1780 12 0€¦1 our school at a glance . students the school structure includes 12 mainstream...

Lismore Public School Annual School Report

2012

1780

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Our school at a glance

Students The school structure includes 12 mainstream classes, one hearing class, two support classes for students with moderate intellectual disabilities and an early intervention class for preschool students. We also have a transition class for preschool children on the premises funded through Summerland Early Intervention. The total enrolment in February 2012 was 332.

Staff In 2012 there were eighteen teaching staff, six itinerant staff and three full time support staff based at the school.

All teaching staff meet the professional requirements for teaching in NSW Public Schools.

Significant programs and initiatives Lismore Public School works in partnership with The YWCA. In 2012, the In-School Support was offered to Stage 3 children. A YWCA worker worked alongside teaching staff to support children to deal with issues inside and outside of school. YWCA also organised a camp, and students attended Holiday and After-school programs.

Messages

Principal’s message 2012 has been a very successful year for Lismore Public School. Students have enjoyed a range of academic, cultural and sporting activities. The students’ commitment to learning and willingness to make the most of opportunities has been remarkable.

Our school is supported by an active P&C and parent body. Key members give freely of their time to ensure our school is provided with significant financial support. Many parents and members of the community volunteer time to assist in the classrooms, in the canteen, at school discos, fetes and at a range of other events.

2012 has been a year of significant staffing changes at Lismore Public School.

In Term 2 we farewelled popular Principal Mr Knaus who retired after many years of service to Public Education in schools around NSW. Mr Knaus’ legacy at Lismore Public School continues. There is growing interest in Lismore Public School. This is the result of enthusiasm, professionalism, experience and sheer hard work of the school’s staff under Mr Knaus’ expert guidance.

We also farewelled one of our Assistant Principals, Allan Duroux, at the commencement of Term 4. Mr Duroux accepted the position of Principal at Blakebrook Public School – recognition of his skills as a teacher and educational leader. Mr Duroux will also be missed from Lismore Public School.

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.

Martin Gill

P & C message What a successful and exciting year 2012 was for the P&C Association. There were a number of fundraising and free events that the P & C hosted during the year.

We started the school year with our new families’ Welcome BBQ. The weather was fair and approximately 100 students, parents and teachers attended this annual event.

During the year we lost a wonderful Principal in Vlad Knaus to retirement, but gained another fantastic Principal in Martin Gill. Our school is extremely lucky to attract such dedicated teaching and administration staff.

In Term 4 2012 we introduced our new unisex school uniform, being a royal blue polo shirt with gold panels and blue shorts. The new uniforms

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look great, and we have received many positive comments about them. It is wonderful to see so many students wearing the new uniform, even though the introduction is set to be over a two to three year period.

The P&C made a profit from the fundraising events held during the year of $14,205.00. We were able to donate items to the value of over $12,900.00, including the replacement of a broken classroom Air Conditioning System, the purchase of a Digital Canon Camera, assistance towards the school Painting Contract, Music Books, Fold up Tables for school events, donations to students for School Sport Representation and a donation to Royal Far West.

P & C Members, Staff and Students working together

Further to these donations, (but included in the donated $12,900), we asked the Teachers to create a “Wish List” adding any items they would like to see the P & C donate to the school. We asked for some items that could be purchased immediately and some larger items which we could select as a long term fundraising goal. It was exciting receiving this list and being able to fulfil some of the items that the teaching staff had chosen. We supplied the library with some soft furnishings and the five remaining classes who did not have them received document cameras for their interactive whiteboards.

We also held our first School Fete in many years, which was hugely successful and so much fun for the students, teachers and community alike. We raised in excess of $5,500 at this event leaving a profit of $4,796, the full value of which we are proudly putting towards our “Wish List” long term goal of an Air Conditioning System for the Hall. We are well on our way towards saving for

our major fundraising goal totalling approximately $12,000.00!

These events take many dedicated and hardworking people to organise and run them. We would like to extend our thanks and appreciation to the Staff of Lismore Public School and the wider community for your financial contribution and also the contribution of your time in making our fundraising events the enormous success that they are. Looking forward to your continued support in 2013!

