Annual School Report 2009 - Canterbury Public · PDF file2009 Annual School Report Canterbury...
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NSW Department of Education & Training 1497 2009 Annual School Report Canterbury Public School NSW Public Schools – Leading the way
Transcript of Annual School Report 2009 - Canterbury Public · PDF file2009 Annual School Report Canterbury...
NSW Department of Education & Training
1497
2009 Annual School Report Canterbury Public School
NSW Public Schools – Leading the way
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Messages
Principal's message
At the beginning of the year we could not have anticipated that, in December, contractors would be preparing a site within the school grounds for a new multi-purpose hall.
The school achieved its targets in literacy, which was evident in student performance growth in NAPLAN and Best Start data. These results were consistent with changes in practice including a continued focus on analysis of student assessment, tracking individual student performance and improved teaching practice in classrooms through targeted professional learning for teachers. Surveys from and observation of students, showed that they were motivated by and engaged in a wide range of programs. More importantly, the measure of student well being and striving for excellence was demonstrated at performances and events like “Kaleidoscope” and the end of year school picnic.
The support and acknowledgment from parents, caregivers, their families and friends continued to assist school governance and support programs and events. In particular, the enthusiasm and drive of a newly-formed music committee have planned for a significant expansion of music programs in 2010.
An exceptional team of teachers worked to provide quality teaching for our students within a safe and secure environment. Their personal and ongoing commitment extended to provision of additional programs; choir, recorder, problem solving, sport, chess, film-makers club, debating and dance.
As a community we have expected students to have the courage to take risks with their learning, explore new ways of doing things and commit to working to achieve their personal learning goals. We encouraged students to respect each other as learners and as playmates and were rewarded by their achievements.
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.
Mrs. C. Robens
P&C
Throughout the year, the P&C and working committees met regularly to assist the school.
In response to a high level of community commitment, a music committee was formed with the plan to initiate a string ensemble and a band.
A sandpit was constructed through the skills of parents to enhance outdoor play opportunities.
Improved parking facility was achieved through active communication with the local council. A kiss and drop parking zone was provided to assist easier and safe access for students travelling to school by motor vehicle.
The P&C supported an initiative, munch and crunch, which encouraged students to eat fruit every day.
Funds were approved to support the school plan in Information Computer Technology (ICT) with the purchase of an interactive whiteboard for Stage 1 classes.
Established committees and projects, the gardening group, canteen committee and fund raising committee continued to provide a high level of commitment and skill to school improvement. Parent representatives assisted with the merit selection of two staff members to the school.
I have appreciated the support of the convenors and volunteers for their outstanding commitment and congratulate all members of the community who have contributed to these significant achievements.
Mr. D. Lewis
President
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Student representative's message
The SRC had several successful fundraising events. Fathers and mothers day stalls, raised funds when representatives sold gifts such as pens, torches and photo frames.
Money was raised for Stewart House when students were asked to provide a gold coin to wear pyjamas to school. Most students and some teachers joined in.
In term 4, the committee held a school disco which raised a lot of money for the Year 6 farewell. This was a Halloween disco, so there were a lot of scary fairies and ghostly ghouls dancing about.
One of the major projects was to talk with students about how we could make our environment a better place. Most classes said we should have some sort of competition to encourage people to take care of the playground. Each class was given a specific part of the playground to look after and the playground award was to be given out in assembly each week. The SRC hope that this project is continued by 2010’s SRC.
The “Toys ‘n Tucker” appeal was supported again this year by the SRC. All the students at CPS were asked to bring gifts for less fortunate people. The students of CPS supported this appeal generously with food and toy donations.
We were given the honour of running pennant assemblies each term, rewarding the students that had received fifty-four orange awards. One of the final duties was to lead recognition day assembly, presenting the teachers and classes to the school.
