Message from the Principal

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2 The Annual Report for 2015 is provided to the community of Epping North Public School as an account of the school s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Ms Joanne Wilcher PRINCIPAL Message from the Principal This section of the Annual Report provides the principal with an opportunity to convey a personal message to parents/caregivers and the school community. It also provides an opportunity to celebrate significant achievements in the school during (It may also include messages from school parent and/or community groups and from student representatives.) In publishing this report to the school and the wider community, I acknowledge the Ku ring gai and Dhurag people on whose land the school was built. Epping North Public School s success is underpinned by three key elements that promote the quality and innovative learning and teaching programs. We are well positioned and are committed to providing the best education and broad range of opportunities for our students. Across every classroom, amongst all of our families, with our teachers, administrative and support staff we should all be proud of our achievements this year. Firstly our students have continued to succeed in all aspects of school including academics, sport, the arts and interpersonal and general capabilities. Students have demonstrated continued effort, practice and resilience to solve, learn, create and gain not only amazing knowledge but vital skills of communication, collaboration, and critical and creative thinking. I believe that respect, responsibility and resilience are the keys to success and these core beliefs are part of the fabric of our school. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

3 Areas of student achievement, participation and engagement for 2015 include School leaders; Student Representative Council; Sporting House Captains; Environment Representatives Peer Mediators Library Monitors Public Speakers and Debaters; The students who excelled in the UNSW ICAS tests; Students who have represented us at district, region and state in sport and the Creative Arts; Band, Dance, Choir and Percussion group members; Maths Olympiad; Those students who always have a go and make the most of everyday at school; Secondly our teachers are highly skilled and their commitment to continually improving their craft of teaching cannot be faulted. Every day and every event at our school is a team effort and I work with a fantastic team. Epping North staff have led many professional learning sessions across a wide range of networks. They are widely recognised for their work around Future Pedagogies. Thirdly our school values the productive and purposeful relationships that have developed with our families and the community. Many parent volunteers help with reading, canteen, band, dance, chess, uniform shop and fundraising and these contributions directly support all students to participate in opportunities that enrich their lives and build confidence and self-esteem. The support of our parents as individuals and through the P&C has significantly added to the quality of the learning experience that our students enjoy. The financial contribution by the P&C has supported many key educational programs including, the writing program, the newly refurbished CAPA room, technology and our school environment including the K-2 playground landscaping, the revamp of Koala Grove, the grandstand and a hugely successful fete that saw the whole Epping Community celebrate our school. The P&C has supported the school and shares the school wide commitment to create a school with purposeful, successful learning for all students. Without the P&C and our many parent volunteers we would not enjoy the same high quality environment, teaching and learning and extra curricular activities. Additional extra curricula activities include choirs, public speaking competition participation, student leadership development opportunities and Premier s Spelling Bee participation, along with many others. We do certainly have so much to be proud of at Epping North, and I hope this annual report conveys not only individual and collective achievements but also the unique qualities of the children, teachers and parents who make up our amazing school. 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. Joanne Wilcher Principal EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

4 Message from the P&C President The Epping North Public School P&C is extremely lucky to have an excellent working relationship with the school staff. Our principal, Jo Wilcher, is passionate about embracing change that enhances our children s primary school experience - allowing our kids to embrace their passions and individuality. The P&C continues to provide the extra-curricular activities of Band, Chess, and Dance. These programs require volunteers to run smoothly. No less than 15 families are required to deliver these activities (convenors, group supervisors, treasurers). That does not include the families who provide supervision on a weekly basis. The P&C also provides the weekly Canteen and Uniform Shop services. Each has a Convenor, Manager, Treasurer, and committee members to deliver a high quality service meeting the exacting standards of our community. The Canteen continues to provide delicious homemade morning tea and lunches in addition to a popular Meal of the Week. It is mindful of the growing need for gluten free and allergy sensitive options. Our menu is determined and approved by parent volunteers working with staff members. The Uniform Shop introduced a new range of sports uniforms that are lightweight and infinitely better suited to playing sport in our Australian climate. Both our retail services now use Flexischools. This has made it so much easier for all parents but in particular for our growing number of working parents. You can order a uniform online and it will magically appear in your child's classroom! However, it is not actually magical It involves a team of parent volunteers to monitor the Flexischools orders, collate the items of uniform, and deliver to the classroom. The P&C runs a calendar of fundraising activities each year. Our biggest event this year was our Biennial Fair. Raising $22,000, it involved 16 stall supervisors and at least 80 volunteers. Even the children (45 of them!) volunteered to help. The kids did it gladly despite cutting into their rides and fun time following the example of their parents. The 2014 Quadrangle improvements enabled large portions of the community to enjoy a lovely shaded view of our entertainment stage whilst munching on a now famous ENPS Works Burger. The weather was extremely kind and made for a wonderful atmosphere of fun and laughter. Special thanks goes to our Corporate Sponsors Betty Ockerlander of McGrath, The Salon, Epping Eyecare Centre, Epping Veterinary Clinic, Yardware, Bendigo Bank, Travel Managers, Craiden Constructions, Kingsley & Walker, and Gifts Amoré. These funds will be used to further our school infrastructure improvements. To date the P&C has overseen the completion of another Outdoor Learning Area and the Trevor and Tony (TT) Grandstand. Let s not forget the renovation of the Koala Grove which sees an old-but-new tunnel, a new car and newly renovated boat all providing stimulus to the wild imaginations of ENPS s K-2 kids. These are all thanks to the tireless efforts of parent and staff volunteers. Monetary assistance for these projects has also come from Bendigo Bank and the Telstra Kids Fund. With the aid of a State Government Community Partnership Grant of $24,000 the P&C hopes to see the commencement of an extension to the School Hall COLA (Covered Outdoor Learning Area). We are lucky to have a mild climate in Sydney and use of our outdoors for learning is so beneficial for growing young minds. Volunteers are the cornerstone of everything the P&C accomplishes in a year. In 2015, parents in the community stepped up to organise our traditional events: Mother s Day Stall, Kids Disco, and Father s Day Breakfast, and Gingerbread House. It was fabulous to see a group of dads take on the Kids Disco this year and nail the event. Disco Dads have dibs on Disco 2016! I m proud to be P&C President in such a wonderful and vibrant community, proving many hands make light work Marie McHugh P&C President Message from the School Captains This year we were lucky enough to have been elected school captains of this wonderful school. We have had so many magnificent opportunities throughout school and in our community. Here are some of our most vivid memories of being captains: ANZAC Dawn Service ~ Leadership Camp ~ Speaking at the Epping Music festival ~ National Young Leaders Day ~ Our special weekly jobs and talking at Presentation Day. We have had so much fun this year, our last year of primary school and we wish the 2016 students executive team the best of luck. We hope you all do a great job and we know you will represent our school well and make us proud. Joshua and Stephanie School Captains 2015 EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