Mel Bowman (President)

Student representatives’ message The SRC had a busy and productive year. Representatives held class meetings and reported back to the SRC, who met each Friday in the school library. Their suggestions and concerns were made known to the Principal and staff, on a regular basis, at weekly staff meetings. The students had an effective voice in the school’s decision making processes. Highlights included the introduction of a K-2 sports time on Fridays, the inclusion of European Handball for primary sports and some new food items for the canteen, e.g. sushi.

Fundraisers were held to support Westmead Children’s Hospital (Bandaged Bear Day) and Stewart House (Stewart House Day). Lismore Public School traditionally supports these charities each year. The SRC’s major charity continues to be the World Vision Sponsorship Program. The students raised over $500, through holding a Plush Pets Day, to sponsor ShahinGazi, a 9 year old boy from Bangladesh.

The SRC, in conjunction with the P & C, held 2 school dances. The themes were, ‘Totally Random’ and ‘Heroes and Villains’. The SRC made $600 from the dances.

The SRC continues to be a valuable and meaningful link between the students and staff at Lismore Public School.

SRC Representatives and Ms Gibson

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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

Student attendance profile

Year 2008 2009 2010 2011 2012 K 92.8 93.3 94.0 93.6 1 92.1 92.1 93.2 92.7 2 92.2 93.9 92.5 92.5 3 91.7 94.0 92.0 93.5 4 90.9 92.0 92.5 93.5 5 92.4 91.6 92.9 92.0 6 89.6 93.3 93.2 89.4

Total 91.6 91.8 93.0 92.9 92.5

The above table shows the average daily attendance rate according to grade level. Year 6 attendance caused the greatest concern for the school.

Management of non-attendance

The school monitors the attendance of students every week. A letter is sent home to the families who have not accounted for their child’s non-attendance. A follow up phone call is made to those who do not respond.

For students who are chronic non-attenders parents are contacted by phone and an interview is organised where an attendance plan is drafted. If after this point in time there is little or no improvement in attendance the Home School Liaison Officer is contacted.

Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Staff establishment

Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 4 Head Teachers 0 Classroom Teachers 16

Teacher of Emotional Disabilities 0 Teacher of Mild Intellectual Disabilities 0 Teacher of Reading Recovery 0.4 Support Teacher Learning Assistance 1 Teacher Librarian 1 Teacher of ESL 0.4 Counsellor 0.5 School Administrative & Support Staff 6 Total 30.3

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

3% of the school’s permanent teaching staff identify as Aboriginal.

Staff retention

In 2012 the retention rate of staff was 93%.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100 Postgraduate 25

0

100

200

300

400

2007 2008 2009 2010 2011 2012

Stud

ents

Year

Enrolments

Male Female

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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 30/11/2012

Income $ Balance brought forward 163875.28 Global funds 235678.12 Tied funds 259910.44 School & community sources 84268.47 Interest 7748.35 Trust receipts 12809.28 Canteen 0.00 Total income 764289.94 Expenditure Teaching & learning

Key learning areas 44289.95 Excursions 22821.61 Extracurricular dissections 29624.39

Library 3788.80 Training & development 7249.68 Tied funds 247015.86 Casual relief teachers 70675.16 Administration & office 57114.49 School-operated canteen 0.00 Utilities 56833.73 Maintenance 17750.29 Trust accounts 13734.24 Capital programs 0.00 Total expenditure 570898.20 Balance carried forward 193391.74

A full copy of the school’s 2012 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 2012

Achievements Arts

Junior Choir

The Junior Choir was comprised of a small group of students from Years 1 and 2 who successfully auditioned at the beginning of the year. The students rehearsed each week throughout the year with Mrs Berry and Mrs Cole to prepare pieces to perform at the school assembly and at the LPS Christmas Carols.

Senior Choir

The Senior Choir was comprised of students selected from Years 3-6 who rehearsed with Mrs Berry and Mrs Cole each week to prepare items for weekly school assemblies, special school assemblies (ANZAC, NAIDOC week, Education week, and the end of year Presentation Day assembly). The choir presented items on stage at the Lismore and District Performing Arts Festival and the North Coast National Show.