Daniel Dang and Tara McCarthy
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 2005 2006 2007 2008 2009 Male 136 146 165 163 144 Female 110 118 127 128 122
Student attendance profile
Attendance improved when compared with the school’s attendance in previous years. In 2010 three families applied for exemption from school for exceptional circumstances.
Student attendance rates
01020304050
60708090
100
2006 2007 2008 2009
Year
Atte
ndan
ce r
ate
School Region State
Management of non-attendance
Student non-attendance was managed according to the DET School Attendance Policy and procedures that relate to this. Attendance was monitored and promoted as essential to assist students to maximise their potential.
Structure of classes
The commitment to form Stage classes as opposed to Year classes had the support of teachers and parents. Additional teacher time was allocated to cross-stage classes to assist with the delivery of the content of Science and HSIE.
Class sizes
In March 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.
The following table shows our class sizes as reported at the 2009 class size audit conducted on Wednesday 18 March 2009.
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Roll Class
Year Total per Year
Total in Class
1-2A 1 10 24 1-2A 2 14 24 1-2K 1 8 24 1-2K 2 16 24 2-3C 2 12 28 2-3C 3 16 28 2-6C 10 3-4T 3 14 27 3-4T 4 13 27 3K 3 27 27
4-5M 4 18 27 4-5M 5 9 27 5-6C 5 10 27 5-6C 6 17 27 5-6K 5 9 26 5-6K 6 17 26 K-1V 1 10 19 K-1V K 9 19 KD K 18 18
K-2M 9
Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Staff establishment
Assistant principals took responsibility for the leadership within each Stage, the itinerant hearing team and the Special Education unit. There were no Aboriginal staff members working within the school.
Position Full-
time Part-time
Principal 1 Assistant Principal(s) 5 Classroom Teachers 8 Classroom teachers (special education)
6 2
Teachers Itinerant Hearing 5 Teacher of Reading Recovery 1 Support Teacher Learning Assistance
1
Teacher Librarian 1 Teacher of ESL 1 1 Teacher Community Languages
2
Release Teacher 1 Counsellor 2 Total 26 11
Teacher qualifications
All teaching staff met the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 46% Postgraduate 54%
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: 30/11/2009
Income $
Balance brought forward 166 269.75Global funds 171 673.25Tied funds 72 838.47School & community sources 88 612.54Interest 5 662.62Trust receipts 7 868.15Canteen 0.00Total income 512 924.78
ExpenditureTeaching & learning Key learning areas 27 201.95 Excursions 21 489.25 Extracurricular dissections 29 783.35Library 9 088.36Training & development 19 951.95Tied funds 105 802.48Casual relief teachers 47 878.68Administration & office 41 429.74School-operated canteen 0.00Utilities 27 452.20Maintenance 24 987.91Trust accounts 7 431.15Capital programs 22 471.67Total expenditure 384 968.69Balance carried forward 127 956.09
Voluntary contributions to the school were 24% less than 2008. These were used to purchase resources for the library. School expenditure matched that for the previous year.
A full copy of the school's 2009 financial statement is tabled at the annual general meeting of the P&C. Further details concerning the statement can be obtained by contacting the school.
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School performance 2009
Achievements
Arts
Students from Kindergarten to Year 6 performed at our school production, Kaleidoscope. Each class entertained an appreciative audience with an impressive variety of ideas expressed through dance, mime, drama and music. This event showcased the partnerships established within the Canterbury community. The Mytilenian Brotherhood provided the venue and parents and community members provided overwhelming support throughout the production.
At the combined schools ANZAC service at Canterbury-Hurlstone Park RSL, senior students presented an extremely moving “Perspectives of Gallipoli”, a series of dramatised tableaux based on their research which they converted to a dramatic script with accompanying music and photographs.
