Homebush PS ASR 2011

21173

1

Messages

Principal’s message I am pleased to present the Annual School Report for 2011.

The Annual School Report reflects self‐evaluation processes undertaken within Homebush Public School throughout 2010 and summarises some of our priorities and achievements for the year.

Throughout 2011, a sound balance of educational, cultural, sporting and student welfare programs were provided for students by a dedicated and professional staff. The quality of these programs, reflected by high student achievement, clearly demonstrates that the first priority of Homebush Public School is the education and welfare of its students.

Further proof lies in the fact that the staff have decided to completely revise the school’s K—6 literacy program during 2012. This will involve a lot of professional learning, staff discussion and time devoted to sourcing and creating new resources. Although student achievement is quite high compared to state norms, our members of staff have demonstrated their commitment to their own learning and the continual improvement of the school’s educational programs.

Thank you for your interest and support during my first year as principal of Homebush PS in 2011. I look forward to your participation and involvement in 2012 and welcome any feedback you may have about our Annual School Report.

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.

Jack Liston, Principal.

P & C message

It is my pleasure to send this message on behalf of the Parents and Citizens (P&C) for the Annual School Report.

During 2011, the P&C committee was actively engaged to achieve the planned activities. The P&C raises funds via various events to assist with the school’s educational needs. It was also involved in discussion with school management during our monthly meeting on issues such as school reports, exams, sports, upgrading technology & assets, canteen and running the uniform shop.

At monthly meetings, we arranged presentations by external suppliers regarding their products and services. This was helpful in selecting products that provide value for money. Also the School Principal, Jack Liston presented the academic results of NAPLAN to the P&C. The analysis of regional and state‐wide results indicated that the Homebush Public School is currently performing very well.

This year the school started to participate in UNSW tests, even though it is not part of the school curriculum. The teacher’s dedication and hard work is to be applauded.

To continue to support the school and children to achieve this high standard in coming years, it is important to have every parent’s involvement to contribute at least a few hours per month either through the P&C or directly with the school.

I would like to extend my sincere thanks to the school principal, teachers, parents, students and the school administrators who have supported the P&C in a wide range of P&C activities and initiatives during this year. I would also like to thank the parent volunteers who have spent many hours helping on various occasions.

T. Khanthan (P&C President)

Student r

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Staff information

Homebush Public School has twenty classroom teachers who are supported by school executive, support teachers and administrative staff, including a full‐time general assistant. Three specialist language teachers are also employed at the school. The staff is culturally diverse with two Aboriginal staff members.

Homebush Public School is fortunate to have committed staff members. There have been few changes to the school’s staff in the past two years. Teachers tend to remain at our school once appointed.

Staff establishment

Position Number

Principal 1

Assistant Principal(s) 4

Classroom Teachers 17

Teacher of Community Languages 2.6

Teacher of RFF & PT 1.64

Teacher of Reading Recovery 0.5

Support Teacher Learning Assistance 0.6

Teacher Librarian 1

Teacher of ESL 2.6

Counsellor 0.21

School Administrative & Support Staff 3.962

Total 34.902

Teacher qualifications

All teaching staff met the professional requirements for teaching in NSW Public Schools. This involves an annual formal assessment process.

Qualifications % of staff

Degree or Diploma 92

Postgraduate 8

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: 30/11/2011Income $

Balance brought forward 230919.69Global funds 309649.89Tied funds 52325.03School & community sources 268345.49Interest 12633.27Trust receipts 23485.20Canteen 0.00Total income 897358.57

ExpenditureTeaching & learning Key learning areas 55604.27 Excurs ions 55974.61 Extracurricular dissections 98596.21Library 8080.76Training & development 672.00Tied funds 71241.29Casual relief teachers 73476.89Administration & office 77944.12School‐operated canteen 0.00Util ities 49174.45Maintenance 12273.00Trust accounts 23038.48Capital programs 123805.72Total expenditure 649881.80Balance carried forward 247476.77

The school has a leased canteen.

A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the School Council and the parent body. Further details concerning the statement can be obtained by contacting the school.

