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2012
1497
Canterbury Public School
Annual School Report
Our school at a glance
Students
There were 255 students; 59% with language backgrounds other than English and 3% Aboriginal.
Staff
There were 15 teachers and a Highly Accomplished Teacher leading professional learning.
Significant programs and initiatives
This was the second year of a two year National Partnership and a focus on school improvement in literacy and numeracy. Initiatives included an efficient tracking of each student’s performance growth, Teaching Early Number Strategies (TENS), reciprocal teaching in reading and mathematics, Speech Therapy support programs in classrooms K -4, a drama project with Sydney Theatre Company for Stage 2 and 3 and a focus project on providing effective feedback to students and teachers. A continued focus on team teaching and teacher mentoring using peer coaching and peer lesson observations assisted teachers to improve their pedagogy.
Student achievement in 2012
In literacy, we exceeded our targets for student performance growth from Kindergarten to Year 4. NAPLAN results showed that in overall literacy growth, targets between Years 3 and 5 were exceeded by 6.5%. The target set for performance growth of our high achievers, projected growth of two or more skill bands over two years, was achieved by 3 of 4 students who were in the top skill bands in Year 5 in 2010 and again in Year 7.
The target set for performance growth between Years 3 and 5 in NAPLAN in numeracy was 80% with an expectation that students would achieve two or more skill bands over two years. This was not achieved. The target set for performance growth of our high achievers, projected growth of two or more skill bands over two years was achieved by all students who were in the top skill bands in Year 5 in 2010 and again in Year 7.
Messages
Principal’s message
Having many and varied opportunities to build warm and positive relationships between our students, parents and teachers is highly valued by our school community. Activities and events such as Stage 3 camp, the school picnic, Off the Page and Musicale, the class buddy program and peer tutoring, Friday after school gardening group, the Indigenous gardening project, the Cambodia initiative and big breakfast encouraged friendships across the school. Parents and teachers supported students in taking risks with their learning, exploring new ways of doing things and committing to achieve personal learning goals.
The commitment of our teachers to achieve excellence and their high expectations for all students is consistent with our school values. I acknowledge the staff for their professionalism and dedication.
The enthusiastic support and acknowledgement from parents and caregivers and their families and friends continued to assist school
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governance, programs and events. The enthusiasm and drive of the P&C and associated committees ensured that established programs were enhanced and new projects developed. The canteen committee took on the management of the school canteen and the music committee was successful in gaining financial support to build on our instrumental programs. The garden committee officially opened the sensory garden on completion of this two year project.
As school leader, I have valued the sense of common purpose, good will and enthusiasm of students, teachers, staff, parents and community.
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 message
The Canterbury P&C and the school community enjoyed an exciting and productive 2012; a year marked by our close and collegiate relationship with the school executive and the teaching staff.
Our committees worked tirelessly in their respective areas to bring about a brilliant year in musical performance and the winning of an award of $9500 for musical instruments from the Canterbury-Hurlstone Park RSL; a series of innovative and fun community events; extensive community outreach and marketing of the school; the hosting of a national morning television program; the implementation of the gardening grant and the successful transition to a P and C managed school canteen. We also commenced the planning for the Canterbury School Fete to be held on 5 May 2013.
My thanks to the P and C executive and committee chairs for their hard work, advice and assistance throughout an exciting and challenging year.
The P and C is pleased that it was able to work so closely and effectively with a dynamic and innovative teaching faculty led by a great Principal. Throughout 2012 I received comments that reflected on just how much our students achieve for such a relatively small school environment. Canterbury students excelled in a
range of areas such as academic excellence, artistic and sporting endeavour and in community support activities. This environment of participation and achievement has been engendered and encouraged by the creative partnership existing between our teachers and our community, a key element in the success of our Canterbury kids.
Glen Smith
President
School context
Student information
Student enrolment profile
Gender 2007 2008 2009 2010 2011 2012 Male 165 163 144 152 140 126 Female 127 128 122 118 124 129
Student attendance profile
Year 2008 2009 2010 2011 2012 K 96.5 96.1 96.8 93.1 1 96.8 96.0 95.0 96.5 2 93.6 96.3 95.9 94.9 3 95.6 95.4 95.2 96.0 4 93.4 96.6 94.6 95.7 5 94.1 95.1 95.8 93.2 6 94.6 93.5 92.7 94.4
Total 93.3 94.6 95.7 95.2 94.7
Parents and students are to be commended on maintaining a high student attendance rate. Regular and punctual attendance is critical to student achievement and as important in the first year of school as at any other time.
