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Wentworthville Public School

Annual School Report

Students

2011

School at a glance and Messages

Wentworthville Public School 2011

Students

We began 2011 with an enrolment of 339 students from Kindergarten to Year 6. We established fourteen mainstream and two multicategorical classes. Our total enrolment at the conclusion of the year was 343.

Staff

Our staff provides a nurturing, caring environment in which children learn and grow. We believe that happy students are motivated and engaged learners. We have high expectations of all our students and strive to inspire them to achieve their best. Our school had 23 fulltime staff members and 8 part time staff, which included administrative support staff. There was no increase from 2010.

Significant programs and initiatives

The school organized programs to enhance and extend the learning opportunities for students during 2011. They were Reading Recovery, Senior Camp; Chess, Student Leadership, School Choir, Performing Arts with dance, drama, choir and recorder, University of NSW International Competitions and Assessments (ICAS), Premier’s Spelling Challenge, Premier’s Reading Challenge and Premier’s Sporting Challenge.

Student achievement in 2011

NAPLAN results

Year 3 Area Bands School % State % Area Bands School % State % Reading 1 & 2 (low) 10.9 14.2 Reading 1 & 2 (low) 10.9 14.2

5 & 6 (high) 52.1 46.5 5 & 6 (high) 52.1 46.5

Spelling 1 & 2 (low) 2.2 10.5 Spelling 1 & 2 (low) 2.2 10.5

5 & 6 (high) 84.5 50.5 5 & 6 (high) 84.5 50.5

Grammar &

Punctuation 1 & 2 (low) 11.1 11.2 Grammar &

Punctuation 1 & 2 (low) 11.1 11.2

5 & 6 (high) 55.5 49.5 5 & 6 (high) 55.5 49.5

Writing 1 & 2 (low) 2.2 6 Writing 1 & 2 (low) 2.2 6

5 & 6 (high) 64.5 60.8 5 & 6 (high) 64.5 60.8

Numeracy 1 & 2 (low) 8.6 14.6 Numeracy 1 & 2 (low) 8.6 14.6

5 & 6 (high) 50 39.1 5 & 6 (high) 50 39.1

Principal’s message Wentworthville Public School provides a caring and supportive environment where academic achievement is valued and the development of the individual is encouraged in an environment which fosters tolerance, kindness and respect. Our school has a proud heritage and continually strives to provide exciting and relevant programs for its students. Our skilled, dedicated and enthusiastic staff are committed to providing a balanced and diverse curriculum for all students, allowing them to develop and achieve in all areas of school life .

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. Deb Henderson

P & C and/or School Council message

There were no formal meetings of the P&C or the School Council during 2011. A lack of parents willing to participate in meetings made it impossible to form quorums in these groups. The uniform shop continued to function with the support of the two vice presidents, treasurer and secretary of the P&C. The P&C continued to support the school with fundraising ventures and provided $14,000 to support technology, the Premier’s Reading Challenge resources, music and team sports.

Messages and School context


Student representative’s message The Student Representative Council (SRC) is an important part of our school and is organised and supported by Mrs Brown. Each year classes elect candidates who are given the responsibility to represent the class. These students fulfil an important role by attending regular meetings of the SRC and reporting back to their class any upcoming events and special items that were discussed at the meeting. The SRC also organise a number of fundraising events throughout the year to support a variety of charities. In 2011 we supported these charities: Daniel McTackett

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

Student enrolment profile

Student attendance

Year 2008 2009 2010 2011

K 94.7 94.5 95.4

1 91.6 94.9 93.8

2 95.2 94.8 95.6

3 95.1 96.4 95.9

4 95.6 95.7 95.3

5 95.0 94.6 95.4

6 94.7 95.8 94.5

Total 92.7 94.5 95.2 95.1

Management of non-attendance Student attendance is monitored carefully by staff, with parents contacted by phone after two or more days of an absence when there has been no notification for the reason for the absence. Teachers also send reminder notes home or inform supervisors if they have concerns about a child’s attendance.

