annual school report - plattsburg-p.schools.nsw.gov.au · wing of our heritage listed building has...
TRANSCRIPT
NSW Department of Education & Training
7308
2010 Annual School Report Plattsburg Public School
NSW Public Schools – Leading the way
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Our school at a glance
Plattsburg Public School is located in the township of Wallsend where it has served the community since 1865. Generations of families continue to enrol their children at Plattsburg Public School with an expectation of quality education and a culture of a fair go for all.
Students
Total enrolments at the end of 2010 were 216 students with 107 boys and 109 girls. In the years previous to 2009 there was a trend for more males than females. The 2009 and 2010 data indicates the emergence of gender equivalency.
2006 2007 2008 2009 2010
Male 157 141 136 129 107
Female 111 97 107 134 109
Staff
In 2010 the school had 9 classroom teaching positions. This included three executive staff and six classroom positions. Additional staff included a teacher librarian, Support Teacher Learning Assistance, Reading Recovery, English as a Second Language (ESL), Priority Schools Funding teacher allocation, Priority Action Schools Funding teacher, a permanent part time teacher (PPT) and relief from face to face teaching (RFF). Staff are supported by a School Administration Manager and two School Administration Officers.
All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives
The school ran a number of programs to give students extra educational support throughout 2010. These were:
Priority Schools Program
Priority Action Schools Program
Student achievement in 2010
Several students participated in the external competitions offered by the University of NSW. In the writing competition one student received a Certificate of Distinction. In the computer
competition two students received a Certificate of Distinction.
Of the students that entered the Hunter Regional Math Competition two received a Certificate of Distinction.
Principal’s message
The 2010 school year has been one where significant additions and improvement to building assets has occurred. The Computer Room was severely damaged by fire over the 2009 Christmas holidays but is now refurbished in bright and welcoming colours and ready to take on life as a kindergarten classroom. The northern wing of our heritage listed building has been refurbished. We take possession of a substantial new library (constructed under the Building Education Revolution) as we enter the 2011 school year.
I wish to acknowledge the hard work of our P&C and community volunteers for their untiring and passionate support of our school. The school web page is a testimony to the selfless support of our P&C and its members. Parent and grandparent support has ensured an operational canteen throughout the year.
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.
Ellen Bax
P & C
The Plattsburg Public School P&C is steered by a vibrant and energetic group of parents. This year significant support has been extended to the school and the principal in the collation of data and information for the Low SES Situation Analysis.
The processes involved in the authoring of the Plattsburg Public School Situation Analysis provided parents with the opportunity to come together with staff to examine and discuss collected data and to genuinely contribute to future planning.
Our achievements for 2010 include the fulfillment of our responsibility to the school’s Strategic Plan in the revitalisation of House Sport . The school’s
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Athletic Carnival was a brilliant success with parent support at 22%. The 2010 Presentation Day saw the return of the Doug Morris Shield and its presentation to the winning Sports House
A significant contribution to school life was made by two P&C members who assumed responsibility for establishing a school choir. This was a great success with singing performances at the Wallsend Winter Fair and all major school functions.
A further achievement of the P&C has been the refurbishment of the “Old Canteen”, renamed the “Tucker Box”. This building is now a fully equipped kitchen from which Breakfast Club operates.
Our challenge for the coming year will be the recruiting of new members to our P&C.
Our P&C plays an active role in all aspects of school life and is characterised by a willingness to be adventurous and put our students first.
Suzie Travalos, President Plattsburg PS P&C
Student representative’s message
The 2010 Student Leadership Team included the two captains, two vice-captains and six prefects. The Student Representative Council (SRC) was successful in bringing to the principal’s attention student concerns for safety of the “forest” and retrieving lost balls. The SRC suggested a fence with an access gate. Under the Building Education Revolution the school was scheduled to receive a security fence. In consultation with the P&C the SRC request for a fence and a gate was endorsed.
As well as running assemblies, the leadership team represented the school at the Wallsend Dawn ANZAC Services, Remembrance Day Ceremony and participated in the Callaghan College Leadership project.
Caitlin Noncic and Jackson Rickford
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
In 2010 Plattsburg had 10 students coming from six different cultural backgrounds. Aboriginal students, at the close of 2010 represented 12% of the school population. Plattsburg Public School had a mobility rate of 27%.
Student attendance profile
Data above indicates a decline in enrolments over the last 5 years. This trend began at the end of 2005 and can be attributed to the establishment of new housing estates and the opening of the Maryland Public School (1992) and Glendore Public School (1997). 2011 Anticipated enrolments are consistent with 2010 enrolments and suggest a return to consistent, rather than declining, student numbers.
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Management of non-attendance
Student attendance was monitored by the school executive throughout each term. Parents and carers of students with attendance below 85% and without satisfactory justification were contacted by phone and in writing. Where required, meetings were conducted with the Home School Liaison Officer to discuss strategies and supports to improve individual attendance.