To assist parents and students in maximising attendance, records are kept of late arrivals and early departures. Absences which have not been supported by a written explanation are followed up with a letter from the office. A record of student absences is printed each fortnight. Regular roll checks are carried out by regional Home School Liaison Officers (HSLO), and students whose attendance continues to cause
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Qualifications % of staff Degree or Diploma 100% Postgraduate 48%
Date of financial summary 30/11/2012 Income $ Balance brought forward 112130 Global funds 189902 Tied funds 165548 School & community sources 109145 Interest 6684 Trust receipts 5109 Canteen 0.00 Total income 588518.00 Expenditure
29028 Teaching & learning
Key learning areas Excursions 20617 Extracurricular dissections 72787
Library 4599 Training & development 5132 Tied funds 160430 Casual relief teachers 51742 Administration & office 30413 School-operated canteen 0.00 Utilities 37915 Maintenance 14137 Trust accounts 5109 Capital programs 0.00 Total expenditure 431909.00 Balance carried forward 156609.00
concern are referred to the HSLO for follow up and support.
Staff information
In addition to regular classes, students with moderate and severe intellectual disabilities or hearing disabilities from within and beyond our local area were provided appropriate educational opportunities by teaching and non-teaching staff. There were no Aboriginal staff members working within the school.
Staff establishment
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Position Number Principal 1 Highly Accomplished Teacher 1 Primary Teaching Assistant Principals 3 Teaching Assistant Principal Special Ed 1 Assistant Principal of Hearing 1 Primary Classroom Teachers 6 Special Education Classroom Teachers 2 Itinerant Teacher of Hearing Disabilities 5 Teacher of Intensive Reading Disabilities 3 Teacher Librarian 3 days Teacher of EALD 1 Teacher of Reading Recovery 1.5 days Support Teacher Learning Assistance 2.5 days Community Language Teacher: Chinese 2 days Community Language Teacher: Greek 2 days District Guidance Officer 1 School Administrative & Support Staff 6 Total 33
Staff retention
Three classes supporting students with a reading disability were withdrawn at the end of semester 1 as Department changes to the provision of support to students were implemented. Retirement and moving intra-state left two permanent teaching vacancies.
Teacher qualifications
All teaching staff met the professional requirements for teaching in NSW public schools.
An analysis of teaching staff experience is as follows:
The total expenditure for professional development of staff was $34,000 and this is recorded in both Tied and Training and development funds in the financial table.
A full copy of the school’s 2012 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 2012
Achievements
Arts – Performing Arts
Students enthusiastically embraced a variety of experiences in the arts within and beyond the school, including debating, public speaking and creative expression through various mediums showcased through musical performances for strings, band and recorder, choral festivals, dance and a school drama production.
While every performance opportunity is a celebration, the highlight for the year was our school drama production Off the Page, for which each class developed and presented a play retelling a picture book. Every student participated to ensure that both the matinee and evening performance were a spectacular success. Participation included set design, costuming, choreography, script writing and acting.
Music and Dance
Students from our senior choir and dance group joined with other primary school students at Canterbury GHS to participate in flash-mob. The combined performances from venues across the state, was published on YouTube to celebrate Education Week.
Students from our string ensemble and senior choir performed at the Sydney Opera House in the Festival of Instrumental Music and in the Sydney Region Music Festival.
The concert band performed at assemblies, MADD at Canterbury Girls HS, at Kegworth Fare and participated competitively in the Engadine Band Fest.
Our junior choir and recorder group also performed at assemblies, Ashfield Mall during Education Week and at Kindergarten orientation.
Students across all Stages enthusiastically participated in a lunch time dance program. The dance group enjoyed learning energetic choreography and creating their own steps. The students were able to showcase their talents at
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assemblies and performances throughout the year.
Students in the junior school enthusiastically practiced coordination and moving in time while monitoring rhythm, space, sequencing, transitions and simple composition techniques through a range of traditional and cultural dance styles in a ten week Dance Fever program.
Visual Arts
Support Unit students created and built their own aeroplanes and airport using recyclables at a workshop at the Museum of Contemporary Art.
Senior students participated in a photography workshop with a professional photographer. All students were given a camera for the day to explore the playground from different angles and using different settings. The quality of the display in our school foyer attracted comment.
