Carlingford West

Public School

Annual

School Report

2012

School Code: 4393

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Our school at a glance

Students

In December 2012, 787 students are enrolled at Carlingford West Public School. Our students come from a variety of cultural backgrounds, with approximately 89% coming from a language background other than English. Our students are committed to maintaining a culture of respect, cooperation and tolerance at our school.

Staff

Carlingford West Public School teachers are experienced, talented and committed to providing quality educational programs that meet individual student needs and develop the talents of each child. Further details of staffing allocations are on page five of this report. All teaching staff meet the professional requirements for teaching in NSW public schools.

Significant programs and initiatives The school continued to implement a number of highly successful programs to provide students with extra educational support and opportunities throughout 2012. These included: •  Partners  in  Print  Program  (Year  1)   •  Learning  and  Support  Program   •  English  as  a  Second  Language   •  Positive  Behaviour  and  Learning  Initiative  (PBL)   •  Better  Buddies  – Buddy Patrol • Student Leadership Program • Instrumental, Dance and Choral Programs • Chess Programs

Student achievement in 2012 Literacy – NAPLAN Year 3 The average mark for our Year 3 students in reading was 484.8 (State average: 426.9); in writing it was 465.2 (State average.: 425); in spelling it was 501.2 (State average.: 428.1); and in grammar and punctuation it was 505.4 (State average.: 434.5). Numeracy – NAPLAN Year 3 The average mark for our Year 3 students in Numeracy was 480.8 compared to the State average of 405.7. Literacy – NAPLAN Year 5 The average mark for our Year 5 students in reading was 539.6 (State av.: 500.1); in writing it was 541.0 (State av.: 486.2); in spelling it was 581.5 (State av.: 507.6); and in grammar and punctuation it was 576.1 (State av.: 503.7). Numeracy – NAPLAN Year 5 The average mark for our Year 5 students in Numeracy was 589.5 compared to the State average of 498.8. Academic Competitions Carlingford West public school continued to enjoy outstanding results in academic Competitions in 2012. Our students were given the opportunity to participate in a wide range of enrichment activities again throughout the year. These include the Maths Olympiad, University of NSW competitions and Science on-line competitions. In the University of New South Wales Mathematics Competition our students received 27 high distinctions, 113 distinctions and 98 credits. In the University of New South Wales English Competition our students received 13 high distinctions, 48 distinctions and 95 credits. In the University of New South Wales Science Competition our students received 17 high distinctions, 76 distinctions and 86 credits. Two Year 5 students achieved a perfect score and three Year 6 students achieved the highest team score in the Maths Olympiads. Our Year 5 and Year 6 teams were placed in the top 10% of all team scores across Australasia.

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Messages

Principal’s  message I am delighted to present the 2012 Annual School Report for Carlingford West Public School. Once again it has been my privilege to lead a diverse, high quality school with an energetic and relentless focus on student learning and welfare.

This year was our third and final year of participation in the Smarter Schools National Partnership, Teacher Quality. The additional funding we received as a Centre For Excellence has allowed us to explore, develop and share our educational programs within our school and across a number of our local schools. The opportunity to work with Macquarie University and schools from across New South Wales in projects centred on developing teacher quality has been very beneficial to our school.

Carlingford West Public School has a strong focus on quality teaching and learning across all Key Learning   Areas.   The   school’s   outstanding  academic results, sporting successes and creative arts programs were once again highlighted in 2012. Our exemplary and highly motivated teachers are committed to providing the best possible outcomes for the students of Carlingford West Public School, ensuring our school is a place of innovation and success, one where students engage in safe, inclusive and nurturing learning environments.

I would like to once again thank Mrs Donna Raj and the Parents and Citizens Association for their

ongoing support of the school. The school values the positive partnership between the school and our families. A number of programs to support community participation in a variety of instructional and general community interest areas have been successfully conducted in 2012. The school fete was once again a great success at both a financial and community level.

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.

K. Gerard

Principal

P & C message The P & C had a busy and productive 2012. We started the year with our New Families BBQ to welcome our new Kindergarten families and other new students to our school. The BBQ was well attended and our volunteers did a great job.

We held our school fete this year which is an exciting day for our children and one of our main fund raisers. It is a big job organising a school fete and thanks should go to our fete organisers, all of our stall coordinators and those who volunteered their time to help out on the day.

The proceeds from our school fete were used to introduce a new and exciting initiative into our school. The P & C approved a contribution of $50,000 towards introducing iPads into all Year 6 classrooms so that every student in Year 6 will have their own iPad to use in class. Mr Taylor and Mrs Verisan have worked hard on the introduction of this initiative to ensure that the iPads are well used to assist in learning outcomes. We hope to expand this initiative into other grades over time and the P & C will be organising fund raising next year for this project. The P & C donated $8000 to purchase essential resources to support the literacy and numeracy programs in our classrooms and we also donated

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$40,000 to the school to assist in areas where there is a shortfall in Government funding.

