Mount Lewis Infants School

Annual School Report 2013

5241

1
School context
In 2013 there were 9 classes at Mount Lewis
Infants School- four Kindergarten classes, two
Year 1 classes, a 1/ 2 class and two Year 2 classes.
98% of our students are from Non English
speaking backgrounds, predominantly Arabic
speaking families.
Students are valued as individuals and programs
are designed to support them to strive to reach
their potential in a safe and nurturing
environment.
We serve a culturally diverse community and
foster a close relationship with families and the
broader community. Community Language Arabic
is a significant program in the school, as is ESL
language support. Specialist teachers work in
classrooms and with small groups to support
individual learning needs.
The school is strongly focused on providing
engaging, relevant learning that supports
students to be confident, capable 21
st
Century
learners.
Principals message
2013 has been a very successful year at our
school.
Students performed well in a variety of arenas
throughout the year. Public Speaking continues
to be an area of excellence and our NAPLAN
results were outstanding, particularly in Writing.
A large group of students participated in the
Spring Festival with Banksia Road Public School.
The community supported our students to be
able to participate; this supportive partnership is
a feature of our cohesive community.
Students from one of our Stage One classes
entered the NSW Mathematical Association-
Investigating Mathematics Competition. They
were successful in gaining second place at NSW
level, a credit to their teacher, who provided
them with rich mathematical tasks exploring data
to create mathematical interest in her class.
We have a strong reputation for excellence in this
Key Learning Area, and have had considerable
success in Mathematics for a period of years at
NSW state level in this competition.
The school is continuing to be highly sought after
in the community. Families of long standing send
their children to the school, some of whom have
been associated with Mount Lewis Infants School
for more than 12 years, some parents were
students at Mount Lewis Infants School
themselves.
The P and C have worked closely with the school
to support class programs. iPads were purchased
for use in classrooms and significant resources
have been added to school programs through
their hard work.
The community once again enthusiastically
participated in two fundraising projects through
retail companies and a large amount of sports
equipment and learning materials have been
added to our resources for the use of students.
Positive Behaviour for Learning professional
development was continued and embedded in
the schools welfare approach and the program
has been further developed and implemented,
impacting on the positive tone of the students
behaviour and learning.
This was the last year of National Partnership
Low-SES Communities funding, and we said good
bye to our Community Liaison Officer. I would like
to acknowledge her work building ties to the
community and wish her well in her new position
at Chullora Public School.
Mrs Milliken retired at the end of the year. I
would like to thank her for her significant
contribution to the Learning Support Team and
the students in need of special learning support.
We welcomed Mrs Lees to the role at the end of
the year and look forward to working with her to
support our classes.
Ms Abdulkhalek was promoted at the end of
Term 4 to the role of Assistant Principal in
another public school. Her outstanding work
leading programs at Mount Lewis Infants School,
coupled with her exemplar classroom teaching
will be missed, but her new school will strongly
benefit from her skills.
I would like to acknowledge the excellent work
of my staff team. The students learning is
outstanding due to their professionalism and
enthusiasm for teaching.
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
schools achievements and areas for
development.
Mrs K.Naylor
Principal




2
P & C message
What a productive and exciting year its been for
the Mount Lewis Infants P & C. Its an incredible
feeling to be able to give back to a school that
gives our kids so much every day.
This year the P & C have organised many exciting
events, such as the Fun Run, crazy hair days,
sausage sizzles, exciting food days for the kids to
enjoy, plus our memorable Fantastic Fun Day
which was a huge success.
This year the P& C have fundraised over $14,000
which means we were able to purchase more
iPads for classrooms, a Mac Mini server, 5
Netbooks and other school resources.
This wouldnt have been possible without the
generosity of our Mt Lewis Infants parents and
community who supported us with every event,
whether it was financially or physically; your
contribution was highly appreciated.
I would also like to thank the parents who gave
up their time to physically help during events,
whether it was to wrap gifts or prepare food,
your help was very much appreciated.
The Vice President, my executive partner, Mrs
Fatima Krayem , has been an incredible,
enthusiastic support. We achieved great things
together as a team.
I would like to thank the amazing staff of Mount
Lewis Infants School. It was a pleasure working
with you this year, your hard work and
commitment goes beyond school hours.
Thank you and best wishes for 2014.
Sylvana Wehbe- President

