Kitchener Public School Annual School Report

Transcription

1 Kitchener Public School Annual School Report

2 Our school at a glance Kitchener Public School is located six kilometers south of Cessnock and draws students from Kitchener, Abernethy, Quorrobolong, Cessnock South and some surrounding areas. The school s motto is One For All, which promotes individual progression and attainment. Kitchener Public School focuses on academic, social, sporting and environmental programs for achievement. The school focuses on high expectations for all students and is proactive in supporting the needs of the 21st century learner. Kitchener Public School is a member of the Cessnock Community of Great Public Schools which encompasses all public schools serving the Cessnock community. Kitchener Public School is a small primary school with an enrolment of 78 students (53 families), divided into four multi-aged classes. Boys make up 64% of the school population and girls 36% whilst 18 % of the students identify as Aboriginal. The school is supported by an active P&C and group of parent helpers who assist at school events, gardening initiatives, fundraising, open day and other community based events. The school actively works to support partnerships with parents, community members and the local Aboriginal Education Consultative Group (AECG). The school staff consist of a Teaching Principal, 4 classroom teachers, 1 Learning Assistance Support Teacher, 3 School Learning Support Officers, a School Administration Manager, a School Administration Officer (1day per week) and School Counsellor (1/2 day per week). All staff eagerly participates in Professional Learning that supports and enhances classroom practice and student academic achievements. Kitchener Public School is currently enhancing communication and relationships within the community through strength-based conversation, updated webpage, impressive newsletter format and a community open door policy with the community and school staff. Kitchener Public School actively participated in the Hunter Engagement Symposium that has enabled cohesive, strategic planning within specific a context that is informed by research to dramatically support student learning and engagement. Kitchener Public School participates in the Equity in Schools Program and National Partnership for Low SES Communities that provides additional teacher allocation and extra resources to support individual and small group programs focused on improving student outcomes, particularly in literacy and numeracy. These programs allow the school to strengthen classroom practice through effective teacher professional learning (TPL) and creative programming and assessment. The school provides educational programs Language, Literacy and Learning (L3) and Making up for lost time in Literacy (MULTILIT) which are specific literacy and numeracy programs funded through the National Partnership Low SES initiatives. 1

3 The school welfare policy is driven by the Positive Behaviour in Learning program (PBL), and promotes the core values of Safety, Responsibility and Respect. Our school s reward and behaviour management systems are being progressively adapted to centre on these elements. Kitchener Public School has a strong Peer leadership program within the school that support PBL initiatives and student welfare. Kitchener Public School student reading achievements levels indicate a high percentage of students across Early Stage 1 and stage 1 reaching regional and state targets. This is reflected in 100 % of Kindergarten students achieving Reading Recovery level 6, Year 1 results indicated 77% of students achieving level Reading Recovery level 16 and 66% of Year 2 students achieving Reading Recovery level 24. These results reflect the strength of the school s teaching and learning program in the early years NAPLAN results showed that 19% of Year 5 students achieved in the top two (proficiency) bands for Reading with 9% of students in the top bands for Numeracy and Writing. 50% Year 5 students displayed expected growth between 3 to 5 in Numeracy and 33% in reading. Therefore, one of our 2013 targets is to increase the percentage of students reaching expected growth from years 3 to 5 in the Numeracy and Literacy strands whilst also increasing percentage of students in the proficiency bands. Year 3 NAPLAN results showed that 37% of Year 3 students achieved in the top two bands for Reading, 9% in Writing, and 37% in the top two bands for Numeracy. Unfortunately the Year 3 NAPLAN results showed an increased number of students at or below National benchmarks in the Literacy and Numeracy strands and this data will drive our improvement programs for Teacher Professional Learning for will be focusing on the Quality Teaching Implementation, embedding programming and assessment practices that utilise the Literacy and Numeracy Continuums and are supported by the school s SMART data. Explicit Literacy practices and targeted Numeracy initiatives that maximize the use information technology in classroom practice will be a continued focus within the school. Messages Principal s message Kitchener Public School continues to strongly support the community and the students it serves. The six Key Learning Areas (KLA s) at Kitchener Public School are curriculum vehicles for promoting student achievement, personal growth and physical development. These areas are 2

