[Enter school name] Annual School Report. Appin Public School

[Enter school name] Annual School Report Appin Public School 1045 2012

Messages Appin P.S. Top Achievements in 2012 I reflect with a great deal of pride on some of our school s achievements this year: School Spectacular With the support of Mrs Corcoran, our students successfully auditioned for, and participated in the School Spectacular. Excellent Literacy Programs raising student achievement This was the second year of using the L3 (Language, Literacy Learning) approach in our school. The willingness of our Kindergarten teachers to take on the additional professional learning and use it to develop more effective literacy practices, which explicitly target students individual learning needs has resulted in excellent levels of achievement. Out of School Hours Centre established on site After a competitive tender process, Bright Sparks will operate a before and after school care program from the school from the start of 2013. Vacation care will also be available. It was great to be able to support the community in having this vital service established at the school. Increase in playground games/activities Our school vegie garden was improved, by adding raised garden beds, making them much easier for students to maintain. Games and handball courts were painted on the playground. All children were taught how to play the games during peer support lessons. These new initiatives, when combined with the balls, hoops, skipping ropes already available, ensures that students have access to lots of play activities. Principal s message Schools are about to undergo a radical transformation, with new administrative and organisational structures, a greater emphasis on local decision making and the implementation of the new National Curriculum. With these changes swirling around us, the teachers at Appin will continue to ensure we maintain a focus on developing the potential of every child. We will continue to look to instructional approaches that are developmentally sound and supported by research. Now, more than ever, it is critical your children, our students, are taught to understand rather than memorize. We will continue to focus on helping students to learn how to solve problems and how to evaluate information. As reflective educators we will continually evaluate what we teach to ensure it is still relevant. The internet has been around for less than 20 years and in that time it has had a dramatic impact on our culture, the economy and the way we communicate. We will maintain a focus on ensuring your children have not only access to new technology, but develop the skills to use technology as a tool for learning. 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. Vicki Walsh 1

P & C message 2012 has been a very trying year personally for myself and my family. I would like to thank the P&C executive committee for taking over the everyday running of the P&C and kept it all going through my absence and Vicki Walsh for keeping me in the loop throughout it all. The P&C has seen some sad changes in 2012 with the canteen going out to a private tender. A sign of the times with most parents busy working these days. Sadly the lack of volunteers meant we have had to stop running a market once a month, which is a pity, as it was a great fundraiser for the school. We had a visit from the P&C federation towards the end of 2012 and with great feedback we are on the right track and meetings seem to be much shorter and more productive. I can only hope 2013 will bring more fundraising opportunities than previous years with our first ever school fete being held towards the end of the year. Thank you Kerrie Withers Student representative s message 2012 was a very successful year for the students of Appin Public School. The leadership team of 6 students carried out their duties to a high standard. A thank you to my fellow ministers; Ruby Fenech Speaker, Caitlin Porter, Minister for Fundraising and Entertainment, Gemma Watt, the Minister for Safety and Rules, Jake Bisset, Minister for Communication and Technology, and Luke Griffiths, Minister for Sport. I will briefly outline the roles and responsibilities we ministers have had throughout the 2012 school year. A daily responsibility we had as ministers was to be good leaders and someone other students looked up to. This was challenging at times, but we did our very best. We also got to reward other students who were doing the right thing by giving them a merit in assembly each week. We were privileged with a once in a life time opportunity of actually being elected minister by our peers and our teachers. So to all who voted us in a BIG thankyou. I was lucky enough to be the 2012 School Ambassador. This gave me the opportunity to attend leadership days with other school Ambassadors from both primary and high schools. I was also privileged to attend the Regional Ambassador s dinner and presentation evening. The role of School Ambassador gave me skills that I hope I will use forever. I take this opportunity to wish good luck to all of the Year 5 students who were elected ministers for 2013. These were Holly Maroun as Prime Minister, Ryan Woods as Speaker and Sheree Pirrone, Rhiannon Odewahn, Leila Hampson and Zac MacKenzie as ministers. Jack Rochaix School Parliament Prime Minister Setting up and running Parliament is a monthly responsibility that we had. This meant giving up our lunchtimes, setting up and talking about the motions with Mr Thompson. 2

