0124 Eden Hills PS School Annual Report Template 2011 Report 2011 3/8/2012 - 1 - Context School Name...

Eden Hills Primary School

Annual Report

2011

Annual Report 2011 3/8/2012

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Context

School Name: Eden Hills Primary School School Number: 0124

Principal: Gaye Glade-Wright Region: South

Eden Hills Primary School opened in 1916 and is located in the Mitcham Hills in a beautiful rural setting. We aim to develop inquiring, knowledgeable and caring young people through our teaching practices and articulated values. We offer the International Baccalaureate Middle and Primary Years Programs, in conjunction with the state curriculum framework. The school has high expectations and a positive sense of community with strong links between parents, staff and students. There is also a strong sense of cohesion among students with positive interactions between younger and older students contributing to caring relationships. We value and work to develop a respect of the worth and rights of others, the pursuit of self-worth and persistence, acceptance of difference and celebration of diversity, and success for each individual. Our school priorities include Curriculum, in particular Literacy, Science and Maths, and ensuring that the International Baccalaureate provides a relevant and rigorous curriculum. We also have an ongoing focus on student well-being, ICT development and the environment. Our students are challenged further by their participation in extra-curricular activities including Instrumental Music, 'Tournament of Minds', 'Pedal Prix', 'Oliphant Science Awards' , Out of Hours sports and SAPSASA sporting events.

2011 Highlights

� Being awarded the Mitcham Council’s Australia Day Award for the Best Community Event in 2010 – the Strawberry Fair � Wonderful learning opportunities in all classes with a continuing highly successful school wide focus on International Baccalaureate programs, with all classes involved in Units of Inquiry � Successful Authorisation for the Primary Years International Baccalaureate and DECD Validation and Self-Review resulting in many Commendations and Recommendations to inform our future Site Improvement Planning. � A very successful Sports Day, held at school, as a result of the threat of extreme conditions. � Our Outdoor Education Week , including Zoo Snooze, sleep-overs, camps, and day trips as well as the Canberra trip enabling students to experience many new adventures � Our fortnightly assemblies that provide opportunities for students to share their learning with other students and parents � Class celebrations where parents are invited to share Inquiry learning with their children � A range of excursions by classes � Moving into our Early Years Learning Unit � Success in receiving funding for the building of new Resource and Administration areas. � Continued student environmental action supported at the school level documented in the Sustainable Environment plan, the implementation and integration into our daily lives was led by Craig Garrard and Maria Pointon � Continued participation in the Tournament of the Minds Competition, facilitated by Marilla Bryce. � Outstanding student voice through our SRC, capably led by Co-Chairs Lotte Sweeney and Jack Cheshire � Some great ‘Special Days’ organized by the SRC including Crazy Hair Day, Casual Days, stuffed pet day and Pyjama Day. Monies raised supported our new sponsor child, and donations went to various selected charities � Our Yr 7 leadership team provided direction within our cluster schools, coming together at a Year 6/7 disco, a Year 6 Sports Day. a Year 7 Quiz Day and for the planting of trees at Monarto Zoo � A continued high level of participation in out of school hours sport, with involvement in basketball, netball, cricket, soccer, T Ball, Pedal Prix and Volleyball. Sports Presentation Assembly celebrating the participation of so many students in after school sport with ex-student Jake McIntyre telling his story of overcoming adversity to succeed in his sport of volleyball. � Participation in SAPSASA competitions, including athletics and cross country, along with a range of specialised sporting coaching clinics, including football and rugby for classes across the year levels. Winning the State Small Schools Netball trophy. � The fantastic social and fundraising events that support our sense of community organised by the SAFE committee, including the annual Big Breakfast at Belair National Park, Quiz Night and the Movie-Bonfire Night. � Continued strong involvement in the Instrumental Music Program. All Year 3 students have continued to access the Recorder program with Josie Whitehead. For many this is their first formal experience with an instrument. A high rate of participation continues. � The continuation of the high quality Junior Primary and Middle Primary Choir and, again, the Festival of Music Choir, who performed at the Festival Centre under the expert tutelage of Emma Barson � Whole school participation in the Premier’s Be Active Challenge


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� An all time high record of participation in the Premier’s Reading Challenge � The support of student learning through the Learning Assistance Program involving a number of committed parents, grandparents and community volunteers � The End of Year Performance at the Capri Cinema, which again proved to be a wonderful venue to showcase the talents of our students – and staff! � Positive outcomes for the Year 7 students who had been part of a dramatic arts mentoring program commencing with Come Out 2011. � Swimming and Aquatics programs A busy but very rewarding year!

