the delivery of a significant and engaging curriculum.

School context

Lethbridge Park Public School has an enrolment of 437 students, including 22% Aboriginal and Torres Strait Islander and 29% Pacific Islander students. It boasts a highly accredited preschool and three support classes for students with autism and mild intellectual disabilities. An enthusiastic and committed staff, provide a nurturing environment with differentiated learning experiences to meet the needs of individual students. The school has a strong inclusive and collaborative culture where the expertise and contribution of all, staff at all levels, is highly valued and respected. The school’s strategic directions of a Connected Community, Imaginative Teachers and Inspired Students, with the incorporation of technology into classroom practice, ensure students are actively involved in their learning. Lethbridge Park PS is committed to delivering high quality, innovative programs, including Early Action for Success and Positive Behaviour for Learning.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

Learning All teaching staff understand that student engagement and learning are related and are working to enhance the communication to our school community about the work that we do in our classrooms. To this end, there is a shared commitment to refine and strengthen the programs that we deliver to students. This has been underscored by an understanding and commitment to developing positive learning behaviours within our students that promote student engagement and wellbeing. This has been achieved through the introduction of the Positive Behaviour and Learning program (PBL) and a renewed focus on differentiation and visual learning. This commitment has been reinforced by the learning and support team providing focussed and strategic support of classroom teachers. This has been achieved through the collaborative planning of individual learning and support plans tailored to support students requiring learning adjustments and the engagement of high performing students. Work in this area will continue to be strengthened where a greater use of data informing teaching and learning with a focus on enhancing value added results measured as student growth being key focus areas in 2016.

Teaching The school executive team ensure that all teachers are provided with professional development that focuses on the collaborative development of teaching and learning curriculum and the evaluation of teaching practices and processes for their impact on student learning. This commitment is demonstrated through our weekly professional development and stage meetings where there is considered discussion around the development of school focus areas which then informs our school plan and its articulation into action within our milestones document. A key achievement of this has been for staff to demonstrate an ongoing commitment to engaging in professional discussions around teaching and learning as well as the craft of teaching where this has been borne out through our whole school engagement in the development of our mathematics scope of learning for the new syllabus, a review of assessment practices and information gathered for student reporting as well as eight staff engaging with the Quality Teaching Rounds research program. In support of this, we reviewed our processes for beginning teacher induction and mentorship through the participation of the beginning teacher mentor program as well as through the soft implementation of the new Professional Development Plan policy for all staff. Through this teachers have been engaged in discussions that seek to review the schools teaching and learning programs as well as reflect on their own professional development requirements to assist in the achievement of the goals set out within the school plan. Additionally it has been exciting to see the extent to which staff contribute to the schools continuing success through working beyond their classrooms to bring value adding experiences to students. This has been demonstrated through our Dance program at the Synergy and Mt Druitt concerts, Choir performing both in and outside of school, Several sporting teams participating in PSSA and a variety of tournaments and our Debating team finishing second in the RA Prickles competition.

Leading Lethbridge Park Public School has a committed and involved school community who have been engaged in setting school priorities and vision setting through a close working relationship with the schools P&C association. Through this partnership, staff and the community understand and articulate our school vision and purpose where there is a high degree of familiarity with the plan and of the strategic directions that provide a roadmap for the future success of the school whilst closely aligning demonstrations of success with the school excellence framework. Through this we have demonstrated a commitment to ensuring that we implement and value add to the curriculum through our detailed, multilayered support programs to ensure each child is well supported in achieving their potential. Success of these programs has come through supporting staff with leadership aspirations to lead roles in the roll out of whole school initiatives. This has led to staff developing leadership competencies to relieve in higher positions as Assistant Principals whilst achieving success in attaining promotions through merit in other schools.

Through this self-assessment across Learning, Teaching and leading we will further develop and refine the strategic priorities in our School plan for 2016 leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Connected Communities

Purpose

To build positive educational partnerships with families and support agencies so that the strength of the collective ensures the best learning opportunities for the whole child.

