Woy Woy South Public School Annual School Report 214 4329
Students School context statement Woy Woy South Public School is an aspirational school and a proud member of the Brisbane Water Learning Community. There are 482 students currently enrolled, including 49 Aboriginal and Torres Strait Islander students, in addition to students from a wide range of socioeconomic backgrounds. The staff is committed to establishing a challenging and supportive environment based on quality teaching and learning experiences across the curriculum. Focus is placed on the development of literacy and numeracy skills with L3, FoR and TEN programs implemented, using technology to support and engage students in the learning process. A wide range of extracurricular activities are provided to extend and enrich student learning. The Positive Behaviour for Learning program (PBL) is embedded in the life of the school. Collaborative planning and decision making are valued by our dedicated staff who, together with our School Parents and Citizens Association, promote a shared vision. P & C message The Woy Woy South Parents & Citizens would like to thank all families who gave their support to our fundraising activities in 214. This was the fifth year that the P & C has organised the Woy Woy South Wipeout as the main fundraiser which was the biggest and best yet. The great support we received means that this event can continue to provide a fun way for kids to raise money for their school. The P&C continues to operate a healthy canteen and uniform shop and would especially like to thank the volunteers who are essential to the success of these services. In 214, the P & C contributions towards the school amounted to over $13,. These funds include our on-going commitments for funding the literacy and numeracy programs, assembly awards and presentation awards. The discos, mothers day and fathers day stalls, school banking and fun days such as Wipeout cannot go ahead without volunteers and on behalf of the P & C I would like to especially thank those who were involved this year and thankyou again to everyone who helped and supported us throughout the year. Karen Symmington, P&C President Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile The school is experiencing a steady decline in enrolments over time. 8 6 4 2 Enrolments 28 29 21 211 212 213 214 Year Male Female Student attendance profile Year 29 21 211 212 213 214 K 95.4 93.7 95.5 93.5 95.1 94.4 1 92.5 94.4 92.6 94.1 93.5 93.9 2 93.3 94.3 94.8 92.3 96.1 93.4 3 93.3 93.4 94.3 94.6 93.3 94.8 4 92.1 92.1 93.4 92.5 94.7 93.7 5 92.9 92.1 91.4 93. 93.1 95.1 6 92.6 91. 92.5 9.5 92.2 94.5 Total 93.2 93.1 93.5 93. 94. 94.2 Workforce information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1. Deputy Principal 1. Assistant Principal(s) 4. Classroom Teacher(s) 17.54 Teacher of Reading Recovery.92 Learning and Support Teacher(s) 1.9 Teacher Librarian 1. School Counsellor 1. School Administrative & Support Staff 3.962 Total 32.322 The Australian Education Regulation, 214 requires schools to report on the Aboriginal composition of their workforce. Woy Woy South Public School has four teachers who identify as Aboriginal. 1
Teacher qualifications All teaching staff met the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 1% Postgraduate 21% Professional learning and teacher accreditation All staff, teachers and SASS staff participated in professional learning throughout 214 across a broad range of areas including key learning areas, student wellbeing and career development. Teacher training incorporated Focus on Reading (FoR) and Learning, Language and Literacy (L3) training to support Literacy priorities and Teaching Early Numeracy (TEN) and new Mathematics syllabus training to support numeracy targets. Positive Behaviour for Learning (PBL) continued to be a major focus for staff training. Four teachers were working toward Accreditation at Proficient level with the Board of Studies Teaching and Education Standards, nine were maintaining accreditation at Proficient level and two teachers were seeking accreditation at the Highly Accomplished level. Staff Development Days focused on new National curricula in science and mathematics, developing scope and sequence documents and content awareness in addition to expanding training in the Focus on Reading and L3 programs. Over $44 5 was spent on Teacher Professional Learning in 214 (approximately $2 per teacher) and many additional programs were completed at no cost to the school. These were most often programs run outside school hours and included network meetings in learning and support, physical education, gifted and talented education, choir and dance. Online training was also completed by many staff in assisting children with communication difficulties. Beginning Teachers Two teachers were eligible for support under the Beginning teachers program which funds professional learning and support for permanent teachers in their first two years of teaching. 