Our school at a glance

Transcription

1 4020 Glenroi Heights Public School Annual School Report

2 Our school at a glance Students Glenroi Heights Public School student enrolment figures fluctuate each year. The mobility rate is 38%. The average enrolment in 2011 was 240 students. The percentage of indigenous students averages 40%. Our attendance figures are increasing and in 2011 we remain on target to match the State average in Staff All staff meet the professional requirements for teaching in NSW public schools. The staff consists of 1 Principal, 4 Assistant Principals, 19 Teachers, 6 School Learning Support Officers, 1 Aboriginal Education Officer, 1 School Administrative Manager, 1 School Administrative Officer. Significant programs and initiatives Priority Schools Funding Program PSP continues to be integral in supporting the implementation of the school management plan. The funding continues to support Teacher Professional Learning in Reading to Learn and its implementation in every classroom across the school. Funding has enabled stage planning days to analyse external and in school data. The data is used to inform the development and implementation of explicit teaching strategies to address students learning needs in Literacy and Numeracy Our PSP staffing allocation in 2011 was used to support collaborative team planning and new teachers to Glenroi Heights Public School. Schools in Partnership Glenroi has entered its fifth year on the SiP Program. Our Aboriginal Community is growing and working with the school to promote student learning. Personalised Learning Plans are developed for all our students in collaboration with parents. NAPLAN trend data shows our Year 3 Aboriginal students overall achieving above the state level of Year 3 Aboriginal students. In more staff trained with the Stronger Smarter Institute through the Queensland University of Technology. Two staff members have done further training to become facilitators in Stronger Smarter Training. The Step up the Reading Program gives intensive support to targeted students in Literacy. Students involved in this program have shown growth in their Literacy achievements through inschool data and NAPLAN. Yarning Circle for parents and community happen twice a Term. This provides a safe, secure, unstructured environment where everyone s opinion is valued. Deep substantive conversations give the opportunity to discuss identity and culture. Grasshoppers Playgroup continues to grow with many new families joining. Through this avenue parents can also access services such as medical, housing and Centrelink. During 2011 the school worked on improving communication with parents. We began to produce our Newsletter so it could be accessed electronically by parents and community. We also developed an online presence through Facebook and Twitter. National Partnerships Low Socio Economic Status Glenroi Heights Public School continues to be part of the LSES National Partnerships. This program provides funding to allow schools to implement strategies to improve the literacy and numeracy skills of students. The National Partnership Mentor and Connected Learning Coach works with the school. The Connected Learning Coach has professionally developed staff to integrate technology into classroom learning. A Quality Teaching Mentor continues to work with staff to build capacity to analyse data and identify students learning needs, focusing on teacher professional learning and quality teaching learning. 1

3 We have an intensive focus on language in Early Stage 1 and Stage 1 with a teacher working with targeted students. The integration of technology into teaching/ learning is supported with the purchase of a class set of laptops. This ensures that classroom learning is engaging, relevant and that students are given maximum opportunities to use technology in their learning. The Parents as Tutor program builds capacity in parents to work in school supporting Literacy and Numeracy and developing the skills to help their own children at home. Student achievement in 2011 Year 3 and Year 5 students completed NAPLAN assessment. The Year 5 results showed a greater than state average growth in the area of Grammar and Punctuation. Over 50% of Year 3 students have achieved in the top 2 bands for writing. Messages Principal s message 2011 was a dynamic year for Glenroi Heights Public School with the innovations, planning and directions of the previous four years delivering growth and improvement in student learning and quality teaching. Our inschool and Naplan data are now placing us ahead of our like school groups and several of our students are attaining proficiency in their work. In 2011 our year 3 writing results were outstanding and our Kindergarten students displayed a real readiness for future learning Our focus on Leadership at every level, excellence in teaching from all staff in every classroom every day, engagement and attendance of every student and parent/school connectedness have all come together to create a school learning culture of which I am very proud. In term 3 we opened Our Place, a space where school and the community come together in harmony. Our Personal Learning Plans, where our students, their teacher and their parents work together in literacy and numeracy learning continue to develop. It is exciting to see each student talk about their learning in these forums each Semester. The Positive Behaviour for learning program underpins everything we do at G.H.P.S.. Our expectations of Respect, Responsibility, Cooperation and Safety are now common dialogue throughout our school community. Our PBL team have presented our best practice at regional forums and shared with many other schools. We have been invited to be part of tier 2 in Our teachers continue to strive for excellence in their teaching and are involved in weekly professional learning. Our teacher mentor and stage leaders have lead this professional learning in This year we have trialed communicating with our community differently and we now use social media sites to inform our families of school happenings and future directions. Our Facebook and Twitter sites will be developed further in is developing as another busy but student learning focused year. Mrs Meredith Frater will relieve as Principal as I step into a regional role for the year. As Principal it is a privilege to have lead G.H.P.S. in 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. Jane Cameron Student representative s message [Insert name of student representative.] 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. 2