The reputation of the choir in the local community was recognised by invitations to participate in other performance opportunities. The choir travelled to Southern Cross University where they had their Christmas item recorded in a professional recording studio to be included on the ‘Our Kids’ charity CD. RSL Life invited the Senior Choir to perform at the official opening of ‘Fromelles Manor’ in Lismore. Students were repeatedly complimented on the standard of their presentation.

Orchestra

Students have the opportunity to learn musical instruments from a private tutor each week during school hours at a very reasonable cost to parents. Lessons are available for students to learn flute, clarinet, saxophone, trumpet and guitar. The school band rehearses each week with Mrs Berry and Mrs Cole to prepare items to perform at the school assembly. Students who are making significant progress in their music education are invited to join the school band. At the end of the year 14 students worked together in the school band. Selected students got to perform on stage with the Lismore and District Combined Band. This band was comprised of approximately 100 students from local schools learning a selected repertoire for the Lismore and District Performing Arts Festival.

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Two students from LPS were selected to work with the Lismore Department of Education and Communities’ Extension band this year. This band rehearses after school each week and consists of mainly high school students and community members. Primary aged students must be able to sight-read music independently and be able to demonstrate their competence on their chosen instrument. This band is invited to perform at more formal occasions in the local community throughout the year – ANZAC Day in Lismore and various DEC award ceremonies.

Creative Arts Camp

Five students from LPS were invited to attend the Creative Arts Camp at Lake Ainsworth, Lennox Head. This camp provided an opportunity for students to work together in all Creative and Performing Arts (CAPA) areas for a week to prepare a concert on the final day. The students who attend always make remarkable progress in their chosen area of musical interest, instrument or choir, and they are able to experience other CAPA activities and recreation activities with other like-minded students.

Lismore Show

5/6 students won an award for their senior Aboriginal artwork in the North Coast National.

Sport

2012 was a very successful year for Lismore Public School on a whole school level but also saw students and teams having individual success as well. Pleasingly we had a very high participation rate in all aspects of sport in 2012.

Whole School

Swimming Carnival – won by Koolan

Athletics – won by Banjora

Cross Country– won by Warrigal

Friday Sport –Stage 2 & 3 participated in a weekly sports program.

All students in Terms 1 & 2 developed skills and fitness through learning activities based at school but in Terms 3 & 4 students had the opportunity to travel to other venues to further advance their skill growth. Stage 2 & 3 students had the opportunity to visit the Lismore Basketball stadium, Southern Cross University for swimming, the East Lismore Bowls Club and the Lismore Baseball Park.

School Teams

Lismore Public entered several teams in the NSW Primary Schools Sports Association (PSSA) statewide knockout competitions in 2012. Teams entered were mixed tennis, boys and girls softball, netball, cricket, boys and girls soccer, boys and girls touch football and boys and girls basketball.

All the teams participated in the competition with excellent sportsmanship and effort. The boys’ and girls’ basketball teams experienced a very successful season being undefeated all the way through to the North Coast Final where both teams were eventually eliminated.

Individual Success

Several students tried out for individual representation in Northern Rivers teams with many students being selected at this level. Lismore Public School was lucky enough to have six students selected for North Coast teams that competed in the state championships; four in basketball, one in rugby union, and one in athletics. A Year 6 student continued his outstanding year by being selected in the NSW Athletics team to participate in the national championships.

Academic

International Competitions and Assessments for Schools (ICAS)

Several students from years 3-6 entered the ICAS Competitions and received the following results:

• Computers – one distinction and two credit certificates

• Science – one high distinction and one distinction

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• Writing – one high distinction and two credits

• English – three credit certificates

• Maths–two distinction certificates and two credit certificates

Premier’s Spelling Challenge

Students from Years 3 to 6 participated in the Premier’s Spelling Challenge.

Multicultural Perspectives Public Speaking Competition

Students in Years 5 and 6 participated in the Multicultural Perspectives Public Speaking Competition. One of our students progressed to the Regional Finals.

