annual school report 2014 - holsworthy public school · have high expectations of student...

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Holsworthy Public School Annual School Report 2014

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School context statement Students from Holsworthy Public School (HPS) represent Australia’s diverse cultural community, coming from a range of backgrounds and circumstances. Fifty eight percent of students originate from backgrounds other than English and 58 students are from Defence Force families. In 2014, 26 classes were formed. This included one opportunity class (OC) and a Year 3–4 enrichment class. All students have equitable access to learning with a focus on quality teaching. Our students understand the importance and requirements of being productive citizens, exhibiting qualities of hard work, tolerance, mateship and fairness. The school has a long tradition of academic excellence evidenced by the numbers of local students gaining places in the OC class and success in selective high school placement. Students also achieve admirable results in their sporting pursuits. The school culture is positive and supportive and students are engaged in their learning. The staff have high expectations of student achievement and behaviour. The discipline program is effective and every child knows the positive rewards for good behaviour and consequences of unacceptable behaviour. There is a sound focus on: basic core skills; early intervention in literacy and numeracy; special programs in occupational therapy, speech, Reading Recovery and identification of gifted and talented students; strong student welfare programs; student leadership through student parliament and peer tutoring programs; curriculum continuity through links with Holsworthy High School, local preschools and the Holsworthy Community of Schools; and community decision making through the P&C Association and School Council.

Principal’s message It was my honour and privilege to be appointed as Principal of HPS from the beginning of Term 2 2014. I’d like to begin by acknowledging the outstanding work of my predecessor Wayne Roberts and our Deputy Principal Miss Deiri, as Acting Principal. Upon entry to HPS I was immediately impressed with the high standard of outstanding programs in operation. These programs involve all forms of curricula and multiple aspects of school life, resulting in an exemplary school which maintains an emphasis on academic excellence, whilst developing the whole child. I am pleased to report that such programs were maintained and developed throughout 2014. High academic achievement has continued, as evidenced by NAPLAN and school based assessments. These are strongly supported by results in academic competitions. Achievements in academic based extra curricula areas have been extensive as exampled by success in public speaking at zone and regional level, debating and the school’s first entry into the Tournament of Minds. Cultural and sporting programs have flourished. Our dance groups and choir were outstanding performing at the COS concert and on many other occasions. We achieved many excellent sporting results including several PSSA team competition wins, external competition wins and many outstanding individual performances at PSSA zone, regional and state carnivals. Our involvement in the local Community of Schools group has flourished and will expand and develop in 2015. This provides our school with a multitude of benefits including sharing of resources, participation in joint projects and highly effective transition of our students to Holsworthy High School. These excellent achievements are the result of a lot of hard work by many people. I would like to publicly acknowledge and thank our highly dedicated and professional staff, both teaching and non–teaching, my outstanding executive, our supportive parents/care givers and community groups for their exceptional efforts. I’d like to thank our P&C and the wider community for their commitment and support. Finally, I’d like to recognise the great efforts and outstanding behaviour and attitude of our wonderful students. All of these people make Holsworthy Public School a great place to be. Strive to improve! Peter Ward Principal

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Student representatives’ message In our roles as Prime Ministers of Holsworthy Public School in 2014 we learnt about and experienced what it takes to be a successful leader. We have achieved an understanding of some of the demands and pressures leaders face and also the value of working hard. Ultimately we have realised that hard work pays off and persistence is an important quality a leader should have. We have learnt how to communicate our goals, be good role models, listen to our peers, assist in resolving issues and the importance of working together to achieve common goals. Representing the school and speaking at various special events have enhanced our public speaking skills and increased our self-confidence. We spoke at our ANZAC day ceremony, Remembrance Day ceremony, stage assemblies and the book parade. Our Ministers have also worked very hard throughout this year organising and overseeing a range of programs. These have included the soccer competition, the no– waste lunch program and the management of lunchtime borrowing of sports equipment. All of the Ministers have also assisted teachers in organising a range of events including the peer support program, school discos, Holsworthy You’ve Got Talent, FIFA-thon, Play Pals, the book parade, the Year 6 Mini-fete, Kindergarten transition and our sport carnivals. This year the Ministers were fortunate enough to go on several excursions. These were not only enjoyable but also an important part of our leadership training. One was the Young Leaders Conference at the Qantas Credit Union arena. This was an exciting and valuable experience as we met other leaders like ourselves. We were also given the opportunity to listen to speeches from influential Australian identities. This exposed us to diverse viewpoints of the characteristics a good leader should possess. We also had the opportunity to visit our State Parliament as guests of our local member, Ms Melanie Gibbons MP. This visit gave us an excellent understanding and insight of how parliament functions. Overall we have learnt that success comes from perseverance, hard work and commitment. These are valuable traits we will take with us to high school and beyond. Harris Memon and Courtney Denning Prime Ministers 2014

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

Gender 2008 2009 2010 2011 2012 2013 2014Male 307 300 303 291 290 296 318Female 298 283 278 281 280 301 315

