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Glenhaven Public School

Annual School Report

2003

2015

The Annual Report for 2015 is provided to the community of Glenhaven Public School as an account of the school’s

operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational

opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect

the impact of key school strategies for improved learning and the benefit to all students from the expenditure of

resources, including equity funding.

Message from the Principal

Students continue to become more engaged through quality teaching and

learning experiences. Our NAPLAN results show continued growth and

highlight the school’s focus on Literacy and Numeracy, which provides strong

foundations for future academic success. The school’s continued focus on

meaningful implementation and integration of technology in the classroom has

shown outstanding success both with staff and students.

Staff continued to introduce and implement new curriculums as part of the

Australian Curriculum timeline, including History and Geography.

At all times, the students remain the focus of our programs, initiatives and forward directions. The school has now completed the first year of its three year plan with modifications and adjustments occurring as data reflects need.

I would like to commend the dedicated, hardworking and committed support, teaching and administrative staff at Glenhaven Public School whose dedication to our students ensures that our school continues to be “The Only Place to Be”

School partnerships based on mutual trust and respect continue to be the cornerstone of the success of Glenhaven Public School. Our community provides a rich source of information and expertise which can only strengthen our school.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Parents and Citizens Report from the President. 2015 was a year of significant achievement for the P&C Association at Glenhaven Public School. Throughout the year, we:

i. Refurbished our library through the introduction of a new fundraising model

ii. Reinvigorated our canteen into The Hungry Haven

iii. Streamlined operations within the uniform shop, focussing on reducing the amount of stock on hand.

i. Refurbishment of our library through the introduction of a new fundraising model

Historically, the P&C Association have raised funds by hosting traditional annual events such as Trivia Night and Spring Fair as well as selling Cadbury chocolates and Entertainment books. During 2014, the P&C Association received feedback from our school community that parents are time poor and are expected to contribute a substantial amount, in terms of both money and their time. We saw this as an opportunity to gauge the opinion of the entire school community on the future direction of fundraising at Glenhaven via a survey.

As a result of this feedback, in 2015 all families were asked to consider supporting the school's fundraising activities by making the voluntary contribution in lieu of the traditional fundraising activities. In an attempt to alleviate the financial burden on families at the beginning of the year (when the most significant school related Term Invoice is received), a voluntary annual contribution of $80 per child was introduced in Term 2, which could be either paid up front or over 3 terms. It was agreed by both the P&C Association and Mrs Maxwell (on behalf of all staff) that the funds raised through this voluntary annual contribution were to be directly reinvested into our school library, one

of the most valuable resources for each and every child at our school, so that every child will have the opportunity to benefit from our efforts. This objective was clearly communicated to the school community via the P&C newsletter (Issue 3: Week 6, Term 1).

As a community, in 2015 we raised $34,855 via our voluntary annual contribution (which included an anonymous donation of $10,000). With the investment of these funds, our library has been transformed into an open learning space that is being used to complement classroom activities, nurture a love of reading and offer a friendly and inviting space for the children to enjoy.

The funds raised for the library refurbishment allowed us to:

Purchase new library resources specifically 10 new iPads, 15 new touchscreen laptops and storage trolley

Purchase soft furnishings of two lounges, cushions and a rug to create a comfortable area for children to relax while they read

Purchase new shelving and book spinners to showcase our books and allow easier access for the students

Totally repaint the walls and ceiling

Purchase small work tables for group work, new student chairs and wobbling stools

Purchase a bright new circulation desk to create an orderly flow and organise the borrowing system more effectively

The support from our parents within our school community this year has revived our much loved and tired library from this:

Into a learning hub of the school where exciting, interactive activities will occur and continue to develop.

2. The reinvigoration of our canteen into The Hungry Haven Late in 2014, a Canteen Subcommittee was established with the goal of increasing the profile of the canteen through a series of new marketing initiatives, hence driving an increase revenue as well as undertaking a review of the operations within the canteen with the aim of lowering expenses.