4 Student enrolment profile Our school continues to maintain consistent enrolments with a variation of 5%. Boys account for approximately 60% of all enrolments. Gender Male Female Management of non attendance The school has developed a school attendance plan including rewarding regularr attendance and monitoring unsatisfactory attendance. Class attendancee data is analysed and classes publicly recognized for achieving the highest percentage. Class sizes Primary classs 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 KH Year K Total per year 15 Total In class 15 Student attendance profile Our school s improved attendance in 2011 has us on track to meet or exceed regional and state targets. KS K 2/1G 1 2/1M 1 2/1V 1 2/1G 2 2/1M 2 2/1V 2 4/3E 3 4/3J 3 4/3E 4 4/3J 4 6/5J 5 6/5L 5 6/5J 6 6/5L Structure of classes GHPS structures classes in Stages. Early Stage 1, Stage 1, Stage 2, Stage 3 and special needs classes. Each stage lead by an Assistant Principal and plan collaboratively. All curriculum areas are based on a whole school developmental process. Staff information 3

5 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 Assistant Principal(s) 3 Assistant Principal Moderate Intellectual 1 Disabilities Classroom Teachers 6 Teacher of Mild Intellectual Disabilities 1 Teacher Early School Support Program 1 Teacher of Moderate Intellectual 2 Disabilities Teacher of Multi categorical 1 Pre school Teacher of Young Children 1 with a disability Teacher of Reading Recovery 0.5 Support Teacher Learning Assistance 1 Teacher Librarian 0.6 Counsellor 1 School Administrative & Support Staff 2.1 The National Education Agreement requires schools to report on Indigenous composition of their workforce. We have one Aboriginal teacher employed at Glenroi Heights Public School. Three permanent SLSO positions are filled with Aboriginal women. We have one Aboriginal Education Officer. The school also employs an Aboriginal artist throughout the year. Staff retention Our staff retention rate is high. We had two teachers transfer into our school, one into the mainstream and the other to fill the vacancy provided by the establishment of another support class. There is staff who are looking at making career path moves to executive positions. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 70% Postgraduate 30% 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: 30/11/2011 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 2011 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 2011 Achievements Arts During 2011 our students were involved in many activities. These include the Orange Eisteddfod for dance and percussion, and the local and district Public Speaking and Chess competitions. 4

6 A quilt is now hangingg in Our Place that was created as a whole school project. Each class has a panel they created using a variety of techniques representing their class. Sport The Senior Boy s Rugby League team made it to the final of the Western Region PSSA competition. Their success was supported through strong community involvement and teamwork and sportsmanship form all players. Students represented the school at district, regional and state athletics and cross country competitions. Academic In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessmentss 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) and/or Literacy NAPLAN Year 3 5

7 [Enter your text and graph from Electronic Data Summary Sheet where appropriate..] Numeracy NAPLAN Year 3 [Enter your text and graph from Electronic Data Summary Sheet where appropriate..] Literacy NAPLAN Year 5 6

8 [Enter your text and graph from Electronic Data Summary Sheet where appropriate.] Progress in literacy [Enter your text and graph from Electronic Data Summary Sheet where appropriate..] Numeracy NAPLAN Year 5 7

