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The Pines School
Annual Report
2015
Annual Report 2015
Page 1
1. CONTEXT
School Name: The Pines School School Number: 1777
Principal: Cherie Collings Partnership Hollywood Lakes and Gardens
CONTEXT
The Pines School includes the CPC, Reception to Year 7 classes, as well as classes offering intensive English instruction for newly arrived students. Before and after school care is provided on site by an independent OSHC provider, Happy Haven. Diversity is celebrated in our school. The Pines is a Category 3 school, with a diverse population of 48 cultures in our school community.
2015 continued as a great year for The Pines School, new improvements in facilities and the grounds, including new
school gardens and outdoor areas were developed. Our enrolments continued to increase. Growth in all sections of
our school has been continuous since the schools amalgamation in 2013.
In 2015, we continued to focus on the implementation of the Australian Curriculum. Learning improvement for all
students in Reading, Writing and Number in Maths were priorities. Extensive intervention programs also assisted
students’ achievement.
Wellbeing to underpin rigorous learning is always a priority at The Pines. Partnership with families, to support
continuous improvement in every child’s achievement to promote each child’s personal best is our goal. Our
Partnership schools are working together to implement strategies that develop our students as powerful learners. This
work will continue in 2016.
2. REPORT FROM GOVERNING COUNCIL
This year we were lucky to have a full Governing Council and everyone worked well together. There was a lot of
feedback heard by our members in regards to the positive changes that happened in 2015 around the school. Our
Governing Council worked closely with the fundraising committee to have a successful year in raising money for some
great improvements around the school, including adding undercover chairs and table that were made by a local
business. It is nice to keep a lot of our fundraising local and put back into the community that supports us.
We had a great opening ceremony for the new administration building which was attended by Hon. Susan Close
(Minister for Education and Child Development), Mr Tony Harrison (Chief Executive of DECD) and Gillian Aldridge
(Mayor of Salisbury Council) and was followed by a morning tea to celebrate. This gave us a great way to talk and
network with people and we managed to secure additional funding to go towards our new electronic sign.
Thank you to all of our volunteers and Governing Council members who have committed their time towards making
our school a great place to be.
4.2 Better Schools Funding
In 2015, the school funded an extra class. Funding was used in a variety of other ways to maximize the learning outcomes for students across the school in all classes, including those students from educationally disadvantaged backgrounds and ATSI students. A significant number of intervention improvement programs were operating across the school in English and Maths.
Intervention strategies were closely monitored and data mapped student progress, this assisted us to determine the
effectiveness of the intervention used.
Training for teachers and SSOs and support for the implementation of new practice in teaching reading, writing and
number; as well as resources to facilitate the implementation of Maths and Literacy practices across the school for all
students, was resourced. Intervention in Maths included the Big Ideas in Number, introduced in R-7 classes and Quick
Smart which supported students in the Upper Primary, identified as behind their year level in Maths. Quicksmart Lite
was developed incorporating elements of Quicksmart and the Big Ideas In Number for group intervention. Data
collected on students’ progress showed this to be an extremely effective program. ATSI intervention including tutoring
and the ATSI Learning Community for ATSI students, built collaboration and differentiated support as required for
students’ learning.
Students from non-English speaking backgrounds, identified at risk through the Language and Literacy levels were also provided with support.
Annual Report 2015
Page 2
3. 2015 HIGHLIGHTS
The Pines is a vibrant, inclusive school which had many highlights and accomplishments throughout 2015. Thank you
to all who assisted our school to have a great year.
Some of the highlights are listed below.
The Pines School was once again recognised as a “High Achiever School” in The Premier’s Be-Active Challenge. A
small group of children travelled to ETSA Park to receive the $1000 prize, two students had their photo taken with The
Premier Mr. Weatherill and the Minister of Education Susan Close.
Children from Year 4 onwards were provided with sporting opportunities to compete in SAPSASA Events such as
Athletics, Soccer, Football, Netball, Cricket and Tennis. For the first time we also had a Girls’ Basketball Team,
compete in the local division of the SAPSASA Knock -Out Competition. The girls performed admirably. Much thanks
must go to Kylie Gilmour and Brenton Mitch for organising training and coaching the girls.
The Big Splash was very popular with all students and we were lucky to have a beautiful day weather wise, making it a
memorable event. This year we continued our popular Early Morning Fun Play Activities.
Once again, children in Years 4/5/6 were provided with a free Bike-Education Program which was well run and
focused on Safe Bike Riding and Road Rules.
Another highlight, as identified by the exiting Year 7 students in their graduation speeches was our Sports Day.
We were supported by the SACA and Rugby S.A. who provided development offices to help run some of the
activities.
