Annual School Report 2013 - Tea Gardens Public · PDF filewith information about Tea Gardens Public School. The report details the ... • BBQ and cake stall on Federal ... investigate

Tea Gardens Public School Annual School Report 2013

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School context Tea Gardens Public School is a community school and serves the towns of Tea Gardens, Hawks Nest and surrounding districts.

Tea Gardens Public School is committed to developing student potential in all areas of the curriculum. We endeavour to empower students to take responsibility for their learning and to always do their best.

Students are well catered for in a wide range of curriculum areas which are relevant to their stages of learning. The curriculum is comprehensive and innovative with a strong emphasis on literacy, numeracy, technology and the arts.

Our school has a warm, caring, family environment where all children are valued.

The staff is committed to providing solid educational foundations for students, in the context of a supportive and progressive school environment.

Principal’s message It is with pleasure that I submit the Annual School Report for 2013. The purpose of this report is to provide parents and the Tea Gardens community with information about Tea Gardens Public School. The report details the school’s major achievements during 2013, an assessment of our progress towards our targets and the priorities that have been established within the three year (2012-2014) planning cycle. I commend this report to you.

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.

Mark Clemson

P & C message The P&C members have done an excellent job this year. We provided much input on new school policies and prioritised the best areas to spend our hard raised money.

The Annual Art and Craft Expo held on the Easter long weekend was one of our most successful yet. This major fund raiser for the school raised more than $14,000.

Other successful fundraising events this year also included;

• BBQ and cake stall on Federal election day

• Trivia Night

• Mother’s and Father’s Day stall

• Kids toy Catalogue

Our major donation this year to the school was in the area of Information Technology. The P&C donated approximately $15000 to the school to improve the wireless IT Infrastructure along with 10 Apple iPads for the students to enhance their learning.

The P&C also secured a grant of $11191, for a jointly funded new sport shed, should the P&C investigate the finalisation of this project.

The school has benefitted immensely from the P&C’s fund raising efforts. I would like to say a huge thank you to the Art and Craft Expo committee and committee members for their efforts.

I have enjoyed leading the P and C and also working alongside the School Principal this year to help maximise the potential of our school learning environment.

Tim Roberts 2013 President

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Student representative’s message This year, Parliament which includes all of our students in Years 3-6 continued to meet approximately three times each term.

Our school has a Parliament Committee made up of a Prime Minister, Deputy Prime Minister, six Ministers from Year 6 and opposition members.

We have participated in many things around the school. We monitored lost property, helped to keep the sports shed tidy and handed out equipment, took photos of school events, devised unique ways to keep our school tidy, coordinated the Great Book Swap for the Indigenous Literacy Foundation and helped classes solve any issues that were raised at Parliament.

As Ministers, we were responsible for looking after one portfolio each, including Environment, Pupil Welfare, Education, Special Events, Sport and Building and Health.

We enjoy being able to have a say in the things that are important to us at school. Jade Hunter Prime Minister Molly Perry Deputy Prime Minister &

Minister for Sport Bailey Battle Minister for Transport Jonah Brumby Buildings and Health Jomeca Lafaialii Minister for Education Lachlan Rutter Minister for Pupil Welfare Rogue Bowman Minister for Special Events Susie Webb Minister for the

Environment

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

Student enrolment profile

School enrolment has been stable over the past two years. See specific data on student enrolment below.

Student Enrolment

Gender 2007 2008 2009 2010 2011 2012 2013

Male 112 124 133 141 135 125 119 Female 106 115 109 113 98 102 106

12% of students are Aboriginal. 5% of students have a language background other than English.

Student attendance profile

Student attendance has improved slightly from the averages achieved during 2011-2012. Our school attendance rate is still slightly below the rates achieved by region and state during the same period.

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100

200

300

2007 2008 2009 2010 2011 2012 2013

Stud

ents

Year

Enrolments

Male Female

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Student attendance profile

Year 2009 2010 2011 2012 2013

Scho

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K 93.3 94.2 93.2 91.0 93.9 1 91.4 94.4 91.2 92.5 92.1

2 93.4 92.8 94.9 91.2 92.9

3 92.1 92.7 91.2 92.9 92.3 4 90.7 93.8 92.5 89.3 95.4 5 92.8 91.8 92.8 91.6 91.2 6 93.5 92.7 89.3 92.3 90.5