Report from Governing Council

Eden Hills Primary School AGM 22rd February 2012

Governing Council 2011 Annual Report

We come to the end of another busy year for the school and the governing council. We have welcomed some new

faces on the council this year and some that are more familiar; the mix has led to thoughtful, challenging and

productive debate.

Grounds

At the end of last year we had gained new classrooms and the learning street. In 2011 they are part of the furniture,

but never the less a great resource for the school and a wonderful start for the youngest children.

In the last year council viewed and commented on the next round of development at the school which will be the

upgrade of the administration and resource buildings. This represents much overdue improvement to out-dated and

undersized resources.

Late 2011 also saw the upgrade of the SAC to meet up to date bushfire guideline. The building is now installed with

fire safe skylights, blinds and decking.

We also have football goals installed on the main oval which appear to double up for soccer, rugby, or anything else

that the children can imagine!

Traffic

The issues of traffic flow and safety around the school continues to be debated last year. A working group had been

formed headed by Steve Kelly in an attempt to support council to consider the best way forward.

A number of issues were regularly discussed;

• Unsafe driving in the vicinity of the school

• Access to the school to ensure that families continue to be able to walk into the school grounds

• Improving visibility of the school crossings

After much consultation at governing council and with Mitcham Council, you will see that Eden Hills now has a much

more visible crossing for the children and there are short term parking options back on Wilpena Street and safer

parking options on Pinda Street. In addition to this, the walking School bus was re- introduced in an attempt to

encourage children who could walk to School to do so safely.

I am sure that the issue of traffic and access to the school will remain an issue and I hope that the safety and wellbeing

of the children will be the priority at all times.


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OSHC

The middle of last year proved to be a stressful time for all involved in and with OSHC following an excursion

incident. Governing council worked with OSHC and Gaye to support all involved, as well as look at the development

of working policies and procedures for the service, particularly in relation to risk assessment, parental consent and

staff/child ratio.

The outcome has been a closer productive working relationship between OSHC, the school and the Governing

council. Community feedback and popularity in the service suggests that families’ confidence in the service is high and I

can reflect how impressed I was with the way that the staff dealt with a sensitive and difficult time.

Uniform

Considerable discussion also centred on the school uniform policy and how the school can manage a developing

problem with school uniform not being worn by some children. This is despite an existing policy and repeated

attempts to address the issue. Discussions are ongoing with the plan to look at the policy document and identifying

ways to manage the situation that are sensitive to the needs of children at the same time as clear.

IB/Strategic Plan

Members of the governing council contributed to the IB Authorisation process this year. The school received positive

feedback; the teachers and pupils and the school environment were all spoken highly of. Some attention was paid to

the need to develop awareness of “globally significant areas”. This is a goal for the coming years. Re-authorisation is

due in 4 years.

As council we also contributed to a whole school approach to the strategic plan; how we wanted to see the school

develop over the next few years. It was an opportunity to be involved in recognising what is good about the school

and what the priorities are for a positive, nurturing and successful school experience.

Pastoral/Secular Student Welfare Officer

A funding opportunity became available to employ a support person in the school who could work alongside the

teaching and support staff and provide emotional and practical support and guidance to children and their families

when needed. Discussion centred on how this role would fit with the existing school community, what the role may

look like, what qualifications the person would need and who would employ them.

Governing council and the school staff acknowledged the possible benefit of this role and to avoid missing out on

funding made an application in the short term. More discussion will follow regarding the possible appointment and the

role.

SRC

The SRC was well represented again last year by Lotte Sweeney and Jack Cheshire. We heard from them about issues

that the larger student group had addressed including;

• Students not wearing the school uniform

• Mobile ‘phones in school. Is it an issue? How should it be addressed?

The SRC were successful in arranging a number of fundraising events and again were regular attenders of the Mitcham

hills school cluster group.

Governing council continues to be a productive and energetic group with the best interests of the children, teachers

and wider school community in mind. Thank you to all the council members for their hard work and support over the

past year.

Tom Sheppard – 2011 Chairperson EHPS Governing Council


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Site Improvement Planning

Key Commendations and Recommendations from IB Authorisation:

Commendations:

- developing in the students the qualities, attitudes and characteristics of the Learner Profile - provision of a respectful, positive and inclusive environment - provision of quality teacher professional development and planning time - provision of curriculum that takes into account prior learning - viewing assessment as integral to planning, teaching and learning - provision and valuing of opportunities to take action

Recommendations:

- develop a closer relationship between the school mission and philosophy and the beliefs an values of the International baccalaureate program - continue to provide opportunities to develop international-mindedness - develop systems for reviewing programs - ensure that the program of inquiry is transdisciplinary and concept driven - ensure that teaching and learning is supported by a range of resources using Information and Communication Technologies - ensure that students receive regular and prompt feedback and peer and self assessment is an integral part of the learning cycle

Commendations and Recommendations from Site Validation Report:

Commendations: Eden Hills primary School is to be commended on:

• The genuine R – 7 nature of the school

• The reflective practice applied school wide

• The learning culture that is accessible to all students, families and staff

• The degree of ownership expressed by the school community and their belief that all voices are heard and able to influence

• The quality of student leadership programs

• The respect that the community have for teaching and support staff – and the high regard of staff groups for each other

• The provision of high quality, relevant professional learning for staff, that can readily be applied to classroom practice

• The capacity of staff to create strength from a particular challenge – the small staff room !