Congratulations to our SRC members for all their hard work and important decision making throughout 2015. The SRC
had a very successful year promoting student well-being, raising money for charities and school equipment,
demonstrating the ‘5 keys to success’ and communicating and acting upon students’ opinions and ideas to improve
our school.
Thank you very much to over 30 students who trained as Traffic Monitors and managed the pedestrian crossing with
teachers. Safety is paramount at our school and respect for our monitors, who do such a great job, is extremely
important.
The Breakfast Club continued to be well attended and appreciated by our students, thank you to those who assisted
including Caroline our Christian Pastoral Support Worker.
Special whole‐school community celebrations were held for Harmony Day, Book Week, Science Week, as well as
Remembrance Day. Grandparents’ and Special Visitors’ Day was celebrated with many grandparents and other
relatives joining us to see students perform and work in their class.
The Performing Arts Group – (PAC) continued as part of our strong Arts Program.
Congratulations to our School Choir who performed in September at the Festival Theatre.
Reconciliation Week was celebrated and formed part of our Aboriginal Education program and End of Year Concert
was strongly supported by our families once again.
The Premier's Reading Challenge was once again important in our school.
Improvement and beautification of the school facilities and grounds continued in 2015. So much work has continued
this year with our school gardens and the vegetables have grown amazingly well. Thank you to parents, staff,
students and Mark our groundsman, who plant, weed, maintain and harvest our school gardens. The Canteen
continues to use our school produce that is grown organically at our school.
Thank you to our Governing Council members for all your work and support of our school in 2015. The Pines School is
growing and school teams work enthusiastically to benefit our community.
Highlights also included our students’ engagement in wellbeing programs and students very pleasing academic
successes. Well done to all our students who worked hard, made very pleasing progress and did their personal best in
their learning in 2015.
Annual Report 2015
Page 3
Student Voice 2015
In 2015 our Student Representative Council worked hard to communicate important messages within the school
community, organising events, assisting with making important decisions and providing leadership within our student
body. SRC worked together in Term 3 to organise ‘The Pines Has Got Talent’. They promoted the Program Achieve
keys of ‘Confidence’, ‘Persistence’ and ‘Organisation’.
SRC organised a number of fund raising events throughout the year, where students decided on organisations or
projects to raise money. We raised money for the Women’s and Children’s Hospital and the RSPCA. The money
collected from two casual clothes day went towards creating herb gardens in the courtyard. We purchased three half-
barrels, soil and seedlings and children worked with our groundsman to plant.
SRC worked together with students and teachers to finalise The Pines Student Grievance Procedure. All classes
made contributions and suggestions to make the policy easy to follow.
4. SITE IMPROVEMENT PLANNING AND TARGETS
Running Records
In 2015 consistency of data collection and teacher/SSO training to ensure accurate collection of RR data continued as
a priority. In the JP years, the Reading Support Teacher worked with class teachers in Reception to Year 2, as well as
in the CPC to support consistency of practice and reading improvement. The Reading Support Teacher and the
Principal ran workshops for families aimed at assisting parents/caregivers assist their children at home with reading.
Clear targets in our Site Improvement Plan were monitored each term. The progress of every child in running records
(RR) was mapped and monitored by teachers and leadership. Targets in our site plan included:
Target 1
70% of Receptions to reach level 5-10 or above in running records. We did not meet this target, 45% achieved level 5
or above. Reception students not knowing their Jolly Phonics sounds were those not meeting targets. 2015 was the
first of the one intake system for Receptions, so younger students at 4 years 7 months were included in the data.
Target 2
70% of Year 1’s to reach level 17-20 or above in running records.
We did not meet this target, 47% achieved level 17 or above. Those students not at target, will be closely monitored in
Year 2. If their progress continues to be a concern, they will be included in intervention.
Target 3
70% of Year 2’s to reach level 21-26 or above in running records.
We did meet this target which was pleasing with 70% reaching level 21 or above.
These targets were set as increased achievement from 2014. In Term 3 2015, our school adjusted our Running
Records level expectation, based on DECD standards for year levels.
Targets PAT-R 2015
In line with DECD 2015 SEA new Targets were introduced. PAT-R Reading Comprehension expected Scale Score for
year levels:
Year 3 – 100 or above
Year 4 – 110 or above
Year 5 – 115 or above
Year 6 – 120 or above
Year 7 – 124 or above
Target 1- In years 3-7, 75% of students to be at or above the scale score for their year level.
We achieved this target in year 3 as 83% of students were at or above 100.
In year 4, 67% of students were at or above 110.
In year 5, we exceeded the target as 80% of students were at or above 115.
In year 6, we almost achieved the target as 73% of students were at or above 120.
In year 7, we did not achieve the target with 63% of students at or above 124.
In 2015 steady progress has been made and in 2016 reading comprehension continues to be a focus for improvement
in our school, with guided reading a component of English blocks.