Class sizes Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

Roll class Year Total per year Total in class Roll class Year Total per year Total in class

K/1R K 12 21 3M 3 31 31

KS K 20 20 3/4G 4 8 25

KV K 19 19 4/5S 4 9 27

1A 1 22 22 4J 4 25 25

1C 1 22 22 4/5S 5 18 27

K/1R 1 9 21 5/6G 5 10 25

2M 2 22 22 5/6K 5 10 28

2R 2 23 23 5/6R 5 11 30

3/4G 3 17 25 5/6G 6 15 25

3M 3 31 31 5/6K 6 18 28

3/4G 4 8 25 5/6R 6 19 30

Gender 2007 2008 2009 2010 2011

Male 177 193 179 171 177

Female 171 179 174 164 162

There was a slight difference between

numbers of boys (52%) and girls (48%)

in 2011.

School context


Structure of classes

The school formed fourteen classes comprising of six composite and eight straight classes. In considering class composition, teachers considered numbers of boys and girls, social groupings, learning performance and prior school experiences where possible. Teachers used a combination of individual, small group and whole-class teaching strategies to cater for student needs. Gifted and talented classes were formed in Stage 2 and Stage 3 to cater for higher achieving students using a rigorous screening process. Two classes for students with special needs were established by the Department of Education and Communities for the region. Western Sydney Region staff place students in these classes at our school.

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

Staff establishment

Position Number Position Number

Principal 1 Support Teacher Learning Assistance .3

Assistant Principal(s) 3 Teacher Librarian .8

Classroom Teachers 11 Teacher of ESL 2.0

Teacher of Support classes 2 Counsellor .3

Teacher of Reading Recovery .525 School Administrative & Support Staff 4.822

Total staff : 26.201 (This total includes 1.356 RFF & P/T allocation)

The current school staff have a range of talents and expertise complemented by diverse experience in primary education. There were no Indigenous staff members in 2011. (The National Education Agreement requires schools to report on Indigenous composition of their workforce.)

Staff retention

One permanent member of the teaching staff transferred in 2011.

Teacher qualifications

Qualifications % of staff

Degree or Diploma 90

Postgraduate 10

All teaching staff meet the professional

requirements for teaching in NSW public schools.

School context


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: 30/11/2011Income $

Balance brought forward 143730.33Global funds 203038.95Tied funds 50795.61School & community sources 110644.50Interest 8507.40Trust receipts 12.00Canteen 0.00Total income 516728.79

ExpenditureTeaching & learning Key learning areas 44350.28 Excurs ions 21153.78 Extracurricular dissections 19501.33Library 10638.16Training & development 5606.02Tied funds 60825.48Casual relief teachers 40041.73Administration & office 77039.04School-operated canteen 0.00Utilities 31622.18Maintenance 36688.48Trust accounts 12.00Capital programs 5700.00Total expenditure 353178.48Balance carried forward 163550.31

A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the School Council and the P&C.

Further details concerning the statement can be obtained by contacting the school.

The school community requested a voluntary school contribution of $40 per child as a general school contribution, $15 photocopying and paper levy and $15 P&C levy. These contributions support learning programs and resources within the school. The P&C could not provide volunteer support to operate the canteen in 2011.

School concert 2011

School performance


Achievements

Arts

Music is an integral part of Wentworthville Public School life and many of our students show further commitment and enthusiasm for the extracurricular activities provided in this area – choir, recorder, bells and guitar groups. These groups were involved in performances throughout the year at a variety of venues – the Festival of Instrumental Music 2011 at the Opera House (the Combined Recorder ensemble); Celebrating the Arts festival at the Riverside Theatre, both as part of the combined schools’ choir and an individual item with

boom-whackers and bells; Education week and Presentation day celebrations at school; and a number of community events.

A drama group was established in 2011 to perform at an inaugural Toongabbie Learning Community event in Term 4. This group of senior students committed a great deal of time and energy to this endeavor and their efforts were greatly appreciated by the whole school community when they performed their production in November and December.

We completed a very successful year with a ‘first-ever’ school concert ‘Wenty goes to Hollywood’, which included performances by all students. On Thursday 17 November the teachers and students produced a night of music, song and dance that astounded a full house of parents and friends. It was a marvellous night and comments at the conclusion said it all – ‘It was the very best!’ ‘Congratulations, we must have one every year.’ ‘Thank you to the teachers – it was wonderful.’ ‘A marvellous night – we need more of them.’ Wentworthville Leagues Club was generous in their donation of the ‘Starlight room’ for our school extravaganza at no cost for the evening.