The first half of 2015 was focused on streamlining the operations within the canteen. We formalised the employment agreement with Sally Inwood, who had been our Canteen Supervisor for the past 14 years, ensuring accurate calculation and provision of annual leave, sick leave and long service leave entitlements.

Sally Inwood resigned in August 2015 to pursue a new opportunity. Her resignation resulted in payout of unused holiday pay and long service leave of $13,303 ($5,509 was previously provisioned in the accounts). After an extensive interview process, in Term 4 2015 Sharlene Hutchinson was appointed as our new Canteen Supervisor. With the continual support of the Canteen Subcommittee, Sharlene has reinvigorated our canteen into a fresh, vibrant place where our children can get healthy treats to satisfy their hunger. Under Sharlene’s guidance, during the last term of 2015 the canteen has seen:

The introduction of a fresh, new look including a new logo (a watermelon slice not only indicating the fresh food

available at the canteen but also incorporating the school colours of red, green and white), a new name (The

Hungry Haven) and a new motto filling hungry tummies with home cooked goodness.

An increase in the profile of the canteen driven by use of the blackboards to promote daily specials and fun quotes

(also supported by a competition to ask the students to submit their own quotes), an increase in email advertising

of specials as well as advertising to staff within the staffroom and the office.

A fresh face with a thorough clean and reshuffle of equipment.

Introduction of 50c Flip Outs and $1 Dynamites as a regular part of the menu that are encouraging our children to

try new foods with daily homemade recess treats such as chicken satay noodle salad, basil pesto pasta, pizza subs,

san choy bow, garlic bread and mini Greek salads.

Introduction of ‘Fun Day Friday’ where taste buds have been tempted with apple cake, brownies, choc chip

cookies, rice bubble slice and mini chocolate mousse.

Homemade treats as a staple part of the over the counter menu including frozen fruit and juice icy pops, frozen

orange wedges (known as orange smilies), frozen watermelon wedges and frozen milk cups, all available at very

affordable price points ranging from 10c to $1.

Gathered feedback from the school community by understanding what our children want to eat through feedback

over the counter (i.e. the most popular recess treats) and via a survey to the school community. The overwhelming

response from the survey was to see less processed food and to provide healthier foods which will excite our

children. Specifically, the community wanted to see more sushi, more fresh fruit and vegetables and more

homemade fresh food on the menu. This has all been delivered.

Processes have been streamlined with:

Garnering new volunteer support for the canteen via word of mouth and using the class representatives to

promote volunteering for only a half day as well as a full day. A new email reminder system has been established to

remind each volunteer of their canteen commitment that week, allowing for better management of shift swapping

and cancellations in conjunction with an emergency volunteer roster.

Documenting and simplifying canteen processes and procedures such as the daily running schedule of tasks and

simplifying the burger making system to assist in the ease of preparation for those volunteers who can only assist in

the canteen occasionally.

Creating relationships with local producers and arranging a discount for regular orders. This has already been

completed with Foxall Rd for fruit and vegetables, Bakers Delight at Round Corner for bread and Sushi Mura at

Round Corner or freshly made sushi each Wednesday and Friday.

Creating a database of suppliers containing all contact details, cost price of items, sell price and profit margin.

Over recent years, the canteen has made a financial loss of $8k - $10k per annum which has been subsidised by the P&C Association in order to provide a valued service to the school community. In 2015, this trend has been reversed to deliver a full year profit of $369. This noteworthy turnaround has been driven by:

An increase in revenue year on year of $8,900 (+11%) instigated by more effective advertising of recess and lunch

offers as well as the introduction of new treat days such as Mexican Haystacks. This was coupled with initiatives

supported by the Canteen Subcommittee such as our inaugural Father’s Day breakfast and our new Mexican

haystacks being offered as a dinner option for Movie Night.

A new system of invoicing the school for lunches provided for special events rather than offering them as a donation to the school was also introduced.

Please note that the calculation of increase in revenue excludes funds raised by the Super Spring Raffle initiative mentioned below.

