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NSW Department of Education & Training
4248
2008 Annual School Report Vardy’s Road Public School
NSW Public Schools – Leading the way
2
Our school at a glance
Students
Our students come from the Kings Langley, Seven Hills, Lalor Park and Blacktown area. Our population varies as many of our families move towards the new suburbs of Kellyville and Rouse Hill. Many of these families continue their child’s education at Vardy’s Road. The school has 19 classes with a student population of 484.
Staff
In 2008, we had 26 teachers, 3 Learning Support Officers, 3 office staff and 1 General Assistant.
The Teaching staff included four executive staff.
All teaching staff have diploma or degree qualifications and met the professional standards in 2008 through a teacher assessment Review.
All staff undertook professional development activities in a number of areas including mandatory training for Child Protection, CPR and Emergency Care.
All teaching staff meet the professional requirements for teaching in NSW public schools.
Significant programs and initiatives
The school continued to implement a number of highly successful programs to provide students with extra educational support and opportunities throughout 2008.These include: • Sydney West Dance Festival • Blacktown Music Festival • Concert band at Minchinbury Music Festival • Recorders performing at the Sydney Opera
House • Violin ensemble • Values Education • Peer tutoring • Student Representative Council • Whole school Public Speaking competition • Student Leadership conference for local
schools organised by Vardy’s Road • Positive Behaviour for Learning • Rock and Water
Student achievement in 2008
Literacy – NAPLAN Year 3
Literacy results continue to improve with more students achieving in top two bands than in previous years. Our Year 3 literacy results were well above state and like school group averages. There were no students in the bottom bands of reading, writing and spelling.
Numeracy – NAPLAN Year 3
Numeracy results were well above state and like school groups. Our students’ performance in the top two bands continues to increase with performances above state average in this area. There were no students in the bottom band.
Literacy – NAPLAN Year 5
Our Year 5 reading results showed significant improvement from their Year 3 results in 2006. They were also above state averages and well above like school groups.
Numeracy – NAPLAN Year 5
Our Year 5 numeracy results were equal to the state for overall average performance. Our school showed a significant growth in the number of students achieving the top band, which was higher than the state and like school groups. Our trend data shows a continual growth in numeracy.
3
Messages
Principal's message
Our school serves an established area in the suburb of Kings Langley where education is highly valued and our school is well regarded for quality education programs in a caring environment. This is evidenced through our recent Regional Directors Award for Outstanding School Leadership and Excellence in Teaching.
Expectations for high student achievement are encouraged by strong parental involvement, which facilitates our school’s motto of “I Aspire.”
As a learning community of parents, students and staff working together to achieve success, the values, which underpin the culture at Vardy’s Road Public School, are:
Students who: • show respect, integrity and resilience • are honest, fair and caring in their daily
actions • strive to do their best in pursuit of excellence • work co-operatively and • take responsibility for both their learning and
their behaviour.
We also value: • an attractive, stimulating, organised learning
environment where students feel safe, valued and respected.
• parental support and active, positive involvement in school life where school policies are respected.
• staff who are enthusiastic and support continual development of professional skills and knowledge, thereby making the school an effective organisation.
• students, parents and teachers who work as a team to optimise learning opportunities, which are based on trust, respect and co-operation.
Vardy’s Road Public School enjoyed another very successful year in 2008. Our students continued to follow the school motto “I Aspire”, giving their best in classrooms, on performing arts stages and on the sports fields.
The school provides opportunities for all children to grow and learn in all Key Learning Areas, as well as developing their talents in areas as different as debating, public speaking, band, instrumental music, university competitions, choral singing, dance and a great variety of competitive sports. During 2008 our school’s facilities received additional funding from a variety of sources such as our parents, Local, State and Federal Government grants. All Early Stage 1 classes have interactive whiteboards and 50% of the school has multimedia technology installed in their
classrooms. The school continues to look after the school environment by installing a further 5 water tanks to sustain our ever growing native gardens. The school continues to set itself targets for improvement and teachers and support staff have worked in partnership with parents and carers to achieve our goals.
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.
Vicki Halverson
P&C message
The Parents and Citizen’s Association met monthly and is an integral part of the school life. In 2008 we have been able to provide a multi purpose netball court with synthetic grass. School Chaplaincy program continues to be a highly successful initiative and well supported by students and parents. The P&C have operated a successful canteen and uniform shop.
