Klemzig Primary School and Auslan Early Learning Program

Klemzig Primary School and Auslan Early Learning Program

2020 annual report to the communityKlemzig Primary School Number: 898Auslan Early Learning Program Number: 7080Partnership: Torrens

School principal: Ms Michele Smith

Governing council chair: Matthew King

Date of endorsement: 16 February 2021

Signature

Governing council reportThe Klemzig School Governing Council continued its work with the Port Adelaide Enfield Council to improve road safety around the school. This has included changes to parking limits, the installation of a roundabout at the end of Hay Street to slow traffic and modification of the roundabout on Fourth Avenue to provide safer access for pedestrian traffic.Several major projects are still in progress including the redevelopment of the upper primary play space and securing additional building space for STEM programmes.COVID-19 was understandably a concern for the governing council and monitoring student and staff wellbeing was high on the agenda. The School canteen was closed for a short period due to COVID-19 restrictions. Overall the canteen continued to make small gains every year. The Governing Council made the decision to move to a permanent part time canteen manager to start in 2021.

The 2020 enrolment of 241, represents more than 20% growth in the past 4 years. The Centre of Deaf Education (CDE) had an enrolment of 36. This enrolment reflected a 75% growth over the past 4 years. The school had 18 classes in 10 class groups, 8 are bilingual, one a primary school reception class and 1 small class for Deaf children with significant additional needs.The school has seen the transient rate slow in the past few years. A significant part of the school growth comes from the local Indian community. The school is the biggest employer of Deaf people in the state.Enrolment Enrolments continue to grow, with significant numbers in the Junior Primary years. As the school prepares for year 7’s to go to high school, individual plans have been developed to support students at risk, particularly as they move into their final year at primary school in year 6.StaffIn 2020 three long term staff members retired, Gerry O’Donohue who has been teaching for 40 years and Mary Diamantis who has been a School Service Officer at the school for 10 years. Annette Phillips also retired after 27 years of service to the school and Deaf Community. We welcomed Rachael Powell as a Highly Accomplished Teacher to our upper primary team. Three permanent teachers of the Deaf were appointed to the CDE, Tegan Allen, Hannah King and Louise Nickson. The staff showed great collaboration and professionalism over, what was, an extremely challenging year. In 2020, we welcomed two new senior leaders to the CDE. Sandra Kelly won the position of Assistant Principal and moved from a teaching role, and Leona Priori won the position of Auslan Bilingual Manager. Michele Smith was reappointed to the position of principal for another 5 years.The school continues to negotiate with the Department for Education to increase the recruitment of suitably qualified teachers to work in the CDE. Very low numbers of relief Teachers of the Deaf are available to work at the school, put additional strain on the staff and caused some interruption to learning programmes.COVID-19 RestrictionsCOVID-19 had a significant impact on the school. Teachers and other staff did an amazing job transforming their learning programmes to online programmes with a very tight turnaround. The professional learning undertaken during this time was significant and teacher skill and demand for ICT based learning programmes remains high. Parent feedback across the school for the digital learning programmes was positive. One student accessed the on-line learning platform from Pakistan for several months allowing continuity of learning on her return.Unfortunately, community restrictions meant the school was required to limit community access to school learning areas and major school events. During this time the community was very supportive of limitations within the school. The school proceeded with a small number of outside events to include the community, however significant events such as the end of year concert was limited to students and staff only.The school was very mindful of the additional risk associated with Auslan being a physical language requiring face touching, access to lip reading and tapping of others. External ReviewThe school was externally reviewed in term 3. The review confirmed the progress made over the past three years. New directions supported the direction the school is taking including:Direction 1 - Enhance teachers’ capacity to implement expected practice by evaluating the impact of teaching trials through evidence and developing conversational models that ensure professional forums challenge and extend existing practice. Direction 2 - Ensure all learners’ potential is maximised through concentrated analysis of data that indicates a student is performing at higher levels, and the design of teaching that further extends their capability and understanding.