The graph below indicates that overall attendance for 2010 is the highest it has been in four years.
Year 2007 2008 2009 2010
School K 93.9 93.5
1 89.0 93.6
2 91.4 90.0
3 94.0 93.4
4 90.8 93.3
5 93.1 90.9
6 89.8 95.2
Total 92.5 92.2 91.8 93.2
Region K 94.3 94.6
1 93.6 93.9
2 93.7 94.0
3 93.7 94.0
4 93.5 93.9
5 93.4 93.7
6 93.0 93.3
Total 93.7 93.7 91.5 93.9
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
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
KA K 19 19
KB K 12 12
1/2J 1 13 20
1/2J 2 7 20
1/2E 1 14 22
1/2E 2 8 22
1/2B 1 14 23
1/2B 2 9 23
5/6D 5 14 34
5/6D 6 20 34
5/6S 5 14 33
5/6S 6 19 33
4B 4 26 26
3PL 3 33 33
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 Assistant Principal(s) 3 Classroom Teachers 6 Teacher of Reading Recovery 0.5 Support Teacher Learning Assistance 0.6 Teacher Librarian 0.6 Teacher of ESL Counsellor 0.2 School Administrative & Support Staff 6 Total 17.7
The National Education Agreement requires schools to report on Indigenous composition of their workforce.
No indigenous staff is a part of the school workforce.
Staff retention
Staff retained from 2009 included three Assistant Principals and six classroom teachers. One Assistant Principal accepted a regional literacy position. This Assistant Principal position was filled in a relieving capacity by a teacher. One classroom teacher took extended leave without pay (LWOP) to travel. The school retained one School Administration Manager and one School Administrative Officer.
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Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Enter text here
Qualifications % of staff
Degree or Diploma 100% Postgraduate 20%
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: 30/11/2010Income $
Balance brought forward 92069.65Global funds 236778.41Tied funds 313797.96School & community sources 21078.80Interest 7643.33Trust receipts 9969.92Canteen 0.00Total income 681338.07
ExpenditureTeaching & learning Key learning areas 2921.59 Excurs ions 1713.45 Extracurricular dissections 22874.36Library 267.36Training & development 1932.24Tied funds 250857.40Casual relief teachers 43250.88Administration & office 49469.53School-operated canteen 0.00Utilities 26560.29Maintenance 117857.86Trust accounts 8928.46Capital programs 6595.00Total expenditure 533228.42Balance carried forward 148109.65
A full copy of the school’s 2010 financial statement is tabled at the annual general meetings of the P & C. Maintenance costs included the refurbishment of a building destroyed by arson and the replacement of its contents.
The school removed several dangerous trees and costs were recouped through the Treasury Managed Funds. Casual Relief was greater this year due to an outbreak of parvo virus and German Measles which impacted on the
attendance of a pregnant staff member. A staff member has taken significant broken leave which also has increased expenditure in this dissection. The balance of Tied Funding will be expended on outstanding casual relief salaries. Further details concerning the statement can be obtained by contacting the school.
School performance 2010
Achievements
Arts
Plattsburg Public School has provided performing arts opportunities where students have had an opportunity to develop new skills, perform in public and explore film media. Experiences have included:
Song Room – instruction in drums (K-6) throughout the school year;
The foundation of the Plattsburg Public School Brass Band;
Choir and drum performances at the Wallsend Winter Carnival.
Web page design for Callaghan College Leadership project;
ANZAC Day 2010, Lest We Forget, Art Competition;
“Plattsy has Talent Quest”;
Stage 3 designed and painted a mural for the Wallsend Winter Carnival;
All students worked with parents on the Education Day School Mural now hanging on our COLA;
In class drama activities (3-6).
The mural created by students for the Wallsend Winter Carnival
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Sport
In 2010, in response to parental requests, Plattsburg returned to Federal Park for the Athletics Carnival. The event was seen as a success and we will be replicating the event in 2011. 2010 also saw a return to Friday PSSA competition. Junior and Senior teams competed in netball and soccer against other local schools with the senior soccer team winning its grand final.
Active After School Sport
Active After School Sport (AASS) is run at Plattsburg Public School three times a week. This is a Federally funded initiative through the Australian Institute of Sport and includes teacher supervision, sporting equipment and a healthy afternoon tea each session.
This program caters to an average of 35 students per session and is facilitated by an outstanding teacher. Students are exposed to a program that involves a range of Play for Life games which include invasion games, net and court games and target games. This year specialist programs in Taekwon Doe and Hip Hop were received with great enthusiasm.
