Casuarina Street Primary School Annual Performance Report to the School Community 2013web.ntschools.net/w/Casuarinast/annualreports/Annual... · 2014-10-13 · Casuarina Street Primary

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Casuarina Street Primary School

Annual Performance Report to the School Community

2013

DEPARTMENT OF EDUCATION


2013 Annual Performance Report to the School Community

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School Overview Our School Casuarina Street Primary School is located in the town of Katherine, 315 kms south of Darwin. Casuarina Street Primary School (CSPS) is located on Casuarina Street in Katherine East, Katherine. The school first opened in 1998 and our grounds contain five learning areas, a Preschool building and four blocks containing four classrooms and communal working spaces for additional work with students; as well as a library, multi-purpose hall, stage, canteen and after-school care facilities set amongst well maintained grounds with a combination of shaded and open playing areas.

Our Staff In 2013, Casuarina Street Primary School maintained a team of Full and part time teaching staff alongside administrative and support staff with a Business Manager and Administrative Officers; A Student Support Team including a SST Leader and Mentors working in teams across Preschool, Early Years and Primary and Upper Primary classrooms; a Defence School Transition Aide (DSTA) and a Physical Maintenance Officer. The school also utilised a Senior Teacher and a Specialist teacher (SPT2) to support the Assistant Principal and Principal as part of the leadership team. All teaching staff achieved registration with the Teacher Registration Board of the Northern Territory and all staff achieved working with Children clearance (Ochre Card) in line with departmental and federal expectations. Our Students In 2013, Casuarina Street Primary School averaged 264 students on roll attending school for 90.3% of the time, ending the year with 279 on roll at 90.9%. The number of students enrolled at the school can vary as over 40% of the students at CSPS come from families who have moved to Katherine as a part of the Australian Defence Force, based both in Katherine itself and at RAAF Base Tindal. Movement between bases for many of our families can happen every 1-3 years. 11.1% of the students attending CSPS School are Indigenous. 2.6% of students have been identified with Special Educational Needs and as requiring additional targeted support to meet these needs.



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Principal's Report Firstly, to all staff, parents and students, thank you for your hard work, energy and commitment during the 2013 school year. During the year, along with a transition to new leadership for the school as a whole, a great deal of focus was given to establishing a sharp and narrow focus on the areas for improvement identified as a result of the school review in 2012. Significant work was undertaken to review and establish the CSPS Whole School Curriculum and Assessment Plan, including the collection and use of consistent baseline data in English and Mathematics across the school and work to review this data and make informed decisions on what next for student learning as a result of this work. Work in both the areas of consistency in judgements and the collection and sharing of evidence to support those judgements, both with students, parents and staff, led to the school being identified as a leader in a regional project to ‘Build an Assessment Culture’ in the Katherine Region. A ‘mini’ School Review undertaken in November and requested by the school, also rated the school as ‘High’ in 5 of the 8 key areas focused upon, an indication of the improvement achieved during the 2013 School Year. Along with the establishment of Evidence of Learning Folios across the school, an ability to demonstrate student ‘growth’ alongside A-E judgements which provide a guide to performance ‘at achievement standard’, was key to the significant improvement demonstrated in student attainment in the 2013 school year. Work was also undertaken to deepen practice across the Early Years team in the utilisation of a Play Based Learning approach, in line with Early Years Learning Framework and National expectations and to align practice and organisation in our Preschool with the recommendations of the National Quality Framework in this area. CSPS also invested significantly in the development of a School Wide Positive Behaviour Systems Approach with great success including the development of values and expectations which were developed by and shared with students across the school and the wider community as a whole. In 2013, our Annual Operational Plan set targets in improvement in Literacy, Numeracy, Wellbeing, Participation, Transitions and Pathways, Partnerships and Leadership. The school has dedicated both considerable effort and resources to deliver on these targets and will reflect on progress made towards these during this report. I certify that the information in this report is the result of a detailed school self-evaluation process and it is a true and accurate account of the achievements, operations and focus for improvement moving into the New Year. _____________________ John Cleary Principal 24th February 2014



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Teaching and Learning

Targets for Student Improvement in NAPLAN outcomes at Year 3 were not achieved with

student performance increasing in Numeracy but not Reading and Writing. During

assessments, 70.5% of students achieved above the National Minimum Standard, while in

A-E outcomes for work towards Achievement Standards across the year, 75% of students

achieved at or above expected standard in Reading and Viewing with 90% at or above

expected standard in Writing and Speaking and Listening.

In Numeracy assessments 94.9% of students performed above the National Minimum

Standard, while in A-E outcomes for work towards Achievement Standards across the

year, 95% of students were at or above expected standard across the strands of Number

and Algebra, Measurement and Geometry and Statistics and Probability.