5 School vision statement At Epping North Public School, we strive for excellence; We believe that successful, confident and creative learners will become active and informed global citizens. We believe all students and staff are lifelong learners who can demonstrate resilience, respect and responsibility. We believe that both learners and the learning process are highly valued and supported by an engaged and active community. Epping North Public School is part of a rigorous, meaningful and dignified public education system that strengthens equity and democracy. School context Epping North Public School is situated on several hectares of park like grounds with a supportive and committed school community. It has an enrolment of approximately 420 students K-6. The school has a purposeful focus on literacy and numeracy achievement, which is supported by a cohesive and dedicated staff team who have expert knowledge of current pedagogy. Epping North Public School is renowned for its excellence in academic achievement and enjoys an outstanding reputation in the creative and performing arts, sports, information communication technology (ICT) and specialised programs to cater for the needs of all students. The school student population is composed of 24% of students from speaking backgrounds other than English. The school is developing strong links with the Epping Community of schools and other community groups. The school has a reputation for developing the whole child and this ethos is strongly supported by an active Parents and Citizens Association who supports the school in diverse areas to engage and strengthen student learning. SELF-ASSESSMENT USING THE SCHOOL EXCELLENCE FRAMEWORK This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework. Our school executive were given dedicated time to thoroughly examine the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. The executive reflected on the progress being made across the school as a whole based on the expectations identified in the Framework. In the domain of Learning, our efforts have primarily focused on the dimensions of learning culture, curriculum and learning and student performance measures. Through our participation in the MAC ICT research project on Future Pedagogies, we have developed a strong learning culture amongst both students and teachers with an intentional focus of re-defining the student teacher relationship. We looked at evidencebased practice to develop a learning culture that meets the evolving needs of our school community. We continue to be mindful of the need for both explicit teaching and constructivist learning. We introduced Targeting Early Numeracy (TEN) and Taking Off With Numeracy and the 7 steps to writing success to improve student s numeracy and writing outcomes. Further, we wanted to look at how we could go about advancing innovation and creativity in student learning from an abstract goal to a reality in our school. We liked the terminology of constructivist learning which is a comprehensive learning environment that allows for student construction of meaning while interacting with the content, the teacher and other students. At Epping North we believe that constructivist learning is learner centered with deep learning through authentic learning contexts, problem based learning and inquiry processes. Integration of explicitly taught Critical and Creative Thinking (CCT) strategies and skills Authentic integration of Information Communication Technology (ICT) as a tool to enhance learning Learning communities featuring collaborative practice in the development and delivery of literacy and numeracy programs. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

6 In the domain of Teaching, our efforts have primarily focused on the dimensions of effective classroom practice, collaborative practice and learning development. Staff are encouraged to use research to improve practice, Epping North Public School has developed, through itunes U, their own online Learning Management System to deliver Professional Learning to staff. The courses include Strategic Directions for ENPS, ENPS Accreditation, Future Pedagogies and the ENPS Learning Assessment System. These courses have allowed teachers to dip in and out of professional learning at a time and place convenient to them. An important opportunity has continued to be provided to staff members in terms of planning, teaching and growing as stage teams. Teachers work in collaboration to construct connected units that allow for deep learning that promotes the development of creativity, innovation and self-direction which has a strong flavour of constructivist learning. We hold Learning Community meetings every term with all stage members. These meetings allow us to put faces to data. We collaborate and discuss the needs of identified students and share strategies. From there we refer students to Learning Support team (LST) and the Learning Engagement Enrichment Team (LET). In the domain of Leading, our efforts have primarily focused on the dimensions of leadership, school planning, implementation and reporting. We believe that all members of school community can be leaders. We opened up our executive meetings to all staff members. Attendance at executive meetings went from 5 to 10. The focus on redefining our teaching and learning through technology, critical and creative thinking, the development of expertise in vital literacy and numeracy programs and in new syllabuses highlights a future focused learning culture. Our teaching staff are developing their own evidencebased practice which supports our collective vision. The new approach to school planning is making a difference to our progress as a school. All members of the school community have a clear understanding of our school vision and our 5-week milestone review meetings allow us to monitor our progress and keep focused. Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the designing or relevant education for our students. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

7 STRATEGIC DIRECTION 1 Developing the whole child as a learner, leader and global citizen. Purpose At Epping North Public School we believe that for students to pursue their potential as lifelong learners, leaders and global citizens they need to become confident, creative and critical problem solvers who demonstrate resilience and independence. As teachers and school leaders we are focused on the learning needs of every student experiencing a sense of success, growth, achievement, wellbeing and belonging. Overall summary of progress A whole school scope and sequence of conceptual units has been designed incorporating the new NSW Syllabuses for the Australian Curriculum, using a range of quality literature which reflect syllabus objectives and outcomes. As a result, students have become proactive partners in learning, engaged in deep authentic learning tasks and 21st century pedagogies. Students have been engaged in a critical and creative thinking (CCT) culture and have participated in a pilot CCT program from K-6. The three aspects of CCT capability are, CCT dispositions, CCT skills and CCT strategies and tools. Through this program, teachers have explicitly taught critical and creative thinking capabilities to students and will continue to build these capabilities into all aspects of the curriculum. Student learning has been tracked and differentiated through the projects TEN in K-2 and TOWN in years 3-4. The results of these projects have been plotted on the numeracy continuum and Planning Literacy and Numeracy (PLAN) software and indicate improvement in student outcomes EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

8 Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> A team of teachers designed (2015) a stage based scope and sequence K-6 incorporating science, history, geography and English outcomes to deepen student learning and engagement Integrated units will be adapted/written during , with embedded ICT capabilities and CCT components Teachers have begun to trial the scope and sequence, which will be officially adopted in 2016 incorporating CCT and ICT and rich assessment tasks At least 95% of students demonstrate critical and creative thinking techniques in the classroom. Shown by Victorian Government Critical and Creative Thinking online assessment tool Students are explicitly taught critical and creative thinking capabilities through our Critical and Creative Thinking program. Children use language appropriate with dispositions in other educational areas. Through this program, teachers have explicitly taught critical and creative thinking capabilities to students and will continue to build these capabilities into all aspects of the curriculum. At least 90% of students demonstrating expected growth per semester across Numeracy continuums. All teaching staff in ES1,S1 and S2 have received TEN and TOWN training. 99% of children moved up a grade in place value and multiplication and division on PLAN data. Resources purchased to assist with the teaching of TEN/TOWN plus other areas of mathematics. Stage 3 development of a financial literacy unit with mentors to engage children. TEN & TOWN Leadership Training 3 x 450 = $1350 One day TOWN program training 4 x 450 = $1800 Resources $3000 (2 orders) Next steps The stage based scope and sequence for English, Science, Geography and History will be implemented. Teachers will collaboratively write/adapt stage based integrated units to include English, Science, Geography and History outcomes, incorporating CCT,ICT and assessment for, as, and of learning. Teachers will build student capacity to reflect on learning across all Key Learning Areas (KLAs). Teachers will maintain the momentum in teaching writing explicitly using the Seven Steps model, allowing students the opportunity to write with an authentic voice for a variety of purposes Teachers will continue to build on CCT processes and strengthen the relationship between CCT and literacy and numeracy programs. Stage 2 will embark on a Stanford Maths Course online to understand new pedagogical strategies across numeracy areas, including a focus on growth mindset in mathematics. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

9 STRATEGIC DIRECTION 2 Enhancing professional leadership, teaching and learning practices. Purpose At Epping North Public School, we believe that a school wide professional team has personal and collective responsibility to enhance the outcomes and wellbeing of all students. Through targeted, explicit and innovative professional learning within and beyond the classroom, teachers will learn from each other s practices and pedagogy to create a dynamic teaching and learning environment. Overall summary of progress All staff are engaged in Personalised Professional Development through the development of a Professional Learning Plan as part of the Performance and Development Framework. Teachers determined personal, stage and whole school goals in line with professional needs. Regular reviews took place to reflect on practice and evidence collection to support the achievement of professional goals. A working party has been formed within the school and wider community of schools of teachers who are working toward attaining accreditation at Proficient, Highly Accomplished and Lead Level. Regular meetings took place to support teachers. A mentor accredited at Lead level was sourced to give teachers advice on professional standards, evidence collection, annotating evidence, referees and observations. Through the involvement in Macquarie ICT-Future Pedagogies Project, teacher knowledge and practice of current pedagogies was developed. The deeper understanding of pedagogical fluencies within the classroom has impacted on current teaching programs. Conceptual units reflect current pedagogical thinking, ICT and CCT. Teachers have had opportunities to share practice within the school and to fellow educators within the school region and beyond. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

