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QUEANBEYAN SOUTH PUBLIC SCHOOL

Annual School Report 2014

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School context

In 2014 Queanbeyan South Public School (QSPS) had an enrolment of 370 students. This was supported by the Ngurranbai onsite Transition to School Program with an enrolment of 35. The student population identifies 35 cultural backgrounds with 21% of Aboriginal descent and 28% from a language background other than English. A staff of over 33 includes the principal and 4 assistant principals. As well as designated classroom teachers there are district support staff based at QSPS along with a Community Language (Macedonian) and English as an Additional Language/ Dialect teacher. The school has 3 permanent School Learning Officers, an Aboriginal Education Officer, 2.2 administration staff and a part time general assistant. The staff is enhanced above entitlement as funding permits.

Until 2014 QSPS has had a district class for children with mild intellectual disabilities; this has been disestablished for 2015 and reestablished as a multi-categorical class bringing the schools total number of multi-categorical classes for students with specific needs to three. The school also has held the two district Opportunity Classes for Gifted and Talented students both years five and six, as from 2015 this class will be a composite class in line with many regional schools. QSPS is the regional base for the Reading Recovery program with training in purpose built facilities.

The school has an established kitchen garden program with students undertaking the full preparation of meals based on food they have grown and prepared. Part time specialists are employed to assist with the presentation of these lessons.

QSPS School grown tomato plant sale

Principal’s Message

2014 saw many changes commence within the Department of Education and Communities (DEC). Major changes included the introduction of new syllabus documents with dedicated staff undertaking professional learning that embraced the new documents and enhanced student learning. 2014 saw the introduction of two syllabus documents at QSPS, English and Math’s, with Math’s being implemented ahead of DEC scheduled timeframes to benefit student learning. I commend staff for their commitment to professional learning. Science will be trialled in 2015 also ahead of schedule.

New programs were implemented this year that were highly beneficial and successful student based programs including K-6 daily fitness and a resident artist program called Studio One.

Daily fitness K-6 was initiated as an outcome of data collected through the Rob de Castella physical exercise foundation that indicated the need for further physical activity across the student population in addition to sport. There was a need to deliver the activities on a consistent basis. This led to K-6 daily physical activities groups led by our senior student peer support groups. This proved to be a highly successful program.

Studio One, set up in room one, saw specialised art lessons catering for years 3-6 conducted by a talented teacher in that field. This program was valued by both staff and students. Staff benefitted by attending the classes and extending professional learning in creative arts. Through this program students contributed work that was displayed in many local and school events including NAIDOC week and the Queanbeyan Show. Both daily fitness and Studio One will continue in 2015.

QSPS has already embraced extensive technology and this was further enhanced in 2014 by the purchase of more laptops along with tablet technology being extended into stage two with class sets. New numeracy and literacy software ensured a highly competitive cohort of K-2 students attaining leadership status across Australia, with class and individual students being recognised. Improving Literacy Numeracy National Partnership (ILNNP) funding ceases in term one 2015 and this program has benefitted our Kinder and year one students extensively, with the introduction of the Language, Learning and Literacy program (L3) (begins in year 2 2015). Senior years have seen a major focus on literacy through programs such as Making Up For Lost Time in Literacy (MULTILIT) and Focus on Reading to improve comprehension and inferential reading.

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QSPS has been awarded further funding for 2015 under the Early Action for Success program. This will focus on K-2 and funding is based on Best Start data. This will bring further personnel and resources to the school with a highly intensive literacy and numeracy focus building on foundations already set.

QSPS continued to be a shining star in activities across the district such as our Performing Arts group and the school choir. Active After School Care continued to be popular, offering a wide variety of after school activities. This will continue into 2015. One of QSPS most valued facilities is the Ngurranbai Transition to School Program catering for 3-5 year olds transitioning to school. I commend the staff on their dedication to early education.

Ngurranbai Transition to School Graduation

I would also like to thank Mrs Elizabeth Harley who in conjunction with Mrs Mitchell has managed our junior and senior school choir for many years. Her dedication and organisation has ensured our choir has had many opportunities across the district to entertain and experience the joy of song. I thank her for her dedication and welcome Mrs Edgar into this role.

I would like to take this opportunity to pay tribute to and commend all staff at QSPS for going above and beyond their roles for the benefit of our students. To volunteers who give up their time in countless ways across our school, I thank you for your generosity of time and spirit. I thank our Parents and Citizens (P and C) Association for their tireless commitment to our student’s education.

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 schools achievements and areas for development.

Genevieve Jackson Principal

Student information

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

Student enrolment profile

Gender 2009 2010 2011 2012 2013 2014

Male 251 236 213 197 205 196

Female 206 197 183 186 194 159

Student attendance profile

Year 2009 2010 2011 2012 2013 2014

K 93.1 91.9 90.4 92.3 89.9 93.0

1 91.7 93.1 92.0 92.1 90.3 91.4

2 91.0 92.1 93.0 91.0 89.7 90.8

3 91.7 91.7 92.9 93.8 89.8 91.9

4 90.8 93.4 92.3 93.0 92.6 91.6

5 92.2 90.5 92.1 92.7 92.6 93.9

6 91.8 92.9 91.5 92.2 89.8 94.3

Total 91.6 92.2 92.1 92.5 90.7 92.5

As a regional focus school for attendance Queanbeyan South procedures have been established to refine liaison between school, parents, Aboriginal Education Officer and the District Home School Liaison Officer. Attendance incentive charts and reward systems for students have been effective in improving student attendance with close to a 2% increase on figures from 2013. Supplying parents with pre-printed attendance booklets established in 2011 has continued and parents have been supported through referral to appropriate assisting agencies. ‘Celebrate Attendance’ Hints and Tips are included in QSPS Snippets newsletter, to highlight the need for regular attendance. Non-attendance is managed by contact between school and home.