The school choir auditioned for and gained a place in the Arts Unit Primary Proms Coorong concert. Twenty-two students in Years 3 and 4 participated in this event at The Hills Centre in Castle Hill. Our whole school choir, 32 students from Years 3-6 participated in various school- based and external performances. They performed at the combined schools ANZAC service held at Canterbury-Hurlstone Park RSL club; at Ashfield Mall during Education Week; at Kindergarten orientation and “Kaleidoscope”. A junior K-2 choir performed at many school assemblies, Kindergarten orientation, and in combined performances with the senior choir.
The senior dance group helped choreograph and perform in a dance for “Kaleidoscope”.
The newly formed junior dance group had a high level of interest in developing new skills.
Stage 2 students entered a competition organised by Sydney Region Aboriginal Education in collaboration with the NSW Art Gallery to promote
Aboriginal culture with the theme “Honouring our Elders, Nurturing our Youth”.
Seven of the students’ art works were exhibited in “Koori Art Expressions” at NSW Parliament House.
Fifteen students from Years 3 to 6 worked together to create films using Photostory and still digital images. Once mastered, they used Windows Movie Maker to make films using video footage.
Once again the recorder ensemble performed at the Festival of Instrumental Music at Sydney Opera House and at other events.
Sport
All students participated in the “Premier’s Sporting Challenge” for the first time, and received certificates. New sporting opportunities were also provided including square dancing, a squash clinic, a cricket gala day and a Rugby Union clinic.
Students aged eight to twelve years participated in the annual school carnivals including competitive swimming, cross country and athletics. Students who placed 1st, 2nd or 3rd in final events represented the school at the Wiley Park Primary School Sports Association (PSSA) zone carnivals. At zone level, one student was placed 3rd in 200m age race, two students were placed 3rd in the 11yrs and senior shot put and another student placed 3rd in long jump.
Students in Stage 1 and special education classes participated in the athletics carnival and in a modified cross country run according to their age and abilities. Primary students competed in netball and soccer in the winter season PSSA. The students that did not compete in school teams improved their skills in a variety of sports including AFL, tennis, boule and lawn bowls. All students from Years 2 to 6, including the special education unit, participated in a two week intensive swimming program.
Students in Stages 2 and 3 participated in a ten week dance program. A group of twenty students represented the school at an interschool competition. Infants’ students participated in yoga and aerobics for ten weeks. A senior student was selected to join the Wiley Park PSSA zone girls’ cricket and netball teams. Two students competed in the zone golf tournament where they placed in the top three.
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Other
Environmental education
Students, teachers and families continued to extend their understanding of environmental issues through participation in a broad range of environmental activities both at the school and on excursions.
Some of the projects and activities included: − Implementing and reviewing our School
Environmental Management Plan (SEMP). − Participation in the online eco-murder
mystery “Murder under the Microscope” and Canterbury Councils recycling poster competition.
− Working with local schools, community groups and Canterbury Council to build and sustain partnerships in environmental education and activities.
− Waste Watcher workshops for students K-6 on water conservation.
− “Grime Scene Investigation”, a fieldwork project to challenge students. An environmental consultancy team was formed and students investigated the estuary of the Georges River to provide a “State of the Environment Report” for Council.
− The Last Drop, a new water and climate- change educational program for students and their families which provided an innovative combination of performance, workshops and incentives for follow-up at home.
− Watertight a K-6 investigative program delivered at the school by staff from the Environmental Education Centre. Activities included visiting the Cooks River to investigate human impact, sustainability in our school, play making, mask making, model making, school water audit and seeking solutions to pollution problems.
− A paper waste collection and recycling program.
Public Speaking
All students participated in public speaking activities to support learning outcomes in the English strand of talking and listening. The most outstanding speakers from Stages 2 and 3 represented the school in the “Multicultural Perspectives Public Speaking Competition”. A student from each stage was chosen to represent the school in the “Sydney Region Public Speaking Competition”. All students received a certificate of participation.
Debating
For the second year students competed in the “Sydney Region Debating Competition”. Two Year 6 teams demonstrated a high skill level, with one team reaching the semi-final.
