tempe public school annual school report 2014 · tempe public school annual school report 2014 ....

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Tempe Public School Annual School Report

2014

3948

School context statement In 2014 there were 267 students enrolled at Tempe Public School. This is a steady increase in enrolments from 2013. Steady growth has been seen over the past number of years and it is expected that student numbers will slowly increase in the future.

Over 52% of students represent families for whom English is not their first language.

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 2010 2011 2012 2013 2014 Male 107 120 114 133 145 Female 87 96 111 122 122

Student attendance profile

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) 4.0 Classroom Teacher(s) 8.0 Itinerant Primary Teacher Visual Disabilities 3.0 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 0.9 Teacher Librarian 0.6 Teacher of ESL 0.8 Community Language 0.8 Itinerant Vision Teacher 3.0 School Counsellor 0.1 School Administrative & Support Staff 2.0 Total 24.62

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

In 2014, two of the teaching staff identified as Indigenous.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 72.0 Postgraduate 28.0

Professional learning & teacher accreditation

Tempe Public School is fortunate to have a mix of experienced and early career teachers. They are supported by an exemplary ancillary and executive team.

In 2014, three teachers were credited with accreditation at proficient competence. This is managed by BOSTES.

Professional learning was approached in a highly structured manner in 2014, as evidenced by its documentation in the Professional Learning Calendar. This calendar/plan supported:

- priorities in the School Plan

- team planning and consistent teacher judgement (CTJ)

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100

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300

2008 2009 2010 2011 2012 2013 2014

Stud

ents

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014

Scho

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K 95.6 94.5 93.1 95.7 95.7 1 95.2 94.7 93.4 92.1 94.8

2 92.7 92.1 95.4 94.5 93.1 3 94.5 93.4 95.3 94.5 94.4 4 94.8 91.8 93.5 97.4 94.9 5 93.5 94.0 91.4 94.4 96.3 6 94.5 93.5 92.3 92.6 92.4

Total 94.4 93.5 93.4 94.5 94.6

Stat

e DE

C

K 94.7 94.7 94.3 95.0 95.2 1 94.2 94.2 93.9 94.5 94.7 2 94.4 94.2 94.2 94.7 94.9 3 94.5 94.4 94.4 94.8 95.0 4 94.5 94.3 94.3 94.7 94.9 5 94.4 94.2 94.2 94.5 94.8 6 94.0 93.8 93.8 94.1 94.2

Total 94.4 94.3 94.2 94.7 94.8 1

- improving Literacy & Numeracy National Partnership (ILNNP) professional learning

- Focus on Reading maintenance

- Best Start Comprehension

- Staff Development Days

- continued implementation of Australian English curriculum

- Teacher Annual Reviews and professional learning goals

- the completion of compliance training relating to anaphylaxis, CPR, Emergency Care, Child Protection and Code of Conduct.

The development and implementation of the Professional Learning Calendar also ensured that professional learning reflected genuine school priorities and context, being addressed in a timely and appropriate manner.

Beginning teachers

Tempe Public School welcomed a beginning teacher to our staff in 2014. In conjunction with her team leader and mentor teacher they began the process of accreditation as outlined by BOSTES. The allocated funding attached to a beginning teacher was used to facilitate her smooth transition in to the wider school community, while supporting her professional learning. The funding was used to provide release from face to face teaching with the team leader and/or mentor. During these days, support was given to support:

- development of Quality Teaching and Learning Programs

- Curriculum Differentiation

- development of student individual learning plans

- reporting to parents

- attendance at professional learning

- preparation of accreditation documentation

This process will continue into 2015.

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 129,709.46 Global funds 284,261.83 Tied funds 175,409.33 School & community sources 175,864.22 Interest 5,725.45 Trust receipts 23,001.75 Canteen 0.00 Total income 793,972.04 Expenditure Teaching & learning

Key learning areas 30,405.52 Excursions 32,883.69 Extracurricular dissections 64,507.69

Library 1,209.77 Training & development 1,850.49 Tied funds 165,710.42 Casual relief teachers 72,428.72 Administration & office 42,558.53 School-operated canteen 0.00 Utilities 102,954.99 Maintenance 18,434.44 Trust accounts 24,323.83 Capital programs 44,113.95 Total expenditure 601382.04 Balance carried forward 192590.00

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Parents and Citizen’s Association. Further details concerning the statement can be obtained by contacting the school.

