Plattsburg Public Schoolplattsburg-p.schools.nsw.gov.au/content/dam/doe/sws/schools/p/... · Principal’s message 2013 has been a good year. Working together, parents, students and

Plattsburg Public School Annual School Report 2013

7308

School context Plattsburg Public School is a school of 205 students with 15% identifying as Aboriginal. Our school is located in the suburb of Wallsend and has a proud history of having provided 148 years of public education to the community. We have a strong P&C, supportive of community events and a school community that is characterised by hard work, a fair go for all and honest friendship. School enrolment is affected by high rates of mobility. Enrolment data over the past three years indicates that, on average, only 52% of students in year 6 commenced their education at Plattsburg PS in Kindergarten. Additionally, enrolment data shows that 10% of our student population have exited the school at some time and then returned.

The school is currently additionally funded through National Partnerships Low SES. Significant school programs include the Language, Literacy and Learning (L3) program explicitly for Kindergarten literacy instruction, Focus on Reading (FoR) years 3 -6, numeracy programs include Best Start and Individual Education Plans (ILPs) are an embedded quality teaching practice. Additional funds are used to support a dedicated staff to focus on differentiated curriculum in classrooms and an assessment framework that provides performance data on every student. 2013 has seen the stabilisation of staffing changes and the blending of new and beginning teachers into an experienced staff.

The school has a strong focus on providing learning opportunities for students to achieve National, State, Regional and School benchmarks. NAPLAN and school based data results indicate the need to lift the achievement of some students who are in the lowest bands in literacy and numeracy when compared to the state cohort. Overall results indicate below state achievement in literacy and numeracy. Analysis of NAPLAN data for Plattsburg requires careful consideration of two factors: high mobility rates and small cohorts. The school has adopted several long and short term strategies to improve results.

Principal’s message 2013 has been a good year. Working together, parents, students and staff have experienced a year where we have all looked forward to coming to school. Our participation in the Wallsend Winter Fair epitomizes a student, parent and staff body striving to raise the school profile. Up to thirty students were at school on a Sunday morning at 8 a.m. sharp in full school uniform to represent Plattsburg Public School.

The rapid uptake of communication technologies the school has introduced has further improved our reciprocal communication and enhanced outcomes for students. Positive, unbroken communication has been the key to a year of partnership and participation. Maintaining our commitment to working in partnership will build another successful year in 2014.

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.

Ellen Bax

P & C and/or School Council message 2013 has been another outstanding year for Plattsburg Public School. Members of the P&C have again shown their dedication with one of our members, Gillian Henderson, reaching ten years of service. This is a tremendous achievement for a volunteer. We have continued to bring the school together along with the community by hosting various events. Member numbers started out very strong at our first meeting but unfortunately numbers declined due to other commitments during the year.

Multiple fund raising events were organized across the year with a total of $10921 being raised.

A walkathon was held with the children walking to Col Curran oval, even with a mix up with the sponsor sheets this fundraiser was a huge success. This year also saw a change in the breakfast menu we offered at the Mother’s Day breakfast & Father’s Day breakfast, with bacon replacing sausages. This was enjoyed by many Mums & Dads and was extremely successful. We also

1

supplied each student with a gift bag to decorate giving them something to put their presents in.

Working collaboratively with Ellen Bax (principal) the P&C were successful in applying for a Creative Young Stars Grant worth $2800. One of the major changes facilitated this year, with the help of the community, was the implementation of a new uniform. This has been met with enthusiasm by parents and students with approximately 50% of the students wearing the new uniform before the close of the 2013. Plattsburg P&C had a stall this year at The Wallsend Winter Carnival that was very helpful in spreading the good name & reputation of the school. We were very happy to see many parents give up their time to assist on the stall. We also picked up a certificate for second prize in the parade. To celebrate the Queen’s birthday, Plattsburg children got to dress up in royal costume and a meal deal was offered to purchase for lunch. The hydroponics system was finally finished and is currently up &running next to the library. A film night "Hey Hey It’s Plattsy" saw a huge turnout of parents come to watch their children (who had been previously recorded) up on the big screen in a video production. On this night the P&C were on hand selling hot food, drinks and popcorn. The editing was a massive undertaking and was done by P&C secretary, Sandra Moriarty, who spent weeks expertly editing and creating a finished product for us to enjoy. A triva night was held in the Library with friendly rivalry between tables making this a memorable and highly successful night. This year also started the preparations for the schools 150 year anniversary in 2015. We have been lucky enough to have two lovely ladies Joyce and Marilyn team up with the school to assist us with our celebration planning. A high tea was held in November to capture stories from some of our older ex-students.

Allison. Neal-Mahony, President P & C

Student representative’s message The 2013 Student Leadership Team was comprised of two captains, two vice-captains and two prefects. During 2013 captains and vice captains participated in Callaghan Education Pathways leadership training where they gained valuable skills in public speaking and working as a team.

Members of the leadership team represented Plattsburg Public School at the Wallsend ANZAC dawn service. All members took responsibility for weekly assemblies and special occasions that included ANZAC Day celebrations, Zone Public Speaking Competition and PresentationDay.

Trace Evans (Capt.), Kristy Fairall (Capt.), Dakota Blacklock (Vice Capt.), Connor Lamb (Prefect), Isabella Goldfinch (Prefect)

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Data for 2011, 2012 and 2013 indicates a consistent enrolment and gender balance.

In 2013 Plattsburg Public School had 24 students coming from ten different cultural backgrounds. Aboriginal students represented 15% of the school population.