Public Speaking
Every student 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. The school successfully hosted our area's final competition, with eight other schools enjoying our hospitality. All students received encouraging feedback, with one of our Stage 3 students receiving a highly commended mention.
In Term 4, 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 and represented Canterbury with enthusiasm and maturity.
Debating
Teams entered in both the Premier’s Debating Competition and the Sydney Region Debating Competition. Students travelled to and hosted different schools throughout the competitions. Students were required to prepare debates on a range of topics and deliver them to an audience and an independent adjudicator. Our school teams won debates in both competitions.
Drama
For a third year, the school was invited to participate in a school drama program in partnership with the Sydney Theatre Company and Sydney University. Stage 2 and 3 students were involved in the program using drama techniques to enhance literacy outcomes. With a focus on writing narrative, students contributed to data with pre and post writing samples to demonstrate the effectiveness of the program.
An actor came into two classrooms for seven weeks and guided the teacher and students through a range of drama techniques and skills to develop a deeper level of language complexity and description to improve writing.
Sport
Students from Kindergarten to Year 6 participated at the school athletics carnival and 56 students then represented the school at the zone carnival. Seven of those students went on to
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compete at regional level in their events. One student also went on to compete at state level and also received a medal at the zone carnival for highly achieved sportswoman.
At the zone cross country carnival the school won the handicap trophy in the small school category for achieving the highest number of top results.
participated in the chess club, meeting each week at lunchtime.
From the school swimming carnival 30 students represented the school at the zone swimming carnival.
Teams were fielded in the winter Primary Schools Sports Association (PSSA) competitions in soccer and netball. The senior A netball team was narrowly defeated in the grand final and the junior boys soccer team was defeated in their semi-final game.
In March, 185 students from Years 2 to 6 developed skills in water safety, stroke correction and water confidence through an intensive 10 day swimming program.
Every class participated in an eight week basketball program that focused on developing motor skills, ball skills involved in basketball and teamwork.
Chess
The school was represented in two chess challenges this year; the Interschool Chess Challenge and the NSW Interschool Girls’ Teams Chess Challenge 2012. Over the year 20 students
Number Crunchers
The Number Crunchers competition gave students the opportunity to apply their mental computation skills in a competitive setting. Five rounds were held at school over five weeks. The top five number crunchers then participated in the cluster final held at Canterbury Girls HS with our school champion then competing in the final at the Powerhouse Museum.
International Competitions and Assessments for Schools (ICAS)
Students participated in 6 competitions and the awards were as follows:
• One high distinction, 6 distinctions and 1 credit in English with 11 students sitting the test;
• 1 high distinction, 3 distinctions and 2 credits in mathematics with 11 students sitting the test;
• 2 high distinctions, 3 distinctions and 2 credits in spelling with 7 students sitting the test;
• 6 credits in the writing with 8 students sitting the test;
• 2 distinctions and 2 credits in science with 6 entries and
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• 1 high distinction, 1 distinction and 1 credit in computer with 4 students entering the competition.
Academic
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Reading – NAPLAN Year 3
Our school tracking data for this cohort shows that upon entering Kindergarten in 2009, 20 out of 27 students were placed in the first cluster marker. The school results for this cohort in Year 2 using matched students, shows the growth amongst this cohort which was verified by our 2012 NAPLAN results.
School Data 2009 - 2011 for this cohort of students:
Reading Texts-ES1 2009
25
20
15
Reading Texts -Year 2 2011
9 8 7 6 5 4 3 2 1 0
Twenty-five students in Year 3 sat for the National Assessment in literacy. The tests considered the aspects of reading, writing, spelling, grammar and punctuation.
Percentage in bands: Year 3 Reading
40
30
20
10
0
1 2 3 4 5 6 Bands
Percentage in Bands School Average 2008-2012 SSG % in Bands 2012
10 Year 3 literacy results in NAPLAN showed that:
5 • 56% of students achieved proficiency standard (top 2 skill bands) in Reading and Grammar and
0 Punctuation.
• 44% of students achieved proficiency standard in Writing and 48% in Spelling.
• 68% of students achieved benchmark or better in Grammar and Punctuation.
• 64% of students achieved benchmark or better in Reading and Spelling.
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• 56% of students achieved benchmark or better in Writing.
• There were no students achieving below the national minimum standard in Reading and Writing.