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Student attendance profile

Management of non-attendance

HPS complies with Department of Education and Communities (DEC) guidelines in regard to student non-attendance. When a student returns to school after absence, parents must provide a written explanation giving the reason for absence. If this has not been provided after two days a reminder letter is sent home. If there is no response, reminder letter two is sent. If there is still no response parents are contacted by the classroom teacher for an interview. Incidences of continual non-attendance, patterns of non-attendance or failure to provide written explanations are followed up by the Deputy Principal (DP). Whole school attendance is monitored each fortnight with absence reports generated from OASIS. The DP meets regularly with the Home School Liaison Officer (HSLO) to discuss concerns in relation to student attendance, patterns of absences, and students who have less than 85% attendance. Parents of students whose attendance is of concern are contacted for an interview with the HSLO and the DP. Students may then become HSLO referrals. Student attendance is then monitored on a Lateness and Attendance Monitoring Program (LAMP). The DP, HSLO, parents and students,

work together to develop Student Attendance Improvement Plans. Formal meetings may be held at District Office to discuss consequences if no improvement is shown. Positive programs are implemented to improve and support student attendance at school. These include: 100% attendance certificates given each term; school based interest and enrichment groups held in lunch break periods; and peer support and leadership programs.

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 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teacher(s) 20 Primary Teacher Executive Release 1 Primary Part –Time Teacher 1.1 Primary Teacher RFF 1.134 Teacher of Reading Recovery 0.840 Learning and Support Teacher(s) 1.0 Teacher Librarian 1.2 Teacher of ESL 1.6 Subtotal 33.874 School Counsellor 0.4 School Administrative & Support Staff 4.062 Total 38.336

The experience of teaching staff at HPS is diverse. Approximately 39% have been teaching 20 or more years; 14% between 10 and 20 years; and 47% less than 10 years.

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

Two members of staff are from Aboriginal backgrounds.

Year 2009 2010 2011 2012 2013 2014K 94.3 96.0 95.2 95.4 95.8 97.11 93.3 94.9 94.7 94.5 96.7 96.42 94.1 93.8 95.5 95.7 95.9 96.63 95.4 94.7 95.6 95.8 96.7 96.34 94.5 94.8 95.7 95.6 95.9 96.25 94.5 95.1 95.1 95.0 96.3 96.16 94.1 95.3 93.9 94.9 95.5 95.5

Total 94.3 95.0 95.1 95.3 96.1 96.3K 94.3 94.7 94.7 94.3 95.0 95.21 93.7 94.2 94.2 93.9 94.5 94.72 94 94.4 94.2 94.2 94.7 94.93 94.1 94.5 94.4 94.4 94.8 95.04 94 94.5 94.3 94.3 94.7 94.95 94 94.4 94.2 94.2 94.5 94.86 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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Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 100 Postgraduate 42 Professional learning and teacher accreditation In 2014 the focus for teacher professional development supported school targets, DEC directions, new Australian syllabus implementation guidelines and identified needs of students. All staff participated in external courses and school—based sessions including: whole school and grade level meetings; school development days; and on—line sessions. Professional learning for all staff centered on building capacity and succession planning to achieve the key priorities.

External sessions involved:

• career path planning, determined by the level of experience of the staff member. These included CV writing, accreditation and mentoring, leadership development, classroom management, and first aid, finance and technology for School Administration Support Staff (SASS);

• literacy – Reading Recovery, grammar, and the continuum, NAPLAN writing, formative assessment;

• numeracy – Mathematics K-6 and Maths Plus;

• catering for the different needs of students from special needs to higher order thinking; and

• technology – OASIS, library, and iPad use; science; Aboriginal Education; and sport skills.

School Based sessions included a significant focus on the new English and Mathematics syllabuses through staff meetings and team release sessions.

School development days included mandatory courses in CPR, Child Protection, and Code of Conduct, Workplace Health and Safety Awareness, Connecting Communities, Robotics, Learning Links and 21st Century Learning.

There are: 10 temporary new scheme teachers working towards Board of Studies Teaching and Education Standards accreditation; and seven permanent new scheme teachers maintaining accreditation at Proficient.

The average expenditure on teacher and SASS professional learning was $650. Total expenditure was $22,702. Beginning Teachers

In 2014 there was one beginning permanent teacher. Funding support under Great Teaching, Inspired Learning was used to support the beginning teacher in adjusting to their new role in NSW public schools. Funding was provided for attendance at external professional learning courses and in—school release. These professional learning opportunities helped to develop an understanding of school—based programs and provided time to create classroom programs and assessments. External courses included: embedding assessment in the curriculum; improving results in NAPLAN writing; the literacy continuum K—10 and PLAN software; Aboriginal Education; beginning teacher workshops; grammar; and engaging students in higher order thinking. In—school release was used to: develop behaviour management plans; liaise with consultants; create teaching resources; and view guided and modeled reading sessions. These courses aided the acquisition of knowledge and skills for the implementation of the curriculum, the development of quality teaching programs and improved outcomes for students.

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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 30/11/2014

Income $ Balance brought forward 314,098.25 Global funds 313,297.02 Tied funds 192,764.86 School & community sources 222,185.10 Interest 10,107.32 Trust receipts 23,365.80 Canteen 0.00 Total income 1075818.35 Expenditure Teaching & learning

Key learning areas 90,922.78 Excursions 53,864.26 Extracurricular dissections 112,450.80

Library 4,043.24 Training & development 0.00 Tied funds 143,257.81 Casual relief teachers 82,666.14 Administration & office 91,847.46 School-operated canteen 0.00 Utilities 54,118.09 Maintenance 23,145.76 Trust accounts 23,196.38 Capital programs 14,819.33 Total expenditure 694332.05 Balance carried forward 0.00

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.