4 supported through the Parents and Citizen s Association (P&C), Equity Funding, involvement in National Partnerships (NP) initiatives and the Department of Education and Training (DET) global budget. The school s efforts to improve student engagement through targeted Literacy and Numeracy programs across the early years have made significant gains in student results. Our student welfare policy and the Positive Behavior Learning (PBL) have continued to be cornerstone manner in which we promote the values and expectations within our school. Parents, children and staff were commended for their continued efforts and support to assist children s growth in curriculum areas including technology, Literacy, Language & Learning (L3), Mathematics, Premier s Reading Challenge, Aboriginal Education, Values Education, Kindergarten Orientations, High School transitions, excursions, Creative Arts performances, sporting events and community events. The school is an active member of Cessnock Community of Great Public School (CCGPS). This relationship is mutually productive and supports number initiatives across the Cessnock area. 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. Mr Todd Osland- Principal P & C message At Kitchener Public School we have an active and involved P & C who work as a team to support the staff and students. Our members work hard to fundraise for and provide additional services for our school, such as the weekly lunch run, end of year books, and the farewell gifts to the Year 6 students. In 2012 our P&C successfully supported the school in the organisation and running of events during the Easter parade and Small School s Mini Olympics. Both these events greatly benefited the students and the community of Kitchener Public School through kind donations of time and resources. Kitchener P&C jointly funded the technology upgrade to the SPR which has been a great addition to the school facilities. It is through fantastic teamwork, enthusiasm, commitment and co-operation that our goals are achieved. All members of the community are encouraged to join the P & C and contribute their knowledge and ideas for the benefit of the students. Ms Erin Jackson 2012 P&C President Student representative s message Year Six had very mixed emotions going into high school. They were very excited about going to High School and looking forward to all the exciting areas of study that will be available and the challenges associated with those. We have really enjoyed the facilities that are here at Kitchener. The chook pen, the oval, sports, the adventure playground, the SPR many excursions and our great computer lab all make coming to Kitchener Public School a great way to start our school life. We will continue to grow and be challenged in the future but will remember Kitchener. Year 6 School Leaders

5 Students School context Student information It is a requirement that the reporting of information for all students must be consistent Year K Total with privacy and personal information policies. Student enrolment profile Enrolments Male Year Student attendance profile Female Kitchener Public School s attendance rates have remained at a high level across the school. The schools use of Web Attend software in each class has also highlights attendance across Kitchener Public School. Management of non-attendance A number of initiatives have been introduced to improve daily attendance rates: Regular contact with parents in accordance with our attendance policy as well as our visual targeting tools connected to software Web Attend greatly benefited attendance rates. Gender Male Female Our Home School Liaison Officer Group continued to be a supportive member of our school with addresses to our parents at the school s Kindergarten Orientation Day. The Principal regularly visit our classrooms in an informal friendly fashion with a targeted approach towards attendance. Targeted interventions are implemented to support students with attendance rates below 80%. 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 2011 Class Size Audit conducted on Monday 21 March Roll class Year Total per year Total In class K/1 K K/ /2/ /2/ /2/ / / / / In 2012 the schools had 4 classes and were structure as followed: K/1, 1/2/3, 3/4 and 5/6. 4

6 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 Classroom Teachers 3 Support Teacher Learning Assistance 0.3 Teacher Librarian 0.2 Counselor 0.05 School Administrative & Support Staff 5 National Partnership created position- 0.5 Learning support and engagement Total 9.4 Kitchener Public school employed a targeted learning support and engagement teacher through National partnerships Low SES funding to assist with targeted literacy and numeracy programs, individual learning programs and classroom support. The National Education Agreement requires schools to report on Indigenous composition of their workforce. On the basis of the information available we have two identified indigenous staff. All staff have an increased understanding of Aboriginal education and Indigenous affairs. Staff retention In 2012 the school had a number of changes. The school principal retired early Term 1 with this position being filled in a relieving capacity until Term 3. The school employed a casual teacher on a temporary basis to fill the STLA and Teacher Relief (RFF) Positions. The school filled a long term leave classroom position with a temporary teacher. This position was filled in Term 4 will a new full-time staff member. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Degree or Diploma 100% Postgraduate 16% Financial summary % of staff 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 Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward 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. 5