Camps and excursions
Stage 2 students camped overnight at Cockatoo Island in tent accommodation and participated in two workshops led by Historic Harbour Trust guides.
Stage 3 students attended a five day camp at Berry Sport and Recreation Centre. The camp provided a rural experience with programs that focused on the development of social skills, independence and teamwork. Active and healthy lifestyles were promoted with activities including, high ropes, giant swing, rock climbing, canoeing and bushwalking.
Excursions included visits to the space and communication exhibits at the Powerhouse Museum, the ABC television and radio studios, the Art Gallery of NSW to explore how artists respond to significant events, Fairfield City Farm and workshops at the Botanic Gardens. Students were selected to join with our community of schools for “A Day with a Digger”. Students also viewed “Space Odyssey” and “Forces of Nature” at IMAX and participated in a virtual excursion to NASA. Excursions supported learning in HSIE, literacy and science and technology.
Academic
Literacy- Best Start Kindergarten to Year 2
Kindergarten students were assessed upon entry to school using Best Start. This data was used to plan programs to meet the needs of individual students and the cohort.
Individual student progress in K-2 was monitored using the Best Start continuum which highlighted the critical aspects of early literacy development.
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The eight aspects are reading texts, comprehension, aspects of writing, concepts about print, phonics, phonemic awareness, aspects of speaking and vocabulary knowledge.
These are spread across two graphs for each Year to show assessment data collated in term 3.
Kindergarten
84% of students moved at least 2 cluster markers in two or more of the critical areas of literacy. This is consistent with our growth targets.
Kindergarten Term 1 2009 Chart A
0
5
10
15
20
25
30
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
Cluster Markers
No
of S
tude
nts
Reading Texts
Comprehension
Aspects of Writing
Concepts about print
Kindergarten Term 3 2009 Chart A
0
2
4
6
8
10
12
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
Cluster Markers
No
of S
tude
nts
Reading Texts
Comprehension
Aspects of Writing
Concepts about print
Kindergarten Term 1 Chart B
0
5
10
15
20
25
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
Cluste Markers
No
of S
tude
nts
Phonics
Phonemic Awareness
Aspects of Speaking
Vocabulary Knowledge
Kindergarten Term 3 2009 Chart B
0
2
4
6
8
10
12
14
16
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
Cluster Markers
No
of S
tude
nts
Phonics
Phonemic Awareness
Aspects of Speaking
Vocabulary Knowledge
Year 1
71% of year 1 students showed growth since the previous year of 2 or more cluster markers in one or more of the critical areas of literacy.
YR 1 2009 Term 3 Chart A
0
2
4
6
8
10
12
14
16
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
cluster markers
No.
of s
tude
nts
Reading Texts
Comprehension
Aspects of Writing
Concepts about print
Yr 1 2009 Term 3 Chart B
0
2
4
6
8
10
12
14
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
cluster markers
No.
of S
tude
nts
Phonics
Phonemic Awareness
Aspects of Speaking
Vocabulary Knowledge
Year 2
89% of students moved at least 2 cluster markers in two or more of the critical areas of literacy.
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Yr 2 2009 Term 3 Chart A
0
2
4
6
8
10
12
14
16
18
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
cluster markers
No.
of S
tude
nts
Reading Texts
Comprehension
Aspects of Writing
Concepts about print
Yr 2 2009 Term 3 Chart B
0
2
4
6
8
10
12
14
16
18
1.Prior 2.ES1 3.ES1 4.ES1 5.Yr1 6.Yr1 7.Yr2 8.Yr 2 9.Beyond
cluster markers
No.
of S
tude
nts
Phonics
Phonemic Awareness
Aspects of Speaking
Vocabulary Knowledge
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 the assessments.
Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Literacy – NAPLAN Year 3
Fifty-seven students in Year 3 sat for the National Assessment Program in literacy. The literacy test considered the aspects of reading, writing and language as well as providing an overall literacy result.
