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Glendale East Public School Annual School Report

2012

Our school at a glance

Students
In 2012 160 Students attended Glendale East Public School.

In consultation with the parent body of the school it was decided that the school council would be dissolved and that the Parents and Citizens association would be sole community body having governance in school operations. The school has implemented new tracking and analysis systems that allow us to better teach students on an individual level. A new Spelling program has been introduced which is proving to be successful. Throughout the school year the school has worked on improving transitional links both with the local pre-schools and Glendale Technology High School. 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. Andrew Pryce

Staff
Glendale East Public School has 7 classroom teachers. The school has a teacher librarian for 2 days per week, a Learning and Support Teacher 3 days per week, a Reading Recovery teacher for 2.5 days a week and a release from face to face teacher with a part time component for 3 days a week. Our school is also the base for an itinerant support teacher vision for 1.5 days. Two of our classroom teachers are Assistant Principals and the school has a non-teaching principal. Our support staff includes a full time School Administration Manager and a School Administration Officer for 3 days a week. We had one School Learning and Support Officer 2 days per week and 2 general assistants for a combined 4 days per week. All teaching staff met the professional requirements for teaching in NSW public schools.

P&C Annual Report - Reflections of 2012

The parents and citizen (P&C) committee is a dynamic group with a common interest in the continued success of Glendale East Public School (GEPS). One of the main focuses of the P&C is fundraising to purchase resources that maybe beyond the schools normal funding capabilities. The major fundraising activities for 2012 included an Election Day BBQ, a school disco, carol night, holiday and Easter raffle and mothers/fathers day stalls. As a result of these activities the P&C (including canteen) were able to donate a sum of $7000 to the school. These funds were used to purchase ipads and contribute to the continued upgrading of technology within the school, which met our 2012 fundraising objective. In 2012 we welcomed our new principal Mr Andrew Pryce. The partnership between Andrew and our P&C has been both collaborative and supportive 2012. Our fundraising objectives for 2013 will be a continued upgrading of technology for the school which will include the purchase of further ipads. Although fundraising is one of our major objectives, our fundamental purpose is to enhance the school experience for our children. Through the contribution of ideas and strategies we continue to build the quality reputation of 1

Significant programs and initiatives

During 2012 Infants classes have implemented the Literacy, Language and Learning style pedagogy whilst the whole school has implemented sustained tracking of children with the use of literacy and numeracy continuums.

Messages
Principals message
2012 has seen a number of changes at Glendale East Public School. The school was selected to take part in the Empowering Local Schools National Partnership and this has allowed the school to access funding and resources not previously available. The use of technology within the school has also increased substantively throughout the year with the purchase of 20 ipads to support student learning in the years kindergarten to year 4. Also, the purchase of 14 netbooks and the creation of a wireless environment for the senior students in their classrooms.

GEPS within the community. New members are always welcome as we look toward a successful 2013.

Staff information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Student representatives message

It has been a pleasure to represent Glendale East Public School in 2012. It has been great to have the opportunity to lead the assemblies and develop our leadership skills. Brayden Wright & Chelsea Simpson

Staff establishment
Position Principal Deputy Principal(s) Assistant Principal(s) Head Teachers Classroom Teachers Teacher of Emotional Disabilities Teacher of Mild Intellectual Disabilities Teacher of Reading Recovery Support Teacher Learning Assistance Teacher Librarian Teacher of ESL Counsellor School Administrative & Support Staff Total Number 1 2 5

Student information
Student enrolment profile
During 2012 there were 160 students enrolled at Glendale East Public School. Of these approximately 24% were Aboriginal or Torres Strait Islander and 1.25% were of Non English Speaking Background.
Year K 1 2 3 4 5 6 Total 2008 2009 94.6 91.8 93.4 93.5 93.7 94.6 90.0 93.1 2010 93.6 92.3 93.6 93.4 95.8 92.9 94.3 93.8 2011 91.2 91.8 95.9 92.2 92.2 92.9 93.7 92.8 2012 95.5 93.1 92.6 94.6 92.4 91.9 93.3 93.4

1 0.6 0.4 0.2 1.6 11.8

The National Education Agreement requires schools to report on Indigenous composition of their workforce. No members of staff at Glendale East Public School are of Aboriginal or Torres Strait Islander background.