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 3/11/214 Income $ Balance brought forward 413,44.63 Global funds 322,314.65 Tied funds 374,525.19 School & community sources 69,24.13 Interest 14,57.4 Trust receipts 17,25.25 Canteen. Total income 1,21,351.25 Expenditure Teaching & learning Key learning areas 5,594.27 Excursions 18,66.31 Extracurricular dissections 35,73.92 Library 1,195.65 Training & development 5,16.51 Tied funds 248,78.27 Casual relief teachers 134,996.7 Administration & office 56,283.61 School-operated canteen. Utilities 62,962.4 Maintenance 32,595.83 Trust accounts 12,949.44 Capital programs 18,136. Total expenditure 686,892.91 Balance carried forward 523458.34 A full copy of the school s 214 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 214 Woy Woy South Public School students were showcased in many areas during 214. Achievements include: ARTS Creative and Practical Arts programs were expanded in 214 to include: Continuation of the school senior and junior choirs together with a Kindergarten singing group Both the senior dance group and the Pacific Island Dance group invited to perform at the Central Coast Dance Festival 2
Progress Progress Progress Expansion of the Djembe Drumbala drumming group into both a Stage 2 and a Stage 3 group Formation of a Ukelele group which performed at school functions Whole school musical performance involving all grades and specialty groups over two night time and one matinee show Expansion of the CAPA performance groups to visit local aged care facilities and preschools Academic achievements NAPLAN In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 6 in Year 3 and Band 3 to Band 8 in Year 5. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Results in all assessments showed exceptional student growth from Year 3 to Year 5, far exceeding both similar schools and state growth. This is a major accomplishment for 214. Average progress in Reading between Year 3 and 5 15 SPORT In 214, the Physical Education, Personal Development and Health program featured: Extension of the fruit break into Stage 2 and 3 classes PE activities for all students promoting fitness and active lifestyles whilst developing and maintaining fundamental movement skills One student representing at the state and national swimming championships, winning gold medals at both events Whole school, including staff, participation in the Premier s Sporting Challenge Teams participating in State Knockout Competitions, PSSA Gala Days and All school League Tag Gala Days K-2 and Year 3-6 Athletics Carnivals Successful participation in PSSA carnivals for Cross Country, Swimming, Athletics and Ball games 1 5 15 1 5 28-21 29-211 21-212 211-213 212-214 School SSG State DEC Average progress in Numeracy between Year 3 and 5 28-21 29-211 21-212 211-213 212-214 School SSG State DEC The outstanding growth achieved in Writing indicates that the Focus on Reading program is enabling students to transfer their knowledge of the skills used by writers of quality literature. 1 Average progress in Writing between Year 3 and 5 5 211-213 212-214 School SSG State DEC 3
Percentage of students Percentage of students Percentage of students Percentage of students Percentage of students NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) 4 Year 3 Reading 4 3 Year 3 Writing 3 2 2 1 1 3 2 1 4 3 2 1 1 2 3 4 5 6 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 Year 3 Spelling 1 2 3 4 5 6 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 Year 3 Grammar & Punctuation 1 2 3 4 5 6 Percentage in School Average 211-214 SSG % in 214 State DEC % in 214 NAPLAN Year 3 - Numeracy 3 2 1 Year 3 Numeracy 1 2 3 4 5 6 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 Year 3 results have indicated clear areas of focus for the year ahead. Extension of the L3 writing procedures into Year 2 classes during 215 will be employed to address the overall writing results. Our improved reading performance, as compared with similar schools (SSGs), especially in the highest performance band, is an indication of the success of the reading programs which have been implemented. Similarly, the number of students in the lowest achievement band in reading was significantly less than comparable schools. 1 2 3 4 5 6 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 4
Percentage of students Percentage of students Percentage of students NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) School SSG State DEC Average score, 214 499.6 478. 52.7 4 Year 5 Reading 3 2 1 3 4 5 6 7 8 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 School SSG State DEC Average score, 214 54.8 469. 54.7 3 2 1 Year 5 Grammar & Punctuation Average score, 214 5 4 3 2 School SSG State DEC 472.1 445.7 467.1 Year 5 Writing 3 4 5 6 7 8 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 1 3 4 5 6 7 8 Percentage in School Average 211-214 SSG % in 214 State DEC % in 214 5