Sport

The importance of physical activity for a balanced life can never be understated. Every year teachers provide balanced sport and fitness programs with an emphasis on participation, skills and good sportsmanship. In 2011 the school held carnivals for cross country running and athletics with strong participation from all students able to compete. For the first time, the athletics carnival was held at Pendle Hill H S grounds and was deemed a highly successful venue for future years. 120 students from Years 2 to 6 participated in the school’s annual Swimming Scheme program in Term 4. Assessments of their progress over a ten day period follow were pleasing and are on our website.

Our school and PSSA sports programs offered students the opportunity to gain skills in all the fundamental movement skills. We entered teams in a range of summer and winter sports and students were successful in their endeavours in newcombe ball, T-ball, cricket, AFL, netball, soccer and Oz tag. Our Oz tag team were minor premiers – congratulations to the team – Nicole, Andrew, Nathan, Brodie, Ani, Rhiannon, Afa, Aporosa, Simar, Henry and Charn.

Academic

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

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

School performance


Literacy and Numeracy - NAPLAN Year 3

Literacy and Numeracy – NAPLAN Year 5

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Bands

Year 3 Reading

Percentage in Band

School Average 2008-2011

State DEC % in Band 2011

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Year 3 Writing

Percentage in Band


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1 2 3 4 5 6

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Year 3 Spelling

Percentage in Band



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Year 3 Grammar & Punctuation

Percentage in BandSchool Average 2008-2011State DEC % in Band 2011

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Year 3 Numeracy

Percentage in Band



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Year 5 Reading

Percentage in Band



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Year 5 Writing

Percentage in Band


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Year 5 Spelling

Percentage in Band



School performance


Literacy and Numeracy – NAPLAN Year 5 continued

Progress in literacy

Progress in numeracy

Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9. The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students achieving at or above minimum standard (exempt students included)

Percentage of Year 5 students achieving at or above minimum standard (exempt students included)

Reading 95.7 Reading 89.4

Writing 97.8 Writing 93.6

Spelling 95.7 Spelling 97.9

Grammar & Punctuation 91.3 Grammar & Punctuation 97.9

Numeracy 93.6 Numeracy 100

0

200

2008-2010 2009-2011

Pro

gre

ss

Average progress in Numeracy between Year

3 and 5

School State DEC

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20

30

40

3 4 5 6 7 8

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Year 5 Grammar & Punctuation

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Year 5 Numeracy

Percentage in BandSchool Average 2008-2011State DEC % in Band 2011

0

200

2008-2010 2009-2011

Pro

gre

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Average progress in Reading between Year 3

and 5

School State DEC

0

200

2008-2010 2009-2011

Pro

gre

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Average progress in Spelling between Year 3

and 5

School State DEC

0

200

2008-2010 2009-2011P

rogr

ess

Average progress in Grammar & Punctuation

between Year 3 and 5

School State DEC

School performance


Literacy and Numeracy K-2 Regional targets have been established in terms of reading levels to be achieved in K-2 classes. WSR expectations are students in Kindergarten achieving Reading Recovery Level 8; Year 1 – level 18: and Year 2 – level 26. In 2011, 55% Kindergarten; 85.5% Year1; and 75.6% Year 2 achieved WSR targets in reading. ICAS In 2011, a number of students in Years 3-6 participated in the University of New South Wales educational competitions. The participation in these is voluntary and costs are paid by parents. The results follow –

English Mathematics Computer Science Spelling Writing

High distinction 1 1 2

Distinction 2 10 11 5 16 10

Credit 21 23 7 12 15 17

Participation 42 37 35 31 30 30

Australian Mathematics Competition For the first time, 77 students participated in the Australian Mathematics Competition with pleasing results – 1 High Distinction, 12 Distinctions, 25 Credits and 23 receiving Proficient.

Premier’s Challenges Our students were again involved in the Premier’s Reading and Sporting Challenges in 2011 and we also participated for the first time in the Premier’s Spelling Bee.

The Premier’s Reading Challenge involved students from Kindergarten to Year 6. Students are encouraged to engage in pleasurable reading for leisure, promoting quality books that explore relationship to family, community and society through fiction, non-fiction, picture books, poetry and drama. It has introduced many students to a variety of authors and genres and has been a wonderful opportunity to showcase the literacy levels of students too. 73% students were successful in completing it in 2011, which is impressive.