Annual Report 2015
Page 4
Literacy Improvement including PAT-R
A new focus on transforming tasks and development of students as powerful learners with growth mindsets was
introduced.
The whole School English Agreement including a data map and agreed Practice guide all staff programmes in the
development of literacy skills.
NAPLaN Targets 2015
Growth in Reading between NAPLAN Tests
Target 1 – Progress between Tests - Year 3-5 and 5-7 Maintain below 25% in low progress and over 50% in medium
progress. Maintain over 25% in high progress.
In years 3-5 we achieved this target with 15% in low, 46% medium and 38% in high.
In years 5-7 we achieved this target with 19% in low, 55% medium and 26% in high.
It’s interesting to note that the 2015 year 7 students started in NAPLAN 2011 as year 3’s with extremely low scores in
reading. They showed a high level of growth as year 5’s in 2013 and have shown pleasing growth again in year 7.
Year 3 Reading
Target 2 - Maintain over 95% at or above NMS.
It was pleasing to see that we did meet this target with 100% of year 3 students achieving at or above NMS.
Target 3 - Increase from 66.3% to 70% students in Band 4 and above.
It was extremely pleasing to see that we exceeded this target with 95.7% of year 3 students achieving band 4 or
above.
Reading Year 5
Target 4 - Maintain 95% at or above NMS.
We did not meet this target as 84.2% of students achieved at or above NMS. This included 5 exempt students that
had lived in Australia less than 12 months. Excluding those students we achieved 97% achieving at or above NMS.
Target 5 - Increase number of students in the top three bands by 5% from 57.1% to 62.1%.
We did not meet this target as 42% of students achieved in the top three bands.
Reading Year 7
Target 6 - Maintain 95% at or above NMS.
We did not meet this target as 93.5% of student achieved at or above NMS.
Target 7 - Increase by 5% students in the top bands from 41.7% to 46.7%.
We did not meet this target as 33% of students achieved the top bands.
Moving our students forward and into the top bands is a priority we will continue to work on in 2016.
New Writing Targets in 2015
Target 1 Writing Year 3 - Improve by 5% the students in Bands 4-6 from 62.2% to 67.2%.
We did meet this target with 88% of students achieving in bands 4-6.
Writing Year 5
Target 2 - Maintain 95% at or above NMS.
We did not meet this target with 81.6% of students achieving above NMS, however 5 students who did not achieve the
NMS were new arrivals to Australia and were exempted because they did not speak English. Excluding the results of
the 5 students, we achieved 94% at or above NMS.
Target 3 - Increase number of students in the top 2 bands by 5%
Year 5 – 19.2% to 24.2%.
We did not meet this target as 9% of students achieved in the top 2 bands.
Year 7 – 18.2% to 23.2%.
We did not meet this target as 2% of students achieved in the top 2 bands.
Our improvement work continues to focus on skilling students to achieve their age/grade level and developing
powerful learners with problem solving skills that will move them into higher bands. This is a priority in 2016.
Annual Report 2015
Page 5
Attendance Target 1 2015
Improve attendance to 93%, we did not meet this target however we did improve from 91.4% in 2014 to 92.1%.
New NAPLAN Numeracy Targets in 2015
Target 1 - Growth between Years 3-5 and 5-7 - Maintain less than 25% in low and more than 50% in medium and
more than 25% in high progress.
In growth between years 3-5 we achieved this target with 7% in low, 56% medium and 37% in high. We believe this
growth validated our numeracy improvement strategies.
In growth between years 5-7 we achieved this target with 21% in low, 52% medium and 28% in high. Once again the
significant work in the school in numeracy improvement assisted students to make growth between the two tests.
Target 2 - Maintain 95% at or above NMS in years 3, 5 and 7.
In year 3 we did meet this target with 100% of students at or above NMS.
In year 5 we did not meet this target as 86.5% of students achieved at or above NMS. This includes 5 exempt
students that had lived in Australia less than 12 months. Excluding those students we achieved 100% achieving at or
above NMS.
In year 7 we did meet this target with 100% of students at or above NMS.
Target 3 - Increase by 5% students in the top 2 bands
Year 3 – in bands 5 and 6 increase from 39.6% (2014) to 44.6%.
We did not meet this target as 36.9% of students achieved in bands 5 and 6.
Year 5 - in bands 7 and 8 increase from 6% to 11%.
We did not meet this target as 5.4% of students achieved in band 7 and 8.
Year 7 - in bands 8 and 9 increase from 13% to 18%.
In year 7 in 2014 we had a much smaller cohort sitting NAPLAN than approximately double the number in 2015.
We did not meet this target as 4.3% of students achieved in band 8 and 9.
It was noted in the year 7 tests, that the achievement between calculator and non-calculator tests did differ with some
cohorts of students. In 2016 our emphasis continues on moving students into higher bands.
