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Highbury Primary

Annual Report

2015

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1. CONTEXT

School Name: Highbury Primary School School Number: 0596

Principal: Carol Williams Partnership Modbury

Highbury Primary School (HPS) is situated in the north-eastern foothills and is surrounded by well-maintained gardens. Our driving motto is ‘Learning Together, Achieving Excellence’, as seen on our school emblem. The Highbury School Community, including students, staff, parents/caregivers and wider community model our values of Persistence, Respect, Responsibility and Resilience, in all interactions, activities and learning. Aligned with DECD, children are at the centre of everything we do.

The Australian Curriculum forms the basis of all teaching at Highbury, with Music, Science, Chinese (Mandarin) and the Performing Arts taught by specialist teachers. Students and staff alike are asked to strive for personal best, working together to develop a Growth Mindset around their learning, with the aim of continuous improvement. A number of programs and activities are available for students to access including Oliphant Science awards, International Competitions and Assessments for Schools (ICAS- independent skills-based assessments with a competition element), the annual school musical, bands, ensembles, choirs and more. Forums (including Well-Being, Special Events, Early Years, ICT and the Environment) and student leaders in areas such as canteen, media, library, Sports Day and front office support offer opportunities for students to have an authentic voice and real work experience in the running of our school.

Highbury Primary students are also able to participate in sports clinics while at school and in many SAPSASA sporting events including basketball, netball, football, soccer, athletics and swimming. There is an active parent Sports Committee that supports student involvement in sport out of school hours along with supporting teachers to raise the profile of sports and exercise while at school.

As a registered AuSSI-SA school (Australian Sustainable Schools Initiative- South Australia), we are aiming to build on a culture of continuous improvement in sustainability practices. All students and staff are involved in waste management, taking responsibility of reducing landfill, while also recycling efficiently.

At the commencement of 2015 enrolment numbers were at 543 with 10 Aboriginal students, 51 English as Additional Language or Dialect (EALD), 27 students on a verified Negotiated Education Plan.

Our strategic directions remain in the areas of Numeracy, particularly problem solving using ‘Natural Maths’ skills, Literacy particularly in the area of reading comprehension and in the use of Information Communication Technologies (ICTs) as a tool to learning. The Governing Council (GC) and parent body has remained pivotal to many aspects of HPS life, from volunteering, to steering groups around sports, canteen and OSHC (Out of School Hours Care).

Staff throughout 2015 remained stable, with the retirement of one staff member.

2. REPORT FROM GOVERNING COUNCIL

In 2015 Governing Council continued to meet on a regular basis and discussed, planned and implemented a

range of items to benefit the students and school community. GC was heavily involved with the launch of the

school’s values: Persistence, Resilience, Respect, and Responsibility. The new school website was also

launched http://www.highburyps.sa.edu.au . Governing Council was an integral part in the introduction of the

QKR app (an electronic payment system). QKR is currently being used to make payments for school fees, OSHC

fees and canteen purchases.

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Fundraising events were held throughout the year with the money raised going towards the new Adventure

Play Area that was opened in term 2.

Governing Council continued to support the Out of School Hours Care (OSHC) and Vacation Care services

which expanded its capacity from 65 to 90 students. OSHC has also made improvements to facilities to cope

with the increased capacity. A new co-director was appointed in term 3.

The Governing Council advocated for an increase in school fees for the 2016 school year. It was supported by

the school community through a poll at the end of 2014. This increase will enable Highbury Primary to increase

the quantity of resources it currently has.

The Governing Council look forward to serving the school in 2016.

Paul Hamlyn, GC chairperson.

3. 2015 HIGHLIGHTS

2015 saw many highlights at Highbury Primary School. The year commenced with the official launch of our school values, developed through 2014. The values of Persistence, Respect, Responsibility and Resilience now form an embedded part of Highbury life including assembly awards, staff and student language, classroom organization, behaviour management and more. Our Values signs the first thing seen on arrival to the school main entrance.