School p

Achievem

Sport

Sport and curriculum

School teamNew SoutAssociationSuburbs divsoftball, net

This year bofinals and competitionprogressed competition

School sporat the StatState Hockwhere spVolleyball, cricket, badtaught at scAMF Bowlin

Students swimming lTerms 1 ateachers. Toffered to oTerm 4 this

K—6 studenprogram dprovided eequipment particularly teachers wdata to hel

performa

ments

fitness are at Homebus

ms participatth Wales (NSWPSSAvision, for inttball and soc

oth our crickwere namen. Our Seas far as t

n.

rt for Years te Sports Cekey Centre pecialists csoccer, te

dminton, bachool as welng Centre at

had the lessons at Enand 4, taugThe Special our studentsyear.

nts participaduring Termexposure to

and acenjoyed th

were providep inform the

ance 201

an integrah Public Sch

ted in summPrimary Sc

A) competititerschool gaccer.

ket teams wed joint preenior B nhe quarter

3—6 includentre and hat Sydney coached thnnis, T‐ballsketball andl as ten‐pin Strathfield N

opportunitynfield Swimmght by our Swim Sche

s in Years 2, 3

ted in the Spm 1 and Tea great ra

ctivities. These fitness ed with someir teaching

11

al part of tool.

mer and wintchools Spoions, Westemes in cricke

won their sememiers of tnetball teafinals of the

ed gymnasthockey at tOlympic Pahe studenl, gymnasticd netball webowling at tNorth.

y to atteming Centre fully train

eme was al3 and 4 duri

port in Schooerm 3 whinge of spohe studensessions a

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s part of ourhysical Edutudents focuhild protectioand drug edf work aimednd strategieeep themselationships a

omebush Puross countryeams wereWestern Subu

team of twchool at the tudent progr

hirty‐two stross Countryegion.

orty studentall teams rethletics Carogressing to

won and ourwith another he regional c

he money rehallenge lasttorage contuilding. It is ur sports ether storeroports gear to

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skills during

r Personal Dcation (PD/used on schon in Term 2ducation in Td to providees to make selves safeand to live a

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ts plus our tepresented oarnival, wio event finar captain baschool. Fourarnival to pa

eceived fromt year was ustainer housnow used tquipment, rooms and pro be used in t

ng and dayear and wthe school p

evelopment,/H/PE) progool welfare 2, peer suppTerm 4. All ofe our studentappropriate

e, to builhealthy life.

l conductedcs carnivals to participaSA carnivals

udents repreming Carnivgional level.

rticipated inith one stud

tunnel ball our school aith severals. Our tunnll team wasr students prarticipate in s

m the Premiesed to purchsed behindto store the reducing throviding easthe playgrou

nce groupswere able topresentation

, Health andgram, K—6in Term 1,

port in Termf these unitsts with skillse choices told positive.

swimming,from whichate in the.

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n the Zoneent going to

and captainat the Zonel studentsel ball teams equal firstrogressed tosix events.

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Debating

In 2011 Yeain two deDebating CSydney Redebating co

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The debatin6 boys andwinning thGranville/Sttwo out oDebating Cprovided vawhere theytechniques debates.

Our debatTrinetta Ne

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In 2011 stuachieved ex

All studentMulticulturaCompetitionclass progrnominated

ar 5 and 6 deebating comChallenge fegion and ompetition.

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ville/Strathfre given thehes before th

ng teams cond girls. The ree out of trathfield def the five dhallenge. Boaluable expey were ablerequired for

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aking

udents fromxcellent resu

ts in Years al Perspecn, as part ofams. A studto compete

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nsisted of bostudents pethe five deebating comdebates in oth of theseeriences fore to apply r preparing a

s were MeAmy Lam.

Homebush lts in Public S

3—6 particctives Pubf their talkingdent from ein the distric

ms participatthe Premieouth Westeville/Strathfie

enge, studenreparation.

g competitioty to prepae debate.

oth Year 5 aerformed weebates in tmpetition athe Premiee competitior the studenthe skills aand presenti

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omebush Putart program

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hildren wereuring the fi

were collatedearning expndividual learear, the dataenerating Eaeedback to pan do and ho

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ared and junior stu

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participatedrth year.

ses two ed on the critr relates to s

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are reported

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d in the Best

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o one basisten. Resultsappropriateeach child‘sce again thisnd analysed,hich provideat their childe.