Sportlink
Students in Stages 2 and 3 participated in Sportlink Gala Days in Terms 2 and 3 respectively. These gala days brought together students from the Wallsend Community of Schools (Wallsend, Glendore, Shortland, Maryland, Plattsburg, Heaton and Jesmond Public Schools). The aim of the gala days was to provide students with the opportunity to play a chosen sport against students from local schools in a non-competitive environment of participation, fairness, teamwork and fun.
For part of the term preceeding the gala day, students involved were explicitly taught the skills for netball, soccer, T-ball, and AFL. Students then chose one sport to train in for the rest of the term and participate in for the gala day. Weekly school sport days emphasised game skills. At the end of the term, all the schools in the immediate district participated in gala days over several school sites.
Technology
2010 saw the installation of 4 more Smart Boards. This trend will be continued into 2011 with all classrooms upgraded to this status. Our computer education was hampered for much of the year with our old computer lab being burnt down over the summer holidays. This was replaced by the new lab in semester 2 which is now functioning well.
Essential Moves
This program was initiated by the Plattsburg Public School P&C for 2010 school year.
Essential Moves is a Sensory Integration Program for Kindergarten to complement traditional teaching methods. The aim is to improve the student’s gross motor skills, while enhancing word recognition and basic sight vocabulary. During 2010 Kindergarten has followed the program in a regular basis. It included fine motor activities, ball skills, balance, body awareness, coordination, improving muscle tone, rhythm and listening skills as well as fostering team work.
Evaluation of the program has been positive and a recommendation for it continuance in 2011 has been endorsed by Kindergarten staff.
Environmental Education
During 2010 class 1-2J were involved in the Clever Climate Energy Savers program and won a grant for a simple way of making classrooms use air conditioning more effectively. Four further classes were also involved with representatives from Newcastle Council working with students to conduct audits of water, waste, energy and recycling. Vegie gardens have also been set up in the school playground term 4 2010. A 2011 target is the construction of a hydroponics house operating on tank water (see 2011 Target 3).
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Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Literacy – NAPLAN Year 3
Year 3 Reading
2010 Year 3 Reading data indicates the school is over represented in the bottom two bands compared to State and under represented in the top two bands.
Trend data over 3 consecutive years indicates an increasing percentage of students in the bottom two bands.
Year 3 Writing
2010 Year 3 Writing data indicates the school is over represented in the bottom two bands compared to State.
Trend data indicates an increasing percentage of students in the bottom two bands.
Year 3 Spelling
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Percentage of students in bands: Year 3 reading
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2010 Year 3 Spelling data indicates the school is over represented in the bottom two bands compared to State and under represented in the top two bands.
Trend data over 3 consecutive years indicates an increasing percentage of students in the bottom two bands.
Year 3 Grammar & Punctuation
Year 3 Grammar and Punctuation data indicates the school is over represented in the bottom two bands and compared to State that representation is clustered in the second lowest band (30%).
Data identifies consistent representation in the top two bands.
Trend data is away from from that of State and Region.
Numeracy – NAPLAN Year 3
Year 3 Overall Numeracy data identifies the 2010 cohort as having significantly greater representation in the bottom 2 bands in comparison to the results of previous years.
Trend data indicates signficant growth when compared to the previous two years.
2010 data is outside the normal school trend.
Literacy – NAPLAN Year 5
Year 5 Reading
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Percentage of students in bands: Year 3 grammar and punctuation
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Year 5 Reading data identifies a significantly greater representation in the bottom two bands compared to State and Region.
Data also identifies the school’s diminishing representation in the top two bands.
Trend data identifies the 2009 cohorts exceptional.
Trend data identifies the 2010 cohort as more consistent with previous years.
Year 5 Writing
Year 5 Writing data identifies higher representation in the bottom 2 bands and under representation in the top two bands.
Trend data indicates an increasing representation in the top two bands compared to State and Region.
Year 5 Spelling
Year 5 Spelling data identifies greater representation in the bottom two bands compared to State and Region.
Data identifies under representation in the the top two bands, a significant drop compared to 2009 but consistent with other years.
The 2009 cohort presents as an exception to trends.
Year 5 Grammar & Punctuation
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Percentage of students in bands: Year 5 writing
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Year 5 Punctuation and Grammar data identifies greater representation in the bottom two bands.
Data also identifies an under representaion in the top two bands.
Trend data indicates a decreasing representation in the bottom two bands and a growth in representation in the top two bands.
Numeracy – NAPLAN Year 5
Year 5 Numeracy data identifies higher representation in the bottom two bands.
Data also identifies less representation in the top two bands in comparision to the other 2 years.
Progress in literacy
Average progress in reading for matched students
2006 - 2008 2007 - 2009 2008 - 2010
School 95.5 92.1 95.8
SSG N/A N/A 83.6
State DET
87.5 88.4 83.4
The Progress in Literacy graph indicates growth in reading is significantly above both Statistically Similar Schools and the State.
