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Community Opportunity Excellence Success
Springwood Public School
Annual School Report
2009
2
Messages
Principal's message
Springwood Public School enjoyed a successful year during 2009. Teachers and parents worked together to ensure that all students were able to meet their potential.
Significant numbers of parents assisted teachers on a daily basis providing high levels of support to a variety of school’s programs, allowing us to progress towards the achievement of our targets.
The school projects a positive image into the wider community through its publications and the use of the changeable sign purchased by the P&C.
Student achievement continued to show growth as a result of sound teaching coupled with high expectations and our evaluations indicate specific areas for future development.
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.
Ann Wharton, Principal
P&C and/or School Council message
The 2009 year was very successful for the P&C. We raised a significant amount of money through our annual fireworks night, the canteen, the uniform shop and raffles.
Funds were spent on subsidies for bus excursions and sporting activities, environmental education an interactive whiteboard, a sandpit, netball posts and funds to each classroom. A changeable sign has been purchased which promotes positive messages about the school.
Parents responded positively when asked to assist with fundraising activities and the P&C contributed to school decision making. The P&C conducted successful after school activities for the students, including French and Yoga classes taught by community members.
Marian Davey, P&C President
Student representative's message
Being part of the Student Representative Council (SRC) is a great way for K-6 students to brainstorm ideas and make a difference for charities all around the world. It also lets us be part of decision making in the school which helps us to learn to work together.
We meet every Thursday to plan the oncoming events with the assistance of Mrs Hart. Each class from K-6 and Support classes send representatives to the meeting to discuss things and then take ideas back to their class to find out opinions.
In 2009 the SRC took part in many important fundraising events including the football colours day, red day, a disco for the tsunami victims and an Aboriginal Koori Kids fundraiser. It is a good feeling to help other children who are not as lucky as we are.
Student Representative Council members
Henry Cox, Louis TeBay,
Nicola Lowe and Laura Williamson
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School Context
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 1.0
Assistant Principal(s) 4.0
Classroom Teachers 9.0
Teacher of students with Autism 1.0
Teacher of Moderate Intellectual Disabilities 1.0
Teacher of Moderate Intellectual Disabilities 1.0
Support Teacher Learning Assistance 0.4
Teacher Librarian 0.8
Counsellor 0.4
RFF teacher 1.2
Administrative Staff 2.4
School Learning Support Officers 3.0
General Assistant 0.4
Total 24.6
The teaching staff consists of one Principal, four Assistant Principals, twelve classroom teachers, one Release From Face to Face (RFF) teacher, one Teacher Librarian, one part time Learning Support Teacher (LST) and one part time school counsellor. Assistant principals have a full teaching role plus executive responsibilities which assist the principal to achieve planned outcomes.
Three full time Student Learning Support Officers (SLSO’s) assist teachers to implement programs for support students. The administrative staff include one full time Senior Admin Manager (SAM) one fulltime School Admin Officer (SAO) one part time Sao and a part time General Assistant.
Staff retention
Pam Priestly was appointed as Teacher Librarian and Natalie Coles was appointed as a classroom teacher Support. Judy Day retired at the end of the year.
Two of our permanent teachers worked three days a week sharing classes with temporary teachers. Milly Kennedy shared with Louise Tucker and Judy Day shared with Tarnya Jenkins.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 75
Postgraduate 25
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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 profile
Parents value school attendance and so there has been a consistently high attendance level over time.
Attendance is monitored and significant non attendance by individuals or families is discussed with parents and if necessary the Home School Liaison Officer may provide support to ensure that attendance improves.
Class sizes In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2008 class size audit conducted on Tuesday 24 March 2009.
Structure of classes
This year there were three multi-age mainstream classes, one in the K-2 section and two in Stage Two. These classes were formed due to the number of children in the grades.