School performance 2014 Tempe Public School enjoyed another strong year of growth school wide in our creative arts, sport, extracurricular and academic programs.

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)


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The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Literacy

There were 47 students in Year 3

NAPLAN Year 5 - Literacy

There were 24 students in Year 5.

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Bands

Percentage in bands: Year 3 Reading

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

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Bands

Percentage in bands: Year 3 Writing


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Percentage in bands: Year 5 Reading


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

NAPLAN Year 3 - Numeracy There were 47 students in Year 3.

NAPLAN Year 5 – Numeracy

There were 24 students in Year 5.

Other school based assessments: Progress in Literacy

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3 4 5 6 7 8

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Bands

Percentage in bands: Year 5 Writing


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Bands

Percentage in bands: Year 3 Numeracy

Percentage in Bands

School Average 2010-2014

SSG % in Bands 2014

State DEC % in Bands 2014

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Bands

Percentage in bands: Year 5 Numeracy


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150

2008-2010 2009-2011 2010-2012 2011-2013 2012-2014

Prog

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Average progress in Reading between Year 3 and 5

School SSG State DEC

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2008-2010 2009-2011 2010-2012 2011-2013 2012-2014

Prog

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Average progress in Spelling between Year 3 and 5


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Progress in Numeracy

Significant programs and initiatives -policy Showcase concert

The centrepiece event of Tempe Public School' Creative Arts programs in 2014, the Showcase Concert, featured nearly every student on stage. All staff members were involved in the planning and production of the concert. A large group of parents collaborated with the staff and students on the production.

The theme of the Showcase Concert was "Around the World in 80 Minutes". Each class and community language group designed, rehearsed and produced a performance piece based on a country and its culture, reflecting the diversity of

multicultural Australia. The class items were complemented by performances by the choirs, dance groups and recorder ensembles, and woven together into a narrative by the Drama Club.

The Showcase Concert was a hugely successful initiative that displayed the talents of our students and reflected the collaborative and capable qualities of our staff and community.

Drama club

In 2014 the Drama Club played a significant role in collaborating with the school’s Showcase Concert “Around the World in 80 Minutes”. A final 20 students were selected and rehearsed weekly to provide cohesive segues for items throughout the concert. Students developed the ability to use equipment, tell stories through acting and many other stage skills.

Parental support for the drama club was generously demonstrated by parents designing and making flight attendant uniforms. Drama club was a huge collaborative effort from the whole Tempe school community.

Theatre excursion

As part of the school's emphasis on promoting Performing Arts students were given the opportunity to attend a live theatre performance.

Early Term 2, 104 students and 30 family members attended the world class performance of Lion King at the Capital Theatre. Many positive student and parent comments were made about the experience. As a result access to live theatre performances will be provided in future years.

Public speaking initiative

All students participated in the annual Public Speaking Competition, with class speeches followed by grade finals and an inter school competition. The quality of speeches was outstanding and reflected students high level of knowledge and skills in public speaking. Community support of the program was exceptional with parents/caregivers assisting students in practicing their speech presentation. Tempe High School teachers adjudicated and local schools attended the school final. Tempe student representation in the regional final resulted in one Stage 2 student being awarded 1st place in their section of the competition.

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2008-20102009-20112010-20122011-20132012-2014

Prog

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Average progress in Grammar & Punctuation

between Year 3 and 5


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150

2008-20102009-20112010-20122011-20132012-2014

Prog

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Average progress in Numeracy between Year 3 and 5


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Performing arts programs

The strength and variety of performing arts programs at Tempe PS continued to grow in 2014. Students had the opportunity to join the Junior and Senior Choirs, Junior and Senior Dance Groups, Recorder Ensemble, Drama Club and for the first time a school band program was initiated at our school.

The School Band is a joint initiative with the P&C Association and is strongly supported by the parent community.

PSSA at our school

Our school continued to offer its students opportunities to participate in a range of inter-school sporting activities through its involvement in PSSA sports. Softball, soccer and netball competitions took place throughout the year. All students displayed great enthusiasm, skills and exemplary teamwork.

Tempe Public School is committed to providing a range of sporting opportunities to all students in the South Sydney PSSA zone. In 2014, Tempe PS staff members held the executive positions of Zone President and Zone Treasurer of South Sydney PSSA, with two staff members also fulfilling the role of Zone and Regional Swimming Convenors.