94.4

Management of non-attendance
Students attendance is monitored weekly at Glendale East Public School. Students parents who are not reaching a minimum attendance rate of 85% are contacted by the school for explanations. In the case of severe nonattendance parents and students are referred to the Home School Liaison Officer.
Enrolments
250 200

Staff retention
During 2012 there were 3 staff that left Glendale East Public School. Ms Chelsea Duiz was offered and accepted a position at Bourke Public School. Ms Laura Rhodes accepted a position at Jewells Public School and Ms Teagan Doosey was successful in gaining a permanent appointment through merit selection at Glendore Public School.

Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications Degree or Diploma Postgraduate % of staff

Students

150 100 50 0 2007 2008 2009 2010 Year Male Female 2011 2012

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 Income Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income Expenditure Teaching & learning
Key learning areas Excursions Extracurricular dissections

30/11/2012 $ 60689.91 133744.70 80419.96 42462.12 3214.56 11156.85 0.00 270998.19

a popular feature of our schools activities as a result of the quality programs and school community influence. We provide avenues for all students to take part in regular sporting carnivals and special days, and encourage those students with special sporting talents to attain higher honours and recognition through the Primary Schools Sport Association framework. Some students have achieved notable individual achievements during 2012. All students K-6 participated in The Premiers Sporting Challenge through our daily physical education program with all students engaging in 15 minutes of physical activity each day and our weekly sports sessions. In 2012, for the fifth year, GEPS entered the Crossroads Zone Winter competitions in Soccer and Netball in Terms 2 and 3. We played each Friday. We played local schools on a home and away basis. The teams enjoyed varying successes, with our senior and junior girls netball and boys soccer sides. The junior boys soccer team were runners up and our other sides all playing in plate finals. It was terrific also to see the number of parents who took the opportunity to watch our students in action. The students took great pride in representing in GEPS colours and we had many comments about how well attired our teams were and our netball court and top flat areas are the envy of many a visiting school. This year the acquisition of free-standing soccer posts on the top flat enhanced our grounds. We continue to have our swimming carnival as a twilight meeting so as to keep in line with GEPS sunsafe policy. During November, 60 students Yrs 2-6 attended the departmental Intensive swimming program at Wallsend pool over 10 consecutive school days. We had representation at Crossroads Zone Carnivals in Primary School Sports Association rugby league, soccer, cross country and athletics carnivals with several students successfully competing then at Hunter region level. On an individual note the achievements of Jordan Newell of 4B and James Savin of 1/2BR were noteworthy. After representing at zone and regional carnivals they represented Hunter at the State Carnival in Sydney at Homebush. Jordan excelled in the 10 years 100 metre sprint and

Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward

3031.85 25239.97 10948.51 1983.45 30.00 79462.35 13319.62 37096.54 0.00 33594.71 18269.52 9051.61 0.00 232028.13 99656.97

A full copy of the schools 2012 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.

Achievements
Sport
All students K-6 participated in a range of sporting activities throughout the year. Strong emphasis was placed upon developing a positive attitude towards participation in sport, skill development and sportsmanship. Students at Glendale East Public School have excelled in sport in 2012. Sporting participation is

junior boys high jump and James ran in the 8 years 100 metre sprint. At the end of terms two and three our junior and senior touch teams represented in the Crossroad Gala days. Our senior boys Rugby League side took part in the Knights Knockout in July at Kentish Oval, New Lambton. They had a limited success but improved in each of the six games they played. The teamwork and effort put in by all boys was commendable. In term 4 we took part in Crossroads Summer gala day at Wallsend. Boys played cricket and Kanga Cricket and girls played Softball and Teeball with varying success. The work put in by all players and coaches was rewarded. The sportsman of the year award was shared between Jordan Newell and James Savin and sportswoman of the year was Chelsea Simpson.
35 30 25 20 15 10 5 0 1
Percentage of students
40 30 20 10 0 1 2 3 Bands 4 5 6
40 35 30 25 20 15 10 5 0 1