Overall summary of progress

Staff, students and families are better informed of the many activities and events that run throughout the year including Aboriginal and multicultural events through the use of a suite of modern technologies.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

20% increase in parent, student and staff satisfaction ratings measured using ‘Tell Them From Me’ survey tool and against the School Excellence Framework.

75% of our families will regularly access samples of their children’s work via electronic communication systems, including ‘Skool Bag’ app, augmented reality, QR codes or the school website.

From initial implementation the school now has 308 subscribers to its skool bag application.

Skool bag is updated daily with information across all events within the school.

Initial steps have been taken to share students work with families through the use of QR codes

Significant number of events and students activities have been recorded and shared through displays across the school.

Video production of teacher professional learning has been created for future training.

$22500

The establishment of procedures, measurement strategies and communication systems to identify students for the National Consistent Collection of Data and the level of adjustment needed.

Explicit PBL lessons taught and reviewed.

Impromation data was reviewed each term and lead discussions and decisions

Student behavior and attendance was monitored through LST. Appropriate organisations and families were notified as each individual case required.

Attendance strategy of calling home when students are away continued

A variety of reward and incentive programs are constantly being used to motivate and encourage students.

$12200

Next steps


Continue to work towards improving the overall behavior.

Continue to monitor student, parent and teacher satisfaction levels.

Broaden the variety of information we can share with families about their child’s learning.

Continue to develop IEP’s to make them and efficient and valuable source of information.

Continue to review Impromation data to monitor PBL strategies.

Start to explore how Impromation data might be stored within LMBR or Sental.


Imaginative Teachers

Purpose

To empower reflective teachers to create flexible and dynamic classrooms, that foster a sense of adventure in learning, while enabling leadership, risk taking and capacity for all stakeholders.


The Literacy team developed a scope and sequence for conceptual units of work which were implemented in classrooms K-6. Stage planning days were used to collaboratively plan and differentiate conceptual units of work. The teacher’s engaged in professional learning in quality teaching practices to improve student learning in English. ‘Focus On Reading’ explored reading and vocabulary instruction. A digital resource ‘Springboard into Comprehension’ was purchased and training was provided to members of staff with a focus on the explicit teaching of comprehension skills. Further training was offered to teachers to ensure consistent practice in implementing running records and how to effectively analyse and use data to inform teaching practices. Teaching staff engaged in Action Research with a focus on vocabulary instruction.




Framework for Syllabus Delivery and Assessment: Clear

guidelines and scaffolds for the teaching of current BOSTES syllabus documents and the collection of evidence in student learning P-6.

Designing and implementing conceptual units of work has allowed students to make greater connections in their learning. They are now able to respond to reading material more appropriately and construct texts more effectively. Implementing conceptual units of work has increased student engagement and improved student outcomes. This will be an area that will need continued development and monitoring to ensure quality teaching practices are best meeting the needs of our students. Providing training and professional learning for staff around reading and vocabulary instruction has made the teaching of such skills more explicit and has ensured greater consistency across the school.

$42000

Maintaining Australian Teaching Standards: All

teachers will identify personal goals which are relevant to school targets and follow the Performance and Development Framework.

All staff have engaged in a rigorous professional learning course called ‘Focus on Reading’. This professional development was in the form of an ‘action research project’, where teachers completed professional readings, classroom observations, critical reflections and peer presentations whilst they deepened their understanding of the skills required for teaching comprehension. Lethbridge Park Public School is proud of the achievements we have made across the school. New staff have been given the time and support needed to be successful in their first year at our school. We have also engaged in partnership with Western Sydney University to develop the professional knowledge and experience of Pre Service Teachers. This has enhanced their own

$24000


knowledge and skills and assisted the school in targeting the best candidates for future teaching positions.

Production of Quality Teaching Videos:

Professional Learning Groups will engage in a process of identifying personal areas of growth, data analysis, lesson planning, peer observation and teaching evaluation which is recorded for future reflection and professional learning.

PLGs were formed in Stage 1 and Stage 2/3 with the learning intention developed around differentiation during numeracy lessons. Groups met on weekly basis, initially to design a series of lessons based on best practice, researched based activities, then observed and reflected upon each teacher’s classroom practice. A final reflection within the groups were captured in a video recording to acknowledge the learning intentions that were achieved and to use as a future reference to build teacher capacity.