Got game

Got Game is a physical education and health program that aims to address the essential need of quality physical education for students. In Term 2, students from K-6 participated in an innovative dance program which enabled students to develop rhythm and dance movement skills, culminating in class dance performances for the school community.

In Term 3, students from K-6 participated in a ball skills program which focused on the development of fundamental movement skills related to a range of popular ball sports. These programs were provided by qualified physical education teachers using a range of motivating equipment and activities.

Pogo Pulse Program

Twenty Stage 3 students took part in the Pogo Pulse™ pogo stick program. This truly unique sporting program allowed students to develop their skills and fitness through riding a pogo stick on a weekly basis. Over 95% of the children achieved an

endurance star level 1A, greater than 30 seconds continuous jumping, and two students achieved an endurance star level of 2A, greater than 3 minutes continuous jumping. In addition to this over 50% of the children performed a skilled trick such as a jump start, rocket dismount, steering or stall jumping. The group showcased their skills for the Inner West Courier, profiling the innovative fitness program.

Year 6 artwork

As 2014 was the first year to follow the school’s sesquicentenary, an inaugural art project was introduced that would give Year 6 students an opportunity to leave a lasting reminder of their time at Tempe PS. Students worked under the guidance of a member of staff and a parent volunteer to design and paint ceramic tiles which were then combined to create an eye catching mural to enhance the school playground.

Aboriginal education

Aboriginal education at Tempe Public School is embedded in all learning across all curriculum including Human Society and its Environment units of work studied by all students from Kindergarten to Year 6.

Achievement of Aboriginal students in the school setting is acknowledged and celebrated through the school’s nomination of students for the DEC Sydney region Deadly Awards. The annual awarding of the perpetual reconciliation shield focuses on and promotes the ethos of reconciliation.

Multicultural education and anti-racism

Tempe Public School is a culturally diverse school which aims to incorporate multicultural education in all aspects of the curriculum.

Every student at Tempe Public school participates in a cultural studies class for two hours/week where they learn about the following cultures and their relationship with Australia:

• Pacific Islands studies

• Asian studies

• Vietnamese studies

The English as a Second Language (ESL) teacher works in conjunction with class teachers to provide effective support to students through a combination of team teaching and withdrawal teaching methods.

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The program is effective as evidenced by class assessment results and NAPLAN data.

The school also has a trained anti-racism contact officer who manages related incidents.

Significant programs and initiatives –equity funding

Aboriginal background

Aboriginal RAM equity loading was used to support the learning of Aboriginal students in numerous ways. They included the part time employment of a student learning support officer (SLSO) and access to all learning experiences, where applicable through financial assistance.

Funds were also used to develop and maintain high quality and differentiated teaching/learning practices that are reflected in Support, Personal Learning Plans and class programs.

Socio-economic background

Socio-economic transitional equity funds were earmarked to continue the priority implementation of Student Self-Assessment (SSA) in quality teaching and Restorative Practices as part of a whole school student welfare initiative. Both initiatives will continue in 2015.

English language proficiency

The school received no additional funds in this area. The school staffing allocation of 4 days a week was spread over 5 days to support student learning.

Learning and Support

Learning and Support funds and a staffing allocation of 4.5 days a week allowed the school to prioritise building capacity in staff to support student welfare and learning through team teaching and mentoring.

Other significant programs and initiatives

Improving Literacy and Numeracy National Partnerships

A highly valued collegial professional learning program was established from Kindergarten to Year 6 in 2013 and maintained in 2014. Continuation of the program focused on the development of tailored lessons. Lessons were reflective of student needs and identified professional learning goals for

each class and support teacher that related to the quality teaching framework (QTF).

Collegial observations of lessons were the conduit for quality professional learning that also maximised student learning outcomes. Other benefits included:

• improved grade planning, programming and assessment using the QTF

• improved consistent teacher judgement of student levels of achievement

• students reflecting on their learning.

Active After School Sport Community Program

Tempe Public School students were given the opportunity to continue their participation in a federally funded initiative to increase students' active involvement in sports coaching.

Each term, sixty students participated in a variety of team and individual sports, facilitated by external coaching staff and Tempe Public School teachers.

