Grose View Public School Annual Report · The Annual Report for 2015 is provided to the community of Grose View Public School as an account of the ... It provides a detailed account

Grose View Public School Annual Report

4483

2015

Introduction

The Annual Report for 2015 is provided to the community of Grose View Public School as an account of the school’s

operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational

opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect

the impact of key school strategies for improved learning and the benefit to all students from the expenditure of

resources, including equity funding.

Damien Feneley

Principal

School contact details:

Grose View Public School

Grose Wold Rd

Grose Wold, 2753

www.groseview-p.schools.nsw.edu.au

[email protected]

4572 1386

Message from the Principal

Grose View Public School is an exceptional school that not only boasts a beautiful physical environment, but also offers quality educational experiences within a strong and supportive community. Here at Grose View PS we are committed to a 21st century approach to education and one that addresses the needs of the whole child.

We appreciate that every child is an individual who must be understood within the context of their family, community and culture. We value the importance of fostering the creative mind and allowing children to explore their potential. We recognise the responsibility our children have to be global citizens and to live in a responsible and sustainable way, and we understand the importance of being technologically literate in the modern world.

Successful education is built upon trust and partnership. Our school strongly values the important role that family and community play in the education of a child.

School background

School vision statement

Grose View Public School is a future focused learning environment that promotes the development of the whole child; recognising that every student must be understood in the context of their family, community and sense of self.

We understand that the well-being of students, parents and staff is an essential component of productive learning and positive relationships. Through this we foster a culture of collaborative learning and support for all members of our school community.

At Grose View Public School our students develop strong identities as learners; they understand the purpose of their learning journey and actively contribute to its direction. We strive to ensure that all of our students fulfil their creative potential, demonstrate critical and considered thinking, work collaboratively and constructively with others and contribute positively as global citizens.

School context

Grose View Public School is situated in the picturesque surrounds of the Hawkesbury Valley. Our semi-rural community offers the best of both worlds; close proximity to the vibrant and dynamic cultures of the Sydney metropolitan, while enjoying the lifestyle and community spirit of the country.

Grose View PS enrolment is currently 255 students. Our school is one of the larger schools in the district and enjoys a close and productive relationship with the neighbouring schools, university and local business groups.

We are committed to forging partnerships within and beyond our community that are strong, dynamic, productive and reciprocal. Our intention is to take learning beyond the classroom and position Grose View Public School as a truly global place of learning.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. This process was used to inform, monitor and validate the progress of our teaching and learning strategies and to guide the further development of our School Strategic Plan.

In the domain of Learning, our efforts have primarily focused on learning culture and curriculum and learning. The school has made steady progress in the establishment of a more positive and engaging learning culture through effective use of new technologies, more time committed to creative and scientific inquiry processes and the use of learning spaces beyond the classroom. The result has seen a significant increase in the level of positive feedback from students and the parent community about engagement in learning through these initiatives. Our focus on curriculum and learning has targeted the development of a more effective learning and support system to identify, track and support individual learning needs. Personalised learning plans and teacher professional development to improve differentiation across literacy and numeracy has been a component of our progress throughout the year. Students with high learning needs are being identified early and their parents/carers are increasingly involved in planning and supporting their learning directions. Evidence from the School Excellence Framework shows that our school is delivering expected ‘value added’ growth in student learning outcomes for students between Years 3-5 and 5-7 according to NAPLAN data. We achieved 93% of Year 5 students and 95% of Year 3 students achieving at or above the National Minimum Standard for reading and numeracy. Student attendance is also above State average at 94%.

In the domain of Teaching there has been a strong focus on collaborative practice and learning development. All teaching staff participated in the Graduate and Grow model of professional mentoring and support. This has seen an increase in the number of planning meetings to address class, stage or school priorities, and improvement in the achievement of planning outcomes. Areas of focus have included accurate and consistent teacher judgement, lesson observations and professional practice, and professional learning opportunities and planning. Using this model, staff conducted a collaborative teacher evaluation of our achievements against Strategic Priority 1 (Future Focused – Student Learning). Small teams were assigned an element (Learning Culture, Wellbeing, Curriculum & Learning, and Assessment & Reporting), and using the descriptors determined where our school is currently situated and what evidence there is to support this. There was strong consensus that we are currently delivering across all areas, with some evidence of sustained improvement and growth.