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)




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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Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014State DEC % in Bands 2014

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

Year 3 results in the top three bands for Reading and Spelling are above State results and below similar school groups. Year 3 results in the top three bands for Grammar and Punctuation are well above State results and above similar school groups. Year 3 results in the top three bands for Writing are below similar school groups and State results. Average scores for Reading are below similar school groups and State results. Average scores for Spelling and Grammar and Punctuation are above State results and below similar school groups. Average scores for Writing are below similar school groups and State results.

NAPLAN Year 3 Numeracy

Year 3 results in the top three bands for Numeracy are above State results and below similar school groups. Average scores for Numeracy are below similar school groups and State results.

NAPLAN Year 5 Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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Year 5 results in the top three bands for Reading and Spelling are well above State results and above similar school groups. Year 5 results in the top three bands for Grammar and Punctuation and Writing are well above similar school groups and State results. Average scores for Reading are well above similar school groups and above State results. Average scores for Spelling and Writing are well above State results and above similar school groups. Average scores for Grammar and Punctuation are well above similar school groups and State results.

NAPLAN Year 5 Numeracy

Year 5 results in the top three bands for Numeracy are well above State results and above similar school groups. Average scores for Numeracy are above similar school groups and State results.

Progress from Year 3 to Year 5

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2008-2010 2009-2011 2010-2012 2011-2013 2012-2014School 67.2 77.9 89.9 90.7 78.2SSG 84.0 74.3 77.8 80.0 80.2State DEC 83.7 74.0 79.2 85.7 78.8

Average progress in Readingbetween Year 3 and 5*

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Other school based assessments

PROBE Literacy Comprehension Analysis

Students in Years 1-6 completed PROBE assessment tasks to monitor student achievement in reading and comprehension. Results determined what programs were needed to address student learning needs. Inferential comprehension was determined to be of critical

importance for students to find hidden meaning in text. Assessments showed that there was a need to provide explicit teaching of vocabulary and reorganisation of text to construct meaning. The assessments allowed teachers to focus on and correct specific areas of difficulty and develop comprehension skills in a structured way. Students were also placed on the literacy and numeracy continuums. Progress was tracked and monitored. For specific data information see School Planning 2012-2014 School priority 1 and priority 2.

Other achievements The Arts During 2014, HPS students participated in a wide range of cultural activities and interest groups. These included choir, indigenous choir and senior and junior dance groups. The students performed at the Community of Schools (COS) concert, Carols by Glowlight, presentation day and the education week concert. To develop student appreciation of the arts, Opera Australia visited HPS in Term 2, performing ‘The Barber of Seville.’ Stage 3 students took part in regular recorder lessons and performed at Carols by Glowlight. The opportunity class performed at orientation days and presentation day. Choir The choir consisted of 25–35 students from Years 2–6. They practised during lunchtime for performances at Anzac, Remembrance and presentation days and the COS concert. Their repertoire included: ‘Colour my World’; ‘The Last Anzac’; ‘God Bless Australia’; and ‘Breaking Free’ from High School Musical. Students with an indigenous heritage performed in a mass choir for the COS concert in July. They performed: ‘Taba Naba’; ‘Reconciliation’; and the national anthem in the Dharawal language. Dance The junior dance group involved 30 students from Years 1–3. They practised regularly developing their skills. For the COS concert they performed to ‘You Can’t Stop the Beat’ from the musical Hairspray. The senior dance group included 30–40 students from Years 4–6. They learnt, rehearsed and performed to ‘Hungry Like the Wolf’. Parental support with costuming and backstage assistance was appreciated.

2011-2013 2012-2014School 48.5 59.1SSG 54.9 57.2State DEC 55.2 49.3

Average progress in Writingbetween Year 3 and 5*


Average progress in Spelling between Year 3 and 5*


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


Average progress in Numeracybetween Year 3 and 5*

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Skipping Groups Junior and senior skipping groups continued in 2014, practising skipping moves and routines to music. They performed at the Carols by Glowlight concert. Art In 2014 HPS continued to participate in and submit works of art to be exhibited at the 23rd Annual Mil-Pra Aboriginal Education Consultative Group (AECG) at the Casula Powerhouse Arts Centre. The theme this year was ‘Frontline Warrior’. Holsworthy’s Got Talent Each year HPS holds a talent competition, Holsworthy’s Got Talent, to encourage and promote individual student talents and skills in the performing arts. Students performed individually or in groups with acts including instrumental solos, singing, dancing and comedy. Carols By Glowlight In 2014 HPS again showcased student talent at an end of year concert. All students from every grade had the opportunity to participate in a grade item. The junior and senior dance and skipping groups and the Stage 3 recorder group also performed. The concert provided a venue for students to display their talents and achievements to the whole school community.