10 Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years Progress achieved this year Resources (annual) All staff have individual Professional Learning Plans as part of the Performance and Development Framework. Performance and Development Plan included: individual, stage and school goals Increase of staff employing 21st century technologies and pedagogies to improve student outcomes All staff determined Professional Learning goals, including an individual, stage and school goal. Goals linked to student outcomes/teacher performance through evidence collection, including using information from Learning Communities. Ongoing and regular meetings between teachers and stage supervisor to support the process of achieving goals through discussion and evidence collection. Teaching programs reviewed by stage supervisors, feedback given. Small group of teachers involved in Macquarie ICT Future Pedagogies Project. Project group took part in development and implementation of school project focus within classrooms. All staff undertook professional learning on CCT skills, strategies and dispositions. Project group showcased school project to fellow school involved and to all staff members. Teachers mentored and buddied up to increase capacity and implementation of current pedagogies into classrooms. Teachers shared new practice with fellow educators in Dural network and beyond. Conceptual units were developed that reflected constructivist learning with an influence of technology and CCT. Macquarie ICT - Future Pedagogies Project - tied grant $5000 Staff achieving and maintaining accreditation at Proficient, Highly Accomplished or Lead as part of their professional learning linked to individual Professional Learning Plans Formation of accreditation group of teachers within school and local community of schools. Regular meeting took place to gain a better understanding of teaching standards, a mentor who has attained accreditation at Lead level, led meetings on evidence collection, annotations, observations and referee reports Beginning teachers supported in the attainment of Proficient accreditation through regular meetings with Principal. Next steps Differentiated professional learning was undertaken by staff members was part of their Professional Learning Plan and part of the Performance and Development Framework. Each staff member will continue to set personal, stage and whole school goals. Staff members will collect evidence that reflect their professional goals and differentiated professional learning. Development of a formalised induction process for new or beginning teachers, will include matching teacher to mentor teacher within school. Professional learning on effective feedback to students will improve learning outcomes Introduce observational rounds and team teaching opportunities. Teachers will visit fellow teachers classrooms to see different teaching practices. A timeline will be set for attaining accreditation at Highly Accomplished and Lead level, to include evidence sharing and annotations linked to professional standards. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

11 STRATEGIC DIRECTION 3 Innovative systems, support and resourcing which measurably improves individual and collective wellbeing. Purpose At Epping North Public School, we believe that a school wide commitment to purposeful, successful learning will be achieved through inclusive collaboration between teachers, executive, administration and support personnel, parents and community members. We will create, enhance and maintain a school culture, which is dynamic, equitable and sustainable where all students are provided with opportunities to connect, succeed and thrive. Overall summary of progress There has been a sustained whole school focus and timetabling of student assessment using the Literacy and Numeracy continuums, entering student data into PLAN and using PLAN software. This data analysis has had significant impact on teacher consistent judgement and successful development of more individualised learning programs for students. Teachers enter PLAN data twice a term and use it to assess for, as and of student learning as evident in teacher programs and student outcomes at assessment and reporting periods. Learning and support team processes and teacher involvement in a two tiered approach to learning support has been successful in strengthening the whole school identification, monitoring and intervention of students with learning needs. There has been a more focused and stronger partnership between teachers, support personnel and parents. This has been observed in the collaborative nature of learning support meetings and the success of Stage Learning Communities in the allocation of funds to enable specific support as identified. Support advisors and personnel from outside the school have been accessed to deliver professional learning and support to teachers to access and use Personalised Learning and Student Signposting Tool and PLAN analysis tools. The development of a new reporting model to encompass new syllabus and educational focus was successfully developed through collaboration and investigation of existing models. The new reports will highlight the school focus on shared ownership of learning goals and student wellbeing to enhance the assessment and reporting of student skill progress. The new model will be used from semester from K-6 and will involve ongoing professional learning and support to implement. The school has continued to develop enhanced communication methods to parents in the form of the school app and the continued investigation into Bring Your Own Device for the future. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

12 Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years) Progress achieved this year Resources (annual) Funds Expended Increased effective use of assessment data by individual teachers and whole school teams to monitor school wide achievement and progress in areas such as literacy, numeracy, crosscurricular skills, critical and creative thinking as well as student resilience and wellbeing Individual learning needs are supported by the equitable and effective use of school, system and community expertise and resources through contextual decision making and planning involving teachers, LAST and other support personnel and parents Reporting to parents improved to reflect new syllabus and assessment demands and focus Next Steps All staff now enter PLAN data on a term basis. All staff use PLAN data and student learning plans to inform planning for whole class and individual programs, and accessing support. PLAN data analysis tables and graphs are used as evidence in tracking student growth in a variety of aspects of literacy and numeracy. TEN and TOWN project has developed Early Stage 1, Stage 1 and Stage 2 teacher knowledge and pedagogy around teaching and assessing early numeracy strategies and student outcomes as evident in teacher programs and PLAN data. All students who were identified as requiring support through use of data and learning communities were targeted by Learning and Support Teacher (LaST) and improved learning outcomes were evident in reports and assessment data. The two tiered system of identification and support was strengthened through the development of a Learning Engagement Enrichment Team (LET) to target gifted and talented student needs. Reading Recovery data and literacy and numeracy summative assessments and data analysis show student growth in all cases. As part of grade planning, learning communities and handover for 2016, PLAN data and functions were thoroughly utilised to the benefit of teacher and students. A variety of existing report models were examined and developed to suit Epping North requirements and goals. All report sections developed to be more parent and community accessible in terms of data and language. Staff introduced to new report model as a whole and feedback acted upon to improve first draft. The final model presented to staff and ratified for use in Tied fund for literacy and numeracy $3,600 Continue to monitor and maintain Learning Support and Learning Communities to ensure support for students with learning needs and extend the teams to include a LET team- Learning Engagement Enrichment for identified gifted and talented students. Take new report model to P&C for information and ratification Support teachers in the use and implementation of the new report model to ensure success and clear reporting to parents from Semester Develop and deliver a whole school authentic assessment approach and scope and sequence to encompass assessment for, as and of learning which incorporates student and teacher co-design of learning goals and assessment tasks embedded in conceptual collaboratively developed learning units of work across K-6 every term. Engage a BYOD trial in stage 3 Use data analysis tools and displays from PLAN data more frequently in planning and assessment EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

13 KEY INITIATIVES AND OTHER SCHOOL FOCUS AREAS Key initiatives (annual) Aboriginal background funding All students learn about Aboriginal culture, histories and experiences. Whole school teaching and learning units include Aboriginal culture, histories and experiences. English language proficiency funding Student s identified as EAL/D have been identified and supported and their learning has been adjusted throughout the year. Teacher employed two days a week to implement the program and optimise student outcomes. Targeted students support for refugees and new arrivals Socio-economic funding All students, despite socio-economic background, have equal access to curriculum at ENPS. Impact achieved this year The school encourages students to recognise and respect Australian indigenous culture. The school EAL/D program achieves valueadded results for all students with speaking backgrounds other than English. No funding received in 2015 The school receives value-added results for all students. All students have access to access curriculum through planned additional activities. Resources (annual) $ $37, No funding received in 2015 $3, EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

14 Low level adjustment for disability funding School programs address the needs of students identified as requiring low level adjustment for disability. School analysis of internal/external data to identify, monitor, track and report on student and school performance. For students requiring low level adjustment for disability. $12, Support for beginning teachers Two teachers were identified as Beginning Teachers, they were supported to develop a customised learning plan. This learning plan allowed them to make connections with experts in technology and inquiry learning which focused on enhancing curriculum and student engagement. The school has embedded an explicit system for collaboration, classroom observation, the modelling of effective feedback practice and feedback to drive and sustain ongoing improvement in teaching practice for beginning teachers. $26, Other school focus areas Writing Teachers were provided with Professional learning and teacher engagement in the new writing program 7 Steps to Writing. Curriculum provision was enhanced by team teaching with an expert teacher and targeted PL on explicit writing instruction. Technology Teachers became proficient with effectively integrating technology to enhance the objective of the lesson. Students are able to access information or demonstrate their learning using technology. Impact achieved this year The writing program effectively develops the knowledge understanding and skills of all students, teachers using evidence-based teaching practice (7 Steps to Writing). Curriculum programs and teaching practices effectively develop the knowledge understanding and skills of all students and teachers, using evidence based teaching practices (inquiry / problem based) and innovative delivery mechanisms where appropriate. Resources (annual) $30, additional money supplemented from P&C $9, technology tied fund $20,00.00 additional school based Next Steps Continue to incorporate Indigenous perspectives into our curriculum Continued monitoring of all students from speaking backgrounds other than English. Implementation of PAT online testing to further increase our suite of identification tools to identify students at risk and in need of additional support Further enhancement of student learning through the use of cloud based learning tools and digital portfolios EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