Recommendations:

The following recommendations are offered for consideration - :

• The opportunity to utilise reflection and data to guide next steps / action in classroom practice

• The opportunity to focus the use of data more directly at the individual child / classroom level

• The potential to trim priorities even further

• The potential for parents to be familiar with all aspects on the curriculum and implications for their child – literacy and numeracy within the IB in particular

• The potential to expand collaborative planning to include inter year level teams and curriculum support staff

• The opportunity to develop the use of ICT, school wide

• The opportunity to consider differentiated learning for all students, school wide – and explore innovative strategies of Support & Intervention for individual learners


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The Self Review Survey which went to all families, and was returned by 40% of those families looked at IB, Site Improvement Plan priorities, strengths of the school, opportunities for improvement, Chaplaincy in Schools and the wearing of school uniform. This combined with the student and staff surveys and the latest data helped us to form a picture combining perception and reality checks. What is it telling us?

� we have a strong supportive community � the sense of community, caring and “small school” feel is valued � IB is valued by the majority of parents/students and all staff and is being successfully taught at EHPS � The appointment of a secular welfare officer would be supported by a strong majority of families � 95% of respondents supported the school uniform policy and the wearing of uniform � Quality PD is occurring and valued, but not always transferring into practice � Spelling remains an issue � Numeracy is an area for improvement � Some students are not making expected progress over a twelve month period � 96% of our students are operating above benchmark in all areas

Future Directions:

Whole School

Literacy & Numeracy

development

Mission/Values

Statements

Developed

Best practice in

Teaching for

C21st

learner

Using

TfEL

Framework

For reflection

IB Unit Of Inqiry

Mapping

against Aus

Curriculum

Think

Systematically

Make Data

Count

Future

Planning

2012 Directions

� Complete Whole School Literacy Plan

� Tfel Teaching for Effective Learning Framework) training for all staff Day 1

Week 0

� Interrogate data and plan action

� Interrogation of the effectiveness of practice, agreed indicators of success so

that all staff commit to improvement and provision of evidence

� Spelling interrogation and PD – James Ferguson

� Mapping inter-relationship between IB and Australian Curriculum

� Using ICT to engage C21st learners

� Mission statement and values crafted into meaningful context

� Prepare for MYP evaluation 2013


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STRATEGIC

PRIORITY

MAXIMISING POTENTIAL

ENGLISH

MATHS

SCIENCE

CURRICULUM DEVELOPMENT AND RENEWAL

INTERNATIONAL BACCALAUREATE

MIDDLE YEARS / PRIMARY YEARS

INTENDED

OUTC

OMES Improve student learning outcomes in spelling, reading and writing through improved

pedagogy and agreed whole school literacy plan.

Strengthen Maths Pedagogy to improve student learning outcomes

Develop teacher skills and understandings in teaching of Science

Improved understanding of IB philosophy and practice

Units of Inquiry mapped

Successful PYP Authorisation

KEY DATA FINDINGS

Literacy

NAPLAN

• In 2010 students compared favourably with like schools in all areas except

spelling

• Spelling - dip in achievement in all year levels. Year 5 significantly below like

schools

• Progression of individual students needs greater interrogation.

- 32.3% of students were in the lower 25% progression range in reading from

year 3 in 2008 to year 5 in 2010

- 7.7 % of students were in lower 25% in reading from year 5 in 2008 to year 7

in 2010

School based Data

• School based testing indicates some students not making sufficient progress

over time

• Some students accessing long-term intervention not making expected

progress

Mathematics

NAPLAN

• Year 3 2009 below Index scores in Grammar, Spelling, Writing and Grammar

• Year 5 2009 above Index scores in all areas

• Cohorts not making expected progress over 2 years

- Year 3-5 - Numeracy – 7 % in lower 25% growth range

- Year 5-7 – Numeracy – 40% in lower 25% growth range

• Year 7 - 2010 data below like schools in numeracy

• Gaps in achievement – (measurement, space, algebra)

Science

• Perception data from parents that not enough Science is being taught

• Units of Inquiry in each year level include scientific component

PYP pre-authorisation recommendations included:

- evidence of consideration of balance between disciplinary and transdisciplinary teaching

- writing more lines of units to accommodate year level configurations ensuring students are not repeating units

- addressing learning needs of all students by implementing strategies to differentiate curriculum

- Provision of evidence of deeper understanding of authentic student initiated action

Perception/anecdotal data indicates a lack of growth in staff skills and use of Web 2.0 tools

Staff turnover of average of two teachers per year impacts on percentage of staff with formal IB training and

cost

Units need to be reviewed in a timely manner

MYP criterion referenced assessment to be trialled


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STRATEGIC ACTIONS General:

Engage all staff in the effective use of data, to identify needs and target support and

intervention

Examine and challenge our current practice

- teaching and learning in spelling, reading, writing, maths, science

Student support team established to monitor students at risk and provide

recommendations for action

English:

Review of literacy teaching and learning

- using Principals as Literacy Leaders (PALL) tools including audit

and observation

- learning conversations around pedagogy

- opportunities for moderation

- through data analysis

Revisit and plan with IB Scope and sequence for English

Development of agreed whole school literacy plan

Investigate best intervention practice and trial

Target student learning difficulty and early intervention funding to provide

intervention support for identified students

Mapping systems for individual, small group and class intervention, assessment and

planning

Mathematics:

Interrogate data – “what does this mean for practice?” professional conversations

Use Maths initiative funding to focus on improved understanding and pedagogy

Engage staff in professional learning, which focuses on quality practices for

achieving numeracy improvement

Revisit Mathematics in IB Scope and sequence

Develop Maths resources

Investigate possibilities for school based data gathering in mathematics

Science:

Target Science Initiative funding for PD for staff

Budget to target:

Site PYP Coordinator

Mitcham Hills College MYP Coordinator contribution

Professional Development

IB Fees

Funding for authorisation 2011

Teacher release for 6 days per year for collaborative planning and review

PD for short term appointees

IB Coordinator role statement clarified and agreed

Coordinator to attend IB conference in Melbourne

Two day In-school Workshop – The Concept Driven Curriculum

Differentiated Curriculum PD with Dr Jane Jarvis (Flinders University

All Units of Inquiry reviewed by end of 2011

IB focus Team to

- support the coordinator

- review standards and practices

- analyse professional development needs

- induct and support short-term contract appointees

- plan for authorisation

- ensure communication is adequate

- manage displays

Community informed through:

- newsletter articles

- classroom displays

- class newsletters

- Assemblies

- Open classrooms

Introduction to Web 2.0 tools for staff. Encourage use in personal and class programs

Evidence of learning collected in Teacher share folder and in folders in teacher prep room

Ongoing collaboration for MYP teachers with other teams in the Mitcham Hills College

Transition between PYP and MYP protocols and procedures developed and documented

Trial new reporting format for MYP based on criterion referenced assessment


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INDICATO

RS OF SUCCESS 2011 Staff have demonstrated use of differentiated practice in planning, formative and

summative assessments

Whole school literacy plan is being developed with agreed actions

2011 Data is interrogated in depth

Targeted students are identified for support

Parent feedback acknowledges that science has an increasing profile in the

curriculum

Intervention practices are being critically analysed and modified to meet changing

funding arrangements

Successful PYP Authorisation

Staff have demonstrated use of differentiation in planning, formative and summative

assessment

Staff able to articulate their IB program of inquiry and the inter-relationships of components

of the units.

TA

RGETS

NAPLAN 2011 data indicators

Year 3 TARGET

The 2011 NAPLAN year 3 data shows 100% areas above like schools average.

Achieved in Numeracy, Reading, Writing. Not in Spelling, Grammar

Year 5 TARGET

The 2011 NAPLAN year 5 data shows mean scores above the Index in Grammar,

Reading, Spelling, Writing, Numeracy. (2009 Data)

Achieved in Grammar, Reading, Writing, Numeracy. Not in Spelling

Year 7 TARGET

The 2011 NAPLAN year 7 data shows continued scores above Index mean in all

areas. Achieved in all areas

Progression Data TARGET .

The target was 100% of students demonstrating growth in the Middle to Upper growth

bands from 3-5 and 5-7.

Target not achieved.Outcome: Year 3-5 92.5% Numeracy , 92.6% Reading

Year 5-7: 78.6% Numeracy, 89.3% Reading

Staff Perception: TARGET

• Staff perception data indicates a growth in understanding of current best

practice in intervention Target achieved but ongoing research

• All staff involved in data analysis and reflection to inform practice and

future planning Target Achieved

Evidence of understanding of concept driven curriculum demonstrated in units of inquiry

Target achieved

100% of Units of Inquiry reviewed by end of 2011 Target Achieved

Collaborative planning and review evident. 85% of days provided used – target 100%.