Average progress in writing for matched students
2006 - 2008 2007 - 2009 2008 - 2010
School 91.9 58.3 36.5
SSG N/A N/A 73.7 State DET
69.3 57.7 66.8
Growth in writing has been disappointing and analysis of the data attributes this to a change in teaching focus and time allocation to the teaching of writing. This will be addressed in 2011 through a shift of teaching emphasis.
Average progress in grammar & punctuation for matched students
2008 - 2010
School 89.4
SSG 96.0
State DET 95.7
The above data indicates that performance does not meet expectations and that grammar and punctuation warrants a focus for teacher professional learning in 2011.
Average progress in spelling for matched students
2008 - 2010
School 71.6
SSG 84.1
State DET 84.5
The school acknowledges that current practices in the teaching of spelling have not satisfactorily met syllabus outcomes and have taken action through the 2011 School’s Strategic Plan to address the teaching of spelling across the school.
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Progress in numeracy
2006 - 2008 2007 - 2009 2008 - 2010
School 56.0 125.3 93.4
SSG N/A N/A 84.1 State DET
77.3 93.4 89.3
Numeracy growth exceeds both Statistically Similar Schools and State averages. Data indicates that current practices are efficient and are supporting students to meet expected outcomes.
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
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
88
Writing
91
Spelling
94
Punctuation and grammar
97
Numeracy 94
This Year 3 cohort is a strong cohort with minimum standards approaching those of Statistically Similar Schools and State.
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
82
Writing
81
Spelling
93
Punctuation and grammar
85
Numeracy 86
The above data indicates that Year 5 skills are even across the Key Learning Areas. However, they do not match Statistically Similar Schools and State averages.
Significant programs and initiatives
Aboriginal education
Plattsburg Public School has twenty six proudly indigenous students. Personal Learning Plans (PLPs) were designed for all Aboriginal students at individual meetings. At these meetings specific discussion with parents and carers included setting academic goals for the 2010 school year and talking about future educational aspirations.
Our indigenous students continue to be involved in developing their own personalised Acknowledgement of Country, with several students across the school performing their Acknowledgement of Country at assemblies and special events such as Public Speaking finals and Kinder Orientation.
Stage 3 indigenous and non-indigenous students participated in the Callaghan Learning Community Aboriginal Mentor Program. Two indigenous university students from Newcastle University worked with a small group of students to impart knowledge around famous Aboriginal people. This included the telling of the resistance fight of Pemulwuy in the Eora Land.
Stage 3 were also involved in an excursion to significant sites at Wollombi, and specific transition to high school activities. All Plattsburg students were involved in NAIDOC week activities, with Aboriginal stories and games.
An Indigenous Parent/Carer group has met throughout the year, and was also involved in focus groups for the National Partnerships planning process. The school has also been represented throughout the year at the local AECG and the Callaghan College Indigenous Education Team meeting.
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Multicultural education
All students experienced cultural variations in literature and narrative through participation in class, school and community activities.
Students newly arrived to the school with English as a second Language (ESL) were allocated specialist teacher support and assisted to improve their grasp of the English language for learning and social engagement.
The school respects and supports the cultural and religious observances required by students and their families and works to ensure things such as Ramadan and prayer time are given both regard and practical support.
Respect and responsibility
At Plattsburg Public School we provide opportunity for our students to participate in a process of respect and responsibility by:
Using the Australian flag at assemblies;
Singing and the National Anthem and the School Song;
• Recognition of student achievement through the award of certificates and merit badges;
• Acknowledgement of Country at each assembly and at formal occasions;
• Attendance by School Captains at ANZAC Day and Remembrance Day Ceremonies;
• School based recognition ceremonies for ANZAC Day and Remembrance Day.
A 2009 review of the school award system determined that those students who achieved a Bronze, Silver and Gold award would also be acknowledged with an age/stage merit badge. The badges have been highly sought after by all students and have promoted the high value the school community place on achievement and participation. Students wear these badges with pride and they are a daily recognition and reminder of a standard of excellence.
National partnership programs
Plattsburg Public School has been nominated to participate in the Low SES School Communities National Partnership in 2011.
The aims of the Low SES School Communities National Partnership are to:
transform the way that schooling takes place in participating schools and to address the complex and interconnected challenges facing students in disadvantaged communities; and
improve the educational outcomes of students, including literacy and numeracy outcomes, in targeted schools as well as to improve students’ transition rates to further education and employment.
During 2010 the Plattsburg Public School community of students, parents, carers and staff participated in a range of surveys, focus groups and document analysis to evaluate school performance and articulate a strategic and planned approach to improve student outcomes.
Connected learning
Plattsburg’s Connected Classroom was operational for the commencement of the 2010 school year with three teachers trained in its operation. Due to the refurbishment of two classrooms in our heritage listed block the Connected Classroom had to be given over to a class displaced by the refurbishment. This has meant we have been unable to have use of this facility for half the school year.