Student representatives message
In 2013 I was the South Western Sydney Region
School ambassador. I was chosen because I am a
safe, respectful learner. Being an ambassador
was fun. I went on some excursions with all of the
ambassadors and led some school events. I had a
great Year 2 as a student leader.
Khaled Almiziab. SWSR Ambassador 2013
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


Gender 2009 2010 2011 2012 2013
Male 67 61 85 89 91
Female 60 60 73 83 91







3

Student attendance profile


Year 2009 2010 2011 2012 2013
S
c
h
o
o
l
K 95.0 94.7 95.9 94.5 95.5
1 96.2 95.9 94.3 95.4 94.9
2 94.3 95.0 96.8 96.3 96.3
Total 95.1 95.2 95.7 95.2 95.6
R
e
g
i
o
n

K 93.8 94.6 94.4 94.0 94.8
1 93.4 94.1 94.1 94.0 94.6
2 93.9 94.7 94.4 94.3 94.9
3 94.2 94.8 94.6 94.6 95.1
4 94.2 95.0 94.8 94.7 95.1
5 94.2 95.0 94.9 94.6 95.2
6 94.1 94.7 94.7 94.5 95.0
Total 92.4 94.7 94.6 94.4 94.9
Management of non-attendance
Attendance is managed by the two Assistant
Principals and is monitored by the Home School
Liaison Officer. Parents are actively included in
programs that encourage maximum attendance
and are supported to be punctual and view
attendance as a learning priority.
Workforce composition
Position Number
Principal 1
Assistant Principal(s) 2
Classroom Teacher(s) 7
Teacher of Reading Recovery 1
Learning and Support Teacher(s) 1
Teacher Librarian 1
Teacher of ESL 1
School Counsellor 1
School Administrative & Support Staff 3
Total 18
The Australian Education Regulation, 2013,
requires schools to report on Aboriginal
composition of their workforce.
We are fortunate to have an Aboriginal staff
member who supports the whole school
community to stay safe at the main crossing at
the entrance of the school each day.





Teacher qualifications
Qualifications % of staff
Degree or Diploma 100
Postgraduate 7%
NSW Institute of Teachers Accreditation 37.5%

Student enrolments have continued to grow with
numbers indicating the school is close to its
maximum enrolment.
We have a highly professional group of teachers
available to support our students. We have
accessed regional teachers for behaviour and
vision support in classrooms, who have expertise
in designing learning plans for students with
these specific needs. Students with English
language learning needs were assisted by the
English as a Second Language teachers and
learning support was provided by the Learning
and Support Teacher, the Reading Recovery
teacher and the School Counsellor. National
Partnerships Low Socio-economic School
Communities funding has provided a technology
teacher mentor, School Learning Support Officer
and a Community Liaison Officer. These staff
members have led targeted projects to support
specific areas identified in the School Plan. The
students are also supported by 2 Arabic
Community Language teachers.
Class teachers at Mount Lewis Infants School
work closely together in teams to provide
outstanding learning programs that have been
recognised at regional and state level.
School Administrative and Support staff members
assist the educational programs through their
high quality work and supportive relationship as
part of the school team.
The school maintains links with Banksia Rd PS,
Merrylands East PS, Bankstown South Infants
School and Chullora PS for professional learning
and executive participate in the local Assistant
Principal network.

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



4

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 116852.77
Global funds 131794.47
Tied funds 134184.96
School & community sources 62898.95
Interest 5199.35
Trust receipts 9018.45
Canteen 0.00
Total income 459948.95
Expenditure
Teaching & learning
Key learning areas 13327.41
Excursions 8875.90
Extracurricular dissections 35015.52
Library 1360.49
Training & development 5692.83
Tied funds 95306.07
Casual relief teachers 22698.57
Administration & office 20405.96
School-operated canteen 0.00
Utilities 25450.14
Maintenance 12720.10
Trust accounts 9018.45
Capital programs 0.00
Total expenditure 249871.44
Balance carried forward 210077.51


Significant funding was received through the
National Partnerships Low Socio-economic School
Communities program.
The school community donated funds to renew
equipment and technology for learning,
supporting iPads and computers in the classroom
and air conditioning classrooms.
A full copy of the schools 2013 financial
statement is tabled at the annual general
meeting of the P and C. Further details
concerning the statement can be obtained by
contacting the school.