0

100

200

300

2007 2008 2009 2010 2011 2012 2013

Stud

ents

Year

Enrolments

Male Female

2

Student attendance profile

The graph below indicates the overall attendance for each grade in 2013. Overall attendance has improved. Attendance rates at Plattsburg PS have exceeded those of region and closely approaches rates of State.

Year 2008 2009 2010 2011 2012 2013

Scho

ol

K 93.9 93.5 94.2 95.2 95.2 1 89.0 93.6 93.4 93.0 94.2

2 91.4 90.0 94.4 93.8 94.6

3 94.0 93.4 93.7 92.6 96.4 4 90.8 93.3 94.0 90.3 94.7 5 93.1 90.9 94.5 93.4 92.0 6 89.8 95.2 92.8 92.7 93.6

Total 92.2 91.8 93.2 93.9 93.0 94.5

Regi

on

K 94.3 94.6 94.7 94.4 95.1 1 93.6 93.9 93.9 93.8 94.3 2 93.7 94.0 94.0 93.8 94.4 3 93.7 94.0 93.8 94.0 94.3

4 93.5 93.9 93.9 93.7 94.2 5 93.4 93.7 93.6 93.6 93.8 6 93.0 93.3 93.2 93.2 93.6

Total 93.7 91.5 93.9 93.9 93.8 94.3

Stat

e DE

C

K 94.3 94.7 94.7 94.3 95.0 1 93.7 94.2 94.2 93.9 94.5 2 94.0 94.4 94.2 94.2 94.7 3 94.1 94.5 94.4 94.4 94.8 4 94.0 94.5 94.3 94.3 94.7 5 94.0 94.4 94.2 94.2 94.5 6 93.6 94.0 93.8 93.8 94.1

Total 94.1 92.1 94.4 94.3 94.2 94.7

Management of non-attendance

Student attendance was monitored by the school executive throughout each term. Parents and carers of students with attendance below 85% and without satisfactory justification were contacted by phone and in writing. Where required, meetings were conducted with the Home School Liaison Officer to discuss strategies and support the improvement of individual attendance.

Workforce composition

Position Number Principal 1 Assistant Principal(s) 3 Classroom Teacher(s) 6 Learning and Support Teacher(s) 1 Teacher Librarian 0.4 Teacher of ESL 0.4 School Counsellor 0.2 School Administrative & Support Staff 2 Total 14

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

Plattsburg Public School has one Aboriginal teacher.

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

Qualifications % of staff Degree or Diploma 100% Postgraduate 14% NSW Institute of Teachers Accreditation 40%

2013 Senior Girls Netball Team

3

Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2013

Income $ Balance brought forward 171235.99 Global funds 155349.92 Tied funds 177142.32 School & community sources 69011.40 Interest 5446.01 Trust receipts 8551.72 Canteen 0.00 Total income 586737.36 Expenditure Teaching & learning

Key learning areas 1719.77 Excursions 32616.94 Extracurricular dissections 24765.72

Library 832.56 Training & development 3881.30 Tied funds 216284.28 Casual relief teachers 22715.86 Administration & office 38876.77 School-operated canteen 0.00 Utilities 39723.58 Maintenance 25211.73 Trust accounts 8850.16 Capital programs 0.00 Total expenditure 415478.67 Balance carried forward 171258.69

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2013 Arts

Creative and Performing Arts or CAPA is, year after year, identified by the Plattsburg school community as highly valued. In 2013 the P&C funded an additional teacher one day a week to promote dance and performance in the school. Community feedback has rated CAPA in 2013 as inclusive, joyful and worthwhile. Across the year each class contributed a performance to a “movie night” called, Hey, Hey It’s Plattsburg; several flash mobs were organised and included

students, parents and staff; the annual school Presentation Day involved every student in a pirate themed day of dance and recognition; Christmas in the Gully was a coming together of all students to entertain the whole school community in a celebration of Christmas.

This year a Media Class was offered to students 3 days a week before school. Here students engaged with contemporary technologies to produce a portfolio of images and collages.

Additionally, the school choir performed at aged care facilities and also produced a musical that stunned several audiences. Year 5 students performed a moving ANZAC tribute and Poetry, Junk Sculpture and the Plattsy’s Got Talent competitions also featured throughout the year.

School evaluations of the 2013 CAPA program identify student confidence, discipline and a strong sense of community as strongly evident. In 2014 we will continue to support a CAPA program that continues to embrace every child.

Active After School Sport

Active After School Sport (AASS) is run at Plattsburg Public School three times a week. This is a Federally funded initiative through the Australian Institute of Sport and includes teacher supervision, sporting equipment and a healthy afternoon tea each session.

This program caters to an average of 20 students per session and is facilitated by three outstanding teachers. Students are exposed to a program that involves a range of Play for Life games which include evasion games, net and court games and target games. This year specialist programs in Netball, Skipping and Martial Arts were received with great enthusiasm.

Breakfast Program

Five mornings a week the school operates a Breakfast Program with the generous support of the Red Cross, volunteers, School Learning Support Officers and financial funding by the P&C.

This is a valuable program and supports, on average, 150 students per week. The P&C successfully refurbished the “old canteen” to provide Breakfast Club with a designated and

4

well equipped space from which to operate. This year the P&C were successful in acquiring a grant to provide to students bright new tables. Students can sit together in a group and experience a relaxed social experience whilst enjoying the most important meal of the day.

Chess

Chess at Plattsburg Public School has become more popular since its inception in 2011. Students from year one through to year six have been participating in chess during lunch times with anywhere between eight and twenty students perfecting their skills in chess. Each term throughout the year a chess team is selected to attend a Chess Gala Day organised by the Sydney Academy of Chess. Since attending the gala days the students have become confident in using chess clocks, personal score cards and reflecting on games with their peers.