Context and highlights for the combined site

2020 Annual Report to the Community1 | Klemzig Primary School & Auslan Early Learning Program

School quality improvement planningThe Auslan Bilingual Preschool is a small specialist preschool designed to build early language concepts. The preschool identified one goal through the QIP: Improve children's language development (Auslan/English) with a focus on Set-upThe challenge of practice was: If we intentionally weave elements of Colourful Semantics throughout daily interactions and intentional learning experiences, we will see an increase in children’s use of Who, What, Where. Language development was supported through the use of a Colourful Semantics programme, breaking down language into component parts. Pre and post testing of vocabulary was included in individual student One Plans.All students in the programme showed greater improvement on average than previous students in the preschool programme. Data clearly showed more students independently using Who, What, Where, with peers and educators.

Preschool improvement planning - review and evaluateThe Site Improvement Plan stated three goals:1: Improve the elaboration of ideas in Writing at year 5 level.The school has been using the Brightpath writing analysis tool to inform teachers’ learning programmes and to support teachers to target learning for individuals and groups. This is the second year of using this tool and results continue to show growth across the school in both technical language and authorial choice. Comments in student reports show greater attention to writing skills.2: Improve the 4 operations in Mathematics for year 3 – 5 students, leading through misconception analysis and problem solving.Local and standardised Maths data shows continued growth in mathematics. Intervention programmes have resulted in an increase in students operating in the higher bands and fewer students operating just below the Standard. Teachers have been using misconception testing to identify gaps in learning and work to ensure all students have the required basic mathematical skills. A to E data confirms this shift in the school. It was decided the current processes and supports in the school have been a success and will continue to support growth in this area and as a result mathematics was removed from the Site Improvement Plan.3: Improve Auslan narrative language for students enrolled in the CDE.Teachers of the Deaf introduced Colourful Semantics across the school to support student understanding of Standard Australian English.

Reading showed strong gains as our students moved from year 1 to year 2. Lower achievement in reception is reflective of the high EAL/D population. Trend data shows marked improvement since the introduction of Read Write Inc, a consistent phonics approach in the early years of schooling.

Aboriginal learner enrolments have increased more than 100% since 2016. In 2020 the school had 14 students enrolled over the year, five with identified disabilities. Students were supported by the ACEO, AET, Special Education teacher and two highly skilled School Service Officers. The department Aboriginal Achievement Quality Matrix determined a focus around documentation, and the school completed a draft Aboriginal Learner guidelines ready for wider community consultation.Student achievement was monitored with goals adjusted twice a term or as needed. In 2020 the school changed the support structure for Aboriginal learners in the school. This included a shift to teacher support and higher level School Service Officers’ support to target specific learning gaps.A focus of the support plan included working towards independent reading, with all students receiving support until they reach independence at level 26 readers.The cohort who attended the school for the whole year were reception to year two. Of these six students, four showed high growth in reading. Induction and intervention programmes were in place for transient Aboriginal learners.

Improvement: Aboriginal learners


Performance SummaryNAPLAN ProficiencyThe Department for Education Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. For NAPLAN, this is students achieving in proficiency bands 1 or more above the national minimum standard for reading and numeracy. The graph below identifies the percentage of non-exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands at or above the SEA for reading and numeracy.

Reading

*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.


*NOTE: No NAPLAN testing was conducted in 2020.Data Source: Department for Education special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort. A blank graph may imply student count being less than six across all cohorts.

Numeracy

NAPLAN progressThe data below represents the growth of students from 2017 to 2020 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Numeracy

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group * * 25%

Middle progress group * 53% 50%

Lower progress group * * 25%

NAPLAN progression Year 3-5 Year 5-7 State (average)Upper progress group * * 25%

Middle progress group 70% 67% 50%

Lower progress group * * 25%

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.