School performance 2013
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)
NAPLAN Year 3 - Literacy (including Reading,
Writing, Spelling and Grammar and
Punctuation)
In 2013 98.2% of students achieved at or above
national minimum standard in Writing with 66.1%
in Bands 5 and 6.
In Spelling 100% of students achieved at or above
national minimum standard with 67.9% in Bands
5 and 6. 94.7% achieved at Band 3 or above.
In Grammar and Punctuation 96.4% of students
achieved at or above national minimum standard
with 53.5% in Bands 5 and 6 and 96.4% at Band 3
or above.
Progress in literacy
Explicit teaching has been a focus in all areas of
Literacy. High order comprehension continues to
be embedded in Accelerated Literacy work to
support students to engage in authentic tasks
that provide opportunities to apply deep
understanding of text.
Spelling is a key aspect of Accelerated Literacy
planning and students have demonstrated
significant improvement in spelling when using
words from known texts.

NAPLAN Year 3 - Numeracy
96.4% achieved at or above the national minimum
standard in Numeracy with 67.3% in the top 3
bands.

5
Progress in numeracy
Data indicates that work done across the K-2
learning continuum in the Working
Mathematically strand has been applied in
context, in unpacking mathematical questions
that require application of several mathematical
processes. 96.4% of students achieved at or
above minimum standard, with 65.5% in the top
3 bands in Data, Measurement, Space and
Geometry, due to the focus that classroom
programs placed on practical experiences in
Mathematics, embedding mathematical
metalanguage explicitly in problem solving tasks.
Other school based assessments
English
91.4% of students achieved at or above stage
standards in standardised tests, Best Start and
school based assessments in Writing and 91.3% in
Reading.
94% of Year One students on the Reading
Recovery program have achieved stage standard
reading after participating in Reading Recovery.

Highly effective strategies include:
Explicit teaching of writing, drawing on
Writing in Kindergarten, our school based
program.
Support for Early Career teachers through
demonstration lessons, professional learning
and observation through Instructional Rounds
and supervisory sessions in class.
Parent sessions.
Strong emphasis on a team approach with ESL
and Arabic teachers prioritised by the LST.
Speech and language professional learning
program focusing on expressive and receptive
language and capacity building of teachers
through team days and professional learning-
demonstration lessons and explicit training.
Best Start cyclic assessment and modification
of Early Learning Plans.
Continuing Reading Recovery and monitoring
of At Risk students through the Learning
Support Team.
Embedding the speech and language program
in classroom programming.
Continued focus through Accelerated Literacy
on inferential comprehension and deep
questioning.
Standardised data and assessment and school
based data indicates that 33% of students are
achieving above expectations in Literacy.
Highly effective strategies include:
Best Start Early Learning Plans-reviewed 5
weekly.
Ability and cross ability grouping.
Explicit teaching.
Instructional Rounds
Student identification.
Implementation of Accelerated Literacy with
differentiated activities.
Extension through Best Start Gifted and
Talented professional learning and targeted
programming.
Developing an effective Gifted and Talented
policy in consultation with the Best Start
Leader and trained teachers.
Implementing Best Start Gifted and Talented
strategies.

Mathematics
Student learning data indicates 89.4% of students
are achieving at or above stage outcomes. (Best
Start, teacher assessments and evaluations in
class)

Highly effective strategies include:
Explicit teaching of mathematical language.
This will continue to be a focus in school
planning. Modelling of language is a key
aspect of success.
In class Instructional Rounds.
English as a Second Language and
Community Language teachers focussing on
the links between language acquisition and
application to numeracy.
The syllabus has been unpacked into key
foundational concepts for ES1 and S1 and
they are explicitly taught by the team
including Community Language teachers.
Focus on improving classroom practice by
including explicit teaching of mathematical
language and in classroom observations.
Practical Count Me In Too focus.
Targeted Learning And Support Teacher
support.
Team teaching with Arabic Community
Language teachers.
Continued engagement in the Best Start
program.