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:

• SchoolMap Best Practice surveys

• Quality Teaching Staff survey

• Grade assessment results/data, supported by consistent teacher judgements across teams, documented in Student Progress Database

• Tracking of student progress using the literacy and numeracy continuums

• School Based Student Report (SBSR) data from Semester 2 student reports

• Analysis of NAPLAN data.

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School planning 2012-2014:

School priority 1

Improve literacy outcomes across the student cohort

Outcomes from 2012–2014

By 2014 100% of Year 3 students achieve at/above National Minimum Writing Standards

By 2014 100% of Year 5 students achieve at/above National Minimum Writing Standards

By 2014 90% of Year 5 students achieve expected growth in Reading

Evidence of achievement of outcomes in 2014:

• 84% of all students achieved Sound/Above in Reading Semester 2 SBSR. This was an increase from 74% in 2012, within 1% of the target 85%

• 100% of Year 3 students were at/above the National Minimum Standards for Writing in 2014. This was an increase from 92% in 2012

• 87.5% of Year 5 students were at/above the National Minimum Standards for Writing in 2014. This percentage was a slight increase from 2013 but below the2014 target of 100%

• 61% of Year 5 students achieved expected growth in Reading. This was an increase of 25% from 2012 but below the target for 2014. However the school average progress in Reading between Year 3 and 5 (2012-2014) was 89.5%, more than 10% above State DEC.

Strategies to achieve these outcomes in 2014:

• Provide professional learning to support the effective implementation of new curriculum

• Provide professional learning which drives and supports further improvements in consistent

teacher judgement (CTJ)

• Provide professional learning to enhance teacher use of PLAN

• Deliver school-based professional learning using the SMART data to inform planning, programming and assessment

• Implement support programs for identified students through school based & external data

• Purchase appropriate resources to support teaching programs

School priority 2

Improve the Numeracy outcomes for all students


By 2014 30% of Year 3 students achieve Band 5/ 6 in Numeracy

By 2014 30% of Year 5 students achieve Band 7/8 In Numeracy


• 87% of all students achieved Sound /Above in Number Semester 2 SBSR. This result achieved the target of 85% in 2014

• 55% of Year 3 students achieved bands 5 & 6 in 2014. This was a significant increase from previous years and achieved the target of 30%

• 29% of Year 5 students achieved bands 7 & 8 in 2014, within 1% of the target. This percentage was significantly higher than 2012 (15%) and 2013 (13%)

• 100% of staff incorporated NAPLAN and school-based assessment data into planning, programming and assessment

• All staff programs explicitly addressed Working Mathematically outcomes across all strands.


• Provide professional learning to support the implementation of the Australian mathematics curriculum

• Staff participation in regional & school professional learning reflective of consistent teacher judgment and the Quality Teaching Framework

• Tracking of student progress using Best Start and PLAN

• Analysis of school and external data to identify priority areas for professional learning and support programs for students

• Learning program implemented to support identified students

• Audit and update teaching resources to support teaching and learning programs including ICT resources

• Staff to plan and share effective strategies in numeracy.

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School priority 3

Increased engagement in school activities


By 2014 100% of students participate in school based extra- curricular activities

By 2014 90% of staff coordinate and are involved in extra-curricular activities beyond their classroom teaching


By 2014 100% of students participate in school based extra- curricular activities

By 2014 90% of staff coordinate and are involved in extra-curricular activities beyond their classroom teaching

• 100% of students K-6 participated in school-based extra-curricular programs and activities in 2014. This was an increase from 2014 (79%) but and can be largely attributed to the development of the Showcase Concert held in Term 3.

• 87% of staff participated in extra-curricular activities beyond their classroom teaching program in 2014. This was maintained from 2013 but did not achieve the target of 90%

• A significant increase in parent numbers involved in school activities, as highlighted by strong community support in student training programs, tutor programs, Stage 3 creative arts programs and costuming & technical support for whole school concerts.


• Enhance profile and promote school extra-curricular activities and performances through assemblies and use of the school newsletter

• Staff professional learning to build capacity to improve sport & other programs offered

• Update teaching resources to support sport and other extra-curricular activities

• Staff to support implementation of Active After School Community Program (Sport)

• Investigate and provide competition, exhibition and performance opportunities for extra-curricular groups and individuals

• Publicly celebrate student achievements in the local and school community.