In the domain of Leading, our priorities have been to progress our network and partnership effectiveness from within and beyond the school community. We are continuing to benefit from a strong relationship with our Parents and Citizens Association (P&C), with improved governance and operational procedures now in place. P&C fundraising is targeted at meeting the needs of school priorities. Professional learning opportunities continue to arise through local school network initiatives and this is broadening our professional learning capability. Our school maintains a close working relationship with Western Sydney University (WSU), Sydney Olympic Park Authority and several other external agencies in partnership with WSU.

As a part of our efforts to engage more deeply with our community, we participated in two Tell Them From Me (student and parent) surveys. Results from the surveys were very pleasing and indicated that the school is delivering in key aspects of student and parent experience. Areas identified for improvement and development include: effective and timely communication with parents, motivation and engagement of students in their learning, and providing additional enrichment and extension for students identified as gifted or talented. This data has been used to identify forward planning objectives. The school leadership team has been successful in leading the initiatives outlined in this report, building the capabilities of staff to create a more dynamic school learning culture.

Strategic Direction 1

Future Focused

Purpose

The development of students who have strong identities as learners and are actively engaged in meaningful, challenging and future-focused experiences to achieve and thrive as learners, leaders and responsible productive citizens

Overall summary of progress

The school achieved pleasing progress in achieving improvement measure 1 (see below). Evidence attained from NAPLAN data (School Excellence Framework) clearly shows that our school is delivering on value added growth from Years 3 – 7 in reading and numeracy. Data obtained from PLAN and L3 Stage 1 reading levels shows that year 1 students are exceeding expected outcomes, while Year 2 students are meeting expected outcomes.

The school has not yet achieved a level we are satisfied with in addressing improvement measure 2 (see below). Data obtained from the TTFM student surveys indicated that further improvement is required in student perceptions of their level of engagement, contribution and motivation towards their learning.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $35,000

All students to show value added positive growth across all areas of their learning

Student data shows evidence of value added growth across K-6. Target to achieve growth for a higher percentage of students

$15,300

Increased levels of student engagement and contribution to their learning

Upgrade to technology still requires improvement. Syllabus implementation is steady but requires whole- school scope and sequencing. Student data does not show significant evidence of increased engagement and contribution to learning

$19,700

Next steps

In 2016 our school will undertake the following strategies and initiatives in Strategic Priority 1:

Targeted Early Numeracy (TEN) professional development (K-2), continuation of Taking Off With Numeracy (TOWN) professional development (3-6), L3 Kindergarten and L3 Stage 1 professional development, Gifted and Talented/extension program for targeted students, science enrichment program and further development of mobile learning through technology.

Grose View PS is also trialing innovative approaches to learning space design in our school library. This initiative will inform future planning for classrooms.


Collaborative Culture

Purpose

To create a school-wide culture of ongoing, relevant and evidence-based professional learning and practice, through a process of supportive collegial mentoring and guidance for all staff


The school achieved pleasing progress in improvement measure 2 (see below). All staff successfully completed their first annual Performance Development Plan under the new model. Using the Graduate and Grow collegial mentoring program, staff worked in small teams to identify areas for improvement and growth. Supervisors used classroom observations, collegial sharing sessions and program evaluations to provide feedback for future planning. Staff morale is pleasing and there has been a significant increase in the number of roles and responsibilities undertaken by staff in preparation for 2016.



