Homebush PS ASR

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NSW Department of Education & Training 2173 2010 Annual School Report Homebush Public School Celebrating 125 years of Public Education NSW Public Schools – Leading the way

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Homebush PS ASR

Transcript of Homebush PS ASR

Page 1: Homebush PS ASR

NSW Department of Education & Training

2173

2010 Annual School Report Homebush Public School

Celebrating 125 years of Public Education

NSW Public Schools – Leading the way

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Messages

Principal’s message

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.

Jack Liston

Parents and Citizens Message

Once again 2010 was a busy and productive year for the Homebush P&C Association as we continued to support the school. The P&C meetings have been cordial, relaxed and constructive while everyone who attended actively participated at the meetings. At each meeting we received a comprehensive report from our Principal Chris Russell, on activities at the school, and there was very good interaction between all of the parents and school staff. The P&C always values the work of parents who continue to support the school and this year we achieved most of our goals and look forward to further progress in 2011. We continued and expanded our fundraising activities to deliver material improvements to the school, and this has helped bring the school community together. We assist in fundraising events such as the Disco Night and the 125th School Anniversary‘s food stall which have been a great success. There were many improvements at school this year. A new building, covered walkway and security fence under BER investing in our school. The P&C funded two of the interactive whiteboards this year. Once again Homebush Public School achieved considerable academic results were in the National Assessment Program – Literacy and Numeracy (NAPLAN) test. We were delighted that Homebush School rated above the state average in the nationwide test again. The enrolments are rising, the school is growing and there is positive air in the school community and we are proud of our role in achieving this at the school. This year‘s achievements are only possible with the support and commitment from our hard-working P&C committee members. I acknowledge and thank them all for their efforts and commitments this year. Once again we would like to sincerely thank Principal, teachers and support staff for their

dedicated and hard work for the school community.

Baladevan Kularatnam

President P & C Association

Student Councillors’ message

Our experience of being School Councillors and members of the School Representative Council at Homebush Public School has been amazing and enjoyable. All the Councillors worked co-operatively and did all the work that we were supposed to do. We had chance to visit many famous places.

At Homebush Public School there is an assembly every two weeks to present awards to the students and to inform the school about activities that are going on. On those occasions we, the councillors, led the assemblies. At the first few it was very scary to talk in front of many students and teachers but before long we were confident and did our job very well. The councillors also led the commemorative Anzac Day and Remembrance Day services.

We also assisted the P&C by selling drinks at the school disco. The money raised contributed towards the purchase of interactive whiteboards for the classrooms. The SRC raised funds to help the people of Pakistan after their floods and also organised fundraising for Jeans for Genes and Stewart House. A massive can drive was held in Term 1 for the Exodus foundation resulting in many cans of food being delivered to their centre in Ashfield.

Being a part of the SRC has developed our leadership and made us aware that we are role models for the younger students. We have learnt that we must show respect to each other.

It has been a great privilege to help and support our school.

School Councillors 2010

Public Education Ambassador

On 21st June I travelled by bus to Georges

River Environmental Education Centre

representing my school as a public School

Ambassador. Here they educated me to be

an excellent leader, and gave me some

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valuable advice. After being welcomed by the

teachers we were involved in physical

activities, introducing ourselves and finding

friends. We then heard a speech from last

year‘s Regional Ambassador. After the

speech there was a short break which was

followed by three different people from

different religions giving us a talk. These

people taught us about racism. After a media

lesson we were divide into small groups to do

more physical activities where we collected

item required to construct a tent as a team.

Finally we were given a small speech from

the Granville public Education Director. It was

as adventurous and educational event

teaching me about ways to be an excellent

leader to my school.

Saiharan Sooriakumar

Year 6 Student 2010

School context

Student Information

Students continued to achieve in academic, sporting and social development. 98% of our students come from language backgrounds other than English. Despite this, excellent academic results as measured by the National Assessment Program Literacy and Numeracy (NAPLAN), entry into Selective High Schools and on-going school-based assessment were achieved.

The students demonstrate a strong commitment to learning and display excellent behaviour characteristics.

Student information

Student Enrolment

Homebush Public School saw a traditional increase in enrolments in Years 5 and 6 and also higher numbers in Kindergarten. The school students come from 37 different language groups. The June 2010 ESL (English as a Second Language) survey calculated LBOTE (Languages Background other than English) students at 98 of the student population of 515. Enrolments remain static for Chinese and Tamil. However Korean students are now the majority

grouping as there has been a significant increase in Korean students in the last two years.