5. STUDENT ACHIEVEMENT
Mathematics: Support for Effective Practice and improved achievement
Whole school focus on Mathematics and DECD funded Numeracy Coach was appointed .5. This was also
supplemented by a school based funded 0.2 teacher, who worked with teachers implementing diagnostic testing
and effective numeracy strategies.
Training for all staff in effective maths teaching.
Differentiation and the use of formative assessment strategies in all classes. Sequential development of student’s
skills in number including differentiation through the use of student grouping based on Big Ideas in Number data.
Intentional differentiation within problem solving (use of enabling/extending tasks).
A new focus on transforming tasks and development of students as powerful learners with growth mindsets.
Whole School Maths Agreement including agreed practices.
Effective structure of Numeracy Block understandings began to be developed.
Quicksmart intervention for upper primary students at risk in number.
Mapping of students data through BIN, Quicksmart. NAPLAN and Pat Maths to monitor student progress and
inform programming.
2015 Big Ideas in Number 2015 NAPLAN 2015 NAPLAN Growth 2015 PAT-Maths
Term 1, 0% of Year 2 Trust the Count
End of Term 3, 42% of Year 2 students Trust the Count.
Year 3: 100% above NMS
Year 5: 86% above NMS
Year 7: 100% above NMS
Year 5: 7% low growth, 56% med growth, 37% high growth.
Year 7: 21% low growth, 52% med growth, 28% high growth.
Every year level (3-7) is at or above the DECD Benchmark.
All year levels have significantly exceeded the expected growth in 2015.
Annual Report 2015
Page 6
Planning for 2016
• Funded Numeracy Coaching is imperative for continued Professional Development of staff in Numeracy.
• Big Ideas in Number Professional Development and resources for all staff will be continued.
• Differentiated Maths groups within individual classes and groups of classes will be expanded.
• Intervention in Upper/Middle primary: Quicksmart, Big Ideas in Number groups will continue.
• Analysing data – PAT-M, NAPLAN, Big Ideas in Number informs programming.
• Use of student surveys/teacher surveys and audits informs programming.
• Evaluation and updates of Whole school Mathematics agreement each year will take place.
• Introduction of Mathematics word walls in classrooms (Consistent language throughout school) is recommended.
• Continue to provide PD/resources for Problem Solving/Open Questions.
• Strategies to target higher % of students achieving higher bands in NAPLAN.
Reading Comprehension DECD Testing Information PAT-R
Analysis
Students in year 3 achieved higher than the expected growth in 2014 and could not be compared to previous years as
year 3 is the first time students are tested on PAT-R. The year 3 and 4 students have continued to show greater than
expected growth two years in a row and the year 4 students had increased growth from the previous year. Although
the year 6 cohort had less growth in 2015 than the previous year, their growth was greater than the expected growth
for 2015. The year 7 students achieved higher than the previous year, but did not quite achieve the expected growth
for 2015.
Recommendations:
Continue the guided reading program implemented in 2014/15.
Undertake further work in developing deeper comprehension of students in the older years.
Provide in-service and mentoring in explicit teaching of reading to new staff.
Purchase more classroom reading materials suited to developing deeper comprehension in older students.
Examine options for developing comprehension beyond level 30.
Annual Report 2015
Page 7
5.1 NAPLAN
This has already been commented on in our school targets. Very good growth continues to demonstrate the effectiveness of our teaching/learning strategies.
NAPLAN School Growth: Year 3-5
NAPLAN School Growth: Year 5-7
Student Proficiency Bands
The band average for year 3 students in 2015 was band 5 which is an good result and we are looking forward to continued success for the remainder of their schooling.
Growth by Test Aspect
Year 3-5
Progress Group Site
Numeracy Lower 25% 7.4
Middle 50% 55.6
Upper 25% 37.0
Reading Lower 25% 15.4
Middle 50% 46.2
Upper 25% 38.5
Growth by Test Aspect
Year 5-7
Progress Group Site
Numeracy Lower 25% 20.7
Middle 50% 51.7
Upper 25% 27.6
Reading Lower 25% 19.4
Middle 50% 54.8
Upper 25% 25.8
% Proficiency
Band by Test Aspect
Year 3
Exempt
1 2 3 4 5 6
Numeracy 2.2 23.9 37.0 23.9 13.0
Reading 4.3 38.3 31.9 25.5
Writing 2.2 8.9 37.8 44.4 6.7
Spelling 4.3 10.6 42.6 21.3 21.3
Grammar 6.4 34.0 31.9 27.7
% Proficiency Band by Test
Aspect
Year 5
Exempt
3 4 5 6 7 8
Numeracy 13.5 18.9 35.1 27.0 5.4
Reading 13.2 2.6 18.4 28.9 26.3 10.5
Writing 13.2 5.3 18.4 39.5 15.8 7.9
Spelling 12.8 2.6 12.8 33.3 17.9 12.8 7.7
Grammar 12.8 25.6 35.9 12.8 12.8
Annual Report 2015
Page 8
Information about band achievement has been included in the site improvement section of this report.