A new Highbury School website was also launched http://www.highburyps.sa.edu.au/ along with an increase

in the use of our Skoolbag App, finishing the year on over 1200 downloads. Newsletters moved from paper to

being electronically shared via our website and app, supporting a decreased carbon footprint and families with

shared custody.

The Highbury south oval was redeveloped. An area with poor grass

growth and erosion was transformed into an interactive natural

play space for children from Reception to Year 7 to enjoy. A Telstra

Grant and Natural Resource Management (NRM) Grant were

successfully won, with proceeds going to play space development.

As an AuSSI-SA (Australian Sustainable Schools Initiative- South

Australia) registered school, the Environmental Student Forum and

teachers continued to work with the Cross Curriculum Priority of

Sustainability, to have waste management in the areas of

cardboard/paper, landfill, compost, 10c recycling, soft plastic, hard

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plastic managed by students, resulting in Highbury winning a ‘Wipe Out Waste’ – Greatest reduction in waste

to landfill award for the second year in a row.

There were also additional opportunities for students to participate at a more competitive level in sports

events. Students were able to try for SAPSASA events where a team was selected to represent Highbury. In

2015 we competed in cricket, swimming, netball, football, soccer, athletics, cross country and basketball. This

year has been another great year for our SAPSASA teams. Students were able

to display their sporting ability in which the boys Netball team won the District

competition while the Boys Basketball team made the finals in the State

competition. All teams demonstrated our school values, often being praised by

members of the local and wider community for their excellent sportsmanship

and behaviour. Sports Day was another wonderful community event, with the

Blue team winning and many students and families taking on the decorations

of their team’s colours.

Highbury Primary's 4th Musical Production, the rollicking Musical Grease had a

record number of 94 participants (a cast of 32 yr 6/7 students, 55 yr 3 Junior

Choir students and 7 yr 6/7 students backstage). Over 3 days and 5

performances (3 matinees and 2 evening shows) Danny and Sandy, duck-tailed

Greasers and gum-snapping, hip shaking Pink Ladies, entertained students,

families and visiting schools. Grease is the word!

In 2015 it was another great year for music. All students in R-7 participated in classroom music, with Year 3

students learning recorder and Year 6/7 students learning ukulele. Year R-2 students prepared and

participated in a workshop and concert with eight members of the Adelaide Symphony Orchestra called Tigers

and Teapots. This year we had six school ensembles that students could participate in, as well as the Primary

Schools Guitar Ensemble which rehearses at our school. We also had students involved with the Public Schools

Festival of Music as choir members, choir soloist, dance troupe, compere, support artists and orchestra

members. All Year 7 instrumental students performed at the Year 7 Graduation ceremony.

Senior Band – reunion workshop with high school ex Highbury PS students, ABODA Band Competition (silver award), Learning Journey Night, Tour, Music Showcase Concert

Junior Band – Modbury HS Beginner Band workshop, Learning Journey Night, Music Showcase Concert.

Primary Schools Guitar Ensemble – performances at Elder Hall, support artists for the Festival of Music, Learning Journey Night, Music Showcase Concert.

Senior Choir – ANZAC Dawn Service, Festival of Music concert, assembly performances, Learning Journey Night, Tour, Music Showcase Concert

Junior Choir – Chorus for the school musical Grease, assembly performances, Learning Journey Night, Music Showcase Concert.

String Ensemble – Instrumental Music Service string workshop, assembly performance, Music Showcase Concert.

Recorder Ensemble (started in 2015) – assembly performances, Learning Journey Night, Music Showcase Concert.

In Chinese (Mandarin) students learnt about Pinyin (phonetic system), Chinese characters, songs, festival

traditions, celebrations and customs in their Chinese lessons. In Term 1, there was whole-school parade to

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celebrate the Chinese New Year. Students were invited to wear traditional colours of red and gold clothing and

accessories and made loud noises to scare the bad luck and spirits away. In Term 2, students had Culture

Incursions during the Chinese Culture Week. They watched and participated in the performances --- Lion

Dance, Chinese Martial Arts and more. Classroom learning is made more meaningful by being connected to

student’s lives. In Term 3, Middle and Upper primary students learnt about AFL team names and Australian

major city names. They also made footy flags for their favourite team. In Term 4, to conclude the journey of

learning Chinese at Highbury, Year 6/7 classes went on an excursion to Chinatown. It was a great opportunity

for students to learn about China’s culture, history, people and food. It was also a good chance for students to

practice their Chinese language skills in a real life situation.