Progress achieved this year $5000

All staff performing at an exemplary level of professional practice

Teacher Performance Development Plans are identifying areas for improvement and outlining evaluation measures

$4000

Improved levels of staff morale and motivation

Staff are undertaking a greater number of roles and responsibilities across the school

$1000

Next steps

Teacher Performance and Development Plans will have a greater emphasis on the collection of evidence to support achievement of goals. Teachers will be provided with performance guidelines and evaluation/evidence measures. Resourcing will also made available on a per term basis for teaching and support staff to have shared planning, assessment and reporting time made available. Monitoring of staff workload will be a priority of the Executive team throughout the year.

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Powerful Partnerships

Purpose

To build and maintain reciprocal interagency partnerships and community ownership and connection to the School Vision, through positive and respectful relationships within and beyond the community


Our school continues to make steady progress in achievement of this strategic priority. We have established a new Positive Behaviour for Learning (PBL) team and implemented a per term evaluation of student behaviour data that is communicated to all staff. A revised merit, reward and behaviour management flowchart is being developed to establish consistency and clarity around expectations, roles and responsibilities for all school community members. Work Health Safety (WHS) practices are being revised and a new system of operation will be underway in 2016.

We are investing in our schools communication strategy through improvements in our website, social media presence and effectiveness in delivering information in a timely and effective manner. Our school continues to engage with other local schools, our Aboriginal Education Consultative Group, Western Sydney University and local business to build our resource and knowledge network.



Progress achieved this year $4500

A safe and productive school environment for all students

Review of WHS practices and our PBL framework is providing a pleasing platform for improvement in 2016

$1500

An increase in the level and breadth of school access to resources and expertise

Investment in technology infrastructure, knowledge and resources is improving our capacity to engage more effectively with our broader community

$3000

Next steps

In 2016 our school will undertake a complete overhaul of our WHS processes and practices. This will ensure a more robust and flexible management system that is responsive to issues that arise and proactive in establishing preventative measures. We will also develop a social media presence through Facebook to increase our community reach and capacity to get information out quickly. The PBL team will develop new resources and initiatives that will be communicated to parents and carers to build greater consistency between school and home. Funding will also be directed to establishing a much stronger relationship with our Aboriginal community and developing a shared learning pathway for our students, staff and community.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Broadening our Horizons: Aboriginal Belonging. A shared language, culture and learning pathway

Consultation, research and planning for implementation of the project in 2016

$5707

Socio-economic funding

Classroom resources (literacy and numeracy)

Creative Minds / Science Minds programs

PBL review

School band/Music program

Student Leadership

Each Stage purchased classroom resources to the value of $500/class

Science Minds program delivered in full, Creative Minds under review

PBL established new team and undertook external evaluation and review

School band investment of $1000, increased performance times and excellent results

Participation in student leadership programs

$16,704

Low level adjustment for disability funding

Targeted support for students with complex learning needs

Excellent Learning and Support processes and procedures established to identify, track and support students

$25,067

Support for beginning teachers

Collegial support and targeted professional development and learning opportunities

$12,956

Other school focus areas Impact achieved this year Resources (annual)

Student information

Student enrolment profile

Student attendance profile

Class sizes

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 7

Teacher of Reading Recovery 1

Learning and Support Teacher(s) 1

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administrative & Support Staff 2

Other positions 5

Total 22

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

The school has 1 Aboriginal staff member who is currently relieving on higher duties

Gender 2009 2010 2011 2012 2013 2014 2015

Male 183 173 147 136 127 126 121

Female 171 181 173 160 154 152 122

Student Enrolment

0

100

200

300

400

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 94.8 95.4 95.5 97.1 95.4 93.8

1 93.2 96.3 92.8 94.3 93.4 93.7

2 94.8 94.9 94.5 93.6 93.9 93.9

3 93.7 95.3 94.1 96.6 94.2 94.4

4 93.9 95.9 95.4 94.0 94.7 93.6

5 92.4 94.8 94.6 96.1 93.1 94.7

6 94.6 93.6 94.5 94.9 95.8 93.4

Total 93.9 95.1 94.5 95.2 94.4 93.9

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Stat

e D

oE

Sch

oo

l

Roll class Year

KG K

3B 3

4S 4

1/2H 1

2

1/2K 1

2

1/2T 1

2

3/4R 3

4

5/6J 5

6

5/6N 5

6

5/6W 5

6

18

13

14

11

Total in class

18

21

25

15

11

14

11

25

25

Total per year

18

21

25

26

26

15

14

13

26

27

27

13

11

8

24

24

26

26

27

27

26

Teacher qualifications (mandatory)