Jo Baird
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Student representative's message
The Student Representative Council (SRC) is a student body selected by students. The SRC consists of two School Captains, two Vice Captains, eight senior councillors and thirteen class representatives.
In 2008 the SRC accomplished many things:
‘Stewie’ dolphin key rings and Stewart House Christmas cards were a big hit this year as they helped raise money for the charity Stewart House.
The 2008 Showcase of Talent was an enjoyable event. Over 80 students participated in the lunchtime heats. Lots of talent was displayed and a lot of hard work went into the event by everyone involved.
A new award was introduced this year. Teachers selected students they noticed doing the right thing in the playground. Each week names are drawn and if selected the student receives a PBL award allowing them to spend a dollar at the school canteen. The awards represent Respect, Pride and Safety.
S-T-A-N-D was the motto used to show resilience against threatening situations (Stay calm, Try to ignore, Ask them to stop, Never fight, Duty teacher). The SRC presented an assembly based on dealing with bullies. This was a very successful way of teaching students what to do when faced with a bully. All you have to do is remember
S-T-A-N-D.
Another successful and environmental idea was introducing classes and their buddies to a garden of their own to look after. This encouraged teamwork, which brought classes and their buddies closer. It also helped improve our school grounds.
The SRC provides a voice for students; this means that the students at Vardy’s Road have their say in making our school a better place.
Sarah Day Ben Roughley
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.
Student enrolment profile
Enrolments
0
100
200
300
400
500
600
2004 2005 2006 2007 2008Year
Stu
dent
s
Male Female
Student attendance profile
2005 2006 2007 2008
School 95.5 94.5 95.3 95.6
Region 93.7 93.8 93.9 94.1
State 93.8 94.0 94.0 94.1
5
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 25 March 2008. Roll Class Year Total per
Year Total in Class
KA K 22
KB K 22
KW K
66
22
1K 1 22
1M 1 22
1-2O 1-2
60
25
2B 2 24
2W 2 25
2Z 2
82
24
3G 3 25
3P 3
61
27
3/4D 4 28
4U 4 30
4W 4
78
29
5-6S 6 28
5G 5 27
5R 5
69
28
6P 6 28
6T 6
69
27
Structure of classes
Where the school needs to form composite or multi stage classes due to numbers, the school policy is to select students who are achieving at a high standard and have excellent work habits and attitudes. These classes will be known as our advanced classes.
Where classes have only one grade then the make up of the class will be of mixed ability.
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
The school had 26.2 teaching positions allocated in 2008. The table below explains the breakdown of staff. The majority of staff are very experienced with 15 staff members having 15 years or more teaching experience.
The teaching staff are supported by a School Administration Manager, two School Administration Officers and three part-time Learning Support Officers. The school has a General Assistant who looks after the grounds and buildings.
Position Number
Principal 1 Non Teaching Assistant Principal 1 Assistant Principal(s) 3 Classroom Teachers 16 Support Teacher Learning Assistance
.6
Teacher Librarian 1 Teacher Relief From Face to Face 1.6 Itinerant Primary Teacher 2 Total 26.2
Staff retention
There were no permanent staff changes in 2008.
Staff attendance
Staff have access to leave entitlements such as sick leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 96.3%
Teacher qualifications
All teaching staff met the professional requirements for teaching in NSW public schools.
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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: 30/11/2008
Income $
Balance brought forward 71 886.00Global funds 173 346.00Tied funds 130 371.00School & community sources 113 659.00Interest 8 793.00Trust receipts 12 777.00Canteen 0.00Total income 510 832.00
ExpenditureTeaching & learning Key learning areas 34 489.00 Excursions 25 797.00 Extracurricular dissections 37 920.00Library 5 504.00Training & development 25 229.00Tied funds 100 955.00Casual relief teachers 43 108.00Administration & office 62 178.00Utilities 17 393.00Maintenance 18 588.00Trust accounts 15 902.00Capital programs 16 344.00Total expenditure 403 407.00Balance carried forward 107 425.00
A full copy of the school's 2008 financial statement is tabled at the March School Council and the P&C meeting. Further details concerning the statement can be obtained by contacting the school.
Our canteen is P&C operated and therefore its funds are not a part of our financial statement.