2005 2006 2007 2008 2009 Male 208 198 191 186 192 Female 170 161 154 147 147
Mainstream Classes
Roll Class
Year
Total per
Year
Total in Class
1-2W 1 11 23 1-2W 2 12 23 1D-J 1 21 21 2V 2 26 26
3-4KT 3 12 29 3-4KT 4 17 29 3-4W 3 11 30 3-4W 4 19 30
3K 3 29 29 5L 5 26 26 5T 5 26 26 6H 6 22 22 6O 6 24 24
K-1H 1 10 20 K-1H K 10 20 KC K 21 21 KL K 21 21
Support Classes
Class Girls Boys Total
K-2 B 7 7
3-6A 1 6 7
K-6 M 2 8 10
Student attendance rates
01020304050
60708090
100
2006 2007 2008 2009
Year
Atte
ndan
ce r
ate
School Region State
Financial Summary
This summary covers funds for operatsalaries, building and major maintenance.
Date of financial summary:
Income
Balance brought forwardGlobal fundsTied fundsSchool & community sourcesInterestTrust receiptsCanteenTotal income
ExpenditureTeaching & learning Key learning areas
Excursions
Extracurricular dissections
LibraryTraining & developmentTied fundsCasual relief teachersAdministration & officeSchool-operated canteenUtilitiesMaintenanceTrust accountsCapital programsTotal expenditureBalance carried forward
A full copy of the school's 2009 financial statement is tabled at the annual general meetings of the Parents and Citizens Association. A percentage of the balance carried forward will be spent during December to pay for casual salaries. Further details concerning the statement can be obtained by contacting the school.
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: 30/11/2009
Income $
Balance brought forward 132 737.30Global funds 171 960.66Tied funds 42 387.63School & community sources 101 697.17Interest 5 050.55Trust receipts 30 203.96Canteen 0.00Total income 484 037.27
ExpenditureTeaching & learning Key learning areas 41 370.07 Excursions 6 596.74 Extracurricular dissections 65 149.89Library 5 138.54Training & development 90.00Tied funds 70 510.54Casual relief teachers 52 352.99Administration & office 40 898.20School-operated canteen 0.00Utilities 33 338.20Maintenance 17 746.05Trust accounts 25 309.55Capital programs 5 180.00Total expenditure 363 680.77Balance carried forward 120 356.50
A full copy of the school's 2009 financial statement is tabled at the annual general meetings of the Parents ns Association. A percentage of the balance carried forward will be spent during December to pay
for casual salaries. Further details concerning the statement can be obtained by contacting the school.
Support students working hard.
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ing costs and does not involve expenditure areas such as permanent
A full copy of the school's 2009 financial statement is tabled at the annual general meetings of the Parents ns Association. A percentage of the balance carried forward will be spent during December to pay
for casual salaries. Further details concerning the statement can be obtained by contacting the school.
hard.
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School Performance
Springwood Public School students participated in a diverse range of activities aimed at providing many opportunities for students.
Achievements
Arts • Our senior choir led by teacher Chris Vincent performed in the Charity Concert to raise funds for
Westmead Hospital.
• The band led by Daniel Masman, won second place at the Penrith Eisteddfod
• Our senior debating teams successfully competed against other schools in the region.
• African Drumming with John May continued to be a successful music opportunity for sixty children..
• Madelyn Jarrett was awarded a music scholarship administered by the local Lutheran church.
• Students, parents and teachers took part in the Springwood Foundation Day Parade.
• Students from class 6O taught by Colin Olson performed to high acclaim at the Regional Drama Festival.
• Ten students attended the regional drama camp and four students attended the regional art camp
• Thomas Weaver a year four student is a member of the Sydney Children’s Choir.
• All students attended an Oz Opera performance of Cinderella and this was widely appreciated
• Forty boys from Years 2-5, in need of encouragement to write, attended a writing workshop with author
Paul Stafford. This was facilitated and funded through a grant achieved by Springwood Library.
• Thirty students from Years 4 and 5 participated in a photography workshop which was part of the Moran
Photography competition. The workshop was conducted by a professional photographer and enhanced
the children’s observation and photography skills.