Student attendance profile

Student Non-Attendance

Attendance issues come under the umbrella of the Learning Support Team which is coordinated by the Assistant Principal. Attendance is regularly monitored and where there are concerns they are initially followed up with the parent/carer and if necessary are progressed to the Home School Liaison Officer.

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.

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The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.

Structure of classes

Classes at Homebush Public School are based on the NWS Department of Education and Training class size reduction program. This is based on a state-wide average, with a maximum of 20 students per class in Kindergarten, 22 students in Year 1 classes and 24 in Year 2 classes. All classes in Years 3—6 where possible, will not exceed 30 students.

Staff information

Homebush Public School has a committed staff working in a supportive and harmonious environment where there is a strong emphasis on Quality Teaching.

The twenty classroom teachers were supported by 13.682 school executive and specialist staff and 3.96 administrative staff, including a full-time General Assistant.

All teaching staff meet the professional requirements for teaching in NSW Public Schools. This involved an annual formal assessment proves.

Staff establishment

The school is staffed according to student enrolment numbers and student ages. Importantly younger students have higher staff weightings as recognition of the importance of early years of schooling. Specialist positions, such as English as a Second Language (ESL) and Support Teacher Learning Assistance (STLA) are based on students‘ needs and are determined and allocated externally to the school.

There are two Aboriginal staff members at Homebush Public School.

Position Number

Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teachers 16 Support Teacher Learning Assistance

0.6

Part-Time Teacher 0.8 Release from Face-to-Face Teacher

0.882

Teacher Librarian 1 Teacher of ESL 1.8 Community language 2.6 School Administrative & Support Staff

3.96

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

All teachers at Homebush Public School are involved in an annual review, the Teacher‘s Assessment Review Schedule, and all meet the criteria.

Qualifications % of staff

Degree or Diploma 92 Postgraduate 8

Staff retention

Homebush Public School staff tend to remain at the school once appointed. In 2010, an Assistant Principal accepted a secondment as a Best Start facilitator.

Finance

Financial Overview

This summary covers funds for operating costs and does not involve expenditure areas

KJ K 19 19

KR K 20 20

KL K 21 21

1N 1 20 20

1B 1 22 22

1/2 P 1 10 22

1/2 P 2 12 22

2S 2 24 24

2R 2 22 22

3/5K 3 21 30

3/5K 5 9 30

3P 3 30 30

3C 3 30 30

4B 4 27 27

4F 4 28 28

5L 5 28 28

5B 5 29 29

5V 5 28 28

6D 6 29 29

6L 6 28 28

6W 6 29 29

4H 4 29 29

Total in

Class

Roll Class Year Total per

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such as permanent salaries, building and major maintenance.

In 2010 the extension of Interactive Whiteboards into Stage classrooms, the acquisition of a class set of notebooks, major expenditure to support literacy, especially in Stage 2 used targeted funds. Funding was also used for the improvement in the Kindergarten to Year 2 play area .

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: 30/11/2010Income $

Balance brought forward 290919.00Global funds 267355.00Tied funds 112825.00School & community sources 250150.00Interest 14386.00Trust receipts 26440.00Canteen 0.00Total income 962075.00

ExpenditureTeaching & learning Key learning areas 80639.00 Excurs ions 91933.00 Extracurricular dissections 91424.00Library 8967.00Training & development 5521.00Tied funds 137848.00Casual relief teachers 102766.00Administration & office 86051.00School-operated canteen 0.00Utilities 44663.00Maintenance 14436.00Trust accounts 20180.00Capital programs 46725.00Total expenditure 731153.00Balance carried forward 230922.00

A full copy of the school‘s 2010 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 2010

Achievements

125th Anniversary Celebrations

Homebush Public School was proud to celebrate its 125th anniversary in 2010. To celebrate 125 years of quality public education the school held an open day. A traditional Aboriginal smoking ceremony commenced the opening of the new building. Students presented a range of musical, dance, aerobic and martial arts performances for visitors.

A Science Fair was held later in the morning where students had the opportunity to demonstrate their design skills and their understanding of scientific concepts.

Traditional games were played in the afternoon as a tribute to the history of the school. Included in the visitors to the school was a teacher who had worked at the school sixty years ago and a student who had attended the school from 1921 —1931.