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation There are currently 5 teachers working towards accreditation at proficient, and one teacher maintaining accreditation at proficient

All teachers undertake professional learning in accordance with the Performance Development Plans as outlined in the Strategic Priorities.

Financial information

Financial summary

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

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 157228.51

Global funds 93722.64

Tied funds 73233.45

School & community sources 58114.71

Interest 2296.38

Trust receipts 5589.85

Canteen 0.00

Total income 390185.54

Expenditure

Teaching & learning

Key learning areas 6271.29

Excursions 22280.01

Extracurricular dissections 8248.03

Library 1892.65

Training & development 377.42

Tied funds 105848.52

Casual relief teachers 42664.18

Administration & office 46849.09

School-operated canteen 0.00

Utilities 13020.66

Maintenance 5275.89

Trust accounts 18850.15

Capital programs 0.00

Total expenditure 271577.89

Balance carried forward 118607.65

School performance

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.

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

1 2 3 4 5 6

3 2 6 5 7 6

10.3 6.9 20.7 17.2 24.1 20.7

6.0 8.0 17.9 26.4 18.9 22.9

4.6 6.0 20.7 24.9 17.7 26.1

5.3 6.7 20.4 21.1 18.4 27.9

422.4

State DoE

422.6

SSG

403.1

School

Year 3 NAPLAN Reading

Average score, 2015

Skill Band Distribution

Number in Bands

Percentage in Bands

School Average 2011-2015

SSG % in Bands 2015

State DoE % in Bands 2015

Band

1 2 3 4 5 6

4 2 6 7 4 7

13.3 6.7 20.0 23.3 13.3 23.3

6.4 9.9 19.3 21.8 20.8 21.8

3.9 9.9 18.7 22.9 20.0 24.6

5.0 10.7 18.9 20.3 19.0 26.1


SSG % in Bands 2015


State DoE

Average score, 2015 402.5 414.3 413.3

Year 3 NAPLAN Spelling

School SSG


Percentage in Bands

Band

Number in Bands


1 2 3 4 5 6

1 6 3 6 6 8

3.3 20.0 10.0 20.0 20.0 26.7

5.0 8.4 18.3 22.8 20.3 25.2

3.5 7.6 15.5 26.5 19.1 27.8

5.1 8.5 13.6 24.0 19.2 29.6State DoE % in Bands 2015

SSG % in Bands 2015

Percentage in Bands

Number in Bands

Band


SSG State DoE

Average score, 2015 413.2 431.7 431.7

School

Year 3 NAPLAN Grammar and Punctuation


1 2 3 4 5 6

1 0 5 12 10 2

3.3 0.0 16.7 40.0 33.3 6.7

2.0 6.4 17.8 28.2 32.7 12.9

0.9 3.5 17.5 24.7 40.2 13.2

2.3 5.1 18.5 23.6 36.3 14.2

Year 3 NAPLAN Writing

School

Average score, 2015 410.8

SSG

423.0 417.1

Band

Number in Bands

Percentage in Bands

SSG % in Bands 2015



State DoE

3 4 5 6 7 8

4 3 7 13 6 4

10.8 8.1 18.9 35.1 16.2 10.8

5.6 8.8 25.5 30.1 14.8 15.3

3.9 13.6 24.1 22.1 21.1 15.2

5.8 17.3 21.4 20.9 18.7 15.9

Band

Number in Bands

Percentage in Bands



499.7

SSG % in Bands 2015


487.1Average score, 2015

Year 5 NAPLAN Reading

State DoESSGSchool

494.3

NAPLAN - Numeracy

3 4 5 6 7 8

3 5 12 8 7 2

8.1 13.5 32.4 21.6 18.9 5.4

6.5 8.8 22.7 31.9 23.1 6.9

3.4 10.9 24.3 23.9 28.1 9.4

5.7 11.6 20.4 24.3 25.5 12.4

Number in Bands

SSG % in Bands 2015


School SSG State DoE

Average score, 2015 472.6 501.4


Band

Year 5 NAPLAN Spelling

501.7

Percentage in Bands



3 4 5 6 7 8

2 7 12 10 6 0

5.4 18.9 32.4 27.0 16.2 0.0

5.1 8.8 43.5 24.1 15.3 3.2

4.1 8.3 37.6 33.2 13.1 3.7

7.3 10.2 33.9 29.6 13.4 5.6

Band

School SSG State DoE

465.8

Number in Bands

Percentage in Bands

SSG % in Bands 2015


481.6 476.9Average score, 2015


Year 5 NAPLAN Writing

1 2 3 4 5 6

3 5 6 6 7 2