15 MANDATORY REPORTING Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. 600 Enrolments Student enrolment profile Gender Male Female Students Year Male Female Student attendance profile Year K School Total K State DoE Total EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

16 Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Staff at Epping North work as a collaborative team to challenge students and inspire innovative learning. Specialist teachers were employed to teach music, drama and library. Science and technology was offered as a Relief From Face-To-Face teaching (RFF) program. Three Student Learning Support Officers (SLSO) were employed to assist with the integration of students with special or additional needs. Staff retention rates are high. Workforce composition Position Principal 1.0 Deputy Principal(s) 0.0 Assistant Principal(s) 4.0 Head Teacher(s) 0.0 Number Classroom Teacher(s) 13.0 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 0.5 Teacher Librarian 0.8 Teacher of ESL 0.4 School Counsellor 0.2 School Administrative & Support Staff Other positions RFF Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. No members of staff identify as Aboriginal or Torres Straight Islanders. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 100 Postgraduate degree 16 % of staff Professional learning and teacher accreditation Each year funding is provided to enable school staff (teaching and non teaching) to participate in professional learning activities within and beyond the school. A total of $11, was invested in teacher professional learning throughout Through 2015 all teaching and support staff underwent training in data collection Planning Literacy and Numeracy continuums (PLAN), were introduced to the new maths and science syllabus, trained in 7 Steps to Writing Success, TEN, TOWN, CCT, Future Pedagogy and Technology SAMR/TPACK. Beginning Teacher In 2015 Epping North Public School was given additional funding for two beginning teachers. A grant of $26, was provided to support the professional induction and development of the beginning teachers. The teachers were provided with an additional 2 hours of release from face to face teaching each week. In this time the teachers accessed mentoring from the school Principal and developed their teaching skills by visiting other teachers, watching them teach specific lessons and debriefing on the strategies employed. As the beginning teachers were very experienced, the teachers were supported to start their accreditation at Highly Accomplished. The beginning teachers undertook further professional learning around employing future focused pedagogies and technologies. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

17 Financial information Financial summary (mandatory) This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary 30/11/2015 Income $ Balance brought forward 305, Global funds 251, Tied funds 147, School & community sources 291, Interest 9, Trust receipts 36, Canteen 0.00 Total income 730, Expenditure Teaching & learning Key learning areas 109, Excursions 31, Extracurricular dissections 47, Library 3, Training & development 11, Tied funds 119, Casual relief teachers 83, Administration & office 62, School-operated canteen 0.00 Utilities 55, Maintenance 79, Trust accounts 29, Capital programs 36, Total expenditure 670, Balance carried forward 364, EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

18 School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Schools may refer the reader to the My School website to access NAPLAN results as follows: The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. Alternatively, schools may wish to include information in this section on NAPLAN for relevant year groups, as follows: NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Literacy Year 3 Percentage of students Percentage in bands: Year 3 Reading Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In reading, 75.8% of our students achieved band 5 or 6. This compared to 50% in the state and 76.1% for the statistically similar group (SSG) of schools. Percentage of students Percentage in bands: Year 3 Writing Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In writing, 69% of our students achieved band 5 or 6. This compared to 54.4% in the state and 76.5% for the statistically similar group (SSG) of schools. ENPS had had an overall point growth. Percentage of students Percentage in bands: Year 3 Spelling Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In spelling, 74.1% of our students achieved band 5 or 6. This compared very well to 47.1% in the state and 70.7% for the statistically similar group (SSG) of schools. Percentage of students Percentage in bands: Year 3 Grammar & Punctuation Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In grammar and punctuation, 79.3% of our students achieved band 5 or 6. This compared favourably to 52.5% in the state and 78.8% for the statistically similar group (SSG) of schools. ENPS had had an overall point growth. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

19 Literacy Year 5 Percentage of students Percentage in bands: Year 5 Reading Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 Percentage of students Percentage in bands: Year 5 Spelling Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In reading, 70.6% of our students achieved band 7 or 8. This compared very well to 38% in the state and 67.6% for the statistically similar group (SSG) of schools. 72% of our students experienced greater than or equal to expected growth. Percentage of students Percentage in bands: Year 5 Writing Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In writing, 45.1% of our students achieved band 7 or 8. This compared very well to 21.4% in the state and 39.9% for the statistically similar group (SSG) of schools. 68% of our students experienced greater than or equal to expected growth. ENPS had had an overall point growth. In spelling, 60.8% of our students achieved band 7 or 8. This compared to 39.9% in the state and 61.9% for the statistically similar group (SSG) of schools. 64% of our students experienced greater than or equal to expected growth. ENPS had had an overall +8.3 point growth. Percentage of students Percentage in bands: Year 5 Grammar & Punctuation Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 In grammar and punctuation, 72.6% of our students achieved band 7 or 8. This compared very well to 38.7% in the state and 66.6% for the statistically similar group (SSG) of schools. 74% of our students experienced greater than or equal to expected growth. ENPS had had an overall +2.2 point growth. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

20 NAPLAN Numeracy Numeracy Year 3 Percentage of students In numeracy, 55.2% of our students achieved band 5 or 6. This compared to 38.1% in the state and 65.5% for the statistically similar group (SSG) of schools. Numeracy Year 5 Percentage of students Percentage in bands: Year 3 Numeracy Bands Percentage in Bands School Average SSG % in Bands 2015 State DoE % in Bands 2015 Percentage in bands: Year 5 Numeracy Bands Percentage in Bands Percentage of Year 3 students achieving at or above minimum standard (exempt students included) Reading 98.3 Writing Spelling Grammar & Punctuation Numeracy Minimum Standard The Commonwealth Government sets minimum standards for reading, writing, spelling, grammar and punctuation 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 percentage of our students achieving at or above these standards are reported below. Percentage of Year 5 students achieving at or above minimum standard (exempt students included) Reading Writing 98.0 Spelling Grammar & Punctuation 98.0 Numeracy School Average In numeracy, 54.9% of our students achieved band 7 or 8. This compared well to 30.7% in the state and 60.3% for the statistically similar group (SSG) of schools. 68% of our students experienced greater than or equal to expected growth. ENPS had had an overall +4.9 point growth. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

21 Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Students were surveyed through the online Tell Them from Me survey regarding social and emotional wellbeing at school and the findings are below. 77% of students had a high sense of belonging 93% of students valued schooling outcomes 92% of students demonstrated positive behaviour 71% of students were interested and motivated in their learning 92% of students felt they try hard to succeed in their learning Staff were surveyed through the online Tell Them from Me survey. The Focus on Learning Survey is a self-evaluation tool for teachers and schools, which is based on two complementary research paradigms. One is 'effective schools' research which has identified the most important correlates of student outcomes. The questions in the survey are grouped to assess eight of the most important Drivers of Student Learning. The research on classroom and school effectiveness has consistently shown these factors to be strong correlates of student achievement. A score of 0 indicates strong disagreement, 10 indicates strong agreement, and 5 is a neutral position (neither agree nor disagree). The staff identified an overall score out of 10 in each of these Drivers of Student Learning, the findings are below. Parents were surveyed through the online Tell Them from Me survey. The Partners in Learning Parent Survey is based on a comprehensive questionnaire covering several aspects of parents' perceptions of their children's experiences at home and school. Successful schools foster greater communication with parents, encourage parental involvement in their child's schoolwork, and enlist parents to volunteer at the school and participate in school governance. The survey also provides feedback to schools about the extent to which parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment. A score of 0 indicates strong disagreement; 10 indicates strong agreement; 5 is a neutral position (neither agree nor disagree). 1. Parents feel welcomed Parents are informed Parents at ENPS support learning at home Support for learning at ENPS Support for positive behaviour at ENPS Safety at ENPS Inclusion at ENPS Leadership Collaboration Learning Culture Data Informs Practice Teaching Strategies Technology Inclusive School 8 8. Parent Involvement 7 EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