School context Student information It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies. Student enrolment profile Gender 2008 2009 2010 2011 2012 Male 98 98 101 96 100 Female 94 87 99 102 99 Class Sizes Roll class Year Total per year Total In class 1 KM K 21 21 2 K-1S K 10 23 3 K-1S 1 13 23 4 1W 1 23 23 5 2-3K 2 17 26 6 2-3K 3 9 26 7 2-3M 2 15 27 8 2-3M 3 12 27 9 4-5C 4 16 26 10 4-5C 5 10 26 11 4-5S 4 15 26 12 4-5S 5 11 26 13 5-6T 5 7 28 14 5-6T 6 21 28 Student attendance profile Year 2008 2009 2010 2011 2012 K 97.4 97.6 94.8 96.6 1 95.1 95.7 94.0 95.1 2 95.1 96.7 95.2 95.3 3 96.3 96.5 95.3 96.8 4 95.6 96.7 94.0 94.7 5 92.6 95.5 95.6 95.1 6 94.8 94.5 93.5 95.8 Total 95.7 95.2 96.2 94.6 95.6 Management of non-attendance Student attendance is monitored on a daily basis, with parents being asked to explain student absences. When a pattern of non attendance becomes apparent, the school contacts parents with its concerns and begins a Lateness and Monitoring sheet on a student. If there is no subsequent improvement, referrals are made to the Home School Liaison Officer who works with families to improve attendance rates. Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. In 2012, Appin Public School had 1 Principal, 8 classroom teachers (including 2 Assistant Principals), Support staff including Learning and Support, Reading Recovery Teacher, Teacher- Librarian and Release from Face to Face teachers. Other staff at Appin Public School includes a School Administration Manager, three part time School Administration Officers, two part time General Assistants and four School Learning Support Officers. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Staff establishment Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 2 Head Teachers 0 Classroom Teachers 8 Teacher of Emotional Disabilities 0 Teacher of Mild Intellectual Disabilities 0 Teacher of Reading Recovery 0.4 Support Teacher Learning Assistance 0.6 Teacher Librarian 0.4 Teacher of ESL 0 Counsellor 0.2 School Administrative & Support Staff 2 Total 14.6 The National Education Agreement requires schools to report on Indigenous composition of their workforce. At Appin Public School, there are currently no staff members who identify as Indigenous. 3

Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. In 2012, one teacher was successful in achieving accreditation of Professional Competence through the Institute of Teachers. Qualifications % of staff Degree or Diploma 87 Postgraduate 13 Staff retention Class sizes were reduced from 2011 to 2012. As our school numbers have waivered over the past few years, we employed a temporary teacher to take the additional class in 2011. Unfortunately we were unable to retain this teacher for the 2012 school year. One teacher was transferred from our school at the end of the 2011 school year, all other permanent teaching staff were retained from 2011. Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. Date of financial summary 30/11/2012 Income $ Balance brought forward 96657.3 Global funds 150614.00 Tied funds 83720.02 School & community sources 62978.79 Interest 3956.37 Trust receipts 6893.95 Canteen 0.00 Total income 404820.43 Expenditure Teaching & learning Key learning areas 42718.24 Excursions 15877.10 Extracurricular dissections 19882.80 Library 1365.6 Training & development 2000.37 Tied funds 81604.02 Casual relief teachers 27442.55 Administration & office 36662.84 School-operated canteen 0.00 Utilities 47388.36 Maintenance 21220.62 Trust accounts 7771.79 Capital programs 25043.85 Total expenditure 328978.14 Balance carried forward 75842.29 A full copy of the school s 2012 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school. School performance 2012 In May 2012 all 21 students in Year 3 and 27 students in Year 5 took part in a range of assessment tasks to provide feedback to the school and parents on the performance of students against the national benchmarks in Literacy and Numeracy. Our students results on these assessments are outlined below. In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Yr 3: Band 1 (lowest) to Band 6 (highest) Yr 5: from Band 3 (lowest) to Band 8 (highest) NAPLAN Year 3 Literacy Results In Year 3 the average mark achieved by students at Appin Public School was below the state average in all areas of literacy. Our students performance in Grammar and Punctuation were above the Regional average for students in Year 3. NAPLAN Average Mark- Year 3 2012 Average School Region State Mark 2012 Reading 393.9 398.7 426.9 Writing 411.3 415.5 425.0 Spelling 399.1 422.0 428.1 Grammar & Punctuation 414.0 409.6 434.5 4