Percentage in bands: Year 3 Spelling

Percentage of students

3 Bands

Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

Percentage in bands: Year 3 Grammar & Punctuation

Academic
Literacy NAPLAN Year 3
Percentage in bands: Year 3 Writing 50

Percentage of students

Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

3 Bands

Numeracy NAPLAN Year 3 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. Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Percentage in Bands SSG % in Bands 2012 State DEC % in Bands 2012

Percentage in bands: Year 3 Numeracy 40

40

Percentage in bands: Year 5 Spelling

Percentage of students

Percentage of students

30 20 10 0 1 2
Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

30 20 10 0

3 Bands

5 Bands

Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

Literacy NAPLAN Year 5

Percentage in bands: Year 5 Writing 70
Percentage of students

Percentage in bands: Year 5 Grammar & Punctuation 50

60 50 40 30 20 10 0 3 4 5 Bands 6 7 8

Percentage of students

40 30 20 10 0 3 4
Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

5 Bands

Percentage in Bands SSG % in Bands 2012 State DEC % in Bands 2012

Numeracy NAPLAN Year 5

Percentage in bands: Year 5 Numeracy 40

Percentage of students

30 20 10

School SSG State DEC

Average progress in Spelling between Year 3 and 5* 2008-2010 2009-2011 2010-2012 107.8 71.4 102.1 84.5 76.0 94.8 84.5 75.4 95.4

Average progress in Spelling between Year 3 and 5

150

Progress

0 3 4 5 Bands 6 7 8

100 50 0 2008-2010 2009-2011 2010-2012

Percentage in Bands School Average 2008-2012 SSG % in Bands 2012 State DEC % in Bands 2012

School

SSG

State DEC

PROGRESS AGAINST TARGETS LITERACY

Average progress in Reading between Year 3 and 5* 2008-2010 2009-2011 2010-2012 108.2 111.3 75.5 80.8 76.3 78.8 83.7 74.0 79.2

Average progress in Grammar & Punctuation between Year 3 and 5* 2008-2010 2009-2011 2010-2012 School 121.3 146.9 105.4 SSG 89.8 78.4 76.6 State DEC 96.6 82.7 81.3
Average progress in Grammar & Punctuation between Year 3 and 5
200

School SSG State DEC

Progress

150 100 50 0 2008-2010 2009-2011 2010-2012

Average progress in Reading between Year 3 and 5

150

School

SSG

State DEC

100 50 0 2008-2010 2009-2011 2010-2012

Target 1: Increase the percentage of students performing at their chronological spelling age from 57% to 65% by term 4 2012. Unfortunately only 48% of students achieved their chronological spelling age in standardised testing. Target 2: Decrease the percentage of year 3 students at or below minimum standard in

Progress

School

SSG

State DEC

reading from a 3 year average of 7% to 5% in 2012. The number of students who achieved at or below minimum standard this year was 7.9%.

will achieve cluster 6 and 75% of year 2 will achieve cluster 8 by the end of term 4 2012. Kindergarten Reading Texts, 92% of students achieved cluster 4 Comprehension: cluster 4 60% of students achieved

NUMERACY
Average progress in Numeracy between Year 3 and 5* School SSG State DEC 2008-2010 2009-2011 2010-2012 108.3 105.7 126.4 85.1 94.8 88.5 89.6 95.8 98.2

Vocabulary knowledge: 96% of students achieved cluster 4 Aspects of writing: 84% of students achieved cluster 4 Aspects of speaking: 100% of students achieved cluster 4 Phonics: 96% of students achieved cluster 4 Phonemic awareness: 100% of students achieved cluster 4 Concepts about print: 100% of students achieved cluster 4

Average progress in Numeracy between Year 3 and 5

150

Progress

100 50 0 2008-2010 2009-2011 2010-2012

Year 1 Reading Texts, 60% of students achieved cluster 6 Comprehension: cluster 6 40% of students achieved