The whole school participated in Clean-Up Australia Day by cleaning up all areas of the school, the nearby

streets and the creek. We had nearly 40 students enter in the Oliphant Science Awards in the photography,

poster, crystal growing, models and inventions, science investigation and science writing categories. Three

students’ entries were highly recommended and a yr 7 student won third place with their photography entry.

The Environmental Forum helped drive the continued focus on recycling, reducing and reusing. Nude food

days were started on Wednesdays with forum members collecting data from classes about what items were

going into landfill on these days. Forum members also grew grasses for Trees for Life which were planted by

the forum members and year 6’s along the Highbury Aqueduct as part of the 2nd year of a 3 year project

connecting students to sustainability practices, in conjunction with Natural Resource Management (NRM). The

forum also planted plants in the nature play area.

Highbury students participated in the Tea Tree Gully Community parade. Students, staff and family members

carried our banner with pride from the Tea Tree Gully Council depot to Tea Tree Plaza. The Council ‘Living

Safely with Pets’ program visited HPS with students from Reception to Year 3 learning about safe interaction

with pets. Police visits occurred in two terms to coincide with the Child Protection Curriculum week (week 2

each term). Burn safe also visited the school along with a number of sports clinics. Highbury students also

participated in a number of incursions and excursions over the school year including camps to Illawonga and

the Zoo, Higher-Combe Museum, swimming, aquatics, the Adelaide Oval, Para Wirra National Park and

participated in competitions such as the NRM ‘Design a National Park’ competition using MineCraft.

Tea Tree Gully Community Pageant Living with Pets incursion Book Week parade

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4. SITE IMPROVEMENT PLANNING AND TARGETS

The full implementation of all areas of the Australian Curriculum was implemented in 2015 including English, History, Mathematics, Science, Geography, Economics & Business, Civics & Citizenship, The Arts: Dance, Drama, Media Arts, Music and Visual Arts, in line with DECD (Department for Education and Child Development). Executive Functions were explored by staff to support students to access the curriculum and a greater understanding of intellectual challenge was developed by teaching staff through Partnership professional development (PD) opportunities and site development plans. Digital technologies remained as a focus for use as a tool to develop digital literacy, with staff encouraged to implement coding/programming and computational thinking (problem solving in a digital age) within their classrooms.

By Dec 2015:

All classes commenced using either www.code.org or scratch programming. All staff attended training with staff meetings and/or attended a number of voluntary digital technology training sessions held out of hours on connections between programming and computational thinking within the Australian Curriculum.

All staff accessed peer support, the CPAC based at Highbury and/or the Maths Coordinator to collaboratively work towards assessing in all areas of the curriculum evidenced over the two reports sent home to families: Mid-year report and End of Year Report.

Other achievements included: a number of digital technology purchases to support the implementation of the digital technologies curriculum including B-Bots, Edison Robots, iPads, 5 media laptops and more.

Recommendations for 2016:

Move towards the DECD recommended Australian Curriculum version 8.1: http://www.australiancurriculum.edu.au/ which includes single area achievement standards E.g: Humanities and Social Sciences learning area replaces the History, Geography, Civics and Citizenship, and Economics and Business subjects at these year levels.

Further purchases of iPads to support Specialist Teachers, laptops, Sphero (robots), Lego technics etc to continue to support the digital technologies curriculum across all areas of the curriculum.

Reading Support Teachers 2015

In 2015, one of Highbury Primary School’s site priorities is Reading Comprehension, which is supported by a site priority group. The reading support teachers are members of this group with the two staff working collaboratively on a Friday. The role spanned from Term 2 up to and including Term 4. A major focus over Term 2 was to analyse the 2014 PAT-R data across the school. The process involved categorising and presenting the data as question type, question difficulty and the question percentage correct at each year level. We supported teachers with sample questions taken from the test, and under each of the question types showed the range of questions that students found difficult.