• Year 3 girls were 26 scale scores above the state average in the test aspect of Grammar and Punctuation.
Numeracy – NAPLAN Year 3
Our Numeracy data follows a similar pattern of achievement which indicates growth across all levels of ability.
Twenty-five students in Year 3 sat for the National Assessment program in numeracy. The numeracy tests considered the aspects of data, measurement, space and geometry, number, patterns and algebra.
Year 3 overall numeracy results showed that:
• 40% of students achieved proficiency standard.
• 8% of students were below minimum standard.
• 60% of students were at benchmark or better.
• 60% of students achieved benchmark or better.
Reading – NAPLAN Year 5
Thirty-nine Year 5 students in Year 5 sat for the National Assessment program in literacy. The literacy tests considered the aspects of reading, writing, spelling, grammar and punctuation.
Year 5 literacy results showed that:
• 21% of students achieved proficiency standard in Reading.
• 15% of students achieved proficiency standard in Writing, 26% in Spelling and 23% in Grammar and Punctuation.
• 46% of students achieved benchmark or better in Grammar and Punctuation and in Writing.
• 41% of students achieved benchmark or better in Reading and 56% in Spelling.
• 13% of students were below minimum standard in
all aspects tested in Literacy.
Percentage in bands: Year 5 Reading
30
20
Percentage in bands: Year 3 Numeracy
40 10
30 0
3 4 5 6 7 8
20 Bands Percentage in Bands School Average 2008-2012
10 SSG % in Bands 2012 State DEC % in Bands 2012
0
1 2 3 4 5 6 Bands
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
0
10
20
30
3 4 5 6 7 8
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Bands
Percentage in bands: Year 5 Reading
Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012
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Prog
ress
Prog
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Pe
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of s
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Progress in reading
Progress in reading shows our students achieving and exceeding the school’s target of 80% growth in reading. Our students achieved an average 10.4 points above State DEC schools in Reading, 21.3 points in Writing and 22.9 points in Punctuation and Grammar.
Percentage in bands: Year 5 Numeracy
30
20
10
Average progress in Reading between
Year 3 and 5
100 90 80 70 60 50 40
0 3 4 5 6 7 8
Bands Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012
30 20 10
0 2008-2010 2009-2011 2010-2012
School SSG State DEC
Progress in numeracy
While 55% of students achieved our target of 2 or more skill bands growth, a further 23% were very close to achieving this improving 75 to 99 points. Our students achieved an average 9.1 points growth above State DEC schools in Numeracy.
Numeracy – NAPLAN Year 5 Average progress in Numeracy between Year 3 and 5
Thirty-nine students in Year 5 sat for the National Assessment program in numeracy. The numeracy tests considered the aspects of data, measurement, space and geometry, number, patterns and algebra.
Year 5 overall numeracy results showed that:
• 13% of students achieved proficiency standard.
• 36% of students achieved benchmark or better.
• 15% of students achieved below minimum standard.
120
100
80
60
40
20
0
2008-2010 2009-2011 2010-2012
School SSG State DEC
0
10
20
30
40
3 4 5 6 7 8
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Bands
Percentage in bands: Year 5 Numeracy
Percentage in BandsSchool Average 2008-2012SSG % in Bands 2012State DEC % in Bands 2012
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Significant programs and initiatives
Aboriginal education
Koori Art Expressions
Stage 2 students learnt about the practices and artworks of many Indigenous artists. They then worked individually, in pairs or small groups to produce artworks based on the theme Tent Embassy 40 Years On. Three artworks were selected for the Sydney Region art exhibition, Koori Art Expressions 2012. All three of the artworks selected were chosen to be displayed. Dr. Dawn Casey, Director of the Power House Museum, enthused about the high quality of the work and the students' deeper understanding which underpinned it.
NAIDOC
Our Indigenous students led a community assembly at which the school captains and vice captains spoke about NAIDOC and the Spirit of the Tent Embassy, 40 years on. Indigenous students were all individually recognized for their strengths and achievements.
The school continued the celebration with a BBQ and Aboriginal flag cake after which, all students participated in a range of activities centered on Aboriginal history and culture. The highlight of the day was the replica Aboriginal Tent Embassy set up and run by the parents of our Aboriginal students.
Indigenous Garden Mentoring Project
Canterbury Girls and Canterbury Boys High Schools worked with and mentored our Aboriginal students in our Indigenous garden. Together, students researched and planted species native to the local ecosystem, the Turpentine Ironbark forest. Older students also assisted with the production of Sisi and the Cassowary for Off the Page.