6
Student learning data indicates that 36% of
students are working above stage expectations.
Highly effective strategies include:
Cyclic review of Best Start Early Learning
Plans.
Ability and cross ability grouping.
Instructional Rounds.
Focused teaching using explicit
mathematical language.
High expectations by developing learning
intent and success criteria with students.
Professional learning in Best Start.
Including Best Start Gifted and Talented
training in Mathematics programs across
Early Stage 1 and Stage 1.
Other achievements
Arts
The whole school participated in Music Count Us
In. Students learnt a shared song and performed
it via videoconference, joining with schools
around the nation in a combined choir.
The highlight of the year was participation in the
Spring Festival, a joint venture between Banksia
Road PS and Mount Lewis Infants. Two dance
groups performed and our school choir presented
a highly polished performance.
Students in the dance groups were capably
supported by our expert staff and managed
complex routines enthusiastically. Costuming was
arranged by staff and community and the festival
was strongly supported by the school
communities of both Banksia Road Public School
and Mount Lewis Infants. The event was jointly
compered by both of our school ambassadors.

Sport
Sport was taught as the specialist Relief from
Face to Face Program in 2013, by a specialist
sports teacher. Fundamental movement skills
formed the basis of the program, developing
early games skills.
All students achieved Gold level in the Premiers
Sporting Challenge and actively participated in
the school Fun Run and Sports Carnival. Sporting
equipment has been supplemented by the hard
work of the community and students have
enjoyed diverse access to stimulating activities
using varied skills and equipment.
Gymnastics skills were taught by community
experts in Term Three. Students learnt new
fundamental movement skills throughout these
programs and developed their fitness levels.
Healthy eating initiatives ran alongside these
programs to support healthy lifestyles work done
in classrooms.
Year Two attended the Special Swimming
program and received certificates for water
safety and swimming skills.




Public Speaking
Students participate yearly in our school Public
Speaking competition. Parents and teachers
support the students by developing a speech and
teaching the specific skills required in public
speaking experiences. The grade winners go on to
the district competition. We have a strong history
of success in this competition. In 2013 we won
the Year 2 section of the competition.

Environmental Education
At Mount Lewis Infants School students are
provided with rich, diverse learning experiences.
Students spend time in the vegetable garden,
learning about food production, composting and
the needs of living things. They particularly enjoy
eating the food they have grown.



7
Technology for Learning
Mount Lewis Infants School is a hub for
interactive learning. Each class has an interactive
whiteboard, internet connected desktop
computers, digital cameras and video cameras,
educational software and there are 2
videoconferencing suites in the school. Students
engage with learning technologies daily and use
blogging as an authentic literacy experience
regularly. They use interactive technologies for
presentation and design activities, research and
creative learning. All students have access to
programs that enhance and develop their
understanding of how to use these learning tools
in their everyday lives. iPads have been
extensively used in classrooms in 2013 to enrich
learning programs and the wireless network has
been upgraded to cover the whole school.
The Bankstown Early Career Teachers Network
of teachers meets regularly at the school to
develop their skills and understanding of the use
of ICT in classrooms. They are actively engaged in
developing resources to enhance their class work
and learning programs.

Significant programs and initiatives
Aboriginal education
Close connections are maintained with our local
Aboriginal community leaders and Aboriginal
Education is an area of accountability in
classroom programs. Acknowledgement of
Country is included in all our school gatherings
with the school community. Our key Literacy
pedagogy, Accelerated Literacy, embeds
Aboriginal stories and heritage as part of units of
work to study high order texts.
We have begun to examine the authentic
teaching of Aboriginal perspectives as part of the
implementation of the Australian Curriculum
English.
Multicultural education
Mount Lewis Infants School is an inclusive school
community with 98% of students speaking
English as their second language. Learning
programs authentically acknowledge our
students cultural backgrounds and family
celebrations are included in Human Society in its
Environment studies.
Cultural festivals are celebrated throughout the
year and Harmony Day is linked to class
programs. The school community has a diverse
cultural heritage and families are encouraged to
participate in school programs and share their
cultural practices.
We have begun to examine the authentic
teaching of Asian perspectives as part of the
implementation of the Australian Curriculum
English.
Respect and responsibility

