Newington Public School Annual Report

Newington Public School Annual Report

4627

2015

Introduction

The Annual Report for 2015 is provided to the community of Newington

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.

School contact details:

Address: Newington Public School

49A Newington Boulevarde

Newington 2127

Website: www.newington‐p.schoolwebsites.com.au

email: newington‐[email protected]

Phone: 9748 7933

Message from the Principal

It is with great pleasure that I present the 2015 Annual Report for Newington Public School. The report gives a general overview of the school and provides parents and the wider community with information about the school’s educational performance, development and future goals. The achievements and progress against the school determined 2015‐2017 strategic directions are also outlined along with a summary of the financial system. Our students are actively encouraged to behave cooperatively, to respect the rights of others and to give their personal best in all that they do. We have a commitment to developing children to their full potential in all areas. Our focus is on developing well‐rounded, compassionate young people; resilient learners and problem solvers; creative and critical thinkers; effective communicators and collaborators; and students who have a passion for ‘learning for life’. Our quality educational programs have assisted children with learning difficulties, addressed the needs of talented students and challenged students to achieve their best. A variety of extra‐curricular activities provide opportunities for children to develop a wide range of interests and skills such as sport, debating, public speaking, choir, band, dance, art and computer education. Our many successes are proudly acknowledged within the wider school community. Our dedicated and professional staff is well supported by an active and committed community and Parents and Citizens Association (P&C), who have worked closely with the school to further enrich school programs. 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.

Ian Adamson

Principal

School background

School vision statement 2015+

Learning for life in a future focused environment

We prepare our students to be lifelong learners who are engaged in their local and global communities through a rich, developmental pedagogy.

Student learning and success is achieved through quality teaching. A diverse range of experiences is embedded in all key learning areas.

Our students engage with the school and wider community in a safe, positive and respectful manner.

There is a mutual respect between the school and the community and we work in partnership for the benefit of students.

Teachers and support staff are caring, professional and motivated. They work collaboratively to create and sustain a positive and supportive environment for all learners.

Our school encourages active participation and cooperation in current curriculum practices. Students are respectful and demonstrate care for others and their environment. Staff, students and the community work in partnership to ensure student success and nurture our shared values.

A full version of the Newington PS Vision 2015+ statement is available on our website.

School context

Newington Public School, established in 2002 as a legacy of the Sydney 2000 Olympic and Paralympic Games, provides quality education to the suburbs of Newington, Wentworth Point and Sydney Olympic Park.

The school has seen continued growth in enrolments over the last 6 years. This is a result of the continued establishment of new residential housing within the three suburbs. In 2015 enrolment numbers have reached 804 students, with 74.9% of students identified from a language background other than English. There are over 40 different languages or cultural groups identified. Korean and Chinese are the two largest cultural groups.

The NSW School Family Occupation and Employment Index (FOEI) for 2014 was a value of 8, compared with the NSW average of 100. Our schools FOEI value is among the lowest 20% of FOEI values across NSW government schools. This means parental education levels, occupation and income levels are quite high by comparison. As a result the school receives minimal additional equity funding.

Our parents have high expectations and aspirations for their children. Community and parental support for the school is strong. The Parent and Citizens Association (P&C) lead support for the school’s learning and extra‐curricula programs through fundraising, volunteering and community events.

Student learning and success is achieved through quality teaching, provided by 48 professional and motivated trained teachers. The school community takes great pride in the provision of a caring, well‐maintained and resourced learning environment. This includes an up‐to‐date information centre and a growing number of iPads, notebooks and other information technologies. Appealing outdoor facilities provide alternative learning spaces, including a synthetic sports court and various shaded areas.

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. In Term 4 the executive team reviewed the school plan and milestones data and utilised the School Excellence Framework to identify our achievements and the next steps to be pursued in our 3 strategic directions. The School Excellence Framework self‐audit provided an evidence‐based analysis of how well Newington Public School is working towards excellence. The table below outlines our findings.

School Excellence Framework: Self‐Assessment Survey

LEARNING TEACHING LEADING

Learning Culture

Wellbeing

Curriculum & Learning

Assessm

ent & Reporting

Student Perform

ance

Measures

Effective Classroom Practice

Data Skills & Use

Collaborative Practice

Learning & Developing

Professional Standards

Leadership

School Planning,

Implemen

tation & Rep

orting

School Resources

Managemen

t Practices &

Processes

Working towards Delivering

Delivering

Sustaining &

Growing

Excelling

In the domain of Learning there has been a strong focus on Curriculum & Learning and Assessment & Reporting. We have focused on ensuring that teachers differentiate curriculum delivery to meet the needs of individual students. There are systematic programs and processes in place to identify and address student learning needs, including the use of Language, Learning and Literacy (L3), PLAN and SMART data. Formative and summative assessment strategies are well‐embedded in teaching and learning programs and we have developed explicit processes to collect, analyse and report student and school performance data. With the implementation of Positive Behaviour for Learning (PBL) as a priority in 2016 our whole‐school approach to wellbeing will be strengthened by behavioural expectations clearly defined and consistently implemented.