Sport
• Springwood Public School entered teams in the Summer Games, Winmalee Cup, netball, cricket and
softball knockouts and the rugby league’s Royce Simmon’s Cup and Greg Alexander Shield. The junior
rugby league team made it to the regional carnival and the girls softball team made it through to the third
round. Keira Wilson, Betty Cairns, Lydia Kearns and Aiden Kennedy represented the Lower Blue
Mountains at the Sydney West softball carnival. Aiden Kennedy was selected in the NSW state softball
team which played at the national carnival.
• Four students from the support classes participated in the School Learn to Swim Scheme.
• The Blue Mountains Aquatic Centre Water Safety Team addressed the children.
• Age Champions; Swimming - Callum Jessusek, Wiliam Ferguson, Darcy Henderson, Keira Wilson, Sarah Lowe and Amy Jenkins. Athletics - Carlos Ribero, Ben Wooldridge, Mark, Alice Martin, Kaia Thomson and Amy Jenkins.
• Corey Lock represented at the State Athletics Carnival for shot put, throwing a personal best. Mark was
the District 11yr Boy Champion.
• Footsteps Dance Company conducted weekly modern dance lessons.
• Gary Halpin conducted lunch time gymnastics club for senior students and all students participated in a
gymnastics program for ten weeks.
Community Opportunity Excellence Success
Academic Performance
In the National Assessment Program, 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 the assessments.
Yr 3: from Band 1 (lowest) to Band 6Year 3)
Yr 5: from Band 3 (lowest) to Band 8Year 5)
Yr 7: from Band 4 (lowest) to Band 9Year 7)
Yr 9: from Band 5 (lowest) to Band 10Year 9)
Literacy – NAPLAN Year 3
Our Year Three students demonstrateexcellent reading skills with no students scoring in the lowest band and with 70% achieving in the top two bands. This was well above state average and the average for similar schools
This is a great achievement for the teachers and an affirmation of the early reading programs designed and delivered by them
Those children scoring in bands two and three will continue to receive support to improve their reading skills.
Community Opportunity Excellence Success
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale
The achievement scale represents increasing understandings demonstrated
6 (highest for
8 (highest for
9 (highest for
10 (highest for
Our Year Three students demonstrated excellent reading skills with no students scoring
achieving in well above state
average and the average for similar schools.
great achievement for the teachers and an affirmation of the early reading programs designed and delivered by them.
Those children scoring in bands two and three will continue to receive support to improve their
The improvement of writing skills has been a target for the last two yearsthat 86% of our students scored in the top three bands with 64% scoring in the top two bands which is well above state average and a great achievement. None of our students scoredlowest band.
Spelling results show that while there are strengths in reading and writing, spelling skills need further development. We have more students in the top band than state and like school averages but a wider spread of skills across achievement bands.
writing skills has been a target for the last two years and the results show that 86% of our students scored in the top three bands with 64% scoring in the top two bands which is well above state average and a great achievement. None of our students scored in the
Spelling results show that while there are strengths in reading and writing, spelling skills need further development. We have more students in the top band than state and like school averages but a wider spread of skills
hievement bands.
Numeracy – NAPLAN Year 3
,
The majority of our students achieved excellent results in numeracy. 65% of our studentscored in the top two bands which is well above state and like school averages and a credit to the teachers. A lesser number of our students than state scored in the lowest two bandsthey will continue to receive support.
Literacy – NAPLAN Year 5
The majority of our students achieved excellent 65% of our students
in the top two bands which is well above and a credit to
lesser number of our students than state scored in the lowest two bands and
.
68% of our students achieved excellent Literacy results which were well above state average and like school averages. This is a great achievement for the school.
32% of the students continued to receive support to improve reading skills either in class groupwork or with the support teacher who works with teachers to assist students with literacy skill development.