However, before this we were able to:
Participate in a video conference specifically for our School Parliament;
Provide an information session and virtual excursions to parents who attended the Mothers Day Breakfast;
The 2011 school year will see the Connected Classroom returned to full use.
Breakfast Program
Three mornings a week the school operates a Breakfast Progam with the generous support of the Red Cross, volunteers and financial funding by the P&C and a local businesses.
This is a valuable program and supports, on average, 150 students per week. The P&C successfully refurbished the “old canteen” to
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provide Breakfast Club with a designated and well equipped space from which to operate. Students are able to sit together at tables and experience a relaxed social experience and enjoy the most important meal of the day.
Other programs
Priority Schools Program (PSP)
PSP schools are provided with funding to support the achievement of program targets around the three PSP action areas – quality teaching and learning; classroom and school organisation and school culture and home, school and community partnerships.
In 2010 Plattsburg Public School continues to targeted quality teaching and learning with a focus on achievement in literacy. Funds were allocated to supplement two critical supports for student learning the first was the Reading Recovery Program specifically for Year 1 students and the second was the supplementation of the Support Teacher Learning K-6.
The Reading Recovery Program targets students in Year 1 who have difficulty engaging in literacy. The Program assists five students each day over a period of 12 to 20 weeks dependent on individual need. In 2010 15 students participated in the program, 12 of these students are now working above state benchmarks. The remaining three have had their needs further examined and have been referred for Learning Support. Outcomes included:
80% of Year 1 students achieving independent Reading Recovery level 16 or equivalent;
Regular data collection and tracking of student performance;
Provision of Reading Recovery levelled Home Readers.
PSP funds were used to supplement the Support Teacher Learning K-6 role and allowed the school to increase its provision of small group and individual support to those students experiencing difficulties in learning. It further provided for the engagement of School Learning Support Officers (SLSO) to facilitate Personalised Learning Plans to an increased cohort of targeted students (3-6). Outcomes included:
Regular small group instruction for Kindergarten and year 1 students reading below their PM Benchmark level;
PLP performance data maintained for each individual and used to inform a process of micro evaluation;
School Learning Support Officers trained in delivery techniques and strategies to promote consistent patterns of teaching and learning;
Assessment of student performance in Kindergarten to Year 2 participating in Learning Support shows:
All students know that text has directionality (i.e. runs left to write);
All students know that text and symbols carry a message;
Students are using word attack skills (letter-sound relationships) to identify words in text;
Students are building a repertoire of sight words (i.e. immediately recognising and reading some words);
Students can use letter-sound relationships to build word families (e.g. an, can, tan, man).
Priority Action Schools Program (PAS)
PAS is a significant equity program supporting schools to build their capacity to:
Improve student’s educational outcomes;
Improve student’s behaviour and attendance;
Support teachers through mentoring and induction programs;
Support whole school approaches to improved teaching methods; and
Reduce the impact of socio-economic disadvantage.
School PAS priorities for 2010 included:
The implementation of a Middle School Model for Stage 3 students;
Strengthening parent and community relationships by establishing a reciprocal relationship with Plattsy Playgroup;
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Personalised Learning Plan processes and procedures extended;
Interactive White Board (IWB) technology installed into an additional 5 rooms;
Provision of Professional Learning to support the effective use of IWBs (Teacher of Teams); and
The continued development of Personalised Professional Learning Plans.
PAS funds for 2010 were $140 000. A great deal of teacher professional development has been undertaken using the Teacher of Teams strategy (see Professional Learning p 17 ) .
This significant funding has had a widespread impact on students, community relationships and teacher professional learning. Outcomes included:
The emergence of a Middle School model and a shift in student perceptions and expectations of a Stage 3 experience;
The delineation of a Personalised Professional Learning Plan for all staff;
Regular and scheduled delivery of Professional Learning IWBs across 4 school terms;
Positive relationship with Plattsy Playgroups and their inclusion in the 2011 Strategic Plan; and
Consolidation of PLP processes for teaching staff.
Progress on 2010 targets
Target 1
Implement a Middle School Model for Stage 3 students
Middle Schooling (10-15 year olds) refers more to a particular type of pedagogy and curriculum than a particular type of school structure. Strategies that comprise the middle school pedagogy and curriculum include cooperative learning, collaborative teaching, integrated curriculum and authentic assessment. Plattsburg Public School acknowledges that adolescents have unique needs and require a distinctive
developmentally appropriate educational program.
Strategies to achieve this target include:
Physically locate all stage 3 students in Block H and in immediate proximity of the Connected Classroom;
Employ a Mathematics teacher from Callaghan Campus Wallsend High School (CCWHS) each Monday to instruct Stage 3 students in numeracy using technology;
Using Plattsburg PS 2009 NAPLAN data (Years 7 and 5) target specific strands of numeracy for instruction by CCWHS teacher and Plattsburg PS teachers;
Consider class groups according to gender, learning style preference and achievement.