Year 3 literacy results showed that: − 60% of students achieved Bands 5 and 6
in overall literacy which was above the state average performance of 51%.
− There was no appreciative difference in achievement of students in reading, writing, spelling or grammar and punctuation.
− No students were in Band 1 in reading and spelling.
Percentage of students in bands: Year 3 reading
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
Percentage of students in bands: Year 3 w riting
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
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Percentage of students in bands: Year 3 spelling
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2009
State average 2009
Percentage of students in bands: Year 3 grammar and punctuation
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2009
State average 2009
Numeracy – NAPLAN Year 3
Fifty-seven students in Year 3 sat for the National Assessment Program in numeracy. The numeracy test assessed the strands of number, patterns, algebra, measurement, space and geometry as well as providing an overall numeracy result.
Year 3 numeracy results showed that: − Students performed better in number
patterns and algebra than in measurement, data, space and geometry
− 43% achieved Bands 5 and 6 in number patterns and algebra which was higher than the state average achievement of 34%
− 27% achieved Bands 5 and 6 in measurement, data, space and geometry which was less than the state average achievement of 34%
Percentage of students in bands: Year 3 numeracy
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
Literacy – NAPLAN Year 5
Twenty-eight students in Year 5 sat for the National Assessment Program in literacy. The literacy test considered the aspects of reading, writing and language as well as providing an overall literacy result.
Year 5 literacy results showed that: − 61% achieved Band 6 or more in overall
literacy − 11% of students achieved Band 8 which
equalled state average performance. − There was no appreciative difference in
achievement of students in writing and reading
− Students did not achieve as well in spelling, punctuation and grammar.
− 57% of girls achieved Bands 7 and 8 and no boys achieved these top bands.
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Percentage of students in bands: Year 5 reading
0
5
10
15
20
25
30
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
Percentage of students in bands: Year 5 writing
0
5
10
15
20
25
30
35
40
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
Percentage of students in bands: Year 5 spelling
0
5
10
15
20
25
30
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2009
State average 2009
Percentage of students in bands: Year 5 grammar and punctuation
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
LSG average 2009
State average 2009
Numeracy – NAPLAN Year 5
Twenty-eight students in Year 5 sat for the National Assessment Program in numeracy. The numeracy test assessed the strands of number, patterns, algebra, measurement, space and geometry as well as providing an overall numeracy result.
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Percentage of students in bands: Year 5 numeracy
0
5
10
15
20
25
30
35
3 4 5 6 7 8
Band
Per
cent
age
of s
tude
nts
Percentage in band
School average 2007 - 2009
LSG average 2009
State average 2009
Year 5 numeracy results showed that: − Students performed as well in number
patterns and algebra as in measurement, data, space and geometry
− 21% achieved Bands 7 and 8 in number patterns and algebra which was lower than the state average achievement of 36%
− 21% achieved Bands 7 and 8 in measurement, data, space and geometry which was less than the state average achievement of 31%
− No students achieved Band 3 in overall numeracy.
Progress in literacy
In 2007 eighteen Canterbury P.S. students sat the Basic Skills Test in Year 3 and the National Assessment Program in Year 5 in 2009. Of these 9 progressed through two or more skill bands between the tests. The average improvement of the students was 107points with 83% performing above the minimum expected growth. This was significantly higher than the state average growth of 78 points. Improvement was equal in both reading and writing. While there was no difference between the performance growth for boys and girls in reading, girls outperformed boys in writing. In writing, eleven students progressed through two or more skill bands.