Total 92.4 93.3 92.1 91.5 92.6

Regi

on

K 92.5 93.4 93.3 93.4 93.4 1 92.3 93.2 92.9 92.6 92.9 2 92.4 93.3 93.0 93.0 93.3 3 92.6 93.2 93.1 93.3 93.2

4 92.6 93.3 93.0 92.9 93.1 5 92.4 93.2 92.9 92.7 92.7 6 92.2 92.9 92.6 92.7 92.4

Total 90.1 93.2 93.0 93.0 93.0

Stat

e D

EC

K 94.3 94.7 94.7 94.3 95.0 1 93.7 94.2 94.2 93.9 94.5 2 94.0 94.4 94.2 94.2 94.7 3 94.1 94.5 94.4 94.4 94.8 4 94.0 94.5 94.3 94.3 94.7 5 94.0 94.4 94.2 94.2 94.5 6 93.6 94.0 93.8 93.8 94.1

Total 92.1 94.4 94.3 94.2 94.7

Management of non-attendance

The Student Welfare Action Team regularly monitor student attendance every three weeks. An internal phone intervention program (PIP) is in place to support families in this area. Where attendance continues to be of concern the case is referred to the DEC’s Home-School Liaison Officer for further support or action under DEC policy and legal requirements. Many absences are due to short family holidays. Parents/caregivers who need to take their child from school for more than 10 days are required to complete exemption forms, which are approved by the Principal.

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

Workforce composition

Position Number Principal 1 Assistant Principal(s) 2 Classroom Teacher(s) 7 RFF, Part Time & Priority School 1.078 Teacher of Reading Recovery 0.315 Learning and Support Teacher(s) 0.6 Teacher Librarian 0.6 School Counsellor 0.2 School Administrative & Support Staff 2.522 School Learning and Support Officer 2 Total 17.115

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

There are zero Aboriginal staff employed at the school on a permanent basis. The school has one casual teacher who is Aboriginal.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100 Postgraduate 40 NSW Institute of Teachers Accreditation 40

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 30/11/2013

Income $ Balance brought forward 131688.00 Global funds 129400.32 Tied funds 251874.59 School & community sources 77648.19 Interest 5588.18 Trust receipts 12326.55 Canteen 0.00 Total income 608525.83 Expenditure Teaching & learning

Key learning areas 32279.81 Excursions 23477.66 Extracurricular dissections 20083.56

Library 1573.48

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Training & development 3111.43 Tied funds 197989.71 Casual relief teachers 24648.15 Administration & office 49955.69 School-operated canteen 0.00 Utilities 20337.72 Maintenance 12244.83 Trust accounts 11782.27 Capital programs 0.00 Total expenditure 397484.31 Balance carried forward 211041.52

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the P&C. Further details concerning the statement can be obtained by contacting the school.

School performance 2013 Arts

Tea Gardens Public School has had another successful and rewarding year in the arts.

Our dedicated staff ensured students who wanted to learn a musical instrument could do so before and after school each day. A number of senior students were also members of the school and community band playing at a number of different school and community events throughout the year. Two of these students, Molly Perry and Susie Webb attended the North Coast Music Regional Workshop.

Dance

In 2013 primary students were given the opportunity to participate in a performance based dance program. The two 4/5 dance groups “Labyrinth” and “Little Talks” had a creative, contemporary focus in their dance styles. The Year 6 group assisted their teacher in choreographing a Jazz dance called “Bright lights, Bigger City” and the Year 3 group danced enthusiastically to “Let’s Get Loud”. The dancers practiced regularly during their lunch breaks and successfully performed at school assemblies and the Myall River Festival – a major annual community event.

School Choir

The School Choir was formed during the second semester of 2013. Sixteen dedicated students from years 2-6 practiced on a weekly basis. Our school was fortunate to have the support of a talented parent Mrs Angela Condie who volunteered her time to lead this valuable program. The choir has performed at the weekly school assembly and end of year school presentation day.

In 2013 Tea Gardens Public School were hosts to a variety of education performances. Christine Gregory, a retired primary teacher and author of a locally written Junior Novel, Alison’s Camels attended school to share her story with the children.

Thanks to a donation from the school and community band, Warren Fahey, one of Australia’s best-known cultural historians and performers presented a mini concert which included ballads about convict transportation, pioneering, gold, bushrangers, shearing, droving and mining, and songs from the lean times of the Depression and Australians at war.

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Students in Years 3-6 had the opportunity to learn about the world’s growing dependence on and impact of plastics when Tim Silverwood, Vice-President and Co-Founder of http://www.take3.org.au/ came to school to highlight the fact that we all play a part in changing the future.