Percentage of students NAPLAN Year 5 Numeracy Average score, 214 4 School 491.9 SSG 456.1 Year 5 Numeracy State DEC 488.5 Literacy program. The Year 2 and 3 students in the Indigenous Literacy group won two encouragement awards in the Patrick White Young Indigenous Writers competition. 3 2 1 3 4 5 6 7 8 Percentage in School Average 21-214 SSG % in 214 State DEC % in 214 Year 5 results in all areas exceeded the school average 21-214, all similar schools group (SSG) and also exceeded state levels in all but spelling. Equally significant, there were fewer Woy Woy South students in the lowest band in all tests than state or similar schools. These outstanding results across all tests are indicative of the success of the teaching and learning programs operating across the school. Other achievements For the first time in 214, eight Stage 3 students competed into the Mathematics Challenge for Young Australians achieving 6 Distinctions, 1 credit and 1 participation award. Year 3 6 students were also again offered the opportunity to participate in the ICAS tests across English strands and in mathematics, computers and science. Significant programs and initiatives Policy and equity funding Aboriginal education and Equity Aboriginal Education continued to play an important role throughout 214. Learning activities including Years 1 6 Literacy Groups, NAIDOC Week, Sorry Day, K -2 Performance Group, Year 2 Didge Group, Girls Group, Boys Group, development of our bush tucker garden and use of Reading Dilly Bags through the L3 Our Supplementary Reading Program was delivered by a dedicated team of parents providing literacy support for our Year 1 students. These students demonstrated sound progress in literacy and were more engaged in their learning. 214 also saw the continuation of Personalised Learning Plans (PLPs) across the school. These valuable tools were created by students, parents, carers and teachers to increase engagement and identify the individual needs of students. Staff and parents continued to support the Koorana local Aboriginal Education Consultative Group (AECG) throughout the year, with several staff representing the school at meetings. Students in all grades were offered the opportunity to link with other Aboriginal students across the Brisbane Water Learning Community under the Cultural Continuum program which involved excursions, dance art and bush tucker. Young Black and Ready for School continued its success with many new Kindergarten students from schools across the peninsula attending. The Acknowledgement of Country is now embedded as a weekly part of our assemblies, recognising Aboriginal culture and history. Three staff members were trained in 8 Ways of Learning with one staff member also trained in Brospeak. Staff also attended Close the Gap training, Early Years Interagency Forum and the Cultural Immersion course. 6
Multicultural education and anti-racism The Woy Woy South Pacific Island Group continued its success during 214. Since its inception in 212, well over 1 students have participated in weekly activities organised and run by highly committed community members and staff. Students have attended excursions, engaged in cultural lessons involving language and art and most notably, performed at school and community events. Major performance achievements for 214 included participation in: Woy Woy Waterfront and Gosford City Australia Day Celebrations Gosford Regional Show Woy Woy South School Performance Evening Central Coast Dance Festival Central Coast Schools Showcase Harmony Day School Visits Woytopia and local School Fetes and Fairs Preschool and nursing home visits Aboriginal background The RAM equity funding for students with an Aboriginal background was utilised to fund a teacher one day per week to target the needs of Aboriginal students in Literacy and Numeracy. Both remediation and extension programs were established involving the use of technology and the use of hands-on experiences to promote enthusiasm for the learning tasks undertaken. Socio-economic background Through RAM equity funding for low socioeconomic background, an additional teacher was employed to form a class above the DEC entitlement. This enabled smaller classes to be formed in Kindergarten and, with the L3 program operating, enabled these students to more effectively and more quickly engage with literacy programs. The flow on effect to other grades enabled teachers to focus more fully on the individual academic and social needs of the pupils in their classes. School planning and evaluation 212 214 School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The School also participated in the Tell Them From Me surveys for staff and parents in 214 and formulated a complementary student survey through Survey Monkey. Focus on Reading The Focus on Reading Program was extended in 214 for all students in Years 2 to 6. Teachers have been intensively trained to provide explicit teaching in 6 key strategies for reading more complex material. These