9 Year 3 Percentage of Year 3 students achieving at or above minimum standard (exempt students included) [Enter your text and graph from Electronic Data Summary Sheet where appropriate..] Progress in numeracy [Enter your text and graph from Electronic Data Summary Sheet where appropriate..] 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. Reading Writing Spelling Grammar & Punctuation Numeracy Our school has a number of support classes. Six of the Year 3 students in the support classes are exempt from sitting the NAPLAN because of their disability. The following table indicates the percentage of studentss below the National Minimum Standard with the exempt studentss excluded from the data. Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded) Reading Writing Spelling Grammar & Punctuation Numeracy Year 5 Percentage of Year 5 students achieving at or above minimum standard (exempt students included) Reading Writing Spelling Grammar & Punctuation Numeracy Our school has a number of support classes. Two of the Year 5 students are exempt from sitting the NAPLAN test becausee of their disability. The table below indicates the percentage of studentss below the National Minimum Standard with the exempt students excludedd from the data. Percentage of Year 5 students achieving at or above minimum standard (exempt students 8

10 excluded) Reading 71.9 Writing 84.4 Spelling 78.1 Grammar & Punctuation 75.0 Numeracy 81.3 [Enter your text and one or two data tables for each of Years 3, 5, 7 and/or 9 from Electronic Data Summary Sheet as appropriate.] Significant programs and initiatives Aboriginal education Multicultural education National partnership programs [Enter text here if participating in National Partnership programs.] Other programs Programs for students with additional education needs. GHPS has 6 support classes including Early Intervention. There are two infants and two primary classes to support students with a range of needs including Autism and Moderate Learning Disabilities. We have one primary IM class for students with a Mild Learning Disability and Early Intervention assists children with a range of disabilities and their families to prepare for school. These classes are integrated into our whole school to enable students in support to access all areas of school life at GHPS. Children in our support classes have access to programs which assist their learning such as; Reading to Learn (literacy and maths), horse riding, cooking, library, scripture, music, integrated sports as well as the opportunity for integration into mainstream cases for specific curriculum development. Students in mainstream classes who have a mild learning disability or additional needs are supported through the Learning Support Team (LST). The LST in collaboration with teachers, develop programs to best support these children in the mainstream setting. Children can access funding support which provides SLSO (school learning support officer) time in class to work with a particular child. The SLSO time depends on the amount of funding accessed. Staff in support classes have trained in Special Education and most SLSOs are or have completed TAFE courses designed to develop their skills in the classroom. Progress on 2011 targets Target 1 Increase the proportion of students in 75 percentile by 10% Our achievements include: We are still working towards this target for our Year 3 students. Year 5 students have achieved this in all aspects of Literacy and 2 aspects of Numeracy. Target 2 To increase to 60% targeted students reading at or above year benchmark. Our achievements include: 77% of Kindergarten students are reading at or above regional benchmark level. 65% of Year 1 students are reading at or above regional benchmark level 63% of Year 2 students are reading at or above regional benchmark level Target 3 Decrease the percentage of mainstream students in bottom 2 bands to regional level. Our achievements include: Year 3 students have achieved this Reading, Numeracy and Number, Patterns and Algebra. 9

11 Year 5 students have achieved this in Writing. Target 4 To move whole school to level 3 PBL in Our achievements include: The school was invited to the next Level of PBL training (Tier 2) by the end of Target 5 To reduce by 10% in 2011 days lost to suspension. Our achievements include: We have reduced the days lost to suspension by more than 40%. Target 6 Decrease the number of unjustified whole day absences by 10% for every student K 6. Our achievements include: Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations one related to educational and management practice and the other related to curriculum. In 2011 our school carried out evaluations of [Enter text here.] PLPs Educational and management practice PBL Background Findings and conclusions Future directions Curriculum Background Findings and conclusions Future directions Other evaluations Parent, student, and teacher satisfaction In 2011 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. Professional learning 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 [Enter outcome here] 2012 Targets to achieve this outcome include: [Enter text here as required.] [Enter text here as required.] Strategies to achieve these targets include: School priority 2 Outcome for [Enter outcome here.] 10

12 2012 Targets to achieve this outcome include: [Enter text here as required.] [Enter text here as required.] Strategies to achieve these targets include: [Add more priorities as required.] 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. Mrs Jane Cameron: Principal Mrs Meredith Frater: Principal (Relieving) Mrs Bernadette Holmes: SAM Mrs Karen Brill: Assistant Principal Mr David Menzies: Assistant Principal Mr Christopher Sutton: Assistant Principal Mrs Amy Bonney: Assistant Principal Mrs Sandra Hill: School Teacher Mentor School contact information Glenroi Heights Public School Maxwell Avenue, ORANGE, NSW,2800 Phone: Fax: glenroihts Web: p.school.nsw.edu.au School Code: 4020 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: 11