22 POLICY REQUIREMENTS Aboriginal education At Epping North Public School, Aboriginal education initiatives were addressed by: Implementing educational programs that integrate Aboriginal perspectives across different curriculum areas from Kindergarten to Year 6. Embedding rich Aboriginal literature to support and enhance these programs and to increase respect, reduce prejudice and strengthen relationships in the classroom, around the school and with the community Valuing and respecting Aboriginal history and culture by continuing the school protocol of acknowledgement of country and the flying of Aboriginal and Torres Straight Islander flags at school assemblies and special occasions Celebrating Naidoc Week, 5-12 July 2015 We all stand on sacred ground At Peer Support sessions we played Traditional Indigenous Games from the Aus Sport Yulunga pack. Understanding Culture and Traditions Reconciliation Week, 27 th May - 3 rd June 2015 It s time to change it up Sea of Hands supporting reconciliation, rights and respect EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

23 Multicultural Education and Anti-racism Epping North Public School celebrates and values the rich and varied backgrounds of our multicultural community with 24% of students from language backgrounds other than English. In 2015 our English as an Additional Language teacher (EAL/D) worked 2 days per week to provide identified students with additional English language lessons. The support was provided in class during term 1 and in small withdrawal groups during the remainder of the year based on the units the students were studying in class. Students have utilised ipads to consolidate learning, producing their own travel guides, instruction booklets, lifecycle poster and providing translation and phonics activities for students with limited English. Multicultural perspectives are addressed across the curriculum and the school encourages all students to identify with, and be proud of their individual cultural heritage. This year the school celebrated Harmony Day in March focusing on the theme Everyone belongs each and every day where classes made displays for their classrooms. Additionally a poster competition was also held based on this year s theme with students work being displayed around the school. There was a winner from both K-2 and 3-6 both receiving prizes for their amazing effort, talents and multicultural concepts. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

24 OTHER SCHOOL PROGRAMS Technology At Epping North PS, we constantly strive for innovation, both in regards to new and emerging technologies and to pedagogy that embeds technology into the curriculum in meaningful and engaging ways. Technology empowers students to be creators and active participants in their learning. As a result, Epping North PS is committed to offering all students equitable access to a range of innovative technologies. Our goal is to provide our students with the opportunities that foster their progress towards becoming confident, creative and successful life-long learners and active and informed citizens. Progress towards this goal is measured against the following targets. To continue implementation of a 3 year plan ( ) to install a wireless network throughout the school Wireless Access Portals (WAPs) have been obtained through the 2015 et4l points allocation to supplement our existing wireless network. These WAPs arrived in 2016, and will be installed by Information Technology Directorate (ITD). The additional WAPs will strengthen the wireless signal around the school. In practical terms, the changes will ensure that at any point in time, each classroom can support 30 simultaneously connected devices as well as any additional personal or professional devices a teacher might bring with them. Upgrades to the school s wireless network should be complete by the end of Term 1, 2016, in time to accommodate the additional network load. Effective use of technology in the school to support student learning Students and teachers have embraced ipads in their classrooms, and are creating and achieving marvellous things with these devices. We have continued to support students and teachers through the purchase of an additional 60 ipad Minis. This brings the total number of devices in the school to 140. Teachers had requested greater access to class sets of ipads, and these additional ipads have allowed us to offer class sets of ipads per stage. Teachers on a stage are now free to negotiate with their stage colleagues as to how the ipads are timetabled, shared or split. Responses from teachers and students to this change have been incredibly positive. Above, a student-designed and 3D-printed toy. Designed and printed by a year 6 student, The purchase of new ipads is a substantial cost to the school. We are confident that these resources are being used effectively and ubiquitously and have delivered several formal and informal professional learning opportunities for staff to ensure this. Supporting and maintaining updates for a bank of 140 ipads has proven to be an exciting challenge. ipads in the classroom are supported by Reflector, a screen-sharing software that allows teachers and students to wirelessly project their ipad screen on the classroom IWB. Staff uptake of Reflector has been exceptionally high, particularly since each class now has far greater access to ipads. Reflector2 has been installed on all teacher computers following the ios9.1 update on ipads which obsoleted the previous Reflector version. In addition to ipads, the school maintains a network of over 100 desktops and over 50 laptops, supplied via et4l allocations. The 2015 et4l allocation covered 7 WAPs to support the existing WiFi network, as well as an additional 16 student laptops for the Library, increasing their total to 30 student laptops. As a part of our commitment to exploring innovative technologies, we have planned and budgeted to purchase a 3D printer and a class set of LEGO EV3 robots for These are cutting-edge technologies that promote student inquiry and foster student access to a wide range of engaging designbased, 21 st century learning opportunities. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

25 Training staff to use ipads, Laptops and ICT tools effectively in their teaching At Epping North PS, 2015 saw a huge investment in new technologies, both in terms of student ipads and additional laptops for teacher and classroom use. Members of staff had requested more support in regards to these new technologies, and were particularly interested to explore ways these technologies could be embedded into their class program. We have held staff PLs on ICT units and strategies for integrating ICT in their classrooms. In addition, the Technology Coordinator has lead staff PL on Google Drive, ipads, and pedagogy with technology, including SAMR and TPACK. Teachers were also challenged to pair up with a cross-stage partner to investigate a new ipad app or ICT unit involving ipads. These informal buddy PLs were then delivered back to the wider staff as TeachMeet style presentations. We are excited to continue this support between teachers, to encourage the sharing culture within ENPS, by offering further opportunities for teachers to present and share their knowledge. We will streamline the system for reporting issues with technology by establishing stage-based technology managers. Students will report issues to teachers. Teachers can forward any issues to their stage manager, who will then report it to the Technology Coordinator as appropriate. Year 5 students, engaged in independent design challenges. Maintenance of technology in the school Managing ipads have proven to be an interesting challenge as the number of devices dramatically increased. At the start of the year, all ipad and app updates were managed through a Mac-based Configurator system. This required a physical connection via cable to each ipad during updates and was a slow, manual process. In late 2015, the decision was made to expand and supplement the existing Configurator ipad Management System with webbased Mobile Device Management (MDM) system, AirWatch. Configurator is used for installing apps and imaging devices at the first point before the devices are released to classes. The AirWatch MDM then allows for remote, real-time updating and managing of school ipads. In practical terms, this means that all ipads can be managed through the Internet without having to return them to the Technology Coordinator. This is a vast improvement in terms of efficiency. The next major milestone will be the purchase of secure charging and storage trolleys for each stage set of ipads. All school computers, including laptops, are maintained through the department s et4l online Software Management Utility (SMU). ENPS has invested in two 65 AstralVision Interactive LED TVs, with a view to ultimately replacing IWBs in all classrooms over the next 3-5 years. 2 older-style SANYO projectors were repaired. We have an additional two spare projectors which will be repaired and stored as replacements should any projectors currently installed in classrooms fail, as a temporary solution. Implementation of new policies to maintain effective technology support The increased emphasis on technology throughout the school has seen a greater dependence placed on the Technology Coordinator to manage, update, and troubleshoot technology issues. In order to streamline the process of reports to the ENPS IT Help Desk, we have implemented an always-online technology book through Google Drive. Since establishing the online technology book in Term , we have reported, investigated and rectified 180 issues in Term 3 and 120 and counting in Term 4. Moreover, this technology book helps to identify trends, where teachers or students are having similar issues, and allows us to predict future changes and needs. This proactive system plays a critical role in maintaining and supporting effective ICT at ENPS. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

