ASR template 2012 - Speers Point Public School€¦ · Structure of classes ... 6 95.9 89.9 94.1 92.2 Total ... dancing, drama performances, jokes and magic

Speers Point Public School

Annual School Report

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Our school at a glance

Students Students who attend Speers Point Public School draw on a range of socio‐economic backgrounds. The school has a support unit of 3 classes for students with moderate and severe intellectual disabilities. We also have five mainstream classes from Kindergarten to Year 6.

At the time of the 2012 census, 137 students were enrolled at Speers Point Public School, of which 62 were girls and 75 were boys.

Staff Speers Point Public School has a dedicated group of teachers whose purpose is to provide opportunities to develop skills and strategies through Quality Teaching and Learning, in a supportive, safe, interactive, engaging and inclusive environment to help our students become learners for life. By doing this, we will help our students to achieve personal best results in all their present and future endeavours.

All teaching staff meet the professional requirements for teaching in NSW public schools at their level of experience. A new principal was appointed through the merit selection process to begin in 2012. This is a teaching principal role.

Significant programs and initiatives The school ran a number of programs to give students extra educational and cultural opportunities and support in 2012. Our library and technology resources were combined into one learning space called the “Information Resource Centre.” This room was also equipped with an Interactive Whiteboard. The following extra‐curricular activities and programs continued at our school:

Premiers Sporting Challenge

Premiers Sporting Challenge‐ Leadership

UNSW Competitions

Choir

Public speaking

Talent Quest

Green Gang

Premiers Reading Challenge

PSSA Sport

Macquarie Cup Soccer

Life Skills Program

Positive Behaviour for Learning

Structured playground activities

School‐Based GATs groups

Links‐ Partnership with Lake Macquarie High School

GATs opportunities with Lake Macquarie High School

Seasons for Growth

Lip Dub Youtube video

Excursions

Student achievement in 2012

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

excluded)

Reading 94.1

Writing 100.0

Spelling 100.0

Grammar & Punctuation 100.0

Numeracy 94.1

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

excluded)

Reading 92.3

Writing 92.3

Spelling 92.3

Grammar & Punctuation 76.9

Numeracy 92.3

Messages

Principal’s message

2012 has been a year of great excitement, growth and change for Speers Point Public School. The year started with the redesignation to a P5 (Principal Level 5) which is a teaching‐principal role.

In the start of 2012 the tone was set by the school leadership that this would be a year of significant growth and development for Speers Point Public School. In this, a great number of improvements commenced to curriculum, welfare, and learning environment including:

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Construction of the covered walkway connecting buildings.

Implementation of HCC explicit Maths program.

Review of the Positive Behaviour for Learning program with the addition of a fourth key expectation.

Restructure of session times for greater engagement in learning times.

Successful promotion of the school using online strategies to promote the school across the world.

Creation of the Information Resource Centre (aka “The Hub”) which combined our library and technology resources into an integrated learning space.

As a result of new strategies, we have seen a great improvement in overall student behavior and engagement in learning.

This new culture of development will continue in 2013 and based from the results of 2012 will lead us into implementing some exciting new programs.

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.

Chris Payne

PRINCIPAL

P & C message

Through this year’s efforts the P&C have contributed to the school by coordinating the following events:

Discos

Entertainment Books

Mother’s and Father’s Day stall

Easter and Christmas raffles (incorporating Carols on the lawn)

The canteen being opened 3 days a week in addition to special meal days.

With the money raised we were able to achieve the following:

Purchased maths equipment

Provided further donations to the school to support literacy programs

These added extras make our children’s time at Speers Point Public School a more rewarding and productive experience.

To all the volunteers who gave up their time, to everybody who generously contributed and to the staff and students, we say “thank you” and look forward to a great 2013. Tracy Pettigrew PRESIDENT

Student representative’s message

This year has been a very exciting year for us! We

have taken on important leadership roles as

Captains and Vice Captains. We have also

represented Speers Point Public School at many

different functions including Leadership days,

ANZAC ceremonies , Zone and Regional athletics

and public speaking carnivals. We were able to

achieve great things and had loads of fun along

the way.

One of everyone's favourite projects this year

was our school's 'Lip‐Dub' video. It was lots of

fun and a great promotion for our school. It also

helped all those involved to be able to plan and

think ahead. It was a wonderful experience that

the whole school enjoyed! We also had fun

running the special and the normal assemblies for

this year, such as the ANZAC Day assembly,

Easter Hat parade and the Recognition and

Presentation day ceremonies.