Targets for Student Improvement in NAPLAN outcomes at Year 5 were achieved with

student performance increasing in all areas. A significant increase of 16% was

demonstrated in the area of Writing in comparison with outcomes in 2012, with a 6.9%

increase in Reading performance also. An average of 80% of students achieved at or

above expected standard in Literacy when measured at the achievement standard and

with grades of A-C in Year 5.

In Numeracy, an increase of 8.9% in student performance was achieved in comparison

with 2012, exceeding target set (445) with 72.5% above National Minimum Standard. In

judgements against the Achievement Standard for the year, 87.2% of students were at

above expected standard across the strands of Number and Algebra, Measurement and

Geometry and Statistics and Probability.

At a whole school level, significant growth in students meeting the Achievement Standard (C) or exceeding it (A,B) was measured from Semester 1 to Semester 2, 2013 as demonstrated below:



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Actions towards AOP in Teaching and Learning A whole school focus was maintained in the development of a CSPS Whole School Curriculum and Assessment Plan (WSCAP) working on a two year cycle and the successful implementation of Australian Curriculum Science through our specialist team and History, across all teams (T-6).

A data collection project to complete data set for PM Benchmark, Probe, Phonological Awareness, Oxford Word List for word recognition, Whole School Spelling assessments and A-E judgement for all modes (Writing in Early Years) across all classes from T-6 was finalised. This also included the use of ACER PAT Maths materials in Numeracy alongside Assessment of Student Competencies in Preschool and Transition. Within our ‘Building an Assessment Culture’ project, Personal Learning Plans were established for all students, with explicit targets for Literacy and Numeracy set from baseline data. ‘Big 4’ projects were undertaken by teaching teams for ‘differentiation’ and an ‘Early Years methodology data project’ developing a whole school approach for each of these areas. All staff participated in cross- school moderation and ‘Making A-E Judgements’ sessions in English and Mathematics connecting with other teams across the region. Recognition of staff development was also shared with 3 teachers being nominated and shortlisted for the NEiTA ‘Inspirational Educator of the Year’ award and 4 other members of staff participating in and achieving recognition as Highly Accomplished and Lead Teachers (HALT) and through the Preparation for School Leadership Course (PSL) respectfully.

Student Achievement in English and Mathematics was measured against Australian Curriculum achievement standards with students being assigned an A-E grade based on their performance in line with national expectations for a student of their age. Judgements were also made in Science, Health and PE, the Arts, Technology and Design and History with judgements being entered into the Student Assessment Information System (SAIS) and a formal report provided to parents in both Semester 1 and 2, in line with the National Education Agreement CSPS Mini School Review- November 2013: Completed by Trevor Watts (Regional

Director, Katherine Schools)

Outcomes of Review:



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Commendations (Mini School Review, November 2013):

Explicit targets for improvement in achievement levels have been set and

communicated to staff and the wider school community.

The school has developed an agenda for improvement and school leaders can

describe the improvements they wish to see in student behaviours and outcomes. The

agenda is communicated in staff meetings, school newsletters, parent– teacher

meetings and on the school website using a variety of formats to suit local needs.

There is evidence of a school-wide commitment to every student’s success and staff at

the school tell stories of significant student improvement

There is evidence the Principal and other school leaders view reliable, timely student

data as essential to their effective leadership of the school. There is a documented

school plan and timetable for the annual collection of student outcome data.

One or more members of staff have been assigned responsibility for implementing the

annual plan, analysing the full range of school data and summarising, displaying and

communicating student outcome data for the school.

There is a strong focus on quality learning and on the creation of a culture in which

all students are expected to learn successfully, in their own ways and at their own

pace.

Time is set aside (e.g. on pupil-free days and in staff meetings) for the discussion of

data and its implications for school policies and classroom practices. These

discussions occur at whole- school and team levels. The school can illustrate, through

case studies, meeting minutes and project plans, how data has been used to identify

priorities, take action and monitor progress.

Time is set aside (e.g. on pupil-free days and in staff meetings) for the discussion of

data and its implications for school policies and classroom practices. These

discussions occur at whole- school and team levels.

The school can illustrate, through case studies, meeting minutes and project plans,

how data has been used to identify priorities, take action and monitor progress.

The school provides opportunities for teachers to take on leadership roles outside the

classroom.

The school’s curriculum delivery plan identifies curriculum, teaching and learning

priorities and requirements. The curriculum delivery plan reflects a shared vision

(Principal, school leadership team and teachers) for the school and provides a context

for delivering the curriculum as detailed in national and/or system frameworks.

The school leadership team ensures the enacted curriculum remains a focus for

discussion among, and collaboration between, teachers and that the curriculum plan is

the reference against which flexible delivery (to meet the needs of the range of

students within each year level) is designed, assessment tasks are developed and

student learning is reported.