Parent/caregiver, student, and teacher satisfaction In 2014 the school sought the opinions of parents, students and teachers about the school in a series of informal meetings, focus groups and using a variety of surveys. This was done in Semester 2 in an effort to better understand the impact of school policies and practices on the school community.

Areas of evaluation included School Leadership, Student Welfare and the curriculum learning area of English with a focus on writing.

The surveys used included:

• SchoolMap Best Practice Staff & Parent surveys

• SchoolMap Best Practice Student survey

• Quality Teaching Staff survey

• Quality of School Life Student survey

• Student Welfare Staff & Parent surveys.

Their responses are presented below.

School Leadership

Findings and conclusions

• 100% of staff and 90% of parents believed almost always or usually that school leaders shape the school’s culture to enhance school quality

• 100% of staff and 90% of parents believed almost always or usually that school leaders build relationships based on trust and mutual respect

• 100% of staff and 95% of parents believed almost always or usually that leaders are accountable for student learning outcomes

• 100% of staff and 95% of parents believed almost always or usually leaders model commitment to school improvement

• 100% of staff and 89% of parents believed almost always or usually that leaders ensure that the school purpose is developed by all school community groups.

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Curriculum: Teaching Writing


• 93% of students and 100% of both staff and parents believed almost always or usually that students are provided with relevant curriculum

• 90% of staff, 88% of students and 60% of parents believe almost always or usually that teachers collaborate with students in the learning process

• 100% of staff and 90% of both students and parents believe almost always or usually that assessment is ongoing and provides information on students strengths and areas for improvement

• 70% of parents and 82% of both staff and students believe almost always or usually that assessment strategies are understood by students and parents/caregivers

• 100% of staff, 92% of parents and 82 % of students believe almost always or usually that assessment and tracking of student learning is used to evaluate, develop and refine teaching.

Student Welfare


• 100% of staff and 85% of parents believe almost always or usually that the school recognises and celebrates student achievements

• 100% of staff, 95% of parents and 88% of students believe almost always or usually that meeting the needs of students is the school’s main priority

• 100% of staff, 81% of parents and 91% of students believe almost always or usually that student welfare needs are reflected in the school’s policies, processes and practices

• 91% of staff and 76% of parents believe that a range of strategies is employed to ensure effective communication with all parties

• 100% of staff, 90% of parents and 93% of students believe almost always or usually that school encourages students to achieve their best and be lifelong learners

• 100% of staff and 90% of parents believe almost always or usually that the school is continually finding ways to improve the Student Welfare policy

• 100% of staff, 90% of parents and 93% of students believe almost always or usually that the school makes important changes to accommodate students and their families.

Future Directions 2015-2017 School Plan NSW DEC is implementing a new school planning process for 2015-2017. The new plan will be published on the school’s website from the beginning of Term 2 2015.

The writing of school plan commenced in Term 4 2014 with a survey being distributed to all facets of the school community. The survey collected information about future school and student priorities.

Data collected from students, staff and parents valued students being well rounded individuals with strong core skills to be lifelong learners and also be informed global citizens. This shared vision assisted in the articulation of the school’s strategic directions. These directions are high level and future focused and drives the whole school culture of consistently engaging students in relevant quality learning experiences and organisational excellence.

Our School Plan strategic directions are as follows: - Building Staff Capacity - Creating Successful Learners and Informed

Responsible Global Citizens - Connecting School and Communities.

These strategic directions were developed through ongoing consultation with staff, parents and the school’s Parents & Citizens Association, with this process ensuring that the completed school plan is an authentic blue print of future learning at Tempe Public School.

The detail documented in each strategic direction outlines priority projects that show how the school plans to move forward with a collaborative and consistent approach to delivery of curriculum to support the academic and social development of all students.

More information about the School Plan 2015- 2017 is available from the school website.

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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.

Karen Sinclair Principal

Carole Priday Assistant Principal

Hugh Miller Assistant Principal

Craig Dickson Assistant Principal

Sonia Layton Teacher Representative

Rachel Rothwell Parent Representative

Joanna Misomikes School Administration Officer

School contact information

Tempe Public School

Address: Unwins Bridge Road

Phone: (02) 9558 3780

Fax: (02) 9558 8940

Email: [email protected]

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

School Code: 3948

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

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

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