Average progress in reading between Year 3 and Year 5
0
20
40
60
80
100
120
2005 - 2007 2006 - 2008 2007 - 2009
Pro
gres
s
School LSG State
Average progress in w ritingbetween Year 3 and Year 5
0
20
40
60
80
100
120
2005 - 2007 2006 - 2008 2007 - 2009
Pro
gres
s
School LSG State
Progress in numeracy
In 2007, eighteen Canterbury P.S. students sat the Basic Skills Test in Year 3 and the National Assessment Program in Year 5 in 2009. Of these students, six progressed through two or more skill bands and six through three skill bands between the tests. The average improvement of the students was 123 points with 72% of our students performing above the minimum expected growth. This was significantly higher than the state average growth of 95 points. The performance growth for girls was 67 points more than boys.
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Average progress in numeracybetween Year 3 and Year 5
0
20
40
60
80
100
120
140
2005 - 2007 2006 - 2008 2007 - 2009
Pro
gres
s
School LSG State
Minimum standards
The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students in our school achieving at or above the minimum standard in 2009
Percentage of Year 3 students achieving at and above minimum standard
Reading 92 Writing 87 Spelling 92 Punctuation and grammar 89 Numeracy 90
Percentage of Year 5 students in our school achieving at or above the minimum standard in 2009
Percentage of Year 5 students achieving at and above minimum standard
Reading 83 Writing 83 Spelling 87 Punctuation and grammar 87 Numeracy 93
Note: Because exempted students are included with students not meeting the minimum standard the percentages above will not necessarily correspond with those reported in the band percentage tables. Students may qualify for exemption because of their lack of proficiency in the English language or because of significant intellectual and/or functional disability.
Significant programs and initiatives
Aboriginal education
Parents and caregivers of Aboriginal students met regularly to share ideas and inform school programs and events. They led National Aboriginal and Islander Day of Celebration (NAIDOC), sharing their stories with students.
Seven students’ art works were exhibited in “Koori Art Expressions” at NSW Parliament House.
An Aboriginal student in Stage 2 was presented a Sydney Region “Deadly Kids Award” for leadership and academic achievement.
Students with Disabilities and Special Needs
Two special education classes supported nineteen students with moderate intellectual disabilities. All students had Individual Education Plans (IEPs) that addressed academic, behavioural and social needs. Some students received additional assistance from speech therapists, occupational therapists, a vision support teacher and a hearing support teacher. Students took part in community access programs and in mainstream activities supported by School Learning Support Officers (SLSOs). Special programs included: a four day stay at Stewart House; road safety; public transport travel training; bowling; shopping; cooking; swimming; sport; dance; visits to Ashfield library; restaurant dining; and a community celebration and performance at Canterbury Hurlstone Park RSL.
Three reading classes supported fifty-eight students from across Sydney Region public
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schools. Forty-eight students from Years 2 to 6 took part in a nine week intensive reading program. Nine students were enrolled for one to two semesters in the severe reading class and one student was enrolled in an outreach program for one semester. The reading programs included in-school instruction at Canterbury P.S. and follow-up at students’ local schools.
Seven students from Kindergarten to Year 6 with identified special needs were enrolled in regular classes and received funding support to assist their participation in the mainstream curriculum.
Multicultural education Harmony Day was celebrated with a multi-cultural feast followed by an assembly where class items demonstrated the diverse cultural backgrounds of the students.
A specific English as a Second Language (ESL) program supported new arrivals to our country and learners still developing their skills in English.
All students from Kindergarten to Year 4 participated in community programs in Chinese and Greek to develop language skills and increase their knowledge about these cultures.
Respect and responsibility
Students visited Amity Nursing home to interview elderly members of the community about their life in preparation to write biographical recounts and when completed, returned these to the residents as a keepsake.
The SRC initiated opportunities to give service within and beyond the school community.
Other programs
In Problem Solving club, students were cognitively challenged with exercises involving speed, brain-boosting, hands-on puzzles.
Chess Club was initiated by the P&C at the start of the year. Thirty students from K-6 met each week at lunchtime.
Progress on 2009 targets
Our success in literacy and numeracy will be measured by improved student performance in standardised tests; Best Start continuum and NAPLAN.