A donation from the U3A allowed our students to participate in musical activities provided by students from the Sydney Conservatorium of Music during the annual Northern Tour Visit.

Students from K-6 showcased a variety of performances throughout the year at Grandparents day, Education Week, Presentation day and Friday assemblies. Parents and the local community are always in attendance and are very supportive of our school’s successes.

Sport

Tea Gardens Public School provides opportunities for all students to participate in a wide range of sporting activities with the support of school staff, parents and the wider community. Students participate in weekly sporting activities as well as having opportunities to represent their school in a variety of different sports at a zone, region and state level as well as in NSWPSSA knockout competitions.

Students from K-6 participate in annual athletics and cross country carnivals, while competitors aged 8 years and over participate in the annual swimming carnival. 120 students have also participated in the learn to swim and squad swimming program. These provided swimming skills and life-saving lessons to students at Tea Gardens Pool during December.

2013 has been a successful year for Tea Gardens Public School. Individually, we had students’ progress through the levels and go as far as representing the Hunter region at State carnivals in athletics and cross country.

Our achievements include:

School Carnivals

Swimming

Winning house group: Tomaree

Age Champions:

Junior Boy – Nathan Katz

Junior Girl – Mia Reilly

11 Years Boy – Rex Shelton

11 Years Girl – Charlie Pietsch

Senior Boy – Joshua Kirkpatrick

Senior Girl – Susie Webb

26 students represented the school at the Port Stephens Zone Carnival at Raymond Terrace.

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http://www.take3.org.au/

Cross Country

Winning house group: Yacaaba

Race Winners: Tyler Rodgers, Lara Randall, Kiera McGregor, Jacob Avery, Grace Burke, Zane Pietsch, Mia Reilly, Mitchell Barr, Jessica Lutz, Rex Shelton, Jade Hunter and Robert Legge.

32 students competed at the Port Stephens Zone Carnival held at the Lakeside Sporting Complex, Raymond Terrace.

Dane Pope, Jade Hunter, Lilly-Ann White, Mia Reilly and Rex Shelton went on to represent our school at the Hunter Regional Cross Country at Raymond Terrace.

Lilly-Ann White then successfully progressed to the State Cross Country carnival at Eastern Creek.

Athletics


Age champions were:

Junior Boy – Mitchell Barr

Junior Girl – Emily Cusworth

11 Years Boy – Rex Shelton

11 Years Girl – Kasey Brown

Senior Boy – Bailey Battle

Senior Girl – Jade Hunter

A strong team of 32 track and field competitors attended the Port Stephens Zone Athletics Carnival at Raymond Terrace.

Bailey Battle was the Port Stephens Zone Champion for his age group.

5 students went on to represent our school at the Hunter Regional Athletics Carnival in Glendale including: Bailey Battle, Jade Hunter, Lilly-Ann White, Ben Woolard and Danielle Woolard.

Bailey Battle performed strongly in the long jump event and progressed to represent the Port Stephens Region at the NSW Primary Schools State Athletics Carnival in Homebush.

PSSA Knockouts and Representation

Tea Gardens Public School competed in a number of New South Wales Primary Schools Sports Association (NSWPSSA) knockouts including cricket, soccer (football) and rugby league.

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Soccer

Ben Woolard and Lucas Barry were successful in gaining selection to the Port Stephens Zone Soccer Team.

Golf

Mr Weightman continued his school golfing program which supports the development of golfing skills to our students. Five students attended the Hunter PSSA Golf Championships including: Sean Simmer, Nicholas Baker, Lachlan Rutter, Nathan Katz and William Markham.

School Sport

Students competed in their school sport house groups in a round robin style competition for 6 weeks in Term 4. Sports included oz-tag, throw ball, tee-ball and kick ball. Best and fairest players were named each week.


The overall winners of the best and fairest player awards were: Piper Matenga, Caylen Vaerua, Jomeca Lafaialii and Nicholas Baker.

Premier’s Sporting Challenge

All classes participated in the Premier’s Sporting Challenge. Each class received a Gold level of achievement in the challenge during 2013.

Presentation Day Awards

The Premier’s Sporting Challenge medal and Sportsperson of the Year was awarded to Bailey Battle

Other Areas

Public Speaking

All students from Kindergarten to Year 6 participated in the school’s Public Speaking Program. Students spoke in front of their class with three students from each class progressing to the stage semi-finals. From here four students were selected to compete in the school finals during Education Week in front of an audience comprising students, family and friends. The school was very proud of the high standard displayed by the finalists.