In the domain of Teaching there has been a strong focus on Learning & Developing and Collaborative Practice. Teachers have been given opportunities to collaborate within and across stages to ensure consistency of curriculum delivery. Team meetings and team planning days have ensured consistency of teacher judgement and provided a platform for shared responsibility of student improvement. To improve teaching practice we have started to embed classroom observation as a school‐wide strategy. Internal and external mentoring and coaching programs within the school have provided on‐going development for staff. School Project Teams have remained a priority ensuring effective implementation of the new NSW syllabuses and targeted professional learning.

In the domain of Leading our main focus has been to enhance the quality of our leadership team. One successful strategy has been through the Majors Bay Community of Schools @COSLead project where 4 executive members were involved in ‘big ideas’ projects to lead improvement, innovation and change within the school context. School leaders have fostered a school‐wide culture of high expectations.

Priority Future Directions

LEARNING TEACHING LEADING

Delivering

Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom, playground, hallways, canteen and assemblies. (LC)

Sustaining & Growing

The school consistently implements a whole‐school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. (W)

The school leadership team engages the school community in reflecting on student performance data. (DSU) Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. (PS)

Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan. (SPI&R) Monitoring, evaluation and review processes are embedded and undertaken routinely. (SPI&R)

Excelling

Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners. (LC) Students are self‐aware, build positive relationships and actively contribute to the school, the community and the society in which they live. (W) Students use reflection on assessment and reporting processes and feedback to plan learning. (A&R) Practices are embedded for parents to be engaged and understand the learning progress of their children and how to effectively support them to learn. (A&R)

Teachers regularly review learning with each student, ensuring all students have a clear understanding of how to improve their learning. (ECP) Teachers clearly understand and utilise assessment for learning, assessment as learning and assessment of learning in determining teaching directions, school performance levels and effectiveness. (DSU) The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school‐wide improvement in teaching practice and student outcomes. (CP) The school is recognised as expert in the provision of support to beginning and early career teachers. (L&D)

Shared school‐wide responsibility is evident through leadership, teaching, learning, and community evaluations to review learning improvements. (SPI&R) The school uses collaborative feedback and reflection to promote and generate learning and innovation. (SPI&R) Longer‐term financial planning is integrated with school planning and implementation processes. (SR) Administrative practices provide explicit information about the school’s functioning to promote ongoing improvement. (MP&P)

Our self‐assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Successful student learners and citizens.

Purpose

To ensure quality student learning and achievement occurs in an environment and culture where:

literary and numeracy skills are explicitly taught along a continuum of learning

students are taught and encouraged to be collaborative, creative, critical thinkers who contribute to their own learning journey

individual needs and potential are recognised and developed

student well‐being encompasses support across cognitive, emotional, social, physical and personal safety aspects

students are nurtured to become tolerant, empathetic and resilient life long learners

Overall summary of progress

Assessment, differentiation and personalised learning and support plans have been a key focus for professional learning in 2015.

ASSESSMENT: A whole school plan has been developed to support teachers in the use of formative and summative assessment strategies. Executive team members attended professional learning to build their leadership capacity to guide teams through the implementation of formative and summative assessment strategies, the development of summative tasks and the administration of standardised testing. Our current reporting system enables teachers to report student achievement against expected standards.

DIFFERENTIATION: Through team meetings teachers have been supported in analysing and interpreting data to ensure high expectations and differentiated, individualised learning is in place. An executive member trained staff in implementation of PLAN software and Literacy and Numeracy Continuum tracking. Teachers are utilising the data to develop differentiated learning experiences as evident in teaching and learning programs. SMART data was used in Term 4 to identify students to receive additional support in literacy and numeracy from our learning and support teacher.

LEARNING SUPPORT TEAM (LST): The LST, made up of school executive, the school counsellor, the learning and support teacher, an EAL/D teacher and a reading recovery teacher, has provided high levels of support for identified students and developed individualised learning plans. Revision of the online referral process has allowed for greater input at a stage level. The LST have utilised the Personalised Learning and Support Signposting Tool (PLASST) and resources from outside the school to support the needs of students.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

100% of students are active participants in setting and mapping learning goals and in reflecting and reporting on their learning achievements using formative assessment strategies.

Many classrooms are using learning intentions and success criteria and kindergarten teachers began implementing ‘Good, better, best’ target walls.

All classroom teachers are using formative assessment strategies in their programing including rubrics, learning logs, Two Stars and a Wish, Traffic lights and ABCD cards.

English, maths, science and technology and history units, which have been developed according to the school’s scope and continuum for each grade level, have had formative assessment strategies explicitly built into them.

TPL $3000

Literacy and Numeracy funding $32 286

Stage/Team Planning $3000

Student engagement in the learning process, as measured by Tell Them from Me surveys, is increased.

