annual school report - hillvue public · pdf file2010 annual school report ... i certify that...
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NSW Department of Education & Training
4437
2010 Annual School Report Hillvue Public School
NSW Public Schools – Leading the way
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Our school at a glance
Students
At Hillvue School there were 277 students enrolled at the beginning of 2010. There were 152 boys and 125 girls. 70% of these students identified as Aboriginal.
Hillvue’s motto of “Caring, Smart and Proud” is evident in everything that occurs within the school. Parents who were moving to Queensland wrote: “We would like to offer our sincere thanks for educating, guiding and caring for our children over the last two years. The professionalism and integrity of your school is of the highest quality and we are very grateful to you and all of your staff. Our children have enjoyed a great variety of educational, cultural and ‘just for fun’ experiences. We wish you and all of your staff continued success in the future. We are proud to have been part of your school community and hope to find the same satisfaction on our children’s education journey.”
Staff
In 2010 the school staffing allocation was 21.5 teachers. This included part-time teachers, specialist teachers and itinerant teachers. These teachers and our additional support staff come from a variety of backgrounds and experiences and bring diversity and vibrancy to the learning community. All staff share a strong commitment to the school’s focus of supporting all students in improving the outcomes achieved by our students.
In 2010 there were 5 executive staff, 5 specialist support staff and 12 classroom teachers, a number of these teachers share a class on a part time basis. Other staff included Aboriginal Education Officers, In-class tutors, classroom aides and specialist dance, music, gymnastic and computer teachers.
All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives
Aboriginal education
Multicultural education
Respect and responsibility
Priority Schools Program
Schools in Partnership
Accelerated Literacy
Multilit
QuickSmart
Positive Welfare Program
Student achievement in 2010
In the 2010 NAPLAN literacy and numeracy assessments our students are achieving better than our Statistically Similar Group (SSG) however our students were below the state average. The schools target for 2010 of improving the performance of students was achieved in literacy. In 2011 the school will again focus on improving the achievements of our students. See the School Targets for 2011(Page 19)
Messages
Principal’s message
2010 has certainly passed very quickly. The highlight this year has been the implementation of programs and strategies using funds provided through National Partnerships low SES, National Partnership Literacy, Schools in Partnership (SiP) and the Priority Schools Program (PSP). These initiatives, while adding enormously to the workload of the staff to which I am continuously grateful, have supported our School Improvement Plan. This plan is continuously
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evaluated. I would also like to thank the students, parents and community members who have recently participated in surveys, forums and interviews to evaluate our progress and set targets for future development of Literacy, Numeracy, Engagement and Teacher Quality.
Our aim continues to be in partnership with our parents and community to provide excellent educational opportunities for our students. The continuing and new programs to be introduced in 2011 will have a positive impact on student outcomes and we look forward to building on the positive relationship and commitment of many of our families to their children’s education. Thank you to our Parents and Citizens Association, the Schools in Partnership Advisory Group, the students and to the very dedicated, committed and professional staff who I have had the pleasure of working with every day.
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.
Ben van Aanholt
P & C message
Looking back on 2010, I am pleased and proud to say that it has been a truly remarkable year for the Hillvue Public School P&C and the school. The completion of the new hall with parking for teachers will allow us to hold all weather assemblies and supervised discos in our own hall in 2011.
I would like to take this opportunity to thank our Secretary Martin Seckhold and our Treasurer Tania McCleod for supporting me this year and for a job well done
We held about 8 P&C Meetings throughout the year, all were well attended. In addition, the P&C continued to run the school canteen, offering nutritional foods and drinks at reasonable prices, and the clothing pool, stocking durable, used, affordable summer and winter uniform items. While not profit-making ventures, surplus funds from the Canteen and Uniform Shop have been accumulated by the P&C to further invest in resources for the school.
I would like to encourage more parents to attend P&C meetings as they are a great way for the
parents and the teachers to communicate with each other, so together we can provide the best learning environment for our children.
The final P&C fundraising total for 2010 will be formally tabled by our Treasurer at the February 2011 P&C meeting however, 2010 has not been all about fundraising but continuing to support the students and teaching staff.
Our success in 2010 is a testament to the combined efforts of the principal, teachers and many school families over many activities. In terms of volunteerism, this is an incredible gift of time by these families and reflects the strong community spirit of our school.
In conclusion, I would like to thank the school and all our families for the tremendous support you have given the P&C over the past year. On a personal note, I have very much enjoyed being part of the school community and I am very proud to have been the P&C President for a great school.
Andrew McKinnon President
Student representative’s message
This time last year it was announced that we had been chosen as school leaders for 2010 along with Hank, Scott, Nathan, Jesse, Abby and Tshinta as prefects. Now we are at the end of our final year at Hillvue and we have had a great year as School Captains.
We have taken part in numerous activities as school leaders and have met lots of important
School Captains with Mr. Peter Draper MP
Member for Tamworth and Mr. van Aanholt
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people whilst representing Hillvue at school and community functions.
The most interesting things we did as School Captains were laying wreaths on ANZAC Day and Remembrance Day, Participating in the Dawn Service at Anzac Gates as well as participating in the ANZAC Day march. We also enjoyed representing our school at the Northern Daily Leader morning tea and having a tour of the press site where we learnt about how our papers are printed.
We would like to thank our teachers and teachers’ aides who have guided us through our primary schooling and helped us in our senior year to prepare for high school. We know that next year’s school captains will do a great job representing Hillvue and that they will never forget this wonderful experience as we won’t.