26 Science The students at Epping North are natural investigators who continue to demonstrate curiosity and a keen interest in Science. Alison Barnett led Science from the start of the year, working with 3-6 for Semester 1 and then Anthony Fennell took on the role for K-2 starting in Semester 2, This year, the Year 6 students studied Earthquake Explorers and Light. They studied the Richter and Mercali scales, including how an earthquake and Tsunami occurs, as well as the devastating effects these have on our world. After having learnt basic principles and terms about light, and how the eye works, investigations using led lights, mirrors, light meters and prisms were carried out, including researching their own line of interest. The Year 5 classes, researched and learnt about the different belief systems surrounding the solar system in ancient times, including Chinese, Egyptian, Aboriginal and Greek philosophies. The topic included carrying out investigations, collecting data and making conclusions, about the effect litter in our local school grounds and global environments, has on the conservation of sea life. In Stage 2, Year 4 studied Physical World Smooth Moves. Through this Primary Connections unit, investigations to do with momentum, friction, push and pull, as well as heat conduction were taught. The students were fully engaged and enthusiastic to learn more. In term 2, students learnt about Earth and Space - Beneath Our Feet. Year 4 carried out various investigations and observations to learn about rocks, soil and sand discovering what makes up our Earth. Erosion and terms such as density were introduced, as well as how the aboriginal people used rocks, including Uluru. Year 3 learnt about our Living World and Built Environments - Fur Feathers, Leaves, and Building Big. Children had hands on experiences building bridges out of various materials, as well as learning basic concepts about structure and strength of different bridges which currently exist. Students investigated sustainability of animals in our world, including how scientists categorise them according to common characteristics. In Stage 1, Year 2 investigated the amazing living world of arthropods at Epping North in Schoolyard Safari and then the critical role that water plays in our country, our community and our everyday lives. Year 2 studied the attributes and characteristics of common insects, arachnids, myriapods and molluscs, and used their knowledge to classify arthopods they found around our school. Using 3D modelling and video editing software, Year 2 designed and filmed an imaginary arthropod and created a video documentary to announce their scientific discovery. Year 2 investigated the many ways we use water in our daily lives and the importance of the water cycle from evaporation to cloud to precipitation. Students explored ways to preserve, reuse and recycle water. They finally created simple video games with a theme of water sustainability to educate students about the need to be water-wise. Year 1 began with a Science unit about the ways that sound and light move through air, water and solid objects. Students completed hands-on investigations in order to discover the concept that sound moves as vibrations, and that these vibrations can be felt as well as heard. Year 1 also explored the life cycles of several creatures; including mammals, frogs and mealworms. Students kept a class diary in which they tracked the process of metamorphosis in our class mealworms, from larva to chrysalis and finally to adult darkling beetle. Kindergarten began their first Science unit by learning about their five senses. Students practised using their five senses through hands-on experiments and discussed ways that our five senses can warn us about danger, such as listening for cars when crossing the road or smelling smoke when there is a fire. Students designed shelters out of recycled materials and talked about what things they need to stay safe, warm, fed and happy. Kindergarten also explored simple movements and forces, such as push, pull, slide, bounce and spin. Students demonstrated their understanding of simple physical forces by building a gravity-driven marble run out of cardboard tubes and other recycled materials. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

27 Environment Each term, Environment Monitors generously give up part of their lunch to participate in a range of activities to beautify and care for our environment. Students are always eager to help, and enjoy the challenge of maintaining our vegie garden, caring for our Australian natives and ensuring that the school grounds remain clean and beautiful. In addition to these weekly jobs, the Environment monitors of Term 3 and Term 4 had an important role in caring for plants destined to be sold at our community fair. These wonderful green-thumbs did a great job tending to the flowering plants and, as a result of their efforts, the plant shop at Epping North Fair was a complete success. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

28 Personal Development, Health, Physical Education The school swimming carnival was held in February this year, with all students invited to compete in a range of 50m and 100m races, as well as a medley. Many personal bests were achieved at zone level but no swimmers qualified to compete at the Area carnival. At the school cross country carnival held in May, students in the 8, 9 and 10 year age groups competed in a 2km race around the school grounds, while students in the 11 and 12 year age groups competed in a longer 3km race. Out of the 40 representatives who competed at the Zone cross country, four students progressed to area level. K-2 students enjoyed participating in their own cross country carnival, which enabled them to run in a short course around the school, cheered on and supported by their buddies in the older grades. In the athletics field events carnival, which included a discus competition, three long-standing student records were broken. These were in the senior boys long jump, junior boys long jump and junior boys high jump. The track carnival held at Epping Athletics track, also resulted in fantastic achievements for all students. Out of the many students who competed at zone level, four students went on to represent our school at the area carnival, with one student going on to compete at the National Athletics Championships in long jump. This student was also awarded the Junior Boys Age Champion at the Beecroft Zone Athletics carnival. K-2 students held their own unique athletics carnival, which gave all students the opportunity to participate in various modified field events such as shot put with bean bags, vortex javelin, relays, hurdles and long jump. Students also competed in short sprint races in their age group. In the Beecroft Zone Primary School Sport Association (PSSA), selected students in years 5 and 6 were given the opportunity to represent our school in the winter netball and soccer competitions, with the netball A team finishing in third place in their division. A number of students in Stage 3 were also selected throughout the year to take part in the Sydney North knockout competitions in soccer, cricket and touch football. Both the girls and boys touch football teams were successful in playing in the final round before being knocked out for the finals. Stage 2 students enjoyed participating in a five week lawn bowls program at Epping North Bowling Club in Term 4. Each week students walked with their teachers to the bowling club to meet their volunteer instructors, who would teach them the skills and strategies involved in lawn bowls. Through participation in this program, students had the opportunity to develop teamwork, cooperation and communication skills. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

29 While learning about the importance of healthy and active living as part of the PDHPE syllabus, Stage 2 students also participated in the Premiers Sporting Challenge. Each week for one term, students would track their level of physical activity, aiming to improve their amount of time spent active each week. Students thoroughly enjoyed being physically active and noticed the positive change this had on their bodies. All students were awarded a certificate at the end of the program to celebrate their level of achievement, based on their average level of activity over the term. A Premier s Sporting Challenge Medal was also awarded to one student in Stage 2 who consistently displayed a positive attitude, improvement and commitment to fair play in all sporting activities. Through participation in this program our school received a $1200 grant that has helped to fund further PDHPE activities within the school. Across K-6, all students were involved in a nine week gymnastics program, run by Flip Sport. Participation in this program enabled students to engage in a variety of movement experiences and challenges using many different types of apparatus such as beam, bars, trampoline and various hand held equipment. Through these experiences, students were able to explore ways their bodies can move and be strengthened using various locomotor and nonlocomotor skills. This year, ENPS welcomed two elite athletes to our school. In Term 3, Australian hurdler Michelle Jenneke, spoke with Stage 2 students and the sport captains about her successes in competitive sport, followed by a short sport lesson where students participated in a range of running activities and sprint drills. At our annual Sport Presentation Assembly in Term 4, which was run by our six sport captains, former Olympic Swimmer George Markovic, inspired all students and guests when he spoke to us about the benefits of participating in sport, as well as the need for goal setting, perseverance and positive self-talk, both in sport and life. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

30 Through our continued partnership with Live Life (a joint initiative between NSW Health and the Department of Education), ENPS further developed and fostered whole school programs that promote physical activity and healthy eating among all students and staff. These included: Active school community days and events such as Walk Safely to School Day, Ride2School Day and Fruit & Veg Month Use of new sports equipment in sport and lunchtime programs (purchased through a combination of funding and Rebel Sports and Athletes Foot points) Purchasing of line markings within the school to facilitate active games for students to play as well as educational tools for teachers to use within the classroom context Continuation of the Crunch and Sip Program in class to improve healthy eating habits by eating more fruit and vegetables as well improving students mental performance and concentration. Critical and Creative Thinking In response to the Melbourne Declaration on Educational Goals for Young Australians (2008) and the recent inclusion of general capabilities in the Australian and NSW curricula Epping North Public School has chosen to implement a K-6 Critical and Creative Thinking (CCT) program. The Critical and Creative Thinking Capability as described in the Australian Curriculum and the NSW Board of Studies syllabus refers to the combination of various skills and dispositions that make up a student s critical and creative thinking ability. From the school Strategic Plan: Students are able to articulate and demonstrate CCT skills and strategies. As a result of developing a CCT disposition students will confidently use these skills and strategies (CCT capability) as needed across the curriculum. In the first year of the CCT program all students years 1-6 received two terms of weekly lessons from the CCT specialist teacher on how to develop their CCT skills and dispositions and how to solve problems and design products using particular tools and strategies. Students in Years 4-6 learned the six steps of the design process by using the The Coloured Thinking CaPs scaffolding. By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter problems, unfamiliar information and new ideas (The Australian Curriculum). Students followed a given sequence to compose a new anthem for a fictitious nation in their Earth Parliament unit, and again when they were set a major task for their CCT Project (design an instrument, music video or game). Younger students learned the importance of having the seven dispositions of a good critical and creative thinker. And they learned that they can develop their CCT skills through activities called CCT Crunches. (These are short evidence-based thinking exercises that, when used daily and for extended periods of time, can boost students critical and creative thinking skills.) Class teachers added elements of CCT into a range of learning areas across the curriculum. Many class teachers also added CCT activities to weekly homework tasks. For assessment and future benchmarking purposes all students from Years 2 to 4 participated in the Victorian Education Department s online CCT Assessment Tool (designed by the Australian Council for Educational Research). The 2015 scores have given teachers a baseline from which to compare students results with when they sit the test again at the end of the Strategic Plan cycle in EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