School

SSG

State DEC

Target 3: Improve the percentage of year 3 students in the top 2 bands in reading from a 3 year average of 26.5% to 30% in 2012. In 2012 the number of students who were placed in the top 2 bands of NAPLAN in reading was 23.7% Target 4: Decrease the percentage of year 5 students at or below minimum standard in reading from a 3 year average of 3.65% to 3% in 2012. Unfortunately the number of students performing in the lowest 2 bands of NAPLAN in year 5 this year increased substantially to 11.9% Target 5: Improve the percentage of year 5 students in the top 2 bands from a 3 year average of 14.3% to 18% in 2012. The school reached this target with 21.5% of students achieving in the highest 2 bands of NAPLAN. Target 6: In each of the literacy aspects 75% of kindergarten will achieve cluster 4, 75% of year 1

Vocabulary knowledge: 70% of students achieved cluster 6 Aspects of writing: 25% of students achieved cluster 6 Aspects of speaking: 60% of students achieved cluster 6 Phonics: 100% of students achieved cluster 6 Phonemic awareness: 55% of students achieved cluster 6 Concepts about print: 55% of students achieved cluster 6 Year 2 Reading Texts, 81% of students achieved cluster 8 Comprehension: cluster 8 77% of students achieved

Vocabulary knowledge: 67% of students achieved cluster 8

Aspects of writing: 61% of students achieved cluster 8 Aspects of speaking: 81% of students achieved cluster 8 Phonics: 77% of students achieved cluster 8 Phonemic awareness: 100% of students achieved cluster 8 Concepts about print: 100% of students achieved cluster 8

Average growth for year 5 students was 126.5 points, well above the state average for all students of 96.6 points 38% of students achieving in the 25th percentile or above and at least 65% of students achieving expected growth. 28% of students achieved in the top 25th percentile whilst 76% of students achieved their expected growth between years 3 and 5. Number of year 3 students in band the top 2 bands will increase to 13% compared to a 3 year average of 10% The number of year 3 students in the top 2 bands in 2012 was 31% Reduce the percentage of year 3 students deemed below minimum standard from a 3 year average of 15% to 10% The number of year 3 students deemed to fall below minimum standard in 2012 was 6.4% Improve the number of students in the top 2 bands in year 5 from a 3 year average of 15% to 18% Number of students in top 2 bands for the revised 3 year period is 10.2%. Reduce the percentage of year 5 students deemed below minimum standard from a 3 year average of 5.65% to 4% The number of year 5 students deemed below a 3 year school average in 2012 was 6.4% In each of the Best start numeracy aspects, 75% of kindergarten will achieve level 4(1A), level 3(1B) level 2(1C) level 2(EAS) level 2 (P&NS) level 1(M&D) All students in kindergarten attained the minimum levels in 2012. In each of the Best start numeracy aspects, 75% of year 1 will achieve level 5(1A), level 4(1B) level 3(1C) level 3(EAS) level 4(P&NS) level 2(M&D) All students in year 1 attained the minimum standard in all aspects of numeracy except multiplication and division where only 52% of students attained the minimum standard..
In each of the Best start numeracy aspects, 75% of year 2 will achieve level 5(1A), level 5(1B) level 3(1C) level 24EAS) level 5 (P&NS) level 3(M&D

Significant programs and initiatives

Aboriginal education
Aboriginal education and inclusivity has continued to be valued and built on during the year. Aboriginal perspectives are addressed in all aspects of classroom learning. Major initiatives included a day of exploration with renowned local indigenous man Jake Cassar teaching bush craft and showing students the variety of indigenous foods available on the site. The inclusion of the National Anthem in the traditional Awabakal language is now played at all ceremonies and assemblies and Aboriginal students perform acknowledgement of country before all assemblies.

National partnership programs

This year the school was fortunate enough to be selected in the Empowering Local Schools National partnership through an expression of interest process. This has resulted in the school accessing a one off grant of $45000 which will be used to implement new learning and business management tools. Create teaching and learning opportunities for students and provide opportunities for increased community engagement. The school has also been accepted to trail a new planning and monitoring system in 2013-14 which will be reflected in the next section.

Progress on 2012 targets

Average growth in Year 5 numeracy to exceed state performance.

All students in year 2 attained the minimum level of achievement in numeracy.

recommended future directions in the area of professional learning. Individual teacher interviews and review meetings of teacher learning were used to evaluate the success of previous learning in relation to classroom practice.