Chess continues to improve at Plattsburg Public School and it has been a great option for students to strengthen their problem solving, concentration and strategic thinking in the game of chess.

Mr. Hopson

2013 Year 3 Camp to Stockton

Sport

During 2013, Plattsburg teams competed with the 16 other schools within Crossroads Zone in Swimming, Cross Country and Athletics. The Cross Country team finished in the top 6 schools.

We provided senior and junior teams in Netball and Soccer for the Friday Zone competition which ran through terms 2 and 3. We also fielded teams for Touch Gala days.

Individual students represented the Zone at Hunter level in Cross Country, League and Basketball and one girl represented the Hunter at State Basketball.

Jeff Buxton

Academic achievements NAPLAN

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)

5

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Reading

• The above graph indicates an increased

representation of students in band 3 from previous years.

• There is a significant decrease in the number of students in Band 6. This will need to be a targeted area for 2014.

NAPLAN Year 3 – Writing

Year 3 2013 writing data indicates that State proficiency was 54.2% and that 13.7% of Plattsburg PS Year 3 students attained proficiency. However, our Standard Deviation (SD) is close to that of State SD (by 0.7 points). This has occurred because 79% of students fall into Bands 3 & 4. Mobility rates and ESL figures have impacted on statistical representation of this cohort.

NAPLAN Year 3 - Numeracy

2013 Year 3 NAPLAN data indicates that State proficiency was 38.8% and that 13.8% of Plattsburg PS Year 3 students attained proficiency. Data indicates that there is the potential to move students into the bands required to be recognised as proficient.

0

10

20

30

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

0

10

20

30

40

50

60

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Writing

Percentage in BandsSchool Average 2011-2013SSG % in Bands 2013

0

10

20

30

40

1 2 3 4 5 6

Perc

enta

ge o

f stu

dent

s

Bands

Percentage in bands: Year 3 Numeracy

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

6

http://www.myschool.edu.au/

NAPLAN Year 5 - Reading

2013 Year 5 NAPLAN data indicates that the average score in Reading is 18.1 score points above that of Similar School Groups (SSG).

School SSG State DEC Average

score, 2013 486.4 468.3 500.6 Skill Band

Distribution Band 3 4 5 6 7 8 Number in Bands

1 4 5 5 3 3

Percentage in Bands

4.8 19.0 23.8 23.8 14.3 14.3

School Average 2009-2013

12.2 17.3 36.7 15.8 10.8 7.2

SSG % in Bands 2013

4.1 18.9 32.7 28.5 11.4 4.4

State DEC % in Bands 2013

2.2 11.2 24.3 28.2 20.3 13.8

NAPLAN Year 5 – Grammar & Punctuation

2013 Year 5 NAPLAN data for Grammar and Punctuation that the average score in Grammar & Punctuation is 3.4 score points above that of Similar School Groups (SSG). School SSG State DEC

Average score, 2013 467.2 463.8 501.3

Skill Band Distribution

Band 3 4 5 6 7 8

Number in Bands 1 4 8 4 2 2

Percentage in Bands 4.8 19.0 38.1 19.0 9.5 9.5

School Average 2009-2013 14.4 18.7 27.3 23.0 10.8 5.8

SSG % in Bands 2013 10.7 16.8 31.9 21.9 13.4 5.3

State DEC % in Bands 2013 5.8 10.9 23.0 21.4 21.4 17.4

NAPLAN Year 5 – Writing

2013 Year 5 Writing NAPLAN data indicates that 10% of year 5 students attained proficiency in writing. Data indicates that average State growth was 55.2 points and Plattsburg Year 5 average growth was 101.2points.

NAPLAN relative achievement data for Writing/Punctuation & Grammar indicates a correlation between the increase of achievement in Writing and, at the same time, a corresponding achievement increase in Grammar & Punctuation. As Grammar performance has improved so too has Writing.

Average progress in Writing between Year 3 and 5*

2011-2013

School 101.2

SSG 50.8

State DEC 55.2

7

NAPLAN Year 5 – Numeracy

2013 Year 5 NAPLAN data indicates that the average score in Numeracy is 15.5 score points above that of Similar School Groups (SSG).

School SSG State DEC

Average score, 2013 465.0 449.5 490.1

Skill Band Distribution

Band 3 4 5 6 7 8

Number in Bands 2 3 6 7 3 0

Percentage in Bands 9.5 14.3 28.6 33.3 14.3 0.0

School Average 2009-2013 9.4 20.1 30.2 22.3 15.1 2.9

SSG % in Bands 2013 10.9 27.4 31.5 19.7 6.4 4.0

State DEC % in Bands 2013 6.3 17.0 25.9 24.8 11.8 14.2

Progress in reading

Average progress in Reading between Year 3 and 5*

2008-2010 2009-2011 2010-2012 2011-2013

School 95.8 82.8 109.0 91.0

SSG 83.6 74.0 75.2 88.5

State DEC 83.7 74.0 79.2 85.7

The table above shows that Year 5 growth from Year 3 to Year5 at Plattsburg PS exceeded that of both Region and State for four consecutive years.

Progress in writing

Average progress in Writing between Year 3 and 5*

2011-2013 School 101.2 SSG 50.8 State DEC 55.2

The table above shows that growth at Plattsburg PS, in the aspect of Writing, significantly exceeds that of both Region and State.