We have all gained valuable leadership skills

throughout the year. We have enhanced our

public speaking skills and assisted younger

students wherever possible. When we were

about to commence our role as school leaders we

were all very nervous, but over the past year we

have learned the skills to help us build the

confidence we need to take on any task and

achieve any goal!

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We would like to thank all of the teachers. We

would also like to thank our class for helping us

every step of the way. A huge thank you to the

P&C for all their fundraising efforts as it helped us

and our school in so many ways.

We would also like to thank Mr Payne for

working with us throughout the year and helping

us achieve our goals.

We would like to wish the new captains and vice

captains for 2013 good luck and we hope you

have as rewarding and exciting a time leading the

school as we have had!

Rosie Gately

2012 School Captain

School context

Student information

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

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 2012 Class Size Audit conducted on Monday 27th February 2012.

Class Sizes

Roll class Year Total per year Total In class

1 K/B K 18 18

2 1/2C 1 11 18

3 1/2C 2 7 18

4 2/3E 2 8 22

5 2/3E 3 14 22

6 3/4T 3 6 25

7 3/4T 4 19 25

8 5/6P 5 14 30

9 5/6P 6 16 30

Structure of classes

Classes were formed to ensure that students were able to work in groups with other students of the same stage and similar levels of achievement while keeping the overall class sizes as close as possible to the DEC staffing formula and industrial guidelines.

Student Enrolment

Student attendance profile

Year 2008 2009 2010 2011 2012

K 92.4 94.4 91.0 93.3

1 93.5 92.0 92.8 96.6

2 94.6 91.5 90.8 95.2

3 93.1 92.8 91.3 95.7

4 94.9 93.8 94.2 95.5

5 94.6 94.7 91.7 92.5

6 95.9 89.9 94.1 92.2

Total 93.2 93.8 92.7 92.0 94.5

In 2012 student attendance was at the highest rate in over the five years.

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Management of non‐attendance

Students who had issues with attendance which caused concern were referred to the Learning Support Team and a program for support put into place, in conjunction with parents and care‐givers.

Staff information

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

Staff establishment

Position Number

Principal (Teaching) 1

Assistant Principals 2

Classroom Teachers 3

Teacher of Moderate Intellectual Disabilities 1

Teacher of Severe Intellectual Disabilities 1

Release Face to Face 0.5

Teacher Librarian 0.4

Support Teacher Learning Assistance 0.2

Part Time Teacher allocation 0.3

Counsellor 0.3

School Administrative & Support Staff 1.4

Total 10.8

The National Education Agreement requires schools to report on Indigenous composition of their workforce.

Speers Point Public School has one staff member of Aboriginal descent.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 80

Postgraduate 20

Financial summary

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

Date of financial summary 30/11/2012

Income $

Balance brought forward 110,534.27Global funds 143,142.64Tied funds 70,533.42School & community sources 37,832.02Interest 6,766.43Trust receipts 5,661.05Canteen 0.00

Total income 374469.83

Expenditure

Teaching & learningKey learning areas 3398.53Excursions 13055.23Extracurricular dissections 21870.34

Library 509.82Training & development 7888.29Tied funds 89190.65Casual relief teachers 55138.62Administration & office 43639.02School‐operated canteen 0.00Utilities 30249.15Maintenance 11923.44Trust accounts 7275.35Capital programs 0.00

Total expenditure 284138.44

Balance carried forward 90331.39

A full copy of the school’s 2012 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.

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School performance 2012

Achievements

Arts

Concert

This year at the beginning of Term 4 we put on a

concert entitled Music Across the Ages. This

concert incorporated all aspects of the Creative

Arts syllabus, including dance, drama, music and

visual arts. All students participated in the

production, with each class creating two acts. The

students had to assist the teacher in creating

their performance, costume and background

design. The concert was extremely successful and

well received by students, staff, parents and the

community.

Talent Quest

During term four we held auditions for our talent

quest. We were inundated with students

auditioning for a variety of acts including singing,

dancing, drama performances, jokes and magic

shows. We had a senior student host the show

and a panel of judges consisting of 2 students and

two teachers to adjudicate. Students were scored

by each judge individually, and the winner was

determined from the combined judges score.

Each student received a certificate at the

following Fridays assembly, with the winners

receiving a small prize as well.