School Captains 2014

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Workforce information

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

Workforce composition

Position Number

Principal 1.0

Assistant Principal(s) 3.0

Assistant Principal Multicategorical 1.0

Classroom Teacher(s) 11.0

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.9

Teacher Librarian 0.8

Teacher of ESL 0.8

Community Languages Teacher 0.6

Teacher Mild Intellectual 1.0

Teacher Multicategorical 1.0

Itinerant Teacher of Vision 1.0

Part Time Teacher 0.6

RFF/Student Support 0.588

Primary Student Support RFF 0.252

Primary Student Support Executive 0.042

School Administrative & Support Staff 7.522

Total 42.472

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

The Aboriginal composition of our staff constitutes twelve percent of our workforce.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 77

Postgraduate 23

Professional learning and teacher accreditation

Professional Learning is an integral dimension of teacher development at QSPS. It was identified both through individual personal directions and interests of staff and aligned to the strategic directions of the school plan. In 2014 at QSPS $69,648.21 was spent on professional learning comprising funds from DEC allocations, National Partnerships and equity.

*BoSTES Support for Primary Teachers x 1

*Reading Recovery – ongoing x 1

*ePM Collection digital reading K-2 x 7

*Report mentoring x 4

*Managing tablet technology x 2

*Literacy – Narrative strategies x 2

*Visual Arts – Connections x 1

*L3 training for Kinder –Year 1 x 5

*Senior First Aid SASS/ Teachers x 5

*Connected Class – update x1

*Learning Support Team Induction x1

*Skoolbo tablet technology x 3

*Literacy – grammar strategies x 1

*Syllabus Plus technologies on line x 1

*ESLIN x 2

*Teachers Federation Conference x 1

*Focus on Reading x Stage 2 and 3

*South East Principals Professional Learning x 3

*Aboriginal Education Conference x 1

*Accreditation for School Leaders x 3

*Understanding Autism Spectrum Disorders x 1

*STEM –Math’s Plus K-6 x 1

*Driving Curriculum - Science x 1

*Working with ASD x 3 (SLSOs)

*Inclusion Speech – Languages x 1

*MULTILIT x 4 MINILIT x 1 training

*Consultative Decision Making /Finance SAM

*ERN Manager / ERN Family Manager SASS

Staff Development Days were attended by all staff including School Learning Support Officer (SLSOs) and all School Administrative Support Staff (SASS). Both DEC mandatory professional learning components were covered over the 2014 period (as per compliance register) and this year also saw an emphasis on further professional learning associated with the new Mathematics and Science (2015) syllabus (Australian Curriculum). Staff worked both as a whole unit and in stages on the development of highly effective units within curriculum areas and modules. Staff also covered Merit Selection Training, Focus on Reading, Planning for Literacy and Numeracy (PLAN) and welfare planning.

Teacher accreditation follows BoSTES regulation.

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Beginning Teachers

QSPS has four permanent and one contracted beginning member on the teaching staff. Funding under Great Teaching Inspired Learning provided opportunities to:

Mentor with executive staff and senior teachers to produce quality reporting

Mentor with executive staff to accurately plot on PLAN

Relieve in executive positions (for aspiring future leaders)

Develop skills in management and direction of whole school performing arts activities

Undertake professional development for teachers in new roles, such as the Learning and Support Teacher (LaST) (network meetings, autism courses, literacy programs, Focus on Reading)

This was supplemented by inclusion in school, district and regional professional learning opportunities aligned with individual and school plan identified needs.

K-2 Footsteps

Book week Parade

Financial summary

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

Date of financial summary 30/11/2014

Income $

Balance brought forward 560028.62 Global funds 302722.79 Tied funds 458587.74 School & community sources 106774.67 Interest 16736.45 Trust receipts 18049.15 Canteen 0.00

Total income 1462899.42

Expenditure

Teaching & learning Key learning areas 52980.39 Excursions 28705.53 Extracurricular dissections 47606.90

Library 1466.70 Training & development 972.21 Tied funds 446202.38 Casual relief teachers 95306.86 Administration & office 87471.33 School-operated canteen 0.00 Utilities 91729.76 Maintenance 19978.07 Trust accounts 16610.80 Capital programs 0.00

Total expenditure 889030.93

Balance carried forward 573868.49

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2014

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

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NAPLAN Year 3 - Literacy- (including Reading, Writing, Spelling and Grammar and Punctuation)

Year 3 Reading

School SSG State DEC

Average score 2014 343.9 375.9 416.3

Skill Band

Distribution

Band 1 2 3 4 5 6

Number in Bands 13 7 7 8 8 2

Percentage in Bands 28.9 15.6 15.6 17.8 17.8 4.4

School Average 2010-2014 n 27.5 17.7 19.2 15.3 8.2

SSG % in Bands 2014 13.0 17.2 18.7 22.0 14.1 15.0

State DEC % in Bands 2014 6.1 9.9 15.3 22.6 18.5 27.6

While bands 3 and 5 remain consistently close to state and SSG percentages in reading, a major focus will be maintained on comprehension and inferential reading to move students from band one