The P & C approved a new design for the  school’s  sports uniform which is now available in our uniform shop. The new design is green and gold and includes a sports shirt, shorts, tracksuit pants and sports jacket. All of our 2013 Kindergarten students will be purchasing this uniform and parents with children in other grades can now purchase the new uniform as their children grow out of their old ones.

There are many ways that parents can help to improve our school. At Carlingford West, we have parents helping in our classrooms, at sporting events, volunteering to help in our uniform shop, and assisting the P & C. The P & C encourages parents to be actively involved in our school community and support the P & C in its fund raising efforts. In 2012 we continue to see our children achieve high standards in their learning outcomes and I congratulate the teachers and students for these achievements.

Finally, I would like to thank our P & C executive for the hard work they have put in this year, especially our Treasurer, Yves Sedeyn, and our Secretary, Abby Wong. A special thank you should also go to our school principal, Mr Gerard who strongly supports the P & C activities in the school.

Mrs. Donna Raj Carlingford West PS Parents and Citizens President 2012

Student  representative’s  message Year 6 School Captains, Prefects, Sports House Captains and Vice-Captains attended the Impact Leadership Conference in February at Sydney Olympic Park, Homebush. Student leaders were given the opportunity to develop their leadership skills through practical, interactive activities with students from many other schools. The Student Representative Council (SRC) had another busy and successful year. Charity Day was very successful, largely due to the generous donations of food and prizes from the students themselves as well as their families. Over $6000 was raised and donated to three very important organisations - Stewart House, World Vision and Ronald McDonald House. Glitter Balls were also sold to help Stewart House raise much needed funds. School captains, Georgia Hollens and Joshua Mah, attended the annual award ceremony at Stewart House to accept an award recognising the $3414 that was donated by students from Carlingford West Public School. We also continue to sponsor Charles, our World Vision boy from Zambia, who is now 12 years old. An ANZAC Day ceremony was held in the school hall in April. Each class was asked to bring flowers which were arranged to form wreaths and placed in a circle around the Australian flag. The wreaths were then taken to the K13 memorial on Pennant Hills Road. The SRC was also responsible for counting the thousands of COLES dockets that were brought in by students. These were redeemed for new sports equipment.

In Semester Two, the SRC assisted in the selling of raffle tickets to support Hannah Park who competed in the NSW Schools Girls Golf Championships. The SRC also held the popular annual handball competition for Years 3 to 6. Stage 3 SRC members and prefects willingly gave up part of their lunchtimes to umpire the many games that were played.'

Georgia Hollens and Joshua Mah, School Captains 2012

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School context

Student information

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

Student enrolment profile

Gender 2009 2010 2011 2012 Male 375 380 390 420 Female 306 332 324 355

Student attendance profile

Year 2009 2010 2011 2012 K 95.4 96.9 95.6 95.6 1 96.3 96.1 96.4 96.0 2 96.1 96.8 95.7 96.2 3 95.8 96.7 96.3 96.3 4 96.9 96.7 96.0 97.3 5 97.5 96.9 96.0 95.7 6 94.7 95.0 96.1 94.3

Total 96.1 96.5 96.0 95.9

Management of non-attendance

Attendance remains consistently high. Attendance is monitored electronically through the office management system OASIS. In 2012 the  school’s  Attendance  Policy  was  reviewed  and  updated and daily attendance is now recorded and registered by staff using ESR Momentum, the electronic roll marking system. Concerns regarding attendance are referred to the Home School Liaison Officer. Students seeking extended

leave during school terms are required to apply for a Certificate of Exemption.

Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2012 Class Size Audit conducted on Monday 21 March 2011.

Roll Class Grade Total (grade) Total (class) KB K 21 20 KG K 21 21 KO K 20 20 KP K 21 21 KR K 20 20 KY K 20 20 1G 1 25 25 1K 1 24 24 1R 1 23 23 1W 1 24 23 2J 2 26 25 2K 2 26 25 2M 2 27 27 2P 2 27 27 3P 3 29 29 3T 3 27 27 3V 3 28 28 3W 3 30 30 4D 4 28 29 4E 4 28 28 4N 4 30 30 4S 4 29 28 5L 5 30 30 5R 5 28 27 5T 5 31 31 6B 6 25 25 6C 6 33 33 6L 6 25 25

6M 6 24 25 Structure of classes

In 2012 our school began the school year with 29 classes. Two streamed classes were formed with one each in Year 5 and Year 6. All classes were ‘straight’   with   no   composites.   To   begin   T3   the  school’s   enrolment   numbers   increased  sufficiently to enable an additional Year 2 class to be formed taking the total number of classes to 30.

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

Staff establishment

Position Number Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 5 Classroom Teachers 28.686 Teacher Learning and Support 0.5 Teacher Librarian 1.4 Teacher of ESL 3.6 Community Language Teachers 1.6 Counsellor School Administrative & Support Staff 4.472 Total 47.258

Carlingford West has no staff who identify as Aboriginal. The school held an additional Assistant Principal – Teacher Mentor position as part of our Centre For Excellence, National Partnership.