Progress in numeracy

Average progress in Numeracy between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 93.4 107.0 92.5 82.7 SSG 82.9 94.9 90.8 82.8 State DEC 89.6 95.8 98.2 89.7

The table above shows that growth between Year 3 and Year 5 in Numeracy has exceeded Region for 5 consecutive years.

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 3 students achieving at or above minimum standard (exempt students

included)

Reading 93.1 Writing 96.6 Spelling 82.8 Grammar & Punctuation 93.1 Numeracy 93.1

An evaluation of strategies implemented to raise the performance of students in the aspects of Writing and Grammar & Punctuation have been shown to be affective as indicated by the data above.

Percentage of Year 5 students achieving at or above minimum standard (exempt students

included)

Reading 95.2 Writing 85.7 Spelling 85.7 Grammar & Punctuation 95.2 Numeracy 90.5

This cohort has been supported with individual and group personalized learning resources.

8

Results in the table above indicate that this approach is succeeding for students.

Significant programs and initiatives Aboriginal education

The process that underpins Personalised Learning Plans (PLPs) is an embedded process at Plattsburg PS. This year we further improved on administrative aspects of the process by creating centralized forms that are easily retrievable and consistent in their provision of data for all students. Additionally, the school resourced the joint planning of PLPS to ensure every student had a PLP that facilitated a careful and personal handover from their 2013 teacher to their 2014 teacher.

2013 NAPLAN analysis of the Reading performance of our Aboriginal students indicated that Year 5 Aboriginal students have an average growth of 89.6. This is 6.4 scale points above the State average and is 2.2 scale points higher than their non-Aboriginal peers at PPS.

Cultural competency of both staff and students was significantly enhanced this year with the whole school excursion to Murrook. Murrook is an Aboriginal Cultural Centre situated on Worimi Land. Here, students, parents and staff enjoyed a day of exploration and education. Activities included a tour of the Stockton Sand Dunes to experience an ancient place of spiritual practice; identifying native plants and their uses; understanding Aboriginal technology and sharing in Worimi story telling.

2013 was also the inaugural year of SistaSpeak and BroSpeak. Aboriginal students came together to explore their own roots and personal totems. For each Aboriginal language group individual students trace their heritage to, a totem was painted onto the school playground. In this way all students are learning about Aboriginal peoples across Australia. The biggest impact of these experiences has been the blending of our Aboriginal students into a strong, respectful and proud group of young people. The power in this has been the way they have created a positive attitude amongst all students towards Aboriginality.

This has been so very significant and in response the Awabakal Cultural Leadership Award was inaugurated at the 2013 School Presentation Day.

As we move into 2014 the School’s Strategic Plan has ensured the continuation of SistaSpeak and BroSpeak. The school is strongly committed to widening whole community knowledge, understanding and practice.

2013 Stockton Sand Dunes (Murrook)

Multicultural education

All students experienced cultural variations in literature and narrative through participation in class, school and community activities.

The school respects and supports the cultural and religious observances required by students and their families and works to ensure things such as Ramadan and prayer time are given both regard and practical support.

In 2013 Mr. Hopson and Mrs. Keers organised Harmony Day for the school which involved all students participating in a tabloid of games to promote teamwork and support for one another. The theme for the day was "The Harmony Game".

On Harmony Day this year Mr. Hopson (School ARCO) organised for a gentleman from Africa to come and speak to the school about his life experiences. He spoke about the capacity to bridge difference, create unity and community, develop empathy, give meaning to life’s struggles and encourage the spirit.

The parents within the school were informed of the Multicultural Parents Cafe where parents can gather to discuss issues important to them and their families. The sessions are important for families to build better relationships.

Mr. Hopson

9

National partnerships

The Low SES School Communities National Partnership aims to improve the education and life opportunities of students from low SES backgrounds through reforms including teaching quality, better use of assessment data, strengthened school leadership and strengthened partnership agreements between schools and parents, local communities and the higher education sector.

Changes in teacher quality and/or teacher capacity (Joint Practice Development)

Reforms – 1, 2, 5

Background

Emerging from the key National Partnership strategies utilised at Plattsburg PS has been the development of a joint practice model. Across the NP funding cycle there has been an increase in school based, peer-to-peer activities operating away from school routines in which professional development occurs. This model of professional learning at Plattsburg PS has become characterised by a shared adherence to Strategic goals and the tailoring of professional development that align to those goals. There has been a reduction in one off conferences and a shift to a team approach underpinned by mentoring and coaching.

What we did - Strategies

• Senior leaders share and distribute knowledge in small groups working toward a shared purpose.

• Provision of planned and, if required, sequential time frames away from classroom routines dedicated to shared projects.

• Joint activities determined by staff and involving two or more people that will influence and interact with one another.

• Identification of expertise and the sharing of that expertise across partnerships.

Findings

• 2013 Teacher Survey Responses: 80% of staff strongly agreed and 20% agreed that the shared practice approach to Professional Learning impacted in a

positive and worthwhile way and should be retained into 2014;

• 2013 Teacher Survey Responses rated highly the current model of ‘collaborative’ professional learning and that this model positively impacts on their classroom practice;

• Materials, strategies and resources that have been produced or designed during shared practice are visible across the school;

• Continuous improvement is evidenced by the materials, strategies and resources that have been produced or designed during shared practice and their subsequent review and refinement for continued use, e.g. Fractions & Decimals programming, Spelling programming, Fry’s Sight Words activities; and

• High levels of willingness by staff to work in partnerships for a common purpose.

Changes in systems and practices

• Model of coaching and mentoring.

• Model of collective purpose.

• Capacity building of staff.

• Quality and successful professional learning.