Then in Term 3, we presented a staff meeting based on these results. To support staff we developed a document that separated each of the questions types, with a simple explanation and the matching reading comprehension skills necessary under each type. It also included specific teaching strategies that teachers could use to support and develop student reading skills. Following on from last year’s work with staff, this year it has been an expectation that all staff have implemented a guided reading or reciprocal reading program into their Literacy teaching. We revisited the available resources with staff and provided them with time, during a staff meeting to access these.

We have continued to grow our resources in the area of guided reading. Oxford Literacy Guided reading packs were purchased for Junior Primary Classes, which include a teaching support version. For Upper Primary classes, Jill Eggleton’s Guided reading packs were purchased, which include a teaching panel within the books. The comprehension online program Reading Eggs continued to be purchased and accessible by teachers and

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families at home. The reading comprehension One Note has been maintained and continues to grow with resources for staff to support both comprehension and guided reading.

In Term 3, we ran a Comprehension session with SSOs. We first surveyed staff to establish how teachers use SSO support in relation to comprehension and guided reading and used this information to structure our session. We highlighted the different types of guided reading texts available and the difference in using each. We provided a support pack which included question prompts and support charts. A master pack was created to be kept in both SSO rooms. SSOs were highly appreciative of the time to discuss, ask questions and grow their understandings in order to support the students they work with.

At numerous times during the year we met with individual teachers to support them grow and develop their guided reading programs. This involved sharing structures and systems that work and helping with organising the specific activities or tasks. We networked with other Reading Support Teachers to share our work at Highbury Primary School.

Staff have continued to develop a common understanding on guided reading and have implemented this in their class. Staff continued to access resources and are grateful to be provided with time to investigate new and existing resources. To ensure teachers have an ongoing and consistent approach to teaching reading, a Literacy agreement has been developed. The document was discussed and endorsed during a pupil free day and will continue to be a working document. Students now have a common understanding and are involved in Guided Reading sessions across the school. They are exposed to rich and engaging guided reading texts and new digital resources.

Ann Hopgood and Chelsea Goreing, Reading Support Teachers 2015 Target Results: As part of measuring student achievement and progress in Reading Comprehension, 4 targets connected to student achievement (NAPLAN) were developed.

5% growth of year 3 students achieve in the top 3 bands of NAPLAN Reading o This was not achieved with a 7.9% decrease

5% growth of year 5 students achieve in the top 3 bands of NAPLAN Reading o This was not achieved with a 8% decrease

5 % growth year 7 students achieve in the top 3 bands of NAPLAN Reading o This was not achieved with a 0.2% decrease

5% growth of students achieving in the top 2 bands in years 3, 5 and 7 for Reading. o Year 3: This was not achieved however there was an increase of 3.3%. o Year 5: This was achieved with an increase of 12.1%. o Year 7: This was not achieved with a decrease of 2.5%

Achievements included-

A common understanding of Guided Reading developed.

Early Years staff collected Running Records data and met to interpret the results and discuss progress and areas for development for groups and individuals.

Staff developed a common understanding of reading progress and areas of development by analysing and discussing years 3, 5 and 7 NAPLAN Reading data.

PATR data was collected in a long term data collection and analysis plan

A data base was created to track the progress in running records of years 3-7 students below level 26 Recommendations for 2016

All classes implement Guided Reading

Students in year 3-7 participate in the online PAT-R test and for 2016 data to be compared with 2015.

Continue to collect and analyse Running Record data for all students R-2 and those students 3-7 who have not yet met RR level 26

Address the notion of a focused early years reading intervention program

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Staff continue to develop their understanding and use of resources such as the online program Reading Eggs

Maths Priority Maths continued as site priority for in 2015. This was supported by the resourcing of a Maths Coordinator and a Maths Committee. Professional Development for staff focused on Natural Maths mental computation strategies and problem solving situations led by the Maths Coordinator with support from the Maths Committee and Natural Maths PLC (Professional Learning Community) group and CPAC (Coordinator Primary for Australian Curriculum). A whole staff/partnership pupil free day with Ann Baker and two follow up days with 6 selected staff who worked with Ann Baker and became the Natural Maths PLC group. Much of the PD was at a whole staff level with PLCs as a forum for staff to collectively plan Maths units using the Australian Curriculum, Natural Maths resources and Teaching for Effective Learning (TfEL). As part of measuring student achievement and progress in Maths, 6 targets were developed by the Leadership Team and Maths Committee at the beginning of 2015. Of these, ____ of the 6 targets were met.