This graph shows that compared to other aspects of literacy, writing is an area for development across the state. However, our students have achieved better results than state or like schools with 47% achieving in the top two bands.
The graph also shows that we have less students in bands 3-6 than state or like schools and no students scoring in the lowest band. Overall this is a great achievement for the school. Writing will continue to be an area of focus for training and development.
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68% of our students achieved excellent Literacy results which were well above state average and
averages. This is a great achievement
32% of the students continued to receive support to improve reading skills either in class group-work or with the support teacher who works with teachers to assist students with literacy skill
This graph shows that compared to other aspects of literacy, writing is an area for development across the state. However, our students have achieved better results than state or like schools with 47% achieving in the top two bands.
so shows that we have less students 6 than state or like schools and no
students scoring in the lowest band. Overall this is a great achievement for the school. Writing will continue to be an area of focus for training and
71% of our students scored in the top three bands which is a great achievement. The spread of achievement across the lowest three bands and the small number of students scoring in the highest band will be a development focus.
Numeracy – NAPLAN Year 5
It is a remarkable achievement to havethe students scoring in the top bandbeyond the results of state and like school groups. Overall 60% of students scored in the top two bands.
our students scored in the top three bands which is a great achievement. The spread of achievement across the lowest three bands and the small number of students scoring in the highest band will be a development focus.
NAPLAN Year 5
to have 33% of students scoring in the top band which is far
beyond the results of state and like school groups. Overall 60% of students scored in the top
Progress in Literacy
Our boys and girls made significantly more progress than state average between Years Three and Five up to 2006. The 2007lower than state and like school averages on the graph, because the students scored so highly in Year Three and the test done in year five was limited in its ability to show real growth.
There is a consistent pattern of growth over time and this is a credit to the teaching staff.
Progress in Writing
Our students continue to make excellent progress over time. The levbeen consistently higher than that of state and like school averages. This consistent pattern of growth is a credit to the teaching staff.
The average of school, state and like school groups has declined between 2005 and 2009 which may reflect the crowding of the writing curriculum.
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Progress in Literacy
Our boys and girls made significantly more progress than state average between Years Three and Five up to 2006. The 2007-2009 progress is lower than state and like school averages on the graph, because the students scored so highly in
st done in year five was limited in its ability to show real growth.
There is a consistent pattern of growth over time and this is a credit to the teaching staff.
continue to make excellent progress over time. The level of achievement has been consistently higher than that of state and like school averages. This consistent pattern of growth is a credit to the teaching staff.
The average of school, state and like school groups has declined between 2005 and 2009
ay reflect the crowding of the writing
Progress in Numeracy
Progress in Numeracy has been consistently outstanding and this a fantastic achievement as well as a reflection of the quality teaching programs of all teachers on staff from K
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 and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported in the tables below.
has been consistently outstanding and this a fantastic achievement as well as a reflection of the quality teaching programs of all teachers on staff from K-6.
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3,
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
Percentage of Year 3 students in our school achieving at or above the minimum standard in 20
Percentage of Year 3 students achieving at
and above minimum standardReading Writing Spelling Punctuation and grammarNumeracy
Percentage of Year 5 students in our school achi eving at or minimum standard in
Percentage of Year 5 students achieving at
and above minimum standardReading Writing Spelling Punctuation and grammarNumeracy
10
Percentage of Year 3 students in our school achieving at or above the minimum standard in 20 09
Percentage of Year 3 students achieving at and above minimum standard
93 93 91
Punctuation and grammar 89 89
Percentage of Year 5 students in our eving at or above the
minimum standard in 2009
Percentage of Year 5 students achieving at and above minimum standard
93 94 91
Punctuation and grammar 89 94
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Significant programs and initiatives
Environmental Education: The Vegetation Station
This year the vegetable garden produced salad vegetables for the canteen with classes planting, weeding and watering them. Fruit trees were planted as part of the long term plan.
Two of our four water tanks provided water to flush the toilets in the student toilet block while the third and fourth provided water for the oval and the vegetable garden.