School Public Speaking Champions were:

• Early Stage 1: Darcy Ingram

• Stage 1: Deakin Schirk

• Stage 2: Mia Reilly

• Stage 3: Jade Hunter

Stage 2 and 3 finalists from the school competition were then eligible to represent Tea Gardens Public School in the annual Bulahdelah Show Public Speaking Competition where they competed against other schools in the area. We are extremely proud of our Stage 2 student competitor Lily-Arum Laws who won her section in this competition.

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Debating

Tea Gardens Public School participated in the Premiers Debating Challenge, the Mid North Coast Debating Competition and the annual local Rotary Debate during 2013.

Our school debating representatives were: Jade Hunter, Sean Simmer, Rogue Bowman, Jonah Brumby and Jomeca Lafaialii.

These students also attended a debating workshop, run by the DEC Arts Unit, featuring Tony Davey. During this workshop our students won both their mini-debates and were declared the workshop winners.

Spelling Bee

All students participated in our school bi-annual Spelling Bee Competition in Term Three, with the finals held during Education Week.

This competition is aimed at improving students’ spelling skills, whilst raising funds for our school.

This competition was very well supported through community and parent sponsorship.

The closely contested finals proved exciting for the audience, as finalists attempted and conquered some very difficult words.

The 2013 Spelling Champions were:

• Early Stage One: Dylan Tobin and Jaydon Condie

• Stage One: Deakin Schirk

• Stage Two: Emily Cusworth

• Stage Three: Charlie Pietsch

Academic achievements NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and

numeracy assessments are reported on a scale from Band 1 to Band 10.

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

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

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

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au

and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

35 students completed NAPLAN in 2013.

Percentage of Year 3 students achieving at or above minimum standard

Reading 91.4 Writing 100.0 Spelling 85.7 Grammar & Punctuation 97.1

Year 3 (Girls-17 students) have shown a decrease of 88 scale scores from the 2012 data in the test aspect of Reading.

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Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

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http://www.myschool.edu.au/

NAPLAN Year 3 - Numeracy

35 students completed NAPLAN in 2013. 88.6% of Year 3 students achieved at or above minimum standard in Numeracy.

Year 3 (Boys-18 students) are 73 scale scores below the state average in the test aspect of Numeracy, which is of concern.

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Percentage in bands: Year 3 Spelling


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Percentage in bands: Year 3 Grammar & Punctuation


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Percentage in bands: Year 3 Writing


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Percentage in bands: Year 3 Numeracy


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NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

35 students completed NAPLAN in 2013. Over 94% achieved the National Minimum Standards in each aspect of literacy, with 100% in Reading. School means were above state means in Reading. Year 5 NAPLAN Reading

School SSG

State DEC

Average score, 2013 501.7 488.9 500.6

Skill Band

Distribution Band 3 4 5 6 7 8 Number in Bands 0 3 11 9 7 5 Percentage in Bands 0.0 8.6 31.4

25.7

20.0

14.3

School Average 2009-2013 4.7 9.9 32.8

23.4

18.7

10.5

SSG % in Bands 2013 1.8

13.5 28.6

29.6

17.0 9.3

State DEC % in Bands 2013 2.2

11.2 24.3

28.2

20.3

13.8

Year 5 (Girls-19 students) have improved by 34 scale scores from the 2012 data in the test aspect of Spelling.

An area of concern was Year 5 (Boys-16 students) who were 45 scale scores below the state average growth in the test aspect of Writing.

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Percentage in bands: Year 5 Reading


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Percentage in bands: Year 5 Spelling


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Percentage in bands: Year 5 Writing


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Year 5 (Boys-16 students) are 26 scale scores above the state average growth in the test aspect of Grammar & Punctuation.

NAPLAN Year 5 - Numeracy

35 students completed NAPLAN in 2013. 97.1% of Year 5 students achieved at or above minimum standard in Numeracy.

School SSG State DEC

Average score, 2013 484.0 472.6 490.1

Skill Band Distribution

Band 3 4 5 6 7 8

Number in Bands 1 7 8 11 4 3

Percentage in Bands 2.9 20.6 23.5 32.4 11.8 8.8

School Average 2009-2013 1.2 14.7 24.7 29.4 18.2 11.8

SSG % in Bands 2013 8.0 20.2 30.6 23.8 9.1 8.3

State DEC % in Bands 2013 6.3 17.0 25.9 24.8 11.8 14.2

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Percentage in bands: Year 5 Numeracy


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Other achievements

Camps and Excursions The students attended a variety of places of educational significance to support their classroom programs.