We would like to pass our congratulations to Hillvue’s new Captains and Prefects. Now that we will be handing our roles over to you we hope you’ll enjoy representing Hillvue Public School as much as we have.
We hope that we have served the school well and helped to make it a better place for everyone.
Keil Meyer and Laura Hall
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
2006 2007 2008 2009 2010
Male 184 174 165 157 152
Female 157 159 148 160 125
Student attendance profile
Management of non-attendance
Student attendance is regularly monitored by teachers, the learning support team, the Principal and the DET Home School Liaison Officer. Teachers who are concerned about a student’s attendance contact parents by phone, letter or interview. Parents may also be sent a letter by the Principal. Should there be no improvement to a student’s attendance then a referral is made to the Home School Liaison Officer.
In 2010 the school aimed at decreasing the number of student absences. The school implemented an attendance reward system. Students who had 95% attendance at the end of each term received a certificate that contributed to the student’s Level Awards. Each fortnight awards were presented for 100% attendance. The attendance rate has improved slightly and there has been a 10% reduction in partial absences. Attendance will continue to be a School Target for 2011.
Year 2007 2008 2009 2010
School K 89.2 87.3
1 87.9 87.1
2 90.8 89.0
3 85.7 91.1
4 88.7 90.3
5 90.4 88.5
6 88.7 89.4
Total 91.6 90.2 88.6 89.1
Region K 92.0 93.2
1 92.0 92.3
2 92.5 93.0
3 92.0 92.9
4 92.3 92.7
5 92.2 92.8
6 92.0 92.0
Total 92.5 92.1 89.9 92.7
State DET K 94.3 94.7
1 93.7 94.2
2 94.0 94.4
3 94.1 94.5
4 94.0 94.5
5 94.0 94.4
6 93.6 94.0
Total 94.0 94.1 92.1 94.4
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The Teacher of Engagement focused on strengthening the implementation of proactive student wellbeing approaches to support students and their parents in ensuring all students attend school every day. This was supported by the AEO’s (Aboriginal Education Officers) working with Aboriginal parents.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.
Roll Class
Year Total per Year
Total in Class
6M 6 27 27
5/6L 5 9 25
5/6L 6 16 25
4/5GC 4 14 25
4/5GC 5 11 25
4C 4 30 30
3C 3 24 24
3G 3 25 25
1O 1 21 21
2F 2 22 22
2A 2 24 24
1K 1 19 19
KM K 20 20
KL K 15 15
Structure of classes
The school had 14 classes in 2010. There were two special education classes for students who needed extra support and an Early School Support teacher who assists children with learning difficulties K-2. One of the primary support classes has students enrolled in other schools who attend our school for part of the week to provide them with the special support they need.
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 1.0 Assistant Principal(s) 3.0 Classroom Teachers 8.0 Primary Part-Time Teacher 0.5 Primary Teacher RFF 0.462 Primary Priority School Funding Scheme 0.4 Primary Home School Liaison Officer 1.0 Itinerant Teacher of Behaviour Disorders 1.0 SS Teacher Early School Support Program 1.0 SS Teacher of Emotional Disabilities 1.0 Student Support Executive Release 0.042 Teacher of Mild Intellectual Disabilities 1.0 Teacher of Reading Recovery 0.525 Support Teacher Learning Assistance 0.8 Teacher Librarian 0.6 Student Support RFF 0.168 AP Mild Intellectual Disabilities 1.0 Itinerant AP Behaviour Disorders 1.0 TOTAL TEACHER ENTITLEMENT 21.497 School Administrative & Support Staff General Assistant District Scheme 0.78 Aboriginal Education Officer 2.0 School Administrative Officer 1.122 School Administrative Manager Level 3 1.0 Learning Support Officer Emotional Disorder
1.0
Learning Support Officer Mild 1.0 Total Non Teaching Entitlement 6.902
Staff retention
The school maintains a very high retention rate of enthusiastic and dedicated teachers. This year our principal relieved as School Education Director and two teachers Mr. Craig McDonald and Mr. Roe Goodwin relieved as principals at district schools. Miss Wendy Foster is on secondment to Regional Office in 2011-12 as a New England PSP Consultant and Mrs. Sara Chambers will be relieving AP. Mrs. Tina White and Mrs. Kirrily Milton provided support across the school as Teachers of Engagement. The school welcomed three new staff members Mr. Gasson, Mr. James and Mrs. Kenniff who relieved as classroom teachers. Mrs. Sue O’Connor (30 years) and Mrs. Jodie Craigie (20 years) received their Department of Education Service Certificates.
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The experienced and stable staff collaborates with students, parents and local organisations to raise expectations address core values and social needs and provide challenging experiences that set high standards for achievements. The staff recognises values and respects Aboriginal culture and student identity as an intrinsic part of the school community. There are 8 members of staff who identify as Aboriginal.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 85 Postgraduate 15
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 f inancial summary: 30/11/2010
Income $
Balance brought forward 327 833.47
Global funds 248 635.66
Tied funds 354 873.53
School & community sources 46 751.80
Interest 15 984.39
Trust receipts 7 007.60
Canteen 0.00
Total income 1 001 136.45
Expenditure
Teaching & learning
Key learning areas 24 663.07
Excursions 7 596.15
Extracurricular dissections 19 637.21
Library 6 454.44
Training & development 1 000.00
Tied funds 444 324.01
Casual relief teachers 25 290.76
Administration & office 65 519.44
School-operated canteen 0.00
Utilities 61 031.67
Maintenance 25 322.30
Trust accounts 6 191.85
Capital programs 50 397.94
Total expenditure 737 428.84
Balance carried forward 263 707.61
The majority of the balance carried forward includes money that can only be used for specific purposes including casual teachers’ salaries, outstanding orders, tied and trust funds, minor maintenance and other programs
A full copy of the school’s 2010 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.
