2018 Glendale East Public School Annual Report · Instructional leadership remained a high priority for GEPS in 2018. To enhance our leaders skills in this area, our schools Quality

Glendale East Public SchoolAnnual Report

2018

4207

Printed on: 13 May, 2019Page 1 of 16 Glendale East Public School 4207 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Glendale East Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Nathan Forbes

Principal

School contact details

Glendale East Public School8 Margot AveGlendale, 2285www.glendalee-p.schools.nsw.edu.auglendalee-p.school@det.nsw.edu.au4954 9551


School background

School vision statement

At Glendale East Public School we will relentlessly pursue excellence in education. We will ensure our students areconfident, creative and resilient and will be equipped with the skills, knowledge and experiences to make positivecontributions to society.

To achieve this we will create a supportive, positive environment where student's academic, social and emotional needsare met, with high expectations for all and strong connections to our community.

School context

Glendale East Public School is located in northern Lake Macquarie and caters for approximately 250 students fromKindergarten to Year 6. Of these 250 students, 13% identify as being of Aboriginal or Torres Strait Islander descent and2% are from language backgrounds other than English. Students at the school have performed slightly below stateaverage academically in Year 3 but continually demonstrate excellent growth and achieve at or above state average inmany areas in Year 5. The school has undergone a major change in a number of areas in recent years and now leadsthe way in the implementation of technology and differentiated curriculum. The school has a Family OccupationalEmployment Index ranking above 125 and as such receives a significant amount of equity funds. The parents andcommunity of Glendale East Public School have high educational expectations for their children and contributesignificantly to the school. The school offers a variety of sporting, creative arts and extra curricular opportunities. Theschool has developed strong partnerships with other local primary schools and its local high school, GlendaleTechnology High School through the Inspirational, Innovative Learning Alliance.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning

Our school has focused on lifting the educational and social outcomes for all our students in 2018. We conducted largescale reviews into our wellbeing procedures during the year. Within this area, we continue to strengthen our PositiveBehaviour for Learning (PBL) processes. At the end of each year, our school is assessed by an external PBL expert. Wereceived the outstanding score of 91% due to our consistent and transparent rewards and discipline processes, ourexcellent use of data to drive PBL initiatives and the collaborative nature of our PBL team. This score enables us to nowfocus on our classroom systems where we will intensify our efforts in creating positive, peaceful and collaborativelearning spaces for our students.

Teaching

GEPS is committed to implementing evidence based teaching practices. The two main pedagogical practices our schoolimplements are Visible Learning (VL) and Explicit Instruction (EI). During 2018, GEPS consolidated our practice in EIthrough employing an external EI mentor, Mr John Fleming. Mr Fleming provided our teachers with professional learningin how to apply EI to the teaching of literacy and numeracy. He also made regular visits to our school where he observedEI lessons and provided teachers with feedback. As a result of our continued refinement of EI practices, our schoolachieved above state average growth in Value Added Data in years 3, 5 and 7. An outstanding result! To continue ourprogress in 2019, we will be working with curriculum and data experts from within the DoE to strengthen our use of theLiteracy and Numeracy Progressions with the aim of linking these to personalised learning goals for students.

Leading

Instructional leadership remained a high priority for GEPS in 2018. To enhance our leaders skills in this area, our schoolsQuality Teaching Successful Students staffing allocation was used to ensure all teachers received time with a "PedagogyCoach" where their teaching was observed and feedback given. All teachers also had one on one performance meetingswith the Principal to ensure the consistency of high quality teaching across the school. In 2019, professional learning will


be undertaken by all school executive to further enhance their instructional leadership skills.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Excellence in Teaching and Learning

Purpose

Implement a range of evidence based pedagogies to ensure all student learning is personalised and data driven with afocus on explicit feedback and targeted learning goals.

Overall summary of progress

During 2018, GEPS has continued full implementation of Explicit Instruction (EI) warm–ups in Reading, Spelling, Writingand Mathematics and employed the I Do, We Do, You Do lesson format in the explicit delivery of teaching and learningcontent in Mathematics and Reading. All teachers commenced the practice of communicating learning intentions andsuccess criteria for each lesson and student data was used to establish learning goals for all students.

As a supplementary Action Plan School, GEPS used PLAN2 to record Best Start data and all teachers K–6 used theLearning Progressions to record five weekly data against the Understanding Texts, Creating Texts, QuantifyingNumbers, Additive Strategies and Multiplicative Strategies sub–elements in literacy and numeracy.