The values of Public Education are embedded
across the curriculum and are modelled and
included daily by staff and students. Anti-bullying
strategies, social skills and personal development
are key areas in classroom programs. In 2011 the
school began to implement Positive Behaviour for
Learning and continued its development in 2013.
This program has had a significant impact on
positive learning behaviours across all learning
spaces in the school with data indicating a
significant drop in referrals to the Executive for
inappropriate, antisocial behaviour.

National partnerships and significant
Commonwealth initiatives.
In 2013, National Partnerships Low Socio-
economic School Communities funding has
continued to enhance learning programs at
Mount Lewis Infants School. Accelerated Literacy
continues to be the key English program in all
classrooms and is the focus of class literacy
lessons and accountability. Resources have been
purchased to support high order engagement in
quality literate texts and teachers are focussed on
school learning targets, embedding them in
lesson planning.

8
An ICT mentor worked closely with staff to
ensure students are provided with rich tasks
embedding ICT in their learning to foster enquiry,
design and creativity.
Mount Lewis Infants continued to be engaged in
the Best Start program working closely with the
Best Start Literacy and Numeracy leader to
improve classroom practice.
Positive Behaviour for Learning is embedded in
classroom programs and has been refined
through consultation with staff and the school
community through the P and C. The staff has
worked with regional staff to continue to ensure
positive behaviour for learning is taught explicitly.
In 2013 the school team trained in Tier 2
strategies to support students to be self-
managing in all school learning environments.
Teachers all continued to use the professional
learning in the identification of speech and
language needs of students, begun in the
National Partnerships Low SES Communities
planning, and continued their professional
learning with the Assistant Principal Learning
Support to deepen their work in this area.
Teacher professional capacity was built through 4
teachers training as Microsoft Peer Coaches and
2 members of the Executive trained in Spirals of
Enquiry and Instructional Rounds to support
reflective practice and refine the Executives
capacity to support learning improvement.
School planning and evaluation
20122014
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
Surveys
Surveys were conducted with members of
the school community, including the
following:
members of staff
students
parents and family members
These surveys were related to our key
priorities of Technology Education and
Positive Behaviour for Learning.
Analysis and evaluation of programs
Analysis of plans
Examination of budgets
Evaluation of attendance records
Classroom observations and data collection
on teaching and student engagement
related to our school targets.
These visits included supervisory visits and
Instructional Rounds for a specific purpose.
Analysis of student achievement data
This analysis included detailed NAPLAN
analysis using SMART, standardised data and
teacher assessments including Best Start,
reading progress using Reading Recovery
levelling and progress in school report
information of student progress.
School planning 20122014: progress
in 2013
School priority 1
Students will demonstrate proficiency in Literacy
outcomes in Early Stage One and Stage One.
Outcomes from 20122014
2013 Targets to achieve this outcome
include:
90% of students achieving at or above ES1
and Stage 1 literacy standards in Reading
and Writing.
35% of students achieving beyond Stage 1
literacy standards in Reading and Writing.
Increased % of students achieving minimum
standards in Year 3 NAPLAN and 49.7% of
students achieving Bands 5 and 6 in NAPLAN
Writing.
Evidence of progress towards outcomes in 2013:
91.4% of students achieved at or above
stage standards in standardised and school
based assessment in Writing
91.3% in Reading, with 94% of Year One
students on the Reading Recovery program
achieving stage standard reading after
participating in Reading Recovery.
Standardised data and assessment and
school based data indicates that 33% of
students are achieving above expectations in
Reading.