Students participated in ‘Talk like a Pirate Day’
to support the KIDCO fund raising activities
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School performance 2010
Achievements
Arts
During 2010 the students have participated in dance classes and gymnastics as well as their choice of elective and interest clubs. Two individual dance items were selected to perform at New England Dance Festival at the Tamworth Regional Entertainment Centre at which Jermaine Doyle presented the Welcome to Country.
Mrs. Levington’s Vocal Group performed at the New England Giyanha Dirrabuu Murri Awards. They were complimented in a letter which said the group “were exceptional, the highlight of the show and an absolute credit to their school and families.”
The primary choir competed at the Tamworth Eisteddfod and four classes performed items at Shopping World during Education Week.
Sport
The following sporting opportunities were provided for students: athletics, swimming, netball, football, basketball, touch, rugby union, rugby league, hockey, gymnastics, auskick, tennis, cross country, baseball, softball, karate, intensive swimming lessons, water polo and Active After School Sport. Development officers from a variety of sports also provided skill sessions for the children. Elective sports included tenpin, dance, flipper ball and aerobics.
The girls Basketball Team were Regional and Inter-Regional Champions and made it to the
Semi-finals for the State PSSA Basketball Competition. They were also finalists for the Tamworth Junior Sports Team of the Year. All Basketball Teams were grand finalists in the Tamworth Competition. The boys Open Rugby League Team won their division at the Peel Schools Carnival. Twelve students were selected to attend a Sports Leadership Day as part of the Premiers Sporting Challenge. Three of the school’s four touch teams made the finals and two were grand final winners.
The following students were awarded Sporting Blues: Richard Cutmore North West Touch Football; Dewayne Nicholls NW Touch Football, NW Athletics; Dhalara Knox NW Athletics, NW Basketball; Chris Lynch NW Basketball; Aleisha Brown NW Basketball; Abby Sampson NW Basketball; Rheannon Berry NW Basketball; Tamara Johnson NW Basketball; Kiata Knox NW Basketball; Tshinta Knox NW Basketball.
Other
At the school’s Presentation Day the following students received Academic Blues Awards: Mitchell Adams for Computer, Brendon Doughty for Computer, James Kellner for Computer, Tabitha Miller for Spelling, Computer and Science, Thomas McGrath for Computer, Sophie McLeod for Computer and Ashley Scott for Computer. Four students represented Hillvue at the Tamworth Spelling Bee finals.
The school’s Chess Teams competed in the Regional Chess Competition. The A Team was placed 2nd and the B team was 4th.
Academic
In the National Assessment Program, the results across the Years 3, 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8.
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)
Year 3 students at the Dance Festival
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Literacy – NAPLAN Year 3
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5
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Band
Percentage of students in bands: Year 3 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Percentage of students in bands: Year 3 writing
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Percentage of students in bands: Year 3 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Percentage of students in bands: Year 3 grammar and punctuation
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
8
Numeracy – NAPLAN Year 3
Literacy – NAPLAN Year 5
0
5
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35
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45
1 2 3 4 5 6
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Percentage of students in bands: Year 3 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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5
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35
40
45
3 4 5 6 7 8
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Percentage of students in bands: Year 5 reading
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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3 4 5 6 7 8
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Percentage of students in bands: Year 5 writing
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Percentage of students in bands: Year 5 spelling
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Numeracy – NAPLAN Year 5
Progress in literacy
Reading
2006 - 2008
2007 - 2009
2008 - 2010
School 91.4 38.1 80.6
SSG N/A N/A 75.2
State DET
87.5 88.4 83.4
Writing
2006 - 2008
2007 - 2009
2008 - 2010
School 92.4 53.4 38.7
SSG N/A N/A 56.4
State DET
69.3 57.7 66.8
Grammar and Punctuation
2008 - 2010
School 80.5
SSG 69.1
State DET
95.7
Spelling
2008 - 2010
School 44.7
SSG 69.1
State DET
84.5
Progress in numeracy
2006 - 2008 2007 - 2009 2008 - 2010
School 69.9 52.9 57.9
SSG N/A N/A 69.1
State DET
77.3 93.4 89.3
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3 4 5 6 7 8
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Percentage of students in bands: Year 5 grammar and punctuation
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Percentage of students in bands: Year 5 numeracy
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
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Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 3 students achieving at or above minimum standard
Reading
83
Writing
88
Spelling
92
Punctuation and grammar
83
Numeracy 90
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2010
Percentage of Year 5 students achieving at or above minimum standard
Reading
65
Writing
77
Spelling
77
Punctuation and grammar
77
Numeracy 75
Significant programs and initiatives
Aboriginal education
Hillvue Public School has 70% of students who identify as Aboriginal. As in all New South Wales public schools programs are designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. The school values, respects and appreciates Aboriginal culture and student identity as an intrinsic part of the school’s culture. The Aboriginal flag is flown each day and there is a daily welcome to country at the school assembly.
Each year the staff is trained and implements the 2009 Aboriginal Education and Training Policy. Appropriate cultural resources are provided for classrooms and teachers implement innovative activities to celebrate Aboriginal culture throughout the year.