Arts

Staff at Homebush Public School must be acknowledged for their ongoing commitment to providing excellence in the Creative and Performing Arts.

Drumming was taught as part of the music program during Term 1. From this, interested students auditioned for a position in the school drumming group. This group consisted of 26 students and successfully auditioned for the Granville Schools‘ Spectacular. The Spectacular was held at the Opera House on the 19th of August 2010 and was a great success.

Following this performance, the drumming group was also invited to perform at Wiley Park Public School. A brief drumming workshop was held, where students from both schools shared their knowledge and skills. Students from both schools enjoyed this interaction, learnt from one another and made several new friends.

The drumming group also performed at the 125th Anniversary. The group performed two items, one of which was specifically created for the occasion. Students in the group have learnt how to become more confident performers, work as a group and to create new beats.

Debating and Public Speaking

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All students in Years 3 to 6 participated in the Multicultural Perspectives Public Speaking Competition. One student from each year was nominated to compete in the Strathfield District Final. After presenting prepared and impromptu speeches, two students were awarded Highly Commended Certificates in the Junior and Senior sections. One student was selected as winner of the Junior component to advance to the Regional Final.

Students in Years 5 and 6 participated in two debating competitions. There were two teams in the Premier‘s Challenge with the Year 6 team becoming zone winners. This is an impromptu competition requiring students to present a debate given an hour to prepare. Students also participated in an interschool competition with mixed success. This competition provided valuable experiences for the students including techniques involved in preparing and presenting debates.

School Assemblies and other special events were run by members of the SRC enhancing and developing their Public Speaking skills.

Sport

Sport and fitness are an integral part of the curriculum at Homebush Public School. School teams participate in summer and winter NSW PSSA competitions for interschool games in cricket, softball, netball and soccer. This year, both of our cricket teams made it to the semi-finals, then finals, with the seniors winning and the juniors coming second.

School sport for Years 3—6 includes gymnastics at the State Sports Centre and hockey at the State Hockey Centre at Homebush Bay, where specialists coach the students. Volleyball, soccer, tennis, t-ball, gymnastics and cricket are taught at school. This year two new activities, Zumba and badminton, were made available. We also participate in ten-pin bowling at the AMF Bowling Centre at Strathfield North. Students have the opportunity to attend swimming lessons at Enfield Swimming Centre in Terms 1 and 4 taught by our fully trained teachers. Special Swim Scheme was also offered to our students in Years 2, 3 and 4 during Term 4. This year Personal Development/ Health/ Physical Education, (PD/H/PE) was a part of the Release From Face-to-Face (RFF)

program, which involved one staff member dedicated to teaching Fitness, Health and Personal Development lessons K—6, in line with stage outcomes listed in the PD/H/PE syllabus.

K—2 students learn fundamental movement skills as well as game skills in preparation for primary sport.

All classes K—6 participated in Dance Fever during Term 4 for the third year, culminating in the opportunity to participate in an interschool dance competition held at the State Sports Centre at Sydney Olympic Park.

This year K—6 participated in the ―Sport in Schools‖ program during Term 1 which provided exposure to a great range of sports equipment and activities. The students particularly enjoyed these fitness sessions and they will be provided again in 2011. The whole school participated in Jump Rope for Heart during Term 3, raising money for the Heart Foundation while developing our students‘ skills. A skipping group and a dance group were formed this year and have had the opportunity to perform at school celebrations.

As part of our PD/H/PE program, students in K—6 focused on Safety in Term 1, Drug Education in Term 2, Healthy Lifestyles and Peer Support in Term 3 and Child Protection in Term 4. All of these units of work aim to provide our students with skills and strategies to make appropriate choices to keep themselves safe, to build positive relationships and to live a healthy life.

Homebush Public School conducts swimming, cross country and athletics carnivals each year from which teams are selected to participate in the Western Suburbs Zone PSSA carnivals. A team of 19 students represented our school at the Zone Swimming Carnival, with two progressing to regional level.

32 students participated at the Zone Cross Country Carnival.

37 students plus our tunnel ball and captain ball teams represented our school at the Zone Athletics Carnival, with several students progressing to event finals. Our tunnel ball team came first and our captain ball team came second. One student progressed to regional level.

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Science

Homebush Public School launched its bi-annual ‗Science Fair‘ in Term 2 by inviting students to make submissions, as individuals or in groups, for inclusion. Students were given the addresses of relevant web sites, as well as a summary of the categories into which they might make their contribution. Meetings were held throughout Term 3 to answer questions, and to ensure that all students were engaged in the process.