Year 3 Literacy - Minimum standard The table below shows the percentage of students who scored at or above the minimum standard. All Year 3 students at Appin PS scored achieved results at or above the minimum standard in Reading and Writing. Reading Writing Spelling State 96 98 96 95 School 100% 100% 95% 95% Gramm ar Year 3 Literacy - Proficiency Standard The table below shows the percentage of students who scored in the top 2 bands (Band 5 and Band 6) in the NAPLAN Literacy assessment tasks. Fewer students at Appin PS scored in the top two skill bands in all aspects of Literacy compared to the state. & Punct NAPLAN Average Mark- Year 5 2012 Average School Region State Mark 2012 Reading 487.1 471.0 500.1 Writing 485.3 477.9 486.2 Spelling 488.7 504.0 507.6 Grammar & Punctuation 481.4 482.2 503.7 Year 5 Literacy -Minimum Standard The table below shows the percentage of students who scored at or above the minimum standard (Band 4 or higher) in the NAPLAN literacy assessment tasks. All Year 5 students at Appin PS scored achieved results at or above the minimum standard in Reading, Writing, and Grammar and Punctuation. Reading Writing Spelling State 92 94 96 92 Grammar & Punct Year 3 Literacy Proficiency Standard Reading Writing Spelling Grammar School 100 100 96 100 & Punct State 44 57 50 56 School 26 43 48 48 Reading NAPLAN Year 3 Year 5 Literacy Proficiency Standard The table below shows the percentage of students who scored in the top 2 bands (Band 7 and Band 8) in the NAPLAN literacy assessment tasks. Fewer Year 5 students at Appin PS scored in the top 2 skill bands in all areas of literacy except Writing. Significantly more Year 5 students at Appin PS scored in the top 2 bands in Writing. Reading Writing Spelling Grammar State 35 23 41 35 School 22 30 26 18 & Punct Reading NAPLAN Year 5 NAPLAN Year 5 Literacy results In Year 5 students average marks were above the Regional average in Reading and Writing. Writing was an area of strength in Year 5 at Appin PS, with students average mark in writing being less than 1 mark below the state average. 5

2012 NAPLAN Numeracy Results Year 3 Numeracy- Minimum standard The percentage of students achieving at or above the minimum standard in Numeracy was similar to the state in Data and Measurement, however Appin PS had more students who did not meet the minimum standard compared to the state. Space, Measure ment and Data State 95 97 Region 96 93 School 95 90 Number, Patterns and Algebra Year 3 Numeracy -Proficiency Standard Year 3 students at Appin P.S. had a significantly lower percentage of students in the top skill bands compared to the state average. Numeracy Space, Measurement, and Data State 34 34 38 Region 29 27 28 Number/Patterns and Algebra minimum standard for Data, Measurement, Space and Geometry. Space, Measurem ent and Data State 96 93 Region 94 91 School 100 92 Number, Patterns and Algebra Year 5 Numeracy- Proficiency Standard Fewer Year 5 students at Appin PS scored in the top 2 skill bands for numeracy in the 2012 NAPLAN. Space, Measurement, and Data State 29 31 Region 26 27 School 18 26 Numeracy NAPLAN Year 5 Number/Patterns and Algebra School 26 23 19 Numeracy NAPLAN Year 3 Year 5 Numeracy - Minimum Standard The percentage of students achieving at or above the minimum standard in Number and Patterns and Algebra was similar to the state. All Year 5 students achieved results at or above the 6

Literacy and Numeracy Growth Average student growth from Year 3 to Year 5 in each area at Appin PS is compared to the average growth of all students in the state. Less than half the students in Year 5 at Appin PS made the expected level of growth. Improvement from Year 3 to Year 5 Average growth from Yr 3 to Yr 5 School State Reading 76.2 77.8 48.1 Writing No data available Spelling 75.9 94.3 37.0 Grammar and Punctuation 53.5 79.2 51.9 Numeracy 77.0 96.6 48.1 Progress in reading Average progress in Reading between Year 3 and 5* % of Appin students achieving the expected growth Year 7 Students in Year 7 who attended Appin PS last year, scored above the Regional average in Reading and Grammar and Punctuation, however achievement in Number, Patterns and Algebra was significantly below Regional average. Average Mark School Region State Reading 522.6 515.0 546.7 Writing 503.2 505.6 521.1 Spelling 538.8 547.1 555.4 Grammar & Punct n Data, Geo, Space, Meas 530.1 523.6 552.7 515.4 522.2 545.3 Numeracy 503.3 526.2 545.5 Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO. 2008-2010 2009-2011 2010-2012 School 91.7 59.8 76.6 SSG 84.4 71.0 79.2 State DEC 83.7 74.0 79.2 Progress in numeracy Average progress in Numeracy between Year 3 and 5* 2008-2010 2009-2011 2010-2012 School 96.1 97.4 75.6 SSG 89.9 92.7 97.0 State DEC 89.6 95.8 98.2 The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). 7