Target not achieved

ICT Coordinator appointed in 2011 to commence in 2012 Target Achieved

2011 Base Line data for levels of achievement for MYP collected from mid-year and end

of year reports

MEASURES

NAPLAN 2009-2011, 2010-2012

Staff perception results

Parent perception results

Staff perception data

• From feedback from concept driven curriculum PD

• From Performance chats

Student perception data

Authorisation Feedback (See commendations and recommendations.)


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Student Achievement

(i) Literacy

Through our school-based data collection, 2011 saw a large number of children from R-7 supported in the area of Literacy, with their specific needs targeted through one-

to-one or small group SSO (School Services Officer) and teacher support. This year, we also identified significant needs in 2 particular class groups. In order to support

students within the context of the classroom program, as opposed to withdrawal, 6 extra hours of SSO time was put in place in both classrooms.

Data continues to be collected in two areas for Years 4-7: Reading (sight word recognition using the BURT Reading Test) and Spelling (using the Westwood, S.A. Spelling

Test), and in three areas for Years 1-3: Reading (sight word recognition using the BURT Reading Test), Reading (whole text using the PM Benchmarking Kit to attain a

reading level) and Spelling (using S.A.S.T.). Reception students are tested for Phonological Awareness after 2 terms at school, and their Reading level.

12 students, from R-2, who were identified as requiring assistance in two or more of these areas, were supported by a teacher, or SSO, throughout the year using a

specific Reading Support program.

The Phonological Awareness program (Gillon method) continued to be used in throughout 2011 as a specific program to target students who were identified, through a

simple phonological awareness test administered by the Assistant Principal, as requiring support.

2011 saw a continuation of State grant funding to target the Literacy needs of learners in the Early Years (R-3), through the Early Years Literacy and Numeracy Program.

The grant supported one-to-one intervention for Year 1 students, as well as targeted students in Reception and Year 2 (as outlined earlier), Literacy professional

development for all class based teachers R-3 and resources such as take-home and guided reading materials and commercially produced games and activities to support

Literacy learning. A Whole School Literacy Plan is currently being developed.

In May, September and December of 2011, Reading Level data was collected for all students from Reception to Year 3 and the information was, and will be, used to inform

planning and programming for both intervention and classroom based programs in the 2011/2012 school year. Running Record data was forwarded to DECS in November.

In comparative data with like schools our Year 1 and 2 students scored slightly lower in the highest reading levels (21-26). This could reflect the practice of ensuring

students don’t rush through levels, but are extended by reading broadly to ensure they have a sound word knowledge, comprehension and fluency base. It is also reflective

of a significant cohort in that year level who are experiencing difficulties in their Literacy learning. These students were also targeted for support through both withdrawal

and in-class support. For many of these students, their reading levels increased significantly from their final recorded level in November 2010.


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In 2011, support in Literacy learning was also provided to a large number of students from Years 4-6, who were initially identified through our school-based testing program

and through the NAPLAN testing. These students were supported within the context of the classroom program.


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NAPLAN

NAPLAN Year 3-5 Growth

NAPLAN School Growth: Year 5-7

Year 3-5 Growth by Test Aspect Progress

Group Site

Lower 25% 7.4

Middle 50% 48.1

Numeracy

Upper 25% 44.4

Lower 25% 7.4

Middle 50% 29.6

Reading

Upper 25% 63.0

Year 5-7 Growth by Test Aspect Progress

Group Site

Lower 25% 21.4

Middle 50% 53.6

Numeracy

Upper 25% 25.0

Lower 25% 10.7

Middle 50% 53.6

Reading

Upper 25% 35.7


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Student Data

Attendance

% Attendance Attendance by Year Level 2009 2010 2011

Reception 94.3 93.3 93.7

Year 1 93.5 95.3 95.9

Year 2 93.9 93.0 94.7

Year 3 94.3 95.3 93.7

Year 4 94.7 93.7 92.6

Year 5 94.9 93.9 96.0

Year 6 91.4 93.2 93.5

Year 7 95.2 93.8 93.8

Attendance: Attendance is monitored by daily notifications to the office, weekly data entry and reports that highlight students who have missed more than 10 days. Parents are required to phone in or text if a child is away/late with a reason. The SMS messaging system is used where there has been no contact made by the family. Our attendance is consistently above 92% but this still means a considerable number of absences. Parents are contacted if there is concern about attendance, followed by the attendance officer and/or social worker if follow-up is required. Large numbers of our families take holidays outside of school holiday time, and many travel overseas. These prolonged and spasmodic absences make it difficult for the class teacher to ensure that students do not miss out on new concepts which have been introduced whilst they are away. Although the learning that occurs when travelling is wonderful we ask that parents consider carefully the best times to take their children out of school. The number of late arrivals has continued to be a concern, with traffic and parking difficulties exacerbating the issue. The Mitcham Council has worked closely with us to try and alleviate some of the problems and it is hoped that in 2012 there will be less problems.