Final submissions were collected at a meeting in early Term 4, and students were then allocated group numbers and positions for display within the playground.

On Friday, November 12th, all students in Years 5 and 6 displayed their Science Fair projects to the rest of the school as part of our 125th anniversary celebration. All students, from Kindergarten to Year 4, moved around the 60 separate exhibits where the students‘ experiments and displays were explained and presented.

Many parents and visitors to the school were also given personal explanations of the science demonstrations on show.

The day was a successful display of the scientific interests and talents of the students of the school, and it is hoped that our next Science Fair in 2012 will continue to foster interest and enthusiasm for Science and Technology across the school.

Academic Achievements

Students in Years 3 and 5 sat for NAPLAN tests which cover aspect of literacy and numeracy. Literacy is composed of writing, reading, spelling and grammar and punctuation while numeracy has sub-strands of number, patterns and algebra, measurement and data and space and geometry. In the NAPLAN testing program the performance of students is reported in skill bands ranging from skill band 1 (lowest) to skill band 6 (highest for Year 3) or skill band 8 (highest for Year 5).

Homebush Public School has chosen to present its data in graphical from, with the school‘s colour blue used throughout all graphs as it best shows the achievement of

our students as compared to the state averages.

Academic Performance

Student achievement in 2010

Literacy – NAPLAN Year 3

Reading – We have 74% of students in Bands 4, 5 or 6 where the state average is 72%.

Writing – We have 81% of students in Bands 4, 5 or 6 where the state average is 83%.

Spelling – We have 77% of students in Bands 4, 5 or 6 where the state average is 70%.

Grammar and Punctuation – We have 79% of students in Bands 4, 5 or 6 where the state average is 71%.

Numeracy – NAPLAN Year 3

We have 70% of students in Bands 4, 5 or 6 where the state average is 60%.

Literacy – NAPLAN Year 5

Reading – We have 69% of students in Bands 4, 5 or 6 where the state average is 55%.

Writing – We have 79% of students in Bands 4, 5 or 6 where the state average is 65%.

Spelling – We have 90% of students in Bands 4, 5 or 6 where the state average is 63%.

Grammar and Punctuation – We have 88% of students in Bands 4, 5 or 6 where the state average is 63%.

Numeracy – NAPLAN Year 5

We have 89% of students in Bands 4, 5 or 6 where the state average is 57%.

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Literacy NAPLAN Year 3

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Literacy – NAPLAN Year 5

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Numeracy – NAPLAN Year 3

Numeracy – NAPLAN Year 5

Progress in numeracy

Progress in literacy

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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 2010

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Significant programs and initiatives

The school maintained its focus on Literacy and Numeracy. Major initiatives such as the provision for Gifted and Talented students, especially in Dance, Public Speaking, Debating, Student Leadership and Peer Support program are reported later.

Aboriginal education

All staff underwent training in the new Aboriginal Education Policy documents during staff development days.

We were fortunate to hold a Smoking Ceremony with Uncle Stephen to open our new school building and celebrate 125th anniversary of Homebush Public School.

Aboriginal education perspectives are embedded throughout Key Learning Areas with all staff providing evidence of this in their programs.

There are two Aboriginal staff members at Homebush Public School.

We have an ongoing working relationship with Aboriginal Communities and Elders in the area, and with the New South Wales Aboriginal Education Consultative Group AECG Inc.

Multicultural education

Homebush Public School is a highly multicultural, harmonious school made up of students from 37 different language groups. The school provides three community

languages, Tamil, Mandarin and Korean. Korean was introduced in 2009 and has expanded in 2010.

Each year, Community Language teachers chose a major event from their cultural calendars to celebrate and to involve the school community. The Chinese community celebrated Chinese New Year, the Tamil community celebrated Deepavali, (the Hindu Festival of Lights) and the Korean Community celebrated Korean National Day.

Cultural performances and food stalls organised by the community were a significant feature of these celebrations. All were well attended including representatives of the Sydney Korean Consulate.

The school curriculum has maintained a focus on multicultural education in all key learning areas by providing programs which develop the knowledge, skills and attitudes required for a cohesive, culturally diverse community.