Conclusion

The allocation of uninterrupted time in conjunction with access to technology has greatly contributed to the emergence of joint practice. Staff have identified it as successful and can articulate a line of sight between joint practice and school targets. Evidenced in all programs are resources developed in partnerships.

Future Directions

As we move into the gradual implementation of the National Curriculum the joint practice model will be further developed and embedded as a strategic approach to professional learning and resourced appropriately within the School’s Strategic Plan.

10

Changes in whole school evaluation and planning

Reform/s - 5

Background

Accountability and planning processes have changed considerably at Plattsburg PS under National Partnerships Funding. A focus on continuous improvement has required strong connections between strategic planning, professional learning and evaluation processes. The rigorous accountability required by National Partnerships and the provision of evaluation tools has driven change and embedded a culture where there is a clear and collegial focus on the school’s Strategic Plan and the communication of its targets to the community.

What we did – Strategies

• Included community members in planning processes.

• Identified evaluation processes at the same time the school’s Strategic Plan was being designed.

• Explicitly described how outcomes would be evaluated.

• Intensively sought feedback sought to explicitly improve teaching and learning in the classroom, e.g. mentor support.

• Continually explored electronic options to gather reliable and valid data, e.g. community surveys.

• Genuinely involved whole staff in NAPLAN analysis.

• Embedded an Assessment Schedule across the whole school as a reference point for the evaluation and efficacy of teaching and learning strategies.

Findings

• 100% of staff participated in SMART training and identify NAPLAN analysis as a contributor to their planning;

• Community response to surveys has increased from a previous highest rate of 46% to 90% when using sms technology thereby achieving an increase in validity of community feedback data;

• 100% of staff participated in Internal Review process, e.g. open ended question interviews;

• 100% of staff attended and contributed to Focus Group Discussions across 2011, 2012 and 2013;

• 100% attendance by staff to joint planning meetings;

• 2013 Teacher Surveys indicate 100% teacher satisfaction with the Assessment Framework and Schedule and its capacity to direct focussed interventions and teaching and learning.


• Continuous cycle of planning and evaluation.

• Professional Learning aligned to Strategic Planning.

• Share Practice Model for Professional Learning and decision making.

Conclusion

The School’s Strategic Planning processes are now rigorous. This is evidenced by the explicitly articulated ways in which strategies and targets will be evaluated. Both qualitative and quantitative data is used to determine findings and build balanced conclusions. The strongest tool provided has been the annual National Partnerships Report (this document).This tool, with its examination of methodology, progress on targets and analysis of key changes has provided a scaffold upon which data can be objectively analysed and reported on. It requires a clear line of sight to the Strategic Plan.

Future Directions

The challenge is to continue to adhere to a timeline of planning and evaluating and reporting. We are continuing to find effective ways to collect community and staff feedback and this newly embedded part of our school culture should support us to continue to engage in a rigorous reporting process when the National Partnership scrutiny has passed.

11

Father’s Day 2013

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

• Interviews were conducted with members of the school community, including the following:

- members of staff

- students

- parents and family members

- community members

• Focus group discussion

• Analysis of policies and programs, plans, budgets, meeting minutes, assessment information, communications, program evaluations and other documents seen by the school as informing the evaluation process.

• SWOTs (Strength Weaknesses, Opportunities, Strengths)

• Surveys

• Analysis of student achievement data, including detailed NAPLAN analysis using SMART

• Three Question Process: Community members are asked in small groups the following three questions:

- What 3 things would you like to see stay in the school?

- What 3 things would you like to see change over the next three years?

- What 3 things would you like to see change immediately?

• School planning 2012—2014: progress in 2013

Newcastle Harbour Cruise excursion

Progress on 2013 targets

School priority 1

Outcomes from 2012–2014

Increased levels of literacy achievement for all students in line with state and regional targets.

2013 Targets to achieve this outcome include:

• 2013 Writing Yr 5 Increase the percentage of students at proficiency from 0% (2012) to 10% (2013);

• 2013 Reading 1-6 70% of students (1-6) will achieve a reading age appropriate to their chronological age;

• 2013 Reading Yr 3 Match State NAPLAN data for proficiency;

• 2013 Kindergarten has met the State end of Year Targets for L3. This means 50% of students have attained a level of instruction of 9 or greater; and

12

• 2013 Grammar & Punctuation Yr 5 Increase Yr 5 Grammar and Punctuation expected NAPLAN growth from 50% to 54%.

Evidence of progress towards outcomes in 2013:

• 2013 NAPLAN indicates that 10% of year 5 students attained proficiency in writing. Data indicates that average State growth was 55.3 points and Plattsburg Year 5 average growth was 89.5 points.

• The percentage of students across the school achieving a reading age appropriate to their chronological age is 67.9%. Grades 1, 2 and 3 have all exceeded the target of 70%. (N.B. data capture was applied to those students with 12 month continuous enrolment.

• NAPLAN relative achievement data for Writing/Punctuation & Grammar indicates a correlation between the increase of achievement in Writing and, at the same time, a corresponding achievement increase in Grammar & Punctuation. As Grammar performance has improved so too has Writing.

• 2013 NAPLAN indicates that Year 3 State Writing proficiency was 54.2% and that 13.7% of Plattsburg PS Year 3 students attained proficiency. However, our Standard Deviation (SD) is close to that of State SD (by 0.7 points). This has occurred because 79% of students fall into Bands 3 & 4. Mobility rates and ESL figures have impacted on this cohort.

• 2013 Year 3 Reading NAPLAN indicates that State proficiency was 46.6% and that 17.2% of Plattsburg PS Year 3 student’s attained proficiency. This result has been impacted on by 14% ESL students in the cohort and 31% of students newly enrolled in the 10 month period prior to NAPLAN.