Significant programs and initiatives Aboriginal education In 2012, Appin Public School continued to provide programs designed to maximize the learning of Aboriginal students and to educate all students about Aboriginal history and culture. Fly Australian and Aboriginal flags every day (weather permitting). Aboriginal and Torres Strait flags are the stage backdrop together with Australian, NSW, Wollondilly, Appin PS and Appin Bicentenary Festival flags. Aboriginal perspective is taught in classroom and library lessons for all grades using Big Books, art work, library books, class readers and online programs. Artwork depicting D'harawal Aboriginal Language and Legends by 4/5B, 4/5S and 56T was displayed in the "Together" Art Exhibition at Wollondilly Council for Reconcilliation Week. With assistance from Fran Bodkin (D'harawal storyteller) an Acknowledgement of Country was recorded in language by Fran with Appin's Aboriginal identified students and ministers translating in English. Mrs Shelton produced a video movie with local photographs which was projected at the NAIDOC assembly and the beginning of the School Concert. Observance of NAIDOC Week with an assembly run by 4/5B featuring musical accompaniment using the school didgeridoos, rain makers, emu caller and various traditional percussion instruments. Once again Appin school supported Koori Kids by purchasing wrist bands for every student. Recording the National Anthem in English and D'harawal Language by Emily Wilson (past Appin student) and the school choir. This will also be made into a video movie to be shown at assemblies and special events. promoting tolerance and harmony while building a better understanding of cultural diversity within the school and broader community. Staff participated in professional development to develop teaching programs that were authentic and differentiated. Children showcased their understandings through performance during our School Concert and Stage 3 students culminated their learning by hosting a Multicultural Feast for parents and students. Children in grades 2-6 embarked on a walking tour of the Appin Community visiting local churches in Term 4. This aimed to provide children with a background for learning experiences planned for 2013 which includes a visit to St John s Park Public School and a nearby temple. Progress on 2012 targets 2012 Literacy Targets Target % Actual % achieving Minimum Minimum Standard Standard Year 3 Reading Year 5 Reading Year 3 Reading Target Result 96% 100% Achieved 96% 100% Achieved Target % achieving Proficiency Actual % in Proficiency Target Result 37% 26% not Achieved Multicultural education In 2012, Appin Public School applied and was successful for a Multicultural grant to increase student learning outcomes and welfare by Year 5 Reading 45% 22% Not achieved 8

2012 Numeracy Targets Target % achieving Minimum Standard Actual % Minimum Standard Target Result Year 3 96% 95% Achieved Year 5 100% 100% 92% Target % Actual % achieving in Proficiency Proficiency Measurement Number Target Result Year 3 30% 26% Not Achieved Year 5 21% 26% Number 18% Measurement Student Engagement and Retention Targets Monitor learning outcomes for boys in Literacy and Numeracy to ensure they continue to reflect the average level of boys performance in NAPLAN at State level. The average performance of boys in Year 3 was lower than the state average in all areas. The average performance of boys in Year 5 was higher than state average in all areas except number, patterns and algebra. Continued focus on improving the learning outcomes for Gifted and Talented students to reflect the state %. In Year 3 the percentage of students scoring in the highest skill band was at or above state average in all areas except Spelling and Data and Measurement, Space and Geometry. In Year 5 the percentage of students scoring in the highest skill band lower than state average in all areas. Teaching programs in all KLA s reflect an increase in the integration of Technology into Teaching and Learning Programs. Teachers demonstrate an increased capacity to cater for the different learning needs of targeted groups of students. School evaluation Parent satisfaction surveys for the past 2 years have indicated that a number of parents were dissatisfied with homework practices at Appin PS. At the end of Term 2 all parents and students Year 2 to 6 were surveyed to gather more detailed information about homework at Appin PS. 41% of parents responded to the Homework survey. Homework is helpful Home Reading participation Homework participation Understand Homework Time spent on homework each week Satisfaction with amount Satisfaction with difficulty What software does your child use? Parents 58/140 86% Yes 12% Sometimes 55% daily 27% 2 or 3 times a wk 38% daily 50% 2 or 3 times a wk 43% always 43% usually 31% less than 30 min 27% up to an hour 41% up to 2 hours 27% too much 8% too little 60% about right 5% too hard 18% too easy 62% just right 81% Mathletics 77% Reading Eggs 50% Spelladrome 25% other Students 111Yr 2-6 52% Yes 34% Sometimes 12% No 20% daily 46% 2 or 3 times a wk 18% once a week 12% never 34% daily 37% 2 or 3 times a wk 18% once a week 10% never 32% less than 30 min 33% up to an hour 18% up to 2 hours 26% too much 11% too little 61% about right 20% too hard 30 % too easy 51 % just right 92% Mathletics 83% Reading Eggs 50% Spelladrome 18% other 9