Early Stage One and Stage One participated in a Transport Excursion to Newcastle. Students experienced travel by bus, train and ferry. They visited the Williamtown RAAF base and Fighter World Museum. Students had the opportunity to climb on and experience many old aircraft and machinery at the museum.

Stage Two students visited the working museum of Timbertown at Wauchope, as part of their studies about early settlement in Australia. They visited the old school house, the blacksmith’s workshop, as well as experiencing a horse and carriage ride. Students also participated in a visit to the Billabong Koala Centre, where they toured the koala rehabilitation centre to learn about native animal rescue. They also had the opportunity to view snow leopards, red pandas and many Australian native animals.

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Stage Three students travelled to Bathurst and the Gold Museum. The museum provided the students with practical, first hand experiences in the life of a gold miner. They participated in campfire singing and other ‘bush’ activities. Students also had the opportunity to visit the Cattledrome, where they learnt about the many different varieties of cattle that are bred for Australian conditions and use.

Significant programs and initiatives Multicultural education

Multicultural education is delivered through the Human Society and its Environment Key Learning Area. Learning about cultural diversity and the contribution to Australian society of people from many different backgrounds is critical to the development of informed and responsible citizenship.

5% of Tea Gardens students have a language background other than English. There are no students requiring English as Second Language (ESL) specific programs.

Tea Gardens Public School implements programs and initiatives to ensure an inclusive school community and a racism-free learning and working environment.

Mrs Edwards is the Anti-Racism Contact Officer at our school. There were no complaints relating to anti-racism this year.

Aboriginal education

Tea Gardens Public School acknowledges the traditional owners of the land that the school is located on – the Worimi people.

Teachers in all classes include an Aboriginal perspective in their teaching and learning programs. The students learnt about aspects of Aboriginal culture, traditions and history in a variety of units of work studied in the Human Society and Its Environment syllabus area which is integrated with Creative and Practical Arts, English, and the Science and Technology curriculum areas.

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In Term 1 we developed Personal Learning Plans for all 26 Aboriginal students. 100% of students and 63% of the parents participated in this process. This is pleasing progress towards our goal of 100% participation. In Term 4, we evaluated our plans to discover that students are achieving their academic, social and cultural goals.

During National Aboriginal and Torres Strait Islander Day (NAIDOC) Week in Term 2, we celebrated with a number of activities conducted by Mrs Avery and Mrs Ingram. We also participated in the Great Book Swap for the first time and raised over $80 for the Indigenous Literacy Foundation.

Transitional Equity Funding

The school received Transitional Equity Funding (TEF) for the first time in 2013.

It was identified through surveys that the lack of literacy resources was having an impact on the teacher’s ability to effectively plan and differentiate for students’ individual needs.

Transitional Equity Funding provided the opportunity to fund resources in this area.

$18000 of the TEF was used to fund the purchase of a variety of levelled readers for student use.

An additional $18000 was spent on the identification and purchase of new resources to support the implementation of the new English Syllabus in 2014.

In addition to this, members of the leadership team had additional relief from face to face time allocation provided to support leadership in the areas of student welfare, curriculum and information communication technology.

Kindergarten Orientation

We welcomed 35 new Kindergarten students and their families. A very successful information morning was held with most parents in attendance.

Students were then welcomed at four orientation to ‘big’ school mornings where they experienced a variety of activities across learning areas.

Crunch and Sip

The Crunch and Sip program was introduced to our school this year. The program is designed to refuel and boost our students’ physical and mental performance and concentration in the classroom. Students have been encouraged to bring fresh fruit or salad vegetables and a bottle of water to school every day as part of this program. It has been well-supported by the majority of our parents. Red Cross Breakfast Club also assisted this program by providing fruit as part of an equity platter.

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Our healthy school canteen continued to provide a healthy range of home-prepared meals three days per week. During the year canteen helpers held a “Christmas in July’ luncheon for all students and served one hundred and forty baked dinners at this event.

School planning and evaluation 2012—2014

School evaluation processes Tea Gardens Public School conducts evaluations to support the effective implementation of the school plan. The processes are evidenced based and rely on the careful analysis of a wide range of data. The processes used include:

• Focus group surveys – including students, staff and parents

• NAPLAN analysis

• Staff surveys and collection of data

School planning 2012—2014: progress in 2013

School priority 1

Tea Gardens Public School will deliver quality teaching and learning programs to improve the

students’ literacy skills. The school’s practice is systematic and meets the needs of students.