Saving in salary cost by returning to an hourly rate in accordance with the relevant award on the commencement

of a new employee ($3,100 saving within the year)

An increase in food cost of only 8% to support the significant increase in sales.

The Super Spring Raffle initiative which was actively supported by donations from businesses in our local

community generating a profit of approx $2,560.

Efficient purchasing and management of stock by consciously running down food supplies toward the end of the

year to ensure all stock remains in date for the start of the 2016 school year and to minimise stock on hand for the

stocktake (only $947 at year end for the entire canteen).

3. Streamlining Operations in the Uniform Shop This year, the Uniform Shop continued its trend over recent years of delivering a solid full year profit of $24,004. The primary focus this year was to reduce the amount of stock held in the Uniform Shop. This was undertaken in stages being: Rationalisation of current stock – in agreement with Mrs Kerry Maxwell, certain items were deleted from the

standard uniform attire at Glenhaven Public School. These included the girls sports skort, the bootleg dance pant

and sports socks.

Super sales with significant discount – applying only to certain sizes of certain items in an effort to reduce the

amount of excess stock held.

Development of a relationship with a new uniform supplier – who retains majority of stock within their

warehouse. Glenhaven Public School is only charged for the actual stock held within our own Uniform Shop,

thereby significantly reducing the level of stock on hand.

This change in supplier has resulted in endless hours of work for Kim Old and Tanya Herrick as they have compared fabric samples and sizes to ensure visual consistency in the uniform but also guaranteeing that the new items are delivered at a lower unit price, which ultimately will be passed on as a benefit to our school community. 4. Our Community Events A key part of our school community is our community spirit which this year was demonstrated on special days in which our children loved to participate such as Mother’s Day stall, Father’s Day stall, Movie Under the Stars and themed mufti days. To Milly Fragale and her team of Mother’s Day mums a sincere thank you for coordinating the stall and sourcing the most exquisite gifts that brought a smile to the heart of every mum and child on Mother’s Day. To Mary Bazina and her team of helpers a heartfelt thank you for managing the Father’s Day stall. It was wonderful to see such a modern range of useful gifts for each of our dad’s without a pair of socks in sight! Similarly our children and dads were beaming on Father’s Day. A huge thank you to Fiona Engall for being the coordinator of our monthly Garden Club and giving our children a chance to get their hands dirty while experiencing growing produce that was used in our own canteen. A sincere thanks to the P&C Executive who have worked tirelessly behind the scenes to keep the wheels of fundraising and community spirit turning.

An enormous thanks to Suzanne Drew, Rebecca Abbott, Jo Knox, Anita Rose, Milly Fragale, Jaz Dowdeswell and Di Keen for your initiative and support of our canteen through your active participation in the Canteen Subcommittee.

To Sharlene Hutchinson, for your passion, dedication and commitment to reinvigorating our canteen for the benefit of our children, a genuine thank you. What an incredible result you have achieved in such a short space of time! You are amazing!

To Kim Old and Tanya Herrick, for the countless hours you have spent comparing fabric swatches and examining embroidered logos to ensure that the new uniforms meet our Glenhaven standard, a sincere thank you.

To Kate Tucker, Rachel Reiken, Stephanie Duff and Julie Summerfield thank you for your ongoing efforts and continued support in providing our school community with the valued services of the Uniform Shop and the Second Hand Uniform Shop.

A special thanks to Kerry Maxwell and her wonderful staff for their dedication to our children and our school.

Above all, I would like to thank every family who has supported the P&C in our initiatives during 2015, whether it be contributing towards the refurbishment of our library, volunteering in the canteen, supporting our Uniform Shop or simply watching a movie under the stars with your children. Each and every one of you have helped to make Glenhaven a better “place to be” for our children.

Kathryn Dalla Fontana President P&C Association Glenhaven Public School

School background

School vision statement

At Glenhaven Public School we believe that through best practice and commitment to the development of the whole child, we aim to develop creative thinkers and problem solvers who are engaged and self-directed. We believe that collaboration and the development of strong partnerships with and beyond the school will inspire the development of confident, resilient and innovative learners through giving every child opportunities within a culture of growth and performance.