National Assessment Program (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.

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)

Reading– NAPLAN Year 3

Spelling – NAPLAN Year 3

Grammar and Punctuation– NAPLAN Year 3

Writing– NAPLAN Year 3

1 2 3 4 5 62 13 4 3 5 6

6.1 39.4 12.1 9.1 15.2 18.28.6 24.9 17.8 21.8 12.7 14.27.0 20.4 22.3 19.7 17.9 12.8

4.3 11.7 16.8 20.5 22.3 24.5

Year 3 NAPLAN Reading

Average score, 2012

Skill Band Distribution

Number in BandsPercentage in BandsSchool Average 2008-2012SSG % in Bands 2012

State DEC % in Bands 2012

Band

State DEC382.2SSG

371.4School

419.6

1 2 3 4 5 66 5 7 8 4 3

18.2 15.2 21.2 24.2 12.1 9.113.1 19.2 27.3 19.7 13.1 7.67.4 15.5 19.1 26.3 16.3 15.3

4.2 8.6 14.2 25.1 19.3 28.6

Percentage in Bands

State DECAverage score, 2012 361.1 388.0 422.9

Year 3 NAPLAN SpellingSchool SSG

Skill Band DistributionBandNumber in Bands

School Average 2008-2012SSG % in Bands 2012


Skill Band Distribution1 2 3 4 5 67 4 6 3 8 5

21.2 12.1 18.2 9.1 24.2 15.213.1 14.6 16.2 24.2 19.2 12.6

10.8 15.0 20.7 21.1 17.3 15.0

6.4 8.7 13.7 19.3 20.9 31.0

Year 3 NAPLAN Grammar and Punctuation


SSG % in Bands 2012

Percentage in BandsNumber in BandsBand

School Average 2008-2012

SSG State DECAverage score, 2012 371.5 383.6 426.0

School


9.1 18.2 33.3 15.2 18.2 6.13.5 11.6 21.1 26.3 31.0 6.52.2 6.0 15.4 22.9 39.2 14.2

State DECSSG393.6 418.7

SchoolAverage score, 2012 359.3

Year 3 NAPLAN Writing

BandNumber in BandsPercentage in BandsSSG % in Bands 2012State DEC % in Bands 2012

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Numeracy – NAPLAN Year 3

Reading– NAPLAN Year 5

Spelling – NAPLAN Year 5

Grammar and Punctuation– NAPLAN Year 5

Writing– NAPLAN Year 5

Numeracy – NAPLAN Year 5

Progress in reading

Progress in spelling

Students’ average progress in spelling from Years 3 to 5 was above statistically similar group and the state DEC average.

1 2 3 4 5 67 6 6 7 2 4

21.9 18.8 18.8 21.9 6.3 12.511.9 20.6 25.3 22.7 11.3 8.2

8.7 18.6 27.7 26.4 12.1 6.4

4.8 10.6 21.1 26.9 19.9 16.6



SSG % in Bands 2012

School Average 2008-2012Percentage in BandsNumber in BandsBand

State DEC400.2

SSG364.0

School346.2

Year 3 NAPLAN Numeracy

Average score, 2012

3 4 5 6 7 88 6 12 8 4 6

18.2 13.6 27.3 18.2 9.1 13.612.0 14.0 28.5 19.5 16.5 9.515.7 16.7 27.9 22.2 12.4 5.1

9.3 11.2 23.7 24.0 19.7 12.1

Year 5 NAPLAN ReadingState DECSSGSchool

492.4458.8471.4Average score, 2012

SSG % in Bands 2012

Skill Band DistributionBandNumber in BandsPercentage in Bands


School Average 2008-2012

3 4 5 6 7 84 10 11 9 4 6

9.1 22.7 25.0 20.5 9.1 13.69.0 22.1 28.6 22.1 11.1 7.08.4 21.6 23.9 23.8 15.8 6.5