In March 244 students from Years 4‐6 completed the “Tell Them from Me” about Student Engagement survey. This survey included nine measures of student engagement, categorised as social, institutional and intellectual engagement.

The survey will be conducted in 2016 for result comparison.

Student academic growth, as measured through NAPLAN in Reading and Mathematics from Year 3 to Year 5, is above state average and equal to similar schools.

2015 NAPLAN results indicate that Newington students performed above state average and comparable to similar school groups in Reading and Mathematics in both Year 3 and 5. Specific score details are outlined further in this report.

English $12 000

Maths $14 000

Literacy and Numeracy Funding $1614

Next steps

ASSESSMENT

Continue to build teacher capacity and whole school consistency through professional learning,

grade/stage action plans, unit rewriting and collaboration between teachers.

Ongoing professional learning for K‐1 teachers in L3 and all teachers in PLAN.

Expand curriculum and assessment team

Greater consistent teacher judgement in line with syllabuses and literacy and numeracy continuums

Regular analysis and reflection on A‐E grading scale for report data

DIFFERENTIATION

Quality Teaching Framework strongly embedded in all teaching and learning programs for effective

differentiation across all Key Learning Areas

Utilise high performance student data to articulate gifted and talented programs for students K‐6

Further professional learning for staff in using literacy and numeracy continuums to differentiate and

support student learning

Analysing 2015 SMART data to look at trends to support staff in priority planning

LEARNING SUPPORT TEAM

Improve process of student referral to include greater supervisor role.

Increase the monitoring of personalised learning and support plans.

OTHER

Implement PBL systems and processes to support student well‐being.

Continue to focus on contemporary practice and innovation in teaching and programming including the

use of teaching space.


High quality teaching and leadership.

Purpose

To build a dynamic culture of best practice pedagogy and school organisation, self‐evaluation and innovation through quality professional learning, collegiality, capacity building, collaborative planning and the strategic analysis of student data. Leaders and teachers will have high expectations for themselves and their students in meeting the specific learning needs of students and in realising authentic school improvement.

To ensure a professional commitment to effective performance and improvement through a collaborative and supportive developmental framework for individuals and teams. Teachers and leaders will engage in individualised, team and shared professional learning opportunities to achieve the accreditation levels of the Professional Standards for Teachers.


DEVELOPMENT & ACCREDITATION: All staff received training in the Performance and Development Framework (PDF) by the principal and federation representative. 100% of teachers collaboratively negotiated, planned, implemented and reviewed personal goals with their leader in a 6 month trial of Performance and Development Plans (PDPs). Teachers use the Australian Professional Standards for Teachers to guide their development and career progression. Team leaders make explicit reference to the standards as part of PDPs and professional discussion. Four staff members completed accreditation and one staff maintained at competence. Teachers are consistently reflecting on teaching practice and ensure all standards are addressed.

LEADERSHIP CAPACITY: In 2015 leadership capacity and sustainability was developed through targeted professional learning and opportunities to lead school programs. Leadership learning opportunities included principal and deputy principal conferences, Women In Educational Leadership conference and one Assistant Principal’s involvement in and completion of the Australian School’s Colloquium. Four executive members were involved in the Majors Bay Community of Schools (MBCoS) @COSLead project successfully bringing about improvement, innovation and change within pedagogy. Capacity building was met through the opportunity for seven teachers and executive staff to relieve in higher positions.




100% of teachers will be supported using the Performance and Development Framework to determine and manage their own professional learning through establishment of a Professional Learning Network with colleagues either in

Through team planning and individual meetings every staff member at Newington Public School used the Performance and Development Framework to map their team and personal goals and record the activities and resources needed to support the achievement of professional goals. Evidence was gathered by 100% of teachers to indicate their progress towards achieving professional goals. At the end of the year all teachers participated in structured discussions with their supervisors to review progress towards achieving their professional goals. This process informed the next

MBCoS $4000

TPL (Career Development)

$15 400

TPL (School Priority)

$2000

person or on‐line through networking or social media.

performance and development cycle.

Professional learning opportunities included face‐to‐face seminars, on‐line training, network meetings and through social media including Twitter and Yammer. A more comprehensive report on Professional Learning is outlined further in this report.

100% of teachers and leaders will engage with and provide evidence of the Australian Professional Standards for Teachers through their teaching

Teachers are using the Australian Professional Standards to guide their PDPs, but further work is required incorporating standards into teaching programs. Team leaders are beginning to make explicit reference to the standards as part of professional discussion.

Stage and Team Meetings $2800

PDP training

Next steps

DEVELOPMENT & ACCREDITATION

Develop a PDP timeline. Begin implementation of the PDP process from term 1 and include classroom observation aspects as part of the process.