7 both our Major end of year assemblies and open days. School performance 2012 Achievements Kitchener Public School prides itself as a school that aims high and offers a broad range of opportunities for its students. Arts This is a significant area of achievement at Kitchener Public School. Throughout 2012 the following initiatives occurred: Students were exposed to performing arts through Kitchener s Got Talent, Choir and Dance groups. This involved 75% of our students. The community proudly supported these performances with strong attendance at all events offered. The school choir gained valuable experience by performing at school events such as Presentation Day and special assemblies. Students gained confidence and developed their public speaking skills through public performances and school assemblies as well as competing at regional championships. Visual Arts continued to play a vital role in all students development with artwork on display at Sport As a part of our Active Classroom Active minds school participated in regular fitness activities featuring movement and sports-based exercise. A highly structured gross motor program operates in Stage 1 and Early Stage 1. A weekly sports program operates across the school with both skill development and active involvement key focuses. Participation in the Small Schools Swimming and Athletes carnivals exposed student to a broader group of students within our area. This allowed students to qualify further at zone carnivals in both these areas. The school actively participated in PSSA touch football, tennis, soccer and cricket. The school performed well above our small school status. Positive Behavior Learning In 2012 Positive Behavior for Learning (PBL) continued to support quality relationships and interactions within the school. The school has a strong PBL team who regularly discuss, plan and support students successes. The schools universals of Safety, Respect and Responsibility have all been explicitly taught across all classes within the school. This year has also seen students in years 5 and 6 lead activities within small groups as a part of our peer support program to consolidate the skills related to PBL. Other Whole school participated in the Premier s Reading Challenge with all K-2 students completing the program and students; 31 Year 4/ 5/6 students attended a 3-day excursion to Canberra together with 5 parent helpers; and Year 6 students and parents attended a Try-a- Skill day at Kurri Kurri TAFE. 6

8 Percentage of students Percentage of students Percentage of students Percentage of students Academic In the National Assessment Program, the results across the Years 3, 5, and 7 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. Reading NAPLAN Year Percentage in bands: Year 3 Reading Bands Percentage in Bands School Average SSG % in Bands 2012 State DEC % in Bands 2012 Numeracy NAPLAN Year Percentage in bands: Year 3 Numeracy Reading NAPLAN Year Percentage in bands: Year 5 Reading Bands Percentage in Bands School Average SSG % in Bands 2012 State DEC % in Bands 2012 Numeracy NAPLAN Year Percentage in bands: Year 5 Numeracy Bands Percentage in Bands School Average SSG % in Bands 2012 State DEC % in Bands Bands Percentage in Bands School Average SSG % in Bands 2012 State DEC % in Bands

9 Progress Progress Progress in reading Average progress in Reading between Year 3 and 5 0 Progress in numeracy The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link and enter the school name in the Find a school and select GO. Significant programs and initiatives Aboriginal education School State DEC Average progress in Numeracy between Year 3 and School State DEC Kitchener School has worked closely with our Cessnock Community of Great Public Schools to ensure that our ten Aboriginal students are fully involved in as many local events as possible. At Kitchener School we have an integrated approach to Aboriginal culture across all Key Learning Areas (KLA s). Aboriginal perspectives and beliefs were emphasized throughout units of work in Literacy, HSIE, Science, Environmental Education and Art activities. Our Aboriginal students academic results have improved overall, as have their Creative and Performing Arts results. Some students played prominent roles in our whole school concert. Kitchener Public School staff, students and members of the wider school community were involved in celebrations in relation to NAIDOC Week, Reconciliation Week and also Close the Gap Day throughout Terms 2 and 3 in Our school participated in the Books In Homes program throughout Terms 1, 2 and 4 this year. The program has given Aboriginal students at Kitchener Public School the opportunity to engage in quality literature written primarily by Indigenous authors. Feedback from students and families involved in the program has been positive. In 2012, two students, one in Year 4 and one in Year 6 were recipients of Korreil Wannai Achievement Awards from our Local Management Group Aboriginal Education Committee. These awards were given for Academic Achievement. Multicultural education Aspects of different cultures are recognized at Kitchener School and a number of parents have a heritage from countries overseas. Perspectives and attitudes required for a culturally diverse society are integrated into our curriculum within programs of Literacy, personal development, HSIE, visual arts, dance, drama and music. Additional research topics on world geography and other countries further develop knowledge skills and attitudes which cultivate understanding of different cultures and racial acceptance. 8