Student Mean Scores
Year 3 mean scores shows pleasing improvement in all areas in 2015.
The mean score in Numeracy has been improving yearly. The mean score in Grammar improved significantly in 2015. The mean score in Writing has remained constant and requires improvement.
The Grammar mean has continued to improve from 2013 to 2015. Spelling mean has been pleasing and constant.
% Proficiency
Band by Test Aspect
Year 7
Exempt
4 5 6 7 8 9
Numeracy 21.7 47.8 26.1 4.3
Reading 6.5 15.2 45.7 23.9 8.7
Writing 13.3 37.8 24.4 22.2 2.2
Spelling 13.3 28.9 31.1 20.0 6.7
Grammar 8.9 24.4 46.7 17.8 2.2
Mean Scores by
Test Aspect
Year 3
2013 2014 2015
Numeracy 355.5 405.6 411.8
Reading 371.4 409.0 441.9
Writing 392.8 389.1 424.4
Spelling 405.4 409.2 424.8
Grammar 417.2 411.4 449.4
Mean Scores by
Test Aspect
Year 5
2013 2014 2015
Numeracy 430.4 467.5 468.2
Reading 454.3 488.9 463.2
Writing 449.6 451.3 449.7
Spelling 477.7 506.9 487.0
Grammar 470.6 494.3 515.0
Mean Scores by
Test Aspect
Year 7
2013 2014 2015
Numeracy 493.8 512.3 508.0
Reading 506.4 531.0 510.2
Writing 492.0 490.0 481.9
Spelling 527.8 545.9 544.9
Grammar 488.5 532.3 539.4
Annual Report 2015
Page 9
4.1 Junior Primary and Early Years Scheme Funding
In 2015, our school had 9 classes in the Early Years. Early Years Funding was used to employ a percentage of extra
teaching staff to assist in reducing class sizes, as well as SSO support for English Block. As well, some Early Years
funding assisted in providing targeted intervention for students at risk in Literacy. Progress of students receiving
intervention in literacy was closely monitored by class teachers, the Reading Development Teacher and the Principal.
Data was regularly recorded to map each child’s progress and achievement. The Reading Development Teacher
provided support to some students and JP teachers.
6. STUDENT DATA
6.1 Attendance
In 2015 the staff at The Pines School continued to work on increased understanding and commitment to improve
student attendance for all children. This saw an increase in attendance from 91.4% in 2014 to 92.1%. An improvement
of 0.7% and 1.6% over the past 2 years. All classroom teachers followed the ‘Addressing Absenteeism at The Pines
School’ processes, following up unexplained absences by connecting with parents regularly and communicating
effectively. This informed parents about the importance of notifying the school in regards to student absences and the
importance of regular attendance.
Where teachers were unsuccessful and absences remained unexplained, a note was sent home to parents and
caregivers and the School Counsellor was notified. Students considered to be ‘at risk’ were monitored by the School
Counsellor throughout the year. In 2016, these students will have an individual attendance folder. This will be a formal
way for staff to implement and record a number of strategies to improve student attendance. Students of concern were
discussed and referred to the Regional Attendance Officer. Home visits and other strategies were implemented for
students who had been absent for over 10 consecutive days with no explanation.
Before school ‘morning fun play’ continued to be implemented in the mornings to decrease student lateness. Individual
attendance plans were developed in conjunction with School Counsellor, Teacher, Parent/Caregiver and Students.
These children were continually monitored and plans were revised to remain up-to-date with family and student needs.
Data was collected and collated termly to observe trends and to monitor whole-school attendance. The School
Counsellor then provided teachers with a summary once a term. This enabled teachers to observe any students’
attendance patterns and have the opportunity to implement effective strategies.
In 2016, we will to continue to refine the processes that are currently in place. We will also acknowledge improved
attendance and information about the importance of attendance in the school newsletter and at school assemblies.
Our target for 2016 is to reach 93% whole-school attendance.