Sport

Speers Point Public School has had an exciting and inspiring year involving school, PSSA, district, zone, regional and state carnivals within the area of sport. This year the school participated in swimming, cross‐country, Macquarie Cup soccer, the Aust‐Swim Program, Premier’s Sporting Challenge (PSC) and Athletics. We continued with our emphasis on fundamental movement skills and as such, all classes incorporated specific skills into their morning fitness sessions. In the Macquarie Cup tournament, we entered two mixed teams who both regularly took the field with determination, pride and a fantastic attitude. This year we were lucky enough to have a parent coach both teams one afternoon a week. Also, in 2012 another initiative was to employ the specialised skills and expertise of a gym instructor and all students participated in weekly one hour gym sessions during Term 3.

Swimming Carnival

The swimming carnival was held at the Speers Point Pool with students from Years 2‐6 competing in all strokes. The support given by students and parents of all house groups was brilliant. A large group of keen students went on to represent the school at zone levels, which was an outstanding achievement.

Athletics Carnival

The athletics carnival was held at Glendale Sports Stadium with students from K‐6 competing in all athletic disciplines. The participation level of students and support of parents was remarkable, resulting in a fun and exciting day for all. Students’ efforts allowed them to represent the school at zone and regional levels. While K‐2 students participated in a tabloid carnival in the centre of the field.

Cross Country

This year we held our annual Cross Country carnival at Speers Point Park, whilst the students who were aged under 8 years competed in a mini event on the school oval. In 2012, we were able to send a record amount of students onto zone and placed high in the ranking of competing schools at the Westlakes PSSA.

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Other

Academic

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

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

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

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

Reading – NAPLAN Year 3

Trend data for Year 3 students in the aspect of Reading indicates there has been positive growth since 2010.

Year 3 students demonstrated an ability to interpret the reasons for a characters reaction and identify the main idea in an imaginative text. They experienced an overall difficulty in inferring information from a text and connecting information.

There has been an increase in students performing in bands 4 and 5, since 2011, this cohort was consisted of all girls.

Year 3 Spelling

Correctly spelling one‐syllable words, identifying

errors and then correctly spelling one, two and

three syllable words are areas of need for SPPS

students. Results in spelling indicate the need for

specific and systematic spelling program.

Year 3 Grammar & Punctuation

There has been an improvement in overall results; no SPPS student was placed in band 1, with the majority of students placed in bands 3 and 4.

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Reading

Percentage in Bands

School Average 2008‐2012

SSG % in Bands 2012

State DEC % in Bands 2012

0

5

10

15

20

25

30

35

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Spelling

Percentage in Bands


SSG % in Bands 2012


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The ability to identify accurate punctuation is an area of development for SPPS students.

Year 3 Writing

Approximately 80% of students achieved bands 3, 4 or 5. SPPS students are able to write persuasive texts using simple sentence structure, yet display difficulty in the areas of the use of basic punctuation, the organisational structure of persuasive texts and having the ability to identify the audience and write a persuasive text accordingly.

Numeracy – NAPLAN Year 3

Year 3 students showed an achievement in Stage 1 outcomes in the areas of Patterns and Algebra, Data, Addition and 2D. There still needs to be a focus on Stage 1 outcomes in Subtraction and Position. Areas for future focus include stage 2 outcomes in the areas Time; converting analogue to digital and interpreting a calendar, 2D: identifying a symmetrical shape and Length: comparing the length of 2 objects to determine a 3rd length.

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2012


0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Writing

Percentage in Bands

SSG % in Bands 2012


0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Numeracy

Percentage in Bands


SSG % in Bands 2012


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Reading – NAPLAN Year 5

Year 5 student results indicate they are able to directly locate information in a text. Trend data, however, shows a decline in students reading. The main area of concern is inference; there is a significant difference in SPPS students’ performance when compared to the rest of the state.

Spelling – NAPLAN Year 5

Approximately 60% of students achieved greater than or equal to expected growth in the area of spelling. Areas of development focus on being required to change the base word of 3 syllable words. Results indicate suffixes and inflectional endings are also of concern.

Grammar & Punctuation – NAPLAN Year 5

Year 5 students scored 100% in identifying the

correct conjunction to introduce an adverbial

clause in a complex sentence. They scored well in

also being able to identify a verb in a simple

sentence and identifying errors in a subject‐verb

agreement in a simple sentence.

Identifying pronouns and nouns as well as simple

commands continue to be areas of focus.