Respect and responsibility

Homebush Public School is committed to providing educational programs which promote respect and responsibility. Our Peer Support, Child Protection, Drug Education, anti-bullying and student leadership programs are implemented in a safe and supportive environment. Incidental learning opportunities which present themselves in the classroom and special occasions such as Anzac Day and Harmony Day also develop citizenship, respect and responsibility in our students.

Our school welfare policy had existed for many years and was incorporated with the ―Restorative Justice‖ program five years ago. Some informal discussions commenced early in the year to revamp the school welfare policy based on the ―Positive Behaviour Model‖ that had originated in the United States. In early Term 3, this model was introduced and a series of staff meetings were held.

These meetings had the following outcomes:

the creation of a purpose statement that relates the goal and the rationale for the discipline system; and

Reading 94

Writing 95

Spelling 95

Punctuation and grammar 92

Numeracy 94

Percentage of Year 3 students achieving at

or above minimum standard

Reading 89

Writing 94

Spelling 95

Punctuation and grammar 95

Numeracy 95

Percentage of Year 5 students achieving at

or above minimum standard

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five clearly defined, positively phrased school wide expectations which are:

Be Responsible,

Be Respectful,

Be Safe,

Be Considerate, and

Be Honest;

Lessons were then prepared by staff to accompany the implementation of these positive behaviour phrases across the school so that students would have a clear understanding of observable examples of expected behaviours.

Procedures for actively teaching, monitoring, prompting and correcting those expectations and behaviours were introduced.

A variety of ways to acknowledge appropriate, expected behaviours were defined.

A consistent continuum of consequences for correcting rule violations was agreed.

Procedures for record keeping and decision making were then incorporated into our current computer-based management procedures.

It is expected that the new school welfare policy will be implemented in early 2011.

Best Start Assessment

Homebush Public School participated in the Best Start program for the third year.

The initiative comprises two entry level assessments; one is based on the critical aspects of literacy while the other relates to specific skills in Numeracy. Children were assessed on a one to one basis during the first week of Kindergarten. Results were collated and used to develop appropriate learning experiences based on each child‘s individual learning requirements. Once again this year the data has been recorded and analysed, generating Early Learning Plans which provide feedback to parents in relation to what their child can do and how they can help at home.

Progress on 2010 targets

Target 1

Priority Area — Literacy

To raise literacy proficiency in NAPLAN results to 54.7% in Year 3 and 47.3% in Year 5.

56% of Year 3 students and 50.25% of Year 5 students achieved proficiency.

Electronic recording and monitoring software is used extensively and there is evidence of all teachers using this data to plan quality teaching and learning programs.

To implement Best Start for Stage 1.

Teachers in Early Stage 1 and Stage 1 were trained to implement the Best Start assessment schedule. Best Start was successfully implemented.

To improve writing outcomes for Stage 3 ESL phases 1 and 2 students.

The 2009 action research findings into writing were implemented into the Stage 3 phase 1 and phase 2 ESL programs.

Target 2

To raise numeracy proficiency in NAPLAN results to 56% in Year 3 and 59.1% in Year 5.

54% of Year 3 students and 55% of Year 5 students achieved proficiency.

Target 3

To train all staff in Connected Classrooms.

All staff have been trained.

To install IWB’s in all Stage 1 and Stage 2 classrooms.

Installation has been completed.

100% of students are familiar with IWB’s and can carry out age-appropriate tasks.

All students have had exposure to IWBs.

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 2010 our school carried out evaluations of School Culture and Mathematics.

Educational and management practice

Culture

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Background

The methodology chosen to evaluate the area of Culture was the School map survey. The surveys were provided to parents/caregivers using randomly selected students from kindergarten to Year 6, to randomly selected students from Year 4 to Year 6 and to all teaching and support staff in the school. In all 252 sets of responses were analysed, 55 from parents/carers, 167 from students and 30 from staff. For students, responses were divided into gender to see if there was any difference in perception between the sexes. Respondents were asked to consider a statement against a rating scale. The scale was a four point scale ‗Almost Always, Usually, Sometimes, Rarely‘. Raw data was converted to percentages to allow for a direct comparison of areas common to both staff and parent/carer surveys.

Findings and conclusions

Given the different perspectives, age groups and experiences of the survey group it was expected that there would be a range of agreements. There was a strong correlation across the groups of respondents which indicate that they were happy with the overall culture of the school.

What was particularly positive was the correlation in relation to the statement ‗the school is a community of learners‘. 88% of staff, 92% of students and 95% of parents/carers agreed that all stakeholders are learners for life. There was little difference in the responses from boys and girls.