5% increase of year 3 students achieve in the top 3 bands of NAPLAN Numeracy o This was almost achieved with a 4.8% increase.

5% increase of year 5 students achieve in the top 3 bands of NAPLAN Numeracy o This was not achieved with a decrease between 2015 and 2014 of 13.5%.

5% increase year 7 students achieve in the top 3 bands of NAPLAN Numeracy o This was not achieved however there was an increase of 2%

5% growth of students achieving in the top 2 bands in years 3, 5 and 7 for Numeracy. o Year 3: This was achieved with an increase of 13.6%, well over the 5% target. o Year 5: This was not achieved with an increase of 0.4%. o Year 7: This was not achieved with a decrease of 10.7%

Other achievements included-

PAT Maths data for years 1-7 was collected in a consistent manner

Staff were given time in PLCs with the Maths Coordinator to look at PAT Maths data and developed a common understanding of students maths progress and areas of development by analysing and discussing years 1-7 PAT Maths data.

The Maths Coordinator ran a number of staff meetings on Natural Maths and Problem Solving, as a result staff began teaching the secret codes and implementing mental routines and problematized situations in their classroom.

Staff developed a common understanding of Maths progress and areas of development by analysing and discussing years 3, 5 and 7 NAPLAN data.

A Maths Resource OneNote developed by the Maths Coordinator as a ‘one stop’ for all maths related resources. It is divided into maths strands and proficiencies with links to digital resources to support staff with their teaching of mathematics.

A Natural maths resource folder for all Ann Baker related resources to support staff with their teaching of mathematics.

All staff used the Maths Australian Curriculum and were supported by the Australian Curriculum coordinator.

Professional Development sessions with Debbie Draper on Intellectual Challenge in mathematics. Recommendations for 2016

Continue with a Maths Coordinator to lead the way in improving outcomes for students

Maths continues as a Site Priority under the leadership of the Maths Coordinator, Maths Committee and supported by leadership.

The Maths Coordinator works with the Partnership’s CPAC to implement a PD program that has a focus on teachers using the mathematical prophiciency of problem solving in maths (apply understandings to planning, teaching, assessing and reporting) in line with partnership expectations and for the Site Improvement Plan (SIP) to reflect this.

Students in year 1-7 participate in the online PAT Maths test and this data to be compared with progress from 2015.

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The Maths Coordinator, Leadership and Maths Committee provide leadership in the analysis of student and whole maths learning data, in particular NAPLAN and PAT Maths

Continue to work collaboratively to plan, teach and assess using the Australian Curriculum.

Continue the professional development and use of Natural Maths utilising Ann Baker as a consultant. A whole staff professional development on a Pupil Free day with Ann Baker in term 1, a well-known and respected practitioner with the focus on mental maths strategies and problem solving. Following the pupil free day selected number of staff will work closely with Ann Baker and the Maths Coordinator to implement Natural Maths and share their learning with their PLC group.

Continue Professional Development sessions on Intellectual Challenge in mathematics, Formative Assessment and growth mindsets.

Jessica Cooper Maths Coordinator

4.1 Junior Primary and Early Years Scheme Funding

In 2015 the Early Years funding was used to fund the Reading Support Teachers, to release staff for Running Records analysis, for additional support for students as recommended by the Student Review Team.

4.2 Better Schools Funding

In 2015 Highbury received $10,686 for better schools funding. This money was spent to release staff to support PAT R and PAT M data analysis and as it was the first year of these tests being funded by DECD, with a further 2 optional, Highbury chose the PAT-Vocab and PAT-Science tests. Further release was given to the Science Specialist teacher and teachers to analyse these optional tests.