Our school community took part in a number of events to raise awareness and funds for our targeted charity, The Indigenous Literacy Fund. We held:
• A close the gap morning tea and mufti day
• Indigenous Literacy Fund Book Swap
Classroom discussions about helping others encouraged high student support.
Multicultural education
English as a Second Language (ESL/EAD) support was provided to students across the school. ESL students had the opportunity to showcase their talent in their languages by running the Multicultural Day assembly in eight other languages. They choreographed and performed a group dance and participated in numerous art competitions within and outside school.
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Celebration of cultural diversity within the school through sharing of food was a highlight of our school events.
National partnership programs
The school continued its participation in the Federal Government’s National Partnership for Low Socio Economic Schools and this marked the final year in a two year program.
Achievements included the following sustainable improvements:
• Initiation of a Feedback project to enable all teachers to participate in and build upon their skills and practices through self and peer reflection.
• Teachers using a sound and effective method for tracking student growth with improved knowledge and capacity in using assessment effectively.
• Acquisition of 21st Century technology through a move from a paper based tracking system to a more sophisticated method of tracking student growth using a school-wide cloud-based electronic system.
• The introduction of Reciprocal Literacy and Numeracy strategies and targeted external and internal professional learning in both reading and numeracy.
• Strong and sustainable partnerships with Sydney University valuing peer-coaching and mentoring processes while working with pre- service and beginning teachers.
• Action Research projects together with the research team at Sydney University and the Sydney Theatre Company combined drama and critical Literacy to improve writing skills for students in both Stage 2 and 3.
• A partnership with the Science department through the My Science at Sydney project enabled teachers to focus on improving outcomes in science and begin the process of engaging with the Australian Curriculum.
• Speech therapists were employed to work with students and up-skill teachers on speech therapy strategies to improve student to student dialogue, listening skills, language and expressive language skills, phonics and phonemic awareness and sound production.
Other programs
Senior students organized a whole school fundraiser to purchase bio-sand water filters for remote villages in Cambodia. The fundraiser, a soccer competition for both students and teachers, culminated with the winners awarded the Canterbury Public School Charity Shield. The students created publicity for the event through posters, emailing teachers, sending notes home to parents, making power-point presentations and by video-conferencing with Auburn Public School. The fundraiser raised $1367. This will be held annually to raise funds for national or international charities.
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A breakfast club was initiated by teachers wanting to promote this most important meal of the day and healthy eating. Breakfast was provided for students to start each school day.
Our school community joined in the fun when we hosted a big breakfast in our school grounds for a national morning television program.
Environmental Sustainability
It has been a successful year for our community and sensory gardens, thanks to our P&C Gardening Sub-committee, parents, teachers and students.
After 18 months of planning and construction, a sensory garden within the enclosed playground, was officially opened. The practical support of committed parents, teachers, students and community and guidance from Costa from ABC Gardening Australia in designing the garden was invaluable. The garden provides a place of calm to sit or wander.
Our kitchen garden continued to grow with raised garden beds installed to create even more space for growing vegetables, herbs and fruit. An enthusiastic group of teachers, students and parents attended regular gardening bees to ensure that the garden remained productive and ready for new planting with every season.
We successfully implemented From Compost to Canterbury Crunch and Back with all classes participating in two workshops, Nature’s Recyclers and KnowWaste. These raised student awareness about the large amount of compostable organic waste currently produced at school. After a successful application for a Junior
Landcare Grant, new materials and equipment for a worm farm and composting program were purchased. All compostable waste was collected and returned to our kitchen garden. Much of the produce harvested from the garden went to the school canteen.
A new gardening club was created for students interested in learning more about the garden. Meeting each Friday after school, students enjoyed workshops in composting, planting, weeding, harvesting produce, and eating harvested produce.
As part of the Greenway Sustainability Project, students in Years 3 to 6 participated in a bicycle training program run by accredited cycle skills teachers from Austcycle. Students were taught bike handling skills as well as road safety awareness.
Peer Tutoring
An initiative to build leadership opportunities and confidence for peer tutors while benefitting younger students with their learning was developed. Thirty students were trained as tutors. Peer tutors then delivered programs that were tailored to meet the specific learning needs of younger students. The peer tutors were responsible for updating the program in consultation with the peer-tutoring teacher.