Sport In 2014, HPS continued to provide opportunities for students to participate in a range of sporting programs. These included external competitions and in school sporting programs. Ongoing activities and achievements included:

• participation in swimming, cross country and athletics carnivals and placing 4th, 6th and 5th respectively in the zone competitions;

• participation in the Stage 2 and Stage 3 Milo cup cricket competitions. The Stage 2 competition’s goal was for all students to have fun and develop cricket skills. In the Stage 3 competition the girls’ team placed 3rd and the boys’ team placed 1st and progressed to the regional competition;

• participation in the Bulldog’s All Schools knockout competition. The Under 10 and Under 13 teams both ranked 5th overall. The students were commended by the organisers for their display of sportsmanship throughout the day;

• competing in summer and winter PSSA competitions in the following sports: T-ball softball, cricket, Oz-tag, NewcombeBall, soccer, Rugby League, hockey and netball;

• junior and senior hockey, junior and senior cricket and the boys T-ball teams winning their competitions;

• 24 students representing Liverpool zone in AFL, basketball, Rugby League, touch football, football, Rugby Union and netball;

• 3 Stage 3 students participating in the Sydney South West tennis tournament;

• 9 students representing Sydney South West region in basketball, Rugby League, water polo and hockey;

• 10 students representing Liverpool zone at the Sydney South West swimming carnival;

• 5 students representing Liverpool zone at the Sydney South West cross country carnival;

• 8 students representing Liverpool zone at the Sydney South West athletics carnival;

• 1 student representing Sydney South West at the State swimming carnival;

• 1 student representing Sydney South West at the State cross country carnival;

• Tri Skills Gymnastics program for students K-2;

• Sport in Schools program for students from Years 1–6;

• Fundamental Movement Skills program; • AFL clinic run by AFL AusKick for all students K–6; and • recreational sporting activities including

AFL, tennis, karate, circus skills and hip hop.

New Initiatives in 2014: • community focused events including a

group of Stage 3 students participating in the Cops vs Kids League tag competition and students from Stages 2 and 3 representing HPS in the Small Schools touch knockout competition;

• students from Stages 2 and 3 taking part in an AFL workshop led by students from Holsworthy High School;

• participation in new events run by Sydney South West sporting association—6 students in the orienteering tournament and ranked 5th;

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5 students successful in being selected in the Sydney South West water polo team to compete at the State water polo tournament; and

• teachers joined a Personal Development, Health and Physical Education network committee to further their knowledge and understanding of sporting initiatives and programs for primary schools.

Targets for 2015: • participation in the Netball NSW

tournament; and • the development of a school orienteering

program.

Other Public Speaking and Debating

The Regional Public Speaking competition aims to encourage the use of clear and effective spoken English. It has provided an opportunity for students from Stages 1–3 to improve their confidence and to develop their speech writing and public speaking skills. Stage finalists are encouraged to speak from palm cards and present from a stage without the use of a lectern or microphone. In the impromptu section, all contestants in a final received the same impromptu topic. Three students represented HPS at the Liverpool District public speaking final on Monday 20 October at Wattle Grove Public School. Our Stage 3 representative spoke about challenges and was awarded 1st place. He competed at the Sydney South West public speaking competition on Tuesday 18 November at Greenway Park Public School and was awarded 2nd place, a commendable achievement. Four talented public speakers went to Georges Hall Public School to represent our school in the local final of the Multicultural Perspectives public speaking competition. At each stage of the competition participants presented both a prepared speech and an impromptu speech. For their prepared speech, contestants chose a topic from the list of multicultural topics. The Stage 2 representative in Year 4 won the local final and competed in the regional final. In Stage 3 the Year 6 student received a Highly Commended certificate. All students performed exceptionally well on the day. HPS entered The Premier’s Debating Challenge in the Year 5 and 6 age division. Teams entering the challenge competed in a round–robin series of debates against nearby schools, with the winners

going on to compete at regional and state levels to determine the eventual state champion. Although both teams didn’t win their zone competition, every debate was extremely close and the adjudicator commended the teams on their presentation skills including the use of sophisticated vocabulary, relevant and logical arguments and skills in rebutting the opponent’s arguments.

National competitions The International Competitions and Assessments for Schools (ICAS) are independent skills–based assessments with a competition element. One Year 6 student received an ICAS Spelling medal for achieving 100%. In 2013 ICAS extended the competition to include students from Year 2. In 2014, ICAS science also became available to Year 2 students.

This School results are as follows:

High Distinction

Distinction Credit Merits Participation

English 6 19 32 17 40

Mathematics 5 39 34 7 36

Computers 2 13 26 8 24

Science 5 17 29 6 43

Spelling 13 26 14 2 16

Writing 5 20 21 8 17

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Australasian Problem Solving Mathematical Olympiad (APSMO) The OC students competed in the annual APSMO Olympiads. This consisted of five separate contests, one per month from May to September. The competition provided an opportunity for students to develop flexibility in problem solving while stimulating enthusiasm and providing for the satisfaction of meeting challenges. Students competed on an individual basis and had to complete each of the five contest papers. Team scores were calculated after the 5th contest by the sum of the top 10 overall student scores within the team. Our school performed exceptionally well and ranked 16th overall. Twenty four students were presented with “Top 10% Achiever’ metal pins and five students received cloth patches for ‘Top 25% Achiever’.