Further unpacking of the Australian Professional Standards for Teachers. Incorporate standards into meeting agendas, PDPs and teaching programs

Early Career Teachers to complete accreditation at competence and New Scheme Teachers to maintain. Encourage staff to complete accreditation at Highly Accomplished and Lead (salary process)

LEADERSHIP CAPACITY

Use Department of Education Leadership Pathways website as a resource to facilitate learning for teachers and emerging leaders.

Work more consistently with the Australian Professional Standards for Principals: Leadership Profiles.

Faciliitate the funded introduction of Quality Teaching Successful Students (QTSS) in Term 3.

Continue involvement in MBCoS @COSLead project

One Deputy Principal to complete NESLI Deputy Principals School Leadership Colloquium in 2016


Connected learning community.

Purpose

To promote a culture of collaboration and connectedness which builds the capacity of all members of the school educational and parent community to collectively learn, problem solve, lead, organise and manage, communicate and contribute at the school, system, local, national and international level.

To engage parents as active participants in their children’s learning development, achievements and interests and aspirations.

To build strong relationships at all levels of the educational community. Individual and collective capacity and capability to support collegial learning networks and innovation will be enhanced.


SCHOOL PROJECT TEAMS: In 2015 school project teams were established across stages in Literacy, Numeracy, Science & Technology (ICT) and History & Geography. Teachers collaborated within and across stages to develop scope and sequences for all new NSW syllabuses. Following the full implementation of the new English syllabus in 2014, we implemented the NSW K‐6 Mathematics and NSW K‐6 Science and Technology syllabuses in 2015. In Semester 2 we trialed implementation of the History and Geography syllabuses (inquiry processes) in preparation for full implementation in 2016. All school project teams developed and implemented action plans and registered milestones throughout the year. Professional learning was undertaken by stage leaders to develop formative and summative assessment strategies.

COMMUNITY OF SCHOOLS: Four executive engaged with colleagues across the Majors Bay Community of Schools in the @COSLead ‘big ideas’ projects bringing about school‐based change in the areas of leadership and pedagogy. In Term 3 we joined with Burwood, Concord, Concord West, Strathfield North and Ryde Public Schools for our Staff Development Day. Professional dialogue and sharing of resources were the forefront of the Mathematics professional learning. Beginning Teacher workshops, Principal and Deputy Principal meeting and Twitter feeds between the Community of Schools also provided opportunity for school and personal development needs.

PARENTS AND COMMUNITY: There were many opportunities throughout 2015 for parent workshops, information sessions, classroom visits and interview situations. Parents were involved at school events including Open Day in Education Week, Harmony Day, school carnivals, Year 6 fundraising, Kinder Orientation and P&C organised events including the Bingo Night and Spooky Saturday fete. Parents are regularly communicated information about school events via email, e‐news, newsletters, stage newsletters, Edmodo and dojo. Parents had opportunity to provide feedback through the Tell Them From Me Parent survey.




Partnerships are established and sustained at the local (Majors Bay Community of Schools), state, national and international level that connect student learning

Majors Bay Community of Schools was established

Significant programs included @COSLead, combined Staff Development Day in Term 3 and Early Career Teachers workshops.

MBCoS Staff Development Day $3400

and teacher professional development

10% increase each year of parents who actively engage in and support school programs to involve them in their child’s education

Parents and carers were invited to take part in the Tell Them From Me Partners in Learning Parent Survey and 90 parents responded to the online questionnaire.

Parents were actively engaged in many school programs including Harmony Day, sports carnivals, Kinder Orientation, Year 6 Graduation, band and string performances, Art Club exhibitions and P&C events including the Spooky Saturday fete and Book Club.

The P&C supported the school through many fundraising activities. Funds were donated to the school and used to purchase iPads ($10 000), an electronic noticeboard ($10 000) and guitars ($880). $11 500 was donated towards the construction of the outdoor amphitheatre.

Online registrations for interviews indicated that 87.8% of parents attended parent teacher interviews at the end of Term 1.

Next steps

SCHOOL PROJECT TEAMS

Ensure all new staff members have copies of the scope and sequences

Review and evaluate all scope and sequences and units of work for English, Mathematics and Science and Technology

Mandatory implementation of History and Geography in 2016

Develop a whole school scope and continuum to ensure integration of units

Ongoing TPL for all staff

COMMUNITY OF SCHOOLS

Ongoing ‘big ideas’ projects for 4 executive

A combined Staff Development Day in Term 3 with Majors Bay Community of Schools

Utilising teachers from other schools to support classroom observations

Workshops for beginning teachers and aspiring leaders

PARENTS AND COMMUNITY

Parent involvement in PBL planning

Continue to promote school events and invites parents and the community

Deliver on the findings from the Tell Them From Me Parent survey

Next Steps

Key initiatives and other school focus areas

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

Aboriginal background funding

This equity loading reflects both percentage and number of Aboriginal students in the school.

All Indigenous students (<1% of enrolment) have Personalised Learning Plans to track their success and to target aspects of their learning needing further development.