Glenhaven Public School is committed to working as a community to support students and their families through current comprehensive educational programs and opportunities which are designed to maximise achievement for all and build capacity for success as 21st Century global citizens

School context

Glenhaven Public School is a co-educational school in the Dural Network of Schools and is located in a natural bush setting on Glenhaven Road. It is a caring school, proud of its tradition of promoting academic, cultural excellence and high personal standards and values. Glenhaven Public School has a current enrolment of 427 students. Our diverse community includes students from different cultural backgrounds. Approximately 11% of our students are from a non-English speaking background and 1% Indigenous background.The school’s core values are Respect, Responsibility, Being Safe and Learning. In 2015 the school formed 17 classes including four Stage 3 classes, four Stage 2 classes, five Stage 1, a cross stage class and 3 Kindergarten classes which has been a common trend for many years. The school’s community has a medium to high socio-economic profile with a large percentage of families having dual incomes. The school enjoys an excellent reputation and homes within the school’s drawing area are keenly sought after. The school is supported and valued by its local community and the Parents and Citizens Association is active in supporting student learning.

Our dedicated staff, comprehensive programs and supportive community ensure our students are offered the best possible rounded education to prepare them for life. The students’ academic performance is high with NAPLAN results indicating Literacy and Numeracy above state averages. Growth rates in overall Literacy and Numeracy were well above state means. Students perform at an outstanding academic level, and the school has excellent traditions in band, choir, dance and public speaking.

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. Our staff at Glenhaven Public School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. Time was dedicated at School Development days to thoroughly examine the framework, its implications and connections to our school plan, to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school as a whole, based on the expectations identified in the Framework. This provided an important overview to ensure our improvement efforts align with these high level expectations. Staff also looked at where they thought we were positioned in regards to delivering, sustaining and growing or excelling. Evidence that could support these decisions was also noted with staff identifying areas of need and growth with suggested strategies to achieve these. In the domain of Learning, our efforts have primarily focused on curriculum and learning. The strong performance of the school in creating a positive and productive learning culture amongst staff and students has been a feature of our progress. Extra-curricular activities and opportunities were a strength as well as clear supervision requirements, linking to the Australian Professional Standards and data collection expectations in many forms being embedded in the learning culture of the school. The addition of PAT ( Progressive Achievement Tests) was used as another internal assessment tool to help create a more detailed learning profile for all students. The fundamental importance of wellbeing has been identified as an outstanding way to build a culture of trust, respect and valuing of each other. However, it was identified that as a whole, the school needed to refocus its attention on this area to ensure consistency across all stages in expectations, meta language, discipline and award structures. In addition the school would also focus on students remaining engaged, becoming resilient and accepting responsibility for their own high level learning. Attention to individual learning needs has been another component of our progress throughout the year. Students with high learning needs are being identified early and their parents are increasingly involved in planning and supporting the learning directions for them. Programs are reflecting quality teaching elements with accommodations and adjustments becoming more explicit in regards to all learning levels of students. Our major focus in the domain of Teaching has been on the further development of data skills for staff members. Through the introduction of increased methods of in school assessments, such as PAT testing, staff are developing ways to analyse this data to ensure maximum learning opportunities are provided for students at all levels. Both classroom and collaborative practice have continued to be developed with inter school projects being completed. One of these was a 21st Century Creative and Critical Thinking project which continued to allow collaboration across schools to ensure higher order curriculum delivery, including strategies for differentiation. New directions include the use of technology for learning, the improvement of teaching practice through classroom observations, reflection and feedback, and the development of expertise in vital literacy and numeracy programs and in the new syllabus, all highlight a teaching culture that is focussed on improving student learning outcomes. In the domain of Leading, our priorities have been to ensure that school planning, implementation and reporting involve all stakeholders and aligns to local and system priorities and ensures responsiveness to changing needs of all. The consistency and effectiveness of implementation of our key strategic directions throughout the year has been due to a strong foundation of leadership capacity building across the school. This approach recognises that leadership development is central to the achievement of school excellence. The leadership team has been successful in leading the initiatives outlined in this report and building the capabilities of staff to create a dynamic school learning culture. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Quality differentiated learning that develops creative and self-directed learners.