$8800

Next steps

Teachers will engage in further action research with a focus on improving student outcomes in writing. They will conduct criterion based marking and engage in professional learning around teaching writing. Further work will be conducted to develop the English assessment schedule to guide effective and consistent assessment and recording. Reviews of current practices will continue to occur in order to maintain quality teaching pedagogy.

Continue to follow 5 week planning cycle for reading and writing.

All K-2 staff trained K-6 in TEN

All 3-6 staff trained in TOWN

Literacy and Numeracy data walls to be updated.


Inspired Students

Purpose

To instil in students, a sense of aspiration, hope and excitement as they embrace and plan for all the possibilities of their future.

To engage every child with a differentiated and challenging, relevant curriculum, focused on innovation and measureable growth.


The school has continued the focus on Positive Behaviour for Learning universal practices while implementing a suite of Tier 2 and Tier 3 strategies. A very successful example of a Tier 2 strategy is the Got It! Program, now in its third year of providing targeted social and emotional learning on a small group basis for students K-2. This year the school has improved the delivery model by funding a trained Got It! teacher from staff and a SLSO to run the student program each week while the school counsellor offers flexible support to the students’ parents on a one to one or small group basis as they preferred. This model has proved very successful in meeting the varied needs of the students and transferring the new skills to the classroom. It has also succeeded in building positive relationships with parents around the social and emotional needs of their children. Our Got It! teacher was asked by the state team to present the school delivery model at training days for schools new to Got It! The Learning and Support Team developed and implemented a comprehensive system to identify students with additional learning needs and produced resources to assist teachers to plan varying levels of learning support. The new system also includes more comprehensive reporting to the parents of students with additional learning needs, Student selection processes for intervention programs have been reviewed and guidelines developed. Processes are also in place to improve the feedback to teachers about student progress and for students to set learning goals and map their own progress.




80% of students K – 2 achieving EAfS targets in Literacy and Numeracy.

70% of students 3 – 6 meet grade appropriate clusters on the literacy continuum in reading and writing.

90% of students reflecting an increase in self and school satisfaction.

Writing groups commenced in Term 3 for Early stage 1 and Stage 1 to provide explicit teaching strategies for students in small, differentiated groups with a focus on improving learning outcomes in writing. These lessons were taught daily, with Early Stage 1 receiving support 2 days and Stage 1 receiving support 3 days per week. The program operated for 12 weeks and resulted in an increase in student proficiency levels at / above expected targets from 62% to 70% in Year 1 and 35% to 46% in Year 2.

$11500

All staff differentiate and modify class programs to cater for individual needs reflective of Every Student Every School (ESES)

All teachers now create a learning support plan for students with additional learning needs in literacy, numeracy, social, emotional or communication

$48406


guidelines and the Performance Development Framework.

skills.

PLAN datawas collected each term for K-6 students. Analysis of clusters and data will continue in 2016.

Next steps

Continue building strength in social emotional learning for Tier 2 students through training additional teachers in Got It! and broaden support to all students by training teachers in the Bounce Back curriculum and implementing the program in all classrooms K-6 in 2016.

Respond to evaluations of the new Learning and Support Team systems by streamlining the identification and planning process and making documents meet the needs of parents, teachers and Learning and Support Team.

Implement a wider range of literacy and numeracy interventions for students in years 3-6.

Develop a tool to allow all students K-6 to set personal learning goals.

Next Steps

Key initiatives and other school focus areas

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

Aboriginal background funding

Cultural Programs: Sista speak

Norta Norta

Cultural Perspectives

AEO successfully ran Sista Speak programs for girls in Stage Two increasing attendance, improving self- esteem, confidence and building strong bonds and relationships between the girls • Sista Speak for Stage Three girls enabled peer support and strengthened transition between our school and our sister high school. Two classes participated in a Language mapping project with the University of Western Sydney (UWS) and presented their projects at a university open day. This resulted in further projects with UWS involving Aboriginal parent engagement in their child’s learning journey • Significant cultural days were celebrated. NAIDOC week included workshops, storytelling by Uncle Wes, Aboriginal dance and music workshops, artefact discovery and mural painting with Uncle Mick. This culminated in all students creating two murals in the courtyard • The phone home program encouraged open communication with parents and carers to support regular attendance which resulted

$37600

English language proficiency funding

Approximately 35% of our students are from a background other than English with Samoan and Tongan representing the main groups. The EAL/D teacher works 3 days a week and has supported targeted K-6 students through individual and group withdrawal, group teaching, team teaching and involvement in teaching and learning teams and classroom program across the school.