The Premier’s Sporting Challenge requires schools to implement programs and set goals to accrue time spent on physical activity over a 15 week period. Students maintained log books of the time spent playing sport or being active during and outside school hours. This is a State Government initiative to combat childhood obesity by encouraging student participation in moderate to vigorous physical activity every day.

The Premier’s Spelling Bee is about encouraging students to focus on their spelling in a fun and competitive format. Students from Stage 2 (juniors) and Stage 3 (seniors) chose to be involved and studied words from wordlists and were also given unseen words in the final rounds of the competition. The wordlists were drawn from categories that included arts, the natural world, health and wellbeing, science and technology, religion and ethics. Our representatives from the school spelling bee competition were Rose and Fereshtah (seniors) and Sarah and Sachita (juniors). These four students went to Epping North PS in term three and competed in the regional final.

School Cyclical Review

Our school is always interested in improving the way we cater for our students’ education. Sometimes this can be done by changing our organisation, offering new programs or developing further what we are already doing. The Department of Education and Training conducts reviews of schools to help schools improve programs for the benefit of all students. In 2011, the school volunteered for a cyclical review, which focused on and evaluated the areas of School purpose, leadership, performance, planning and practices; Teaching for learning; and Professional practice and learning. Parents, who volunteered their time, talked with the review team at school or had a telephone discussion with a team member. Groups of students, from Kindergarten to Year 6, were involved in discussions with the review team as well as most staff. There was also an online survey for parents, students and teachers. The team also observed lessons and playground interactions. They reviewed organisational structures, policies, plans, teaching/learning programs, assessments and evaluations across the school.

Some of the results are included here, for further detail view the complete results on the school’s website.

School performance


School Purpose, Leadership, Planning, Performance and Practices

Achievements Future directions

The school is highly valued by the community and children love being at school.

The achievements of the students are recognised and celebrated.

Planning is responsive to regional priorities and the emerging needs

School community valued the supportive and visible Leadership.

School supports the individual needs of its staff and is happy to engage in professional development.

Staff are welcoming, valued and respected and inclusive of all.

School structures in place to gather and analyse information on students’ needs both academic and social, parents’ expectations to drive whole school plans.

Strong alignment of internal and external data analysis with the school plan to inform and develop a whole school approach within all teaching and learning programs.

Explore opportunities for communications on the school website including teaching and learning eg. homework and term overviews to inform school community on the purpose of primary Public Education.

Revisit and focus Professional Learning to be closely aligned to the school plan and teaching programs K-6.

Teaching for learning


School community valued the supportive and visible Leadership.

School supports the individual needs of its staff and is happy to engage in professional development.

The school recognises and caters for the individual learning needs of students.

Students are purposeful and engaged in the day to day learning.

Evidence that PBL is working effectively within the school.

Increased emphasis on school planning to include Professional Learning addressing teachers’ deep knowledge and deep understanding of the literacy continuum K-6 with a specific focus on reading.

Develop consistent assessment and moderation practices in all KLAs.

Revise the DEC Curriculum Planning, Programming, Assessing and Reporting to Parents K-12 policy and guidelines.

Further expand and embed the PBL process as a framework to address social and academic needs of the school.

Professional practice and learning


Evidence of a strong caring culture within the staff, students and community.

School accesses regional resources to develop professional capacity of staff with a main focus K-2.

Acknowledgement of interest in and commitment to professional learning.

Staff are dedicated to providing a wide range of experiences for all students.

Develop effective collaboration at a stage level to strengthen a whole school approach K-6.

Teaching staff develop and implement sequenced teaching and learning programs embedded with the Quality Teaching Framework relevant to the current needs of all students.

Recognition and the use of professional expertise of teachers within the staff to build the capacity of others.

All teaching staff should be encouraged to develop personal professional goals, accompanied by a plan of action closely aligned to school plan.

School identify expertise within its community and draw on this to further develop programs.

School performance


Significant programs and initiatives

Aboriginal education and Multicultural education

In 2011 we developed initiatives to promote the recognition of Aboriginal custodianship at every formal school assembly, at formal meetings and workshop presentations. We delivered programs to promote diversity and inclusivity, underpinned by the notion that ‘we all belong’. The school PBL program was an integral part of the delivery of multicultural education, especially the values of respect, responsibility and harmony. Whole school initiatives such as the celebration of Harmony Day, which is always very well supported and attended, have highlighted the school’s commitment and achievements as an inclusive school community.