Aboriginal education
Our school continues to provide students with programs designed to inform them in aspects of Aboriginal history and culture, past and present.
HSIE units help to build an understanding of Australia’s Aboriginal history and knowledge of contemporary Aboriginal people.
The Welcome to Country is said at all K-6 assemblies to acknowledge to students and the wider community, that we recognise the traditional owners of the Blue Mountains.
Multicultural education
Through HSIE units, children have knowledge of the cultural, linguistic and religious beliefs of a variety of cultures from around the world.
Students from K-6 had the opportunity to participate in African dance classes.
Zhang Min Min and Chen Yi, visiting university students from Ningbo, China, have spent each Tuesday at our school, delivering a Mandarin language and cultural program to all grades, including support students. Our school is one of the schools facilitating the learning of a language through the Regional Mandarin Program. Children have developed a basic Mandarin vocabulary and many are able to speak full sentences. Learning a language in primary school develops a facility to comprehend language patterns as well as cultural knowledge which builds an understanding of different cultures
Students took part in the Multicultural Public Speaking Competition.
To raise awareness a parent spoke to the Stage Two and Three students about Muslim dress and beliefs.
Respect and responsibility
Respect and responsibility are at the heart of any public school. These concepts are embedded in all that we do, but are also taught and developed explicitly in class lessons and stage assemblies.
The Student Representative Council is comprised of democratically elected members from each class in the school. These students discuss school issues and coordinate fundraising to support identified charities and community groups.
Year 6 children worked with their kindergarten buddies to assist in their successful transition to ‘Big School’. Year 5 children assisted their preschool buddies through our highly successful Kindergarten orientation program.
Children in Years 5 and 6 acted as mediators in the playground to help their peers.
The Restorative Practice Approach used at the school is based on building respectful relationships and making amends for mistakes.
The K-6 social skills program develops a participant’s ability to build respectful relationships with individuals taking responsibility for their behaviour.
Classroom rules and programs delivered by teachers consistently reinforce respectful relationships.
Helen Armand is the Anti Racism Grievance Officer and she dealt with one incident this year.
Information Technology
Through the School for the 21st Century funding sixteen interactive whiteboards were installed in classrooms.
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Progress on 2009 targets
Targets for 2009
Target 1
To continue to improve student outcomes in writing
Our achievements include
Professional learning was provided which assisted teachers to further develop student writing skills.
Teachers:
• analysed the way spelling was taught and reviewed stages of spelling development and assessment.
• analysed the writing session to facilitate the transfer of spelling to the writing of texts.
• Trialled some different approaches to teaching writing
• trialled some different approaches to teaching spelling.
A reduction in the number of students in the lowest two bands in reading was achieved with 4% in Year Three and 9% in Year 5 with the target being to achieve less than 17%.
Target 2
To continue to improve student outcomes in numeracy
Our achievements include
• Count Me In Too Strategies were extended to stage 2 students through the provision of adequate resources and team teaching with AP Glenn Wilson
• Talented mathematicians in stage 3 had opportunities to apply and extend their skills.
• Increase in the average score in Maths Olympiad from year 5, 2008 to year 6, 2009
• A parent information session was conducted.
• No students scored in the bottom band in NAPLAN numeracy in Year 5.
• A 5% increase in the number of Year five students scoring in the top two bands of NAPLAN.
• Increased number of year two students using the counting on strategy.
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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 2009 our school carried out evaluations of Student Welfare and Spelling and Writing.
Educational and management practice: Student Welfare policy and practice
Background Following on from the 2008 evaluation of social skills teaching across the school it was determined that a review of the Student Welfare Policy should be held in 2009.