strategies assist students to develop greater skills in comprehension, vocabulary and reading text fluency. Part of the program involves providing students with rich texts, which provide greater literacy demands as well as motivating and engaging the readers. Instructions are based on the students needs and clear feedback is given to allow students the opportunity to develop greater skills. Night sessions were also held to share the strategies with parents. Evaluations held in 214 found that teachers reported greater engagement by all students in reading exercises. Students are more motivated to contribute to discussions and enjoy reading material which is challenging and appropriate. Reading fluency and comprehension skills are developing well, with students having the strategies in place to be able to answer higher level inferential questions. Many students are now transferring their knowledge of the strategies to other areas of the curriculum. We are constantly expanding our resources to include good literature and developing greater skills in delivering quality teaching to all students. 7
School planning 212-214: School priority 1 Improve learning in Mathematics across all grades by identifying and meeting the needs of all students regardless of their position on the learning continuum. Outcomes from 212 214 Between 212 and 214, in Year 5 testing, the school results at the Proficient level improved from 19% to 28% The results for Year 5 students not meeting national minimum standards (NMS) in 214 was only 4% whilst the state recorded a norm of 7% The percentage of students in the top numeracy band has steadily increased from 6.7% in 212, 8.9% in 213 and reached 13.2% in 214. Evidence of achievement of outcomes in 214: National Mathematics curriculum scope and sequence completed for full implementation in 215. Mathematics programming in learning activities and assessment achieved collaboratively across each stage. All K-2 staff trained in Teaching Early Numeracy (TEN) strategies Strategies to achieve these outcomes in 214 Woy Woy South PS staff participated in the Brisbane Water Learning Community Numeracy network and produced a scope and sequence for all partner schools. Collaborative stage programming in Mathematics lessons and assessment tasks prioritized during stage meetings. Stage 1 and Early Stage 1 teachers all implementing TEN program (Teaching Early Numeracy);TEN in-school facilitator trained to oversee future implementation School priority 2 Improve the quality of explicit and systematic teaching and learning practices in reading, writing, spelling, talking and listening to improve student learning outcomes. Outcomes from 212 214 In 214 NAPLAN Reading tests, Year 3, results indicated 4% of students were below minimum standards in Reading as compared to 7% of the state; for Yr 5 the number of students at that level had markedly reduced from 13% in 212 to 6% in 214 and improved from 19% at Proficiency to 3%. In Writing, Year 5 students below NMS improved from 13% in 212 to 7% in 214. Similarly, the gap between the school and state percentages of students at proficient level narrowed from 6% in 212 to 2% in 214. In spelling, Year 5 results improved from 8% below NMS in 212 to only 3% below in 214 and proficiency rose from 23% to 31%. In Grammar and Punctuation, a reduction from 8% in 212, to 3% in 214 was recorded for students not reaching NMS in Year 3 and the Year 5 students performing at proficiency increased from 23% to 41% over the same period. Evidence of progress towards outcomes in 214: Benchmarking and plotting student progression across the Literacy continuum for K-2 students Teaching and learning programs differentiated in response to data analysis and L3 program. Strategies to achieve these outcomes in 214: Phase 1 training in Focus on Reading completed and Phase 2 training initiated in 214. Additional quality literature resources purchased to support Focus in Reading in Stages 1, 2 and 3. Collaborative programming of learning and assessment tasks completed. 8
School priority 3 Introduce policies, programs and procedures to identify and address the learning needs of gifted and talented students. Outcomes from 212 214 Increased percentage of children achieving in top band of NAPLAN Year 5 tests as compared to their matched results in Year 3 In 214, the percentage of Year 5 students achieving top band results in all areas exceeded or achieved within 2 percentage points of the state average. Matched results for this cohort in 212 averaged a deficit of 9.3 percentage points across all tests Procedures established to identify gifted and talented students Increased networking with LMG schools to provide activities for gifted and talented children Evidence of progress towards outcomes in 214: Parent and teacher surveys conducted for identification purposes Increased proportion of students entering programs such as debating, choir, dance, art, drama and music Strategies to