What homework works best for your child/student 69% Worksheet 17% Matrix 72% Technology 10% Projects N/A Staff reflected on the surveyed responses and research about the effectiveness of homework on Term 3 Staff Development Day. Class teachers have since implemented changes to the way they deliver homework. The surveyed results have guided the presentation of homework tasks and the types of tasks set. School Satisfaction Parents and staff were asked to respond to questions in a school satisfaction survey. 46 parent surveys were returned, which represents approximately 35% of the families at our school. All teachers completed a survey. Findings: Parents responses were very positive. The items which gained the highest level of satisfaction, with more than 90% agreeing or strongly agreeing with the statements were: Appin is an attractive and well-resourced school e.g. classrooms, library and grounds. The school is connected to the community and welcomes parental involvement. The school is friendly, tolerant and accepting of all students. The school maintains a focus on literacy and numeracy. indicated that they were dissatisfied with the school s overall performance. Staff responded very positively to all statements. More than 90% of staff agreed with 14 of the 16 statements. There were two statements which more than 1 staff member didn t respond with agree or strongly agree. These were the statements There is good student access to computers and strong technology programs and resources and My students understand how their learning will be assessed. A number of staff commented on difficulty with the technology infrastructure, particularly after the change to the new server which caused considerable disruption and frustration. Future directions The survey results indicate very high levels of satisfaction among both parents and teachers. The school will continue to look for opportunities to improve practice in the areas identified. Professional learning During 2012 most staff training focused on school targets to maximize improvement. Another staff member completed the L3 course aimed at the explicit teaching of literacy for Kindergarten students. This brings our total of L3 trained teachers to 3. All staff attended the Count Me Into Network meetings which were held in Week 8 of every term. These meetings assisted the whole teaching staff in addressing the needs of their students in the areas of place value, differentiating the curriculum, fractions and decimals and early arithmetic strategies. Staff not only attended courses but have participated in weekly meetings as a whole staff or in stage groups to further their professional learning. There were many positive responses to the question What is the best thing about Appin PS? such as, Appin is a friendly, happy school and the dedication of teachers and their genuine commitment to our children One parent 10

School planning 2012 14 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- Literacy Outcome for 2012 2014 Increased levels of literacy achievement for all students Targets to achieve this outcome include: Increase the % of students in each grade achieving grade benchmarks in Reading and Writing on school assessments. Increase the % of students in each grade achieving above grade benchmarks in Reading and Writing on school assessments. Increase the % of students who achieve expected growth between Year 3 and Year 5 in NAPLAN Reading tasks. Strategies to achieve these targets include: Teachers regularly assess student learning and use this data to develop differentiated teaching and learning programs to meet the diverse learning needs of their students. Teachers develop a greater understanding of the National Curriculum and trial the implementation of the English syllabus. Teachers participate in Professional Learning and share their expertise in teaching Reading and Writing. Technology being used regularly by teachers and students to enhance teaching and learning in English. School priority 2 - Numeracy Outcome for 2012 2014 Improved numeracy performance K-6 Targets to achieve this outcome include: Increase the % of students in each grade achieving grade benchmarks in Number and Working Mathematically. Increase the % of students in each grade achieving above grade benchmarks in Number and Working Mathematically on school assessments. Increase the % of students who achieve expected growth between Year 3 and Year 5 in NAPLAN Number, Patterns and Algebra tasks on school assessments. Strategies to achieve these targets include: Teachers participate in professional learning to accurately assess their students mathematical thinking. Teachers regularly assess student learning and use this data to develop differentiated teaching and learning programs to meet the diverse learning needs of their students. About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analyzed 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. Vicki Walsh (Principal) Karen Sellick (Assistant Principal) Vanessa Mozayani (Assistant Principal) School contact information Appin Public School 97 Appin Road Appin NSW 2560 Ph: 02 4631 1220 Fax: 02 4631 1486 Email: appin-p.school@det.nsw.edu.au Web: www.appin-p.schools.nsw.edu.au School Code: 1045 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr 11