Findings and conclusions The evaluation of the student welfare policy was conducted in terms 3&4 when parents, students, staff and community members were asked to complete comprehensive surveys. Responses were generally positive with good return rates of completed surveys. To facilitate our understandings and to ensure a complete picture was gained focus groups and discussions with groups of students were held. The parent focus group was led by one of our parents, Ale Martinez and fourteen parents attended. The results from the surveys were collated and a feedback meeting was held, attended by staff, students and parents as well as two community members who acted as critical friends. At this meeting the identified issues were discussed and a group of parents volunteered to work with teachers and students to follow up on these issues as part of a committee.
Future directions A committee, consisting of parents, community members, student representatives and members of the school staff will be established to review and update the Student Welfare Policy and relevant procedures, with particular reference to:
• continuing the whole school approach to teaching social skills;
• embedding our values into the policy and procedures;
• reviewing the language used in the Restorative Practice questions and procedures;
• reviewing the language of the Student Welfare policy;
• how the play areas in the school are utilised and managed;
• sanctions (including suspension) and the reward system; and
• dealing with bullying, anger and other challenging behaviours.
Curriculum: Literacy: spelling and writing development
Background
School and national test results indicated that spelling and writing were areas for improvement. While our students achieve highly in reading there were indications that writing performance could be improved in the areas of character development and descriptions.
Similarly in spelling our students high achievements in the spelling of weekly lists and other activities was not replicated in their writing.
A large percentage of students had a poor attitude to writing. The level of teacher satisfaction with the teaching of spelling and writing was low.
Findings and conclusions
Opportunities to review the teaching of spelling and writing through access to Literacy consultant Diedre O’Brien enabled the staff to trial some new approaches:
• Focussed assessment of the spelling stages of individuals
• Reducing the number of words to be learned and a focus on patterns
• Fast writing sessions
• Focus on styles and purposes of writing rather than specific text types
• Use of literary texts to model character development
• Investigation of the Accelerated Literacy approach which focuses on the writer’s purpose in using particular words and phrases
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Sessions with Lizzie Chase (Library consultant) on teaching visual literacy and the understanding of inference extended staff skills.
Future directions
A revision of the school’s approach to teaching spelling and writing, through further professional learning opportunities for the staff by accessing quality presenters and facilitating the collaborative development of units of work.
Enhance teacher’s ability to facilitate student understanding of inference in a text.
Parent, student and teacher satisfaction
In 2009 the school sought the opinions of parents, students and teachers in the following areas: • The Restorative Practice Approach to student
welfare. • The School’s student welfare program. • The progress of the Mandarin program. • Uniform and in particular hats, winter pants for
girls and sports shorts. • Recommendations of scope of works for the
Building Education Revolution.
Professional learning
An allocation of $14 158.00 was included in the schools global budget as a tied grant to be used for Professional Learning.
The grant was spent on a range of activities for all staff including teachers, administrative officers and Learning Support Officers.
Many activities were completed in the workplace as a whole staff and specific events were attended outside school by groups or individuals.
Three school development days were used for professional learning and the topics included Child Protection, Spelling, Writing, technology and Aboriginal Education and teacher wellbeing. These areas were directly linked to the school targets.
K-2 Teachers were in-serviced on the assessment of Kindergarten children -“Best Start” Program.
All Staff attended mandatory training sessions on Child Protection, Anaphylaxis and Epilepsy.
Learning Support Officers attended regular regional training courses outlining the role and strategies to assist children with learning needs.
Stage Two and Three teachers attended sessions on Anti Bullying conducted by Interrelate with their classes.
Stage One teachers attended sessions on Anti Bullying conducted by DET behaviour consultants with their classes.
Melanie Coid attended the Special Education Leadership Conference.
Ann Wharton attended the ACEL conference in Darwin and the State Principal’s conference.
All staff attended the Winmalee High Community of Schools Development Day with speaker Matt Church on Reaching Peak performance.
Teaching staff attended sessions conducted by Literacy consultant, Diedre O’Brien on spelling, writing and Accelerated Literacy.
Four teachers were released to work with Chinese consultant Evelyn Mann, to develop a scope and sequence for K-6 Mandarin Language and culture.