NAIDOC Week was opened at a K-6 Flag Raising Assembly at which Mrs. Cathy Waters-Trindall our special guest spoke to the children about the theme “Closing the Gap by Leading the Way”. On Wednesday HPS held a special BBQ lunch for all parents and community members. The children enjoyed classroom cultural activities, artwork and traditional Aboriginal games on Tuesday and Wednesday and the school’s Athletic Carnival was held on Thursday. Our senior students attended a Leadership Camp during Education Week.
During Reconciliation Week Mrs. Stella Lamb, Aboriginal Community Liaison Officer spoke to the students. Her presentation “See the person not the stereotype” was very inspiring and thought provoking.
Abby Sampson performed the Welcome to Country at the school’s Presentation Day and at the official opening of the New England North West Westpac Rescue Helicopter at which the Premier of NSW, the Honourable Kristina Keneally was present.
Multicultural education
All students at Hillvue Public School come from English speaking backgrounds. This emphasises the need to raise the student’s awareness of a national and global society that is significantly different from that of Tamworth. Abby Sampson with the Premier of NSW,
the Honourable Kristina Keneally
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We celebrate the diversity of cultures in many ways, but mainly through a focus on multicultural education in the curriculum particularly in Human Society and its Environment (HSIE) and by providing learning programs which develop the knowledge, skills and attitudes required for a culturally diverse society.
Two students Sophie McLeod and Shyanna Russell represented the school at the Multicultural Speech Competition.
Respect and responsibility
The culture at Hillvue Public School expects that students develop as responsible and respectful citizens. This is an integral part of the school culture and is embedded within the implementation of the Key Learning Areas (KLA) in the classroom and the school’s Student Welfare Programs.
Each week the school newsletter has an article on the development of Social Skills. These skills are reinforced in the classroom by the teachers. The skills develop responsible students in helping them to get along with others by finding solutions to everyday issues.
Our school marched in the ANZAC day ceremony and the school Captains and Prefects along with teachers attended the Dawn Service and then joined other students for the Tamworth March. Our captains also laid a wreath at the Tamworth Remembrance Day Ceremony.
Kidco, the student leadership body, held a ‘Bandaged Bear Day’, a ‘Talk like a Pirate Day’ and a ‘Crazy Hair Day’ to support the leukemia foundation. The students also raised money to support the Life Education Van and the Westpac Helicopter Rescue Service.
National Partnership Program
Priority Schools Program
Our school benefits from Priority Schools Program (PSP) funding to improve literacy and numeracy outcomes for our students. PSP funds have targeted improving the quality of education for our students and the ability of our teachers to continue to develop more effective ways of teaching.
The PSP funding was used to support classroom teachers in achieving a decrease in the proportion of lowest performing students and reducing the literacy and numeracy gap. Funding was provided for a numeracy coordinator whose role was to coordinate the implementation of a K-6 Go Maths program in all classrooms.
The PSP staffing supplement was used to release the school executive to support the implementation of Quality Teaching with a focus on literacy and numeracy teaching in the classrooms. The executive role was to support and supervise the implementation of teaching programs and ensure the teachers are catering for student needs by implementing strategies to consolidate NAPLAN data and analysing and using SMART data to drive teaching and learning in all classrooms
Funding was also provided for additional Support Teacher Learning Assistance (STLA) time to implement programs which would reduce the literacy and numeracy achievement gap. Funds also supported the QuickSmart numeracy program and the Multilit literacy program.
Schools in Partnership (SiP)
This is the fifth year of implementing the Schools in Partnership (SiP) program at Hillvue PS.
The school aims to raise the level of engagement and academic achievement of the students, to develop genuine partnerships and engagement with our parents and the wider community and to ensure that there is a greater proportion of Aboriginal students participating in all of the school’s programs.
The engagement of students in the classroom continues to be a focus and assessment data has been used to inform systematic and explicit teaching practice. The teachers focused on establishing a culture of high expectations in all classrooms and they aimed at raising student’s
Mrs. Tina White, the School Captains and
Mr. Terry Mullins on ANZAC Day
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expectations for their own achievement. Observations and analysis of “On-task” engagement of students was conducted by an external analyst across 5 Primary classes in Literacy and 4 Primary classes in Numeracy. All classes scored above the optimum benchmark of 85% engagement in both areas. The school average for Literacy was 91% and for Numeracy it was 89%. This indicates that levels of engagement are high in both areas.
In 2011 the school will:
Train school personnel in administering this assessment so that ongoing engagement across the school can be monitored
Train school personnel in the administration of the “Instructional Practices Inventory” which is a measure of the development of high-order thinking skills and student-led conversations
Continue developing the current Literacy and Numeracy programs and implementing the Multilit Reading Intervention program
Employ a Numeracy Coordinator to work in class with teachers to improve Quality Teaching of numeracy
Structure Maths in ability groupings to enable teachers to focus on meeting the needs of a more cohesive group of students with similar needs
Continue to provide the support of a Teacher of Engagement ensuring that the students who are at risk are supported and classroom disruption is reduced.
In 2010 the teachers and tutors focused on developing students thinking skills and knowledge using strategies and programs such as Counting On, QuickSmart, Count Me In Too, Multilit, Quality Teaching, Accelerated Literacy, Jolly Phonics, Jolly Grammar and Newman’s Analysis.
The school aimed at engaging all parents in attending and actively participating in the Personal Learning Plan (PLP) meetings with their child’s class teacher. Every child attending Hillvue PS has a written PLP and there was an increase of 10% of parents attending these planning sessions. The PLPs are implemented in the classroom and reviewed regularly. Students, in consultation with their parents and teacher, set
their goals at this meeting. 79% of these goals were achieved during the year. Every student has an agreed Personal Learning Plan (PLP) and 93% of all families participated in their child’s PLP meetings.