Staff retention

In 2012 two staff members retired and one staff member was successful in obtaining a promotion.

Mrs Dorothy Toronyi retired after 49 years of service. Mrs Kay Boshier District Guidance Officer and Carlingford West Counsellor also retired at the end of 2012.

Mr Derek Danby accepted the position of Deputy Principal at Beecroft PS to begin Term Two following success through merit selection. Mrs Lynda Ryan was successful in filling the vacant Assistant   Principal   position   through   Mr   Danby’s  promotion, also through merit selection. Mrs Ryan commenced as Assistant Principal in Term 2.

Seven teachers on maternity leave were replaced by temporary appointments.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 100% Postgraduate 40%

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

Date of financial summary 30/11/2012

Income $ Balance brought forward $257,405.60 Global funds $169,215.91 Tied funds $99,853.11 School & community sources $263,689.43 Interest $7,219.88 Trust receipts $70,033.45 Canteen 0.00 Total income $867,387.38 Expenditure Teaching & learning

Key learning areas $43,718.44 Excursions $22,730.54 Extracurricular dissections $136,096.01

Library $4,886.96 Training & development $363.63 Tied funds $75,894.58 Casual relief teachers $53,755.36 Administration & office $82,598.86 School-operated canteen 0.00 Utilities $32,144.19 Maintenance $28,312.61 Trust accounts $15,132.70 Capital programs $88,340.22 Total expenditure $583.974.10 Balance carried forward $283,413.28

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A   full   copy   of   the   school’s   2012 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2012

Achievements Carlingford West Public School and its community have   continued   to   strive   for   ‘Only   the   Best’  education for their students. Carlingford West has much to be proud of in 2012. As well as our strong academic performances, our students have excelled in diverse areas including the creative and performing arts, sport, public speaking, debating and community work. These endeavours highlight   the   school’s emphasis on providing a balanced and well-rounded education.

Arts

This year Carlingford West continued with three school bands; Junior Senior Blue and Senior Green. All three bands continued to develop their musical and performance skills and enjoyed performing at school events and eisteddfods. In December we held our annual Music Concert and Awards Night where our students entertained an audience of families and friends. Mr John Godkin retired from tutoring brass after more than15 years at Carlingford West.

In August our String Ensemble, comprising 11 players, performed at the Sydney Opera House in

the Festival of Instrumental Music. Cheryl Kwon in Year 6 performed as a soloist in the Thursday program.

Both Junior and Senior Dance groups performed at the Hills Performing Arts Festival (HPAF) this year. These groups were choreographed by teachers Miss Brown, Miss Morgan, Mrs Owen, and Mrs. Pullinger.

Both Junior and Senior Choirs performed with their conductors, Mrs. Tomkins, Miss Ng, Mrs Khoo and Mrs. Moussa at several events including the HPAF, church services, and special assemblies.

Sport

The first event on the 2012 sporting calendar was the school Swimming Carnival, held at Parramatta Swimming Pool. Perfect weather, colourful cheer squads and a high level of participation all combined to make the day a great success. Congratulations to the winning house Saturn and to the swimmers selected to compete in the Castle Hill PSSA Zone Carnival. Well done to Shawn Marston, Jonathan Donald, William Lee, Dennis Kim and Maria Jang who went on to compete at the Sydney West Area Carnival. Students trained hard in preparation for this year’s   school  Cross  Country  Carnival.  Our  parent  volunteers provided some much needed direction and encouragement along the way. It proved to be a day of glory for Venus, the winning house. A strong team competed in the PSSA Zone Carnival, with Carlingford West achieving 10th place overall on the day - what a great result. Maysa Sakr, Haley Mills and Michael Ferraro were successful in moving on to the Regional Carnival. Special congratulations to Haley Mills who finished third at the Regional and went on to proudly represent our school at the State Carnival. This year, Saturn managed to beat successive past champions Venus and take the championship at our School Athletics Carnival. Field events practices, trials and finals were held prior to the main carnival. Outstanding performances on the day resulted in several long standing records being broken: Haley

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Mills – 9 yrs 100m, Maysa Sakr – Junior 200m, Yasmin Mills – Senior 200m, Maysa Sakr – Junior Long Jump, Sarah Zeng – 11 yrs Long Jump and Dallas King – Senior Discus. Thank you to the students for their excellent participation and to the teachers involved in the planning and organisation of the day. Special congratulations to Maysa Sakr, Dallas King and Tamay Painter who went on to represent our school at the Sydney West Regional Carnival and to Maysa Sakr who progressed to the State Carnival in Long Jump. During the winter season, many Carlingford West primary students participated in the Castle Hill Zone PSSA competitions, which involved weekly games against other schools in the zone. Students represented the school in Netball, Newcombe Ball and Soccer. 2012 saw excellent participation in Netball, with three Senior and three Junior teams competing. Congratulations to the Senior A team who made it all the way to the Finals this season. All students are to be congratulated on their enthusiasm and their sportsmanship throughout the season; they represented their school proudly. Thank you to the teachers who gave their time to coach these teams and encourage the children every week. Within the school, many students also enthusiastically participated in the 2012 Handball Competition and the Tennis Competition. All players demonstrated good sportsmanship. Carlingford West participated in the Milo Cup Cricket Competition in Term 4. The students demonstrated excellent sportsmanship and   achieved   awesome   results.   The   boys’   team  showed off their exceptional ball skills and were runners-up for the day. The girl team was competitive and all of the players worked well as a team. They also finished as runners-up for the day. This year many students from Carlingford West Public School competed in the New South Wales Primary Schools Table Tennis Championships at Homebush. In the Junior team event, Eric Zeng and Raymond Li took out the Gold Medal and Luke Yin and Kenneth Lin earned the Silver Medal. Congratulations also to Toesami Toevai and Ronald Leung who were Junior Team