Purpose

To engage every child with a differentiated and challenging curriculum that focuses on developing

individual strengths, capacity to learn, to play an active role in their own learning and to work

collaboratively with others. Students will be encouraged to problem solve in an environment that

stimulates independence, resilience, curiosity and encourages risk taking.

Overall summary of progress

The school has continued to develop and strengthen the impact of the Learning and Support Team.

Strategies and processes have been put in place to enhance student progress in Literacy and Numeracy.

Tracking methods and the development of evidence based Personal Learning Plans have provided a

stronger more focussed support to identified students in partnerships with parents. Revision on structures

for National Consistent Collection of Data was beneficial to all.

Class programs reflect an increased documentation and evidence of differentiation for all students and are

monitored through stage supervision structures. The Quality Teaching Framework continued to be a focus

with surveys and observations being carried out in conjunction with the University of Newcastle. Whole

school teacher professional learning, through Department based Differentiation Modules, developed staff

skills in learning styles and was supported with collaborative units of work being written incorporating

these skills.

Increased analysis and gathering of data has also been a focus with the school implementing PAT testing

across the whole school. Eventually this online program will be able to monitor and highlight areas of

growth and further development. Specific teachers were trained in the Rip it Up Reading program to

address the needs of students not gaining a satisfactory growth in reading due to working memory issues.

PLAN data continues to be utilised in both Literacy and Numeracy continuums with professional learning

being provided in cluster evidence as well as benchmarking.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

The school has in place a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collective wellbeing with playground referrals reduced by 50%.

Decreased rates of students with playground referrals by 40%.

Student’s cognitive growth and capabilities have been embedded in classroom programs across the school.

Personal Learning Plans, accommodations and adjustments were evident in classroom programs with the Literacy and Numeracy continuum being used as a guide for student growth and requirements needed to move clusters.

QTR grant

$14000

SSLO Support

$10000

The school has aligned staff processes and school systems for collecting, analysing and reporting local and external data on student and school performance with 95% of students showing growth throughout the year.

Data analysis has improved with benchmarking and standards required being grade and stage based. Monitoring has been aligned with both the Literacy and Numeracy continuum.

Growth rates to be monitored in 2016 utilising a variety of online and classroom assessments this year as a benchmark.

PAT testing licences S4,500

Rip it Up reading training

$2000

Next steps

Staff evaluations indicate that in regards to student wellbeing that a whole school approach is important and essential to ensure Strategic Direction One is achieved for all students. As a result the school will be implementing Positive Behaviour for Learning in 2016. This will also provide an effective tool for measuring improvements in behaviour more accurately and consistently.

A K-6 data collection schedule to be developed to ensure a high level tracking system is in place from Kindergarten through to Year 6. The development of common templates and consistent teacher judgement will be included in Professional Learning Programs.

A focus is also needed to ensure that data analysis is driving classrooms programs and that the school is assessing for learning.


Quality teacher and leader learning

Purpose

To create a meaningful, inclusive and equitable whole school learning environment that encourages and supports a

range of learning styles and abilities. The delivery of a 21st Century quality teaching curriculum focused on

innovative learning, meaningful integration of technology and measureable growth and performance.

To give staff the expertise and confidence to competently implement rigorous and appropriate teaching practices

that prepare children for a future defined by technology and creative, open ended thinking.

Overall summary of progress




Staff reflecting on pedagogical practice and modifying teaching in reflection of student learning. Staff taking risks in teaching and continually striving for excellence leading to 95% of students showing growth within a school year.