Teachers reported that this has resulted in deeper understanding of students’ needs, capabilities and general background. In Semester 2 there were 225 students who achieved their agreed goals.
Parents and caregivers when surveyed indicated that the teachers and community successfully work together to improve student outcomes and highlighted the PLP Parent-teacher interviews to discuss student progress and setting student goals for Personalised Learning Plans as the most successful way of doing this.
Other programs
Accelerated Literacy
Accelerated Literacy (AL) is a highly effective literacy program designed to raise students’ literacy to age appropriate levels in the shortest possible time. It achieves this by using fluent reading of high quality children’s literature to teach the ground rules of literacy in order for students to be successful at school. It builds confidence and a sense of achievement through supportive classroom routines which teach students to understand and successfully use complex language structures. This approach varies from traditional teaching methods and requires extensive training and the purchase of a range of resources appropriate for implementation of the program.
Students in the library during Education Week
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Hillvue began the training of two teachers in 2007. From 2008 - 2010 the program has been progressively implemented in classrooms through:
Ongoing training and development for all teachers provided by consultants and tutor-trained in-school coordinator
Modelling and observation with feedback of classroom teaching sequences
Purchase of appropriate resources
Support with programming units
Development of school scope and sequence
The focus in 2010 has been to ensure full implementation of AL in every classroom and to extend the AL teaching practice to other text types as well as narrative.
Teachers have observed a noticeable improvement in engagement of students during Accelerated Literacy (AL) sessions and increased progress in the development of literacy skills taught specifically during units of work. NAPLAN results over a period of time will measure the long-term gains made by students through the implementation of Accelerated Literacy in the school.
During 2011, the staff will continue to be supported by an in-school coordinator and continued professional learning, to ensure full implementation of AL with all text types in every classroom.
Multilit
Multilit is an intensive one on one intervention program for students who are behind in their reading. It assists students to acquire the skills needed to become functional readers. The program is tailored specifically to the needs of each individual child.
This most effective program incorporates intensive, systematic and explicit instruction in phonics, sight word recognition and supported book reading.
Hillvue began this program in Term 4 of 2009 with the initial training of the Literacy Coordinator and the Support Teacher Learning Assistant (STLA). Tutors and aides were then trained to assist in implementing the program.
Twenty five students from Years 3-6 have successfully completed their Multilit intervention program and twenty four students are currently receiving instruction.
Individual Learning Plans were prepared by the STLA and Literacy Coordinator for those students unable to immediately access the program so that the classroom teacher could meet their needs through focused activities. Group Learning plans were developed when students had very similar reading needs to assist teachers individualise instruction while working with students in a group. Student progress is regularly monitored.
Post assessment of Multilit student has shown a marked improvement in the literacy skills of the students particularly with sight word recognition, spelling and reading.
During 2011 there will be an increased focus on developing comprehension skills. All staff will be trained in the explicit teaching of comprehension strategies. Multilit will continue to be a prioritised intervention program during 2011.
QuickSmart
QuickSmart is a mathematics program to help students with their basic skills by becoming faster and more accurate in their knowledge of multiplication, division, addition and subtraction. The program aims to develop accuracy and speed for basic knowledge facts that students already understand but cannot automatically recall. The program provides activities that better enable the students to successfully engage with higher order thinking tasks such as problem solving and comprehension.
After extensive testing, 12 Year 4 and 8 Year 6 students were chosen to participate in the 30 week program. Students had 3 lessons a week that covered focus facts, independent worksheets, flash cards, speed sheets and games. Each student completed a daily computer assessment which generated a graph that identified improvement in speed and accuracy.
The tutor through her commitment and understanding of the program was able to directly target the areas and concepts in which students were below average. All students since
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starting QuickSmart have dramatically improved their speed and accuracy.
Teachers were encouraged to observe the tutor working with students on the QuickSmart program. This enabled teachers to understand and apply the QuickSmart strategies in the classroom.
QuickSmart has given students the confidence to trust their head and the tools and strategies to work out mathematical problems in a fun learning environment.
Positive Welfare Program
Teachers and principals like to catch students doing something good as part of their behaviour management tactics. At Hillvue Public School the strategy has been taken one step further to reward well behaved students with “street-cred” prizes and it has changed the school’s culture.
Since the program was introduced three years ago the school staff has seen a significant improvement in the students, attitudes to school. They are more settled and more attentive and more generous towards each other.
Each day teachers issue tickets to their students for demonstrating good behaviour in the classroom and in the playground. The tickets go into a barrel and every five weeks four tickets are drawn.
The stakes are high. This year prizes have included bicycles, mp3 players and vouchers for sporting equipment, CDs, books or for items at local department stores. While the prizes are an incentive the simple idea of being rewarded with a ticket makes the student feel good about themselves and their classmates.
The major outcome has been a significant improvement in the classroom level of engagement and behaviour and there has been a significant reduction of incidences in the playground. The second positive is that the children are extremely excited about the draws and the level of support and appreciation that is given to the recipients is reward in itself. Children are genuinely delighted to see other children achieving their reward. There has been a collectiveness of striving to get to this point where everyone is a winner.
Progress on 2010 targets
Target 1
To increase the level of literacy achievement for every student
Our achievements include:
Providing extensive training and support to develop the knowledge and skills of all personnel to ensure that innovative programs, teacher quality and data analysis has been successfully implemented into their teaching practice
All teachers have been supported in the implementation of Accelerated Literacy (AL) through training, programming and in-class implementation to ensure that there is quality classroom practice occurring.