Literacy assessment practices and quality feedback improve learning outcomes for students.

Outcome for 2012–2014 To improve literacy outcomes for all students

Evidence of progress towards outcomes in 2013:

Our target to increase the number of students in Years 3 and 5 in the top two bands for spelling by 5% and decrease the number of students in Years 3 and 5 in the bottom two bands for spelling by 5%. Components of this target were achieved while others were not met in 2013 NAPLAN. In reference to the top two proficiency bands, in Year 3 an increase from 35.5%-40% was achieved (4.5%). In Year 5, the same aspect increased from 19.4-28.6% (9.2%) improvement achieving this component of the target. Unfortunately, we did not achieve the reductions in the lowest two bands as expected with an average increase of 8.2% of students in the lowest two bands in spelling.

To increase the profile of spelling within the school, we conducted a Spelling Bee during Education Week in 2013

Analysis of spelling programs indicated that a range of spelling models were being incorporated K-6 and timetabling variations were observable.

End of Year South Australian Spelling Testing analysis provided the following data.

Year Average Spelling Age

(+-2 months)

Kindergarten N/A

Year 1 6.9 years

Year 2 7.6 years

Year 3 9.1 years

Year 4 9.5 years

Year 5 11 years

Year 6 13. 2 years

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2014 Targets to achieve this outcome include:

• To increase the percentage of Year 3 students in Band 4 or higher in Reading to a minimum of 65% from an average of from 60.46% in 2011-2013

• To increase the percentage of Year 3 students in Band 4 or higher in Spelling to a minimum of 65% from 62.9% in 2013

• To increase the percentage of Year 5 students achieving Bands 7 or 8 in Reading to 20% from an average of 17% in 2011-2013

• 75% or above of students in K, 1, 2 achieve at or above benchmarks in Reading

• Kindergarten = level 6; Year 1 = level 16, Year 2 = level 26

• RR level 26 or above. (Equivalent to PM level 21)



• 97% of Year 3 and 5 students achieve at or above minimum standards in literacy

Strategies to achieve these targets in 2014 include:

• Implementation of L3 program in Kindergarten

• Continuation of Reading Recovery in Year 1

• Continuation of MultiLit program in Years 2-4

• Continued implementation PLAN (formerly BEST START) K-2

• Commence implementation of PLAN 3-6

• Additional professional learning on the “Focus on Reading” to enhance the explicit teaching of the super 6 comprehension strategies.

• Review school spelling program effectiveness

• Scope and sequence for spelling including base words is devised

• Continuation of the development of a resource of effective spelling strategies for teachers.

School priority 2

To deliver quality mathematics sessions that develop sound mathematical skills and increase the level of numeracy achievement for every student.

Outcomes from 2012–2014 To improve numeracy outcomes for all students


Our target for 2013 was to increase the number of students in Years 3 and 5 in the top two bands for number by 5 %.

This target was not achieved. The percentage of students in the top two proficiency bands of number in Year 3 declined by 18.3% and in Year 5 by 3.5%.

In 2013, 88.6% of Year 3 students and 97.1% of Year 5 students achieved at or above minimum standard in Numeracy.


• To increase the percentage of Year 3 students in Band 4 or higher in Numeracy to a minimum of 60% from an average of 55% in 2011-2013

• To increase the percentage of Year 5 students achieving Bands 7 or 8 in Numeracy to 26% (from an average of 23% in 2011-2013)

• 97% of Year 3 and 5 students achieve at or above minimum standards in numeracy

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Strategies to achieve these targets include:

• Implementation of TEN (Targeting Early Numeracy) program (2nd year)

• Continue to develop staff understanding of the numeracy continuum and PLAN to support teaching of mathematics

• Utilising the numeracy strategies of TEN and applying these to the syllabus outcomes for Years 3-6

• Undertake professional learning on the new Mathematics K-10 syllabus ready for implementation in 2015.

School priority 3

Student Engagement and Attainment

Outcomes from 2012–2014

Tea Gardens Public School is a positive place of endeavour with a positive culture. Student behaviour will reflect school and community expectations.


A 2013 target was to consistently use feedback in the classroom to enhance lesson quality and desired outcomes for students.

Staff trialled using different forms of feedback with their classes and reported back the variety of success through staff sharing sessions.


• 60% of students K-6 receive a DIAMOND Award during 2014

• 10% reduction in the number of students being referred to the Positive Planning Place

Strategies to achieve these targets include:

• Survey effectiveness of current student welfare procedures in relation to bullying

• Develop a shared understanding of current anti-bullying research.