Term 1 Term 2 Term 3 Term 4 Average
IELC 96.3% 95.5% 96.7% 96.8% 96.3%
Rec 90.8% 88.7% 87.2% 89.1% 89.0%
Year 1 91.3% 90.4% 90.0% 91.7% 90.8%
Year 2 92.7% 92.2% 90.3% 92.9% 92.0%
Year 3 93.5% 90.6% 89.2% 92.9% 91.6%
Year 4 92.7% 90.6% 88.9% 90.5% 90.7%
Year 5 93.0% 91.0% 90.8% 93.6% 92.1%
Year 6 94.5% 92.2% 91.9% 94.1% 93.2%
Year 7 93.4% 91.0% 88.6% 90.5% 90.9%
93.1% 91.5% 90.8% 92.8% 92.1%
Annual Report 2015
Page 10
6.2 Destination
Table 10: Intended Destination Leave Reason 2014
School Index DECD
No % % %
Employment 4.8% 2.9%
Interstate/Overseas 9 7.3% 7.4% 9.5%
Other 1.7% 1.4%
Seeking Employment 5.7% 3.8%
Tertiary/TAFE/Training 3.8% 3.6%
Transfer to Non-Govt Schl 14 11.3% 6.6% 9.8%
Transfer to SA Govt Schl 101 81.5% 48.5% 48.8%
Unknown 21.6% 20.3%
Unknown (TG - Not Found) 0.0%
The School experienced no major difference to percentages moving as in previous years.
7. CLIENT OPINION
The Pines School Parent/Caregiver Survey 2015
Questions Strongly Disagree Disagree
Neither Agree or Disagree Agree
Strongly Agree N/A
Teachers at this school expect my child to do his or her best. 0% 0% 0% 43% 57% 0%
Teachers at this school provide my child with useful feedback about his or her school work 0% 0% 7% 55% 38% 0%
Teachers at this school treat students fairly 0% 3% 10% 41% 45% 0%
This school is well maintained 0% 3% 0% 45% 52% 0%
My child feels safe at this school 0% 3% 0% 41% 55% 0%
I can talk to my child's teachers about my concerns 0% 0% 3% 41% 55% 0%
Student behaviour is well managed at this school 3% 7% 10% 48% 28% 3%
My child likes being at this school 0% 0% 7% 38% 55% 0%
This school looks for ways to improve 0% 0% 11% 46% 39% 4%
This school takes parents' opinions seriously 0% 3% 14% 48% 31% 3%
Teachers at this school motivate my child to learn 0% 0% 3% 41% 55% 0%
My child is making good progress at this school 0% 3% 0% 45% 52% 0%
My child's learning needs are being met at this school 0% 3% 0% 48% 48% 0%
This school works with me to support my child's learning 0% 3% 3% 45% 48% 0%
Average 0% 2% 5% 45% 47% 1%
Year
Strongly Disagree Disagree
Neither Agree or Disagree Agree
Strongly Agree N/A
2014 0% 5% 16% 45% 34% 0%
2015 0% 2% 5% 45% 47% 1%
Note: 29 surveys returned and 3% = 1 parent This is an improvement from 2014. 92% of parents strongly agree or agreed to the above questions. Discussions with staff in relation to areas where parents disagreed or where unsure will be held in 2016.
Annual Report 2015
Page 11
The Pines School Teacher Survey 2015
Questions Strongly Agree Agree
Don't Know Disagree
Strongly Disagree
Our school makes a difference towards improving student learning outcomes 94% 6% 0% 0% 0%
Our school is focussed on learning 89% 11% 0% 0% 0%
Making the time to get to know students is important to me 94% 6% 0% 0% 0%
Relationships between staff and students are respectful 56% 44% 0% 0% 0%
Our school communicates in a variety of ways to meet the diverse needs of our community 41% 53% 0% 0% 6%
Improving students' social and emotional skills supports their learning 72% 28% 0% 0% 0%
Working in a PLC has been helpful in developing my practice 33% 67% 0% 0% 0%
Working in the PLC has been beneficial in assisting me to develop formative assessment strategies 56% 44% 0% 0% 0%
My formative assessment PLC has run smoothly 41% 59% 0% 0% 0%
The formative assessment strategies I have used have helped my students 47% 47% 6% 0% 0%
The dyslexia friendly strategies and differentiation I use have helped my students 33% 61% 6% 0% 0%
The English Block has been successful in my class 56% 44% 0% 0% 0%
Guided Reading has been well implemented in my class 50% 50% 0% 0% 0%
My students have been actively engaged in reading during the English Block 72% 28% 0% 0% 0%
Guided Writing has been well implemented in my class 44% 56% 0% 0% 0%
I used the Gradual Release of Responsibility in explicitly teaching my students 39% 56% 6% 0% 0%
Training and Development this year has been relevant and useful 61% 33% 6% 0% 0%
I have implemented the elements of the English Agreement relevant to my year level 61% 39% 0% 0% 0%
I have used the Australian Curriculum in planning and programming this year 67% 33% 0% 0% 0%
I have implemented relevant TfEL strategies this year 33% 67% 0% 0% 0%
Our staff work together as a team 50% 39% 0% 11% 0%
Leadership staff support my work 72% 17% 6% 6% 0%
Leadership staff offer me training and development to improve my knowledge and skills 59% 35% 0% 6% 0%
I feel acknowledged for my work 44% 39% 11% 6% 0%
I have developed my Numeracy practice and feel more confident teaching maths 71% 24% 0% 6% 0%
Average 57% 39% 2% 1% 0%
Year
Strongly Agree Agree
Don't Know Disagree
Strongly Disagree
2014 45% 49% 6% 0% 0%
2015 57% 39% 2% 1% 0%
It was good to see 96% of staff agree or strongly agree demonstrating improvement from 2014 to 2015. Areas of concern detailed in comments made by teachers and SSO’s in the survey will be addressed in 2016.