Teacher professional learning for the Literacy and Numeracy Learning Progressions was delivered by the strategicdirection team at the whole school level; stage planning days provided staff with opportunities to engage in professionaldialogue and develop consistent teacher judgement using the Progressions and all staff engaged in regular andpurposeful EI coaching sessions during Terms 2 and 3.

The strategic direction team has compiled a draft GEPS Teaching and Learning Handbook which outlines expectationsfor the delivery of Explicit Instruction, Visible Learning and the collection and analysis of five weekly data using PLAN2.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All teachers demonstrate self andpeer identified progress on theAITSL ClassroomPractice Continuum.

In 2018, baseline data was obtained when allteachers completed the AITSL Classroom Practicecontinuum. Teachers will periodically re–assesstheir practices during 2019 and 2020 as part of thePDP review process.

An increased number of studentsachieve in the top bands in allaspects of NAPLAN .

$5000 – Equity Funding 2018 NAPLAN results indicated a 6.0% increase inYear 3students achieving in Band 5 for Spelling; a 10.1 %increase in Year 3 students achieving in Band 5 forWriting; a 2.9% increase in Year 3 studentsachievingin Band 6 for Number and a 1.1% increase in thenumber of Year 5 studentsachieving in Band 7 for Writing.

The school records increasedlevels of value added NAPLANdata for all year groups K–7.

$5000 – Equity Funding 2018 NAPLAN data indicated an average valueadded growth of 10.74 for the K–3 cohort and 90.81for the 3–5 cohort. Both results indicate a 0.3–0.4increase on the previous year's results.

Next Steps

During 2019, the school will move into a maintenance phase inregard to its implementation of Explicit Instruction and will revise thefrequency and delivery of the full range of warm ups as determined by theresults of staff survey data.

The implementation of Visible Learning practices in Writingwill become a major priority with all staff working collaboratively with their


stage teams to analyse data to determine five weekly learning focuses, lessonintentions and success criteria which will be used to establish Bump It Upwalls.

All teachers K–6 will continue to use PLAN 2 to enter dataagainst the five sub–elements already tracked. Additional sub–elements (Spelling,Punctuation and Grammar) will be undertaken in Writing in order to develop amore comprehensive understanding of students' skills so as to support ourinvolvement in the Director's writing project and the implementation VisibleLearning practices.



Innovative Curriculum and Wellbeing

Purpose

All students are provided with a supportive learning environment which takes into account their social and emotionalneeds. Students will engage in learning which is future focused and targeted at preparing them for life beyond theclassroom.


In 2018 the whole school community consolidated their understanding of Positive Behaviour for Learning (PBL). PBL wasrelaunched to the school community and was consistently taught in all classes on a weekly basis. External PBLassessors audited the school's PBL systems and understandings. They commended GEPS on their strong knowledgeand implementation of the PBL program and advised us to begin the next phase of implementation in 2019.

Staff have been introduced to the new Science and Technology syllabus, including the new requirements for coding andworking technologically. Additionally, the school invested in purchasing robotics and ipads, as well as updating existinghardware to ensure students had equitable access to Information and Communication Technology.

Teacher professional learning continued through our involvement in the Innovation Inspiration Learning Alliance (IILA) todevelop teacher knowledge of STEM and future focused learning. Our attendance as a whole school at the Minds WideOpen professional learning sessions allowed teachers to better embed activities that include creative and critical thinkingskills into their everyday programs.





Significant reduction in negativebehaviour incidents as recordedon the school's wellbeing datasystem.

$1500 PBL Relaunch

$2000 Bounce Backresources

$3000 SENTRAL software

Significant increase in the reporting and tracking ofnegative incidents in accordance with the schoolwellbeing policy.

Consistent increases inattendance rates compared to2015–2017 school average.

1.4% increase in attendance rates from 2017 –2018.

Increased number of studentsdemonstrating high levels ofengagement with learning asidentified by internal and externaldata sources.

$10 000 robotics$30 000 ipads/laptops

100% staff teaching coding in their classroom.

Weekly STEM groups initiated K – 6.

Next Steps

During 2019, the PBL philosophy will be adapted into theclassroom environment. This will promote high expectations for students using acommon language.

The purchase of high quality, integrated, inquiry–basedlearning units will facilitate the introduction of inquiry–based learning inall classrooms. A strong focus on collaboration, critical thinking, creativityand communication in each unit will make certain students begin developinglifelong work habits and skills for the 21st century.

Continued teaching of Bounce Back units across the school toimprove student resilience and confidence, enabling them to better engage withchallenging learning opportunities.



School Community Growth and Development

Purpose

The whole school community is actively engaged in creating a culture of high expectations with a shared vision ofstudent success.