• Although the Year 5 Grammar & Punctuation target of 54% was not met 2013 NAPLAN indicates that expected State growth was 77.7 and Plattsburg PS Year 5 growth was 84.9.

School priority 2

Outcome for 2012–2014

Increased levels of numeracy achievement for all students in line with state and regional targets.

Aboriginal student outcomes will match that of the broader student population.


• 2013 Numeracy Yr 5 Increase the percentage of students at proficiency from18% (2012) to 20% (2013);

• 2013 Numeracy Yr 3 Match State NAPLAN data for proficiency; and

• Addition & Subtraction 1-6: Raise the percentage of students achieving a numeracy age appropriate to their chronological age to 75%.


• 2013 NAPLAN indicates that Year 5 Numeracy proficiency is 14% where State proficiency is 28%. However, Year 5 average growth exceeded that of State by 3.7 scale points with 57% of the cohort meeting or exceeding expected State growth.

• Year 5 has 23% Aboriginal representation. NAPLAN data shows that the average growth of these students was 92 scale points. This exceeds State growth and aligns to the growth of their non-Aboriginal peers.

• Year 3 2013 NAPLAN indicates that State proficiency was 38.8% and that 13.8% of Plattsburg PS Year 3 students attained proficiency. Data indicates that there is the potential to move students into the bands required to be recognised as proficient. This result has been impacted on by 14% ESL students in the cohort and 31% of students newly enrolled in the 10 month period prior to NAPLAN.

• The Addition and Subtraction 1-6 target was not achieved. The percentage of students across the school achieving the target was 46%. One class only met the target. All classes recorded higher levels of achievement in addition.

13

School priority 3

Outcome for 2012–2014

Evolve community relationships from one of participation to one of partnership.


• Raise community satisfaction with communication about numeracy teaching K-6 to 30%; and

• Increase the element of higher order thinking in all assessment tasks for 2013 (analyse using the QT coding system).


• Numeracy Survey data indicated an 18% decrease in webpage access. This data was cross checked by interviewing individual parents. Information collected from interviews showed an inconsistent use of the term “Numeracy Resource Kit” and the use of the reference, “that math site on the webpage”. Web page hits at the time of this evaluation (T4 W2) indicated 294 hits. This would strongly suggest that the community were in fact accessing the Kit electronically. Additionally, data indicates an increase of 8% in the number of students accessing Mathletics at home.

• Staff Focus Group discussion and analysis of assessment tasks using the QT coding tool identified an increase in higher order thinking across Stage 2 and Stage 3 assessment tasks. In particular, assessment tasks using the QT coding tool identified an

increase in higher order thinking across Stage 2 and Stage 3 assessment tasks. In particular, an Aboriginal Dreamtime story writing task was identified as a complex task rich in higher order thinking.

Filming ‘Hey Hey It’s Plattsy’ 2013.

2014 targets

School priority 1


Increased levels of literacy achievement for all students in line with state and regional targets.


• 2014 Writing Yr 5 Meet or exceed State growth in Writing.

• 2014 Writing Yr 3 Increase the percentage of students achieving at proficiency from 14% (2013) to 16% (2014).

• 2014 Reading Yr 3 Increase the percentage of students achieving at proficiency from 17.2% (2013) to 19% (2014).

• 2014 Grammar & Punctuation Yr 5 School growth will meet or exceed that of the State.

• 2014 Kindergarten will meet and/or exceed State end of Year Targets for L3. This will mean 50% of students will attain a level of instruction of 9 or greater.

• 2014 Year 7 Reading Meet or exceed State growth.

• 2014 Year 7 Grammar & Punctuation Meet or exceed State growth.

Strategies to achieve these outcomes in 2014

• Collaborative stage analysis of Assessment Framework data to identify, plan and design differentiated teaching and learning activities.

• Explicit teaching of grammar and punctuation 1 – 6 with the development of a scope and sequence informed by the National Curriculum.

• Engage 0.4 Teacher support to implement focussed interventions to lift results for identified students.

School priority 2


Increased levels of numeracy achievement for all students in line with state and regional targets.


14

• 2014 Numeracy Yr 5 Meet or exceed State growth in Numeracy.

• 2014 Numeracy Yr 3 Increase the percentage of students achieving at proficiency from 13.8% (2013) to 16% (2014).

• 2014 Year 7 Numeracy Meet or exceed State growth.


• Engage 0.5 School Learning Support Officers (SLSOs) to facilitate the provision of explicit numeracy support years 5 and 6.

• Implement focussed interventions to lift results for identified students (e.g. Adjusted Learning outcomes).

• Develop the Plattsburg 1000 Basic Operations graded numeracy recall competency program.

School priority 3


Evolve community relationships from one of participation to one of partnership.


• Increase community feedback/survey response from an average of 24% to 50%.


• Using the Plattsburg Skoolbag ap attach links to school surveys.

• Skoolbag Ap utilised by the P & C to alert and inform the community of school and community events.

• Community sponsorship evidenced in Skoolbag Ap.

School priority 4


Aboriginal student outcomes will match that of the broader student population.


• 80% of Stage 1 students identify the grade appropriate Frys List Sight words with 95% accuracy by end of year.


• Engage an Aboriginal SLSO to support the implementation of PLP literacy support Stage 1 students.