Successful programs include the Kindergarten Oral language Program which focusses on all Kinder students and helps to develop their oral language skills. This is important as research shows that oral language is crucial in the development of Reading and Writing skills. Complemented by class programs focusing on vocabulary, our data showed some positive results. Also our New Arrivals program has given intensive support to assist students from overseas with little or no English to integrate into our school and learn our language in a safe and secure

$44500

environment. Our Pacific Islander Community Liaison Officer also has supported our students, supported class programs, liaised with parents and the community and ensured maximum attendance by our pupils. She also helped involve the students in cultural activities e.g. Dance, and also maximized the involvement of the Community during our recent very successful Multicultural Day. Another focused area this year has been working with some Primary students to help develop vocabulary and comprehension skills and strategies to support them in accessing the increasing language demands of the curriculum. These students are consolidating their English language skills and the program included English speaking students.

Socio-economic funding

EA4S Smaller class sizes Extra teachers SLSO Speech therapy Oral language program Support for families

Breakfast Club

Differentiated programming and practices across the school which provided each student with access to the curriculum • Smaller classes supported each students learning • Extra teachers supported differentiated learning based on IEP’s in classrooms • Regular collaborative planning and evaluation of programmes • Targeted interventions and regular data collection informed teaching • All Kindergarten students reviewed by Speech Therapist • Speech Therapy provided for identified students across K-2 • Oral language program provided for Kindergarten and Year One students • Breakfast club ran daily and Oz Harvest visited once a week with a food drop off

$612400

Low level adjustment for disability funding

Individual Education Plans In Class Support Professional Development

Individual Education Plans for all students with disabilities developed and were reviewed annually by LaST, classroom teachers and parents • Adjustments were made in all Key Learning

$145300

Literacy Intervention Programs Speech Therapy and Oral Language

Social And Emotional Learning

Areas for students who required support • School Learning Support Officers (SLSO) and support teachers assisted in all classrooms • Resources were purchased and utilised in all rooms such as visuals, timers, sensory products, toys, pencil grips and occupational therapy equipment • Professional development undertaken in the areas of student disabilities (Autism, Language Delays and Behaviour Management) • Interventions in Literacy include Minilit, Multilit and Fountas and Pinnel and Reading Recovery

Speech Therapist employed two days per week to support students in Kindergarten, Year One and Year Two • Approximately 70% of Kindergarten students diagnosed as having severe expressive and receptive language delays. All students’ language has improved, with follow up assessment showing a huge improvement in sentence structure, recalling sentences and following directions • Bounce Back social skills and resilience program implemented in 2015 across all classes as part of our school’s involvement with the KidsMatter Program • Peer Support implemented to help encourage our Year Six students to become leaders and role models to our younger students • Hook’d up, a social skills group run by Mission Australia to target at risk children, continued throughout 2015. This group also offered support and helped facilitate support services to families in need

Support for beginning teachers

Mentor Supervisor and Team meetings

Accreditation

Extra RFF provided weekly to meet with Mentor and plan teaching • Assistant Principal mentor appointed • Program and planning time provided with Stage Supervisor • Whole day planning participation with Stage leader and curriculum coordinator • Support provided by executive for accreditation compliance

$14700

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

Next Steps

Professional Learning Days Teachers worked collaboratively to create innovative teaching programs 1 day each term, with a focus on consistent teacher judgement, consistency of programs being taught, analysis of PLAN data and assessment procedures

$14400

SLSO training support SLSO staff trained in phonics program and articulation support to provide additional intensive support for students in K-2

6 x $240 = $1,440

Speech / Articulation support – Have a Chat Speech Therapy

Speech / Articulation therapists employed 3 days per week to assist students with speech / articulation needs. Support was provided on an individual basis for students with moderate – severe speech learning difficulties

$500 x 3 x 35 = $52,500

Learning to be a Learner class / OT – Skills for Kids

Learning to be a Learner class was created in Term 1, 2015 for Year 2 boys requiring targeted literacy support. This program operated for 2 hrs on a daily basis and was discontinued at the end of Term 1.