4.7 12.5 18.4 25.5 23.0 15.8

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012


Year 5 NAPLAN SpellingSchool SSG State DEC

Average score, 2012 471.5 502.9

Skill Band DistributionBand

470.0

Number in Bands


13.6 18.2 13.6 25.0 9.1 20.511.6 17.1 24.6 22.6 10.6 13.6

17.2 20.6 26.9 19.9 8.3 7.1

9.4 14.1 21.4 22.5 13.4 19.1

496.5School SSG State DEC

Number in BandsPercentage in BandsSchool Average 2008-2012

SSG % in Bands 2012


Year 5 NAPLAN Grammar and Punctuation

Band

Average score, 2012 486.6 453.5


13.6 20.5 45.5 15.9 4.6 0.011.3 15.3 43.6 19.4 7.7 2.66.8 9.7 35.3 27.4 13.1 7.6

452.5 479.8

Year 5 NAPLAN Writing

Average score, 2012

Number in BandsPercentage in BandsSSG % in Bands 2012State DEC % in Bands 2012

Band

School SSG State DEC442.4

3 4 5 6 7 83 9 16 5 7 4

6.8 20.5 36.4 11.4 15.9 9.15.0 17.1 34.2 23.6 12.6 7.5

10.3 23.3 31.6 23.1 7.3 4.3

6.4 13.2 24.6 26.7 14.2 15.0

Band

493.6455.6474.2School State DEC


Average score, 2012SSG

Year 5 NAPLAN Numeracy

SSG % in Bands 2012

Number in BandsPercentage in BandsSchool Average 2008-2012


2008-2010 2009-2011 2010-2012School 103.6 80.6 70.9SSG 81.1 75.2 75.4State DEC 83.7 74.0 79.2

Average progress in Readingbetween Year 3 and 5*


Average progress in Spelling between Year 3 and 5*

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Progress in grammar and punctuation

Students’ average progress in grammar and punctuation from Years 3 to 5 was above statistically similar group and the state DEC average.

Progress in numeracy

Students’ average progress in Numeracy from Years 3 to 5 was above statistically similar group and the state DEC average.

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.

Percentage of Year 5 students achieving at or above minimum standard (exempt students

excluded)

Reading 81.8 Writing 86.4 Spelling 90.9 Grammar & Punctuation 86.4 Numeracy 93.2

Significant programs and initiatives Aboriginal education

Aboriginal perspectives are embedded in all Key Learning Areas (KLA’s) and in visiting performances.

The Aboriginal Education Committee continued to meet on a regular basis.

Staff-catered breakfasts for our Aboriginal families were well supported.

Students participated in NAIDOC Week activities.

Targeted Aboriginal students received extra assistance as part of the NORTA NORTA program.

Average Spelling growth from Years 3 to 5 was 128.3 points – 29 points above the state average.

Peta-Lee received the Gloria King Scholarship

Multicultural education

There are two strands to Multicultural Education at Lismore Public School: the English as a Second Language (ESL) strand, and the cultural strand.

ESL:

• Students continued to be supported by the ESL teacher.

Multicultural Education:

• Multicultural perspectives are incorporated across key learning areas in all classrooms.


Average progress in Grammar & Punctuation between Year 3 and 5*


Average progress in Numeracybetween Year 3 and 5*

93.990.981.878.878.1

WritingSpellingGrammar & PunctuationNumeracy

Percentage of Year 3 students achieving at or above minimum standard (exempt students

excluded)

Reading

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

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• Harmony Day was held in the school.

Other programs

Special Education

In 2012 Lismore Public School had four full time special education classes for students with disabilities and learning difficulties. These classes provided effective educational programs for eligible students from the local district and across districts.

Classes included the Support Class (H) - hearing impairment, two Support Classes (IO/IS) – moderate/severe intellectual disability and Support Class (EI) – early intervention. Each student had a collaboratively agreed individual learning plan which addressed the student’s support needs in an educational setting.

Students joined with their mainstream peers daily for whole school activities and participated in suitable integration lessons in regular classrooms. They were provided with appropriate accommodations, such as signing and visual supports, to enable access on the same basis as their peers. Students were included in school activities such as sport, music, performances, assemblies and excursions with their age appropriate peers. The Support Classes were involved in a living skills program and an active community access program that developed skills in road safety, shopping, cooking and personal care.