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Progress on 2012 targets
Target 1
School priority 1
2012 Targets to achieve this outcome in Literacy include:
• Increase the number of Year 4 students achieving expected growth or better in reading by 6% from a baseline of 64%
• Increase the number of Year 3 students achieving expected growth or better in writing by 8% from a baseline of 55%
• Increase the number of Year 2 students achieving expected growth or better in phonics and spelling by 5% from a baseline of 65%
• Increase the number of Year 1 students achieving expected growth or better in literacy by 6%
• Our high achievers to continue performing in the top two skill bands in NAPLAN
• Increase the percentage of students achieving expected growth or better between Years 3 and 5 in literacy in NAPLAN by 9% from a baseline of 52%.
Our achievements include:
• Year 4 reading; 82% achieved target growth with 41% working above Stage level and 27% working at Stage 4 level.
• Year 3 writing; 85% of students achieved target growth from a baseline of 65% in 2011.
• Year 2 phonics and spelling; 85% achieved target growth from a baseline of 65% in 2011.
• Year 1 literacy; all 29 matched students achieved expected growth or better in reading, aspects of writing and in phonics.
• High achievers; 6 of 10 matched students from Year 3 2010 achieved in the top 2 skill bands in Year 5 2012; 3 of 4 matched students from Year 5 2010 continued to achieve in the top two skill bands in Year 7.
• Growth in NAPLAN between Years 3 and 5 in literacy; reading 60.5%, spelling 68.4%,
grammar and punctuation 73.7% and overall literacy 67.5% exceeding the target by 6.5%.
School priority 2
2012 Targets to achieve this outcome in Numeracy include:
• Our high achievers to continue performing in the top two skill bands in NAPLAN.
• Increase the percentage of students achieving expected growth or better between Years 3 and 5 in numeracy in NAPLAN by 10% from a baseline of 70%.
Our achievements include:
• Years 3 and 5 growth in numeracy in NAPLAN; 55% achieved the target growth in overall numeracy with 23% close to expected growth of more than 70 points and 13% showing less than 50 points of growth.
• High achievers; 5 of 7 matched students from Year 3 2010 achieved in the top 2 skill bands in Year 5 2012; all matched students from Year 5 2010 achieved in the top 2 skill bands in Year 7.
School evaluation
NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluations of how effectively we assess and report student learning outcomes and the Key Learning Area, Mathematics.
Assessment and Reporting
Background
The school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Findings and conclusions
Seventy-five students responded “almost always” or “usually” as follows:
• 89% that teachers check their learning.
• 84% that teachers expect them to learn.
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• 77% that I can show what I know, understand and can do.
• 78% that I know what I need to do show that I am successful in my learning.
• 72% that I know how to improve my learning.
Twenty-six parents responded “almost always” or “usually” as follows:
• 96% understand the information that my child’s teachers provide at interview and that the school monitors my child’s progress.
• 88% know what their child is now able to do.
• 81% that the school provides practical advice to support my child’s further learning.
Parents responded “sometimes” or “rarely”:
• 38% know how their child’s performance compares against other students in their year level.
Of sixteen teachers, 94% responded “almost always “or “usually” to the following questions:
• I use a variety of assessment strategies to ensure accuracy.
• Assessment of students is objective and consistent.
• Assessments are formative, informing ongoing learning.
• I assess for deep knowledge and higher order thinking.
• Assessment tasks have explicit criteria.
Future directions
Continued focus for consolidation:
• Teachers planning assessments and assessment rubrics in collaboration with other teachers within and across Stages.
• Teachers sharing student assessment work samples to determine individual achievement.
• Providing assessment rubrics for students that are easily understood.
• Communicating to parents about student written reports including access to statistics concerning the performance of the Year group.
Mathematics
Background
The school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Findings and conclusions
Discussion forums were attended by parents. They were confident about their child’s performance in Mathematics and agreed that students benefitted from grouping according to achievement level and working in small groups. Parents would like more information about how to assist their child at home.
Students from Stages 2 and 3 responded to questions at discussion forums. Students agreed that they enjoyed learning mathematics and that numeracy strategies assisted them in their learning. While they reported that they were valuing teacher feedback about where to improve, they were concerned that some students in their class were not always engaged with the subject.