Quarter Finalists. In the Senior team event, Jack Chen and Katherine Li won the Silver Medal. At a school level, each grade participated in fitness and skill sessions, including aerobics, team games, fundamental skills, and social dancing as part of their PE Program. The students also enjoyed a term each of Be Skilled Be Fit and Flexi-Kids Gymnastics. These programs have been extremely successful in promoting an active lifestyle and developing a range of movement skills in our students. The Friday Sport program offers children experiences in a variety of sports, many being modified forms of traditional games. Emphasis is always on participation, skill development and enjoyment. As a follow up to the Year 2 Swim School Program, this year saw Stage 2 participate in the MySwim Program at Blacktown Pool, the major aim being to consolidate swimming skills learned in the previous year and of course, develop important water safety skills for life. Hannah Park in Year 6 competed at the Interstate (National) Primary Schools Golf Championships at Bankstown. Hannah secured her placement in the competition as NSW Primary Girls Golf Champion. After two days of intense competition, Hannah came out on top and is the 2012 Australian Girls Primary School Golf Champion.Congratulations to all Carlingford West Students for their efforts and achievements in sport in 2012. Thank you to the House Captains and Vice Captains for their leadership and assistance throughout the year. Lisa Roberts Sport Coordinator

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Public Speaking and Performance

Angela Liu was placed 3rd and Ethan Chen 6th in the  stage  three  Regional  Final  of  the  Premier’s  Spelling Bee. Jason Leung was placed 5th in the Stage Two Regional Final.

Edward Kong in Year 4 won the school and district sections of the Stage Two section of the Multicultural Perspectives Public Speaking Competition. He also achieved a highly commended in the regional section of the competition. Our school entered a Year 6 team in the  Premier’s  Debating  Challenge  who  were  were  successful up to the quarter finals.

Academic

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.

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 In 2012 114 Year 3 students sat the NAPLAN in literacy. This included assessments in reading, writing, spelling, and grammar and punctuation. Analysis of the Year 3 NAPLAN data shows that these students performed well above the State average in all areas.

Reading

49.1% of our Year 3 students achieved Band 6 in reading (the highest band) compared to 26.4% of the State. 78% of our Year 3 students were placed in the highest two bands in reading compared to 50.2% of the State.

Writing 33.3% of our Year 3 students achieved Band 6 in writing (the highest band) compared to 15.9% of the State. 84.2% of our Year 3 students were placed in the highest two bands in writing compared to 56.2% of the State.

Spelling 71.1% of our Year 3 students achieved Band 6 in spelling (the highest band) compared to 30.1% of the State. 80.7% of our Year 3 students were

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Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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placed in the highest two bands in spelling compared to 50.3% of the State.

Grammar and Punctuation 66.7% of our Year 3 students achieved Band 6 in grammar and punctuation (the highest band) compared to 33.7% of the State. 81.6% of our Year 3 students were placed in the two highest bands in grammar and punctuation compared to 55.7% of the State.

Numeracy – NAPLAN Year 3

In 2012, 114 Year 3 students sat for the NAPLAN in numeracy. This included assessment in number, patterns and algebra, data, measurement, space and geometry. The analysis of our Year 3 NAPLAN data in numeracy shows that these students performed well above the State average. 68.2% of our Year 3 students were placed in the two highest bands in data, measurement, space and geometry compared to 41.1% of the State. 73.4% of our Year 3 students were placed in the two highest bands in number, patterns and algebra compared to 43.2% of the State.

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Percentage in bands: Year 3 Spelling

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Percentage in bands: Year 3 Grammar & Punctuation

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Percentage in bands: Year 3 Numeracy

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Reading – NAPLAN Year 5

In 2012, 88 Year 5 students sat the NAPLAN in literacy. This included assessments in reading, writing, spelling, and grammar and punctuation. The analysis of the Year 5 NAPLAN data in literacy shows that these students performed well above the State average in all areas.

Reading 55.4% of our Year 5 students were placed in the highest two bands in reading compared to 35.1% of the State.

Writing

24.7% of our Year 5 students achieved Band 8 in writing (the highest band) compared to 8.7% of the State. 55.3% of our Year 5 students were placed in the highest two bands in writing compared to 23.2% of the State.