9
Strategies to achieve these outcomes in 2014
Engagement in Instructional Rounds to
improve practice.
Explicit teaching of comprehension
strategies.
Further development of Accelerated Literacy
units of work.
Engagement in the implementation of the
Australian Curriculum in English.
Regular update of Best Start Early Learning
Plans.
Engagement in ICT rich tasks.
Cyclic monitoring of PLAN data and
differentiation using the Literacy Continuum.
School priority 2
Students will demonstrate proficiency in
Numeracy outcomes in Early Stage One and Stage
One.
Outcomes from 20122014
2013 Targets to achieve this outcome
include:
85% of students achieving at or above ES1
and Stage 1 numeracy standards.
25% of students achieving beyond Stage 1
numeracy standards.
Increased % of students achieving minimum
standards in Year 3 NAPLAN and 36% of
students achieving Bands 5 and 6- state
average for DEC schools.
Evidence of progress towards outcomes in 2013:
Student learning data indicates 89.4% of
students are achieving at or above stage
outcomes. (Best Start, teacher assessments
and evaluations in class)
Student learning data indicates that 36% of
students are working above stage
expectations. (Best Start, teacher
assessments, NAPLAN and evaluations in
class)
Strategies to achieve these outcomes in 2014:
Explicit teaching of mathematical language
concepts.
Professional learning focusing on working
mathematically.
Five weekly monitoring of Best Start Early
Learning Plans and program adjustment.
TARS sessions focusing on student learning
data.
Team teaching with specialist teachers to
monitor student understanding.
Engagement in technology rich tasks.
Cyclic monitoring of PLAN data and
differentiation using the Numeracy
Continuum.
School priority 3
Regular attendance at school and decreased
referrals in PBL.
Outcomes from 20122014
Staff and parents have engaged in the Positive
Behaviour for Learning process. The school has
worked extensively as a team with students and
community to design a meaningful, relevant
program to support student welfare and learning
that acknowledges the values of our community.
Evidence of progress towards outcomes in 2013:
Attendance data -95.3% in first semester.
13% of students achieved Gold level.
45% of students achieved Silver level.
Referrals to the PBL team have decreased by
41%.In term 1 there were 62 referrals for
poor behaviour. In term 2 there were 39
referrals. In term 3 there were 28 referrals
(10 students)
82% of Parent surveys indicate they
understand the PBL system and are
supportive of it.
Students and staff understand and follow
the policy. Students can articulate school
rules and use the language of school PBL
policy to articulate expectations for
harmonious learning and relationships.

Strategies to achieve these outcomes in 2014:
Focus on Tier 2 strategies to target those
students who are persistently of concern-
approximately 5% of the school.
All new staff will be supported through
induction to understand the policy and
procedures.

10
New staff will have access to DEC support for
classroom management and student
engagement support.
The Assistant Principals and HSLO will
regularly maintain contact with parents
regarding attendance.
Parent information sessions will continue
yearly for Kindergarten parents and families
new to the school.

Professional learning
The key areas identified for professional learning
are:
Accelerated Literacy- engaging students in
high order Literacy sessions that embed the
Focus on Reading Comprehension Strategies.
Positive Behaviour for Learning- developing
school wide strategies for learning success.
Speech and Language professional learning
to support students to engage in confident,
developmentally linked oral language and
strengthen their skills in developing
comprehension strategies.
Australian Curriculum embedding 21
st

Century fluencies in teaching and learning
programs, including Asia literacy and
technology literacy.
2013 staff engagement in professional learning.
Teachers at Mount Lewis Infants School
participate in 5 staff development days, weekly
professional learning sessions before school and
weekly team meetings to discuss professional
goals. Staff development days in 2013 focused on
compliance training including- Anaphylaxis,
Emergency Care, Workplace Health and Safety,
Child Protection, DEC Policies and CPR.
Educational and complementary programs
included: Non Violent Crisis Intervention, peer led
capacity building including fundamental
movement skills, creative arts, explicit teaching of
reading, programming skills and the Australian
Professional Standards for Teachers.
In 2013, 3 teachers completed their initial
accreditation with the NSW Institute of Teachers,
4 teachers were trained as Microsoft Peer
Coaches, leaders were trained in Instructional
Rounds and Spirals of Inquiry and 2 Assistant
Principals and 2 Aspiring Leaders engaged in a
cross school network of leadership activities.
Teachers also shared expertise through peer
support, lesson observations, collaborative
planning and mentoring according to identified
personal professional learning plans. Early career
teachers have been supported through their
accreditation and induction by their executive
mentors.
In 2014, 6 teachers will be working on
maintaining accreditation and 5 teachers will be
working towards accreditation.
In 2013 federal and state funding was used to
support professional learning priorities as
identified in the School Plan.
Professional Learning Expenditure
School funds $5692.83
Professional Learning
Allocation
$12432.81
Early Career Teachers $2310.00
National Partnerships $11817.67