Data Source: Department for Education special extract from Data Reporting & Analytics Directorate, August 2020.*NOTE: Reporting of data not provided when less than six students in the respective cohort (shown with an asterisk). Due to rounding of percentages, data may not add up to 100%.


No. of students who sat the test^

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading NumeracyYear 3 2019 28 28 8 7 29% 25%

Year 3 2017-2019 Average 24.3 24.3 7.7 4.7 32% 19%

Year 5 2019 15 15 2 1 13% 7%

Year 5 2017-2019 Average 21.7 21.7 3.7 2.3 17% 11%

Year 7 2019 23 23 5 6 22% 26%

Year 7 2017-2019 Average 21.7 21.7 5.0 4.7 23% 22%

This measure shows the number of non-exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

*NOTE: No NAPLAN testing was conducted in 2020.

Data Source: Department for Education special extract from NAPLAN SA TAA data holdings, August 2020.^includes absent and withdrawn students.*Reporting of data not provided when less than six students in the respective cohort.**Percentages have been rounded off to the nearest whole number.

NAPLAN upper two bands achievement


Due to COVID-19, NAPLAN tests were not conducted in 2020. Local testing and the PAT-R and PAT-M tests indicate little or no change to the pattern of achievement, although there have been individuals with significant growth over the year.As a school that often has fewer than 20 students eligible to sit NAPLAN in each year level, small changes in the number of our students’ Improvement Planning Outcomes can cause large changes in the percentages shown in the previous graphs. This makes it more difficult to use those percentages to draw reliable conclusions about changes in performance from year to year.

Trend data looking at A – E grades showed a strong move to higher grades, with more students gaining A and B grades and fewer students being graded at an ‘E’, in both English and Mathematics (based on students studying at their age appropriate curriculum level).

The 2020 PAT-M results show an increase in the percentage of students achieving the Standard of Educational Achievement year 4-7 with the most significant gains in year 6-7.

The 2020 PAT-R results showed a slight decline in the percentage of students achieving the Standard of Educational Achievement although results from 2019-2020 year 5-6 showed significant growth.

School performance comment


Term 1 Term 2 Term 3 Term 42017 centre 68.0% 68.0% 88.0% 96.0%

2018 centre 92.5% 87.5% 87.5% 80.0%

2019 centre 95.0% 75.0% 65.0% 92.0%

2020 centre 93.3% N/A 100.0% #Error

2017 state 90.5% 88.2% 85.9% 87.2%

2018 state 90.7% 88.3% 87.0% 87.2%

2019 state 90.3% 87.4% 85.8% 86.4%

2020 state 89.3% 82.0% 84.8% 85.9%

Preschool attendance

Year level 2017 2018 2019 2020

Reception 87.8% 89.0% 90.5% 89.9%

Year 1 88.5% 88.1% 85.1% 89.9%

Year 2 91.3% 91.2% 89.2% 84.4%

Year 3 87.7% 91.7% 90.5% 86.6%

Year 4 89.0% 84.4% 91.8% 87.0%

Year 5 93.5% 89.9% 80.8% 85.5%

Year 6 92.5% 91.7% 92.3% 89.1%

Year 7 89.0% 87.1% 87.4% 90.4%

Primary Other 85.9% 86.7% 85.4% 84.4%

Total 89.3% 89.2% 88.5% 87.4%

School attendance

Data Source: Site Performance Reporting System (SPER), Semester 1 attendance.NOTE: A blank cell indicates there were no students enrolled.

Based on attendances recorded in the two week reference period each term. Data for eligible enrolments as described in the department's Enrolment policy.Attendance rates may differ to previous reporting with the transfer from calculations based on deemed attendance to actual attendance using booked hours divided by attended hours.*Note: Term 2 2020 data may not be available for all preschools.