Spelling 54.1% of our Year 5 students achieved Band 8 in spelling (the highest band) compared to 16.5% of the State. 78.8% of our Year 5 students were placed in the highest two bands in spelling compared to 41% of the State.

Grammar and Punctuation 51.8% of our Year 5 students achieved Band 8 in grammar and punctuation (the highest band) compared to 20.7% of the State. 68.3% of our Year 5 students were placed in the highest two

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Percentage in bands: Year 5 Reading

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Percentage in bands: Year 5 Writing

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Percentage in bands: Year 5 Spelling

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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bands in grammar and punctuation compared to 35.2% of the State.

Numeracy – NAPLAN Year 5

In 2012, 88 Year 5 students sat for the NAPLAN in numeracy. This included number, patterns and algebra, measurement, data, and space and geometry. The analysis of our Year 5 NAPLAN data in numeracy shows that these students performed well above the State average in all areas. 73.5% of our Year 5 was placed in the two highest bands in data, measurement, space and geometry compared to 29.3% of the State. 73.5% of our Year 5 students were placed in the highest two bands in number, patterns and algebra compared to 30.9% of the State.

Progress in literacy

Those students who sat the Year 5 NAPLAN in 2012 and who also sat for the NSW Basic Skills Test in 2010 had some comparison of their growth in reading and numeracy, measured over the two assessments. In reading, the average growth of these students between Year 3 and Year 5 was 72.9 points (average State growth 77.8 points). In grammar and punctuation their average growth was 96.6 (average state growth: 79.2). In Spelling the school again scored excellent results and recorded average growth between Year 3 and 5 of 110.3 (average state growth: 94.3).

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Percentage in bands: Year 5 Grammar & Punctuation

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Percentage in bands: Year 5 Numeracy

Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012

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Average progress in Reading between Year 3 and 5

School SSG State DEC

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Progress in numeracy

In numeracy, the average growth of these students between Year 3 and Year 5 was 127.7 (average state growth was 96.6).

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 the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students

achieving at or above these standards are reported below.

Significant programs and initiatives Aboriginal education Students advanced their knowledge of Aboriginal history and culture through curriculum studies in the Key Learning Areas of Human Society and Its Environment, Creative Arts and English.

Multicultural education a) Community Language Programs Our full-time Mandarin teacher, Mrs. Pauline Zhao, and part-time (3 days) Korean teacher, Ms Kyung-Ae Yu, continued their successful Community Language programs throughout 2012. These programs focus on maintaining the mother tongue of students in these languages. The Mandarin program extended from Kindergarten to Year 3 and the Korean program from Kindergarten to Year 6.

b) Community & Parent Programs During the year Community Information Officers Makaleta Felila and Helen Huynh from the DEC presented the very successful Positive Parenting Program (PPP) to a group of 35 parents. After this a smaller group continued with the PPP intensive course and received their graduation certificates from our Deputy Principal, Mr Taylor.

Our Kindergarten and Year 1 teachers conducted ‘Partners  in  Print’,  a  series  of  reading  information sessions for parents to help their children with

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reading at home. Parents reported finding these sessions very useful and informative.

c) Book Week - ‘Champions  Read’

This  year’s  Book  Week  was  held  in  Week  6  Term  3.   The   theme   for   this   year’s   book   week   was  ‘Champions   Read.’   All   students   in years 5 and 6 were challenged in Library classes to create a book trailer or advertisement for one of the Shortlisted Books for Book Week 2012. Student trailers were judged on best production (theme, characters, anticipation, language) and best cinematography (visuals, transitions, animations and sounds). All students were encouraged to submit work independently or with a partner. Award winners were announced during Book Week and every winner received a gift voucher. Trailers were shown to K-2 classes during Book Week in Library time while 3-6 classes viewed the trailers at a special event held during Book Week in the hall.

Year 3 and 4 students entered a Marathon Reading Challenge and received medals for every book they read in the 6 week period leading up to Book Week. Medals were placed on display in the Library and were arranged to form a race track. Each medal was labelled with the student’s name, title of book read and author's name. The winning class received a party pack for their room and ice-blocks.

All students designed part of Library mural based on Shortlisted Books during classes with Mrs Jones. The murals were kept on display throughout Term 3.

All students K-2 participated in a Book Week Parade under the Red COLA Students paraded in outfits with their classes in front of a large audience of parents and friends.

Mrs Verisan Librarian

National Partnership Programs

During the years 2010–12 Carlingford West PS participated in the National Partnerships Program as a Centre For Excellence. Carlingford West PS was the first primary school Centre For Excellence selected in the Western Sydney Region. Focus outcomes of this program include:

Promoting and demonstrating Quality Teaching through classroom and school wide practice for improved student outcomes;

Provision of quality supervision, mentoring and support to early career teachers;

Assisting more experienced staff to achieve voluntary accreditation at Professional Accomplishment and or Professional Leadership;

Demonstrating and developing strengthened linkages between initial teacher education programs and transition to teaching and teacher induction and

Working with schools in the Centre For Excellence cluster to strengthen Quality Teaching and student learning outcomes.