achieve these outcomes in 214: The school extended is participation in external competitions to include the Australian Mathematics Challenge and the Patrick White Young Indigenous Writers Competition Teacher training in identifying and catering for gifted and talented students Brisbane Water Learning Community network for Gifted and Talented education established and providing opportunities for students All students made aware of external competitions and encouraged and supported to submit applications School priority 4 Introduce policies and programs to embed Aboriginal Perspectives across all areas of the curriculum to help close the gap. Outcomes from 212 214 In Year 3, 214 mean scores in NAPLAN exceeded the general student cohort in all Literacy tests. This was an improvement on the 212 results in the writing and spelling strands and mirrored the performance in Reading and Grammar and Punctuation. Two Aboriginal students completed the 214 NAPLAN Year 5 tests and both exceeded the state growth in all but one test. This is marked increase on the 212 results for Aboriginal students where between 4% and 6% exceeded expected growth. Evidence of progress towards outcomes in 214: 25% of Year 3 Aboriginal students in the top two bands in Writing in 214 as compared to students in 212 Improved staff representation at Koorana AECG meetings and in the school Aboriginal Education team Strategies to achieve these outcomes in 214: Participation K-6 in the Brisbane Water Learning Community Cultural Continuum for Aboriginal students and hosting the Year 4 bush tucker event Specific Aboriginal student Literacy and Numeracy programs for Stages 1, 2 and 3 with an increased focus on writing. Personalised Learning Plans (PLPs) completed for all Aboriginal students, K-6 in conjunction with parents and students. 9
Parent/caregiver, student, and teacher satisfaction In 214, the school sought the opinions of parents, students and teachers about the school. Staff and parents were surveyed using the Tell Them From Me surveys and students were provided with similar questions through Survey Monkey. All stakeholders also completed a questionnaire to determine the future directions for the school. Their responses are presented below. Parent Survey Student Survey Students were surveyed using Survey Monkey on the following questions 1. My teacher tells us what we are learning and why 2. My teacher explains things to help me understand 3. My teacher encourages me to do my best 4. I like being at this school 5. I feel safe at this school 6. I have friends to play with in the playground 7. I am clear about the school rules 8. My teacher expects me to pay attention in class Results are in percentages: Q7 Q8 1 Q1 8 Q2 6 4 2 Q3 Never% Rarely% S'tms% Mostly% Q6 Q4 Always% High levels of satisfaction were recorded in all areas surveyed. It is apparent that engaging parents with their child s learning is an area to pursue. Staff Survey Q5 Future Directions 215-217 School Plan NSW DEC is implementing a new school planning process for 215-17. The new plan will be published on the school s website from the beginning of Term 2 215. AIM: To strengthen the learning culture, building the capabilities of teachers, students and community to continually and effectively enhance the education of all students. Staff perceptions exceeded other NSW Focus schools in every area except for Technology where it equaled other schools. STRATEGIC DIRECTION 1: Aspiring, Responsible Learners: To develop students who are aspirational, successful citizens, achieving their full potential and are respectful and responsible citizens of the future 1
STRATEGIC DIRECTION 2: Quality Teaching, Leading and Professional Learning: To develop a team of dynamic professionals who seek, share and implement best practice. The team demonstrates its commitment to the provision of an innovative, 21 st Century education across all areas of the school curriculum in an inclusive, engaging and supportive school environment. STRATEGIC DIRECTION 3: Collaborative, informed and inclusive partnerships: To establish collaborative and supportive partnerships which support students learning and celebrate the talents and diversity of all families in our community. the report and have the opportunity to provide feedback about the report at: http://www.schools.nsw.edu.au/learning/emsad/ asr/index.php About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Kim Whealey Steven Collins Matt Barr Sandra Lappan Justine Kendell Shannon Young Karen Symington Principal School contact information Woy Woy South Public School The School Mall, Woy Woy Ph: 2 4341 1899 Fax: 2 4343 1984 Deputy Principal (Rel) Assistant Principal Assistant Principal Assistant Principal (Rel) Assistant Principal (Rel) P&C President Email: woywoysth-p.school@det.nsw.edu.au Web: www.woywoysth-p.schools.nsw.edu.au School Code: 4329 Parents can find more information about Annual School Reports, how to interpret information in 11