Sydney Youth Writing In 2014 HPS entered the creative works of students from the OC and Stage 2 enrichment class in the Sydney Youth Writing Competition. The categories included Poetry, Short Story, Free Choice and Plays. Two students from the OC class and two students from the enrichment class were chosen as finalists in this year’s competition. One student received a highly commended award; three students received commended awards; and one student achieved an encouragement award. All finalists will have their works published in this year’s collection of the best entries. The theme words for 2014 were: Drop, Wind, Keep.

Mind Marathon HPS sent three teams of boys from Years 5 and 6 to compete in the Mind Marathon challenge at East Hills Boys Technology High School this year. The teams competed against 24 other schools across Sydney in a range of categories including English, mathematics, science, history, geography and general knowledge. All teams were successful in their efforts, working together and completing all the challenges given to them. One of our Year 6 teams did extremely well and was placed 2nd in their division, with the other two teams performing very well.

Spelling Bee The Premier’s Spelling Bee is open to all primary schools in NSW. It is a fun and educational way for primary school students to engage with spelling. The program includes activities to encourage all students in spelling and to develop literacy in line with the English K–6 Syllabus. The

competition comprises two divisions: junior for Years 3–4 and senior for Years 5–6. Two students from both Stage 2 and Stage 3 participated in the district finals during Term 2.

Tournament of Minds

The Tournament of Minds (TOM) is a school competition program available throughout Australia, New Zealand, Hong Kong, Thailand and Singapore. Teams of students work to solve problems in a number of disciplines, including: applied technology; language and literature; mathematics and engineering; and social sciences. Students form teams of seven and work together to solve both spontaneous and long term challenges. The spontaneous challenges last several minutes and require creativity and teamwork to answer, while the long term challenges last six weeks and rely heavily on the cooperation of all team members to ensure that on challenge day, the performance (which lasts ten minutes) goes smoothly. Students are required to prepare their work without the assistance of adults. The competition commenced in the first week of Term 3. This year HPS entered a Stage 3 team of seven students in the social sciences discipline. Although this was our school’s first experience at the Tournament of Minds, our students received a Highly Commended award from the panel of judges. This was a fantastic effort and well deserved.

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Significant programs and initiatives – Policy and equity funding Multicultural and anti-racism education and English language proficiency

In 2014 the percentage of students from language backgrounds other than English (LBOTE) has grown to 58% of the school’s population. Multicultural, anti-racism and tolerance perspectives are integrated within all academic content including cultural and extracurricular activities such as the Multicultural Perspectives public speaking competition. An Anti–Racism Contact Officer (ARCO) is trained to address any anti–racism issues in conjunction with the school executive staff. There are few incidents of racism brought to the ARCO. All students are taught tolerance, acceptance of others and the values that underpin Australian society through the No Bullying Social Skills Program and COGS units. Holsworthy’s rich cultural diversity is acknowledged and celebrated throughout the year at assemblies and during special events including Harmony Day. Initiatives to enhance engagement in school life by parents and community members from culturally and linguistically diverse backgrounds include the celebration of Diwali festival, student performance at assemblies and concerts and the performance of culturally diverse dances and songs by the dance and choir groups. The school aims to ensure that all students are aware of Australia’s rich cultural heritage and to make students feel safe, included and more confident while learning and communicating with each other, teachers and office staff. Interpreting and translation services are offered as an additional resource for families needing assistance. English as an Additional Language or Dialect (EAL/D) students make up 53% of the school’s student population. Their needs are addressed through the English as a Second Language (ESL) program by specialist ESL teachers in collaboration with classroom teachers. In 2014 the ESL teacher allocation increased from 1.4 to 1.6 (one full time teacher 5 days a week and part time teachers 3 days a week.) Each EAL/D student’s language proficiency is assessed and phased using the EAL/D learning progression. When reporting to parents, new arrivals students are provided with amended reports and the ESL teacher holds informal

discussions with parents to review student needs or concerns. Parents may also be provided with additional resources to assist students at home. The ESL program may include in–class support, team–teaching or small group withdrawal. In addition individualised programs are designed for high priority students and learning programs are formed in collaboration with class teachers for other students. Professional learning is provided to staff based on the individual needs of students and teachers. The ESL teacher also meets with grade teams to help develop units of work and models guided writing sessions in the classroom. Programs are developed to cater for students’ English language and literacy skills to help prepare them for school life. The focus is primarily on oral language acquisition and vocabulary building. Focus on oral language, reading and writing to improve English literacy acquisition is necessary in developing student confidence and willingness to engage with others in school activities. Students may enter or exit the program during their schooling depending on their needs and progress. Priority is given to our increased numbers of newly arrived from other countries students and K–2 students. The timetabling of the ESL program and students included is flexible and changes regularly throughout the year. The ESL teachers and Learning Support Team (LST) are available to discuss student progress, welfare and other issues. NAPLAN results help identify target areas for EAL/D students. NAPLAN results of LBOTE students have continued to improve. Year 3 78.3% achieved the top three bands in reading; 62.1% achieved the top three bands in writing; 86.4% achieved the top three bands in spelling; 89.1% achieved the top three bands in grammar and punctuation; and 70.2% achieved the top three bands in numeracy. Year 5 82.2% achieved the top three bands in reading; 82.2% achieved the top three bands in writing; 93.3% achieved the top three bands in spelling; 86.7% achieved the top three bands in grammar and punctuation; and 80% achieved the top three bands in numeracy.