A large proportion of retained earnings are committed as tied funds (i.e. departmental predetermined purposes such as funding support, student assistance funds etc) and trust funds (i.e. predetermined school purposes e.g. Year 6 Farewell, fundraising days etc.) The majority of these funds will be expended by the end of the school year.
School performance 2008
Achievements
Arts
Creative Arts continues to be an integral part of students’ experiences at Vardy’s Road.
In 2008 the dance group successfully auditioned for the Sydney West Dance Festival and the Rejoice Australia Festival. The dance group comprises boys and girls from years 3, 4, 5 & 6 who diligently practice both before school and at lunchtimes. The dance group also had the opportunity to perform during Education Week at Westpoint, Blacktown. In addition we have continued to develop the dance skills of a boys dance group who also practice at lunchtimes, comprising boys from years 3, 4, 5 & 6.
Music continues to play an important role in life at Vardy’s Road Public School. Band numbers remain small; however, band members enjoyed joining students from neighbouring schools to participate in three band workshops at Minchinbury Public School and performing in a combined schools concert.
The percussion group, catering for fifteen Year 1 and 2 students has also been very successful. The younger students have refined their skills using percussion instruments and xylophones. They have performed at school assemblies.
Numbers in the two recorder groups have grown to 40 students who participated in a combined schools recorder group in Term 1 and also performed at the Opera House.
The 20 students learning to play the violin and cello, tutored by Mrs Scarano, have enjoyed performing at assemblies, playing at Blacktown Shopping Centre, and representing the school in the Blacktown Public Schools Music Festival.
7
Sport
Vardy’s Road Public School has continued its long association with the P.S.S.A. through participation in weekly competitions in cricket, tee ball, soft ball, soccer, oz tag and netball.
The school has also participated in seasonal carnivals in swimming, cross country and athletics. The winning sports houses were Wyamba for swimming and athletics with Brolga winning Cross Country.
During the year the school has sent a number of students away to trials in a variety of sports and has been successful in having some of these students selected to represent the school at Zone and Regional carnivals. The level of representation has also been very high at Zone and Regional competitions for our swimming competitors, cross country runners as well as track and field athletes.
As a school, Vardy’s Road has featured highly in the overall ranking of the combined Seven Hills Wentworthville carnivals with individuals and relay teams taking out major positions in both heats and finals.
Zone Champions this year included Hayden Landels, Tom Polverino and Ben Roughley for Cross Country and Hayden Landels, Rishelle Gribben and Emily Morgan for Athletics.
Sarah Day was selected to represent VRPS in a Sydney West Area representative level carnival for Netball.
This year the boys and girls cricket teams again entered the Milo Cricket Cup and gained valuable experience both in the game of cricket and in team work.
Our recipients for the Sporting Excellence trophies were Rishelle Gribben and Ben Roughley.
2009 will undoubtedly be full of challenges and challengers for the ultimate prize of Best and Fairest in Sport.
Gifted and Talented
Our school participated in the area’s gifted and talented initiative, the SHARING program. For these programs, teachers have nominated students who are gifted or talented in specific areas. To be able to successfully select children for these programs, teachers have fulfilled the identification procedures and nominated students in particular areas. Two teachers from Vardy’s Road conducted courses and several students
enrolled in courses. Like every year, this enrichment program provided curriculum experiences for identified Gifted and Talented students in public schools within the Blacktown District. Highly favourable evaluations were received from parents, students and participating schools.
The SHARING Committee would like to offer their congratulations and thanks to all of the wonderful teachers who have offered to run such a wide variety of courses for our Gifted and Talented students. The students who attend these courses are sure to benefit from the exciting activities planned for them.
Debating
Debating continues to be an integral part of students’ experiences at Vardy’s Road. This has been a hectic but productive year for debating with teams again competing in two competitions.
In Blacktown District, we handled ourselves well and had one win. No matter how experienced a team may be, they still need coaching. To continue with the development of skills of debaters to reach their full potential, we organised debate workshops, which encouraged students to spend time with the team discussing current issues, and events that could be used in debates.
We were very competitive in Premier’s Challenge, which truly is a challenge. The students are given a topic on the day and having only 60 minutes to come out arguing! What teams do in preparation is usually decisive in determining which team has the upper hand and consequently a greater success in the debate. When preparation time is limited, co-operation is essential if this time is be used efficiently and effectively.