The RAM funding for Aboriginal students was $2239

English language proficiency funding

This equity loading is calculated using each school’s reported level of English language proficiency need, using the English as an Additional Language or Dialect (EAL/D) Learning Progression instrument.

The English language proficiency equity funding was used to employ an additional teacher for 2 days per week. This teacher supported the EAL/D program and collaboratively developed formal diagnostic, formative and summative assessment strategies to assess student learning through the EAL/D learning progressions. This initiative has improved teaching practice and student learning outcomes.

The RAM funding for English language proficiency staffing was $221 102

The RAM funding for English language proficiency Equity Flexible Funding was $14 661

Socio‐economic funding

This loading is based on a combination of student and school needs using the Family Occupation and Education Index (FOEI). The FOEI measure was developed by the Department that identified parental education attainment as a strong predictor of student and school performance. If parental occupation is added to this, the predictive power is further enhanced.

Socio‐economic background funding provided a small percentage of students with greater access to a wider range of curriculum learning experiences. Supplementation was provided to families from low socio‐economic backgrounds to give all students provide equal opportunity to attend school excursions, in‐school performances and overnight camps increasing the students’ participation and engagement in learning. School uniforms were provided to some families while others accessed funding to support involvement in extra‐curricular activities including band, FLIP gymnastics and recreational sport. These initiatives helped develop and sustain a positive and inclusive school culture.

The RAM funding for Low Socio‐economic funding was $10 464

Low level adjustment for disability funding

This loading is based on the number of students with low level disability and learning support needs. Student need at a school level is determined using the most recent literacy and numeracy data from NAPLAN to create a Student Learning Need Index (SLNI). A school’s

Learning and support for students with additional education needs funding consisted of two components:

Learning and Support ‐ Flexible Funding

($30 402)

Learning and Support Teacher staffing

($60 301)

The RAM funding for Low level adjustment for disability funding was $90 703

SLNI is a needs based index drawn from three years of longitudinal NAPLAN data.

Targeted funding ‐ Integration Funding Support was $23 520 Funding was used to:

provide in‐class support to identified

students through the employment of

School Learning Support Officers (SLSOs)

engage students and their

parents/carers in consultative and

collaborative processes to personalise

learning and support reflecting student

needs

improve professional knowledge of

SLSOs and classroom teachers through

their enrolment and completion of

courses in Autism Spectrum Disorder,

behaviour management, dyslexia and

language disorders

support teachers in recognising and

responding to students’ additional

learning needs by completing Disability

Standards on‐line training modules

support participation in the Nationally

Consistent Collection of Data on

students with disability.

provide staff with opportunities to utilise

the Personalised Learning and Support

Signposting Tool (PLASST)

Feedback from SLSOs each semester indicated that there was an increase in the level of student participation and engagement and improved student learning outcomes for the students they were working with.

Support for beginning teachers

The Great Teaching, Inspired Learning (GTIL) reforms have a key focus on beginning teachers receiving high quality induction to support their entry into the profession and to enhance their teaching skills. The Department has introduced a new model of enabling support that provides increased release time for all permanent beginning teachers as well as release time for experienced teachers to mentor beginning teachers.

In 2015, Newington Public School had 5 permanent Beginning Teachers in their first two years of teaching. Under the GTIL model each teacher received funding to assist in the new teachers’ induction, professional learning and achievement of accreditation at the level of Proficient Teacher. Experienced teachers and learning leaders provided mentoring support to Beginning Teachers in their first year. Permanent beginning teachers utilised their additional release time in a variety of ways including:

observing other teachers' lessons

The RAM funding for beginning teachers was $42 334.96

engaging in professional discussion and

personal reflection

assessing and evaluating student work

preparing lessons and resources

undertaking individualised programs of

professional learning

compiling evidence to achieve and

maintain mandatory accreditation

team teaching; and

structured feedback meetings with

supervisors and mentors

Significant professional learning programs in which beginning teachers have participated and programs which have built the capacity of new scheme teachers

Accreditation at Proficient Teacher Level

course

NSW Teacher Mentor Early Career

Teacher Network

Majors Bay Community of Schools Early

Career Teacher Network

Disability Standards for Education online

course

Early Career Teachers conference

Behaviour Management for Beginning

Teachers

Language, Learning and Literacy (L3),

Classroom Teacher Professional Learning

In‐school induction program including

school routines, programming policy and

requirements, classroom management

and wellbeing framework, accreditation,

communication with parents,

Performance and Development

Framework, assessment strategies,

report writing and Quality Teaching

Framework .