10 National partnership programs Kitchener Public school has been in their second year of funding from the Federal Government s National Partnership Low Socio-economic Status school (NPLSES) Communities initiative. Participation in the NPLSES initiative has given the school opportunities to further develop literacy, numeracy, classroom practices and community partnerships based upon: Effective, evidence-based teaching; Engaging leadership and targeted schoolbased initiatives; Embedding whole school engagement processes to monitor school performance and identify support as needed whilst recognising significance of cultural perspectives. National Partnerships strategies were implemented in the following ways: Ongoing support towards Cessnock Community of Great Public Schools initiatives; School leaders identified to co-ordinate, model and work collaboratively to implement National Partnerships with a strong focus on explicit classroom practice and mentoring; The L3 methodology was realigned and embedded across early years classrooms and was supported by explicit evidence-based approaches, Consistent Teacher Judgements (CTJs) and the Literacy K-6 continuum; Parents and community members perspectives were embedded into school plans and future directions; A School Learning Support Officer (SLSO) was employed to support K-2 classroom practice and learning activities supported by the Learning and Support Teacher (LaST) interventions; Using the QTF to support assessment practices and the current literacy and numeracy continuums; Introduction of Quick-Smart Numeracy intervention program to support students in need of the aspect of Number; and Increased data tracking using electronic data software to support differentiated learning approaches and strength-based approaches; Staff continued to be trained and supported in a number of ways: DEC online training modules in classroom behaviour and student learning, Explicit focus on the Quality Teaching Framework and Professional Teaching Standards as well as regular classroom practice observations, by a school mentor/ other teachers. Collaborative tracking and targeted discussions linked to individual assessments and reporting. Trained specialise leaders to work with whole staff in the targeted areas of Literacy, Technology and community engagement. In 2013 the learning community will continue its focus on support for improvement in literacy and numeracy, teacher quality, student engagement and improved outcomes all students PSFP- Equity Funding In 2012 the major focus of the Priority Schools Funded program was the development of strong community relationships and quality learning resources for students. This resulted in: an increase in parent involvement in the learning process; strengthened positive school relationships between parents and the school; intense monitoring and following-up of student attendance; developing links with cultural and community groups; and Regular updates and contributions to the school web page. On-going mentoring of staff with the use of Smart Boards and technology in the classrooms; 9

11 providing extra reading and numeracy support for particular groups of students e.g. MULTILIT, QuickSmart; implementing the explicit teaching of school PBL universals (Safety, Respect and Responsibility) and maintain tracking and support in classroom practice; Progress on 2012 targets Target 1 To improve the Literacy outcomes for all students, especially in Reading and Writing. Increase the number of Year 5 students in the top two bands in NAPLAN writing by 3%. Decrease the percentage of Year 3 students performing at or below minimum standards in NAPLAN writing. To maintain the number of Kindergarten students achieving an independent reading level of 6. To increase the number of Year 1 students reading a Level 16 and Year 2 students reading a Level 26. Our achievements include: Student reading achievements levels indicate a higher percentage across Early stage 1 and Stage 1 in 2012 o o o 100 % of Kindergarten students achieved RR level 6 Year 1 results indicated 77% of students achieving level RR16. Year 2 results indicate 66% of students achieving level RR24 Students, staff and parents all indicated positive outcomes and progress linked to the Language, Literacy and Learning (L3) program from Kindergarten intervention. Staff and parents indicated a lot of similar techniques use between kindergarten and stage 1; enabling strong academic progress. 18% of Year 5 students performed in the top 2 in Reading, which was 6% below expected target. 64% of Year 3 students performed at or below minimum standards in NAPLAN writing. This reflected a variety of key components related to cohort, attendance and staff consistency. Explicit approaches in 2013 will target skills identified in 2012; To improve students results the school will focus on Growth targets across K-6. This will show 70% of all students moving across their age appropriate cluster in 2013 in Reading Text, Writing and Comprehension on the Literacy Continuum The school will increase explicit professional learning with an increase to Level 3 (Changes to teaching Practice) from Level 1 on the Guskey Framework on the implementation of explicit literacy teaching programming, providing quality feedback and tracking utilising the Literacy K-6 continuum and NAPLAN SMART data in Target2 To improve Numeracy outcomes for all students, particularly in Number Targets to achieve this outcome include: Increase the number of students in Year 5 in the top two bands in overall NAPLAN Numeracy by 3%. To decrease the percentage of Year 3 students performing at or below minimum standards in NAPLAN Numeracy. To ensure all students are on track with Numeracy by the end of Stage One. Our achievements include: 38% of Year 5 students achieved top two bands in Numeracy which was the 2012 interim target for 2012 ; 10