Studentwellbeing has been a primary focus for Glendale East Public School throughout2018. A range of programs and initiatives were implemented to support students.These include but are not limited to, Bounce Back Resilience Program, SmilingMinds and Growth Mindset teachings. Bounce Back lessons were delivered weeklyand Growth Mindset principles were displayed in classrooms and taught tostudents.

PBL continued with explicit lessons being taught on the weekly focus. GEPS successfully completed a SET achieving afantastic score of 91%

Aboriginal ties were further strengthened through a number of wonderful initiatives driven by staff involved in theStrategic Direction 3 team. These included "Yarn Ups", Tiddalik the Frog Mural development and NAIDOC activities.





Increased levels of authenticcommunity partnerships whichensure a shared understanding ofschool improvement are identifiedthrough external data sources.

100% ofAboriginal students contributed to designing andcreating a school mural.

All Aboriginalstudents were involved in "Meet & Greet"afternoons (once per semester), a process ofconsultation and review to develop PersonalisedLearning Pathways. 100% ofAboriginal students were supported bydifferentiated learning goals in theclassroom.

100% of parents providing feedback through asurvey regarding the Kindergarten transitionprogram.

Introduction of SeeSaw as a communication toolbetween parents and the classroom and to sharelearning.

Data was used and analysed to inform schoolbased needs of resilience program Bounce Backand Growth Mindset.

Tell Them From Me surveys conducted.

An increased number of staffcontribute to the schoolsleadership as evidenced throughthe PDP process.

$20000 – Equity Every staffmember worked as a part of a Strategic Directionteam and participated inregular planning and evaluation of the milestones.

Increase instaff–led Professional Learning Opportunities within






An increased number of staffcontribute to the schoolsleadership as evidenced throughthe PDP process.

the school and widercommunity setting including with the IILA.

Next Steps

During 2019, the school will continue with the Bounce Back program and filtering the Growth Mindset initiative out intothe wider community. We will advance our social skills programs by transitioning PBL strategies and practice intoclassroom settings and develop appropriate expectations to align with our core expectations: Safe, Respectful Learnersand begin the Implementation of Mental Health for Kids "Got It!" program for K–2.

A focus area will continue to be promoting and further strengthening ties with our ATSI community through initiativessuch as a 'Yarning Circle" and 'Ready, Set, Grow'.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $40 060 – Professionallearning, teacher release,NAIDOC resources,additional SLSO time.

Personalised Learning Pathways developedin collaboration with parents, teachers andstudents.

Aboriginal Girls Dance and Boys YadarkiGroups established which enabled Aboriginalstudents to connect with their culture.

Increased attendance rates for Aboriginalstudents.

Additional transition to High Schoolopportunities for Aboriginal students.

Low level adjustment for disability $129, 878 – AdditionalLaST and SLSO time.

100% of students achieved their personalisedleaning goals in 2018.

Increased intervention for at risk students.

All Kindergarten students received speechand occupational therapy screening.

Quality Teaching, SuccessfulStudents (QTSS)

42 900 – Collaborativestage planning days,additional time for coachingand mentoring in pedagogy.

Additional release for school executive.

Coaching and mentoring program.

Additional release time and professionallearning for all classroom teachers.

Socio–economic background $171 000 – AdditionalSLSO hours, teaching andlearning resources, studentleadership programs,wellbeing programs.

Continued expansion of the PositiveBehaviour for Learning Program includingrewards days.

Purchase of social skills programs includingBounce Back and connected professionallearning for staff.

Additional SLSO time for at risk students.

Support for beginning teachers $16 000 – Additionalteacher release andprofessional learning, dataentry and analysis days.

Additional teacher release.

Beginning teachers completed a number ofadditional Professional Learningopportunities.

Beginning teachers were given additional timeto input and analyse data using the Literacyand Numeracy Progressions and PLAN 2.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 94 119 123 124

Girls 107 117 120 117

Enrolments at GEPS continued to be stable between2017 ad 2018. In 2019 we expect to continue andmaintain. student numbers.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.8 93.8 93.6 94.2

1 93.6 89.6 93.6 92.1

2 94.9 92.6 92.9 91.9

3 94.3 90.4 93.8 90.6

4 91.4 89.9 91.1 90.8

5 93.6 90.1 91.5 88.9

6 88.3 93.7 91.4 89

All Years 93.3 91.6 92.7 91.2

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Student attendance continues to be stable. To manageattendance concerns, our Learning Support Teammeets every week to review attendance data.Problematic data is addressed through a collaborativeteam approach which includes possible interventions byour Home School Liaison Officer and school counsellor.In 2018 we introduced new incentives for positiveattendance including a termly 100% attendance award.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.23