Wherever Vardy’s Road students went, we were again commended on the beautiful manners and sportsmanship of our students. This year Mrs Singh has been organising and training the teams. In 2009, we will continue to provide excellent opportunities for the students who are interested in debating and we will develop their skills of flexibility and quick thinking.
National Competitions
These competitions have always been well supported at Vardy’s Road School. This year we saw an increase in the number of students participating. Our results are as follows:
Math Science Writing English Spell Computer
C 16 12 12 18 12 18 D 6 3 2 6 2 6 H D 1 1 0 0 0 3
8
Percentage of students in bands: Year 3 w riting
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Academic In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8.
The achievement scale represents increasing levels of skills and understandings demonstrated in the 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)
Literacy – NAPLAN Year 3
In 2008, 65 Vardy’s Road Public School students sat for the NAPLAN test. 38 of these were male and 27 female. There was one student identifying as Aboriginal or Torres Strait Islander and 10 as speaking a language other than English at home. This year percentages are given for the school, the state and Like School Groups (LSG)
Reading
Significant gains were made in Year 3 Reading. There were no students in the bottom band in 2008 (5.3% school average 2005-2007). 54% of students were in the top 2 bands (42% school average 2005-2007) this was well above State (47%) and Like School Groups (44%).
School LSG State
Average mark, 2008 427.7 406.5 412.2
Percentage of students in bands: Year 3 reading
0
5
10
15
20
25
30
35
40
45
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Writing
Significant gains were made in Year 3 Writing. 1.5% of students were in the bottom 2 bands in 2008 (5.2% school average 2005-2007) compared with 7.2% for Like School Groups. 60% of students were in the top 2 bands (56.6% school average 2005-2007) this was well above state and Like School Groups.
School LSG State Average mark, 2008 443.8 424.8 427.8
9
Percentage of students in bands: Year 3 numeracy
0
5
10
15
20
25
30
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Spelling
In 2008, Spelling was assessed as a separate subject. Year 3 students performed far better than State and Like School Groups by having 56.9% of students performing in top 2 bands (47.3% LSG and 46% State). The school also had significantly less students in bottom 2 bands compared to State and LSG.
Percentage of students in bands: Year 3 spelling
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2008
State average 2008
Grammar and punctuation
Grammar and punctuation were also assessed separately in 2008. Once again, the school performed above State and LSG.
Percentage of students in bands: Year 3 grammar and punctuation
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2008
State average 2008
Numeracy – NAPLAN Year 3 Numeracy is reported as an overall score and can be broken up into the two assessment areas of ‘Number, Patterns and Algebra’ and ‘Measurement, Data, Space and Geometry.’ Year 3 have performed extremely well as is shown in the following analysis:
Trend Data Year 3 performed 10 points above the state and 12 points above the region. (School: 420.3, State: 409.6 and LSG: 405.2. This compares with 2007 results where Year 3 performed 6 points above state and 15 above region.
Percentage in School Bands : 47.7% achieved in the top 2 bands compared to 39.7% of the state and 36.8% LSG. Comparatively, only 37% of Year 3 achieved this in 2007. It is also significant that only 3% of our Year 3 students have fallen into the bottom 2 Bands compared with 11% in 2007.
School LSG State
Average mark, 2008 420.3 405.2 409.6
School LSG State
Average mark, 2008 438.3 421.4 418.6
10
Percentage of students in bands: Year 5 w riting
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Percentage of students in bands: Year 5 reading
0
5
10
15
20
25
30
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Percentage of students in bands: Year 5 spelling
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2008
State average 2008
Literacy – NAPLAN Year 5
In 2008, 67 students sat for the NAPLAN test, 43 of these were male and 24 female. There were 4 students identifying as Aboriginal or Torres Strait Islander and 5 as speaking a language other than English at home.
Our school showed a positive growth from our previous average of 34.7 students falling in the top 2 bands. In 2008 37.9 % of students in Year 5 were in the top 2 bands as compared with the state (32.9) and LSG (30.1)
Writing
Year 5 Writing has not shown the significant gains that have been evident in other Literacy areas. There were a significant number of students, primarily boys, in the bottom 2 bands (23.4% previous average 15.6%). Growth for many of the students was less than the State growth. Many programs were initiated in 2008 and will continue to be implemented as our Year 3 results show a significant improvement. This area will be a target in 2009.