During this period, the school utilised funding to develop professional competency and quality in the delivery of effective outcomes for students K-6. Specific strategies used to develop professional learning included the appointment of a Highly Accomplished Teacher; classroom based action research groups focussed on ESL teaching and learning modules; initiation of networks across the Learning Community to meet the needs of New Scheme and Early Career Teachers; implementation of Strategic Questioning in Mathematics supported by an external consultant, participation in the Team Leadership for School Improvement initiative for all members of the Executive; training and accreditation of two senior executive team members in the Microsoft Peer Coaching program; 16 participants in the INTEL: Teach for the  Future  program;  extensive  analysis  of  Hattie’s  research and the formation of tiered professional

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learning groups centred around the micro skills of teaching. Key  outcomes  of  the  school’s  participation  in  the  program have been the ability for teachers to develop or demonstrate Quality Teaching strategies; not just within their own classrooms at Carlingford West Public School, but also across the spoke schools of the Learning Community. Staff have experienced exemplary delivery and participation in tiered professional learning groups, resulting in the development of cooperative and collaborative teaching tools. Staff have become more reflective practitioners who are able to review and analyse various measures and data to enhance outcomes for individual students as a school and as a collective learning community.

Positive Behaviour for Learning Program

Over 2012, CWPS continued with the Positive Behaviour for Learning (PBL) program throughout the school. Our school rules - ‘Being   Safe;  Being  respectful, Being  a  Learner’- were reinforced with a focus area being concentrated over the week, along with weekly reminders and articles for the newsletter. Expected behaviours were easily understood by all staff and students.

In term 4, phase 2- extending PBL into the classroom- was implemented. Students now earn PBL citizenship awards in all school settings. The success of PBL has been shown by a greater number of students now attending the popular Principal’s  Afternoon  tea,  which is held at the end of each term.

Progress on 2012 targets Target 1

To improve the literacy outcomes for all groups of learners

Our achievements include:

The analysis of Best Start and NAPLAN data to measure outcomes on the learning continuum and determine students’  skills  and  strategies

Provision of authentic feedback to assist students develop the knowledge and ability.

An introduction to the new English National Curriculum and NSW Board of Studies English Syllabus.

Detailed audit of the school reading resources was undertaken. New resources were purchased based on the review.

57% of students achieved minimum growth in NAPLAN data.

All Year 3 students and 96% of Year 5 students achieved National Minimum Standards in the NAPLAN results.

78% of Year 3 students and 55.4% of Year 5 students achieved in the top two NAPLAN result bands.

Regional literacy level targets were achieved by 89% of Kindergarten students, 93% of Year One students and 82% of Year 2 students.

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Target 2

Increased achievement for all students in Numeracy.

Our achievements in 2012 include:

The analysis of Best Start and NAPLAN data to measure outcomes on the learning continuum and determine students’  skills  and  strategies

2012 NAPLAN data shows that 89.3% students achieved expected growth in Numeracy exceeding our target of 83%

2012 NAPLAN data shows that 4.5% Year 3 students at Carlingford West in Year 3 scored in the bottom two bands and that 0% students scored in the bottom two bands in Year 5. Both of these results exceeded our targets for Year 3 at 7% and Year 5 at 4%.

2012 NAPLAN results show 69.9% Year 3 students at Carlingford West scored in the highest two bands and that 74.5% Year 5 students scored in the highest two bands. The Year 3 result did not reach the 77% target set while the Year 5 result exceeded the target of 70%.

Provision of authentic feedback to assist students develop the knowledge and ability.

An introduction to the new Mathematics National Curriculum and NSW Board of Studies Mathematics Syllabus.

Detailed audit of the school mathematics resources was undertaken. New resources were purchased based on the review.

School evaluation NSW public schools conduct evaluation to support the effective implementation of the

school plan. In 2012 our school evaluated one curriculum area and one management area. These were Assessment – Literacy and Numeracy and Whole School Communication.

Educational and management practice This year the area chosen for the educational and management practice evaluation was ‘communication’.  

Background Communication in all schools is vital, particularly as one as large as Carlingford West. It is important that all members of the school community feel that they are kept abreast of all relevant information and that they feel that they are heard. 53 members, 369 students and 561 parents responded to the survey.

Findings and conclusions Student survey:

Most students indicated that both they and their parents read the newsletter each week. 60% of students stated that they do not use the  school’s  website, with 31 % of all students surveyed reporting   that   they   had   never   used   the   school’s  website. Most students reported that they utilise the   new   ‘school   news’   function   on   ESR  Momentum and that their teachers are friendly and helpful and help them learn new things. Most students reported that they find the school’s  office  staff   friendly  and  helpful  and  that  they know when things are on at Carlingford West.