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

Student attendance profile

Class sizes and structure of classes

Roll class

Year Total in class Total per year

KA K 20 20

KC K 22 22

KK K 21 21

KM K 21 21

KP K 21 21

KS K 22 22

KV K 21 21

1A 1 22 22

1E 1 21 21

1F 1 21 21

1H 1 21 21

1W 1 21 21

1X 1 22 22

2B 2 23 23

2C 2 23 23

2D 2 24 24

2M 2 24 24

2N 2 23 23

3A 3 29 29

3D 3 30 30

3L 3 29 29

3M 3 29 29

4C 4 30 30

4O 4 29 29

5D 5 30 30

5O 5 29 29

6K 6 29 29

6O 6 30 30

2/3G 2 16 24

3 8 24

4/5K 4 12 29

5 17 29

4W 4 27 28

5 1 28

5/6C 5 6 29

6 23 29

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) 2

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 28

Teacher of Reading Recovery 0.735

Learning and Support Teacher(s) 0.6

Teacher Librarian 1.4

Teacher of ESL 2.2

School Counsellor 0.6

School Administrative & Support Staff 3.672

General Assistant 1.0

Other positions (SLSOs) 2.8

Total 48.007

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Newington Public School has two Indigenous staff members.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 14

Gender 2009 2010 2011 2012 2013 2014 2015

Male 206 220 248 293 335 380 427

Female 180 200 225 246 303 358 387

Student Enrolment

0

200

400

600

800

1000

2009 2010 2011 2012 2013 2014 2015

Students

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 94.8 96.0 95.3 96.1 96.1 95.3

1 96.7 95.4 94.8 95.6 95.6 94.5

2 96.5 95.1 95.9 95.9 95.6 95.6

3 96.9 96.0 95.1 96.4 96.7 96.0

4 96.9 96.7 95.0 97.2 96.3 95.8

5 96.3 95.8 95.5 97.5 96.6 96.6

6 93.4 95.8 95.3 96.5 96.0 94.1

Total 96.0 95.8 95.3 96.3 96.1 95.4

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

State DoE

School

Professional learning and teacher accreditation

In Term 1, each teacher completed a professional learning survey. The results of this survey were used to develop Newington’s professional learning calendar, taking into account teacher’s preferred professional learning style delivery and priority areas for professional development. Our teachers and support staff participated in a range of professional learning activities during the year. Emphasis was placed on development at the stage or team level, with fortnightly meetings and team planning time each term. School Development Days focused on school priorities as defined in the School Plan 2015‐2017. Our Teacher Professional Learning (TPL) budget was $27 802.56. Literacy and Numeracy K‐6 funds ($32 286) were used for Best Start, L3 and L3+1 training, PLAN training including the use of Literacy and Numeracy Continuums and the engagement of a specialised teacher for students requiring support in Literacy and Numeracy. Including both permanent and temporary teachers, 54% of staff are classed as New Scheme teachers either working towards Board of Studies Teaching and Education Standards (BOSTES) accreditation or maintaining accreditation at Proficient. To build the capacity of staff to achieve key priorities, Teacher Professional Learning in 2015 included: New NSW History and Geography Syllabuses Curriculum leaders and committee members participated in SyllabusPLUS Adobe Connect professional development series. These sessions highlighted changes within the NSW syllabuses and provided teaching ideas. Each session explored different aspects of each syllabus for teachers to deepen their knowledge of new content and pedagogy. Two team members participated in the DoE Implementation of the new History K‐10 Syllabus course. All staff, under the leadership of the HSIE Project Team, participated in a range of professional learning courses to support the implementation of these new curriculum. Information and Communication Technology (ICT) Six teachers attended the ICT Conference Inspire Innovate. Technology co‐ordinators and ICT team members attended 3D printing, Power Up your Pedagogy with Google Apps, i on the future 3 and computational thinking courses.

Literacy Two Kindergarten teachers received training in L3; a literacy program for Kindergarten teachers in which explicit teaching of reading and writing skills for young children takes place in ‘micro’ groups of 3 or 4 students. Four Year 1 teachers received training in L3+1. One teacher received training in Seven Steps to Writing Success. Sport and Health Two teachers were involved in Live Life Well @ School training and developed our PD/H/PE scope and continuum and introduced Nude Food Days. Leadership Development Deputy Principal and Principal conferences were attended by executive staff. The Majors Bay Community of Schools project @COSLead supported the leadership development of 4 executive members. Two aspiring leaders participated in the Executive Leadership Induction. Student Welfare Teachers were trained in Child Protection updates, WHS procedures and CPR, anaphylaxis and e‐Emergency Care re‐training. Targeted professional learning was undertaken by classroom and support teachers and SLSOs in Autism Spectrum Disorders, Nonviolent Crisis Intervention Training and developing behaviour support plans and risk assessments. Positive Behaviour for Learning (PBL) Universal Training was undertaken by 7 members of Newington’s PBL Team. Our school will begin implementation of the PBL Framework in 2016. Assessment To support the development of our whole school assessment plan, executive members attended courses in Embedding Formative Assessment across the curriculum and ACER PAT professional learning seminar Classroom Observations Two executive members attended the course Professional Growth through Classroom Observation. This information will support classroom observations linked to Professional Development Plans in 2016 and beyond. 21st Century One teacher attended training on flexible learning spaces by design. This will be used to redesign our Information Centre’s learning space in 2016 to

promote and facilitate collaborative and student‐directed learning. Genius Hour In term 3, all staff members participated in differentiated, individualised professional learning based on the principles of Genius Hour. Each staff member completed their own Genius Hour project, designing their own learning to support their PDP or a school priority area. Staff shared their projects for reflection and feedback.