LAST 2 x 75 x 10 x 5 = $7,500

OT 2 x 100 x 10 x 5 = $10,000

School Resources Purchase of resources including books and classroom equipment to provide increased learning opportunities for students

$15,000

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 attendance profile

The table below records the average attendance as a percentage of all days that students are expected to be at school.

Class sizes

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 13.0

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 2.1

Teacher Librarian 0.8

Teacher of ESL 0.4

School Counsellor 1.0

School Administrative & Support Staff 8.22

Other positions 3

Total 33.94

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

There are currently 0 teacher staff who identify as Aboriginal, and 2 support staff.

Gender 2009 2010 2011 2012 2013 2014 2015

Male 219 222 208 188 175 163 176

Female 194 189 174 163 159 154 171

Total 413 411 382 351 334 317 347

0

100

200

300

400

500

2009 2010 2011 2012 2013 2014 2015

Stu

de

nts

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 89.2 92.0 88.0 91.1 93.1 91.4

1 88.4 90.4 90.0 90.5 93.0 90.0

2 91.6 88.9 88.9 91.6 92.0 88.5

3 88.8 89.3 89.2 90.1 93.8 90.4

4 91.3 92.5 90.9 91.0 92.5 92.7

5 92.1 91.9 92.3 91.6 90.7 90.6

6 91.6 93.6 90.0 90.9 92.2 89.8

Total 90.5 91.2 89.8 90.9 92.5 90.5

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 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

e D

oE

Sch

oo

l

Roll class Year

KH K

KP K

KS K

1S 1

1

2

2A 2

2C/W 2

3

4

3

4

3

4

4

5

5S 5

5

6

6C 6

1/2R

3/4A

5/6H

4/5M

3/4S

3/4K

24

24

25

25

24

21

11

13

Total in class

16

17

17

21

19

17

8

15

9

26

13

8

26

16

8

14

11

Total per year

16

17

17

21

19

23

26

23

26

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 88%

Postgraduate degree 12%

Professional learning and teacher accreditation All staff at Lethbridge Park Public School participated in professional learning primarily focussed on improving students outcomes in Literacy and Numeracy.

In addition to regular team meetings and staff meetings, teachers are given the opportunity to develop the quality of their teaching through demonstrations lessons, team teaching and the implementation of professional learning plans. Staff also engaged in compliance training which included participating in activities centred around CPR, anaphylaxis, emergency care, child protection and the code of conduct.

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.