12 The school achieved this target with a consistent approach towards key concepts relative to academic needs and strengths; 55% of Year 3 students performed at or below minimum standard in Numeracy. The school did not achieve the interim target of 28% in 2012; To improve students results the school will focus on Growth targets across K-6. This will show 65% of all students moving across their age appropriate cluster in 2013 in Counting Sequences, Pattern and structure and Place value on the Numeracy Continuum Target 3 To actively engage students in their learning. To ensure quality teaching is implemented in all classrooms. Increased use of technology in all classrooms. Positive Behaviour for Learning data demonstrates an increase of students following the school s universals and values. Our achievements include: Classroom observation, programming and assessment reviews, staff interviews showed a difference in the levels in which the implementation of quality teaching was occurring. This evidence supported further TPL was needed to ensure full implementation within the school; Staff feedback and plotting on the QT implementation matrix V3 showed an emerging use of QT across the school ; Classroom and playground data indicated a 22% decrease in referrals from 2011 data. This data incorporated with school stakeholder feedback demonstrated an increase of students following school s universals; Utilising the matrix together with staff observations, comments, surveys and student feedback indicated the target of level 2 was achieved on the ICT Teaching and Learning Matrix Target 4 To strengthen community engagement by incorporating all community members into every aspect of the school. To increase parental engagement in supporting their child s learning. To improve the school communities understanding and involvement in the school s planning operations. Our achievements include: Enhancing and strengthening Community Engagement via the creation of a Community Promotion Team (CPT), Staff and parent surveys indicate the community promotion team made up of staff, parents and students has been very effective in improving the image of the school and engaging the community to be more involved in the school Support open two way communication between the school and its community to improve student learning, school image and foster increased parent/ community involvement in the school. Observation of parent numbers at school events has increased from the start of the year. Parents focus groups have noted they like where the school is heading and it has a good feel about it, kids like it Developing and publishing a shared vision and purpose within the whole school community. Participation of staff in school based workshops on developing shared vision has been positive. Parent engagement in the process has been lower than expected, however the small group has a focus on building increased collaboration in the future. 11

13 School evaluation Early Years Small Group Literacy Instruction (L3) Reforms Background Year 3 literacy NAPLAN results and Kindergarten Best Start Data at the school in 2010 showed that students were performing below state averages in literacy in the early years. The school invested in the L3 program for Kindergarten in Strategies ES1 teacher attended L3 training The Language Learning and Literacy (L3) program involves small group instruction in reading, writing and comprehension in the kindergarten classroom. Using Best Start and class based assessment early stage one students are grouped according to their needs and are taught in specific small group literacy lessons. This Professional Learning is supported by 10 half day training sessions and in class visits by the L3 Regional Trainer. The local management groups have also created opportunities for additional networking and professional learning afternoons to further support the implementation of the L3 program. The in school process to support this was as follows: A School Learning Support Officer (SLSO) was employed to support early year s literacy initiatives. This SLSO worked as a paraprofessional within the classroom focusing on individualised learning directions and support. A School Curriculum Leader was employed to support programming, assessment and individualised tracking. Principal released as literacy/numeracy mentor to implementation. This included; follow up analysis, supporting the grouping process and demonstrating small group specific teaching. Principal and staff continued timetabled support for Language, Literacy, Learning (L3) ES1 program across 4 mornings per week. This included: assessment of ES1 students using explicit literacy assessments that supported the grouping process whilst demonstrating specific teaching in guided reading, guided writing and reading to. Findings Analysis of school-based assessments, Best-Start ongoing tracking, L3 parent, teacher and student focus groups and L3 survey; feedback indicated the following: Most staff felt that student needs are considered when allocating literacy teaching resources and are used effectively to improve academic results. Parents indicated that L3 is giving their children more opportunity to read and write in the classroom as they are amazed what they are able to do from an early age. Parents felt that the school supported them to help their children with literacy by developing opportunities to watch the class work and interact where possible. Also parent believed by communicating literacy ideas and strategies regularly and in an open manner their understanding of the progress of their child was greater. Parents were also asked to compare the way reading and writing is taught today to how it was done previously. Comments included they used to just scribble now see what they can do, there is a lot more individual learning now, students are grouped according to their level, students enjoy the tasks they do and homework is closely linked to the daily classroom activities. Staff feedback indicated an increased understanding of the use of data and how this is transfer into learning activities 12