Future directions

In 2011 the school community will be invited to take a more active role in supporting teachers and classroom programs. This will lead to a better understanding of teaching and learning pedagogy and school routines, policies and procedures.

Human Society and Its Environment

Background

Over the last two years the school has reviewed the teaching of Human Society and Its Environment. In this key learning area students develop knowledge, understandings, skills, and values and attitudes about people and their social and physical environments.

Learning within HSIE is organised into four strands:

Change and Continuity

Cultures

Environments

Social Systems and Structures

HSIE is taught as part of the Community Language Program and is presented for two hours each week. This program caters for students from Korean, Chinese and Tamil speaking backgrounds.

In November 2010, all staff, randomly selected students and parents were issued with surveys to evaluate the HSIE program.

Finding and Conclusions

100% of parents believe that HSIE is an

important subject for their children and all

stated that their children enjoy learning about

the various HSIE topics. A very high

response indicated that they would attend a

Parent Information meeting about HSIE in

2011.

!00% of students said that they like learning

about themselves and others while 80%

stated that they like learning about the

environment and our heritage and things

from the past.

The teachers‘ survey indicated that 100%

agreed that students were generally working

towards or achieving the syllabus outcomes

and their students enjoyed participating in

HSIE lessons. All teachers use a variety of

teaching strategies and most (75%) are using

a range of technologies in classroom

activities. Teachers in all stages agreed that

students are assessed on syllabus outcomes.

Future directions

Teachers will continue to use the current Scope and Sequence that has been revised and adapted to better suit the students‘ abilities and to allow units to be sequential.

A presentation to parents will be held during the year informing the school community about the HSIE curriculum, use of interactive whiteboards and technology and assessment procedures.

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Quality of School Life

Since 2003 the school has been conducting a longitudinal study of the perception that ‗students are happy at Homebush Public School‘. The instrument that has been used is the Quality of School life (QSL) survey as it recognises the importance of effective and social dimensions in learning. The cohort selected was Year 5. The 2003 results confirmed the perception with general satisfaction, 97% relevance of schooling, 97% and achievement 94%.

An analysis of the responses to the 2010 survey results again showed a very positive view about school life with an overall satisfaction rating across all QSL of 95%.

Insert Graph

There was a strong correlation over the eight years in the areas of relevance of schooling (97%, 92%, 96%, 97%, 98%, 97%, 91% and 95%) and achievement (945, 93%, 92%, 97%, 96%, 94%, 92% and 94%). The statement ‗My teacher helps me to do my best‘ was 93% which is a very positive reflection on what is happening in classrooms. Students rated ‗I am proud to be a student‘ 94% and ‗I know how to cope with work ‗92% which reflects on their positive attitudes and resilience.

Parent, student, and teacher satisfaction

Parent Satisfaction Survey

A written survey was sent randomly to parents/carers of students in Kindergarten to Year 6. The survey had a five point scale with a range from ‗Strongly Agree‘ to ‗Strongly Disagree‘.

50 responses were analysed, with a

breakdown of returns being from mother 30,

father 7, both 7 and 6 did not indicate. The

responses were analysed using raw score

data for the negative scale items added and

converted to percentages.

100% positive results occurred in response to

the questions:-

‗The school is connected to its community and welcomes parental involvement‘; and

‗The students are the school‘s main concern;

98% positive results occurred across a wide

range of questions, of which the following

show that parent satisfaction occurs across

all areas of school operation and life:-

‗the school maintains a focus on literacy and numeracy‘;

‗The school teaches and promotes core values‘;

‗The school promotes a healthy lifestyle‘ and

‗HPS students are high achievers‘.

GRAPH HPS is a GOOD SCHOOL

Agree 93% Disagree 7%

Professional learning

The staff at Homebush Public School was exposed to a wide variety of professional learning programs that were a major contributing factor in improving the learning outcomes for our students.

A number of Early Career teachers were engaged by the school and each participated in an induction program and all attended various workshops to further develop their skills in teaching Literacy and Numeracy. Some English as a Second Language teachers attended a series of professional development meetings to improve the teaching of writing and to new arrival students.

Executive teachers attended Principal, Deputy Principal and Assistant Principal Conferences, CV writing and interview techniques courses.

Teachers attended training on the Opportunity Class and Selective High School placement procedures. Kindergarten to Year 2 teachers participated in the Lighthouse Project, observing lessons and evaluation meetings.