Identified students who did not meet the national benchmarks were individually supported by a team of teachers and tutors through the implementation of the Multilit program.
When compared to 2008 and 2009 data, there was not a significant difference from previous years in the spread of students across bands, except there was an improvement in Year 3 Reading and in Year 3 and Year 5 Grammar and Punctuation. Year 5 Spelling had more students in the bottom bands than in 2009.
In Reading, the average growth rate from Year 3 to Year 5 was above State and New England South (NES). Boys in Year 5 had an average growth rate that was significantly higher whereas Girls growth rate was significantly lower than State or NES. The growth rate for Aboriginal students was slightly higher than their State or NES cohort.
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Target 2
To increase the level of numeracy achievement for every student
Our achievements include:
Providing extensive training and support to develop the knowledge and skills of all personnel to ensure that innovative programs, teacher quality and data analysis is successfully implemented into their teaching practice
Implementing Go Maths programs and resources in every classroom
Providing teachers with executive support to ensure that classroom practice is leading to successful achievement of numeracy outcomes
Improving the use of Best Start assessment to inform numeracy teaching in Kindergarten. By the end of Kindergarten students had shown growth and 50% of students were performing at level 2 or above in numeral identification and arithmetical strategies.
Using the Smart data to inform teaching practice in Stages 1, 2 and 3.
An area of strength is a decrease in the percentage of Year 3 students in band 1 for Data, Measurement, and Space & Geometry.
There are many areas for further development including Year 3 and Year 5 Number ,Patterns and Algebra and Year 5 Data, Measurement, Space & Geometry
Target 3
To further develop a school culture and practice that respects and responds to every student’s aspirations, culture, gender and learning potential
Our achievements include:
Ensuring that the school culture and practice respects and responds to every student’s aspirations, culture, gender and learning potential
Providing extensive training and support to ensure quality teaching practices are used for every student with particular attention to personalised learning
Implementing a rigorous continuum of learning from K-6 which provides for every student with particular emphasis on transition points
Implementing welfare programs that ensure improved social and emotional wellbeing and skills for life for every student
Improved student engagement through positive behaviour intervention welfare strategies and You Can Do It (YCDI) implementation
Increasing parental engagement in the school to support their child’s learning
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2010 our school carried out evaluations of Classroom Engagement and National Partnership Evaluation of Literacy and Numeracy.
Educational and management practice
Background
During 2010 the school asked an external analyst to visit classrooms and observe the on task behaviour of students in the classroom literacy and numeracy sessions to evaluate the effectiveness of classroom practice.
Findings and conclusions
Observations and analysis of “On-task” engagement of students was conducted by an external analyst across 5 primary classes in
Students from 2F with Mrs Wobble the
Waitress
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Literacy and 4 primary classes in Numeracy. All classes scored above the optimum benchmark of 85% engagement in both areas. The school average for Literacy was 91% and for Numeracy it was 89%. This indicates that levels of engagement are high in both areas.
Future directions
To continue developing the current Literacy and Numeracy programs including Accelerated Literacy, Multilit, Go Maths and QuickSmart.
To train school personnel in administering this assessment so that ongoing engagement across the school can be monitored
To train school personnel in the administration of the “Instructional Practices Inventory” which is a measure of the development of high-order thinking skills and student-led conversations
To continue to provide the support of the Teacher of Engagement thus ensuring that the students who are most at risk have in many cases been able to access the support needed and so avoid further classroom disruption.
After seeing significant improvement in Literacy growth as a result of having a Literacy Coordinator the school will employ a Numeracy Coordinator to work in class with teachers to improve Quality Teaching of numeracy across the school.
Structure Maths in ability groupings to enable teachers to focus on meeting the needs of a more cohesive group of students with similar needs.
Curriculum
Background
The school as part of the Low SES School Communities National Partnership undertook a Situational Analysis which focused on literacy and numeracy achievements in the school.
Findings and conclusions
NAPLAN results indicate a majority of our students are performing at or below National Minimum Standard (NMS) in Numeracy. There needs to be a focus on value adding to the students in the bottom two bands
towards achieving above minimum standard (Year 3- Bands 3 & 4, Year 5- Band 5 & 6)
NAPLAN Numeracy results indicate an average of 4% of students is achieving proficiency in Numeracy.
A majority (73.7%) of students did not make expected growth in Numeracy. Our students are, on average, showing growth 29.9 below state growth. We need to increase the number of students achieving minimum growth or above.
NAPLAN results and school based assessments indicate a majority of our students are performing at or below National Minimum Standard (NMS) in every aspect of Literacy. There needs to continue to be a focus on value adding to the students in the bottom two bands towards achieving above minimum standard (Year 3- Bands 3 & 4, Year 5- Band 5 & 6)
In all aspects of Literacy, less than 50% of the students achieved expected growth. The highest growth was achieved in Reading and Grammar and Punctuation. The lowest growth was achieved in Spelling and Writing
Students in Year 5 who had completed the Multilit Reading Intervention program prior to NAPLAN showed excellent growth in Reading, Writing and Grammar and Punctuation.
Attendance rates across K-6 continue to impact on the ability of students to engage in the classroom and make expected progress.
There is need to identify the school’s strengths and areas needing attention in improving students’ attendance.
Future directions
A 0.4 School Numeracy Coordinator to regularly work with teachers to develop strategies to cater for a variety of learning styles and needs within the classroom.