Teachers used a Mathematics planning matrix to form their discussion. Teachers agreed that they plan and implement programs in Mathematics for the full range of learners, monitoring the progress of each student. They also agreed that teaching programs reflect a balance of skills and knowledge across all Strands. Teachers use efficient ways of recording and tracking student achievement along a continuum of learning. The provision of resources meets syllabus objectives and is supported by the school management plan.
Future directions
Continued focus for consolidation:
• Information to parents about how Mathematics is taught through regular overviews of what is being taught, workshops, open classrooms, parent-teacher interviews and written reports.
• Consistent use of Interactive Whiteboards supported by online resources compiled in a searchable format.
• Full implementation of the numeracy continuum K-6 and electronic tracking of student achievement.
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Parent, student, and teacher satisfaction
The school surveyed the opinions of parents, students and teachers about the school.
More than 95% of the seventy-five parents who completed the survey responded “almost always” or “usually” to the following questions:
• The school knows about the families and community it serves.
• School leaders have a positive influence on the school culture.
• The school often praises and rewards individuals who are successful.
• The students are the school’s main concern.
• The school encourages new students and their families to be involved in school activities.
• The school encourages students to achieve their best.
• The school encourages everyone to learn.
Of the 21 teachers who completed the survey, 100% responded “almost always” or “usually to the following questions:
• Staff members understand and respond to the context of the community in which they work.
• School leaders have a positive influence on school culture.
• The school recognizes and celebrates achievement.
• Meeting the needs of students is the school’s main priority.
• Staff members support what is happening at school.
• I am proud of my school.
• The school community recognizes, values and supports contribution of new members to the culture of the school.
• The school encourages students to do their best.
• The school’s curriculum caters to the learning needs of all students.
• When necessary, the school makes important changes to what it does.
Professional learning
School improvement in Literacy and Numeracy through Quality Teaching was the focus of professional learning for all teachers. Programs and projects included:
• Reciprocal Numeracy for teachers Years 3 to 6 centering on the language of mathematics and the teaching of problem solving skills.
• TENS for K-2 teachers which led to improved student skill and understanding of number.
• Feedback which enabled all teachers to participate in critical self and peer examination and reflection of classroom practice.
• Action Research in partnership with Sydney University through joint projects with the Sydney Theatre Company and Science at Sydney.
• Speech Therapy in Schools K-4 with focus on speaking and listening skills to improve writing.
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School planning 2012—2014
The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.
School priority 1
Outcome for 2012–2014
To refine the understanding and use of substantive conversation within the dimension of Intellectual Quality and to increase student self- regulation and direction within the dimensions of the Quality Learning Environment from the Quality Teaching Framework in NSW Public Schools.
2013 Targets to achieve this outcome in Literacy include:
• 74% of Year 5 students achieve expected growth or better in NAPLAN writing assessment from a baseline of 64% in 2011.
• Maintain a target of 85% of Year 4 students achieving expected growth or better in writing according to school-based assessment from a baseline of 55% in 2011.
• 75% of Year 3 students achieve expected growth or better in writing, NAPLAN from a base-line of 65% in 2011.
• 75% of students in the top skill bands in Years 3 and 5 continue to perform in the top skill bands in Years 5 and 7 NAPLAN.
Strategies to achieve these targets include:
• Teachers use the Literacy Learning Continuum to track every student’s achievement with regular and ongoing monitoring.
• The Literacy Learning Continuum is used to program for individual student learning needs.
• The Drama Project is extended to include Stage 1 students and teachers.
• Writing assessment rubrics are adapted so that students have a clear understanding about Year group expectations.
2013 Targets to achieve this outcome in numeracy include:
• 75% of students achieving expected growth or better in NAPLAN between Years 3 and 5 from a baseline of 70%.
• 75% of students in the top skill bands in Years 3 and 5 continue to perform in the top skill bands in Years 5 and 7 NAPLAN.
Strategies to achieve these targets include:
• Consolidation of reciprocal numeracy strategies Years 3 to 6 with a focus on comprehension and reading.
• Consolidation of Teaching Early Numeracy Strategies (TENS) for Years K to 2.
• Tracking of every student’s achievement with regular and ongoing monitoring.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analyzed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Cheryl Robens, Principal
Connie Emmington, Highly Accomplished Teacher
Lisa Haller, Assistant Principal
Suzanne Trimmer, Parent Representative
Alexis Joseph, Parent Representative
School contact information
Canterbury P.S, Church St, Canterbury NSW 2193
Phone: 9718 2884 Fax: 9718 0725
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
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