Staff were also trained in Child Protection, CPR, Anaphylaxis, First Aid, Duty of Care and Code of Conduct.

Support staff and Community Language teachers attended Network Meetings each term.

Learning Support Team

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The Learning Support Team comprising the Deputy Principal, Support Teacher, Learning Assistance, the School Counsellor and the senior ESL teacher is an integral part of our school.

The team meets every fortnight and provides support and guidance to students, teachers and parents. Four students received funding in 2010.

These students had Learning Support Officers in classrooms to assist teachers in delivering specialised programs for them. Many other students were referred by their teachers in association with the relevant stage supervisor for a variety of issues.

These issues include literacy difficulties, social and emotional issues and behavioural problems.

School development 2009 – 2011

Enter text here

Targets for 2011

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Target 1

Targets for 2011 NEED TO BE WRITTEN

The targets for 2011 are written in the same format as the 2009-2011 School Plan.

Priority Area—Literacy

Intended outcomes

Increased levels of literacy achievement for every student in line with the State plan and Regional targets.

Improve diagnostic assessment of Literacy in Kindergarten.

Targets

To raise Literacy Proficiency in Year 3 to 54.7% for NAPLAN results.

To raise Literacy Proficiency in Year 5 to 47.3% for NAPLAN results.

To improve Stage 3 phase 1 and 2 ESL students writing outcomes.

Best Start for Stage 1.

Strategies to achieve this target include:

Identification of areas of weakness.

Implement strategies and programs to cater for identified areas.

Implement 2009 action research findings into Writing in Stage 3 Phase I and 2 ESL students.

TPL for ES1 and Stage 1 teachers for implementation of Best Start assessment schedule.

Use of electronic recording and monitoring software and use of data to plan quality teaching and learning programs.

Best Start for Stage 1.

Our success will be measured by:

Analysis of Best Start Term 1 and Term 4

Analysis of NAPLAN results show targets for Years 3 and 5 reached.

Improved outcomes for students in the ESL groups

Priority Area—Numeracy

Intended outcomes

Increased levels of Numeracy achievement for every student in line with the State plan and Regional targets.

Improve diagnostic assessment of Numeracy learning in Kindergarten and Stage 1.

Targets

To raise Numeracy Proficiency in Year 3 to 56.% for NAPLAN results.

To raise Numeracy Proficiency in Year 5 to 59.1% for NAPLAN results.

Strategies to achieve this target include:

Identification of areas of weakness.

Implement strategies and programs to cater for identified areas.

Action research into Numeracy in Stage 3 Phase 1 and 2 ESL students.

TPL for Kindergarten teachers for implementation of Best Start assessment schedule.

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Use of electronic recording and monitoring software and use of data to plan quality teaching and learning programs.

Our success will be measured by:

Analysis of Best Start Term 1 and Term 4

Analysis of NAPLAN results show targets for Years 3 and 5 reached.

Improved outcomes for students in the ESL focus group.

Priority Area— Connected learning

Intended outcomes

Support and facilitate the effective use and integration of technology in learning and teaching.

Expand the opportunities for students and staff to participate in the use of interactive technologies to enhance learning.

Targets

Train all staff in Connect Classrooms.

To install Interactive Whiteboards [IWB] for Stages 1 and 2.

100% of students are familiar with and can carry out age appropriate tasks using IWBs.

Strategies to achieve this target include:

Training of school facilitators and then on-going TPL for all staff.

Age appropriate training for students

Our success will be measured by:

Change in teachers’ pedagogy to include use of IWB’s and netbooks where appropriate.

Improved learning outcomes for students.

Installation of wireless network to support class set of Lenovo S10 netbooks

Students in Stage 3 accessing curriculum through netbooks.

Insert target for 2011

Enter text here

Strategies to achieve this target include:

Enter text here

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Our success will be measured by:

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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.

Chris Russell, Principal

Dianne Fogarty, Relieving Deputy Principal

??????? Assistant Principal

Jacinta Vale, Relieving Assistant Principal

Wendy Owen, Class Teacher

Baladevan Kularatnam, P&C President.

School contact information

Homebush Public School

Rochester Street

Homebush NSW 2140

Ph: 02 9746 9171

Fax: 02 9746 3516

Web: http://www.homebush-p.schools.nsw.edu.au

School Code: 2173

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:

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http://www.schools.nsw.edu.au/asr