Parent survey:

Most parents reported that the communication from the school is effective, that they read the newsletter each week and that they feel well informed of school matters. About half of parents feel that the newsletter could be improved with most of these parents suggesting the newsletter move to an electronic format, include more photos and information about student achievements for 2013. Over half of parents reported   that   they   do   not   use   the   school’s  website to source information about the school

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and a little under half suggested the website could be improved. Most parents felt that communication   from  staff   regarding   their   child’s  progress was effective. Most parents reported that the teaching staff were friendly and helpful and that they listen to and help resolve matters raised by parents. Most parents reported that the office staff were helpful and friendly and that written communication home is of a high standard.

Staff survey:

Most staff feel that the school communicates effectively with the school community and that there are effective streams of communication for staff at Carlingford West. Most staff felt that the newsletter keeps parents informed of school events,  but  around  half  of   the   school’s   staff   feel  that the newsletter could be improved; with nearly 70% staff suggesting the newsletter move to an electronic format for 2013. Less than half the   school’s   staff   felt   that   the   website   is   a  showcase and provides all necessary information to the community. Most staff reported they had not contributed to the website’s   content   in   the  past   12   months.   Around   half   the   school’s   staff  suggested that the website could be improved. Most staff reported that they felt that the staff of the school provided effective communication to parents regarding student progress and that they are kept well informed of school events, issues and organisation. Most staff reported that the ‘calendar’   and   ‘school  news’   features  of   the  ESR  Momentum program were effective mechanisms in whole school communication. Most staff felt that written communication home to parents was of a high standard.

Future directions The responses from the students, parents and staff of Carlingford West indicate that communication in the school is effective. However, there is a definite desire from staff and parents for the newsletter to be delivered in an electronic format for 2013. There is also data that suggests  the  school’s  website  is  underutilised  as  a  tool to share information about the school.

Assessment – Literacy and Numeracy

Background

Effective assessment of student literacy and numeracy outcomes is central to school performance. Assessment for and assessment of student performance are critical components of the Teaching and Learning Cycle, guiding explicit literacy and numeracy teaching and learning for all students. Data should be collected centrally and analysed regularly ensuring progress is maintained across the entire student population with all staff holding consist understanding of assessment and the evidence required to justify decisions in determination of student performance.

Findings and conclusions

580 parent surveys were returned. Most parents felt that they understood the purpose of literacy and numeracy assessments and that their children’s literacy and numeracy performance was regularly assessed in all areas. Most parents also felt that they would like to know more about how student learning is assessed at Carlingford West and that teachers shared the results of their child’s   assessments   at   parent   /   teacher  interviews. Most parents indicated that they supported the proposed concept of literacy and numeracy assessments being conducted at the beginning and end of the school year to measure student growth.

50 staff participated in the literacy assessment survey in 2012. While most staff agreed that student reading, writing and talking and listening skills are regularly assessed at Carlingford West, only 66% of staff agreed that literacy assessments have been improved in the last 12 months. Just 56% staff agreed that the literacy assessment schedule was cohesive and organized. Most staff agreed that whole grade assessments would provide further context to whole school literacy performance and that outcomes assessed match what is taught in the classroom and that staff regularly participate in both informal and formal

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literacy CTJ activities using student work samples as evidence.

45 staff participated in the numeracy assessment survey in 2012. The results were similar to the staff literacy survey with most staff agreeing that numeracy skills are assessed regularly and that outcomes assessed match what is being taught in the classroom. Again just over half of the staff surveyed felt that the numeracy assessment schedule was cohesive and organized and that the school had improved numeracy assessments in the past 12 months. While most staff felt that staff do generally participate in informal CTJ with mathematics assessments, only a little over half felt that staff regularly participate in formal, grade / stage based CTJ activities using work samples as evidence. Most staff felt that twice annual whole grade based assessments would be beneficial.

396 students in Years 3-6 participated in the student literacy / numeracy assessment survey in 2012. Most students felt that they had improved their literacy and numeracy performance in 2012 and that their teachers regularly assessed their skills and understanding. Most students also felt that their teachers were good at sharing their assessment results with them through effective feedback.

Future directions

After extensive analysis of the data collected, there are some clear outcomes. These are:

The school needs to develop a more organized approach to assessment as grade / stage teams in both literacy and numeracy

The school needs to continue to work through CTJ activities with staff; both formally in stage / year group teams and through informal, ongoing / daily practice for both literacy and numeracy

The school should consider developing whole grade assessment tasks in literacy and numeracy conducted twice annually in

February and November to measure student growth. This would provide yet another source of information to triangulate school performance

The school needs to develop and consolidate staff knowledge of the literacy and numeracy continuums as the central tracking mechanism of student performance; particularly as 2014 and 2015 approach as mandatory implementation of National Curriculum takes effect.

Parent, student, and teacher satisfaction

In 2012 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Teachers are continually asked for their opinion throughout the year in individual, stage and whole staff meetings. Open communication, collegiality and trust are priorities in our school. Parents are able, through an open door policy, to contact the school and address their concerns at all times. They have representation through the P&C to give input into school procedures and have expressed their satisfaction at the many special events occurring at the school. Students are able to raise any issues with their teacher or any other as well as use their SRC representative to present ideas. Surveys of various curriculum and management practices over the past few years have expressed a high level of satisfaction with various aspects of the school and will continue to be used as an ongoing guide for continued improvement of practices to maintain satisfaction.