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.

School performance

School‐based assessment

At Newington Public School we use several forms of school‐based assessment to track student achievement and progress including:

PLAN data (K‐6)

L3 (Kinder)

L3+1 (Year 1)

Running records (K‐6)

PAT Spelling (2‐6)

PAT Mathematics (1‐6)

Summative assessment

PAT Vocabulary and Comprehension will be included in our school‐based assessment schedule in 2016.

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.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Date of financial summary 30/11/2015

Income $

Balance brought forward 298562.07

Global funds 407709.14

Tied funds 281622.45

School & community sources 403446.36

Interest 8922.98

Trust receipts 25519.90

Canteen 0.00

Total income 1400263.00

Expenditure

Teaching & learning

Key learning areas 60317.61

Excursions 89704.88

Extracurricular dissections 274428.34

Library 13108.87

Training & development 18534.71

Tied funds 225979.39

Casual relief teachers 156669.90

Administration & office 145540.65

School‐operated canteen 0.00

Utilities 60291.11

Maintenance 38029.80

Trust accounts 24995.62

Capital programs 35500.59

Total expenditure 1082605.26

Balance carried forward 282681.43

bl k

NAPLAN ‐ LITERACY (including Reading, Writing, Spelling and Grammar and Punctuation)

YEAR 3 LITERACY

In the National Assessment Program or NAPLAN, the performance of students in Years 3, 5, 7 and 9 in literacy and numeracy assessments are reported on a scale from Band 1 to 10. The achievement scale represents increasing levels of skill and understanding demonstrated in the assessments.

For Year 3 the bands range from Band 1 (lowest) to Band 6 (highest).

In 2015, 125 Year 3 students sat for National Assessment Test in literacy. Our results were above the state average in reading, writing, spelling and grammar/ punctuation.

57.6% of students in Year 3 achieved the top two bands for reading compared with 46.3% for the state.

63.2% of students in Year 3 achieved the top two bands for writing compared with 50.5% for the state.

67.5% of students in Year 3 achieved the top two bands for spelling compared with 62.1% for the state.

57.1% of students in Year 3 achieved the top two bands for grammar / punctuation compared with 48.8% for the state.

Girls performed better than boys in all aspects of literacy except spelling.

0

10

20

30

40

50

60

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Reading

Percentage in BandsSchool Average 2011‐2015SSG % in Bands 2015State DoE % in Bands 2015

0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Spelling

Percentage in Bands

School Average 2011‐2015

SSG % in Bands 2015

State DoE % in Bands 2015

0

10

20

30

40

50

60

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Grammar & Punctuation


0

10

20

30

40

50

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Writing


YEAR 5 LITERACY



In 2015, 84 Year 5 students sat for National Assessment Test in literacy. Our results were well above the state average in reading, writing, spelling and grammar/ punctuation.

51.3% of students in Year 5 achieved the top two bands for reading compared with 38.0% for the state.

32.5% of students in Year 5 achieved the top two bands for writing compared with 21.5% for the state.

65.1% of students in Year 5 achieved the top two bands for spelling compared with 39.9% for the state.

59.4% of students in Year 5 achieved the top two bands for grammar / punctuation compared with 38.7% for the state.

Boys performed better than the girls in all areas of literacy except writing.

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Reading


0

10

20

30

40

50

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Spelling


0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Grammar & Punctuation


0

10

20

30

40

50

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Writing


YEAR 3 NUMERACY

In the National Assessment Program or NAPLAN, the performance of students in Years 3, 5, 7 and 9 in literacy and numeracy assessments are reported on a scale from Band 1 to 10. The achievement scale represents increasing levels of skill and understandings demonstrated in the assessments.


In 2015, 126 Year 3 students sat for National Assessment Test in numeracy. Our results were well above the state average in all strands tested.

53.6% of students in Year 3 achieved the top two bands compared with 38.1% for the state.

Boys performed better than girls in data, measurement and space & geometry and girls performed better than boys in number, patterns & algebra.

YEAR 5 NUMERACY



In 2015, 84 Year 5 students sat for National Assessment Test in numeracy. Our results were well above the state average in all strands tested.

47.6% of students in Year 5 achieved the top two bands compared with 30.7% for the state.

Boys performed better than girls in data,

measurement, space & geometry, number, patterns & algebra.

Minimum Standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.

The performance of students in our school in the National Assessment Program ‐ Literacy and Numeracy is compared to these minimum standards. The percentage of students achieving at or above these standards are reported in the tables below.