14 85% of kindergarten students indicated that they enjoyed working in groups when they read and write. 100% of students felt that they had lots of opportunity to read books and write stories with their teacher. 85% of students felt that their teacher was helping them to become better readers and writers. As a result of participating in the L3 training the early stage one teacher indicated that: her understanding of implementing differentiated guided reading and writing lessons for her students had developed, her programming had changed to reflect differentiation and that student data in both text reading and writing was at a higher level than in previous years. She regular evaluates the processes that occur in her classroom which has greatly influence student achievements and work samples. The teacher indicated she had developed deeper understandings of how to read to students, and saw the value in the 3L processes. Her understanding of the progression required to facilitate comprehension, writing and speaking skills has dramatically increased. Her understanding of explicit teaching of ES1 literacy syllabus outcomes and use of the Literacy continuum as a means of tracking has also contributed to improved student learning. As a result of professional learning and the implementation of L3 the kindergarten teacher increased her expectation of students, developed new knowledge, skills and understanding that are transferable to any stage of learning and engaging in deep discussions enhanced her understanding as an educator. Student L3 data indicates an increase of the % of students reaching regional text level targets from: 80% to 100% in ES1, 57% to 77% in year 1 and from 55% to 66% in year 2. Changes in systems and practices Early years teachers are programming new learning and revision activities based on the individualised needs of the students. L3 strategies and teaching methods are embedded into early stage one teaching and learning cycle. Teachers regularly share ideas and engage in lesson study to deepen understandings and reflect on practice Parent/ community volunteers are now more willing to participate in Literacy lesson and assist with learning at home. Conclusion Focus group discussions with staff, students and parents reflect the positive impact L3 has had in its first two years within Kitchener Public School. Results in terms of reading levels have exceeded targets set this year, progress is continuing to be seen through years 1 and 2. Overall support and success for L3 within the school has generated an increased focus on Explicit Literacy teaching and enable effective professional learning to take place between staff and the community. Future Directions L3 will continue in 2013 with the kindergarten teacher now supporting processes with the Stage 1 teacher. The school will continue to employ an early years SLSO to enhance individualised processes. The Principal and parent volunteers will continue to support the groups. The early years teachers will continue to be supported by the school to connect with the L3 program through network groups and TPL opportunities. L3 cohorts will be tracked using the Literacy Continuum and Year 3 NAPLAN and compared to pre L3 results. Parent, student, and teacher satisfaction In 2012 the school sought the opinions of parents, students and teachers about the school. 13

15 Their responses are presented below. Students, staff and parents all indicated positive outcomes and progress linked to the Language, Literacy and Learning (L3) program from Kindergarten intervention. Staff surveys and focus group reflected positive improvements in students actively pursuing behaviour strategies linked to PBL. 95% of student surveys said that PBL supported positive behaviour within the school especially in the playground. Parents indicated that technology was important in students learning and the school should look to incorporate tablets or small devices into group work as there is alot of available resources. Student surveys and focus groups suggested that the best way they learn is when they have the opportunity to explore different approaches in small groups, not learn about stuff they already know about or done before Parent feedback from focus groups, surveys and interviews indicated a common thread that they believed their children were good readers but often not as good in writing. Parent focus groups believed the school had good teachers at the school that were always willing to help their child learn. Professional learning During 2012 staff attended professional learning courses: Targeted and Explicit writing, Every Student Every School modules, Classroom Behavior that supports personalized learning, Quality Teaching, TNT (Targeted Numeracy Teaching), NSIP (National Partnership in Schools), L3 (Learning, Language & Literacy), Embedding technology into classroom practice, Cessnock Community of Great Public Schools combined staff development (linked to Aboriginal Education, Student Welfare, School Promotions and Transition across schools) and Beginning Teachers programs. School planning 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 To improve Literacy outcomes for all students, especially reading, comprehension and writing whist increasing staff professional learning to support explicit Literacy teaching processes 2013 Targets to achieve this outcome include: To maintain 80% of kindergarten students reading at an instructional level 6 in 2011 to 2014To maintain current 2012 percentage of 77% of Year 1 students reading at an instructional level 16 in 2013 and increase to 80% in 2014 To Increase the number of Year 2 students reading at an instructional level 26 from 66% in 2012 to 70% by the end of To increase percentage students Years 3 to 6 achieving their year appropriate cluster in Reading texts and Comprehension aspects on the Literacy Continuum from 50% in 2012 to 60% by Growth targets across K-6 will show 70% of all students moving across their age appropriate cluster in 2013 in Reading Text and Comprehension on the Literacy Continuum 14