5. STUDENT ACHIEVEMENT

Running Records are used to assess a student’s reading ability, the strategies they use and their comprehension of text. All Reception to year 2 students are regularly assessed by the class teacher using Running Records until they reach an independent reading level of 26. These results are used by teachers to inform their practice, match students to appropriate texts and to assist with grouping children for guided reading groups and activities. DECD collect the instructional levels of all students in Year 1 and 2 at the end of terms 1 and 3. This enables staff to analyse results within classes, across classes, like schools and the state. This information is an important formative assessment tool used in setting targets that meet the cohort of students and support improved learning outcomes. Year 1 Students: The data below reflects HPS Year 1 student’s results in running records compared to State (A) and schools with a similar level of disadvantage (B). Compared to the state HPS has a markedly higher rate of students reading at levels 21-26, at 43%, reflecting good teaching practice in reading comprehension. Compared to schools with a similar level of disadvantage, HPS students are also well placed, however, addressing the needs of the 10% students reading at levels 1-5 will continue to be an area of focus for 2016.

A B

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Year 2 Students: The data below reflects HPS Year 2 student’s results in running records compared to the State (C) and schools with a similar level of disadvantage (D). HPS Year 2 students are are performing well, with 88% reading in the top reading levels 21-26, a percentage 19% higher than the state average and a 5% improvement on HPS 2014 reading record figures. HPS is also performing well compared to ‘like’ schools, with 2% of students reading at levels 1-5.

C D

5.1 NAPLAN

NAPLAN data is used as one form of data collection to inform student growth individually and in comparison to

peers across their classroom, school, partnership, state and at a national level. With intellectual stretch in

mind, the areas for improvement will be moving all students to reach their full potential using a Growth

Mindset. NAPLAN data is a recognized form of formative assessment that can be utilized by teachers to

support planning ‘where to’ with their own planning and to support growth in student outcomes against

Australian Curriculum achievement standards. No students were exempt from the 2015 NAPLAN data

collection.

The below image can be helpful when interpreting NAPLAN data http://www.nap.edu.au/results-and-

reports/how-to-interpret/how-to-interpret.html.

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Student Proficiency Bands

Figure 1: Year 3 Proficiency Bands by Aspect

Table 1: Year 3 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 3

Exempt 1 2 3 4 5 6

Numeracy 16.7 25.6 19.2 23.1 15.4

Reading 3.8 32.1 16.7 17.9 29.5

Writing 1.3 7.7 20.5 19.2 42.3 9.0

Spelling 3.8 20.3 24.1 22.8 17.7 11.4

Grammar 5.1 6.3 16.5 27.8 22.8 21.5

The above year 3 NAPLAN data reflects that year 3 students are achieving well in numeracy with over a 3rd of students achieving in the top two bands. Within reading, nearly half of students at 47.4% are achieving in the top two bands along with grammar at 44.3%. Writing is another area in which year 3 students are exceling, with 42.3% in band 5, two levels above year level. Areas for development are supporting students in bands 1 and 2 to move forward, either within their bands or to the next band Eg show growth within band 1 or move to band 2 or 3. No HPS students achieved below the national minimum standard in Numeracy and Reading, with 5.1% or below in the areas of Grammar, Spelling and Writing.

Figure 2: Year 5 Proficiency Bands by Aspect

The above graph identifies pictorially that just under 80% of students are achieving ‘at’ year level (band 5) or above. An area for improvement will be in moving students in band 3 and 4 (23.5% of all year 5s) into band 5 or above.

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Table 2: Year 5 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 5

Exempt 3 4 5 6 7 8

Numeracy 3.9 19.6 39.2 15.7 17.6 3.9

Reading 7.7 9.6 23.1 25.0 21.2 13.5

Writing 5.9 11.8 29.4 43.1 7.8 2.0

Spelling 13.7 11.8 15.7 33.3 17.6 7.8

Grammar 5.9 9.8 23.5 25.5 21.6 13.7

In comparing 2014 and 2015 NAPLAN data, grammar, writing and reading continue to be an area of strength, with 75% or over achieving at year level or above in 2015. Only 3.9% of students achieved below the national minimum standard in Numeracy, however 13.7 achieving below the national minimum standard in spelling, will see this area as becoming an area for development in 2016.