Attendance commentThere has been no significant change to attendance patterns across the school. In 2020 there was an increase in the number of students absent due to illness, with families keeping children home if they had symptoms of colds or flu, in line with the COVID-19 direction from the department. There was a corresponding decrease in the number of students absent due to exemptions for travel.The school started the year with fewer students showing chronic non-attendance than previous years. Staff worked with two families, and department support services to support their children to attend school on a regular basis. Preschool attendance remained well above the state average.


Preschool enrolment

NOTE: The data is based on person counts in the two week reference period each term. Excludes pre-entry. Data Source: Preschool Data Collection, Data Reporting and Analytics directorate. Term 2 2020 data may not be available for all preschools.

Preschool enrolment commentThere were three children enrolled in their eligible year. The programme is a language specialist programme for students who are Deaf or Hard of Hearing (DHH), or have Auslan as their first language.Enrolment patterns are inconsistent as it is determined by the number of children born in a particular year who are Deaf or Hard of Hearing, and families who choose to access this intervention programme. The preschool works closely with the Early Intervention Service for Deaf and Hard of Hearing students, (SERU), and the speech pathologist attached to this service to provide a holistic family focused service.

Enrolment by TermYear Term 1 Term 2 Term 3 Term 42017 5 5 5 5

2018 8 8 8 8

2019 4 4 4 5

2020 3 N/A 3 3

Overall the school continues to experience reduced incidences of violence in the yard and classes. A few students with disabilities account for the majority of suspensions and take homes. All students exhibiting a pattern of unsafe behaviour have individualised behaviour/safety plans. Data shows a dramatic decrease in the number of students requiring leadership intervention, and an increase in the number of students using self-regulation strategies and spaces.

The school continued its work in using Restorative Justice to build relationships and solve social problems. This has shown a reduction in escalating incidences.An analysis of engagement data shows a significant shift towards student’s having a clearer understanding of the learning intent as well as an increase in student ability to identify teacher actions that support their learning.

Behaviour support comment

Client opinion summaryThe school generally has limited responses to Departmental surveys because of the language style requirements for working with Deaf and Hard of Hearing staff, families and students. Anecdotal information is gathered to support their ideas and opinions being included in the school.Parent opinions where gathered from parents of reception students about their experience of the school. All responses were extremely positive with 99% feeling welcomed in the school.Student responses to the survey again showed students as positive and responsive to teachers and the school, with 96% of students recognising that the school takes students’ opinions seriously. Teacher opinion survey responses all averaged over 4 on a 5 point scale, scoring 4.9 on ‘the school looks for ways to improve’ An in-house interpreter service was introduced in 2020. This has improved the communication between Deaf and hearing staff, as well as made the school more immediately accessible to the community.


Destination commentYear seven graduates at the end of 2020 moved onto a wider range of high school settings than usual. The majority of students pursued education in public education settings.Each of the three students in the preschool went to different schools, one moving into the Centre of Deaf Education included in the school, one going to another public school and one going to a private school.

Relevant history screeningAll staff have the relevant criminal screening clearances. Due to COVID-19, volunteers were not operating at the school which resulted in low numbers of community members being screened.In 2020 staff and community started to access the DHS Working With Children Check screening clearance.

Intended destination from School

Data Source: Education Department School Administration System (EDSAS) Data extract Term 3 2020.

Leave Reason Number %Employment 0 NAInterstate/Overseas 5 7.4%Other 3 4.4%Seeking Employment 0 NATertiary/TAFE/Training 0 NATransfer to Non-Govt School 13 19.1%Transfer to SA Govt School 47 69.1%Unknown 0 NAUnknown (TG - Not Found) 0 NA

Intended destination from PreschoolFeeder Schools (Site number - Name) 2017 2018 2019 2020

1317 - Klemzig Centre for Hearing Impaired 44.0% 90.0% 66.7% 50.0%9018 - St Margaret Mary's School 0.0% 0.0% 16.7% 50.0%

NOTE: The data is collected in Term 3. It does not reflect actual schools enrolled in by exiting preschool children. Only schools that are a destination for 3% or more of students are shown.Data Source: Site Performance Reporting System (SPER), Term 3 2020 collection.