Year 3 Spelling


Average score 2014 344.2 375.3 418.8

Skill Band

Distribution Band 1 2 3 4 5 6



School Average 2010-2014 11.2 18.6 22.5 20.9 19.0 7.8

SSG % in Bands 2014 9.3 22.1 15.1 24.2 18.3 11.0


Year 3 spelling indicates an upward movement into bands 4 and 5 though this does not meet state average. Early intervention programs such as the Early Action for Success will be implemented across literacy in the early years in 2015

Year 3 Grammar and Punctuation


Average score 2014 341.4 379.9 427.1

Skill Band Distribution

Band 1 2 3 4 5 6



School Average 2010-2014 15.5 15.9 17.8 18.6 19.0 13.2

SSG % in Bands 2014 9.4 13.7 22.5 22.7 17.1 14.6


QSPS has a higher percentage of students in band 3 than state and 4 than SSG averages. These percentages need to move to bands 5 and 6 with a consolidated focus of strategies

Year 3 Writing


Average score 2014 351.9 365.5 401.5

Skill Band Distribution Band 1 2 3 4 5 6



School Average 2011-2014 10.6 10.6 34.4 22.2 20.1 2.1

SSG % in Bands 2014 8.6 13.4 30.6 23.6 19.9 3.8


Writing has seen a higher average of students move into bands 3 and 4 from lower bands, 3.1% higher than SSG and 3.9% higher than state averages

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Year 3 Numeracy


Average score 2014 342.4 363.8 401.6

Skill Band




School Average 2010-2014 10.4 25.5 30.5 19.3 10.4 3.9

SSG % in Bands 2014 8.7 20.7 26.6 22.2 15.3 6.4


With 26.7% of students in band 4 this has shown a significant shift in students to higher bands and is 4.5% above SSG and 3.5% above state averages. Band 2 remains overly represented and numeracy strategies will remain a strong focus in 2015

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

NAPLAN Year 5- Literacy- Reading

Average Score School SSG State DEC

2014 462.8 462.4 497.3

Skill Band Distribution Band 3 4 5 6 7 8



School Average 2010-2014 15.3 18.3 26.0 18.3 12.7 9.3

SSG % in Bands 2014 12.3 22.3 25.1 22.6 11.3 6.5


While band 5 has a higher percentage of students than state average and band 6 is higher than SSG a major focus in reading will be maintained on comprehension and inferential reading to move students from bands 3 and 4. Average scores are close to SSG

Testing at the Engineering Games

NAPLAN Year 5 Spelling


Average score 2014 486.4 465.2 502.7

Skill Band




School Average 2010-2014 12.1 13.8 24.9 20.2 18.5 10.4

SSG % in Bands 2014 12.6 14.8 26.9 22.3 19.0 4.5


QSPS average score in spelling was well above SSG and within percentage bands students were above SSG in band 5 by 2.3% and state by 10.2%. Students were also ahead of SSG in band 7 by 3.9% and in the top band 8 QSPS were ahead of both SSG by 10.1% and state by 0.1%

NAPLAN Grammar and Punctuation


Average score 2014 466.5 463.8 504.7


Band 3 4 5 6 7 8



School Average 2010-2014 14.1 19.2 20.9 13.8 15.2 16.8

SSG % in Bands 2014 12.9 19.3 26.3 19.3 12.4 9.8


QSPS average score in grammar and punctuation is above SSG with a higher percentage of students in band 7 than SSG by 2.2% and band 8 by 4.8%

Engineering Games

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NAPLAN Year 5 Writing

QSPS had a higher percentage of students in bands 6 and 8 than SSG with almost 10.0% in band 6 and 0.7 % in band 8. A further focus on writing will target strategies in this area of literacy

NAPLAN Year 5 - Numeracy


Average score 2014 454.0 450.6 488.5


Band 3 4 5 6 7 8


Percentage in Bands 12.8 34.0

12.8 19.2 14.9 6.4

School Average 2010-2014 13.1 23.5

22.8 20.3 10.7 9.7

SSG % in Bands 2014 12.8 25.8

27.4 22.0 8.2 3.7

State DEC % Bands 2014 6.4 15.7

23.5 27.8 13.5 13.0

QSPS has a higher average score than SSG and has 9.4 %more students in the top two bands than SSG. QSPS exceeds state in band 7 by 1.4% and SSG by 6.7%. QSPS exceeds SSG by 2.7% in band 8

Questacon Visit

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

2008-2010

2009-2011

2010-2012

2011-2013

2012-2014

School 98.4 109.1 90.1 100.4 85.5

SSG 93.5 80.1 85.3 86.2 80.0

State DEC 96.6 82.7 81.3 79.4 79.5

Average progress in Numeracy between Year 3 and 5*

20082010

2009-2011

2010-2012

2011-2013

2012-2014

School 84.1 104.1 109.5 96.5 80.5

SSG 85.4 92.4 101.0 80.8 83.2

State DEC 89.6 95.8 98.2 89.7 89.1

Average progress in Writing between Year 3 and 5*

2011-2013 2012-2014

School 70.3 57.6

SSG 51.0 46.7

State DEC 55.2 49.3


Average score 2014 430.4 432.1 467.1


Band 3 4 5 6 7 8



School Average 2011-2014 14.5 15.8 32.9 25.6 9.0 2.1

SSG % in Bands 2014 19.5 18.9 40.7 15.1 4.3 1.4


Average progress in Spelling between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