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Aboriginal education and Aboriginal background In line with the implementation of the Aboriginal Education and Training Policy, and the implementation of the Aboriginal and Torres Strait Islander Education Action Plan, Aboriginal Education at HPS is committed to raising the awareness of Aboriginal histories and culture, and improving the outcomes for Aboriginal students. The school works in partnership with families, the Local Liverpool Aboriginal Consultative Group (AECG) and the Regional Aboriginal Education team to support and enhance the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students. Personalised Learning Plans are developed and evaluated for our Aboriginal students each semester by teachers in collaboration with their families, the Liverpool AECG and Aboriginal Education Officers to help the students achieve their goals and build confidence. RAM Equity funding for each Aboriginal student has been used to enhance outcomes in literacy and numeracy through regular individual tuition. 79% of students met the stage outcomes for English and Mathematics in their yearly reports. In NAPLAN, students showed improvement in their literacy and numeracy results from Year 3 to Year 5. Teachers have implemented the Eight Ways of Aboriginal Learning into COGS units across the school to support quality teaching and Aboriginal perspectives. Staff gained valuable knowledge at the Aboriginal Education conference, including teaching of Aboriginal histories and culture through technology. All teachers participated in professional learning to increase their cultural knowledge through ‘Connecting to Aboriginal Communities’ training and a workshop about ‘Aboriginal People and Plants’ in the local area. This was organised through the Royal Botanical Gardens. Resources such as Indigenous music and a teacher resource book were purchased to enhance our Aboriginal Education program. All students learnt about Aboriginal histories and culture through the: - introduction of the new NSW English syllabus content, including Aboriginal and Torres Strait Islander literature; - teaching of COGS units such as Our Stories, where students participated in discussions on the significance of the Dreamtime; - celebration of the contributions of Aboriginal Australians during Reconciliation and NAIDOC

weeks. This included a motivating speech by an Aboriginal student from a Robert Townsen High School. All students and Aboriginal parents and community members took part in an Aboriginal cultural day at school. The students learned about Aboriginal songs, art and dance as well as traditional tools and weapons. Students also performed an indigenous song and enacted the Dreamtime story, Tiddalick the Frog; and - appreciation and creation of Aboriginal artworks for the school’s art competition. For the third year running, selected artworks from each class were exhibited in the 23rd Annual Mil-Pra AECG Exhibition and Art Award at the Casula Powerhouse Arts Centre. Four of these students won prizes. The attendance rate for Aboriginal students was 96.2% for Semester 1. Aboriginal students in Years 3—6 have continued to be active student representatives in our 2014 student parliament. This has been effective in improving student confidence in public speaking and leadership within the school. Aboriginal students at HPS have continued to make connections by being part of an indigenous choir for the Community of Schools concert, singing ‘Taba Naba’, ‘Reconciliation’ and the Australian national anthem in Dharawal language. Aboriginal students effectively led the Reconciliation week assemblies and gave Acknowledgement to Country at school assemblies and kindergarten orientation days. The result of these programs and strategies also includes: strengthened partnerships between Aboriginal families and the school; a continued positive school culture; and improved the quality of teaching and learning for all students.

Socio–economic background RAM equity funding in conjunction with funds from the learning and support funding allocation have been used to provide school learning and support officers for students with additional learning needs in regular classes, ensuring equal access to the mainstream curriculum and increasing the level of student engagement in learning. Learning needs included receptive and expressive language, intellectual disability, autism, vision and hearing impairment, epilepsy, and conduct disorder. Students who had achieved Bands 1 and 2 in NAPLAN assessments were also given targeted support. In 2014, more than ninety students received learning support. Three students were given

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additional support throughout the year funded under the RAM allocation. This RAM funding allowed for approximately 80 hours of support or 20 to 30 hours per week over 6 to 8 weeks per term. The learning and support teachers, in consultation with the learning and support team and classroom teachers, identified these student’s specific learning needs and developed programs that were implemented by school learning and support officers. The learning and support officers worked with individual students and small groups. This provided more opportunities for students to achieve success and raised the expectations of students and parents. Individual and group learning plans identified short and long term goals. Parents and caregivers were informed when their children received support and what outcomes they are working toward. Review meetings were held regularly strengthening the partnerships between schools and families. Having school learning and support officers in the classroom working with students needing one to one support has also allowed classroom teachers the time to focus on other students. This has helped improve the quality of teaching and learning for all students, increasing the effectiveness of classroom programs.

Environmental Education In line with the implementation Environmental Policy for Schools, HPS has continued in 2014 to provide a range of Environmental education programs. The goal is to offer hands-on experiences that will inspire students to care for their environment and to provide opportunities for authentic learning.

Ongoing activities included: • environmental rangers - two students

chosen each semester from every class Years 2–6, to be responsible for food scrap collection and maintenance of the vegetable patch and school gardens;

• Stage 1 interest groups - a Years one and two Mini Ranger group participating in a five week program focusing on the upkeep of the K–2 vegetable patch;

• healthy cooking workshops - using the fresh vegetables from the school garden, for environmental rangers participating in healthy food cooking lessons;

• food scrap program – a daily collection of food scraps from ‘Munch and Crunch’ are used for composting and feeding the school’s worm farm;

• low waste lunch initiative - students are encouraged to reduce the amount of packaged food they bring to school by competing in weekly class based primary and K–2 competitions;

• recycling program – Year 6 has maintained the recycling program where paper waste from each class is collected and put in the recycling bins;

• maintenance of school grounds and gardens – a community volunteer comes in once a week to assist with the care of school native gardens;

• bush tucker garden – maintained throughout the year by the community volunteer. A horticulturalist from the Sydney botanical gardens provided professional learning for staff on the use of native plants in indigenous culture; and

• Liverpool City Council - supporting the school by providing resources for Clean– Up Australia Day, donating trees for tree planting and providing a certificate and prize for the Environmental Citizen of the Year award.