Teacher Professional Learning to address explicit teaching of the Syllabus including use of NAPLAN Smart Data to identify the learning needs of students.
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Increase the inclusion of culturally based resources
Structure Maths in ability groupings to enable teachers to focus on meeting the needs of a more cohesive group of students with similar needs. Coordinator to withdraw Stage 2 students in Bands 4 and 5 to better cater for their specific needs and to enable teachers to work with a smaller group of lower band students.
School Numeracy Coordinator to coordinate Professional Learning and data analysis, support development of teaching programs and develop classroom teaching strategies.
Professional learning to focus on further developing each teacher’s knowledge of the continuum of learning in numeracy and the K-6 syllabus
Teacher Professional Learning to improve explicit teaching of the Syllabus
Continued use of NAPLAN Smart Data to address learning needs of students.
Full implementation of Accelerated Literacy, including factual texts; with the inclusion of Jolly Phonics, Jolly Grammar and Reading Groups across K-6 classrooms
Full implementation of Best Start Framework in the K-2 classrooms, including L3 training
The School Literacy Coordinator will continue to coordinate Professional Learning and data analysis, support development of teaching programs and develop classroom teaching strategies.
Professional learning to focus on further developing each teacher’s knowledge of the continuum of learning in literacy and the K-6 syllabus with increased focus on Writing and Spelling
Continue to implement individual intervention programs for students at risk using a variety of intervention programs including Multilit,
The school will undertake an Attendance School Self Evaluation with the support of the School Development Officer and the HSLO to
conduct a review of school attendance
procedures early in Term 1 and implement the findings in 2011.
Investigate the possibility of engaging a School Attendance Officer who would coordinate attendance issues and a Phone Home program. With the support of the LST, HSLOs and AEOs, this person would work with families to assist with welfare issues that are impacting on attendance.
To further develop all teachers understanding of good practice strategies to support the student’s attendance
Early intervention strategies to establish good attendance patterns early in the year, especially in K - 2
Rewards to encourage and recognise consistent and improved attendance
Parent information sessions to support families understanding of the impact that poor attendance has on their child’s achievements and the requirement of the DET Attendance Policy
Investigate strategies to improve attendance, in conjunction with the wider community e.g. bus and “walking bus” arrangements and a breakfast program
To increase the involvement of parents and community members in school activities and decision-making
To continue to seek the most effective ways to facilitate two way communications between parents and the school and continue to further develop their confidence in contributing to their child’s PLP.
Strategies for parents to develop skills to support their child toward improving academic outcomes
Culturally based activities to further improve engagement
Supporting parents to ensure there is improved attendance
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Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Student responses are presented below.
64.9% of students surveyed strongly agreed that the things that they learn in school are important to them, while a smaller number (45.6% of students) strongly agreed to getting excited about the work they do.
The majority of students thought that their teachers were fair (70.2% Strongly Agree, 26.3% Agree) and helped their students to do their best (78.9% Strongly Agree, 15.8% Agree). The majority of students also thought that their teachers took an interest in helping their students with their work and listened to what their students had to say.
The students clearly recognised that the work they are doing in class (73.7% Strongly Agree, 19.3% Agree) would help them in Secondary School and was a good preparation for their future, even useful when they leave school (86.0% Strongly Agree, 10.5% Agree).
73.7% of students surveyed strongly agreed that they are proud to be a student of our school. A lower percentage of students thought that they were “good” at schoolwork. The majority of students (68.4% Strongly Agree and 22.8% Agree) believed that they achieved a satisfactory standard of work and could cope with the work that they were getting in class (63.2% Strongly Agree, 26.3 Agree). The majority of students saw themselves as successful and they could learn what they needed to learn.
Overall students were happy to come to school (63.2% Strongly Agree, 33.3% Agree) however, it would be better if more students strongly agreed, rather than just agreed. Once at school students were generally happy to be there and got enjoyment (56.1% Strongly Agree, 35.1% Agree) from being there, but once again this is an area in need of further investigation as to why they chose agree rather than strongly agree.
A total of 95 Aboriginal and non-Aboriginal parents/carers, community members and staff
completed the survey relating to communication, involvement and partnerships between the school and its community.
Areas demonstrated in the survey that the school and community successfully do together to improve student outcomes include:
Parent-teacher interviews to discuss student progress and setting student goals for Personalised Learning Plans
Regularly recognising and celebrating student achievements at assemblies which parents and carers are invited to
Regularly communicating school activities through the school newsletter, Edvue
Involving Aboriginal workers in working with students in the school
Participating in NAIDOC Week activities
Developing school pride through consistent wearing of school uniform
The school was seen to provide many valuable opportunities for students, including:
A dedicated staff who cater for the needs of each student
Successful individual intervention programs such as Multilit and QuickSmart delivered by teachers and tutors
Transition programs to school and High School
Many and varied sporting opportunities
Additional activities such as dance and gymnastics
Areas indicated by the survey that the school and its community could further develop in order to raise student learning outcomes through school/community partnerships, with particular emphasis on the Aboriginal community, include:
Encouraging parents/carers to come into the school more often to support student learning through involvement in classroom and school activities
Further enhancing communication with parents/carers about school activities and student progress
Utilising community resources and skills to support student learning
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Providing learning activities that connect students to family and community contexts and reflect their cultural backgrounds
Continuing to support student welfare and behaviours that impact on attendance, engagement and learning
Supporting parents to assist their child’s learning at home
Involving the wider community to support school activities
Involving parents, community and AECG more in decision-making and school planning by meeting more regularly with school leaders and being encouraged to take leadership roles in the school
Professional learning
In 2010 all staff participated in professional learning which was aimed at increasing their capacity to implement programs and support the achievement of improved outcomes for students.