Target 1
To improve student literacy achievement for every student
Our achievements include:
Improved grammar and punctuation skills; − 82% of students in K-2 moved at least two
levels along the Best Start continuum from individual starting points
− 33% of Year 3 students in Band 6 for grammar and punctuation with 86% in Band 4 or higher
− The average NAPLAN growth for students in overall literacy between Year 3 and Year 5 was two skill bands.
Target 2
To improve student numeracy achievement for every student
Our achievements include: − All Year 3 students (33%) identified in Year
2 as working beyond the Best Start continuum in numeracy achieved Band 5 or higher.
− The average NAPLAN growth for students in numeracy between Year 3 and Year 5 was 2.4 skill bands.
Target 3
To expand the use of information communication technologies to engage all students and teachers in quality teaching and learning
Our achievements include:
The ICT infrastructure was improved with the purchase and installation of the following:
− A connected classroom (video conferencing facility).
− 2 interactive whiteboards for the Kindergarten rooms
− 15 new computers to upgrade the A block computer lab
− 3 hand held mini video recorders
The ICT team provided a survey to teachers. The following statements are related to the findings of this survey.
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− Teachers recognised that ICT use in education is important and are predominantly engaged with using it to enrich quality teaching programs and provide positive learning experiences for students.
− 73% of teachers surveyed believed that their confidence with using technology had increased.
− Teachers believe that they are informed as to how ICT can be integrated to enrich experiences and engage students.
Key evaluations
It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2009 our school carried out evaluations of management and Human Society and its Environment (HSIE).
Educational and management practice
School management
Background
Parents, students and teachers were asked to take part in a survey on aspects of school management. The survey was completed by thirty-seven parents, fifty-three students from Stage 2 and twelve teachers.
Findings and conclusions
Parents responded that the school is being well managed and is continually looking at ways to improve its performance. Teachers surveyed supported this with 100% agreeing this to be most always or usually true.
45% of parents and 60% of teachers believe that the school makes major changes only sometimes.
90% of parents believe that the school mostly or usually communicates effectively with students and parents. Compared to survey data collected in 2008, this indicates a marked improvement in communication.
62% of teachers believe planning for professional development is systematic and effective.
Overall, students believe that the school cares that they are safe and respected and that they are informed about their rights and responsibilities and school rules.
Half of the students surveyed believe that school discipline is fair only sometimes or rarely.
Future directions
The school will: − Explore possibilities of increasing
opportunities for staff to share skills, knowledge and understanding.
− Review the school’s performance and management policy to ensure that individual professional development is considered for all staff members.
− Ensure that the school discipline policy is being implemented consistently.
Curriculum
Human Society and its Environment (HSIE)
Background
Parents, students and teachers evaluated teaching and learning programs in HSIE. Parents were invited to contribute their ideas at three focus group meetings. Students were randomly selected from each year to share their opinions at stage group meetings and teachers contributed their opinions at stage meetings.
Findings and conclusions
Parents agree that they are kept aware about what is being taught through stage overviews, the Kindergarten blog and homework sheets.
Parents and students agree that HSIE lessons are enjoyable with opportunities provided for excursions and events outside the classroom.
While students feel they are encouraged to explore their individual interests within topics through the internet, they would like more opportunities to do this.
Students would like more consideration to be given to their knowledge and understanding of a topic at the outset.
Teachers value the planning time set aside for each stage team when preparing assessment tasks and strategies. They agree that the school scope and sequence and school practices support planning.
Teachers of students in the early years of schooling agree that assessment and reporting rubrics could be refined.
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Teachers believe that a system of storing units of work along with assessment rubrics would enhance future planning.
Future directions − Students’ prior knowledge and
opportunities to explore their individual interests within topics continue to be considered by teachers.
− K-2 teachers develop assessment and reporting rubrics in HSIE.
− Teachers and the school librarian store completed units of work including assessment and reporting rubrics and an evaluation.