New Initiative: HPS garden market - the vegetable garden has provided a range of fresh herbs, fruit and vegetables that were harvested and sold one day each semester to raise money for further garden resources. Target for the Future: Kitchen garden – we are seeking funding from the local community to construct a larger vegetable garden and an outdoor cooking facility. FIFA-thon The major school based funding event in 2014 was the FIFA–thon. Students from classes K–6 participated in a range of soccer based activities. With the support of the community HPS raised approximately $14,000. These funds will be used to purchase technology–based resources to support literacy and numeracy programs and other curriculum–based strategic directions. Resources will include robotics, iPads and tablets.

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Student Leadership HPS has run a student parliament since 1993. This parliament is based on the operation of our State and Federal parliaments. Students from Years 3–6 and Aboriginal class delegates represent their class at each session. Year 2 students attend sessions in Term 2. Students gain an understanding of how Australia is governed and it allows them to have input into the decision making of the school. The parliament is administered by the two Prime Ministers and the ten parliamentary ministers. All ministers have a portfolio area of responsibility. The portfolios include: Sport and Leisure; Events and Fundraising; Grounds and Environment; Student Welfare; and Technology. Voting is held in Term 4 to determine the ministers for the following year. Students from Years 2–5 take part in the election process which is based on the preferential voting system. Parliament officials including Speaker of the House, Whips, Sergeant at Arms, Clerks, Hansard and Technology assistants are selected from the Year 6 classes. The remaining Year 6 students form the backbench. These students are elected by students from Years 2–6.

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:

• parent, student and teacher surveys; • data collection of student assessments

for literacy and numeracy including SMART, PLAN, Probe, SENA and tracking student achievement along continuums;

• teacher professional learning for planning, assessment and data analysis;

• regular whole school, committee and grade/team meetings to monitor the achievement of student outcomes; and

• supervision and monitoring.

School planning 2012-2014:

School priority 1 Numeracy Outcomes from 2012–2014

Strengthened numeracy learning through a full range of diagnostic assessments. In 2014 the focus in numeracy has been the implementation of the Australian Curriculum. Teachers have been involved in professional development, highlighting changes within the NSW Mathematics K–6 syllabus and developing relevant teaching strategies. During professional development sessions staff explored different aspects of the syllabus to deepen their knowledge of new content and pedagogy for teaching primary students. We also continued to strengthen learning through the effective use of formative and summative assessment and refining the tracking of student progress.

Evidence of achievement of outcomes in 2014

Tracking of student achievement on the Numeracy continuum led to:

• identification of strengths and areas of development in teaching programs and resources when implementing the new syllabus;

• review and revision of the current scope and sequence in line with the new syllabus (identifying opportunities for learning across the curriculum) ready for implementation in 2015;

• development of an understanding of how the Numeracy continuum K–10 can be used as a tool for planning and assessment as well as reporting student progress;

• 95% of Stage 1 students achieving school benchmarks in numeral identification and counting sequences;

• 100% of Year 2 students achieving level 1 in the aspect ‘Fraction Units’ (halves, quarters and eighths using repeated halving);

• 97% of Year 3 students instantly recalling number facts to 20;

• 85% of Year 4 students demonstrating a growing confidence and flexibility when working with hundreds as groups of ten for multiplication and addition;

• 85% of Year 5 students understanding composite units of area;

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• 98% of Year 6 students showing immediate recall, or easily deriving a wide range of multiplication and division facts;

• 65.3% of Year 3 and 70.6% of Year 5 students (compared to 68.4% in 2013) achieving in the top 3 bands for NAPLAN Numeracy 2014; and

• 36% of Year 3 and 37.7% of Year 5 students achieving in the top 2 bands for NAPLAN Numeracy 2014.

Strategies to achieve these outcomes in 2014 • identification of targets and teaching

strategies from NAPLAN data; • focusing of LaS support for students

below top 3 bands in NAPLAN numeracy; • development of valid and reliable

assessment tasks for Planning Literacy and Numeracy (PLAN);

• continued implementation of the Targeted Early Numeracy (TEN) program K-6;

• staff professional development for the Australian Curriculum – Mathematics syllabus for implementation 2015; and

• parent information evening: TEN/Counting/Mathletics and activities to do at home.

School priority 2 Literacy Outcomes from 2012–2014 Quality assessment, planning, and teaching/learning practices in literacy to engage students and improve learning outcomes.

Evidence of progress towards outcomes in 2014: • 71% of Year 5 and 73% of Year 3 students

achieving in top 3 bands in NAPLAN reading;

• 60% of Year 5 and 66% of Year 3 students achieving in top 2 bands in NAPLAN grammar and punctuation;

• 75% of Year 5 students achieving in the top 3 bands for NAPLAN spelling and 70% achieving in the top 3 bands for writing ; and

• 56% of students achieving the school benchmarks on the literacy continuum for comprehension.