Our achievements include:
Stage 3 teachers using technology with proficiency to teach numeracy;
Students completing authentic assessment tasks;
A successful project learning experience through the NRMA Go Kart Challenge;
Student tolerance and respect for differences articulated into a Middle School Code of Conduct.
It needs to be noted that the employment of the Mathematics Teacher from Wallsend High did not meet the needs of our Model and was discontinued.
The 2010 Plattsburg PS Go Kart ready for action.
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Target 2
Implement a Teacher Mentor Program
Mentoring is an interactive process designed to support and establish professional competence. In 2010 every classroom at Plattsburg Public School will have a Smartboard. The Teacher Mentor Program will facilitate the development of professional competence in the use of Smartboards.
Our achievements include:
Installation of Smartboards into 5 classrooms;
Provision of expert teacher support for team teaching and modelled teaching in the use of Interactive White Boards (IWBs) once a week;
Personalised Professional Learning Plan checklist for each teacher in the Notebook 10 suite;
Scheduled Stage Team meetings and personal professional development planning.
Target 3
Strengthen parent and community partnerships
Strategies to achieve this target include:
Establish a reciprocal relationship with the Plattsy Playroup by making an executive staff member available to work in consultation with the members of the playgroup;
Invite playgroup parents to participate in training for the Essential Moves program;
Facilitate the Essential Moves program for the Plattsy Playgroup ;
Involve the playgroup in Kindergarten activities;
Work collaboratively with parent/carer groups to facilitate quality sport experiences for the whole school.
Our achievements include:
Teacher attendance at Plattsy Playgroup;
Parent participation in the initial training for Essential Moves;
School Sport carnival organised in collaboration with parent/carer community;
Parent/carer community partnership in the management of the school Sports Carnival;
Delineation of a school sport/activity policy.
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 Literacy and Numeracy.
Educational and management practice
Literacy & Numeracy (a review of the effectiveness of and efficiency of the teaching practices of literacy and numeracy)
Background
Plattsburg Public School has been nominated as a Low SES School Communities National Partnership for 2011 (National Parnership). This means the school will receive significant additional funding. The National Partnerships mark the beginning of a new way in which government and non-government schools and the State and the Federal Government will work together to deliver better outcomes for students.
During 2010 the school community was involved in a Situation Analysis. This involved the collation of significant information about the effectiveness and efficiency of the teaching practices of literacy and numeracy. Key findings are listed below.
Findings
Literacy Best Start Data identifies an average of 92% of students in the lower two bands.
Numeracy Best Start Data identifies an average of 73% of students in the lower two bands.
2009 Reading Recovery exit surveys indicated that 80% of participants achieved instructional Reading Recovery level 16 or above. This was 5% above regional and state targets.
AEDI (The Australian Early Development Index) data identifies an average of 16% of
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students in the vulnerable and at risk range for language and cognitive skills.
AEDI data identifies an average of 40% of students in the vulnerable and at risk range for language and cognitive skills and general knowledge.
Between 2005 and 2009 the school has trialled, purchased, implemented and evaluated the following programs: Program Achieve, Milestones in Mathematics, Accelerated Literacy, Spelling Mastery, Cars & Stars, Essential Moves and Go Maths.
There has been no sustained whole-school use of these programs. Remnants of each program exist in teaching practice.
No specific data was collated to measure the efficacy of these programs.
Conclusions
A high percentage of students beginning at Plattsburg PS arrive at school without or with low fundamental literacy/numeracy prerequisites. There is a need for the school to develop specific strategies and approaches to the teaching and learning of literacy and numeracy for Kindergarten students. Implications for K-2 planning involves the provision of intensive and sustained strategies that support specific development in all Best Start areas.
Evidence suggests that the school should consider its potential role in strengthening links with families before their child enrols.
The plethora of programs implemented over the last 3 years and their efficacy indicate a need for restraint in the acquisition of any further prescribed commercial programs.
The school has had a reliance on commercial programs in the past. These have proved to be unsatisfactory. Staff have indicated they prefer Professional Learning which builds their capacity to better differentiate the curriculum and better engage students in their learning. Therefore, the school is not going to rely on commercial programs and is going to put resources towards Professional Learning.
The proven effectiveness of professional learning strategies that are collegial, based
on quality practice and underpinned by continual evaluation indicates that the school should introduce a system which enhances the professional learning for teachers.
Future Directions
National Partnership funding will be used to reduce the reliance on commercial programs and undertake curriculum reviews with a focus on improving pedagogical practice in our school context K-6 which includes a range of assessment strategies to assess knowledge, skills and attitudes which result in qualitative and quantitative assessments of performance. This will be achieved by:
Appointing an additional Assistant Principal to the school to build the capacity of teachers K-6 in the areas of literacy/numeracy.