Other programs

Connected learning Computers continue to be used extensively in all classrooms, the library and the computer room. We have now installed capabilities for interactive learning in most classrooms and the library. All staff have participated in professional learning on the effective use of technology in the classroom. Our Connected Classroom is a source of training and development for staff as well as learning for students across schools and in the wider community. An increasing number of classes and staff participated in video conferencing throughout the year. Developments made to the school’s website, with support from DEC, will ensure improved communication between the school and its community. To save resources for the school, our school newsletter became eNews in the second half of the year, published online and successfully emailed to most parents and staff. Many reminders and other information was sent to parents via email, which proved to be useful and well-received by parents with comments like – ‘I love the newsletter – it’s now in colour and you can see the photos of the students clearly’, ‘Quick and convenient to access anytime’, ‘fast and easy to read’.

Progress on 2011 targets

Target 1 Student engagement and retention

To establish gifted and talented classes in Stages 2 and 3 to cater for higher achieving students’ needs. Our achievements included: satisfying our parents and students wishes with gifted and talented classes. the screening of over 72 students for places in the gifted and talented classes at the end of 2010 and early 2011. a stage 2 and a stage 3 class established. The long term goal will be to retain and perhaps increase numbers of students at the school. This has not been realised in the short term, which was expected.

Target 2 Numeracy

Reduce students in Bands 1&2 in Year 3 from 16% to 10% and Bands 3&4 in Year 5 from 11% to 5% in NAPLAN in number, patterns and algebra. Our achievements included: T/L programs driven by data from assessments of students and evaluation of learning programs in K-2. strong analysis of data in Best Start –numeracy, which provided extensive Professional Learning opportunities for

K-2 teachers reduction of number of students in Bands 1&2 in Year 3 from 16% to 8.6%. However, we did not achieve our

target in Year 5 cohort.

School performance


Target 3 Literacy

Reduce students in Bands 1&2 in Year 3 from 14% to 10% and Bands 3&4 in Year 5 from 9% to 5% in NAPLAN in reading. Our achievements included: strong analysis of data in Best Start –Literacy, which provided extensive Professional Learning opportunities for

K-2 teachers. a reduction of student numbers in Bands 1&2 in Year 3 from 14% to 10.9%. However, we did not achieve our

target in Year 5 cohort.

Target 4 Teacher Quality

60% teachers assume leadership roles within the school; 40% teachers and executive assume leadership roles using networks outside the school. Our achievements included: an increased number (60%) of classroom and support teachers accepting leadership roles within the school in

mentoring, curriculum areas and professional learning for staff.

Target 5 Connected learning

Students and teachers use the connected classroom to enhance learning outcomes and opportunities. Our achievements included: connected and interactive classrooms utilised to provide quality, motivating teaching programs K-6. a further six learning areas, including the library, were equipped with interactive capabilities. a significant number of teachers used Brigit or online learning to enhance professional learning opportunities

(66%).

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2011 our school carried out evaluations of Planning and teaching for learning.

Educational and management practice Planning

Background

A school cyclical review was undertaken to evaluate the school in three main areas (domains) with planning linked to Domains 1.1, 1.4, 1.5, 2.9, 3.2 and 3.3. The school staff and parents wanted guidelines for the next three year plan as well as an evaluation of school’s current status. Surveys of parents, students and staff were conducted. The surveys asked for rankings of ‘almost always’, ‘usually’, ‘sometimes’, ‘rarely’ and ‘no opinion’. Rankings of ‘almost always’ and ‘usually’ were combined into percentages.

Findings and conclusions

Domains Parents Students Staff 1.1 Focus to improve learning outcomes 90% 97% 100% 1.4 Targets for improvement 68% 80% 94% 1.5 Systems support achievement 75% 82% 94% 2.9 Alignment across, programming, assessment & reporting 65% 72% 93% 3.2 Professional learning links to school plan 52%

23% no opinion 79% 92%

3.3 Needs-based professional learning 61% 23% no opinion

No response required

93%

Future directions

Further communication between school and parents about plans, programs and targets to keep the community informed about the school’s progress. Planning will need to be viewed as the responsibility of all teachers.