Year 5 Writing Average mark 2008
Year 5 NAPLAN – Spelling
School LSG State Average mark, 2008 494.7 489.7 494.4
School LSG State Average mark, 2008 469.6 494.5 495.5
11
Average progress in reading betw een Year 3 and Year 5
70
75
80
85
90
95
2004 - 2006 2005 - 2007 2006 - 2008
Pro
gres
s
School LSG State
Average progress in w ritingbetween Year 3 and Year 5
0
10
20
30
40
50
60
70
80
90
2004 - 2006 2005 - 2007 2006 - 2008P
rogr
ess
School LSG State
Percentage of students in bands: Year 5 grammar and punctuation
0
5
10
15
20
25
30
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2008
State average 2008
Year 5 NAPLAN – Grammar and punctuation
Progress in literacy
Year 5 students have performed just above the state level and well above Like School Groups. It should be noted that the growth from Year 3 to Year 5 is well above State and Like School Group’s growth. Programs and targeted support over the last 3 years has had a significant impact on the learning outcomes of students at Vardy’s Road Public School.
Numeracy – NAPLAN Year 5
As for Year 3, Numeracy is reported as an overall score and divided into the two assessment areas of ‘Number, Patterns and Algebra’ and ‘Measurement, Data, Space and Geometry.’ The performance of students is reported in skill bands ranging from Bands One to Six in year 3 and Bands Three to Eight in year 5.
In 2008, 67 students sat for the NAP test, 43 of these were male and 24 female. There were 4 students identifying as Aboriginal or Torres Strait Islander and 5 as speaking a language other than English at home.
Trend Data: Year 5 have performed 9 points above the region and are on par with state results at just 1 point below. This is a drop from the 2007 results where Year 5 performed 3 points above State and 14 above Region. Measures will be taken to amend this in the 2009 targets.
Percentage in School Bands: 51% achieved in the top 3 bands in Numeracy this year, compared to 52% of the state and 46% of the region. Although this is a good result, it is down from 2007 where 56% of Year 5 students achieved in the top 3 bands compared to 37% of the state.
12
Average progress in numeracybetween Year 3 and Year 5
0
10
20
30
40
50
60
70
80
90
100
2004 - 2006 2005 - 2007 2006 - 2008
Pro
gres
s
School LSG State
Percentage of students in bands: Year 5 numeracy
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2005 - 2007
LSG average 2008
State average 2008
Progress in numeracy
There has been pleasing improvement in growth for matched Year 5 students compared with their 2006 performance (when they were tested in the Year 3 BST). There were a total 58 results for matched students comparing the 2006 BST and 2008 NAPLAN results. The school achieved growth of 86% compared with a state average of 79%. Similarly, 53% of students have achieved above the minimum growth compared with 33% in 2007.
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3 and 5.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2008
Percentage of Year 3 students achieving at and above minimum standard
Reading 100 Writing 100
Spelling 100 Punctuation and grammar 95 Numeracy 100
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2008
Percentage of Year 5 students achieving at and above minimum standard
Reading 95 Writing 84 Spelling 92 Punctuation and grammar 92 Numeracy 95
<25 Percentile
25-75 Percentile
>25 Percentile
2007 19 % 56% 26%
2008 22% 40% 38%
13
Significant programs and initiatives
Student Welfare
Student Welfare retains a high profile in the school as we endeavour to provide students with a safe and caring learning environment. We recognise that to achieve good results in their learning students need to feel good about themselves and their relationships with peers.
We place a strong focus on student leadership and participation. We offer students a range of extra activities and we encourage student’s involvement and commitment.
Positive Behaviour for Learning philosophies and strategies have formed the basis of our Student Welfare initiatives in 2008. The explicit teaching of expected behaviours in school-wide and non-classroom settings has had a very positive impact on student behaviour. Our data collection has led to informed decisions being made on future directions. We are now refining our approach to systems and practices to support classroom behaviour management.
Playground Initiatives
Year 5 games monitors continue to do an excellent job of engaging younger students in structured play in the playground. In these play sessions students learn to share and to take turns while the older students develop important leadership skills. Younger students are also enjoying the new, very colourful playground markings that have been provided for them.
In the latter part of the year, the school chaplain has begun working with small groups of students on small craft projects. During these sessions, students enjoy the company of others while developing confidence and important social skills.
Rock and Water
The Rock and Water program has continued to be a success in 2008 with positive changes creating more interest and keen participation from the participating students.