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration and SupportStaff

2.42

*Full Time Equivalent

Due to our steady enrolments, staffing in 2018remained unchanged.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 5

Professional learning and teacher accreditation

All teachers at Glendale East Public School areaccredited as "Proficient Teachers". To maintain thislevel of accreditation, all teachers are provided withopportunities to engage in professional learning whichis aligned to our school priorities and linked to theirPerformance Development Plans.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 338,074

Revenue 2,704,612

Appropriation 2,620,105

Sale of Goods and Services 0

Grants and Contributions 81,115

Gain and Loss 0

Other Revenue 0

Investment Income 3,393

Expenses -2,402,395

Recurrent Expenses -2,402,395

Employee Related -2,115,419

Operating Expenses -286,976

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

302,217

Balance Carried Forward 640,291

Glendale East Public School has budgeted for a largenumber of asset upgrades in 2019. This explains thebalance carried forward. Asset updates include theinternal painting of all learning facilities, newair–conditioning to all learning facilities, an outdoorlearning area and an Aboriginal Yarning Circle.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 1,831,755

Base Per Capita 46,989

Base Location 0

Other Base 1,784,767

Equity Total 336,336

Equity Aboriginal 40,069

Equity Socio economic 168,085

Equity Language 646

Equity Disability 127,536

Targeted Total 159,404

Other Total 87,629

Grand Total 2,415,125

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Glendale East Public have analysed this yearsNAPLAN data to set priority areas for improvement. Itwas pleasing to see general improvements in Year 3results but Year 5 growth was not as strong as wewould of liked.

We have undertaken significant changes to the way weteach writing as a result of this analysis and this will


remain a focus from 2019–2020.


Glendale East Public have analysed this yearsNAPLAN data to set priority areas for improvement. Itwas pleasing to see general improvements in Year 3results but Year 5 growth was not as strong as wewould of liked.

We have undertaken significant changes to the way weteach writing as a result of this analysis and this will


remain a focus from 2019–2020.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Glendale East Public School continues to pursue thePremier's Priorities for lifting the literacy and numeracylevels of Aboriginal students. Collaborating with ourAboriginal families to develop Personalised LearningPathways for each student is a key initiative inachieving this goal.

Parent/caregiver, student, teachersatisfaction

According to the results from theTell Them From Me survey conducted in Term 4, 2018,92% of students whoresponded said that they believed that what they learntat school was useful intheir everyday life and that it would have a strong effecton their future. 86%of students indicated that they tried hard at school tosucceed in theirlearning. Most students believed that they had made apersonal connection withtheir teacher or other staff member at the school andhad someone that theycould talk to if they needed help. These results show usthat the highexpectations set for our students through the PBLsystem of being Safe,Respectful Learners is having a positive impact on theirsatisfaction regardingschool and their learning.

Policy requirements

Aboriginal education

Glendale East Public School has 34 Aboriginalstudents, approximately 15% of all students. Thesestudents come from a wide range of Nations fromacross Australia. Glendale East Public School hasdeveloped an enthusiastic Aboriginal Education teamwho have been working hard to improve Aboriginaleducation and engagement through embedding culturallearning in the curriculum as well as offering culturalexperiences to Aboriginal students. These experienceshave allowed our Aboriginal students to be strong intheir cultural identity and develop their knowledge oftheir own culture.

Multicultural and anti-racism education

Glendale East Public School acknowledges the culturaldiversity of our nation and the importance thateducation plays in promoting harmony. Each yeareducators plan and implement activities that fostercultural and religious understanding and inclusion.Multicultural perspectives are embedded into teachingand learning programs throughout the curriculum viacross–curricular priorities.

Students from non–English speaking backgroundswere provided with individual support. Teachersdeveloped effective partnerships with our non–Englishspeaking families to assist with understandings around


the day to day operation of the school and enabling allstakeholders to work together to achieve best possibleoutcomes.

In 2018 our Harmony Day celebrations were a highlightof our focus in this area. In addition to participating in arange of art–making, storytelling and dancing, teachersand students gathered together in an inaugural event toshare dishes from around the world in celebration ofother cultures within our school and the widercommunity. Bringing people together to share and tastefood was very successful. All students reportedenjoying this shared experience and the centralmessage of Harmony Day, 'everyone belongs' wasreinforced.


Documents

2018 Glendale East Public School Annual Report · Instructional leadership remained a high priority for GEPS in 2018. To enhance our leaders skills in this area, our schools Quality