Professional learning Background

Emerging from the key National Partnership strategies utilised at Plattsburg PS has been the development of a joint practice model. Across the NP funding cycle there has been an increase in school based, peer-to-peer activities operating away from school routines in which professional development occurs. This model of professional learning at Plattsburg PS has become characterised by a shared adherence to Strategic goals and the tailoring of professional development that align to those goals. There has been a reduction in one off conferences and a shift to a team approach underpinned by mentoring and coaching.


• Senior leaders share and distribute knowledge in small groups working toward a shared purpose.

• Provision of planned and, if required, sequential time frames away from classroom routines dedicated to shared projects.

• Joint activities determined by staff and involving two or more people that will influence and interact with one another.

• Identification of expertise and the sharing of that expertise across partnerships.

Findings

• 2013 Teacher Survey Responses: 80% of staff strongly agreed and 20% agreed that the shared practice approach to Professional Learning impacted in a positive and worthwhile way and should be retained into 2014;

15

• 2013 Teacher Survey Responses rated highly the current model of ‘collaborative’ professional learning and that this model positively impacts on their classroom practice;

• Materials, strategies and resources that have been produced or designed during shared practice are visible across the school;

• Continuous improvement is evidenced by the materials, strategies and resources that have been produced or designed during shared practice and their subsequent review and refinement for continued use, e.g. Fractions & Decimals programming, Spelling programming, Fry’s Sight Words activities; and

• High levels of willingness by staff to work in partnerships for a common purpose.


• Model of coaching and mentoring

• Model of collective purpose

• Capacity building of staff

• Quality and successful professional learning

Conclusion

The allocation of uninterrupted time in conjunction with access to technology has greatly contributed to the emergence of joint practice. Staff have identified it as successful and can articulate a line of sight between joint practice and school targets. Evidenced in all programs are resources developed in partnerships.

Future Directions

As we move into the gradual implementation of the National Curriculum the joint practice model will be further developed and embedded as a strategic approach to professional learning and resourced appropriately within the School’s Strategic Plan.

Parent/caregiver satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Background

For the past three years parents and caregivers have been surveyed on the following three questions:

1. What 3 things would you like to see stay in the school?

2. What 3 things would you like to see change over the next 3 years?

3. What 3 things would you like to see change immediately?

Over three consecutive years of applying this three question survey the community has consistently identified Creative and Performing Arts as a singularly important aspect of school life to develop and enhance. In 2012 and 2013 the P&C financially supported the employment of a trained performing arts teacher one day a week.


• Provision of weekly CAPA lessons to every class;

• Provision of before hours Art and Media class three mornings a week; and

• Cooperative planning with the P&C for performance and fund raising.

Findings

Community SWOT feedback indicated that the community felt the CAPA program was:

• Inclusive of both students and parents.

• Encouraged a community feel.

• Provided an opportunity for students to engage with performance that would otherwise not be able too.

• Impacting positively on student behavior and attitude.

• Assisting to enhancing the school profile in the local community.

• Across the school year student attendance was highest on a Thursday – CAPA day;

16

• 2013 Terms with significant CAPA performance planning had reduced data records for negative student behavior when compared to the same periods in 2012.

Conclusion

High levels of satisfaction were recorded amongst the parent body for CAPA. 2013 Focus Group discussion with parents and caregivers advocated strongly for the continuance of the CAPA program in its current form. The program was cited as promoting inclusivity and a sense of community and for these reasons was seen as worthwhile.

Future Directions

CAPA is viewed as a positive and encompassing aspect of school life and has consequently been targeted again by parents and caregivers as a priority for strategic planning. Therefore, the school will plan collegially with the community to continue the CAPA program into 2014. Additionally the community desire to seek out opportunities for the school to use CAPA to raise its profile during the 2014 school year.

Mother’s day 2013

Student satisfaction Background

In 2013 students in grades 4, 5 and 5 participated in the Tell Them From Me survey. This is a NSW pilot project on student wellbeing, engagement and effective teaching practices. The Tell Them From Me student survey provides an important opportunity for school students from across NSW to provide direct feedback to their schools and the Department of Education and Communities about what really matters to them, and to provide insights into how educators can inspire and engage students more in learning.

Strategies

• Students from Plattsburg Public School completed the Tell Them From Me survey which included nine measures of students engagement alongside the five drivers of student outcomes (see diagram below).

For each aspect of engagement, students were asked to indicate the extent to which they agreed or disagreed with a number of statements, such as "I get along well with others at school." Their scores were scaled on a 10-point scale, and students with scores above 6.0 (i.e., a mild to moderately favourable view) were considered engaged. Similar criteria were established for participation in sports and clubs and positive school behaviour.

Year 6 girls constructing.

Findings

Social Engagement

Students who are socially engaged are actively involved in the life of the school; their friends are

17

there and they are involved in sports or other extra-curricular activities. This involvement can give them a sense of belonging at school and increase academic motivation. The figure below shows the percentage of students in Plattsburg Public School that were socially engaged compared with national norms for students at the year levels assessed in this school.

Year 6 excursion to Canberra

Institutional Engagement

Students who value schooling outcomes and meet the formal rules of schooling are considered institutionally engaged. These students feel that what they are learning at school is directly related to their long-term success, and this view is reflected in their classroom and school behaviour and their effort in doing homework. Levels of institutional engagement in Plattsburg Public School are shown below.

Intellectual Engagement

Some students meet the institutional demands of school, but they are not truly engaged in their learning. Intellectual engagement entails a serious emotional and cognitive investment in learning, using higher-order thinking skills to increase understanding, solve complex problems, and construct new knowledge. It is closely tied to the quality of instruction offered at school as there is an interaction between a teacher's approach to instruction and student motivation. Data below displays the results for Plattsburg Public School on the three measures of intellectual engagement.