Priority Schools Program

In 2012 the school received $46,400 in funding to support the Priority School Program.

Funding was expended on:

• The employment of an extra teacher three days per week to support literacy and numeracy programs.

• Purchase of literacy resources for use in classrooms.

• Training and development of staff.

• Employment of support staff to develop literacy resources and enhance newsletters with samples of students’ work.

Make A Difference (MAD)

MAD is a group of students committed to helping in their school and wider community.

They develop their interpersonal skills by planning, organising and implementing activities within the school. These include games for infant students, Clean up the World Day or by maintaining contact with The LPS SRC World Vision sponsored child via letters, cards etc

They also go out into our community and visit an aged care facility.

Their membership develops an understanding, at a personal level of both service and contributions made by community groups and the rights and responsibilities of Australian and global citizenship.

It is about the time, not always the money, that can improve the quality of life of others.

Live Life Well

Students designed and planted a school vegetable garden using funds from the Live Life Well program. Fresh produce was used to stock the canteen.

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Progress on 2012 targets Target 1

All staff K-2 will train in the implementation of Teaching Early Numeracy (TEN) Intervention Program

Our achievements include:

• Infants staff upskilled in TEN across classes

• Growth in numeracy 3-5 is above both the state and statistically similar school group

Target 2

33.3% decrease in the number of incidents of bullying

Our achievements include:

• Anti-bullying policy developed and implemented across the school

• More than 50% decrease in incidents of bullying reported by students.

School evaluation NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluation of Learning and Mathematics.

Educational Management and Practice

Learning

Background

There has been an ongoing focus on the improvement of learning across all stages. To ascertain feelings of key stakeholders, students, parents and staff were surveyed about learning in Term 4.

Findings and conclusions

Students

• 86% of students responded ‘almost always’ or ‘usually’ to the comment ‘my classroom is an interesting place to learn’.

• 96% responded ‘almost always’ or ‘usually’ to the statement ‘the school expects me to do my best’.

• 98% responded ‘almost always’ or ‘usually’ to ‘I try to do my best and take pride in my learning’.

• 50% of students surveyed believed the teachers ‘rarely’ or ‘sometimes’ talk to parents about learning.

• 28% of students responded ‘sometimes’ or ‘rarely’ to the statement ‘people other than my teacher help me to learn.

Parents

• 100% of parents who responded believed their child’s classroom was almost always or usually an interesting place to learn.

• 100% of respondents believed the school almost always or usually expected students to achieve to the best of their ability.

• 100% of respondents believed teachers are almost always or usually continually upgrading their skills.

• 18% of respondents believed their children rarely or sometimes tried to do things in the classroom that are new and different.

Staff

• 100% of staff believe that school almost always or usually supports communication about student learning between school and home.

• 100% of staff stated that they provide learning opportunities within a stimulating and secure environment.

• 100% of staff believe their teaching practice is supported by critical reflection and an understanding of effective practice and current research.

• 24% believe the school community sometimes or rarely has high expectations of students.

• 48% stated that that students rarely or sometimes reflect on their learning and engage in self-assessment.

Future directions

In 2013 and beyond the school will:

• Develop opportunities for students to be engaged in self-assessment and reflection.

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• Develop thinking skills in students to develop the confidence to try new things in the classroom.

• Reinforce the school-home partnership for students.

Curriculum

Maths

Background

Lismore Public School has developed and implemented a Mathematics Scope and Sequence with the aim of providing explicit and systematic teaching across all stages.

Findings and conclusions

• Staff were consistently adhering to the maths scope and continuum.

• Resources were purchased to promote the ‘hands on’ teaching of Maths.

• Students were engaged in Mathematics lessons across stages.

• Staff were exhibiting consistency of teacher judgement across stages.

• Growth Year 3 to 5 was above state average in Maths.

Future directions

In 2013 and beyond the school will:

• Investigate the teaching of a balanced numeracy session in Stages 2 and 3.

• Link the school’s scope and sequence to the new Mathematics Syllabus to be implemented by 2015.