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Professional learning

In 2012, staff engaged in an innovative, tiered professional learning model. Staff used professional learning plans, school targets and Centre for Excellence focus areas to engage in action learning. In Term 1 and 2 all staff participated in a range of ESL learner online modules in small differentiated groups led by a facilitator over a 6 week period. These groups focused on developing effective Reading, Talking and Listening and Writing student outcomes through explicit and systematic practice that provided effective support and opportunity for ESL learners. To complete the program each group provided feedback to the whole staff at the Term 2 School Development Day.

A range of staff K-6 also participated in the classroom ’Instructional   Rounds’ program, where staff were assisted to develop their explicit classroom literacy teaching practice through observation of student reading behavior in classrooms, analysis of school data, targeted professional readings and small group discussion workshops.

School Development Days were held on the first day of Term 1, the first day of Term 2, the first day of Term 3 and the last two days of Term 4. This time was dedicated to professional training in system and school priorities. During school development days in 2012 staff were assisted to develop knowledge, skills and understanding in the following areas:

Every Student / Every School;

Local Schools / Local Decisions;

Student Database – ESR Momentum;

Reporting to Parents;

Attendance roll marking procedures;

CPR – mandatory update;

You Can Do It! Social and Emotional well being;

iPads – educational / pedagogical transformation and the effective integration of the device into the classroom and

National Curriculum / New NSW Board of Studies English K-6 Syllabus – The Learner and the Curriculum.

Teachers reflected on current practice, modified and enhanced classroom programs and evaluated the action learning model collaboratively with colleagues.

Other Professional Learning Experiences included INTEL training, Speech Pathology – identification of deficits and intervention strategies, the K-6 Literacy Continuum and the National Curriculum / New BOS Mathematics Syllabus K-6.

School planning 2012—2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s  planning  documents.

School priority 1 Outcome for 2012–2014

To improve the literacy outcomes for all groups of learners

2013 Targets to achieve this outcome include:

To improve the reading outcomes of students; and

To maintain improvements In writing outcomes

These targets will be measured by:

62% achieve min growth reading NAPLAN

Yr3 0% students below minimum stand

Yr5 4% students below minimum stand

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Yr3 80% students top 2 bands

Yr5 58% students top 2 bands

Years 3-6 students to achieve an average of 3 marks improvement in whole school writing assessment results annually .

Strategies to achieve these targets include: To develop effective assessment of Literacy

skills among all staff; including development of Consistency of teacher judgment within and across stages.

To advance staff knowledge and understanding of the Literacy Continuum; development of shared and consistent understanding of student outcomes / work evidencing aspects of the continuum

To provide continued professional learning which addresses the needs of EAD students

To implement strategies which will continue to improve reading comprehension

To sustain the skills development of teachers in the areas of giving effective feedback; strategic questioning and developing reading fluency

To review and ensure that Guided Reading processes are targeted and effective and

To explore the use of technology in the development of student literacy skills.

School priority 2 Outcome for 2012–2014

Increased achievement for all students in Numeracy.

2013 Targets to achieve this outcome include:

90% of students achieving expected growth in Numeracy as reflected in Year 5 NAPLAN and school assessment measures.

Decrease in students scoring in lowest two bands in NAPLAN Numeracy to 4% in Year 3 and 0% in Year 5.

Increase in the proportion of students placed in the top two bands in Numeracy as reflected in the NAPLAN results to 72% in Year 3 and 77% in Year 5

Years 3-6 students to achieve an average of 3 marks improvement in whole school numeracy assessment results annually

Strategies to achieve these targets include:

Review and implementation of the Carlingford West Mathematics Policy and scope and sequence;

Monitor and evaluate the implementation of NAPLAN and school based data in whole school, stage and classroom planning;

Implementation of high quality professional learning program for staff in:

- assessment strategies and consistent teacher judgment;

- the new NSW BOS Mathematics Syllabus; including the trial of various units of work from ES1 to S3 and

- Train staff in in effective use of Best Start data and the K-6 Numeracy Continuum.

Develop school based assessment measures to support collation and analysis of school- based data including the implementation of whole grade numeracy assessments 3-6 conducted in February and November; measurement of individual growth and

Incorporate quality teaching elements into all aspects of teaching numeracy.

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About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Kevin Gerard, Principal

Paul Taylor, Deputy Principal

Mirjana Verisan, Assistant Principal

Kristy Frame, Assistant Principal – Executive

Teacher Mentor

Linda Ryan, Assistant Principal

Kathleen Candi, Assistant Principal Donna Raj, President P&C Association

School contact information

Carlingford West Public School

Address: Felton Road, Carlingford, NSW 2118

Ph: 02 9871 7187

Fax: 02 9872 2081

Email: carlingfow-p.school@det.nsw.edu.au

Web: www.carlingfow-p.schools.nsw.edu.au

School Code: 4393

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

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