2012-2014

School 76.3 90.8 94.2 106.6 101.7

SSG 88.9 75.2 100.2 86.4 77.3

State DEC 84.5 75.4 95.4 84.9 80.6

Average progress in Reading between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

2012-2014

School 79.9 93.0 70.1 110.0 93.1

SSG 81.8 70.2 80.3 94.1 86.3

State DEC 83.7 74.0 79.2 85.7 78.8

A consistent strength at QSPS is the progress made between

years 3 and 5 indicated on the tables for reading, spelling,

numeracy, grammar/punctuation and writing against state and

SSG over a number of years.

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Achievement in the Arts, Sport and other Academic School Programs

National Competitions

International Competitions and Assessments for Schools (ICAS)

During 2014 students participated in the International Competitions and Assessments for Schools (ICAS) run by the University of New South Wales. The assessments are conducted annually across Australia and 12 other countries with 1.2 million students participating. Students at QSPS sat for assessments in Science, Mathematics and English.

We would like to sincerely thank the P and C Association for their ongoing financial subsidy of entry fees for all primary students participating in ICAS.

Science English Mathematics

Distinction 4 Distinction 2 Distinction 1

Credit 13 Credit 6 Credit 8

Merit 5 Merit 5 Merit 4

2014 Australasian Problem Solving Mathematical Olympiads

This year the team consisted of 28 students from QSPS Opportunity Classes. Over 28,000 students from across Australia, Asia and New Zealand participated. One of our students score fell just outside the top 10% with high achievement. Students received participation certificates for competing in all five Olympiads.

Maths Olympiad Achievers

Performing Arts

During Education Week 2014 QSPS had 55 students from years 2- 6 involved in the Canberra Theatre based performance of the Queanbeyan District Arts Festival ‘Rewind’. QSPS students chose dance music recalling the ‘90s. Students performed songs from the decade including Thunderstruck by ACDC, Spice Up Your Life by the Spice Girls, Backstreet by the Backstreet Boys and The Venga Bus by the Venga Boys. A highly active performance entertained the audience with commitment and passion producing an outstanding show.

Nerilee Apathy

The Backstreet Boys and Dancers

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Choir

In 2014 the school choir was initially selected from students in years 4 - 6 with year 3 auditioning in semester two. The highlight of the year was our performance at the Queanbeyan District Choral Festival which was held in May at Llewellyn Hall, School of Music in Canberra. An exciting initiative this year was performing for parents at the Kinder Orientation. The choir also performed at end of year presentation days for both infants and primary.

Elizabeth Harley Narelle Mitchell

Choir Performing at Choral Festival

SRC Annual School Report (SRC)

The Student Representative Council consists of one elected student in each class from Years 2 to 6, along with vice representatives to assist.

The students were active participants in the school with input valued by staff. Lunch time play equipment lending was the main responsibility of the SRC – who also purchased new equipment including, racks on wheels and ball bins facilitating handing out of equipment and returns.

Charity events the SRC raised money for included: Jeans for Genes Day, Queanbeyan Lions Club Walk for Babies Day, Daffodil Day and Kids for Cancer decorate a cupcake day. Social events included both lunch time and evening discos with proceeds used for purchasing lunch time play equipment. The SRC also sold handballs and posted handball rules in the school,helping younger students to learn the game.

Student representatives interviewed this year have said that helping kids was fun, along with the responsibility of handing out equipment to enhance lunchtime activities.

Gloria Nimmo and SRC representatives

SRC Reps building storage bins

SRC supported Daffodil Day across the school

SPORT

In 2014 a total of 80 students represented Queanbeyan South at district level in swimming, crossing country and athletics. Of these students four advanced to regional level. Two students gained selection to compete in soccer, one in touch football and one in netball.

K-2 held a highly successful athletics carnival with parents and community participation

A senior student was successful in gaining selection in the South Coast rugby union team playing in the state championships.

Each stage organised programs to improve fitness, strength, coordination, flexibility and endurance with the whole school participating in a fitness program run each day.

Coaching clinics were held in cricket and by the Australian Football League as well as regular weekly sports classes.

Both the Brumbies and The Rabbitohs were special team visitors to our school.

Julie Giteau

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Infants Athletics

Cross country District Athletics

Brumbies Visits QSPS

Matt Giteau Cup

Rabbitohs Visit QSPS

QSPS Swimming Carnival

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Significant programs and initiatives – Policy and equity funding

Multicultural education and anti-racism

Queanbeyan South Public School highly values cultural and linguistic diversity and has two anti – racism contact teachers. Through anti – racism initiatives, Queanbeyan South has created an atmosphere where each child feels secure and confident in the knowledge that their feelings, ideas and opinions are accepted with understanding. Differences in background, cultural beliefs and customs are appreciated and foster self - esteem within the child.