Parent, student, and teacher satisfaction
Feedback from parents, students and teachers indicated medium to high levels of satisfaction.
Parents value the sense of belonging to a caring and welcoming school community. They appreciate the opportunities that are provided to the students through performances, events, excursions and extra-curricular activities.
Parents believe that communication could be improved by expanding the parent class representative project to include more classes and providing more information about events and excursions.
Students believe that their opinions are valued and that they are both supported and challenged to do their best.
Teachers feel they are supported when working collaboratively in teaching teams and they believe there is a shared responsibility for student well-being and learning.
Students and teachers have seen an improvement in the resources provided for educational programs and they look forward to the completion of the new hall.
Professional learning
Professional learning was undertaken by all staff members and linked to the school plan, mandatory professional learning required by the Department of Education and professional learning plans for individual teachers.
Staff development days focussed on strategies for teaching grammar and mathematical computation, Best Start assessment, information skills and ICT, the development of our school emergency management plan and Circle Training to support emotional literacy for students.
School development 2009 – 2011 Targets for school development during these three years reflect our commitment to improving student performance in both literacy and numeracy and strengthening programs in ICT to support all key learning areas.
Targets for 2010
Target 1
To improve student literacy achievement for every student
Strategies to achieve this target include: − The Best Start continuum will inform all
literacy programs K-2, with teachers focussing on individual growth and teaching to individual student need.
− NAPLAN data will be used when planning for literacy improvement for the current Year 4 and Year 6 student cohort.
− Teachers will focus on Learning About outcomes when planning, to build student skills in using meta-language, particularly when talking about their writing.
− Increased emphasis will be placed on peer and self-assessment of written texts.
Our success will be measured by:
Improved student performance in standardised tests:
− 80% of students in K-2 will have moved at least two levels along the Best Start continuum from individual starting points
− Students identified in Year 2 as working beyond the Best Start continuum will achieve Band 5 or higher in NAPLAN
− 80% of matched Year 5 students will show expected performance growth or better in their NAPLAN results
Target 2
To improve student numeracy achievement for every student
Strategies to achieve this target include: − The Best Start continuum and NAPLAN
data will inform all numeracy programs K-6, with teachers focussing on individual growth and teaching to individual student need.
− Continued emphasis will be placed on Count Me in Too and mental computation strategies.
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− Teachers will use explicit teaching strategies for the process of problem solving.
Our success will be measured by:
Improved student performance in standardised tests:
− 75% of students in K-2 to have moved at least two levels along the Best Start continuum from individual starting points.
− Students identified in Year 2 as working beyond the Best Start continuum will achieve Band 5 or higher in NAPLAN.
− 75% of matched Year 5 students will show expected performance growth or better in their NAPLAN results.
Target 3
To expand the use of information communication technologies to engage all students and teachers in quality teaching and learning
Strategies to achieve this target include: − Mentoring for individualised teacher
training in ICT. − All teachers trained in using new
technologies e.g. connected classroom and interactive white boards.
− Teachers use EduWeb and Web 2.0 technologies to integrate ICT with Key Learning Areas.
− Inclusion of cyber safety in child protection programs.
Our success will be measured by: − 75% of teachers trained to use interactive
whiteboards effectively. − All students and teachers trained in cyber-
safety. − 66% of teachers have participated in ICT
mentoring programs. − 100% of students indicate positive
experiences using ICT in their learning.
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.
Karen Campbell, Assistant Principal
Berlinda Cook, Assistant Principal
Connie Emmington, Assistant Principal
Amanda Morton, Assistant Principal
Anne Smith, Assistant Principal (rel)
Adrian Tourle, Parent Representative
Cheryl Robens, Principal
School contact information
Canterbury P.S
Church St, Canterbury NSW 2193
Ph: 97182884
Fax: 97180725
Email: [email protected]
Web: www.canterbury-p.schools.nsw.edu.au/
School Code: 1497
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