School performance

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 6

8 9 16 8 5 2

16.7 18.8 33.3 16.7 10.4 4.2

19.4 25.0 28.0 16.4 9.1 2.2

16.9 15.6 29.5 19.3 11.6 7.2

5.3 6.7 20.4 21.1 18.4 27.9

Year 3 NAPLAN Reading

Average score, 2015

Skill Band Distribution

Number in Bands

Percentage in Bands

School Average 2011-2015

SSG % in Bands 2015

State DoE % in Bands 2015

Band

422.4

State DoE

353.8

SSG

351.6

School

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 3 Reading

Percentage in Bands


SSG % in Bands 2015


3 4 5 6 7 8

9 19 13 7 2 0

18.0 38.0 26.0 14.0 4.0 0.0

22.0 28.6 31.1 13.7 3.7 0.8

18.9 33.5 22.3 13.9 7.5 3.9

5.8 17.3 21.4 20.9 18.7 15.9

415.5Average score, 2015

Year 5 NAPLAN Reading

State DoESSGSchool

494.3432.7

SSG % in Bands 2015


Band

Number in Bands

Percentage in Bands



Date of financial summary 30/11/2015

Income $

Balance brought forward 1078134.46

Global funds 291820.71

Tied funds 1063237.84

School & community sources 52642.68

Interest 28771.05

Trust receipts 15651.55

Canteen 0.00

Total income 2530258.29

Expenditure

Teaching & learning

Key learning areas 5881.52

Excursions 21535.74

Extracurricular dissections 22578.05

Library 0.00

Training & development 0.00

Tied funds 975721.19

Casual relief teachers 25072.00

Administration & office 84238.07

School-operated canteen 0.00

Utilities 71078.28

Maintenance 144539.51

Trust accounts 13534.22

Capital programs 31895.00

Total expenditure 1396073.58

Balance carried forward 1134184.71

blank

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

0

10

20

30

40

3 4 5 6 7 8

Pe

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ud

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Bands

Percentage in bands:Year 5 Reading

Percentage in Bands


SSG % in Bands 2015


2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

School 81.8 82.9 134.8 78.4 69.2

SSG 76.6 80.2 95.4 83.6 76.9

State DoE 74.0 79.2 85.7 78.8 76.4

Average progress in Reading

between Year 3 and 5*

0

50

100

150

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Reading between Year 3 and 5

School SSG State DoE


1 2 3 4 5 6

3 5 14 12 12 3

6.1 10.2 28.6 24.5 24.5 6.1

11.4 17.4 30.1 22.0 16.9 2.1

10.0 15.3 32.9 21.9 17.4 2.4

2.3 5.1 18.5 23.6 36.3 14.2


State DoESSG

356.9 417.1

Band

Number in Bands

Percentage in Bands

SSG % in Bands 2015


School

Average score, 2015 378.9

Year 3 NAPLAN Writing

0

10

20

30

40

1 2 3 4 5 6

Pe

rce

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ud

en

ts

Bands

Percentage in bands:Year 3 Writing

Percentage in Bands


SSG % in Bands 2015



3 4 5 6 7 8

12 13 15 7 2 0

24.5 26.5 30.6 14.3 4.1 0.0

25.0 18.8 34.6 18.8 2.9 0.0

26.8 21.0 35.3 14.1 2.4 0.3

7.3 10.2 33.9 29.6 13.4 5.6


Year 5 NAPLAN Writing

415.8 476.9Average score, 2015

Number in Bands

Percentage in Bands

SSG % in Bands 2015


Band


411.4

0

10

20

30

40

3 4 5 6 7 8

Pe

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en

ts

Bands

Percentage in bands:Year 5 Writing

Percentage in Bands


SSG % in Bands 2015


2011-2013 2012-2014 2013-2015

School 62.5 23.8 96.0

SSG 54.4 55.6 58.4

State DoE 55.2 49.3 61.3

Average progress in Writing


0

50

100

150

2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Writing between Year 3 and 5


1 2 3 4 5 6

9 8 10 10 7 5

18.4 16.3 20.4 20.4 14.3 10.2

19.4 21.9 19.8 17.3 15.6 5.9

18.5 23.9 22.7 15.9 11.6 7.4

5.0 10.7 18.9 20.3 19.0 26.1

Band

Number in Bands

Percentage in Bands

State DoE

Average score, 2015 364.5 341.8 413.3

Year 3 NAPLAN Spelling

School SSG



SSG % in Bands 2015


0

5

10

15

20

25

30

1 2 3 4 5 6

Pe

rce

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ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 3 Spelling

Percentage in Bands


SSG % in Bands 2015


3 4 5 6 7 8

13 11 5 12 6 3

26.0 22.0 10.0 24.0 12.0 6.0

26.6 14.5 24.5 16.6 14.5 3.3

18.8 24.1 25.1 17.4 12.4 2.3

5.7 11.6 20.4 24.3 25.5 12.4

Year 5 NAPLAN Spelling

441.9

Percentage in Bands



Average score, 2015 438.4 501.4


Band

SSG % in Bands 2015


Number in Bands

0

10

20

30

3 4 5 6 7 8

Pe

rce

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ud

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Bands

Percentage in bands:Year 5 Spelling

Percentage in Bands


SSG % in Bands 2015


2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

School 73.5 92.6 93.6 92.2 97.2

SSG 80.3 95.3 84.5 84.7 86.6

State DoE 75.4 95.4 84.9 80.6 83.9

Average progress in Spelling


0

50

100

150

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Spelling between Year 3 and 5