Harmony Day was celebrated with students decorating paper hands of friendship and paper feet symbolising that we all walk this earth together. Harmony Day brought about an intercultural understanding through the consideration of attitudes, beliefs and values. It fostered a sense of worth, purpose and identity in our school.

At Queanbeyan South Macedonian language lessons are offered to all students from Year 1 to 6 on a withdrawal basis. In addition to the usual language groups, in 2014 year two have benefitted from participating in the program in a whole class situation.

Danuta Olender Sunny Mircevska

Aboriginal background

QSPS has an Aboriginal student population of 21% made up of students from a number of nations predominately Wiradjuri

Aboriginal Equity funding for 2014 at QSPS were comprised of funds that were tied to the salaries of the full time Aboriginal Education Officer and a part time permanent Aboriginal School Learning Support Officer working on the schools Transition to School program. Aboriginal programs have been funded

through school funds.

The connection between the school and the Aboriginal community continues to strengthen with over twenty percent of Queanbeyan South students of Aboriginal and Torres Strait Islander decent.

Personal Learning Plans (PLPs) have been discussed and developed to support communications, relationships and individual needs of all Aboriginal students at Queanbeyan South Public School.

YARN meetings continue to keep communication about school happenings early in the year and prior

to NAIDOC Week for planning, with a small but a dedicated support group.

NAIDOC Week at Queanbeyan South in 2014 was themed around the arts with drama, dance, visual arts and cultural art.

Stage 3 Aboriginal students worked with the schools specialist art teacher to tie-dye and draw creative designs on their own tee shirts. These expressive forms of art were paraded at school and at the community NAIDOC event. Twelve Year 6 Aboriginal students led the K-6 assembly with guests and parents, which included a Mob Style dancing performance that encouraged whole school interaction.

The school is in partnership with the local Aboriginal Education Consultative Group (AECG) and participated in the local NAIDOC Expo which included a school display of Aboriginal art. While seventeen students received awards on the night we also had a student receive the Junior NAIDOC of the Year award.

COME TO DINNER continued as a partnership with an Australian Capital Territory university. Stage 3 students attended a dinner with their parents to hear inspirational Aboriginal speakers talk of their career pathways and journeys.

NORTA NORTA continued successfully this year with 24 students from Years 4 and 6. They were provided with additional in-class support from an Aboriginal mentor who assisted the students alongside programs of the classroom teacher, Learning and Support Teacher (LAST) and the Aboriginal Education Officer (AEO)

EARLY INTERVENTION literacy program in conjunction with School and Communities continues to assist Aboriginal students in Kinder offering outside intervention to compliment the L3 literacy program.

Karen Soltan A.P.

Students designing NAIDOC t-shirts

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Mob Style dancing

NAIDOC Artwork

Socio-economic background

QSPS received Equity funding based on the Family Occupation and Education Index statistics for school with lower socio- economic disadvantaged backgrounds. This allowed us to offer activities the students may not normally have access to and also to enhance literacy programs through employment of extra personnel.

In 2014 extra School Learning Support Officers were employed to assist in delivering programs such as MULTILIT and assisting in classrooms with L3 and Focus on Reading.

A specialist art teacher was employed to implement an art program for years 3-6. This provided extensive opportunities for students to experience a variety of art mediums and for teachers to extend their professional learning.

Art Report: During art lessons in STUDIO ONE we looked at different artistic styles and movements. Students discussed their influences on society and the things that we now take for granted. As well as learning the names of the artists associated with particular movements, the children learnt about artist’s philosophies and their goals. Over the course of the year, children learnt about a number of materials and used this knowledge to create several successful artworks. The students became more confident and developed their own styles.

Peter Papoulis

English language proficiency

In 2014 QSPS had English as an Additional Language or Dialect (EAL/D) entitlement teacher of 0.8. From 2015 this will be included in the Resource Allocation Model (RAM) equity funding and will include extra funding towards this program. The following report outlines the current delivery of EAL/D programs and statistics.

EAL/D Report: QSPS is comprised of a wide range of nationalities and cultural backgrounds. In 2014 QSPS had 111 EAL/D students consisting of 27 languages / dialects. We also welcomed new arrivals from Samoa and the Philippines. The aim of EAL/D education is to assist students from non-English speaking backgrounds in learning English language skills necessary for effective functioning at school and in wider society. The EAL/D children develop English skills through language use in a variety of forms and setting.

On a school level, differences in background, cultural beliefs and customs are accepted and acknowledged. This understanding leads to a sense of belonging not only to their class but to school and community.

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At QSPS EAL/D students have been in an Australian school for:

- less than 1 year = 18 - between 1 and 3 years = 34 - between 3 and 7 years = 58 - more than 7 years = 1

Students at QSPS are currently functioning at the following level:

- English Beginner Phase = 16 - English Emergent Phase = 45 - English Developing Phase = 47 - English Consolidating Phase =3

(statistics: DEC Annual EAL/D survey)

Modes of delivery of the EAL/D program at QSPS are varied depending on the need of the individual student and include collaborative teaching, integrated support groups and intensive withdrawal.

Danuta Olender

Positive Behaviour for Success (PBS)

The amalgamation of the Positive Behaviours for Success (PBS) Committee and the Welfare Committee in 2013 has benefitted the whole school focus on supporting positive behaviours. Further teacher resources were purchased helping staff to address issues that flowed over from the community into the school.