Glenn Wilson worked with Stage One and Two teachers on mathematics strategies to promote numeracy skill development.
Natalie Coles and Sharyn McPhee attended a Non Violent Crisis Intervention course
Heather Carveth and Megan Gee attended a session on Language development
Gary Halpin worked with teachers from Ellison PS, Winmalee PS and Winmalee High school on catering for gifted Mathematics students in the area of fractions.
Pam Priestly worked with Library consultant, Lizzie Chase to plan and deliver a library professional learning course on Visual Literacy
Staff attended sessions on Visual Literacy conducted by Library consultant Lizzie Chase and organised by librarian Pam Priestly
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School Development 2009-2011
Long term directions for the period 2009-2011 include increasing student engagement in learning, the use of technology, the improvement of literacy and numeracy levels, improved science outcomes, the extension of gifted and talented students, personalised learning programs for specific groups of students and teacher professional learning.
These areas of development were derived from the data collected during the year, in an ongoing fashion, and as a result of school based and national testing. The literacy and numeracy targets below describe the actions we will take in these two crucial learning areas. The student welfare target addresses issues which touch on the basic wellbeing of students and their ability to learn in a safe and happy environment. Further actions and plans are outlined in the school’s management plan.
Targets for 2010
Target 1 Literacy: To continue to improve student o utcomes in writing
Strategies to achieve this target include:
Provide professional learning that will assist teachers to further develop student writing skills.
Whole school approach to the way spelling is taught to ensure that skills transfer to writing.
Focus on engaging reluctant Year 2 and Year 3 boys in the writing process by providing challenging purposes to write.
Assist K-2 students to master basic writing conventions and text structures by increasing the adult student ratio in these sessions.
Our success will be measured by:
• Increase the number of Year 3 students in the top two skill bands by 5% in the areas of writing and reading
• Students achieving in bands 1-3 in their 2008 NAPLAN testing will achieve the minimum growth of 1 skill band to Year 5
• Year 5 students achieving in the top band is increased to 15% from the 11% achieved in year 3 NAPLAN
Target 2 Numeracy: To continue to improve student outcomes in numeracy
Strategies to achieve this target include:
Extend Count Me In Too Strategies to stage 2 students through the provision of adequate resources and professional learning opportunities for teachers.
Provide talented mathematicians opportunities to apply and extend their skills.
Through the development of a common programming strategy place a stronger focus on fundamental mental computations and recall of number facts.
Assist parents to help children through parent information sessions and regular information.
Our success will be measured by:
• 100% of teachers implementing Count Me IN Too and Counting On teaching strategies
• Maintaining the Reduction in the number of students in the bottom two skill bands of NAPLAN in Year 5 to less than 15%.
• No students score in the bottom band in NAPLAN numeracy in Years 3 and 5.
• 5% increase in the number of Year five students scoring in the top two bands of NAPLAN.
• Increased number of Year two students using the counting on strategy.
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Target 3 Student Welfare: To continue to improve programs designed to enhance student welfare
Strategies to achieve this target include:
Evaluation and revision of the school’s welfare policy with staff, student and parent input and a focus on the following areas:
Affirming our philosophy
Developing anti bullying strategies
Growth of positive relationships to promote learning in the classroom and positive playground interactions
Our success will be measured by:
• Clear understanding of the policy and strategies by staff, students and parents measured by discussion with staff and students, feedback through P&C meetings and satisfaction surveys.
• Reduction in the number of bullying incidents reported by students and parents on behalf of students.
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.
Ann Wharton Principal
Gary Halpin Assistant Principal
Helen Armand Assistant Principal Support
Terry Gillis Assistant Principal
Glenn Wilson Assistant principal
Marian Davey P&C President
School contact information
Springwood Public School
Burns Road Springwood
Ph: 02 4751 1333
Fax: 02 4751 1951
Email: [email protected]
Website: [email protected]
School Code: 3095
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
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