1 2 3 4 5 6

3 12 10 13 9 2

6.1 24.5 20.4 26.5 18.4 4.1

17.3 25.7 21.1 21.9 10.5 3.4

18.2 19.6 20.8 22.5 11.6 7.3

5.1 8.5 13.6 24.0 19.2 29.6

Year 3 NAPLAN Grammar and Punctuation


SSG % in Bands 2015

Percentage in Bands

Number in Bands

Band


SSG State DoE

Average score, 2015 376.4 351.4 431.7

School

NAPLAN - Numeracy

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2015



3 4 5 6 7 8

18 12 8 9 2 1

36.0 24.0 16.0 18.0 4.0 2.0

32.0 22.8 23.2 15.8 5.8 0.4

24.7 25.1 27.6 13.6 6.6 2.4

8.2 12.3 23.5 20.7 18.8 16.5

SSG State DoE

500.9

School

412.0 428.4

Number in Bands

Percentage in Bands


SSG % in Bands 2015


Year 5 NAPLAN Grammar and Punctuation

Band

Average score, 2015

0

10

20

30

40

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2015


2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

School 79.7 88.3 121.7 87.5 78.3

SSG 86.4 74.0 87.3 89.2 69.7

State DoE 82.7 81.3 79.4 79.5 71.2

Average progress in Grammar & Punctuation


0

50

100

150

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Grammar & Punctuation between Year 3 and 5


* Average progress data is for matched students from within the school .

1 2 3 4 5 6

9 16 10 7 2 2

19.6 34.8 21.7 15.2 4.3 4.3

17.9 31.4 28.8 14.0 6.1 1.7

16.5 29.6 24.9 17.1 9.3 2.6

5.5 14.3 22.0 22.9 17.9 17.5



SSG % in Bands 2015


Percentage in Bands

Number in Bands

Band

SSG

335.0

School

325.2

Year 3 NAPLAN Numeracy

Average score, 2015

State DoE

395.9

0

10

20

30

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands:Year 3 Numeracy

Percentage in Bands


SSG % in Bands 2015


3 4 5 6 7 8

9 24 10 6 1 0

18.0 48.0 20.0 12.0 2.0 0.0

25.0 30.0 30.4 10.4 3.3 0.8

11.9 37.3 28.8 16.0 4.4 1.6

3.8 17.6 26.0 23.9 15.0 13.6

Year 5 NAPLAN Numeracy

435.6416.6

School State DoE


Average score, 2015

SSG

SSG % in Bands 2015

Number in Bands

Percentage in Bands



Band

493.1

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.

Parent/caregivers

Students

Teachers

Policy requirements

Aboriginal education

Students who identify as Aboriginal at Lethbridge Park Public School have continued to be supported

0

10

20

30

40

50

60

3 4 5 6 7 8

Pe

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f st

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Bands

Percentage in bands:Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2015


2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

School 97.2 113.2 92.8 97.6 97.8

SSG 95.6 91.0 81.6 91.9 91.5

State DoE 95.8 98.2 89.7 89.1 94.1

Average progress in Numeracy


0

50

100

150

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Numeracy between Year 3 and 5


* Average progress data is for matched students from within the school .

through the implementation of Personalised Learning Plans. This plan is developed in consultation with the student, teacher and family and focuses on the individual learning needs of each student.

During 2015, Aboriginal perspectives were integrated into teaching programs across the school, students were given the opportunity to participate in cultural events and perform cultural dances and welcome to country at school assemblies.

Multicultural Education and Anti-racism

In 2015 39% of the school’s population was from a language background other than English (LBOTE).

Lethbridge Park Public School has 0.4 English as a Second Language or Dialect (EAL/D) teaching position.

Multicultural perspectives are incorporated into a variety of teaching and learning programs both at a school and class level.

Anti-racism initiatives are embedded into class and stage programs across the school. The Anti-Racism Contact Officer (ACRO) was not approached about any problems concerning racism this year.

lethbridge park public school annual report team finishing second in the ra prickles competition....

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