Three days a week a social skills lunchtime club operates to support identified students in small groups learn school expectations and values of respect, responsibility and safety. Explicit lessons on classroom interactive whiteboards (IWBs) are regularly revisited to reinforce positive behaviours across all settings. The visual displays of the five school rules in every classroom are resulting in common and consistent language across the whole school.

The coloured Southie for ‘Being Respectful’, for ‘Being Responsible’ and/or ‘Being Safe’ has proven to be an effective reward system as it identifies the specific value exhibited. Student’s place their Southie in their scholastic year box and at weekly assemblies are acknowledged for the value exhibited through a prize draw.

Jane Dodds A.P.

Improving Literacy and Numeracy National Partnership (ILNNP)

In 2014 the ILNNP funding continued to provide targeted support for identified students and professional learning for teachers. Only those students identified through 2013 data analysis were eligible for continued specific intervention programs.

1.K-2 Tutor Program- Students identified in 2013 who were achieving well below expectation in literacy received daily tutoring in phonics, letter/sound manipulations, sight words and oral reading. In May 2013, 23% of year 1 students were well below expectations in reading. The same cohort in November 2014 saw a significant reduction with 3.1% (non-Aboriginal) and 0 % Aboriginal students falling in the well below category, a reduction of 13%.

2.MULTILIT- (Reading Tutor Program) – the reading tutor program for Stage 3 students continued throughout 2014 with improvements in reading confidence observed by classroom teachers and tutors. In May 2013, 34% of Year 5 students were well below in expectations for reading. The same cohort in November 2014 saw 21% of students falling in the well below category.

3. Teacher Training in Language, Literacy and Learning L3

In 2014, two Kindergarten teachers continued into their second year of L3 training. This ongoing professional learning took place once per term with newly acquired teaching strategies being closely monitored and observed by the L3 trainer. Results in November 2014 showed 65% of Kindergarten students reading at or above expected levels. This is excellent progress given that Best Start assessment entry level data for Kinder students enrolling at QSPS indicates that the majority entry score for students is zero. Two additional year 1 teachers undertook their first year of L3 training. K-2 will continue with this professional learning in 2015.

4. New Focus on Reading Stage 2 and 3 teachers engaged in 5 sessions of professional learning using the skills of school based trained staff. New Focus on Reading is designed to enhance the delivery of quality reading and comprehension teaching. A highlight of this professional learning was evident in the 18.2% reduction in a cohort of students who were well below expectations from year 4 to year 5.

Elizabeth Harley A.P.

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Super science in year 2

School planning and evaluation 2012—2014

School evaluation processes

NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

Surveying parents, students and staff

School Map

Evaluation of School Plan

School planning 2012-2014:

School priority 1

Literacy and Numeracy

Outcomes from 2012–2014

To improve student performance in literacy and numeracy

To continue professional learning in targeted programs identified to maximize students outcomes

Continue whole school assessment using literacy and numeracy continuum – Planning for Literacy and Numeracy (PLAN)

Evidence of achievement of outcomes in 2014:

Intensive early intervention programs in literacy conducted under the ILNNP K-2 has seen significant results in the improvement of reading as per the ILNNP report

Continuity of delivery and dedication to professional learning has seen the L3 program implemented with great commitment across Early Stage One - Stage One resulting in moving 65 % of Kinder from

zero entry level reading to age appropriate levels and above while moving students forward on the literacy continuum.

A sustained focus on comprehension and inferential reading throughout the three year plan has seen an improvement of year 5 in NAPLAN (National Assessment and Program for Literacy and Numeracy) with a higher percentage of students falling into top three bands 6, 7 and 8

Percentage of year 5 students moving into the top three bands is 6.3% higher than Similar School Groups (SSG) in spelling and 10.5% higher in writing. While Reading remains level with SSG numeracy has 8.8% more students in the top three bands

K-2 interactive tablet technology program in literacy and numeracy in partnership with families through workshops has led to students high motivation levels in programs, while leading Australia in the number of correct answers in specific curriculum areas for their age group

Strategies to achieve these outcomes in 2014:

Stage two and three teachers were involved in extensive professional learning to address a major focus in the school plan on comprehension and inferential reading. An in school trainer mentored teachers across the stages in the Focus on Reading program

Whole school assessment of student population and placement on literacy and numeracy continuums with professional learning for staff in PLAN assessment including Best Start

Learning and Support Teacher (LaST) trained in MINILIT (K-2) to further stage intervention with teachers extending L3 training across all K-2 classes 2015

Employment of School Learning Support Officer (SLSO) to continue support with early intervention program K-2

Major focus on a highly motivating and interactive literacy and numeracy tablet technology program K-2 in partnership with families

Specific and ongoing professional learning targeting identified areas of need including MULTILIT, Focus on Reading, Making Connections and Targeting Early Numeracy (TEN)

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School priority 2

Leadership and Management


To develop leadership and management across the school

To offer aspirational leadership opportunities

To implement a sustainable succession plan


2014 saw an increased number of staff entering leadership roles, including relieving principal (district school), assistant principal positions, curriculum advisory and stage leaders.