31 TEN (Targeted Early Numeracy) Initiative To fulfil one Strategic Direction goal, ENPS implemented the TEN initiative which was designed to ensure all students are on track with numeracy by the end of Stage 1. K-2 teaching staff participated in TEN professional learning on site facilitated by our school TEN trainer. The initiative included the use of: explicit and systematic teaching small group instruction strategically targeted activities focusing on early arithmetical strategies monitoring of student progress every five weeks to assess progress, identify targets and plan future instruction. The TEN program was highly successful with outstanding improvements in student outcomes as a direct result. The table below illustrates the results and growth prior to and after implementation of the TEN initiative Prior to TEN implementation Year 2 42% students facile After TEN implementation Growth 91% students facile 49% Year 1 4% students facile 37% students facile 33% ES1 23% students counting on and back 2% students counting on and back 18% students figurative 44% students counting on and back 40% students counting on and back 42% students figurative 21% 38% 24% TOWN (Taking Off with Numeracy) Initiative Taking Off With Numeracy (TOWN) is a whole class initiative, which focuses on improving numeracy skills in the upper primary years. As part of Strategic Direction 1, Stage 2 teachers were provided with ongoing professional learning over the year to assist teacher knowledge to access and improve each student s numeracy understanding in the areas of whole number as well as multiplication and division. These areas are part of the number and algebra section of the Maths Syllabus. Parents were provided with an outline of the program through the parent teacher meetings at the beginning of the year and also through the Term Overview that were sent home each term. Using PLAN software, teachers managed student achievement at the end of each term. An overview of this data reveals that the TOWN program was successful with over 95% of students moving forward on the continuum. Michael Taylor Co-leader of Strategic Direction 1 TOWN Coordinator EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

32 Writing Initiative The teaching of writing was determined to be a school priority after identifying trends, strengths and weaknesses across the school through the analysis of data including NAPLAN. As a result an additional classroom teacher was funded by the P&C during 2015 to work in a team teaching/mentoring capacity to improve student outcomes and whole school teacher capacity to teach writing. The program was aligned to the principles of the Seven Steps to Writing Success (a full-day whole school teacher training course) with a strong focus on using quality literature as a model. Sizzling starts, tightening tension, show don t tell, ban the boring became the dally catch-cry of ENPS students and teachers in their pursuit of achieving writing excellence in the classroom. Writing support supplemented the team teaching/mentoring program during 2015 with targeted groups of students from year 1,2,3,5 receiving daily writing support over a period of weeks. This model of daily practice reinforced the skills and concepts being taught in class and gave these students the confidence and ability to approach classroom tasks with greater success. Learning and Support In 2015 the Learning Support Team has continued to develop its programs. The team is made up of a diverse group of staff from across the school; these include members of the executive, classroom teachers, the school counsellor and our Learning and Support Teacher (LaST). Mrs Robyn Kayes our LaST has continued to set up priority reading and writing groups across the school. In addition to this, the team set up the LEGO Club a social skills program supported by Mrs Colburt and Ms Gibson. The selected students have been actively engaged in this program and very enthusiastic about participating on Wednesday lunchtimes. Learning and Engagement/Enrichment Team In 2015 the Learning Engagement/Enrichment Team was developed and began to meet every alternate Thursday. The team is made up a diverse group of staff including the team leader Mr Keith Barnett, members of the executive, classroom teachers and the school counsellor Mrs Jenny James. As it was the inaugural year the team worked closely with student identification and discussion involved appropriate ways to cater for those students identified. ENPS will use extension through curriculum differentiation as the main method of catering for giftedness and talent in class. Curriculum differentiation ranges from slight to major modifications of the curriculum through adjustments to content processes and skills. It provides a planned, documented and challenging curriculum that matches the ability of gifted students to: learn at a faster rate, find, solve and act on problems readily and manipulate abstract ideas and make connections to an advanced degree. Opportunities for enrichment will be provided through whole-school activities and where appropriate, subject acceleration will be considered and implemented. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

33 Peer Literacy and Numeracy Tutoring (PLANT) In 2015 we continued our Peer Literacy and Numeracy tutoring program for Kindergarten students. The program ran in term 3 and 4 and was enthusiastically supported by our Year 6 students. The reading and numeracy sessions were held just before school on the Kindergarten balcony. Each primary student worked with Kindergarten students for peer reading and numeracy skills as identified by their classroom teachers. The tutoring was again effective with lots of positive feedback and learning for the younger students in a relaxed and supportive environment. The older students learnt valuable lessons about responsibility and learning to help others explore how to read and count. Student Leadership SRC Report The Student Representative Council (SRC) at Epping North Public School is a student elected body that is involved in the decision making process of the school. The main aim of the SRC is to advocate for the student body by making suggestions and recommendations for change. Considerable debate, mediated by the SRC chairman allows students opportunities to discuss suggestions in a democratic manner. In 2015, the SRC representatives from K-6, the student executive and the sport captains attended a training day at the beginning of the school year where Ms Harbridge and Ms Bate taught communication and leadership skills and how to work as a team. The council held fortnightly meetings with teachers where they learnt how formal decisions are made and put into practice. This year, our leadership group decided they wanted to focus on global, community and local issues through awareness-raising and by supporting charities while trying to learn about problems and show empathy. The Nepalese earthquake disaster was strongly supported by the SRC, school leaders and students of our school. Our leadership group made colourful prayer flags, which were hung, under the school COLA as a memorial to the lives lost. Students brought in a cold coin donation to support OXFAM to provide aid for this cause. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

34 Next it was decided to support the local branch of WIRES (NSW Wildlife Information, Rescue and Education Service Inc.). All students dressed as their favourite native animal or in green (the colour of the WIRES logo) and brought in a gold coin donation for the privilege. The school knitting club also knitted pouches which were donated to WIRES for orphaned baby possums. Finally our leadership group supported our local community by assisting with the Spring Fair, for example, distributing advertising material, by supervising novelty games at the fair, or by welcoming visitors to the fair. Creative and Performing Arts Life is about using the whole box of crayons In 2015, Epping North School students, as part of their Creative and Performing Arts program, explored all the colours and their infinite variations within the continuum of the Spectrum. Starting points came from conceptual units and common set texts. Students took inspiration from art, music, film and theatre, social media clips and literature both prose and poetry. They then set themselves creative challenges to discover distinctive ways to present a colour or colours as a visual art form for the Art Show and as a performance item for the Performance Evening. Art Show 2015 marked the tenth year of our annual Art Show, which took place during Education Week and Open Day, Wednesday 29 th July. All students planned and exhibited individual pieces, some incorporating digital technologies and virtual tools and environments to help design and share their artworks. Students created individual works using many different types of art media, from paint, dye, fine liner, crayon, photos, to wool, pencil, texta and to Paper 53 and other ipad apps. Skills included sketching, weaving, knitting, pattern making and printing, collage, drawing, tracing, cutting, sticking and twisting to communicate their message and highlight their colour. Members of the wider school community and professional artists also displayed examples of their art. All artworks were signed by the student artists and given titles, ready for sale, the funds going towards the Art Studio and specialist art materials. To practise and promote visual literacy, students took part in Art appreciation activities and discussion. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