10.3 17.2 20.7 20.7 24.1 6.9

5.5 12.4 21.9 24.4 22.9 12.9

5.3 12.6 25.6 24.8 17.1 14.7

5.5 14.3 22.0 22.9 17.9 17.5

Year 3 NAPLAN Numeracy

Average score, 2015

State DoE

395.9

SSG

392.6

School

375.3



SSG % in Bands 2015


Percentage in Bands

Number in Bands

Band

Policy requirements

Multicultural Education and Anti-racism

Our school implements a range of strategies in accordance with policy requirements. The appointment of an Anti-Racism Contact Officer, participation in Harmony Day activities across the school, a whole-school Japanese language program and membership to the United Nations Endorsed Regional Centre of Expertise On Education for Sustainable Development

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Parents Feel Welcome 7.4

I feel welcome when I visit the school. 7.6

I can easily speak with my child's teachers. 7.4

I am well informed about school activities. 7.4

Teachers listen to concerns I have. 7.2

I can easily speak with the school principal. 7.9

Written information from the school is in clear, plain language. 7.7

Parent activities are scheduled at times when I can attend. 5.7

The school's administrative staff are helpful when I have a question or problem. 8.1

Parents are Informed 6.3

Reports on my child's progress are written in terms I understand. 7.4

If there were concerns with my child's behaviour at school, the teachers would inform me immediately.

6.6

I am informed about my child's behaviour at school, whether positive or negative. 6

The teachers would inform me if my child were not making adequate progress in school subjects 6.1

I am well informed about my child's progress in school subjects. 6.1

I am informed about opportunities concerning my child's future. 6.2

3 4 5 6 7 8

1 10 10 9 3 2

2.9 28.6 28.6 25.7 8.6 5.7

5.6 15.7 26.9 27.8 15.3 8.8

1.7 17.1 27.1 28.8 15.8 9.4

3.8 17.6 26.0 23.9 15.0 13.6

Band

493.1

SSG % in Bands 2015

Number in Bands

Percentage in Bands



491.4462.3

School State DoE


Average score, 2015

SSG

Year 5 NAPLAN Numeracy

I am informed about my child's social and emotional development. 5.6

School Supports Learning 7

Teachers have high expectations for my child to succeed. 6.4

Teachers show an interest in my child's learning. 7.3

My child is encouraged to do his or her best work. 7.1

Teachers take account of my child's needs, abilities, and interests. 6.7

Teachers expect homework to be done on time. 7

Teachers expect my child to work hard. 7.2

School Supports Positive Behaviour 7.4

Teachers expect my child to pay attention in class. 7.8

Teachers maintain control of their classes. 6.6

My child is clear about the rules for school behaviour. 8.3

Teachers devote their time to extra-curricular activities. 6.9

Safe School 7.2

Behaviour issues are dealt with in a timely manner. 6

My child feels safe at school. 7.5

My child feels safe going to and from school. 8

The school helps prevent bullying. 7.1

Inclusive School 6.5

Teachers help students who need extra support. 6.6

School staff create opportunities for students who are learning at a slower pace. 6.3

Teachers try to understand the learning needs of students with special needs. 6.3

School staff take an active role in making sure all students are included in school activities 6.7

Teachers help students develop positive friendships. 6.6

Student participation in school sports

Students play sports with an instructor at school, other than in a gym class.