The amount of $27,794.00 was spent on providing professional learning and training for all members of the staff. This represents a small portion of the professional learning that occurred at the school as much of it is without cost.
During the year the executive participated in the principal’s PARS visit as well as shadowing and mentoring executive in other schools.
The accredited Professionally Competent teachers in the school are continuing to be mentored by teachers and the executive.
A number of staff have relieved in higher positions both within the school and in other schools.
All teaching staff is participating in the implementation of Accelerated Literacy in their classrooms and in further development of Personal Learning Plans for students.
Teachers also completed their own Personal Learning Plan in partnership with the executive staff member with the responsibility of supervising them.
All teachers completed an online literacy survey in 2009 and this year each teacher had an
individual learning plan for the use of SMART Data.
Funding from Training and Development, SiP and PSP was used to support professional learning. Teachers, ancillary and support staff participated in courses and professional learning relating to Aboriginal Education, policy training, behaviour disorder, attendance training, Enrolment Registration Number (ERN) Middle Years, Best Start, National Partnerships in Literacy and Numeracy, beginning teacher, Leadership Capability Framework, the Team Leadership Development Course, Multilit, Information Communication Technology (ICT), literacy and numeracy including Accelerated Literacy, Go Maths and QuickSmart and Multilit, Quality Teaching, further development of PLP’s, career development and welfare and equity training.
School development 2009 – 2011
Targets for 2011
Our school has established target areas for 2011 with the aim of providing every student with the opportunity to succeed and to improve the educational outcomes for all students at our school.
Target 1
To increase the level of literacy achievement for every student
Strategies to achieve this target include:
The School Literacy Coordinator will continue to coordinate Professional Learning and data analysis, support development of teaching programs and develop classroom teaching strategies.
Through regular supervision the Classroom Leader, in Accelerated Literacy, supported by Assistant Principals ensure that quality literacy teaching programs are supporting student needs
Full implementation of Accelerated Literacy, including factual texts; with the inclusion of Jolly Phonics, Jolly Grammar and Reading Groups across K-6 classrooms
Full implementation of Best Start Framework in the K-2 classrooms, including L3 training
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Continue to implement individual intervention programs for students at risk using a variety of intervention programs including Multilit
Our success will be measured by:
Increasing the number of Year 3 students performing at Proficiency standard from 8% to 10.5% in NAPLAN Reading
Increasing the number of Year 5 students performing at Proficiency standard from 12% to 14.5% in NAPLAN Reading
Decreasing the number of Year 3 students performing at and below minimum standard from 48% to 43% in NAPLAN Reading
Decreasing the number of Year 5 students performing at and below minimum standard from 72% to 67% in NAPLAN Reading
Target 2
To increase the level of numeracy achievement for every student
Strategies to achieve this target include:
The School Numeracy Coordinator will coordinate Professional Learning and data analysis, support development of teaching programs and develop classroom teaching strategies.
Through regular supervision the Numeracy Coordinator supported by Assistant Principals ensure that quality numeracy programs are supporting the students needs
Teacher Professional Learning will address explicit teaching of the Syllabus including use of NAPLAN Smart Data to identify the learning needs of students.
Structuring Maths in ability groupings to enable teachers to focus on meeting the needs of a more cohesive group of students with similar needs.
Full implementation of Best Start Framework in the K-2 classrooms, including L3 training
Implementing focused interventions to lift results for identified students using QuickSmart tutors
Our success will be measured by:
Increasing the number of Year 3 students performing at Proficiency standard from 4% to 6.5% in NAPLAN Numeracy
Increasing the number of Year 5 students performing at Proficiency standard from 4% to 6.5% in NAPLAN Numeracy
Decreasing the number of Year 3 students performing at and below minimum standard from 38% to 33% in NAPLAN Numeracy
Decreasing the number of Year 5 students performing at and below minimum standard from 58% to 53% in NAPLAN Numeracy
Target 3
To further develop a school culture and practice that respects and responds to every student’s aspirations, culture, gender and learning potential
Strategies to achieve this target include:
Ensuring that the school culture and practice respects and responds to every student’s aspirations, culture, gender and learning potential
Supporting student engagement through positive behaviour intervention, welfare strategies and YCDI implementation
To continue to seek the most effective ways to facilitate two way communications between parents and the school and continue to further develop their confidence in contributing to their child’s PLP.
Parent information sessions to support families understanding of the impact that poor attendance has on their child’s achievements and the requirement of the DET Attendance Policy
Identifying the schools strengths and areas needing attention to improve students’ attendance
Implementing welfare programs that ensure improved social and emotional wellbeing and skills for life for every student
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Our success will be measured by:
100% of students having agreed Personalised Learning Plans by the end of 2011
Increase of 0.2% in annual attendance rate of students by Dec 2011
Reduction in partial absences by 5%
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
Ben van Aanholt Principal
Andrew McKinnon P and C President
Sue O’Connor Assistant Principal
Wendy Foster Assistant Principal
Tina White Assistant Principal
Kay O’Brien Assistant Principal
Sara Chambers Teacher
Lynn McDonald Teacher
Jody Craigie Aboriginal Education Officer
Kay Swadling Community Member
School contact information
Hillvue Public School,
Hillvue Road, Tamworth 2340
Ph: 02 67657446
Fax: 02 67621215
Email: [email protected]
Web: www.hillvue-p.schools.nsw.edu.au
School Code: 4437
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