School performance


Curriculum Teaching for learning

Background

A school cyclical review was undertaken to evaluate the school in three main areas with teaching for learning being the focus in Domain 2. Surveys of parents, students and staff were conducted. The surveys asked for rankings of ‘almost always’, ‘usually’, ‘sometimes’, ‘rarely’ and ‘no opinion’.

Question Topic of question Q7 Individual needs Q8 Intellectual qualities of learning Q9 Student involvement in decisions about learning Q10 Balance independent/group learning Q11 Curriculum interesting and relevant Q12 Student engagement Q13 Continuity of learning Q14 Critical reflection informs teaching Q15 Alignment across programming, assessment, reporting


Future directions

An increased emphasis on school planning to include Professional Learning addressing teachers’ deep knowledge and deep understanding of the literacy and numeracy continuums K-6 with a specific focus on reading and number. The development of consistent assessment and moderation practices in all KLAs. Teaching programs need to explicitly include the Quality Teaching Framework.

Staff Response

Parent Response

Student Response

School performance


Other evaluations Bullying

Background

In 2011 the NSW DEC published Bullying: Preventing and Responding to Student Bullying in Schools Policy. It was required that schools reviewed their existing anti-bullying plans to comply with the policy during the 2011 school year. The policy included various areas such as cyber-bullying and bystander behaviour. Our parents, students and staff were surveyed about their impressions of bullying within our school environment. Some results are given below. (A complete set of results is on the school’s website.)


12 12 15 13 14 15 3 0

8 1 2 1

15 13

11

15 13 12

7

4

3 4 3 6

5 12 0 9 9 8

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How often do you think teachers at school .. (Parents)

always

often

sometimes

never

don't know

0

20

40

60

80

100

120

140

Toilet area Classroom Playground areas Morning orafternoon buses

Hallways

How safe do you feel in the following places at school? (Students)

very safesafenot safenot sure

0

4

8

12

16

Physical bullying is aproblem among

students at our school.

Verbal bullying is aproblem among


Social bullying is aproblem among


Electronic bullying is aproblem among


Based on your personal experience and perspective, indicate the extent to which you agree or disagree with each of the following statements about bullying at our

school by checking ONE response for each statement. (Teachers)

Strongly disagree

Disagree

Agree

Strongly agree

School performance


Parent, student, and teacher satisfaction In 2011 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. The statements the community responded to were:

1. The schools’ main purpose is to improve student learning outcomes. 2. The school expects students to achieve to the best of their ability. 3. The school recognises and celebrates achievements of students, staff and community. 4. I have a clear understanding of the school’s targets for improvement. 5. The school is organised to support student achievement. 6. The school regularly invites parents to give feedback to improve policies, programs and practices.

School performance


Professional learning Teachers recognise the importance of improving their own professional knowledge and practice. All teachers participated in school development days at the start of terms 1, 2 and 3 and weekly professional learning sessions from week 2 to 9 each term. Professional learning is related to school targets and priorities and is a component of the school plan. Over $30000 was allocated to professional learning activities, which included $12000 from tied funds for technology, Best Start and the TEN program. Many courses attended were initiated throughout the school plan and region priorities. All staff at Wentworthville Public School are required to participate in professional learning. Each year all staff attend mandatory training in child protection procedures, anaphylaxis and OH&S.

Throughout the year, teachers attended relevant professional learning courses that up-skilled them with information to address the targets identified by the school. The staff attended courses in Literacy, numeracy, gifted and talented, learning support, behaviour management, student welfare and connected learning.

School planning 2012 - 2014


The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1 Literacy and numeracy

Outcome for 2012–2014

To improve student outcomes in reading and number.

2012 Targets to achieve this outcome include:

Increase reading achievement as measured by:

75% of students will achieve independent RR Level 8 in Kindergarten , Level 18 in Yr 1 and Level 26 and above in Yr 2;

90% (89% in 2011) of Year 3 are above minimum reading standards on NAPLAN testing;

85% (81% in 2011) of Year 5 are above minimum reading standards on NAPLAN testing;

60% of Year 3 students are proficient in reading from 52% in 2011 (NAPLAN); and 40% of Year 5 students are proficient in reading from 26% in 2011 (NAPLAN).

Expand teachers’ professional knowledge and understandings in teaching reading to reflect explicit teaching strategies in classrooms focussing on comprehension, vocabulary development and fluency. Increase reading achievement as measured by:

60% of all students in Years 3-6 to be working at or above grade level as measured by collaborative teacher judgement using the literacy continuum.