Percentage of Year 3 students achieving at or above minimum standard (exempt students

excluded)

Reading 96.0

Writing 99.2

Spelling 97.6

Grammar & Punctuation 97.6

Numeracy 96.8

Percentage of Year 5 students achieving at or above minimum standard (exempt students

excluded)

Reading 100.0

Writing 100.0

Spelling 100.0

Grammar & Punctuation 97.6

Numeracy 98.8

0

10

20

30

40

1 2 3 4 5 6

Percentage

of students

Bands

Percentage in bands:Year 3 Numeracy

Percentage in Bands

School Average 2011‐2015

SSG % in Bands 2015

State DoE % in Bands 2015

0

10

20

30

40

3 4 5 6 7 8

Percentage

of students

Bands

Percentage in bands:Year 5 Numeracy


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2015 the Tell Them From Me online survey system was used. Their responses are presented below.

Parents

Parents responded with a number of positive qualities including:

Feeling welcome when they visit the school and having teachers listen to their concerns

Formal reports on student progress is written in terms they understand easily

Feeling well informed about school activities

Teachers support positive behaviour and that their child is clear about rules for school behaviour

Teachers

The highest scoring responses from teachers included:

Collaboration with other staff in developing cross‐curricular or common learning opportunities and assessments

Strong culture for learning where there are high expectations supported by quality feedback to improve student performance

Inclusive teaching practices to ensure that the learning needs of students with special learning needs are met

School leaders creating a supportive and safe school environment

Students

93% of students reported that they try hard to succeed in their learning

The school staff emphasise academic skills and hold high expectations for all students to succeed

Students feel teachers are responsive to their needs, and report strong teacher‐student relations

Students find the classroom instruction is well‐organised, with a clear purpose, and

with immediate and appropriate feedback that helps them learn.

Areas for improvement include:

Parents would like more information about opportunities concerning their child’s future as well as their social and emotional development. Parents require ways to be able to support conversations with their child about how well they’re doing in his or her class and what challenges they might have at school.

Teachers would like more opportunity for quality feedback from classroom observations from school leaders and greater opportunity for students to use interactive technology to track progress towards their goals

Most students are confident of their skills but 46% feel that they are not challenged enough in their English and Maths classes. Many students feel they would like to have someone at school who consistently provides encouragement and can be turned to for advice.

Policy requirements

Aboriginal education

Aboriginal education is embedded into the curriculum as we support the students’ needs to be educated about Aboriginal Australia. The inclusion of the cross‐curriculum priorities in all Key Learning Areas allows students in K‐6 to engage in studies of Aboriginal and Torres Strait Islander histories and cultures. Our English units encompass the concepts of Country and Place, People, Culture and Identity. In their study of English, students had the opportunity to engage with texts that give them experience of the beliefs and value systems of Aboriginal and Torres Strait Islander peoples. Acknowledgment of Country is an important part of the school’s assemblies and events and is helping create a wider awareness in the community of Indigenous history and current issues.

Multicultural Education and Anti‐racism

With 74.9% of our student population identified as from a language background other than English, catering for the needs of these students is a major focus for our school. Our school enrolment includes English as an Additional Language or Dialect (EAL/D), newly arrived and refugee students. This year there were 65 Beginning English students, 105 Emerging English students, 136 Developing English students and 236 Consolidating English students needing EAL/D support. EAL/D teachers provided individual, small group and whole class support to these students across all stages. Intensive support is provided for our new arrivals and Beginning English learners. The school was allocated 2.2 (11 teacher days per week) of teacher time in EAL/D. EAL/D teachers received on‐going professional learning in the new English as an Additional Language or Dialect (EAL/D) progression and utilised the ACARA EAL/D Teacher Resource, the NSW Department of Education EAL/D Advice for Schools document, the Multicultural Education Policy and the EAL/D Framework to rewrite Newington PS’ EAL/D Policy Teaching programs promote intercultural understanding. Two classes were involved in a weekly video conference with a school in Korea to further develop their understanding of the Korean culture and its language.

To enhance communication with parents and carers from culturally and linguistically diverse backgrounds, interpreters are utilised for face‐to‐face meetings and parent workshops and, when necessary, notes are distributed in Korean, Chinese and Arabic, our 3 main language groups. The P&C attempt to engage parents and community members from culturally diverse backgrounds through their fundraising initiatives. Harmony Day (21 March) was celebrated alongside Grandfriend’s Day. Grandfriends were invited to classrooms to be involved in Harmony Day activities which focused on the values that are important for living in a multicultural society. Students (and many of our grandfriends) dressed in orange, green and gold or national costumes. Anti‐racism plays a major role in our school Code of Behaviour. Students are taught values, rights and responsibilities and are encouraged to act in a way that promotes respect, responsibility, fairness and caring. We embrace and celebrate our multicultural and diverse community. Our school has three trained staff members who take on the role of Anti‐Racism Officers (ARCO).

Documents

Newington Public School Annual Report