• Develop, implement and evaluate specific K-6 anti-bullying initiatives

• Review, update and implement school anti-bullying policy and practices

• Implementation of the first two weeks program focussing on school rules and

social skills teaching, developing and implementing a more consistent approach to the explicit teaching of expected behaviours. These lessons will be taught across all classes in an age appropriate way, and will support our updated Anti-bullying policy.

• Review Positive Planning Place

• Analyse student RISC data fortnightly, and communicate results to student welfare action team and leadership teams regularly to review the effectiveness of initiatives

• Develop a 2014 meeting schedule for the student welfare action team to continue to monitor, review and evaluate initiatives.

Professional learning The professional learning priorities for 2013 included preparation for the new English syllabus K-6 for 2014, the completion of phase one of the Focus on Reading Program, Fundamental Movement Skills, Access Request Training, feedback and the implementation of the Best Start Targeted Early Numeracy (TEN) Program.

Expertise within the school was used to support staff in Professional Learning and development of skills. The school executive participated in collegial leadership network activities. All teaching staff undertook a number of modules for implementing the new English curriculum including Teaching for the new curriculum, The Learner and the new curriculum and your school, A process for programming a unit of learning: English K-10, Programming for quality teaching and assessing and the K-10 English syllabus for the Australian curriculum. A number of staff also nominated to complete a variety of other professional learning including; the use of iPads in Education, SMART Data Analysis, Financial management for principals and executive staff, Every Student Every School Module 2, Live Life Well, Disability Standards for Education, and Reading Recovery Support person training.

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All teachers completed mandatory training on ASCIA anaphylaxis e-training, Child Protection Update, Asthma, Complaints Handling, CPR and Emergency Care.

Miss Kerle qualified as a Reading Recovery Teacher.

We received $9,315 for Teacher Professional Learning (TPL) in 2013.

Five school development days were completed during the year. Staff also attended professional learning activities on topics related to school targets and personal professional learning goals.

Tea Gardens Public School plays a key role in the development of all teachers.

Miss Winney, Mrs True and Miss Huish received their accreditation during 2013.

The school provides support for university training programs, providing opportunities for three university students to complete practical experiences at the school in 2013.

Parent/caregiver, student, and teacher satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school.

In total, 60 people responded to the survey. Their responses are presented below.

Based on the scoring of 1-6, an overall rating for each domain was determined from

Extremely satisfied [Average score 1 -1.49]

Very satisfied [Average score1.5 – 2.49]

Satisfied [Average score 2.5 – 3.49]

Not satisfied [Average score 3.5 – 4.49]

Dissatisfied [Average score 4.5 +]

A summary of the results across the domains are: Parent Teacher Student

Safety Very Satisfied

Very Satisfied

Very Satisfied

Learning Extremely Satisfied

Extremely Satisfied

Very Satisfied

Behaviour Very Satisfied

Extremely Satisfied

Satisfied

Consultation Very Satisfied

Very Satisfied

Satisfied

Approachability Extremely Satisfied

Very Satisfied

Satisfied

School Image Very Satisfied

Very Satisfied

Very Satisfied

School Improvement

Very Satisfied

Extremely Satisfied

Satisfied

Relationships Very Satisfied

Extremely Satisfied

Very Satisfied

The number of respondents to the satisfaction survey at the end of 2013 was down from the previous year.

Program evaluations Background

With the planned implementation of the new English syllabus set to commence in 2014, staff, students and parents were surveyed to identify areas of strength and areas for development in the current teaching and learning English Curriculum.

Findings and conclusions

The parent surveys identified the following usually or always happened in the Teaching of English at Tea Gardens Public School.

My child’s lessons are relevant and appropriate to their needs and abilities. 100%

The teacher provides class activities that are interesting and appropriate. 75%

My child's classroom is stimulating and secure. 88%

There is a good balance between independent and group learning activities.88%

The way my child's teacher manages the class helps him / her to learn. 88%

My child's teacher expects him / her to do their best. 100%

My child has enough learning time in class for English related activities. 62%

Parents and students understand how students’ learning will be assessed. 50%

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My child receives homework and assignments to consolidate their learning. 75%

My child is praised or rewarded for successful learning. 75%

The school provides clear information about student achievement through the school’s reporting process. 75%

Learning in English

My child’s teacher communicates, when appropriate, information regarding my child’s learning. 50%

My child has access to good equipment / resources that helps him/her to learn. 63%

My child borrows books from the school library. 75%

My child’s teacher expects students to achieve to the best of their ability. 100%