0

10

20

30

40

50

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Reading

Percentage in Bands


SSG % in Bands 2012


0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Bands


SSG % in Bands 2012


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Writing – NAPLAN Year 5

Students require assistance in text structure; the ability to structure persuasive texts in an attempt to engage and convince the reader, cohesion, paragraphing; structuring texts in appropriate stages, vocabulary; the use of technical words, authoritative words and modality to influence the reader and spelling; accurately spelling difficult words.

Students were able to make informed attempts at spelling using a multistrategy approach and using simple reasons to expand on one or a few simple ideas.

Numeracy – NAPLAN Year 5

Students performed well in the area of volume;

being able to calculate the volume and solve a

word problem. Other areas students performed

well in were chance and position; following

directions on a simple map. Areas of

concentration include 2D; estimating angle size

and 3D; identifying the top view of 2 cylinders.

Progress in reading

Average progress in Reading between Year 3 and 5*

2008‐2010 2009‐2011 2010‐2012

School 109.5 10.6 99.9

SSG 78.8 74.6 84.6

State DEC 83.7 74.0 79.2

Progress in numeracy

Average progress in Numeracy between Year 3 and 5*

2008‐2010 2009‐2011 2010‐2012

School 97.0 47.2 106.1

SSG 85.5 91.1 99.2

State DEC 89.6 95.8 98.2

0

10

20

30

40

50

60

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Writing

Percentage in Bands

SSG % in Bands 2012


0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Numeracy

Percentage in Bands


SSG % in Bands 2012


0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Reading between Year 3 and 5

School SSG State DEC

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Significant programs and initiatives

Aboriginal education

NAIDOC Day

On Friday 29th June students participated in a day of activities designed to increase students awareness of Aboriginal history and culture. The students participated in art activities, dream time stories, Aboriginal music and dance as well as damper making.

Other programs

Environmental Education

During the year the school has provided students with learning experiences that promote and encourage environmentally responsible behaviours at school and in the community. Students, staff and parents have been actively involved in the sustainable management of the grounds, participating in Clean up Australia Day, National Tree Planting Day and in the reduction of waste and litter by participating in a ‘Binless’ lunch day. Other activities included ‘Walk to school day’ and ‘Sea Week’ recycling activities aimed at developing awareness and concern for the environment.

The school has an active environmental group, the ‘Green Gang’. The group consists of students from Kindergarten to Year 6 who are directly involved in the care and maintenance of the fruit tree orchard, vegetable gardens and worm farms. Students also participated in seedling propagation, watering and mulching and of the native trees and shrubs around the school grounds. The senior students participated in a biodiversity workshop learning about encouraging biodiversity in the gardens and also natural habitat creation. The junior students attended workshop on recycling and composting as well as learning about water conservation.

0

50

100

150

2008‐2010 2009‐2011 2010‐2012

Progress

Average progress in Numeracy between Year 3 and 5

School SSG State DEC

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In September the school was awarded the Landcare Environmental award at the Lake Macquarie City Council School Environmental awards ceremony.

During the year we have completed a Lake Macquarie Council grant to install a rainwater tank and solar powered pump to reduce our water usage and water the orchard.

Bell Time Restructure

At the beginning of 2012 Speers Point operated on a daily time structure of three sessions and two breaks. The first two sessions were two hours, with the second break being 50 minutes.

It was evidently that the long sessions, especially in the middle of the day, along with a long lunch time, was not conducive to quality engaged learning.

A trial was undertaken to restructure the daily sessions into four sessions and three breaks. The start and end of the school day remained the same, as did the amount of class and break time, the only difference was when these occurred.

A good morning session of an hour and forty five minutes, short breaks of no more than 25 minutes and following sessions of an hour each has meant students have concentrated bursts of engaged learning time.

This restructure was a great success and one of the reasons we saw a massive improvement in student engagement and positive playgrounds.

Postive Behaviour for Learning (PBL)

For the last few years, Speers Point has been an example of the Positive Behaviour for Learning program. One of the key ideas behind this program is the very clear expectations to students and the consistency between the expectations of the staff.

Speers Point had operated the Three “Bees” – Be Safe, Be Respectful and Be Responsible. However, in a review of our PBL system, it became evident that there was no clear expectation to students around academics and with that in mind, a fourth bee, Be Achievers, was added.

The four bees, safe, respectful, responsible achievers all lead our students into being stronger and smarter.

With this we also updated our matrix, which gives clear explanation of what our four expectations look in different areas of the school. For example being responsible might look differently in the classroom to the playground.