Strategies to achieve these outcomes in 2014: • identification of targets and teaching

strategies from NAPLAN data; • development of tracking procedures and

the focus of LaS teacher support for students below the top 3 bands in NAPLAN reading;

• teacher training to facilitate the implementation of K–6 Literacy programs and software;

• development of individual learning plans for all students performing at or below minimum standard and/or not achieving expected minimum growth in reading;

• provision of planning time and in–class support to ensure consistent implementation of individualised learning plans;

• continued development of grade based overviews in grammar and punctuation aligned with the Australian curriculum;

• development of a scope and sequence to match the new syllabus text types and content;

• teacher professional development based around the development of English units using the Australian curriculum modules;

• Key into Comprehension strategies revisited for new staff with focus on inferential questions; and

• Development of grade/cluster based assessments to match new syllabus for PLAN data collection and analysis.

School priority 3 Curriculum and Assessment Outcomes from 2012–2014

Appropriate and relevant assessment and reporting practices embedded in all teaching and learning programs. Evidence of progress towards outcomes in 2014:

• 100% of students were exposed to and taught from the visual arts scope and sequence;

• 91% of students in Years 1–6 achieved sound or above in CAPA; and

• 95% of students in Years 1–6 achieved sound or above in science and technology.

A review of the visual arts scope and sequence will take place as more changes to the new NSW syllabus are implemented.

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Strategies to achieve these outcomes in 2014:

• creation of resource kits for each unit of COGS K-6 complete with relevant texts;

(Due to the changing nature of the curriculum, the development of assessment tasks and resource kits for the COGS units has been delayed until the full implementation of the new syllabus. All assessments are continually reviewed.) • continued implementation of visual arts

scope and sequence; • continued development and whole

school implementation of standardised assessments for each COGS unit K–6 (with a focus on science); and

• data collection and monitoring of achievement of outcomes linked to reports to parents.

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. Background A random selection of families from every grade, and students from K–6 completed confidential written satisfaction surveys. All staff also had the opportunity to complete a survey. Each of the three surveys asked similar questions related to: progress of students; education and engagement of students; teacher quality and standards; discipline and student welfare; resources and maintenance; technology; and communication with parents. Findings and Conclusions

• 98% of parents and 100% of students and teachers agree that the school expects students to do their best;

• 88% of parents, 95% of students and 100% of teachers believe that teachers provide students with useful feedback about their school work. 88% of teachers believe they are given feedback on programming and performance;

• 85% of parents, 86% of students and 100% of teachers feel that the school is well maintained;

• 93% of parents, 84% of students and 100% of teachers agree that they are encouraged to communicate any concerns;

• 90% of parents, 77% of students and 100% of teachers believe that student behaviour is well managed;

• 88% of parents and 83% of students believe that students are happy at HPS. 100% of teachers are happy at HPS;

• 88% of parents, 82% of students and 94% of teachers feel that the school continually looks for ways to improve;

• 83% of parents, 77% of students and 81% of teachers feel that the school actively listens to and responds to their opinions;

• 90% of students, 95% of parents and 100% of teachers agree that teachers provide interesting opportunities to motivate students to learn;

• 95% of parents, 90% of students and 100% of teachers agree that students are supported at school and continue to make progress;

• 81% of teachers agree that the school provides opportunities to further their career and improve their skills; and

• 69% of teachers believe they are encouraged to take part in the decision making process.

Future Directions HPS will continue to have high expectations for student achievement providing interesting learning experiences to motivate students to learn. Open communication will continue to be encouraged so that all stakeholders believe their opinions are valued and acted upon and that they are respected contributors to the decision making process.

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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.

Strategic Directions and purposes

1. 21st century learning

Our school is committed to enhancing student outcomes through 21st Century pedagogy. Students will participate in programs that are differentiated and engaging to become lifelong learners. We provide meaningful learning opportunities for students to develop creative, collaborative, communication, critical thinking and information technology skills. 2. Development and Performance To develop leadership capacity and expertise by implementing professional learning programs which are individualised, current and collaboratively formulated. These programs will enhance quality teaching and learning practices which will be reflected in student success. 3. Community and Engagement To promote a positive and productive learning culture that engages with the broader community in order to establish effective partnerships. To provide students with rich learning, personal development and citizenship opportunities.

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.

Peter Ward, Principal

Tammy Deiri, Deputy Principal, Manager Literacy committee

Sharon Taylor, Assistant Principal, Co–Manager Numeracy committee

Maria Hibbert, Assistant Principal

Korrenne Horton, ESL teacher, Co–Manager Student Engagement Committee

Krista Atkins, Manager, Aboriginal Committee

Danielle Carlson, classroom teacher, Co–Manager Numeracy committee

Ashleigh Wilks, classroom teacher, Sports coordinator

Siobhan Bethe, classroom teacher, Environmental education coordinator

School contact information

Holsworthy Public School

36 Infantry Parade Holsworthy

Ph: 98251479

Fax: 98252860

Email: [email protected]

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

School Code: 4288

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

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annual school report 2014 - holsworthy public school · have high expectations of student...

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