Conclusion

Plattsburg PS has a significantly high mobility rate. In 2013 the school exited 24% of its average enrolment. Tell Them from Me research indicates that a substantial number of disengaged students have poor literacy skills. The majority of these students did not learn to read well during the first three years of primary school and by the fourth Year they feel inadequate as learners at school. They need an intervention aimed at improving

18

their basic reading and math skills. Some of these students are disruptive in class and disrespectful with others. These students need short- and long-term plans for school success guided by school staff. Many students need help in developing positive friendships and resolving conflicts in constructive ways.

Future Direction

Data for Plattsburg PS indicates minor levels of disengagement of students across the measurements for engagement. Given the significant mobility rate of students these results can be viewed as encouraging. Therefore, the school will continue to provide intensive individual support to all students with identified learning needs and continue to support programs like CAPA that clearly impact on student engagement.

Ready for the weather.

Staff satisfaction Background

Across the 2013 school year anecdotal evidence strongly suggested high levels of satisfaction and collegiality amongst staff. To validate this evidence all staff participated in a structured interview conducted by a third party.

Findings

Staff responses to joint practice included:

• The team collaboration is great… has more relevance and is empowering our teachers;

• It provides opportunities to develop expertise and to show leadership;

Staff responses to: Tell me about the school supervision practices. How do they support you as a teacher?

• We have regular feedback for programs, constructive feedback each term; and an open door policy;

• The formality of supervision exist but there is a collaborative development;

• The school supervision is very knowledgeable, they listen to thoughts before giving direction, giving value to the teachers.

Conclusion

Staff are experiencing high levels of satisfaction and a sense of collegiality that facilitates professional dialogue and sense of well being. As we move through the current climate of change it is vital that we cultivate collegiality to meet the challenges of a new curriculum and support a shared vision for Plattsburg Public School.

Pirate Day, a favourite day at Plattsburg

19

Program evaluations Grammar & Punctuation

Background

Analysis of 2011 NAPLAN data indicated a significant deficit in student growth in Grammar & Punctuation. In addition, this deficit could also be identified as a trend across 2010 and 2011 NAPLAN data. Deeper analysis of data revealed a strong correlation between student growth in Grammar & Punctuation and Writing performance measurements. In response to these findings a Grammar & Punctuation Scope and Sequence was developed at the close of the 2011 school year for implementation across 2012 and 2013 with a view to increase performance across the two aspects of Writing and Grammar & Punctuation.


• Delineated an explicit and syllabus referenced Grammar & Punctuation Scope & Sequence for all grades;

• Inserted the Grammar & Punctuation Scope & Sequence into all teaching programmes;

• Designed Grammar & Punctuation Assessments for each grade;

• Scheduled Grammar & Punctuation Assessments for each grade across two semesters;

• Recorded individual student performance data in SENTRAL; and

• Analysed student performance data with whole staff.

Findings

• In 2012 Teachers identified the Grammar & Punctuation Scope and Sequence as an effective programming tool and indicated their preference for this type of explicit programming document;

• 2013 NAPLAN Grammar & Punctuation data indicates:

o average State Growth at 77.7 scale points and Plattsburg PS Year 5 students are recorded as achieving an average growth of

84.9 scale points (7.2 points above State growth);

o an increased representation in the upper Bands 7 and 8 from 6.9% in 2012 to 19% in 2013;

• 2013 NAPLAN Grammar & Punctuation Trend Data indicates increasing student performance across 2012 (57.5 scale points below State) and 2013 (41.2 scale points below State);

• 2013 NAPLAN data for Writing indicates Plattsburg PS Year 5 students as having an average growth of 89.5 scale points (34.2 points above State growth). Relative achievement becomes evident when this growth figure is correlated to the Grammar & Punctuation growth figure of 84.9 scale points.


• Models of quality teaching practice for Grammar & Punctuation (1-6) which are consistent and explicit.

• Models of quality assessment for Grammar & Punctuation (1-6) practice which are consistent and explicit.

• Capacity building of staff.

• An identifiably consistent approach to the teaching of Grammar & Punctuation.

• Collegial planning for teaching and learning.

Conclusion

This is a preferred strategy for staff and they have utilised the scope and sequence format to inform and design National Curriculum planning for 2014. The developed structure for implementation is stable and as such is now providing greater opportunity for differentiation. Focus group discussion indicates a developing consistency in practise and an increased awareness of grade expectations. There is a collective understanding around the correlation between explicit instruction of Grammar & Punctuation and Writing and a strongly defined commitment toward continued improvement.

20

Future Directions

Data strongly suggests that the Grammar & Punctuation Scope and Sequence is positively impacting on student performance therefore, this strategy will be further refined in the 2014 school year. To ensure this becomes an embedded and sustainable teaching strategy the LAST will assume responsibility for data capture, analysis and discussion in 2014.

About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Ellen Bax, Principal

Peter Seaton, Assistant Principal

Donna Brooks, Assistant Principal

Allison Neal-Mahony, P&C President

Jeffrey Buxton, Class Teacher

Martin Henderson, Class Teacher

David Hopson, Class Teacher

Karen Keers, Class Teacher

School contact information

Plattsburg Public School

1 Ranclaud Street Wallsend 2287 NSW

Ph: 02 49559196

Fax: 02 49 502186

Email: [email protected]

Web:

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

School Code: 7308

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

21



Documents

Plattsburg Public Schoolplattsburg-p.schools.nsw.gov.au/content/dam/doe/sws/schools/p/... · Principal’s message 2013 has been a good year. Working together, parents, students and