That the additional AP:
Mentor staff in the provision of Quality Teaching practices K-2 with a strong literacy focus;
Provide professional learning for staff around the provision of Personalised Learning Plans (PLPs);
Develop effective and collaborative supervision practices;
Lead Kindergarten staff in the implementation of the L3 program to effect positive changes in literacy instruction for the Kindergarten cohort;
Facilitate school professional learning that engages teachers in planning and programming and a review of teaching methodology;
Enhance consistency in grades K-6 through the development and gradual implementation of a whole school Assessment Framework.
Curriculum - Literacy (Spelling)
This year as part of the Situation Analysis for the Low SES Community of National Partnerships the school reviewed, and reported the effectiveness and efficiency of the teaching practices of literacy (spelling). Quality Practice Indicators include:
Evidence of explicit and systematic teaching of literacy.
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Evidence of the use of NAPLAN data in the planning and teaching and learning programs.
Evidence of the use of school based assessment data in the planning and teaching and learning programs.
Evidence of a consistent K-6 approach to Literacy teaching and learning.
Every seventh family and every seventh student was surveyed with 100% return on surveys (family and individual student surveys were unrelated). All staff were surveyed.
Finds and conclusions
Findings drawn from open-ended response by students to the surveys included:
58% of surveyed students responded ‘almost always’ or ‘usually’ to the statement ‘I enjoy Spelling Mastery’.
66% of surveyed parents responded ‘almost always’ or ‘usually’ to the statement ‘Teachers find new ways to help students understand’.
72% of surveyed parents responded ‘almost always’ or ‘usually’ to the statement ‘My child enjoys Spelling Mastery.
86% of staff answered ‘almost always’ or ‘usually’ to the statement “Information from NAPLAN Literacy informs my teaching practice’.
58% of staff answered ‘almost always’ or ‘usually’ to the statement “I consider teaching Spelling Mastery to be worthwhile’.
Focus Group discussion by teaching staff identified Spelling Mastery as restricting their capacity to differentiate their teaching; comment was also made around the disproportionate amount of time that the program required and that this time took away from teaching time for writing.
Conclusion
A Strength, Weaknesses, Opportunities and Threats (SWOT) analysis undertaken by teaching staff identified the Spelling Mastery program as not meeting intended outcomes. This commercial program was identified as consistently impeding
the capacity for teachers to differentiate their teaching and pursue the scope and sequence of the syllabi. Therefore the use of this commercial program should be discontinued.
Future Directions
That under the Low SES School Communities National Partnership:
The additional Assistant Principal appointed to the school to build the capacity of teachers K-6 in the area of spelling to:
Support explicit teaching of spelling through writing.
Focus on intensive literacy support K-1.
Develop a Spelling Scope And Sequence.
Establish an assessment framework and student tracking procedure for individuals and cohorts.
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Background
A Parent/Staff Focus Group identified the following findings in regards to partnership using surveys, focus group discussion and document analysis collated as part of the Low SES Situation Analysis:
Personalised Learning Plans were reported as valuable;
The Focus Group identified the school web page as a tool to improve communication e.g. blogs to e-mails, school notes to be included as a separate drop down box, information for parents about learning (e.g. how to do long division);
The School Athletics Carnival was reported as successful and success attributed to the articulation of the event into the school’s strategic plan;
The School Strategic Plan was identified as a planning process that promotes partnerships;
The Plattsy Playgroup as a community partnership is positive;
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Conclusions
Home/School communication is considered an issue by the parent community. The school webpage is reported by parents as an effective communication tool that has the potential to improve teacher/parent reciprocal exchanges about student learning and how students learn and should therefore be strategically supported to exploit its potential.
Future Directions
Strengthen the schools relationship with Plattsy Playgroup (0-4 yr olds meeting each Monday on the school site) through the provision of regular contact with staff and the strategic intention of sharing IWB technology and learning experience. Articulate this into the School Strategic Plan;
Plattsy Playgroup be supported by the school paying insurances for a ceiling of 15 children ;
Expand current school web page communication practices and articulate this into the School’s Strategic Plan;
Communicate to parents ways to support their child’s learning via the web page.
Volunteers record results at the 2010 Athletics Carnival
Professional learning
Significant Priority Action School (PAS) funds were directed toward professional activities that were sustained and scheduled across the school year. They included:
The Teacher of Teams strategy providing every class teacher with 1 hour each week of
Professional Learning in the operation of Interactive White Boards (IWBs) and Notebook 10. Focus group discussion has identified this strategy as effective and strongly favoured by staff for its consistency of delivery. The personalised learning approach that underpins this strategy was singled out as feature responsive to every staff member’s professional needs. The strategy as a whole is strongly endorsed by all staff.