Participation in 21st Century Creative and Critical Thinking project. Staff, with the support of an academic partner Dr Kylie Shaw from Newcastle University, attended numerous professional learning sessions to identify and understand the opportunities that learning activities give students to build 21st century skills and how to identify these in student’s work. Units of work were written incorporating collaboration and real world problem solving. Observations and evidence was collected to measure the level of depth that this program achieved.

Increase in the number of staff effectively integrating iPads in the classroom. Further sets of iPads were purchased as part of IT budget plan with a variety of programs being utilised.

$4000 Think Tank Grant

$25000

School Technology contribution/Computer Coordinator Budget

The school has embedded and explicit systems for collaboration, PDP classroom observation practices, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes with 25% of staff applying for accreditation at highly accomplished and lead.

Professional learning team was developed to support collaboration across the school. Performance and Development Plans implemented which included classroom observations by the Principal as well as teaching and learning supervision.

Quality Teaching Rounds continue to be implemented incorporating the modelling of effective practice and protocoled feedback.

Principal trained in LEAD accreditation with select teachers committed for LEAD accreditation

$13000 Professional Learning

Next steps

The school will continue to be involved in the 21st Century project with partner school, Samuel Gilbert. The 2016 program will involve more programmed days where staff align these 21st Century skills into the new History or Geography units. A project movie will be created and staff involved will be allocated time to share with peers to ensure a deeper embedding of these skills in teacher and learning programs. Technology will continue to be embedded with class programs now reflecting a fully integrated approach.

The school will be implementing the Seven Steps of Writing Success across all grades. A full days training will be provided with classroom observations and team teaching occurring. Ways to measure growth through this initiative will be developed. Australian Professional Standards will be a focus and evidence gathered for future accreditation requirements.

Supervision schedules and Personalised Development Plans will more visibly link to school Strategic Directions.

Quality community partnerships and engagement

The implementation of efficient management and teaching practices that lead a creative, inclusive school within a

positive learning culture that engages with families and the community. To ensure the delivery of a quality education, underpinned by effective and supportive partnerships with strong organisational structures that value purposeful communication and meets the current needs of the community.




Purposeful and productive partnerships with local community and businesses to maximise whole school learning and opportunities.

Parent information sessions held in the areas of Mathematics, iPad integration, NAPLAN and Internet safety to provide parents with information to maximize student learning and increase home-school partnerships.

School sponsorship from local business to support the purchasing of resources.

Staff Trivia Night to build stronger links with parent community and provide funds for playground art.

Sponsorship funds to P and C for allocation.

$7000 Trivia Night

Improved resources and access to resources through the partnerships developed within the community.

Technology contribution continued to provide access to increased support for iPads and laptops.

Charging stations and the replacement of IWBs was extremely valuable. The school Library was completely renovated through P and C fundraising initiatives and can be seen earlier in this report.

$23000 Contribution

$30000

Community fundraising through P and C Library

Next steps

To encourage larger participation in information sessions and community projects. Communication of student individual growth through methods apart from Semester reports.

Smooth transition into the LMBR process with the school going LIVE in June.

Community initiatives and events encouraged through new members of P and C meetings.


Purpose

Overall Summary of progress

Key initiatives (annual) Impact achieved this year Resources

Aboriginal background funding

Funding received was allocated to identified Aboriginal students with Individual Education Plans being developed in consultation with families and agencies. Funding was used to developed Literacy programs as well as the completion of a unit of work developed to support the researching of student’s family background, locations of various Aboriginal groups as well as cultural traditions.

$1400

English language proficiency funding

The school did not receive any funding in this area.

Socio-economic funding

PAT assessment K-6 introduced as school based data collection in reading, writing, numeracy, spelling, grammar and punctuation. Rip it Up Reading professional learning for implementation in 2016 for working memory issues commencing with a focus on students in years 3 and 4.

$7000

Low level adjustment for disability funding

School list of students seen through Learning and Support team shared with relevant staff Revision on structures required for addition to NCCD list including parent sign off. School reports to be monitored to reflect accurate plans with students identified.

Learning and Support reports completed to inform parents of students involvement, growth and completion of programs. Development of Individual tracking packages for identified students with roles and responsibilities and more succinct timelines developed for 2016.