We don’t assume that students come to school preloaded with what “respect” or “safe” looks like in all places, so to further support the matrix we ran weekly “Stronger and Smarter” lessons which explicitly taught the students how to follow the expectations.

As a result, Speers Point has witnessed a phenomenal reduction in behavior referrals. This has decreased by over 70%.

Lip Dub Video

In Term 4 a group of Year 6 students were instrumental in producing and choreographing a “Lip Dub” video for Speers Point Public School. The ten minute video was filmed by the students and showcased the students, community, facilities and spirit of the school.

The students filmed the ten minute clip which was dubbed with music by San Cisco and Reece Mastin (under license.) as students sang along. The clip has been shared on Youtube and has been seen by an international audience.

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The success of the video has been seen with recorded hits in over 30 different countries and close to 2500 views. Media covered the event which included articles in local papers and Newcastle Herald.

Kinder Start/ K2Bees

The Kinder Start Program was renamed this year to K2Bee (Kindergarten‐to‐be). This has proved to be a successful program to prepare our children for their first year at school. Twenty children enrolled in the K2Bee sessions. The children were enthusiastic and enjoyed participating in literacy, numeracy, art, craft, music, dance, games and Smartboard activities. They loved making something to take home to share with their families and were always eager to check out their photos from the previous session. This program enabled the teacher to closely observe the social interaction and developmental skills of the children. This proved as a valuable tool when planning their first weeks at school.

Premier Sporting Challenge

For the third successive year, Speers Point Public School participated in the 2012 Premier’s Sporting Challenge. This challenge was held during Term 3 over a 10 ‐week period. Students had the opportunity to regulate and become more involved within physical activities both in and outside the school environment. As a result of the scheme students showed an increase in their awareness for living a healthy life and the school was provided with government grants to purchase new sporting equipment. Olympathon

In Term 3 an Olympathon was held as a

fundraising event to coincide with the London

Olympic Games. This involved every student from

K‐6. Students participated in modified sporting

games and represented a different country. This

event helped raise funds for new Library

resources.

Healthy Breakfasts

As a school, we are dedicated to providing our

students with the knowledge to eat healthily. A

balanced breakfast is essential for children and

aides their learning. Throughout the year we

have held a healthy breakfast program, where

the special education team provided students

with a range of healthy breakfast options for a

small fee. Such options included multigrain toast

with condiments, low GI cereals, fruit, water or

milk. The program is always well received and the

proceeds go towards purchasing more supplies

for additional healthy breakfast mornings.

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Progress on 2012 targets

Target 1

To improve Literacy outcomes for all students as evident through:

Increasing the number of students in the top 3 bands for reading in Year 3 to 63% and Year 5 to 57%

Increasing the number of students in the top 3 bands for writing in both Years 3 & 5 to 57%

Our achievements include:

In NAPLAN, 64% of the students in Year 3 formed the top 3 bands, fulfilling our goal. However, in Year 5 while there was growth from the previous year, we did not reach the set target.

Writing target for Year 3 and 5 fell just short, but demonstrated an improvement over previous years.

Both Kindergarten and Year 2 met and exceeded targets for benchmark reading levels.

Target 2

To improve Numeracy outcomes for all students as evident through:

To increase the number of students in the top 3 bands in Year 3 to 64% and Year 5 to 57%

To increase the average expected growth for Year 5 from 22% to 44%


Year 5 student exceeded well beyond the average growth with over 58% of students reaching target.

Target 3

To develop and promote Speers Point as a community school as evident through:

Better promotion of the school to support higher enrolments

Improve student culture through the growth of Positive Behaviour for Learning (PBL)


Formation of a school and community promotions team which undertook several key strategies in promoting the school to the local and wider community.

Creation and online sharing of the Speers Point Lip Dub video, which has been seen in over 30 countries by close to 2500 people.

Re‐energising PBL through the addition of a fourth “bee” (Be Achievers). The school saw a 70% reduction in behaviour referrals over the two previous years.

School evaluation

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluation of Numeracy, and communication / community involvement.

Curriculum ‐ Numeracy

Background

In 2012 the school sought the opinions of parents, students and teachers on school Numeracy programs at the school and ways in which the school could improve the delivery of programs to students. The HCC Maths program was introduced in 2012 and implemented across the school to all students K‐6.

Findings and conclusions

All students, staff and community members value the importance of Maths within the curriculum.