Parent, student, and teacher satisfaction In 2012 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Parents

Strengths

• 91% of parents believe the school almost always or usually provide a balance of independent and group learning activities.

• 95% of parents believe people other than their child’s teacher help him/her to learn.

Areas for development

• 21% of teachers believe that teachers sometimes/rarely shared ideas about teaching and learning with other teachers, or were unable to respond.

Communication with parents and community about staff professional development and sharing of ideas will be a focus for 2013.

Students

Strengths

• 84% of students believe their school has good equipment to help them learn.

• 80% of students believe that samples of their work over time help them to see how they have improved.


• 24% of students do not believe that teachers regularly share ideas with other teachers about teaching and learning.

Communication with students about teacher professional learning and collegiality will be a focus in 2013.

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Staff

Strengths

• 100% of staff indicated they share ideas and experiences with colleagues to improve teaching practice.

• 100% of staff almost always or usually continually upgrade their skills through professional training and development.


• 24% of staff only sometimes believe that their students have access to guidance from people other than themselves to assist their learning.

The Learning and Support Team processes will continue to be refined in 2013.

Professional learning In 2012 $21,262 was spent on staff professional learning. Staff engaged in the following:

• Reading recovery training

• L3 training for Early Stage 1 teachers

• Targeting Early Numeracy

• Coaching and Mentoring

• English Syllabus

• Literacy and Numeracy Continuum

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 - Literacy Outcome for 2012–2014

To improve the literacy skills of all students with a focus on reading and writing.

2013 Targets to achieve this outcome include:

• To improve thinking skills in all students.

• To develop teacher understanding of the changing needs of students, and building the capacity of teachers to implement the new syllabus in 2014.

• Focus on accelerating Aboriginal students’ literacy.

Strategies to achieve these targets include:

• Implementation of Thinking Skills program across all grades linked to literacy.

• Completion of staff professional learning for new English Syllabus throughout 2013 including modules and working across schools.

• Provision of activities which are accessible, challenging and culturally appropriate and provision of personalised learning plans for all Aboriginal students.

School priority 2 - Numeracy Outcome for 2012–2014

Improve numeracy outcomes in all areas of the Lismore Public School Maths program (developed from the North Coast Mathematics Scope and Continuum).


• Narrow the gap between state and school averages in Numeracy by 10%.

• Increase of 15% in individual scores in measurement.


• Use of Information and Communication Technology (ICT) and real life experiences in problem-solving.

• All staff to use North Coast Scope and Continuum and LPS Maths Program (K-6).

• Continue implementation of TEN K-2.

• Continue to train staff K-2 in Best Start.

• Students 3-6 placed on Numeracy Continuum.

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School priority 3 – Engagement and Attainment Outcomes for 2012–2014

To improve engagement levels and learning outcomes for students; to introduce a culture of thinking, reflecting and questioning creatively for both students and staff in 2013; to raise awareness of thinking in the broader LPS community.


• Students reach Level 3 on the Lismore Public School Thinking Skills Matrix.

• All staff reach Level 1 on the Solutions Focused Teams Reflections Matrix.


• Thinking skills continuum and resources developed, collated and distributed.

• Staff to explicitly teach thinking skills as per the continuum.

• Programs to include integration of thinking skills across subjects.

• Information given to parents via newsletters, parent information sessions and lessons.

• Staff to engage in reflective practices including Solution Focused Team Reflective Model and 4 Minute Walks.

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.

Martin Gill (Principal)

Mel Bowman (P&C President)

Liz Short (Assistant Principal)

Carolynn Whittle (Assistant Principal)

Robyn Allan (Assistant Principal)

School contact information

Lismore Public School

10 Pound Street Lismore, NSW, 2480

Ph: 02 6621 5366

Fax: 02 6622 1801

Email: [email protected]

Web: http://www.lismore-p.schools.nsw.edu.au

School Code: 1780

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

Art Work supplied by 5/6 H Students

mailto:[email protected]

http://www.lismore-p.schools.nsw.edu.au/

http://www.schools.nsw.edu.au/asr

1780 12 0€¦1 our school at a glance . students the school structure includes 12 mainstream...

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