Annual Report 2015
Page 12
The Pines School SSO Survey 2015
Questions
Strongly
Agree Agree
Don't
Know Disagree
Strongly
Disagree
Our school makes a difference towards improving student learning outcomes 83% 17% 0% 0% 0%
Our school is focussed on learning 83% 17% 0% 0% 0%
Making the time to get to know students is important to me 100% 0% 0% 0% 0%
Relationships between staff and students are respectful 33% 67% 0% 0% 0%
Our school communicates in a variety of ways to meet the diverse needs of our community 17% 83% 0% 0% 0%
Improving students' social and emotional skills supports their learning 83% 17% 0% 0% 0%
The dyslexia friendly strategies and differentiation I use have helped my students 17% 67% 17% 0% 0%
The English Block has been successful in my class 33% 50% 17% 0% 0%
Guided Reading has been well implemented in my class 33% 50% 17% 0% 0%
My students have been actively engaged in reading during the English Block 33% 67% 0% 0% 0%
Guided Writing has been well implemented in my class 0% 67% 33% 0% 0%
I used the Gradual Release of Responsibility in explicityly teaching my students 33% 50% 17% 0% 0%
Training and Development this year has been relevant and useful 0% 83% 17% 0% 0%
Our staff work together as a team 50% 50% 0% 0% 0%
Leadership staff support my work 50% 50% 0% 0% 0%
Leadership staff offer me training and development to improve my knowledge and skills 33% 50% 0% 17% 0%
I feel acknowledged for my work 50% 50% 0% 0% 0%
I have developed my Numeracy practice and feel more confident teaching maths 17% 50% 17% 0% 0%
Average 42% 49% 7% 1% 0%
Year
Strongly
Agree Agree
Don't
Know Disagree
Strongly
Disagree
2014 23% 65% 10% 2% 0%
2015 42% 49% 7% 1% 0%
Powerful Learners Survey
In Term 4, 100 of our Year 5, 6 and 7 students took part in a ‘Powerful Learners’ survey. This was to gain more
information about how students felt in regards to their learning.
Annual Report 2015
Page 13
Generally students at The Pines School are demonstrating a number of attributes of ‘Powerful Learners’. There are
approximately 10% of learners indicated they rarely demonstrate some of these attributes.
In 2016 in order to provide our students with opportunities to be Powerful Learners, as a staff we will:
- Continue our improvement work to ensure students develop appropriate skills in numeracy and literacy.
- Use TfEL Domains 1, 2, 3 and 4 to design learning that improves learner engagement, challenge and
achievement.
- Continue to implement strategies around ‘Transforming Tasks’.
- Promote a ‘Growth Mindset’.
- Use effective ‘pedagogy’ in children’s zone of proximal development.
- Incorporate ‘Fluency Plus’ into programming.
- Strengthen ‘Formative Assessment’ and Dylan William strategies in the classroom.
- Use SMART, goals and strategies to reengage children with their learning.
Student Engagement
An Engagement Survey was undertaken by most students in years 2, 3 and 4 and the results are represented below.
Analysis and recommendations:
The results show that in general students in years 2-4 are engaged and confident learners. There are four areas of concern in the data. The questions that raise concern are -
I ask lots of questions
I set goals for myself
I like working in a small group
My teacher encourages me to think As a staff we will discuss this data to determine how we can improve students’ confidence to ask questions, set goals, and work in groups. Discussions will also centre on how students will know their teacher encourages them to think through solutions. Some discussion with students suggests that students don’t like working in small groups when there are group members who are off task or ‘bossy’.
My School website http://www.myschool.edu.au/
Annual Report 2015
Page 14
8. ACCOUNTABILITY
8.1 Behaviour Management
There are a number of comparisons that can be made when looking at data in regards to student behaviour in 2014
and 2015. There was a significant reduction of lower level behaviour incidences. Although there was a slight increase
in ‘Threatened Safety or Well-Being’ and ‘Violence – Threatened or Actual’, this is due to children with multiple
incidences, while the number of students causing the incidences reduced.
‘Acted Illegally’ reduced in both the number of students involved and the number of incidences by 66%.
‘Interfered with Rights of Others’ reduced in both number of incidences and number of students involved by 80%.