Destination

2010

Leave Reason

School Region Index DECS

No % % % %

Employment 5.3% 2.3% 4.9%

Interstate/Overseas 1 2.1% 9.0% 12.2% 8.7%

Other 1.0% 0.5% 2.5%

Seeking Employment 3.9% 1.9% 3.8%

Tertiary/TAFE/Training 6.0% 6.9% 5.1%

Transfer to Non-Govt Schl 13 27.1% 10.7% 16.9% 10.3%

Transfer to SA Govt Schl 34 70.8% 44.3% 41.8% 47.6%

Unknown 19.8% 17.6% 17.1%


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The majority of figures in this table represent students moving to secondary education. Two students in lower year levels moved to another local school, and the remainder moved because of changing family situations.

Client Opinions

Parent Survey: This survey indicates that although we continue to be near the 75th

percentile in parent satisfaction, in relationships and leadership there has been a reduction

(black diamonds=2011) in satisfaction in quality and support in contrast to 2010 (White dots –

2010). The 39 respondents to the survey provided accompanying comments which indicated

satisfaction with individual class programs, but some respondents were uncertain about the

intervention processes for children needing extra support, and the relationship between

literacy and IB. A school generated survey designed to gather site specific data for the Self

Review indicated strong satisfaction with the teaching and learning and the IB program,

although it indicated the relationship between IB and the teaching of literacy and numeracy

needs to be communicated better to the school community. There was significant positive

support for the stromg culture and positive relationships eveident in the school.

Staff Survey: Fourteen staff responded. The responses were positive in each of the areas of

quality, support, relationships and leadership. There was a strong positive sense about

continuous improvement, what we are doing and where we are heading.

Student survey: Ninety nine students responded to the survey from Year 4-7. The outcome

was positive reponses resulting in the majority of areas in the 75th percentile. The most

pleasing aspect was that 23 of the 47 statements requiring responses in the survey were 10%

or higher than the corresponding total for the state. There were no reponses that were below

state average, signifying a strong satisfaction by the majority of students with quality, support,

relationships and leadership, with particular emphasis on their feelings of having some control.


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Staff

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

Qualification Level Number of

Qualifications

Graduate Degrees or Diplomas 31

Post Graduate Qualifications 4

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.

Workforce Composition including Indigenous staff

Teaching Staff Non-Teaching Staff Workforce Composition

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0 12.4 0 4.44

Persons 0 13 0 8


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Financial Statement

Income by Funding Source

Funding Source Amount

1 Grants: State 1764880

2 Grants: Commonwealth 53,796

3 Parent Contributions 68,812

4 Other


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FINANCE COMMITTEE AGM REPORT

The 2011 Finance Committee comprised Gaye Glade-Wright, Julie Porteous, Connie Sarris, Conny Meyer, Steve Kelly and Brenton Miegel (chair). Dianne Gloyn attended some meetings to give an OSHC finance report. Meetings were held twice a term, and each member offered enthusiasm and significant input. Gaye and Julie have spent significant time monitoring ongoing finances and also preparing the 2012 budget. My thanks to everyone for their input, support and encouragement throughout 2011.

OSHC

OSHC maintains its status as an ‘independent’ entity in the schools accounting and finance structure. A comfortable surplus of $7,557 was recorded for 2011, reflecting excellent revenue and controlled expenditure. There will be more detail about this in the OSHC Report, however the Finance Committee wishes to thank Dianne Gloyn and her management committee for their diligence and efforts throughout 2011

2011 Finances

EHPS has finished the 2011 year with a surplus both in terms of being ahead of budget and a cash surplus (as we did in 2010). Finance Committee would like to again thank Gaye, Julie and their team for maintaining a sound financial position. In budgeting for a significant shortfall (approx $128,000) for 2011, we did not anticipate that we would receive $13,000 (approx) more in Resource entitlements and that Grants, etc would be in excess of $130,000. Overall income exceeded budget by $180,000 and expenditure finished the year $6,000 below budget.