Figure 3: Year 7 Proficiency Bands by Aspect

Table 3: Year 7 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 7

Exempt 4 5 6 7 8 9

Numeracy 1.6 19.7 31.1 34.4 6.6 6.6

Reading 3.2 6.5 33.9 30.6 14.5 11.3

Writing 3.2 22.6 35.5 22.6 12.9 3.2

Spelling 4.8 6.5 35.5 27.4 24.2 1.6

Grammar 1.6 11.3 37.1 17.7 17.7 14.5

Year 7 NAPLAN data reflects a spread of achievement between band 5 and 9. Less than 5% in each learning area tested achieved below the national minimum standard. Between 2014 and 2015 there has been a marked increase in students achieving in band 7. Although a slight decrease in grammar in band 7 between 2015 and 2014 data, there was a decrease in the number of students achieving in band 4 from 10.9 in 2014 to 1.6 in 2015. This is a great result with 87% achieving at band 6 or above and an increase in band 9 of nearly 5%.

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6. STUDENT DATA

6.1 Attendance

Table 9: Attendance by Year Level

Attendance by Year Level % Attendance

2013 2014 2015

Reception 91.7 92.6 93.4

Year 1 93.8 94.0 93.0

Year 2 93.9 94.1 94.4

Year 3 95.2 94.0 94.2

Year 4 94.9 94.3 92.7

Year 5 93.8 93.6 95.2

Year 6 92.8 91.7 93.1

Year 7 94.4 91.8 94.1

Primary Other 94.4

Total All Year Levels 93.8 93.4 93.8

Total ACARA 1 TO 10 94.1 93.5 93.9

Between 2013 attendance data and 2015, there is little change in attendance, although there is an increase in year 7 between 2014 and 2015, although 2015 is consistent with 2013 data. There is also an increase in attendance in year 5 at 95.2%. Apart from year 4 attendance, overall Highbury’s attendance rate fits within the DECD target of 93.7%. Day to day attendance is managed by classroom teachers through notes, phone calls, with front office slips used to manage lateness and early departures. Family holidays in off-peak travel times continues to be a reason for absence and exemptions at times skew data sets. Class and school newsletters are used as an avenue to support attendance along with the Highbury Skoolbag app and volunteer training, school tours and information sessions.

6.2 Destination

Table 10: Intended Destination

Leave Reason 2014

School Index DECD

No % % %

Employment 0.5% 2.9%

Interstate/Overseas 1 0.9% 12.4% 9.5%

Other 0.3% 1.4%

Seeking Employment 0.9% 3.8%

Tertiary/TAFE/Training 0.5% 3.6%

+-Transfer to Non-Govt Schl 36 34.0% 17.4% 9.8%

Transfer to SA Govt Schl 69 65.1% 42.7% 48.8%

Unknown 25.3% 20.3%

Unknown (TG - Not Found) 0.0%

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7. CLIENT OPINION

The ACARA (Australian Curriculum Assessment and Reporting Authority) online student/parent/staff opinion surveys were again used in 2015. Sent out through a Skoolbag app and links through the school newsletter there was a reduction in surveys completed from 38 in 2014 to 24 in 2015. The rating system given to answers is below.

Student Opinion Survey- completed by 90 students

Student survey feedback has

remained stable between

2014 and 2015, however data

shows an improvement on

‘teachers provide me with

useful feedback’ from 3.9 to

4.4 and in ‘teachers at my

school treat students fairly’

from 3.6 to 4.1. It is also good

to see improvements in

students liking being at school.

An area for improvement

remains in ‘my school takes

students’ opinions seriously’.

Although slightly higher than

in 2014, it is the second to

lowest score.