16 Increase to Level 3 (Changes to teaching Practice) from Level 1 on the Guskey Framework on the implementation of explicit literacy teaching programming, providing quality feedback and tracking utilising the Literacy K-6 continuum and NAPLAN SMART data in To increase percentage students Years 3 to 6 achieving their year appropriate cluster in Aspect of Writing on the Literacy Continuum from 45% in 2012 to 60% by Growth targets across K-6 will show 65% of all students moving across their age appropriate cluster in 2013 in Aspects of Writing on the Literacy Continuum Increase to Level 4 (Changes to student learning practices and behaviours) from Level 1 on the Guskey Framework on the implementation of explicit writing processes that provide quality feedback and track students utilising the Literacy K-6 continuum and NAPLAN SMART data in Increase the level of implementation of the QT framework across the school as measure by the QT Implementation Matrix V3 (PLLD) across the 3 focus areas from emerging to establishing by 2013 Strategies to achieve these targets include: Realign strategies that continue and support L3 explicit teaching of literacy strategies across the early years (Stage 1 and Early Stage 1). Utilise expertise of L3 within the school to embed similar practices across stage 1 supported by School Literacy Leader, Learning Assistance Support Teacher (LAST) and targeted early years SLSO. Develop and Implement Focus on Reading methodology into classroom practice supported by explicit evidence-based approaches ( Quality Literacy Resources, Quality Teaching Rounds) and regular Consistent Teacher Judgment (CTJ) opportunities embedding into each term calendar Teachers effectively plan, develop and embed literacy strategies that utilise the Literacy Continuum, NAPLAN smart data, Quality Teaching Framework, Literacy Policy support documents and current best-practice pedagogy. Staff collaboration and planning embedding into staff meetings and targeted Professional learning sessions to ensure consistency of teacher judgements across all aspects of the Literacy strand and are linked to Schoolbased targets. Parents involved in a variety of information and collaboration sessions that will support student outcomes at school and home. School investigate and introduce schoolbased afternoon learning centre which will allow parents to be involved in a variety of information and collaboration sessions that will support student outcomes at school and home. School priority 2 Outcome for To strengthen community engagement by incorporating all community members into every aspect of the school Targets to achieve this outcome include: To improve the school communities understanding and involvement in the school s planning operations from level 1 to Level 3 on the School Community Partnerships matrix in the strand of Communication among home, school and community by the end of Interim targets to achieve this will be a Level 2 by the end of

17 To increase the school communities understanding and involvement in the school s planning operations from level 1 to Level 3 on the School Community Partnerships matrix in the strand of Communication among home, school and community by the end of Interim targets to achieve this will be a Level 2 by the end of Strategies to achieve these targets include: Increase links with the community to support further mentoring, school-based initiatives that support student learning and promote active parents as volunteers Improve open, two-way communication between home and school including: -parent/carer participation in the development of policies, procedures and programs, - increased two way information opportunities between the school & the community in collaboration with SASS and Website Coordinator including a newsletter linked to students /parents in the community article 2 X Semester Continue to build the image of the school with the publishing of 2 positive news stories in the local press per term, increased signage around the school, updated front office displays of student work Develop and publish a shared vision and purpose in collaboration with the whole school community Establish a twice a week school/ community run Learning Study Centre in the school. Trial parent seminars ( engaging with your child s learning literacy, numeracy, technology, science and student welfare ) linked to student and parents needs at various time to maximise attendance Community members, in consultation with staff are involved in school planning and decision making. Three way Parent/Teacher interviews are implemented and provide opportunity for individual goal setting. School welfare officer, Interrelate and the school work in partnerships to support positive relationships, family connections and building of skills to support student s welfare 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. Todd Osland Principal Ms Erin Jackson 2012 P&C President 2012 Student Executive Mrs Sue Firth - Teacher Miss Judy Fradd - Teacher School contact information Kitchener Public School 38 Richmond Street KITCHENER NSW 2325 Ph: Fax: kitchener-p.school@det.nsw.edu.au Web: School Code: 2315 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: 16