80% of students in this school had a high rate of Participation in Sports; the NSW DEC norm for these years is 83%.

85% of the girls and 74% of the boys in this school had a high rate of Participation in Sports. The NSW DEC norm for girls is 82% and for boys is 84%.

Student participation in extracurricular activities

Students take part in art, drama, or music groups; extracurricular school activities; or a school committee. 62% of students in this school had a high rate of Participation in Extracurricular activities; the NSW DEC norm for these years is 55%.

78% of the girls and 40% of the boys in this school had a high rate of Participation in Extracurricular activities. The NSW DEC norm for girls is 66% and for boys is 44%.

Students with a positive sense of belonging

Students feel accepted and valued by their peers and by others at their school.

82% of students in this school had a high sense of belonging; the NSW DEC norm for these years is 81%. 86% of the girls and 77% of the boys in this school had a high sense of belonging. The NSW DEC norm for girls is 81% and for boys is 81%.

Students with positive relationships

Students have friends at school they can trust and who encourage them to make positive choices.

In this school, 89% of students had positive relationships; the NSW DEC norm for these years is 85%. 92% of the girls and 85% of the boys in this school had positive relationships. The NSW DEC norm for girls is 88% and for boys is 83%.

Students that value schooling outcomes

Students believe that education will benefit them personally and economically, and will have a strong bearing on their future. 91% of students in this school valued School Outcomes; the NSW DEC norm for these years is 96%. 94% of the girls and 87% of the boys in this school valued School Outcomes. The NSW DEC norm for girls is 97% and for boys is 94%.

Students with positive homework behaviours

Students do homework for their classes with a positive attitude and in a timely manner. In this school, 48% of students had positive homework

behaviours; the NSW DEC norm for these years is 74%. 67% of the girls and 24% of the boys in this school had positive homework behaviours. The NSW DEC norm for girls is 82% and for boys is 65%.

Students with positive behaviour at school

Students that do not get in trouble at school for disruptive or inappropriate behaviour. In this school, 78% of students had positive behaviour; the NSW DEC norm for these years is 83%. 98% of the girls and 53% of the boys in this school with positive student behaviour at school. The NSW DEC norm for girls is 91% and for boys is 75%.

Students who are interested and motivated Students are interested and motivated in their learning. 72% of students in this school were interested and motivated; the NSW DEC norm for these years is 78%. 83% of the girls and 58% of the boys in this school were interested and motivated. The NSW DEC norm for girls is 83% and for boys is 73%.

Effort

Students try hard to succeed in their learning. 87% of students in this school tried hard to succeed; the NSW DEC norm for these years is 88%. 98% of the girls and 74% of the boys in this school tried hard to

succeed. The NSW DEC norm for girls is 90% and for boys is 85%.

Skills-challenge

Students feel challenged in their English and Maths classes and feel confident of their skills in these subjects. 41% of students in the school had scores that placed them in the desirable quadrant with high skills and high challenge. The NSW DEC norm for these years is 53%. 32% of students were confident of their skills but did not find classes challenging. The NSW DEC norm for these years is 26%. 22% of students were not confident of their skills and found English or Maths challenging. The NSW DEC norm for this category is 14%. 5% of students lacked confidence in their skills and did not feel they were challenged. The NSW DEC norm for this category is

7%.

Documents

Grose View Public School Annual Report · The Annual Report for 2015 is provided to the community of Grose View Public School as an account of the ... It provides a detailed account