Staff through professional learning developed networks within stages to develop further units of work aligned to the introduction of each new syllabus (English Math’s and Science)

All staff confidently used a range of teaching strategies incorporating a variety of technology for student and collegial use. Areas of expertise were shared through leadership roles

Implementation of Australian Curriculum (NSW Syllabus) at QSPS has been ahead of schedule with Mathematics introduced in tandem with English and Science also a year ahead of DEC time frames. Leadership by all stage supervisors facilitated early introduction with staff embracing extensive professional learning

Attendance by staff at District Principal Network Conference and Aspiring Leaders Conference


To further empower leadership capacity and capability through opportunities of management positions within school and district

Provide opportunities for innovative use of interactive technologies and teaching practice while sharing across the school community

Development of professional working networks within each stage using staff expertise and mentoring by supervisors

Opportunities for staff to attend curriculum vitae preparation and presentation forums and employment application workshops

School priority 3

To improve student engagement


To improve student engagement

To offer a differentiated curriculum

To enhance PBS and welfare programs


Increased attendance (up almost 2% ) level reflect higher engagement rate through differentiated teaching and learning practices and Focus Attendance strategies

Successful establishment of differentiated curriculum initiatives including Studio One, (art program years 3-6), whole school student led daily fitness program and continuation of kitchen / garden program employing specialist staff.

Positive Behaviour for Success (PBS) program operating consistently across the school with regular reviews to embed values with students and staff

Strengthened transitioning points were evident with growing partnerships between school and families. Highly successful Kinder orientation and Opportunity Class orientation were held. Continued and ongoing interaction with Transition to School program ensured continuity of transition and 100% of Personalised Learning Plans (PLPs) completed within mainstream


Implementation and establishment of whole school daily fitness program to be led by senior student peer leaders. This program was delivered at a consistent daily time

Studio One was established in room one with the employment of a resident art teacher to offer specialised interactive art classes across a range of art mediums for years 3-6

Collegial review of PBS and welfare system with electronic modules (IWBs) revisited regularly in classrooms to consolidate school values

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Continued employment of specialised staff to ensure the continuance of the kitchen /garden project enabling students to plant, harvest, prepare and cook their own produce

Establishment of new expo style format for Kinder orientation allowing parents to have a more interactive consultative orientation to Kinder Start and workshop

Engagement of students to be addressed through a range of programs. These programs will be offered in tandem with strategies focusing on attendance including a differentiated curriculum.

Anzac Day

School Administration information table at Kinder Orientation

Opportunity class creative challenges project

Preschoolers visit QSPS for Easter hat parade

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Parent/caregiver, student, and teacher satisfaction

In 2014, the school sought the opinions of parents, students and teachers about the school. The data collection process School Map was used to conduct the survey. Staff, parents and students from years 1-6 were surveyed.

Their responses are presented below.

Once again in seeking student opinion across the school it was found that a significantly high percentage of students agreed with survey statements.

95% of students agreed that the school teaches and promotes core values through our PBS values, Be Respectful, Be Responsible and Be Safe, while 97% agreed there were supportive welfare programs available to students and 90% agreed student achievements were sufficiently recognized through the school reward system

93% agreed that Queanbeyan South is an attractive and well-resourced school while the younger students voted the playground as one of their favourite places in the school, they also suggested the school could still make improvements

93% of students agreed that the school maintains a focus on literacy and numeracy with 90% agreeing that QSPS has competent teachers who set a high standard of achievement. 92% agree the school offers challenging programs with 93% agreeing that the school offers a range of extracurricular activities

100% of staff agreed that QSPS is a friendly school tolerant and accepting of all students and that the school offered a wide range of extracurricular activities. 90% agree the school teaches and promotes core school values and maintains a focus on literacy and numeracy. 95% agree that QSPS is an attractive and well-resourced school and that they have access to adequate resources while the school office responds to enquiries in a friendly and prompt manner

A very strong and positive response was received from parents with 95% agreeing that QSPS is an attractive and well-resourced school and 99% considered that the students were the schools main concern. 90% said the school has supportive welfare programs and 94% agreed the school teaches and promotes school core values. 95% agreed that QSPS has competent teachers who set high standards of achievement and the same percentage agreed that students have good access to computers and strong technology programs and resources. 93% agreed that the office responds to enquiries in a friendly

and prompt manner, with 100% agreeing they receive adequate notice of school events and 98% agreeing that Snippets (school newsletter) keeps the community informed.

Parents were also invited to prioritise a list of focus areas for the 2015-2017 School Plan. Parents placed literacy first, numeracy second, technology third, student engagement fourth and community fifth. These focus areas will be taken into consideration when formulating the Strategic Directions for the school plan.

Other School Evaluations 2014

In 2014 QSPS undertook further evaluation of school initiatives and programs

The outcomes are as follows:

1. Physical Development Health Physical Education

DAILY FITNESS

Background

2014 saw the introduction of a daily fitness plan across K-6. The school plan identified a need for targeted fitness sessions through data collated by Smartdata and led by athlete Robert de Castella’s physical fitness awareness foundation. This unit identified the need for further sustained and consistent daily physical fitness to student’s core physical strength. The daily fitness program is administered on a peer group basis and led by senior students on a rotational activities format.

Findings and Conclusions

90% of students enjoyed daily fitness while 94% thought that they were fitter and better skilled at using the physical education equipment

95% agreed they had a better understanding of the importance of sport and the need to be active while 97.5% agreed they knew how to play safely and get help when they need it. A number of students expressed a wish for feedback on their progress in daily fitness from their team leaders and teachers

100% of staff agreed they would like to see an increase in the level of physical activity in the fitness program as only 60% agreed that the current program was meeting the students’ needs for an increased level of fitness while 98% agreed the school daily fitness program helps maintain a positive school environment.