, the resultsiteracy andd on a scale

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7

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

Year 3 students at Homebush Public School demonstrated significantly higher proficiency rates in reading than the state average.

Year 3 students demonstrated higher proficiency rates in writing than the state average.

Year 3 students demonstrated markedly higher proficiency rates in spelling than the state average.

0

10

20

30

40

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Reading

Percentage in Band

School Average 2008‐2011

State DEC % in Band 2011

0

10

20

30

40

50

60

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Writing

Percentage in Band


0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Spelling

Percentage in Band



8

Year 3 students demonstrated higher proficiency rates in grammar and punctuation than the state average.

Numeracy – NAPLAN Year 3

Year 3 students at Homebush Public School demonstrated higher proficiency rates in numeracy than the state average.

Literacy – NAPLAN Year 5

Year 5 students at Homebush Public School demonstrated higher proficiency rates in reading than the state average.

Year 5 students demonstrated higher proficiency rates in writing than the state average.

0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Band



0

10

20

30

40

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Numeracy

Percentage in Band



0

10

20

30

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Reading

Percentage in Band



0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Writing

Percentage in Band


9

Year 5 students demonstrated higher proficiency rates in spelling than the state average.

Year 5 students demonstrated higher proficiency rates in grammar and punctuation than the state average.

Numeracy – NAPLAN Year 5

Year 5 students demonstrated markedly higher proficiency rates in numeracy than the state average.

Progress in literacy

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Spelling

Percentage in Band



0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Band



0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Numeracy

Percentage in Band



0

50

100

150

2008‐2010 2009‐2011

Progress

Average progress in Reading between Year 3 and 5

School State DEC

0

50

100

150

2008‐2010 2009‐2011

Progress

Average progress in Spelling between Year 3 and 5

School State DEC

Note: Averanot displayscale from N

Progress in

The 2011 Yaverage grNAPLAN exc

0

50

100

150

200Progress

AverPunct

0

50

100

150

Progress

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age progressed due to tNarrative to

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rage progress uation betwe

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ents demonall measureding.

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Minimum sta

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Numeracy

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ance of the sAssessment s comparedhe percentor above

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students in oProgram – d to theseages of outhese sta

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udents achievi

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udents achievi

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ts minimumammar andfor Years 3,

our school inLiteracy ande minimumur studentsndards are

98.3

94.9

96.6

91.5

98.3

ing at or

tudents

92.1

92.1

93.3

94.4

96.6

ing at or

tudents

m d ,

n d m s e

Significan

Aboriginal

Our school inviting a Todance troupand share sthis, studenDay, the Aboriginal c

2011 NAIDperformanca commemAboriginal students in

This year wour school awere devAboriginal representat

Multicultu

Our school school maddifferent lathree comChinese (M

Each year, a major evcelebrate anChinese coYear, the Ta(the HinduCommunity

nt program

education

remembereorres Strait Ipe from Norstories with nts participatStolen Ge

culture.

DOC week ce by our seorative NAIDteacher, Mr3/4N.

we had two Aand personaeloped in Education Ctive, parents

ural educati

is a highly de up of stnguage groumunity langandarin) and

community vent from thnd involve thommunity camil commu festival ofy celebrated

ms and in

ed National slander perfrth Queenslastudents.

ted in learninenerations

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Aboriginal stalised learnin

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multiculturatudents fromups. The scguages whicd Korean.

language teheir culturahe school cocelebrated nity celebraf lights) andthe Korean M

itiatives

Sorry Day former and hand to perforIn addition ng about Sorand mode

s included ming group ably led by ordin and h

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al, harmoniom thirty‐sevchool providch are Tam

achers chool calendars mmunity. TChinese Neted Deepavad the KoreMoon Festiv

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organised toon of thein NSW.