Outcomes
100% of teachers surveyed indicated that
team planning days for CTJ and Australian
curriculum program development have
enhanced their practice.
Early career teachers have been accredited at
a high standard as a result of collaborative
practice.
Accelerated Literacy is embedded in all
classroom literacy programs with school
targets clearly evident.
ICT is used daily in high order rich tasks
embedding the Australian Curriculum General
Capabilities.
Teachers are focused on the impact of
language learning across the KLAs, identifying
students at risk and supporting students with
limited English language proficiency. The
Speech, Language and Communication Needs
(SLCN) professional learning had high
theoretical content and was delivered at the

11
teachers own pace, allowing for support and
reflection with the Assistant Principal Learning
Assistance.
PBL is authentically embedded in classroom
social skills programs and is linked to learning
and behavioural expectations.
Parent/caregiver, student, and
teacher satisfaction
In 2013, the school sought the opinions of
parents, students and teachers about the school.
A school designed survey was administered to
seek feedback about the use of technology for
authentic learning across the school and
community satisfaction with the ongoing
commitment to embed Information
Communication Technologies across the Key
Learning Areas.
Their responses are presented below.
Program evaluations
Background
The school has engaged in significant programs
through National Partnerships Low Socio-
Economic Communities Funding to support
student learning using Information
Communication Technologies to prepare for the
implementation of the Australian Curriculum.
Teacher and student capacity was built and
parents were informed about the program via the
Technology Mentor Teacher and provision of
student learning projects on a school provided
USB to share schoolwork with home.
A school designed survey was broadly
administered across all arms of the community to
seek parent, staff and student opinions about the
progress of this program.
Findings and conclusions
100% of students are using educational
technologies to improve their learning.
All parents surveyed see the importance of
technology for learning and are highly
satisfied with the current priority and
implementation of this program.
All classes are demonstrating skills learned in
literacy and numeracy.
Data compared from the beginning of the
National Partnership indicates that teachers
are at Phases 3 and 4 on the CLAST survey
and are confident to implement quality
learning using ICTs in programming for the
implementation of the Australian
Curriculum.
Parents actively engage in BlogEd and can
support students to log onto the DEC portal.
Parents and students could articulate about
cybersafety and support online safe
practices.
Parents are supporting students to present
their homework via USB using digital
presentation skills and tools.
Future directions
Parents will be supported to unpack the
Australian Curriculum and the general
capabilities through parent information
sessions.
Teachers will continue to engage in intensive
professional learning to support their
development of key skills to implement the
Australian Curriculum.
Students will be provided with diverse
learning experiences embedding ICT
Literacy.











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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.
Mrs K. Naylor-Principal
Mrs J. Milic- Assistant Principal
Mrs Y.Thompson- Assistant Principal
Miss M. Ferguson- Teacher- Team Leader
Accelerated Literacy Evaluation Committee.
Ms D.Abdulkhalek-Teacher-Team Leader Positive
Behaviour For Learning Evaluation committee.
Miss S.Howard-Teacher-Team Leader Speech
Program.
Mrs S.Wehbe- P and C President
Data was gathered and evaluated in staff teams
led by committee leaders. All teaching staff
contributed to analysis and development of the
ASR, through committee work and group data
analysis.
School contact information
Mount Lewis Infants School
28B Noble Ave, Greenacre.2190
Ph: 97904650
Fax: 97901067
Email: mtlewisinf-p.school@det.nsw.edu.au
Web: mtlewisinf-p.schools.det.nsw.edu.au
School Code: 5241
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










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