97% of parents agreed that physical education is an important part of their child’s education, while 94%

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agreed that the school daily fitness program helps maintain a positive school environment.

While 82% of parents agree the school fitness program is meeting students’ needs, an increase in the level of physical activity within the program is favoured

Future Directions

This information will help evaluate our fitness program for the 2015 – 2017 School Plan.

Students, parents and staff are in strong agreement as to the value, importance and benefits of the daily fitness program. All parties agreed that the program helps maintain a positive school environment.

QSPS will explore avenues to give students feedback on fitness progress (K-2) and review with student’s, areas in which this already occurs. Parents and staff would like to see an increased level of physical activity in daily fitness. This will be reviewed in conjunction with school plans and policies.

2. Literacy

READING K -2 ONLY

Background

Reading as a part of literacy is a major focus of the K – 2 curriculum with a number of early intervention programs involved across K- 2. 2013 -2014 saw the introduction of Language, Learning and Literacy into Early Stage One, then Stage One with year two to start in 2015. Staff have taken on extensive professional learning to implement the new programs and sought feedback from parents and students.

Findings and Conclusions

99% of parents agreed that reading was an important learning area with 98% agreeing that their child had developed new skills in reading in the past year.

90% agreed that their child enjoyed reading with 90% agreeing their child regularly read at home using the home / school reading log.

While 94% of parents agreed they had a good understanding of how reading is taught only 88% said they understood the levels on the home readers

A high percentage of parents were interested in attending workshops to gain an understanding of class content. Timetabling logistics need to be overcome to enable all parents to attend

94% agreed the school had sufficient resources to teach this key learning area. (A number of parents comments can be found below, all will be considered in future planning)

90% of students feel they are reading well while 89% agreed they are happy to be involved in their home reading

85% agreed they are always happy to receive books as presents with 86% enjoying having books read to them and 90% agreed they have books at home to read

Parent Comments: 1. I am absolutely amazed at how much my child has progressed this year with their reading. My child started school with very little writing or reading skills and has come along in leaps and bounds this year

2. My child has expressed a huge appetite for reading, anything from signs, instructions and books at home especially Cat in the Hat

3. I can see my child has been enjoying the L3 program, talking about the ‘engine room’ and reading has progressed this year. Reading is very important and our child has now gained the confidence to pick up books at home and read them independently. The L3 program is wonderful.

4. For some parents reading to their child or helping with reading can be difficult without aids. Particularly when English is not their first language

5. The kinder and year one teachers are amazing and should be commended for their above and beyond attitude

Future Directions

Parents were very positive with current reading programs and delivery. QSPS supplies every child on entry into Kinder with an extensive reading kit including a hardware reading bag that follows the student through the early years for home reading. This has proven to be to very popular with staff and families and is funded by the school. This program will continue in 2015.

Future planning at QSPS will take into account the needs of parents to attend workshops and review the logistics to enable parents to attend day / night workshops. Such sessions could include reading levels, classroom content and the L3 program.

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Future Directions 2015-2017 School Plan

NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.

The new School Plan is driven by Strategic Directions. Each direction is developed under a five point plan encompassing Purpose, People, Processes, Product, and Practices. The development of the plan will include staff, parents and school leaders in a consultative process.

Defining the New School Plan

School vision aligns the purpose, people, processes, products and practices to school improvements

Accounts for succession planning and school growth

Informed by educational landscape and situational analysis of the school

Embeds ongoing data collection and evacuation

2015 - 2017 Strategic Directions QSPS

Strategic Direction 1

Quality Teaching and Learning - LITERACY

To develop the whole school systematic delivery of a 21st century, quality teaching curriculum focused on innovative learning and measurable performance in LITERACY

Purpose of Strategic Direction 1

To improve student learning and outcomes in LITERACY through the development and delivery of consistent high quality teaching practice in the area of reading (inferential) comprehension, writing, speaking, listening, spelling, punctuation and grammar.


Quality Teaching and Learning – NUMERACY

To develop the whole school systematic delivery of a 21st century, quality teaching curriculum focused on innovative learning and measurable performance in NUMERACY.


To improve student learning and outcomes in NUMERACY through the development and delivery

of consistently high quality teaching practice in all areas of mathematics.


To engage every student in a differentiated, challenging and relevant curriculum with a focus on developing individual strengths, a love of learning and the capacity to achieve as 21st learners.


To improve student engagement in a positive, inclusive and equitable school learning environment that encourages and supports all learning styles while improving student social and emotional wellbeing.

To establish more effective partnerships with families and community.

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.

Genevieve Jackson Principal

Jane Dodds Assistant Principal

Elizabeth Harley Assistant Principal

Karen Soltan Assistant Principal

Cecelia Hlavaty Assistant Principal (Rel)

Gay Fulham School Administrative Manager

School contact information

Queanbeyan South Public School

101 Cameron Road

Ph: 6297733043

Fax: 62993350

Email: [email protected]

Web: www.queanbeyas-p.schools.nsw.edu.au/

School Code: 4394

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

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

/index.php

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

queanbeyan south public school annual school report … · queanbeyan south public school annual...

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