Employment of support staff and learning and support teacher for 2015 due to funding allocation being decreased.

Resources purchased such as Spelling Mastery and Multi Lit books.

$19000

Support for beginning teachers

Induction program and booklet created and delivered. Mentor and Supervisor identified with RFF roster to allow for time together for further development.

Regular meetings with mentor to help direct areas needing addressing with a focus on assessment and reporting supported through the provision of a report dat folder.

Class teacher observations set up across the school for Professional Learning.

Beginning teachers network developed with meetings being held at various venues

Team teaching with learning and support teacher in both Literacy and Numeracy lessons including the specific areas of Seven Super Sentences and Six Comprehension Strategies.

$14000

Key initiatives and other school focus areas

Other school focus areas Impact achieved this year Resources

Technology

Purchase and installation of secure iPad charging and storage docks and staff training in integrated use. Further infrastructure to support iPad implementation within class using IWB. Claymation projects completed in in Stage 2 classrooms.

Parent information session and frequent staff evaluation as to further directions.

$35000

Student information

Enrolment History Enrolments at Glenhaven Public School continue to remain at approximately 430 students. The school enjoys a good reputation in the district highlighted by large numbers of out of area applications. The school has a committee to view these applications which includes a staff member, parent’s representative and Principal who use the school’s Enrolment Policy as a guideline.

Student enrolment profile

Student attendance profile

Year 2010 2011 2012 2013 2014 2015

Sch

oo

l

K 95.7 96.9 95.9 96.4 96.2 92.8

1 94.9 96.2 95.2 96.2 96.5 94.9

2 94.9 95.8 94.8 96.2 95.7 95.3

3 95.8 96.7 95.5 95.1 96.3 96.6

4 94.9 95.4 95.5 95.9 95.7 93.8

5 94.7 96.3 94.1 94.3 95.6 94.7

6 94.8 95.1 94.4 95.6 95.4 95.3

Total 95.1 96.1 95.1 95.7 95.9 94.8

Stat

e D

oE

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Attendance

Late arrivals continue to be a concern with the school highlighting the importance of prompt arrival to school frequently in the newsletter and through the school Attendance Policy guidelines. This year students who applied for Exemption of Leave had this approved if it met the requirements, however this absence was recorded as Leave on school records due to the changing in attendance regulations in this area.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 40

0

100

200

300

400

500

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Class sizes Workforce composition

Roll class Year Total in class Total per year

KH K 18 18

KS K 17 17

KT K 18 18

1F 1 21 21

1S 1 21 21

1Z 1 21 21

2HB 2 23 23

2T 2 24 24

3D 3 24 24

3K 3 26 26

4C 4 30 30

4R 4 32 32

5B 5 27 27

5D 5 30 30

6R 6 34 34

6S 6 33 33

2/3W 2 10 24

3 14 24

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

In 2015, Glenhaven Public School had one Aboriginal classroom teacher who was appointed as part of the Aboriginal Scholarship program.

Professional learning and teacher accreditation

In 2015 staff at Glenhaven Public School took part in numerous professional learning and teaching accreditation activities. The Principal was trained as a LEAD teacher authority and panel member to be part of leadership assessment teams to validate LEAD submissions. The Principal also attended numerous mandatory training in areas such as Schools Excellence, Professional Development Plans, Student Wellbeing and financial preparation for the introduction of LMBR. The school was involved in a Community of Schools project through a successful Creative Thinking project application. Through this project both a select team and the whole staff were involved in a 21st Century Creative and Critical Thinking project. An academic partner, Dr Kylie Shaw was pivotal to the project. Other forms of professional learning included the development in the area of technology and integrated use of iPads in the classroom as well as many sessions on the new Australian Curricula. Other professional learning activities attending by staff consisted of Learning Support team network meetings and training in Rip it Up Reading initiative.