Improve overall achievement in number as measured by:

75% of students will achieve to cluster 4 in Kindergarten , Cluster 6 in Year 1 and Cluster 8 and above in Year 2; 93% (91% in 2011) of Year 3 are above minimum numeracy standards on NAPLAN testing; 86% (83% in 2011) of Year 5 are above minimum numeracy standards on NAPLAN testing; and 60% of Year 3 students are proficient in numeracy from 50% in 2011 (NAPLAN); 40% of Year 5 students be proficient in numeracy from 26% in 2011 (NAPLAN).

Increase overall achievement in number as measured by:

75% of all students in Years 3-6 to be working at or above grade level as measured by collaborative teacher judgement using the numeracy continuum.

Expand teachers’ professional knowledge and understandings in teaching numeracy to reflect explicit teaching strategies in classrooms focussing on CMIT, Counting On & TEN. All aboriginal students have concise, explicit Personalised Learning Plans in reading and number.

Strategies to achieve these targets include:

provide professional learning which gives teachers deep knowledge and deep understandings about the literacy continuum, particularly in the area of reading.

provide professional learning which gives teachers deep knowledge and deep understandings about the numeracy continuum.

provide quality professional learning in reading and numeracy that focuses on effective strategies for explicit instruction and expanding the capacity of teachers to teach, assess and monitor students’ reading and numeracy progress.

ensure every program has appropriate NAPLAN-type questions in reading and numeracy as a focus for teaching.

teaching staff collaboratively develop and implement sequenced teaching and learning programs embedded with the Quality Teaching Framework relevant to the current needs of all students.

School planning 2012 - 2014


School priority 2 Student engagement and attainment


To give every child the opportunity to engage and achieve in learning using the Quality Teaching Framework.


Provide professional learning to reinforce teachers’ deep knowledge and deep understandings of the Quality Teaching Framework. Devise and implement planning, programming, assessing and reporting policies and procedures to ensure the Quality Teaching Framework is used explicitly in classrooms to enhance student learning. Provide professional learning to build capacity about learner diversity and strategies to cater for student learning needs.


provide frequent and many professional learning opportunities for staff to become familiar with and embed QTF in teaching/learning programs and class lessons.

develop across-stage teams which will code lesson delivery and professionally guide teachers using the QTF as a scaffold.

provide opportunities for teachers to reflect on their teaching programs and practices to ensure implementation of the QTF for high student engagement.

provide professional learning targeted at enhancing student engagement.

School priority 3 Curriculum and assessment


To increase achievement levels for all students.


Develop a whole school approach to planning, programming, assessing and reporting to ensure student assessment is closely linked to programming Involve teachers in the use of data and systems to plan for, monitor and report on student performance. Provide teacher professional learning, resourcing and planning to implement the Australian Curriculum as provided by NSW BoS. Develop effective collaboration at stage levels to strengthen a whole school approach K-6. Expand and raise the profile of Aboriginal culture within the curriculum.


provide professional learning for teachers in the Quality Teaching Framework. utilise the new programming and assessing policy to provide feedback to staff – including reflections on QTF in

programs. implement a data-informed approach for planning, programming, assessing and reporting and embed this into

school practice. implement tracking sheets in Literacy and numeracy K-2 provide professional learning opportunities for teachers 3-6 in the literacy and numeracy continuums. build the capacity of staff to analyse SMART data and utilise suggested teaching strategies to support school

improvement, student learning and increase syllabus knowledge of reading and numeracy. meet the local AECG to discuss options for curriculum focus within the school.

About this report


In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Ms Jen Chivers, Assistant Principal

Mr Paul Regan, Assistant Principal

Mrs Chris Sullivan, Assistant Principal

Renu Sachdeva, Teacher

James Sharp, Teacher

Mrs Kathryn Johnston, School Administrative Manager

School contact information

Wentworthville Public School

Cnr Station St and Fullagar Rd, Wentworthville 2145

Ph: 9631 8529

Fax: 9896 3079

Email: [email protected]

Web: http://www.wentwthvil-p.schools.nsw.edu.au/

School Code: 3423

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr

mailto:[email protected]

http://www.wentwthvil-p.schools.nsw.edu.au/

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

wentworthville public school 0 · school context wentworthville public school 2011 structure of...

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