39% of parents feel that Maths is not being well taught at school

Parents and staff agree that a supplementary program would support Maths.

76% of parents feel that the Maths homework support the concepts taught in class.

Staff agree that the HCC program has significant inherent problems around the

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sharing of Maths resources within the school.

83% of parents feel that student progress is well communicated for Maths.

Future directions

Based from these findings, the school is looking to move from the HCC program to the Stepping Stones Maths program as well as incorporating the Mathletics online program as means to support student learning in Maths. New resources are being purchased and effectively stored in the designated Maths learning space.

School Systems – Communication & Community Involvement

Background

In 2012 the school sought the opinions of parents, students and teachers on school communication and community involvement at the school and ways in which the school could improve the delivery of programs to students.

Findings and conclusions

Of those surveyed, all community members agree that there has been an improvement in the communication systems from the school.

85% of parents are using the school’s new Facebook page as a means of keeping informed of news and events from the school.

Community are positive in the multiple strategy approach to communication through blogs, email, Facebook and traditional notes.

89% of community members surveyed attend school events and feel comfortable approaching the school when they have a concern.

Our P&C was identified as an area of interest in that over 60% surveyed did not attend P&C meetings and did not intend on supporting the P&C in 2013.

Over 72% of the community surveyed felt that the P&C was no an friendly and inviting body and felt there lacked

communication back to the wider community.

Future directions

Building on successes of 2012, communication between the school and community has greatly improved through different technologies and should be not only continued, but expanded as new technologies allow.

In 2013 the current structure of the P&C needs reevaluation into strategies into reconnecting with community and growing community support.

Professional learning

In 2012, $7782.00 was made available by the Department of Education and Communities for professional development.

Professional learning occurs through:

Five staff development days through the

year

Weekly staff meetings

Inservice courses

The main areas for professional development in

2012 were literacy, numeracy and technology.

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

Outcome for 2012–2014

To improve Literacy outcomes for all students

2013 Targets to achieve this outcome include:

Kindergarten benchmarking to increase from

53% at level 6 or higher to 66%

Year 1 benchmarking to increase from 53% at

level 16 or higher to 66%

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Year 2 benchmarking to increase from 72% at

level 26 or higher to 75%

To increase the number of students in the

top 3 bands for reading in Year 3 from 64% to

70%


top 3 bands for reading in Year 5 from 39% to

57%


top 3 bands for writing in Year 5 from 23% to

57%

To increase the average expected growth

from 58% to 66%

Strategies to achieve these targets include:

Implementation of the L3 literacy program including staff training and development in tis delivery.

Development and monitoring of Criteria Writing Assessment and Consistency in Teacher Judgment strategies.

Improvement and promotion of the Home Reader program.

School priority 2


To improve Numeracy outcomes for all students

2013 Targets to achieve this outcome include:


top three bands in Year 3 from 53% to 66%


top three bands in Year 5 from 38% to 57%

To increase average expected growth from

58% to 66%


Implementation of the Stepping Stones Maths program including teacher training and development.

Implementation of the Mathletics program to support Numeracy in 2013.

Improvement of whole school Maths resource allocation to better support Maths programs.

Use of Best Start and data tracking on the K‐2 continuum.

School priority 3


To improve student and community engagement and student welfare structures in the school

Targets to achieve this outcome include:

Improve whole day attendance from 93% to

95%

Further 10% reduction in behaviour referrals

from 2012

Increase student enrolment to over 140

students


Continuation and improvement of the Positive Behaviour for Learning program, including the use of consistent whole school behavior management strategies.

Expansion of the Environmental Education program.

School’s promotion team to implement range of strategies to promote the positive growth of Speers Point Public School.

Improve opportunities to engage community in school events.

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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.

Chris Payne ‐ Principal

Lisa Milson‐Black – Assistant Principal Support

Elizabeth Cobcroft – Assistant Principal

Kelly Pearson – Class Teacher

Alana Stroud – Class teacher

Tracey Pettigrew – P&C President

School contact information

Speers Point Public School

Bell St Speers Point 2284

Ph: 02 4958 1230

Fax: 02 4958 2478

Email: speerspt‐[email protected]

Web:

http://www.speerspt‐p.schools.nsw.edu.au/

School Code: 3968

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

Documents

ASR template 2012 - Speers Point Public School€¦ · Structure of classes ... 6 95.9 89.9 94.1 92.2 Total ... dancing, drama performances, jokes and magic