Executive also attended network meetings with two Assistant Principals forming a much needed Beginning Teacher network. As a result of members attending the Seven Steps of Writing Success course the program will now be implementing across the school in 2016 after a whole school workshop. Staff attended a variety of professional learning activities in support of their Performance and Development plans.

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Classroom Teacher(s) 13

Teacher of Reading Recovery 0

Learning and Support Teacher(s) 0.5

Teacher Librarian 1.0

Teacher of ESL 0

School Counsellor 0.3

School Administrative & Support Staff

Other positions 1.4

Total

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 127920.29 Global funds 303762.16 Tied funds 109023.55 School & community sources 365815.80 Interest 4875.35 Trust receipts 22232.27 Canteen 0.00

Total income 933629.42

Expenditure

Teaching & learning Key learning areas 88435.21 Excursions 90968.60 Extracurricular dissections 160558.85

Library 49855.72 Training & development 8503.35 Tied funds 108719.60 Casual relief teachers 94973.09 Administration & office 91099.76 School-operated canteen 0.00 Utilities 46356.29 Maintenance 23423.23 Trust accounts 23453.14 Capital programs 0.00

Total expenditure 786346.84

Balance carried forward 147282.58

Financial summary

School performance

School-based assessment

In 2015 the school introduced PAT testing as a means of gathering further data to drive quality teaching and learning programs. These online assessments are in the area of numeracy, comprehension, writing, spelling and grammar and punctuation. The school continues to develop the use of PLAN data with students being placed on both the Literacy and Numeracy continuum and moved throughout the clusters. Regular benchmarking, stage and grade assessments as well as informal feedback and observation are used to support the monitoring of student growth as well as student engagement.

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

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

Positive Behaviour for Learning Survey.

The school community were surveyed as part of our research prior to Glenhaven Public School commencing Positive Behaviour for Learning (PBL). The majority of the parent community felt that we had a small number of positively and clearly stated student expectations or rules defined, however 42% were unsure. This was in contrast to only 27% of our staff feeling confident that these rules were explicitly taught. 42% of our parent community were unsure if we have defined rules or expectations and 73% of our staff agreed with this view indicates that this is an area requiring improvement. Our participants were asked if expected behaviours are rewarded and recognised regularly. A clear majority (81%) felt that we do, with 73% of staff also agreeing with this. This indicates that our reward system is viewed positively by staff and parents for recognising appropriate behaviour. Both parents and staff were asked which areas in the school they felt created the most difficulties. Most respondents indicated the playground in some capacity. The fact that this area causes most concerns is a reflection of the need for clear and consistent rules to be taught and to be in place and for the all members of the school. Staff were surveyed separately in regards to what they felt were the three most challenging behaviors. Resilience was a very common response as well as a “that will do “attitude in the classroom and when completing tasks. Where staff felt that there were not major behavior issues there were too many continual minor disobediences occurring. A need was also recognised by staff for students to have more initiative and not giving up when a task is proving challenging.

Staff responses to the question of what they would like to see as the schools values answers included resilience, striving for excellence, respect and responsibility for their own actions.

In response to the results and issues raised in this survey target areas and priorities have been identified and will play a major role in the structure of the schools new Positive Behaviour for Learning ( PBL) program.

Policy requirements

Aboriginal education

The school continued to develop its awareness of Aboriginal policy and student knowledge through the celebration of NAIDOC day. This involved students having access to Aboriginal storytelling as well as art and cultural activities. This was supported with classroom teaching and learning activities integrated into literacy and HSIE lessons. Identified students also researched their own personal history as well as locating various Aboriginal groups location across the State.

Multicultural Education and Anti-racism

Multi-cultural education is embraced throughout all teaching and learning areas, especially in the areas of Human Society and its Environment and the new English syllabus. In Stage Two a unit of work was completed titled Cultures and in Stage One a cultural dance group attended as part of the days cultural experiences where students were taught Bollywood dance sequences.

School contact details:

Glenhaven Public School

74 A Glenhaven Road

Glenhaven

www.glenhaven-p.schools.nsw.edu.au

[email protected]

9634 3675

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