This year, Mr D’Arcy and Mr Tod led the Rock and Water program for an hour each Wednesday. This change to timetabling has allowed more time for each session and therefore has enabled us to have three different Rock and Water groups this year.
Another addition in 2008 was a whole day excursion to Longneck Lagoon where the students put their newly acquired social skills into action. On these days, each group showed a strong ability to work as a team and use their Rock and Water skills to complete each task.
All students who have participated in the Rock and Water program have shown a keenness and enthusiasm to continue the program next year. Thank you to everyone for your continuing support of this important program.
Aboriginal education
Our school continues to provide support for Aboriginal students and to provide programs designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia.
In 2008 the school marked Prime Minister, Kevin Rudd’s apology to Indigenous Australians through a special assembly where all students assembled in our school hall to view the apology live.
We acknowledge the Aboriginal groups who reside in the local area with an “acknowledgement to Country” introduction to all school assemblies where the Aboriginal flag is appropriately displayed.
We celebrate NAIDOC Week and Reconciliation Week with special assemblies and participate in Rejoice Australia.
The monthly Vibe magazine encourages the indigenous students to keep in touch with their heritage.
The Learning Support Team monitors educational achievements of our Aboriginal students. All of our Aboriginal students are performing within statewide averages or better.
The school participated in Rejoice Australia where our boys dance group performed.
14
Multicultural education
The school has maintained a focus on multicultural education in all areas of the curriculum by providing programs, which develop the knowledge, skills and attitudes required for a culturally diverse society.
The English as a Second Language (ESL) teacher was not employed in 2008. Our ESL population have strong English skills and did not fall into the category that enabled our school to retain an ESL teacher.
Multicultural education was successfully implemented through Harmony Day in Term 1 and our whole school Multicultural Festival in Term 3. With the focus on arts and crafts from different countries, students had the opportunity to experience, value and understand a range of ideas relating to the world around them. In Term 3, the dance group successfully auditioned for the Rejoice Australia Multicultural Festival along with students from 6T who performed a drama based upon a child's life in Afghanistan.
Respect and responsibility
Values Education continues to be held in high regard by students, staff and the community.
The teaching of values is developed at age appropriate levels from Kindergarten to Year 6. The Value of the Month Award is presented to one student from each grade. Students demonstrating each value are nominated by staff for the award. This award is presented at a K-6 assembly.
Commemorative assemblies, such as ANZAC, promote our Core Values and highlight Australian heritage. Units of work in Stage 3 enable students to understand democracy and our political history.
The behaviour expectations developed in the Positive Behaviour for Learning program explicitly teach behaviours, which demonstrate respect in whole school and non-classroom settings around the school.
Student Achievement
Nathan Lindsay received the Regional Director’s Award for Student Achievement in Primary School.
Staff Achievement
Mrs Aird received the Regional Director’s Award for Excellence in Teaching.
Mrs Clarke received the Regional Director’s Award for Outstanding School Leadership
15
Progress on 2008 targets
Target 1
To increase student learning in language.
Our achievements include: • Selected Early Stage 1, Stage 1 and Stage 2
teachers participated in the Australian Government Quality Teaching Action Learning Project (AGQTAL Project). Strategies to improve the Talking, Listening and Writing of students were developed and implemented. A whole school scope and sequence of Writing tasks, the scaffolding in the teaching of Writing and Assessment Criteria is being developed with a view to whole school implementation in 2009. These staff members are more confident, motivated and skilled, in particular, in teaching Talking, Listening and Writing.
• Learning opportunities based on student needs were reflected in class programs after collaborative planning and discussion. Student work samples reflected improved use of language.
• The BLIPS grammar program was trialled and incorporated into class teaching programs through explicit and sequential teaching. As a result, Grammar and punctuation will be taught across K-6 in 2009 with a specific grammatical focus each month. Improved grammar and punctuation skills were evident in the student’s writing. Grammar and punctuation is taught within a context for Writing and Reading.
• Talking and Listening activities and Topic Talks were a focus, in particular, for Early Stage 1 and Stage 1 children. Greater substantive communication, background knowledge and social support from peers and teachers enabled the children to become more proficient speakers and users of language, especially through writing. Greater confidence in Public Speaking was evident from the students.