mmitted toch promoteer Support,anti‐bullyinggrams aresupportive

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Incidental lthemselves occasions salso devresponsibili

Our school years and members wlearning prThis prograhighlighted principles ooptimum le

As a result, a new studbe basedInterventionschools in adopted. Ththe vast mbehaved budesired behin attainingprovided wbehaviour ithere are co

The commiand prograwill report program wiof Term 3 2

learning opp in the such as Anzavelop citizty in our stu

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were providrogram calleam was brok

evidenceon managinearning.

a committedent disciplind on thens in SchooSouth Westhe basic pre

majority of sut need to haviour. Stug expected with approis acknowledonsequences

ttee will wom during Teregularly to ll begin its im012.

portunities wclassroom

ac Day and zenship, rdents.

licy has exisated duringded with aed “The Thrken into fivee‐based, bng student

ee was formene policy. The “Positiveols” programtern Sydneyemise of thestudents wabe taught dents who behaviour priate suppdged and res for undesir

ork on finaliserms 1 and staff. It is hmplementati

which preseand specHarmony Drespect a

sted for mag 2011. Staa professionee Elementse modules aest practibehaviour f

ed to establihe model is e Behaviom which may Region hae policy is thnt to be wexpected ahave difficustandards aport. Positiewarded whed behaviou

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nvolved the iull re‐imagings in line with

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many other nstruction.

nteractive wnstalled in alln invaluablelow teacheesources forwith the Intiggest classro

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ard with the ed in all cinstallation og of many oh current DEC

puter laborawo fully funand our smaers. This allnot operationalso have constration wors with big e a vital resopurposes

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School priority 2 ‐ Student Engagement

Outcomes for 2012–2014

Improved student punctuality and attendance.

Enhanced student engagement and well‐being.

Enhanced relationships between staff and parents/carers

2012 Targets to achieve this outcome include:

Establish benchmark figures for students arriving late for school and work to improve them

Establish benchmark figures for the number of instances of undesired student behaviours and work to improve them.

Establish benchmark figures for the number of parents actively involved in the school's programs work to improve participation.

Strategies to achieve this target include:

promote and facilitate effective strategies to improve student attendance including:

― close classroom teacher monitoring,

― prompt contact with parents of frequently absent students,

― use of LAMP sheets,

― close liaison with Home School Liaison officer (HSLO);

promote and facilitate effective strategies to improve student punctuality including:

― parent education,

― student rewards,

― close classroom teacher monitoring,

― prompt contact with parents of frequently late students,

― use of LAMP sheets,

― close liaison with HSLO;

collaborative design and implementation of a management program for new students which will be embedded in the school's Student Welfare Policy and will incorporate school values, school rules, behaviour

expectations, social skills and student rewards & consequences;

engage parents to act as K—2 reading monitors during the morning literacy program; and

increase the number of formal meeting times between parents and staff by:

― including an extra parent/teacher meeting in the yearly calendar;

― increasing the number of parent education programs in the school; and

― the use of parent forums in evaluations for the Annual School Report.

School priority 3 ‐ Literacy

Outcomes for 2012–2014

Increased levels of literacy achievement for every student consistent with national, state and regional directions.

Improved outcomes through targeted strategic early intervention for students experiencing difficulty in literacy.

Staff adoption of best practice teaching strategies in literacy lessons.

2012 Targets to achieve this outcome include:

Increase the percentage of Year 3 students achieving at or above proficiency in NAPLAN reading from a three year average of 51.6% to 57.6% (2% per year).

Increase the percentage of Year 3 students achieving at or above proficiency in NAPLAN writing from 68.9% to 71.9% (1% per year).

Increase the percentage of Year 5 students achieving at or above proficiency in NAPLAN reading from a three year average of 38.1% to 44.1% (2% per year).

Increase the percentage of Year 5 students achieving at or above proficiency in NAPLAN writing from 30.7% to 33.7% (1% per year).

Improve the growth in reading to above state average.

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ochester Stre

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h: 02 9746 9

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Documents

Homebush PS ASR 2011