35 SPECTRUM Performance Evening On Thursday 10 th August and Friday 11th August, K-6 classes showcased Spectrum, a musical interpretation of colour. Specialist music, dance and technology teachers supported groups to devise theatrical performances to help make their ideas a reality and parents and ex students shared their expertise with sound and lighting. Some examples of presentations were: Ochre representing the ideas of indigenous heritage and social change, Aquamarine - as a response to a unit of study centred on the text Stormboy and its environmental message, Red - to present understandings about cultural celebrations, namely Chinese New Year. Students and teachers made full use of ipads and smartboards during the creative process and recorded themselves to introduce their own presentations through an animation app. For the first time, our performance evening took place onsite in the school hall and there were four performances, matinees and evenings. It was a challenging but exciting project that was ultimately very enjoyable and successful. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

36 Art Studio In Term 4, after work in the holidays by teachers and school staff, we saw the unveiling and formal opening of the Art Studio. With the help of the P&C, what was once a storeroom and thoroughfare is now a designated area for artwork and art supplies, and a permanent display of art resources. Classes have access to long tables, repurposed from an old computer lab setup, with stools and benches, easels, trolleys, and a teaching area with carpet and a whiteboard. The studio will provide scope for collaboration between classes, space for big projects and it will be invaluable for ongoing creative tasks. This venture, a long held dream and a long time in the planning will be fully operational in Library The Epping North Public School Library continues to provide a rich collaborative learning environment that compliments the classroom. Our unique space allows for vibrant team teaching with a wealth of resources. Students engaged with new technologies in meaningful ways to hone their research and inquiry based skills including their ability to think creatively and critically in all tasks. As well as explicit teaching of information and technology, the Library - most importantly- continues to inspire students love of reading. Epping North students are avid readers, borrowers and users of the Library. This year they have enjoyed the Library s growing collection of quality resources, especially the new fiction. At lunchtime, our Year 6 Library Monitors have done an excellent job maintaining the Library, running Story time for younger students and managing puzzles. They have ensured the Library has been a relaxing and enjoyable environment. ENPS is now in its 12 th year of involvement in the Premier s Reading Challenge. This year a record number of students participated and many received the prized Gold Award. Book Week 2015 was also a highlight. The students demonstrated their creativity and enthusiasm for reading, as they dressed as their chosen book characters in the annual Book Week Parade. We were also lucky to have two visiting authors this year Libby Gleeson and Deborah Abela who shared valuable insight into the life of award winning authors. Many students attended the Primary School Days Writers Festival and were inspired by a range of authors at this excursion. EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

37 Band The band program at ENPS has continued t o b e successful in Approximately 90 students from Years 3 to 6 were part of the band program. Our intake of training band students increased dramatically this year, from the previous few years average of about 30 students to 41 at the beginning of this year. We have over 43 registered for 2016 so we hope that this trend continues. The increase in 2015 we believe in part was due to the Showcase Concert for year 2 s, introduced by one of our conductors, Christine Pringle, at the end of Some of the band s achievements in 2015 include: Many performances were given at school including Senior Band at the Badging Ceremony, Concert Band at the Easter Parade, Training Band and Concert Band at Open Day, Training Band at the Sports Assembly, Concert Band with a few extras from Senior Band at the P&C s Gingerbread House night performing Christmas Carols, and Senior Band at Presentation Day. For the first time this year, we trialed a Christmas Carols performance at an assembly, Concert Band performed three songs for which the K-2 teachers had taught their students the words. This was a terrific event with the whole school enjoying singing along to, doing the hand motions to, and generally dancing in their seats to the band s performance. We think it would be good to make this an annual event. Band Camp was held on the last weekend in May at a new venue, The Collaroy Centre. The camp was undoubtedly a highlight for the students and the progress they made in one weekend was significant. The concert held the following Thursday was a big success for all bands. Two fundraising barbeques were held at Bunnings Thornleigh. Money raised w ill p r o v i d e funds for the purchase of new instruments and music for next year. Due to the dedication of the volunteer families to help out at these events, we have not required external funding for Our external performances included the Bendigo Bank North Epping Fair, and all three bands performed at the UNSW Band Competition in August, being awarded two golds and a silver, which was an improvement on last year s results. The Police Band visited the school in October. Senior Band experienced a workshop with the Police Band and then the Police Band performed for the whole school, inviting Senior Band to join them for the last two songs. The whole school enjoyed this event, especially when the band played songs the students were doing already in Modern Jazz, a happy coincidence. This year we introduced a Jazz Extension opportunity for 6 weeks prior to the annual Soiree. This was very popular with students with both the Concert Band and Senior Band students more than filling the expected places for their bands. Both Jazz bands performed at the Soiree, with the Senior Jazz Band going on to perform at the beginning of the Kindy Information evening. We hope to hold this extension again prior to the Soiree in 2016, thus giving the students an introduction to a completely different way of performing music to that which they are used to hearing or playing. In 2015 the bands continued to benefit from the talents of Adam Tomkins as conductor for Training and Senior Bands, and Christine Pringle for Concert Band. Mike Kenny, taught and conducted the Jazz Extension groups. The Band Program also attracted and retained professional tutors to ensure that the students progress was on track. Many students chose to and were successful in passing their AMEB grade exams. This external testing confirms the quality of our tutors and conductors saw the sourcing and introduction of new band polo tops. The sparkly vests which have been in use by the bands for a number of years were looking a bit dated so these were retired and donated to the infants percussion group. The new band polo tops look very professional, and have the added advantage that the students can wear them to school for the day, thus advertising the band (and the child s involvement in it) to the remainder of the school. The new polo tops were very popular with the kids and the parents. After two years as Manager of the bands at ENPS Lisa Daly stepped down at the end of the year. Lisa will continue to be involved with band and has volunteered to run the Jazz Extension again in EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

38 Glenn Thomson, who volunteered for co-manager in the first term of 2015, will continue as Manager and we are hopeful a co-manager will be found before the beginning of Our school Liaison, Mrs Diver has stepped down after a number of very helpful years and we look forward to a new School Liaison in The Managers and the school liaison teacher, will continue to seek out further performance opportunities for all the bands at school, putting meaning and practice into all that is learned at rehearsals. Dance The ENPS Dance program operated this year with a staff of three professional dance teachers who worked with nine classes: three boys groups, five girls groups, and one co-ed class for our first ever Kindergarten Dance Group. Lessons were held on a l l five mornings of the school week. Total enrolment for the program comprised almost 200 students yet again, with a larger number of boys taking part than in previous years. With the addition of the Kindergarten class, all year levels were catered for, and all dancers dedicated themselves to practice during 2015 leading up to the annual dance concert o n 12 November. The concert and annual program continued to receive many appreciative comments from families and staff. reports has continued to elevate satisfaction with the program for both the dancers and their audiences. The large, portable dance mat purchased in 2013 was again put to use for outdoor performances at the School Open Day in July, as well as the School Fair in October. All dance groups performed at the School Fair. The mat was also loaned to Oakhill Drive Public School twice during the year. The Senior Girls Dance Ensemble (comprising Years Five and Six Students) competed in the inaugural Battle of the Primary Schools Dance Eisteddfod at Marsden High School in August and scored an impressive 94 out of 100, although they did not gain a place in their section. The Senior Boys Dance Ensemble competed in the Hills Dance Spectacular in September and was placed fourth in their category. In October, the Senior Boys Group also entertained the audience at the Epping District Music Festival at the Concourse Theatre in Chatswood. Each dance group performed two items each at the Annual Dance Performance Evening in November, which culminated in a joyous and fabulous finale with all of the almost 200 dancers on stage at once. The Dance for Fun and Exercise Program (as introduced in 2014), was again offered at the end of Term Four, for all enthusiastic dancers to continue coming together for fun and fitness following the end of the annual program. A dance committee made up of committed parents, who generously gave up their time to organise and arrange lessons and events, also helped the program run smoothly. During 2015 the committee was able to continue to add a number of new spectacular costumes to their collection, which by all EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

39 eppingnorthps.nsw.edu.au Epping North Public School Boundary Road, North Epping NSW 2121 P F E eppingnth-p.school@det.nsw.edu.au EPPING NORTH PUBLIC SCHOOL ANNUAL SCHOOL REPORT

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