In class, my child’s teacher provides a balance of independent and group learning activities. 88%

My child does things in the classroom that are new and different. 63%

My child enjoys reading 100%

My child enjoys writing 50%

My child enjoys spelling 75%

My child enjoys talking and listening 75%

My child looks at samples of his/her work over time to see how he/she has improved 38% Parental Involvement I spend time helping in reading groups or other English related areas at school. 12%

I read with my child at home. 75%

I help my child with their English homework (E.g. Spelling, public speaking, debating) 88%

I understand the expectations of the English curriculum 75% Parent comments included

“I would find it interesting and useful to receive a newsletter from the teacher each term outlining the subjects/areas they intend to study throughout the term. This would assist me to help my child with any difficulties they may be facing, as I would then have knowledge of the

expectations and relevant topic information each term.”

“How are 'gaps' in learning for individual students identified and dealt with?”

While other parent surveys noted that there was a variation in the quality between individual classes.

Previous teacher surveys have suggested the need for:

• more resources required particularly for reading

• consistency in teaching and learning programs via the use of the literacy and numeracy continuums.

• planning days to develop scope and sequence for the new curriculum and to improve stage based planning

Future directions

Use the resources purchased throughout 2013 to support teaching and learning in the area of English

Review the level and the quality of formative and summative assessment being collected to inform teaching and learning.

Encourage the use of shared planning time to improve the consistency between classes.

Promote the opportunities for parents to be involved in the classrooms to support existing school programs.

Undertake the strategies to achieve the School Priority 1 including:

Implementation of L3 program in Kindergarten

Continuation of Reading Recovery in Year 1

Continuation of MultiLit program in Years 2-4

Continued implementation PLAN (formerly BEST START) K-2

Commence implementation of PLAN 3-6

Enhance the explicit teaching of the super 6 comprehension strategies.

Review school spelling program effectiveness

Scope and sequence for spelling including base words is devised

The ongoing development of a resource of effective spelling strategies for teachers

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Background

The use of evolving Information Communication Technologies (ICT) is an integral part of the current educational landscape.

Staff, parents and students were surveyed and 106 respondents provided the following snapshot of how ICT is currently being used at the school.

Findings and conclusions

89% of parents saw a strong connection with the use of ICT and students being successful at school. This included the use of laptops in learning.

69% of parents indicated that they supported the adoption of evolving technologies within the school environment including tablets and iPads.

94% of students would like to have greater access to laptops, iPads or similar devices at school.

98% of students have access to a computer and/ or the internet at home.

83% of students indicated that they used the computer at home at least weekly.

77% of students have access to iPads or similar media devices.

68% of students indicated that they were proficient users of basic office software programs.

56% of parents indicated they rarely or never use the school website.

Most users access the website for the school newsletter, calendar of events and canteen menu.

Parents are concerned about the influence of social media and cyber-bullying.

Parents are pleased that all learning spaces have an Interactive Whiteboard (Smartboard).

54% of students indicated that they felt the use of the Interactive Whiteboards made learning easier.

Some parents expressed their concerns around the type of activities that students were completing in the lab setting and felt the need for more structured activities and to focus on the development of improved research skills.

Future directions

Employ a contractor to undertake a number of the ICT functions previously taken on by the

computer coordinator. This would allow the in school coordinator more time to focus on the educational aspects of embedding these technologies within the classroom setting.

Website updated more frequently with photos of events and information about school activities.

Ensure that the technology is used as a tool for learning. The focus is not on the technology itself but on the improved outcomes that the technological tool creates.

Use the iPads donated by the P&C Committee and investigate the learning opportunities provided by this technology.

Update school anti-bullying policy and ensure that cyber bullying is addressed within the document

Consider the purchase of additional digital cameras, video cameras and other ICT for student use.

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.

Mark Clemson - Principal

Ross Weightman – Assistant Principal

Christine Maloney – Assistant Principal

Debbie Booth- Best Start Leader

Kathryn Fowler- Teacher

Tasha Kerle – Teacher

Emily True – Teacher

Anya Ingram - Teacher

School contact information

Tea Gardens Public School

25 Witt Street Tea Gardens NSW 2324

Ph: +612 4997 0286

Fax: +612 4997 1254

Email: [email protected]

Web:

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mailto:[email protected]

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

School Code: 3175

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

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

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

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

Documents

Annual School Report 2013 - Tea Gardens Public · PDF filewith information about Tea Gardens Public School. The report details the ... • BBQ and cake stall on Federal ... investigate