A summary of the current position is outlined below:

Cash balance (31 December) $278,763

YTD Income $2,002,651

YTD Expenditure $1,965,651

YTD Cash Surplus $36,396

YTD Ahead of Budget $69,744

Budget 2012

Gaye and Julie have worked diligently and thoroughly to prepare and present the 2012 budget to the Finance Committee. This budget was then presented to the Governing Council on 15 February 2012 and approved. In framing the 2012 Budget Gaye and Julie advised that they take into account school/student needs, DECS requirements, staff requests, and the expenditure (in particular) is framed around this. Income (Resource Entitlement) is based on student numbers (for staffing costs, utilities, etc). Cost savings (particularly for utilities) are constantly being investigated and/or implemented. The Projected deficit for 2012 is approximately $134,000. ICT 'one off' costs ($30,000 for new laptops/computer equipment), $50,000 to complete the 'fire safety' issues associated with the SAC, and $30,000+ for IB planning/structuring account for a significant portion of the shortfall. We anticipate some 'recouping' of funds to cover some of these expenses, but are uncertain as to how much and when. A deficit position is not sustainable in the long-term. We continue to repay the SAC loans, and maintain a modest level of funds in the bank.

The following offers a summary of the 2012 budget for EHPS:

Budgeted Income for 2012

DECS Funding $1,831,951

Excursion and M & S Charges $ 68,812

Fund Raising $ 25,000

"other" Revenue $ 20,615 $1,946,378

Budgeted Expenses for 2012

Staff $1,590,045


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Learning Plans $ 150,503

Curriculum Maintenance $ 123,004

Administration $ 28,200

Site Funded Works $ 70,077

Utilities/Maintenance $ 94,698

“other” Expenditure $ 24,143 $2,080,670

Budgeted Shortfall $ 134,292

After allowing for approximately $75,729 of ‘commitments’ (including playground equipment, reserving, swimming equipment fund, etc) the 2012 year will start with $203,013 in the bank. This is anticipated to fall to $68,452 with the budgeted shortfall. This is about 70% of the $100,000 that we would want to maintain in the bank as a 'comfortable' buffer. As has been the case in past, there will be anomalies that occur with income and expenditure throughout the year that are likely to alter these figures. It is the committee's intention to maintain a good level of funds in the bank, but ensure that the education of our children is not affected as part of that process.

Conclusion

This is not the first time that EHPS has budgeted for a shortfall. The financial position will be closely monitored throughout the year, with Governing Council taking a keen interest to ensure that we do not exceed any shortfall. As a committee we would welcome any new members who would like to join us and offer their insight and wisdom. Meetings are generally neither onerous or long, and your input would be valued and welcomed.

Brenton Miegel

Chair EHPS Finance Committee

OSHC DIRECTORS REPORT 2011

Well, it has been both a long and incredibly fast first year as the Director of Eden Hills Primary OSHC!

I don’t think I have ever been on such a steep learning curve, some of it has been curving distinctly down but most of the time I have

been travelling pleasantly upwards.

I feel very proud of the changes I have implemented and the direction in which OSHC is heading.

Finance/bookings

OSHC made a healthy profit of just under $4000 for the year ending 2010. For the year ending 2011 we made a profit of just over

$7000!

This is mainly due to the steady increase in the number of children using OSHC. Which I believe is the sign of a high quality service.

The number children using OSHC in week one last year (after school) were-

Monday – 24

Tuesday – 22

Wednesday – 15

Thursday – 14

Friday – 14

This year the numbers for week one were-

Monday – 30

Tuesday – 27

Wednesday – 20

Thursday – 23

Friday – 15

And ... for week two –

Monday – 36

Tuesday – 28

Wednesday – 24

Thursday – 29

Friday – 25

I think it is looking like another busy year.


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Staffing

We have, at OSHC, a wonderful staff team that we feel provides a wide range of skills and talents and offers each child someone

they can relate to.

Dianne Gloyn - Director/full-time.

Callan Henry - permanent part-time.

Brandon Henry – permanent part-time.

Helen Geoffreys – permanent part-time.

Tom Gloyn – casual.

Brigitte Holdsworth – casual.

Emily – casual (working with our special needs children).

Between us we are – sporty, arty, musical, dramatic, poetic, crafty, practical, active, quiet, comical, loud, mathematical, computer

literate, spontaneous, serious, practical and most importantly we are all committed to the high quality care of your children (and of

course having fun!).

Programs

AASC-

We have had the opportunity to participate in the ‘Active After-School Communities’ program. This is a government funded

program that funds as to have a coach twice a week for 7 weeks a term to give the children a chance to try many varied sporting

activities. Last year, on Tuesday and Thursday afternoons, we had fun trying – athletics, volleyball, korfball, karate, tai-chi, football

(AFL), soccer and cricket. This term we will be enjoying lacrosse on Tuesdays and hip-hop on Thursdays.

Term program-

The program that covers the term gives a specific activity for each day. This is one activity that all children are encouraged to

participate in but is not compulsory, with the exception of AASC which is reliant on full attendance to maintain the funding.