The Principal and other school leaders have developed a whole school agenda to

ensure educational opportunity and inclusive practices for all students. There is clear

evidence of a school community partnership agreement being actioned

There is a culture of high expectations.



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Affirmations (Mini School Review 2013):

Teachers are open to constructive feedback and provide feedback to colleagues,

although there may not be formal mentoring or coaching arrangements in place.

Where it is necessary to manage unsatisfactory staff performance, this is done

professionally and effectively and in accordance with agreed guidelines.

School leaders are committed to success for all, but do not drive a strong classroom agenda to assess and identify individual learning needs or to differentiate teaching according to students’ needs.

Recommendations:

The Recommendations of the review focus our attention on domains 5, 7 and 8 to impact on our work from 2014 onwards to ensure continual improvement in these areas.



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Wellbeing

A target to improve all areas in School Evaluation Tool for SWPBS (A-G) to be at or above 70% by the end of 2013 was achieved, with great success. An outcome of the final review is shared below with comparative data for the review undertaken in February 2013 available for comparison:



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This included work to establish whole school values through consultation with the entire school community (students, staff and parents) and also a matrix of expectations/positive behaviours to be shared. Accompanying this were support for teaching these expectations explicitly and also the development of whole school and class reward systems to celebrate achievement in this area. Whole School Professional Development days, staff meetings, workshops and one-to-one work alongside the SWPBS team at CSPS were instrumental in achieving these targets. A target to increase enrolments to over 310 students was not achieved, although at the time of compiling this report enrolments stand at 291 (February 2014), however an increase of 6.5% is required to meet this target in the future. A target to Improve overall school attendance from 89.3% in 2012 to 92% for 2013 was not achieved, however a mean attendance of 90.1% was achieved, an increase of 0.8%. The CSPS ‘Student Support Team’ was established and developed with SET Anna Geary and mentors working alongside identified students at risk. This also included work to improve mentor awareness of approaches to improve student speaking and listening through speech therapy with the support of DECS Student Services team. The SST also supported staff to ensure that explicit wellbeing and or social/emotional targets for 2013 were included in all student PLPs.



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Participation, Transitions and Pathways During 2013 targets were set to ensure Evidence of Learning Folios established for all students at CSPS from Preschool – Year 6. This target was achieved with ELFs available for all students across the school and shared by students and teachers with parents at the end of both Semesters 1 and 2. A target to ensure Increased enrolment of students in preschool to transition was achieved with a further increase of enrolments in Preschool from 27 (Term 1, 2013) to 38 (term 4, 2013). The target to increase students receiving rewards and identifying school values from 25% to 70% or above was exceeded at 100%, a 30% improvement on the target set. A review to ensure consistency in the creation of Evidence of Learning folios, including the collection and presentation of data, 2013 reports to parents, student work samples, student specific information (EAP/IBP) and medical and contact information was completed resulting in the ELFS@CSPS policy, as a reference for the community. Information nights for parents of preschool students joining transition; transitioning visits for students moving from years T-1, 2-3, 4-5 were completed in term 4 along with work to establish the Walker Learning Approach across the Early Years team, with an action plan established for goals in year 1/2 and also reflected in the Professional Targets set by individual teaching teams who were implementing the approach. Projects to ensure the alignment of Literacy and Numeracy data sets for both the Early Years and Primary Years teams were completed, with the same areas of collection being completed across each team in both areas. This data was then used to form Baseline Data toolkits which were utilised by teams to provide a smooth transition in new classes for students in 2014. CSPS also engaged in a transition to Katherine High School program to ensure the transition for our students was a successful one. Accompanied visits were conducted, along with Q&A and workshops with KHS staff at Casuarina Street Primary School, with students also participating in sports come-and try days and football carnivals with the Clontarf team.



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Partnerships Targets to achieve improved parent and family attendance at Meet and Greet, PLP meetings and ‘Open evenings to at least 60% of student families accessing opportunities throughout the year, were achieved. Further to this, a target to undertake 8 School Council meetings and an Annual General Meeting throughout 2013, achieving a quorum in each was also successfully achieved.

This target was also exceeded in December with the number of parents and families attending the End of Year school performance at the Godinymayin Cultural Centre, this was a significantly well attended event with student being presented with awards and the presentation of our new School Captains to the school community as a whole. The school worked to successfully advertise and fill the DSTA position and build a CSPS parent pack with key information and resources for prospective new families. The Defence School Transition Aide (DSTA) also worked to improve links with RAAF community and register as a defence reserves supporting school with the ADF, with the school website and information reflecting this. Agreements were put in place for the canteen, ASC with an partnership agreement with Camp Australia agreed and in place until 2014, a successful tender for cleaning provision throughout the school was executed and established during the school year and the continuation of agreements with community groups utilising the school facilities for clubs and sporting/fitness activities was also maintained and expanded upon. A full time Health and PE specialist was put in place to improve participation of CSPS in regional sporting events and interschool sports with increased student representation in sporting teams in Katherine, representative teams for the region and students representing the Northern Territory at the National Athletics Championships in Brisbane, with the support of the CSPS School Council. Partnerships were established with schools across the region for the following areas:

Moderation of A-E judgements (2 x semester)

Preschool professional network (KSPS/Tindal) – 2 full day visits in semester 1

SET Network

Clyde Fenton School Instructional Rounds team- link with CSPS team The CSPS fundraising committee was established to run events throughout 2013 to build connections with community in Katherine, raising over $10,000 in the process towards whole school improvements and additional shading for outdoor spaces in Transition teaching areas. A partnership with Greening Australia/Landcare Australia and with the parents of CSPS led to a school grounds improvement project and the successful application for a Coles community partnership grant and support from Bendigo Bank, to partially fund the building of community garden beds across school grounds.



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Leadership

A target set for all staff to have established measurable professional targets for 2013,

achieving these in professional reviews in term 4, was achieved.

Work was undertaken to build a CSPS Professional Development Review Cycle to set

measurable growth targets and actions to achieve targets with all staff in term 1, with the

opportunity to review and reflect on these targets throughout 2013. This work was

consolidated throughout the year in line with AITSL National Standards for Teachers.

Identified staff also completed the Preparation for School Leadership development (x1)

course, with a change challenge project being directly linked to our focus on ‘Building an

Assessment Culture’. A further 3 members of staff began assessment to be accredited as

Highly Accomplished and/or Lead Teachers (x3)

Two members of staff completed the NAPLAN writing marking panel training and led work

with other staff around these criteria in school and with others in the region.

A process to establish a Student Representative Council (2 Captains and 6 SRC) and

undertake 3 termly meetings with the team to identify and review whole school priorities,

was put in place with a Student Leadership handbook developed to support this for

prospective candidates in the 2014 School Year. SRC participated in the GRIP ‘Excellence

in student leadership’ training in Darwin (Week 6, term 1) and were also involved in

defining ‘What do we value?’ and the core competencies we wish our students to develop

during their time at CSPS. This fed heavily into the formation of our values and the matrix

which is used across the school grounds.

A School Leadership Team Portfolio was established to clarify roles and responsibilities

within the school and our ‘Big 4’ project groups were composed to build the opportunity for

leadership across CSPS. Teachers led projects around ‘differentiation’, ‘Building the Play

Based approach/methodology in the Early Years’, ‘Building an Assessment Culture’ and

‘Making connections with the community’.

The Senior Teacher Position for the Primary Years was advertised and filled at end of term 4 for Semester 1, 2014. Financial Management Casuarina Street Primary School has met all financial obligations in 2013. CSPS has complied with all financial reporting requirements for Australian Government, Northern Territory Government and the Department of Education. Minor New Works were undertaken during 2013 to paint all blocks externally and complete painting for Preschool and shared spaces internally also. Additional shading was also put in place and an extensive secondary Air Conditioning system was fitted throughout the school, utilising evaporative cooling and a chilled water system intended to reduce costs to the school and maintain a more efficient and constant temperature in working environments across our buildings. Solar Panels were also installed on the roof of the Multi-Purpose Hall as part of a whole school initiative to become more energy efficient.



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ATTACHMENT A

Audited Financial Statements 2013



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ATTACHMENT B

NAPLAN data



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Results compared with outcomes with other schools in the Northern Territory (Mean)

2011-2013 Growth for students completing NAPLAN assessments

Casuarina Street Primary School- Year 3 Naplan Results 2013

NT Mean School Mean

Grammar 338 377

Numeracy 332 371

Reading 339 372

Spelling 327 369

Writing 320 357

Below Comparative Above

Year Level Numeracy Writing Reading

2011 Yr3- 2013 Yr. 5

+60 +89 +120

Casuarina Street Primary School- Year 5 Naplan Results 2013

NT Mean School Mean

Grammar 423 475

Numeracy 422 477

Reading 437 479

Spelling 413 463

Writing 386 460

Colour code

Negative Growth

Positive

Growth 0-100

Positive Growth 100-

200

Positive Growth +200

Target



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ATTACHMENT C

Student Enrolment, Attendance and Learning

Learning and Engagement Plans

All Indigenous

Proportion of students in first year of schooling to year 10 whose parent/carer have worked with the teacher to develop a Personalised Learning Plan

243 29

Proportion of students in first year of schooling to year 10 with a Learning and Engagement Plan

100% 100%

Number of students in first year of schooling to Year 10 with a Educational Adjustment Plan/Individual Behaviour Plan in place

18 3

Documents

Casuarina Street Primary School Annual Performance Report to the School Community 2013web.ntschools.net/w/Casuarinast/annualreports/Annual... · 2014-10-13 · Casuarina Street Primary