• Improved progress in Year 3 Literacy. Year 3 students performed higher than the State and region. Overall, there is a growth in Literacy.
• 86% of students in Year 3 performed in Bands 4, 5, 6. The target was for 80% of children performing in Bands 3, 4, 5. 3% of students performed in Band 2 and 11% of students performed in Band 3.
Target 2
To increase boys’ skills in writing
Our achievements include: • Students’ writing demonstrates and reflects
the use of strategies and skills taught within the classroom through more explicit teaching of grammar and writing by classroom teachers and a specialist teacher. Greater use of description and complex and compound sentences is evident. Specific teaching strategies will be incorporated across the school in 2009.
• 89% of Year 3 boys performed in Bands 4, 5, and 6. There was a decrease in the number of boys in Bands 1 and 2 from 21 to only 4 boys or 11% of the boys performing in Band 3. No boys performed in Band 1 or 2.
Target 3
To improve growth in Numeracy for Year 5 students
Our achievements include: • The school achieved 86% growth. • 53% of students achieved above the minimum
growth compared with 33% in 2007. • Increased participation in ICAS competitions
in stage 2 and 3 composite classes. (Approximately 40 % compared to 12% in non-composite classes.
• Grade based student activity groups run each term to provide time to teach practical maths and use resources effectively. These occurred for all classes through all stages during Terms 1, 2 and 3. Activities were based on Measurement, Space and Geometry and Patterns and Algebra.
• Students numeracy results in grade 3-6 assessments Semester 1 2008 31% achieved an A or B. At the end of Semester 2 2008: this increased to 36%
• New school scope and sequence, policy and programming document implemented throughout all grades.
• Staff Professional Development in using and adopting new VRPS Maths policy, Patterns and Algebra and in adopting a multi strand approach to the teaching of Maths
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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 2008 our school carried out evaluations of Leadership and Human Society and Its Environment.
Educational and management practice
School Leadership
Background
In 2008 the school sought the opinions of parents and staff about school leadership through a school leadership survey. From this survey, it was noted that all areas achieved a high percentage of positive responses.
Findings and conclusions
Parents believe that school leaders introduce changes that are good for students and demonstrate an interest in and accountability for learning outcomes. It is also acknowledged that both students and parents are encouraged to take leadership roles.
School staff considers that school leaders inspire or motivate staff and improve the school through an understanding of its strengths and weaknesses. It is strongly felt that school leaders demonstrate an interest in and accountability for learning outcomes whilst working with staff to effect education improvements. School staff believe students are encouraged to take leadership roles.
Students overwhelmingly believe that the school leaders improve the school by looking for things we can do better and always aim for improvement. There is also a strong perception and knowledge of the role teachers leading some school programs.
Future directions
The school will continue to review data and survey needs of school population so quality programs and results will continue. The management plan will reflect a more formal leadership program for future school leaders.
Curriculum
Human Society and Its Environment HSIE
Background
The purpose of this evaluation was to investigate current classroom and whole school approach to the teaching of Human Society and Its Environment. It also explored the teachers, students’ and parents’ attitudes toward teaching and learning in this key learning area.
Findings and conclusions
Staff agreed that the students enjoyed participating in Human Society and Its Environment activities and were working towards the syllabus outcomes.
Parents regarded science as an important subject and believed their child had developed new knowledge and skills in this area of study.
Students had a very strong, positive image about the topics taught at Vardy’s Road Public School.
Future directions
From the information obtained from the surveys, further investigation will take place as to how we can involve students more effectively when planning and evaluating units of work. The school also needs to purchase more resources so students across grades will have better access to the resources necessary to study topics. The school will also endeavour to keep parents better informed about the topics being taught in Human Society and Its Environment and what expectations are placed on students at each stage level. A parent information session will be offered to parents.
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Parent, student, and teacher satisfaction
In 2008 the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Staff, parents and students were surveyed. From this survey it was noted that: • Parents strongly agree that the school
teaches and promotes core values, is friendly and accepting of all students, promotes a healthy lifestyle and sets high expectations for students.
• Students strongly believe that they attend a good school where teachers care for them and help them to do their best. They acknowledge and value the opportunities the school offers and see school rules as fair.
• Staff strongly agree that students are our main concern and that core values are promoted. Staff see fair discipline across the school and a strong focus on the teaching of Literacy and Numeracy.