‘Persistent and Wilful Inattention’ improved by 66% and the number of students involved improved by 62%. The
data implied that the students that were involved are committing less incidences compared to the previous year.
‘Threatened Good Order’ incidences were reduced by 57% and the number of students involved reduced by 23%.
‘Threatened Safety or Well-Being’ had a 6% increase from the previous year, however the number of students
involved in this behaviour decreased by 12%.
‘Violence – Threatened or Actual’ also increased by 9% compared to the previous year and an increase of
students with multiple incidences, however there was again a 12% decrease in the number of students using
violence.
Term 1 demonstrated the lowest amount of incidences, while Term 4 recorded the highest number of incidences.
Overall, there was an increase in low-level office time-outs, but a decrease in the number of Internal Suspension, Take
Homes, Suspensions and Exclusions. We also had a significant increase in student numbers.
These are very pleasing results. As a staff we have been working on a number of ways to engage students in their
learning through a range of training and development opportunities. We have had a strong focus on Growth Mindset,
creating Powerful Learners, Transforming Tasks and a number of pedagogies in both Literacy and Numeracy. Staff
are also using Restorative Practices, Program Achieve, Student Voice and SMART Strategies to develop positive
relationships in our school.
Annual Report 2015
Page 15
Bullying Survey
In Term 3, 414 students took part in our ‘Bullying’ Survey to help gather information, in regards to how they feel in the
school and the strategies they might be using to solve problems. It also gave us information about particular areas of
the school that may have specific problems that we could work towards solving.
Below is a summary of the data collected:
• 97% of our students felt happy/safe or ok at school in 2015.
• Teachers and friends make our students feel safe, equally above other people or processes.
• The classroom is the place where our students feel the safest overall.
• The toilets are where our students feel the least safe, with an improvement of 4% from last year.
• 56% of students feel that they have not been bullied. This is a 6% improvement.
• Out of the students that had been bullied, the majority had been bullied by a male student. This is a 10%
reduction from last year. The number of students that reported that no-one had bullied them increased by 17%.
• Half of students reported that they felt reporting the situation did not insure bullying improved. This is the same as
last year.
• Most students reported that they would tell a teacher if they were bullied (41%), followed by parents (27%).
• Most students tell the teacher or tell the bully to stop when they are bullied. There was a 4% increase in students
telling a member of leadership.
• 10% of students say that they would hurt the person they felt was bullying them or stay at home. This is an
increase of 5% from last year.
• If students were being bullied they were much more likely to walk away than if they saw their peers were being
bullied. If their peers were being bullied they were much more likely to tell the bully to stop (61%), or would tell a
teacher (63% - compared to only 26% if they were being bullied themselves). In 2015, 9% more students said
they would tell a bully to stop compared to 2014.
The results from the survey demonstrated the strong correlation between teachers and friends making students
feel safe. It also emphasises the important of positive relationships within our school community.
Annual Report 2015
Page 16
The following recommendations were made as a result of our findings:
• Students to develop rules and expectations for toilets. These will be displayed in toilets.
• Further investigation into issues at canteen line-up.
• Ensuring that Program Achieve lessons and social skills are being taught explicitly and consistently across all
classes continuously throughout the year. Encourage teachers to incorporate the ‘keys’ to success into other
learning areas.
• Implementing and monitoring Child Protection Curriculum.
• Continue recognising students who demonstrate positive behaviour and the ‘keys’ in the yard and classroom.
• Use Restorative Practice to support children to solve problems.
• Use appropriate resources – (eg, TfEL – Domain 2: Create safe conditions for rigorous learning, Bullying No Way
website/app).
• Using the ‘Wheel of Choice’ to work through yard issues.
• Continue to provide options for students in the yard at play time.
• Continue to strengthen teacher/student relationships.
8.2 Relevant History Screening
The School follows the DECD requirements. It is a DECD requirement that all Governing Council members, volunteers
in both the school & canteen, SSO’s, other support personnel and teachers have a current CHILD RELATED
EMPLOYMENT SCREENING. Approved screening clearances are valid for three years from notification of approval.
Teacher screening is done as part of their yearly registration. SSO’s and Volunteers are required to submit an
application form to the school, along with the original copies of their proof of identification, for the verifying officer to
site and sign the application form, so it can be forwarded to the Dept. of Communities and Social Inclusion for
processing. The school and the applicants are notified of the outcome. If the applicant has been approved this
information is then recorded onto Eduportal (DECD) for staff or onto EDSAS (school based) for a Volunteer. The
school monitors that all criminal history checks are kept up to date.
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 52
Post Graduate Qualifications 8
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 1.0 29.20 0.44 11.76
Persons 1.0 33 1 17
9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source Amount
1 Grants: State $5,365,627
2 Grants: Commonwealth $4,500
3 Parent Contributions $161,440
4 Other $111,899