A Mentor strategy to improve the delivery of professional support to all staff in the development and evaluation of teaching programs and establish a practise of collegial consultation in the analysis of student data to effect qualitative decision making. This involved the release of assistant Principals to work with stage teams throughout the year.
Other Teacher professional learning included:
All teaching staff participated in compliance training in Child Protection, Code of Conduct, Emergency Care, Resuscitation;
80% of staff were trained in Non Violent Crisis Intervention Training (NVCI);
Two teachers trained in Best Start Professional Learning;
Two teachers trained in the Explicit Teaching of Writing in Early Stage 1 Classrooms;
Two teachers trained in Drug Education for Early Stage 1 and Stage 1;
Two teachers trained in Catering for K-2 learners with significant and diverse learning needs in literacy and numeracy;
Two teachers attended the K-1-2 Kinder Expo Meeting for Understanding;
The Teacher of Teams undertook training in Interactive Whiteboards in Mathematics Teaching;
One staff member trained in Climate Clever Energy Savers (CCES) mixed mode;
Four staff undertook the ACER online training in NAPLAN narrative marker certification;
Two executive staff undertook training in internal review of a school.
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SASS Staff
All SASS staff participated in compliance training in Child Protection, Code of Conduct, Emergency Care, Resuscitation;
Two SASS staff attended the SAM / SAO Regional Conference;
Two SASS staff attended the Regional SAM Network Meeting;
One SASS staff attended ERN training for Beginners;
One School Learning Support Officer (SLSO) attended training on Autism / Asperger syndrome Teaching Strategies and behaviour support workshop.
School development 2009 – 2011
Targets for 2011
Target 1
Strengthening community partnerships through a 20% increase in engagement with the school web page.
Strategies to achieve this target include:
Expand current school web page communication practices to include how parents can support their child to learn (e.g. how to help kids with homework, assignment tasks uploaded with marking rubrics).
Strengthen and enhance the schools relationship with Plattsy Playgroup (0-4 yr olds meeting each Monday on the school site) through the provision of regular contact with staff and with the strategic intention of sharing IWB technology and Kindergarten learning experiences.
Our success will be measured by:
Stage 2 & 3 assessment tasks posted on the web page with marking criteria; homework for each learning stage blogged.
Parents/Carers trained to deliver home programs.
Playgroup core attendance increasing from six to ten; Playgroup using IWB technology and participating in traditional school activities e.g. Easter Hat Parade
Target 2
Aligning literacy to the Quality Teaching framework to engage students in all literacy lessons.
Strategies to achieve this target include:
Implement structured feedback/goal setting for students in literacy and numeracy e.g. teacher conferencing, progressive assessment folders.
Support the development of whole school data collection practices in literacy and numeracy benchmarks e.g. table facts, stage competency test and diagnostic tests.
Engage 0.5 School Learning Support Officers (SLSOs) with specific skills in the maintenance of data bases for the purpose of establishing an assessment and accountability process across the stages of learning.
Our success will be measured by:
Individual student data collated and stored in school data bases e.g. PM Benchmark, spelling age, table facts, stage competency tests and diagnostic tests.
Data findings communicated to whole staff.
SLSO maintains data bases for data collation to support executive evaluation and reporting activities.
Publication for all staff of whole school data collection of reading benchmarks, spelling performance, reading fluency and writing proficiency that are administered on an interval schedule and that measure curriculum outcomes.
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Target 3
Consolidate the Middle School Model and Teaching Methodolgy
Strategies to achieve this target include:
Consolidate Middle School strategies that broaden the learning community beyond the school gate including Virtual excursions and Connected Classroom experiences;
Enhance the Middle School physical environment to reflect an adolescent identity.
Align teaching methodology to the Middle School approach (e.g. project learning, collaborative learning, discussion).
Use teams if teachers working together to plan, deliver a curriculum that aligns to the quality teaching model.
Our success will be measured by:
Increased use of media technologies in the delivery of learning experiences;
Assessment practices aligned to the quality teaching model;
Minor uniform changes determined for Middle School students.
Middle School physical environment enhanced.
Assessment tasks planned for each term with explicit criteria; criteria meaningful for both students and parents; marking rubrics articulated; uploaded to web page; resource materials, sites made available.
Syllabus outcomes aligned to support and realise the design and construction of a hydroponics unit to provide sustainable project learning across the whole school.
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.
Suzie Travolos, P&C President
Leonie Turner, P&C representative
Sandra Moriarty, P&C representative
Erin Talbot, ATSI Parent
Peter Seaton, Assistant Principal
Donna Brooks, Relieving Assistant Principal
Ellen Bax, Principal
School contact information
Plattsburg Public School
1 Ranclaud Street, Wallsend NSW 2287
Ph: 0249 559196
Fax: 0249 502186
Email: [email protected]
Web: http://www.plattsburg_p.schools.nsw.edu.au
School Code: 7308
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