Professional learning
In 2008 staff development was prioritised against the school plan and in line with state and regional aspirations. The state Government provided $15, 118.80 for teacher professional learning. The school added an additional $10,059. We also had $10,500 from the Australian Government Quality Teacher program. School Development Days for all teachers focussed on :
School Development Day
Professional Learning Focus
Term 1 Positive Behaviour for Learning
Term 2 John Joseph spoke to staff about latest research in brain development and emotional responses
Term 3 Thinking Skills and future directions at VRPS.
Quality teaching and an overview of AGQTP.
Guest Speaker Joanne Rossbridge who led the workshops about the English curriculum and discussed successful strategies to engage students in literacy.
Key achievements in professional learning include: • Whole school training in cardio-pulmonary
resuscitation (CPR) • Whole Staff training in emergency care • Executive staff attended local network
meetings and district seminars • Librarian and STLA attended network
meetings • Whole staff professional learning in writing
and maths • Four staff attended Interactive Whiteboard
professional learning training • All staff visited nearby schools to observe
Interactive whiteboard lessons • The school administrative staff attended
training courses in ERN and other relevant training sessions.
Sydney West Dance Festival students
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School development 2009 – 2011
Targets for 2009
Our school has established target areas for 2009 with the aim of achieving excellence in education and enhancing outcomes for all students, improving the transition through school, and providing the skills and values for personal growth and social cohesion.
The following targets will be the major focus in our 2009 School Management Plan.
Target 1
To improve student learning outcomes in Numeracy
Strategies to achieve this target include: • Continue Stage Maths groups across the
school • Quality teaching principles included in the
planning and curriculum cycle in the teaching of number across all stages. The focus will be on higher order thinking skills and high expectations.
• Provide additional assistance to students achieving below or at the National Minimum standard.
• Greater emphasis on the language of maths K-6. Purchasing of resources to aid this.
• Encourage greater participation in MATHS ICAS competition.
Our success will be measured by: • Increase the percentage of Year 3 students in
Band 4 from 26%(2008) to 29% (2009) • Improve the Trend Data results for Year 5 to 3
points above State level. (Currently 1 point below, but 9 points above the region)
• Increase the number of Year 5 students achieving in the top 3 Bands in Numeracy from 53% (2008) to 56%(2009)
Target 2
To Improve student learning outcomes in writing focussing on text features.
Strategies to achieve this target include: • Quality teaching principles included in the
planning and curriculum cycle in the teaching of writing across all stages. The focus will be to look at content in relation to ‘learning about’ with a focus on two text types.
• Using scaffolding, proformas and assessment rubrics across all stages for the focused texts.
• Classroom teaching to incorporate building the filed, modelled, joint construction and independent writing.
• Quality teaching professional development and small action learning teams set up across each stage in writing.
Our success will be measured by: • Less than 10% of Year 5 students will be in
bottom Band 3 for writing (15.6% 2008) • Students’ writing will reflect correct use of text
features such as paragraphing, audience selection, vocabulary development and detailed descriptions.
• Decrease the percentage of students in Band 1 for grammar and punctuation in Year 3 from 5%(2008) to 3% (2009)
Target 3
Improved student outcomes
Strategies to achieve this target include: • Rich assessment tasks created in HSIE and
Science • Rubrics created in English and Maths • Quality Teaching elements of intellectual
quality and quality learning environment are developed with staff.
Our success will be measured by: • Students using higher thinking skills to
produce quality assignments • Through surveys of students and staff there
will be a greater emphasis on lessons that focus on deeper understanding, higher order thinking skills, substantive communication, high expectations and social support.
• Students will have an improved understanding of what is expected in lessons for writing and maths.
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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.
Mrs Josephine Baird President P&C Association
Mr Damian Pilkington President School Council
Ms Trinity Quinn, Community Representative
Mrs Arpana Pillay Class teacher
Mrs Judy Wilson, Assistant Principal
Mrs Cathy D’Chong, Assistant Principal
Mrs Christinne Clarke, Assistant Principal
Mrs Leonie Walsh, Assistant Principal
Mrs Vicki Halverson, Principal
The staff of Vardy’s Road Public School
School contact information
Vardy’s Road Public School
Vardy’s Road Kings Langley
02 9624 3051 FAX 02 9838 7048
Email: [email protected]
Web: www.vardysroad-p.schools.nsw.edu.au
School Code: 4248
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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