School Evaluation, Curriculum, literacy.

NSW public schools conduct evaluation to support the effective implementation of the school plan. In 2012 our school carried out evaluation of literacy in preparation for the new Australian curriculum and teacher professional learning. During 2012 the school has undergone a review of teaching and learning practices in literacy. This has involved teacher interviews, classroom observations, student focus groups, policy and programming review and parent interviews. Findings and conclusions The teaching of literacy was driven primarily by scope and sequence with the use of text levels and whole school instruction to facilitate classroom learning. Accelerated literacy was used to vary degrees of effectiveness in different classrooms and teacher assessment was mainly anecdotal. Future directions The school will continue to implement consistent teacher judgment in the tracking of students against achievement levels using the literacy continuum as the primary assessment tool. The school will develop best practice in the delivery of literacy instruction through the facilitation of evidence based groups which are instructed on an individual level. Also, elements of the Literacy, Language and Learning program will be incorporated in to all classrooms with the possibility of formalized training in this highly explicit teaching methodology.

School planning 20122014

The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Departments planning documents.

School priority 1
Outcome for 2013
Develop consistent, high quality educational practices and student achievement driven by assessment evidence in line with Australian Curriculum in literacy. 2013 Targets to achieve this outcome include: Increase the number of students who demonstrate above average growth between years 3 and 5 from 57.1% to 60%. In each of the literacy aspects, 75% of kindergarten will achieve cluster 4, (Reading level6), 75% of year 1 will achieve cluster 6 (reading level 16), 75% of year 2 will achieve cluster 8(reading level 26) by end of term 4. 75% of year 3 will achieve cluster 9, 75% of year 4 will achieve cluster 10, 75% of year 5 will achieve cluster 11, 75% of year 6 will achieve cluster 12 Teaching and learning across the school will be driven by assessment data and differentiated to meet the needs of all students. This will be evidenced in classroom practice, programming and reporting.

School Evaluation Professional learning

As part of the ongoing assessment cycle the school has reviewed, made findings on and Strategies to achieve these targets include: Develop school assessment, programming and reporting document 9

New scope and sequence in literacy developed and implemented Ensure all student data is regularly updated on l continuum tracking system and feedback on student progress is given to teaching staff.

programs and create school-wide systems and structures which support differentiation. develop school policy mathematics syllabus. to reflect new

School priority 2
Outcome for 20122014
To improve student learning and outcomes in numeracy through the development and delivery of consistent high quality teaching practice in all areas of mathematics in line with the Australian Curriculum. Targets to achieve this outcome include: Average growth in Year 5 numeracy to exceed state performance. Decrease the gap between school performance and all student performance in NAPLAN by minimum of 4 points in year 5 and a minimum of 5 points in year 3. Teaching and learning across the school will be driven by assessment data and differentiated to meet the needs of all students. This will be evidenced in classroom practice, programming and reporting.

Develop assessment, planning, programming and teaching models from K-6 in order to provide consistency for students and teachers whilst ensuring the school is adhering to state policy guidelines in numeracy.

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. Andrew Pryce Principal Debra Hamilton Assistant Principal Heather Eggins Teacher Rhonda Beatty P and C president

In each of the Best start numeracy aspects, 75% of kindergarten will achieve level 4(1A), level 3(1B) level 2(1C) level 2(EAS) level 2 (P&NS) level 1(M&D) In each of the Best start numeracy aspects, 75% of year 1 will achieve level 5(1A), level 4(1B) level 3(1C) level 3(EAS) level 4(P&NS) level 2(M&D) In each of the Best start numeracy aspects, 75% of year 2 will achieve level 5(1A), level 5(1B) level 3(1C) level 24EAS) level 5 (P&NS) level 3(M&D) Strategies to achieve these targets include: Build staff capacity to collaboratively plan and differentiate programming and pedagogy in numeracy using the Targeted Numeracy Teaching and the North Coast Mathematics

School contact information

Glendale East Public School 8 Margot Street, Glendale, 2285 Ph: 49549551 Fax: 4956 6248 Email: glendalee-p.schools.nsw.edu.au Web: www.glendalee-p.schools.nsw.edu.au School Code: 4207 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr

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