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Parent Opinion Survey- completed by 24 parents

Staff Opinion Survey- completed by 33 staff

My School website http://www.myschool.edu.au/

The limited parent opinions

attained remain similar to

2014 data, with an increase

in ‘my child likes being at

school’ from 3.9 in 2014 to

4.4 in 2015. The area of

‘Student behaviour is well

managed at this school’ is of

concern, along with ‘this

school works with me to

support my child’s learning’.

This is inconsistent with

behaviour data, however

reflects a need for improved

communication between

school and home.

Staff feedback remains stable

over time with all ratings at

4.2 or over. With continuous

improvement in mind, more

work needs to be done in the

area of ‘student behaviour is

well managed at this school’

and staff having a consistent

understanding of behaviour

management processes

between the yard, classroom,

SSOs, teachers and

leadership. ‘Students

learning needs are being

met’ also needs further

clarification.

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8. ACCOUNTABILITY

8.1 Behaviour Management

Throughout 2015, all staff worked towards using Highbury values when discussing behavioural issues with students, both the positive aspects and in areas for improvement and accountability. A consistent approach was used when speaking with students and families alike. Leadership encouraged this through restorative practice, building strong relationships with students and families and modeling. Between 2014 and 2015 office and yard behavior nearly halved. Over 2014 there were 395 recorded EDSAS yard behaviours, with 2015 ending at 202 yard behaviours. Students receiving a yard behavior slip attend TRC (Taking Responsibility Centre). TRC is seen as a consequence rather than punishment, with students having the opportunity to discuss their mistakes and work towards better choices using the model ‘Way to A’: where an incident is broken down into its components and students look at different opportunities where they could have made a different choice resulting in a more positive outcome. TRC forms reflecting the HPS values are also filled in and sent home to parents. In term 4 of 2014 over 50 students were sent to the office, which too decreased in 2015, with 12 EDSAS entered office behaviours for term 4. The North and South ovals (including the Nature Play area) being opened up for students between Reception and Year 7 did not result in an increase in behaviour, however may have contributed to a decline. The Nature Play area also may have had a positive impact for students, offering new avenues for play. The aim for 2016 is to continue using the Values and ‘Way to A’ program in all dealings with behaviour along with a more consistent use of Growth Mindset and Student Voice to value add. Also in 2016, student Forums will be run during lunchtimes, increasing alternative activities for interested students.

The counselling role taken on by the Deputy Principal in term 3 saw close support given to 21 students/families, continued volunteer training, the Well-Being Forum organizing a disco, continued organized visits by Police during Child Protection Curriculum focus weeks, focused recesses for skipping in the hall and Wellbeing sessions trialed by the company ‘FootSteps’. The counsellor also led sessions in Growth Mindset to all staff through staff meetings, which complemented information given to staff by the CPAC (Coordinator Primary Australian Curriculum) in 2014, with the aim of having a more consistent approach for 2016. CPW 2015: The CPW role for terms 1 to 3 supported students around social and emotional wellbeing which involved proactive and reactive counselling. They also attended camps and excursions and supported sports programs. They led the Well Being Forum which met on a regular basis.

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A new Christian Pastoral Worker (CPW) was appointed late 2015. As with the previous CPW they will work closely with students to support their social and emotional wellbeing.

8.2 Relevant History Screening

Teacher registrations are checked each year to ensure that a relevant clearance is held. Student Support Officers (SSOs) also have clearances checked ensuring all staff onsite hold the appropriate DCSI clearance. In 2015, the DECD RAN (Responding to Abuse and Neglect) volunteer training continued with processes for signing in and out remaining in line with DECD best practices. The process was externally audited, with Highbury meeting all requirements to an outstanding level. Third party providers are required to sign in at the front office and wear appropriate badges at all times. Slight adaptions were made throughout the year to support streamlining and the least impact to parent volunteers as possible.

8.3 HUMAN RESOURCES - Workforce Data

8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 50

Post Graduate Qualifications 14

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

8.3.2 Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0.00 28.00 0.82 10.11

Persons 0 33 2 14

9. FINANCIAL STATEMENT

Income by Funding Source

Funding Source Amount

1 Grants: State 0

2 Grants: Commonwealth

21234.80

3 Parent Contributions 258423.9

4 Other 3891755.11