All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of QualificationsBachelor Degrees or Diplomas 54Post Graduate Qualifications 22

Please note: Staff who have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce composition including Indigenous staff

Teaching Staff Non-Teaching StaffIndigenous Non-Indigenous Indigenous Non-Indigenous

Full-Time Equivalents 0.0 27.4 0.0 16.2Persons 0 33 0 29

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Data Source: Department for Education HR Management Reporting System, extracted Term 3 2020 .

Qualifications held by the teaching workforce and workforce composition

Funding Source AmountGrants: State $5,057,494Grants: Commonwealth $7,050Parent Contributions $61,882Fund Raising $1,835Other $62,510

Financial statement

Data Source: Education Department School Administration System (EDSAS).


2020 School Annual Report: Tier 2 Funding Report*

Tier 2 funding section

Tier 2 category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress made towards these outcomes

Improved wellbeing and engagement This funding supported students’ development of Executive functions and self-regulation. Staff worked one to one or in small groups, as required. Key staff accessed additional training in Restorative Justice.

Data shows students at risk spending more time in class and engaged in learning.

Targeted funding for individual students

Improved outcomes for students with an additional language or dialect

The full-time specialist teacher worked with teachers to improve their understanding of language, literacy levels, and teaching practice in relation to EAL/D students.

Data showed an increase in the number of enrolments requiring specialist support

Inclusive Education Support Program 48 students accessed IESP funding. Funding was used to provide 1: 1 staff to maintain safety, support co-regulation and alternative programmes.

Outcomes were limited as often funding levels were less than requested levels.

Targeted funding for groups of students

Improved outcomes for - rural & isolated students- Aboriginal students- numeracy and literacy including earlyyears support

First language maintenance & developmentStudents taking alternative pathwaysIESP support

The school focussed Early Years support funding on reduced class sizes in the first year of schooling and introduced small group literacy and numeracy programs including additional teacher and SSO time.

Improvements have been noted in reading, in the early years, and writing across the school. Data shows increased numbers of students reaching and maintaining higher bands in mathematics.

Program funding for all students

Australian Curriculum Funding supported teachers’ professional learning in Mathematics and English, specifically writing. Focus teachers have been identified to support other teachers develop their understanding and use of misconception data

Brightpath results show excellent growth in writing between term 1 and 2.

Aboriginal languages programs Initiatives

n/a n/a

Better schools funding Funding supported small early years classes to provide a strong start to schooling. It funded School Service Officers working in wave 1, 2 and 3 intervention in English and Maths.

Improvements noted in JP reading and writing across the school.

Other discretionary funding

Specialist school reporting (as required)

n/a n/a

*Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Improved outcomes for gifted students n/a n/a

2020 Preschool annual report: Improved outcomes funding

Improved outcomes category (where applicable to the site)

Briefly describe how the 2020 funding was used to improve the relevant department's standard of educational achievement outcomes (where applicable):*

Outcomes achieved or progress towards these outcomes:

Improved outcomes for numeracy and literacy

Specialist preschool for children who are Deaf and hard of hearing or have Auslan as their first language. It provides a high intensity language development program.

In 2020 they had great success in developing the language of Who, What and Where for the three children enrolled in their eligible year

Improved ECD and parenting outcomes (children's centres only)

n/a n/a

Inclusive Education Support Program

The funding supported Deaf and hard of hearing children to engage in the Preschool language based programme. Specifically it funded a native Auslan user to work directly with students in developing basic communication and cultural awareness.

All children left preschool with a higher level of Auslan than at the beginning of the year.

Improved outcomes for non-English speaking children who received bilingual support

n/a n/a

* The department's standard of educational achievement is defined as children and young people progressing and achieving at or above their appropriate year level.

Documents

Klemzig Primary School and Auslan Early Learning Program