The activities come from observations of the children’s play, conversation’s had with children and ideas that children have expressed.

The activities are play based and open ended, this encourages children of all ages and skill levels to participate and experience

success. Some children choose not to participate in the specific programmed activity. Therefore there is always a large variety of

other activities to choose from, such as – dress ups/dramatic play, construction (lego, kinex, straws, gears, waffle blocks), drawing,

painting, reading, wii, computer games, plasticine, board games (chess, checkers, majong, dominoes), beading, hama beads, roller

skating/roller blades, playground, ball games (soccer, football) and hanging out with friends.

Vacation Care program-

Each day in vacation care offers a different activity (including all the activities available during the term).

We have had a variety of excursions to fantastic places, such as – the Maritime Museum, Museum SA, Gorge Wildlife Park,

Noarlunga adventure playground, the Central Market, live performances and kids film festivals at the Festival Centre, Birdwood

Motor Museum, Colebrook park, Roller Skating at the Blackwood Rec Centre, Kids fitness at Blackwood Fitness and christmas lunch

at the Belair Hotel.

On our days at home we have had ‘in-cursions’ with visits from – Sam Oshodi/African drummer and story teller, Animals

Anonymous/Australian animal educator, comic book workshop, soccer clinic, handball clinic, basketball clinic, silkscreen workshop,

mobile science labs and a portrait artist.

And ... on some days we implement the program ourselves with cooking days, chocolate making, christmas craft and tie-dye.

The future

A high quality service is constantly evaluating everything it does. This year the new ‘National Curriculum’ and ‘Quality Assurance’

systems come into place. We are in an excellent place to embrace these new challenges, to evaluate, change, adapt and move ahead.

We have had a surprise ‘Quality Assurance’ check in late 2011 and received very positive feedback and helpful suggestions for

changes. It will be an exciting time.

To finish I would like to thank the staff at Eden Hills Primary for all their support and friendship and most of all I would like to thank

the families who use OSHC who have welcomed me and been so supportive in the past year. I look forward to another busy year☺

Thank you

Dianne Gloyn

Director


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EDUCATION AND PLANNING COMMITTEE

AGM REPORT – 2011

Parent Representatives – Anneke Skirrow, Julie McMillan, Melissa Miegel, Terry Goessling,

Phil Goldman, Vicky Hobba

Staff Representatives - Josie Whitehead, Julie Porteous

Achievements

• Analysis of the 2010 Parent Opinion Survey Members given a summary of the Parent Opinion Survey conducted during the 2010 school year.

Overall positive response noted with 44 families targeted participating in the survey, which was done online.

Parents were asked to respond to a set of statements in 5 areas; Quality of Teaching and Learning, Support of Learning,

Relationships and Communication and Leadership and Decision Making. The vast majority of responses in all areas were

positive and sat in the Agree or Strongly Agree columns. Parents were also able to provide written comments in all areas.

• Anti-Bullying Policy Review The Anti-Bullying policy underwent a significant review in 2010 and so had a relatively short timeline for review with it being

set for mid-year 2011. The review ended up being completed in October 2011, with some slight modifications to the

language used and further clarification to the Restorative Processes used for addressing issues. The ‘Teachers are

responsible for’ section now reflects current practices and preventative ‘programs’ used across the school.

The Student Behaviour Management Policy supports the Anti-Bullying Policy and a review of it began in 2011 but will need

to continue in 2012.

• Assessment and Reporting Policy/Language Policy Review The review of these policies was completed during 2011, in readiness for the Authorisation of the International

Baccalaureate Primary Years Program (IBPYP).

• Site Improvement Plan 2012 The school’s priorities for 2012, as outlined in a Site Improvement Plan were looked at and discussed by the Committee.

• Self Review Validation and IBPYP Authorisation Members of the Education and Planning Committee participated in both of these processes as parent representatives of our

community. They met with both validating teams, answering questions and offering ideas and information about the school’s

processes and programs.

Considerations for 2012

• Review of 2011 Parent opinion Survey

• Parent Information Sessions

• Continuing the review of the EHPS Values and Principles statement in conjunction with staff and students

• Completing the review of the Student Behaviour Management Policy

Julie Porteous, on behalf of the Education and Planning Committee


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Sport Sub-Committee Report for 2011

Committee Members: John Goodfellow (Chair), Nat Elliot, Gaye Glade-Wright, Angela Hills, Bronwyn James, Kane Li, Roelien and Theo Pistorius, Lyn Rowe, Rae Tyler, and Steve Kelly.

When John asked for someone else to write the Sports committee AGM report this year, I reluctantly accepted in the tradition of the succession planning we often discuss at meetings, although I did feel a little

sorry that those at the meeting would be denied the comic relief and entertainment John provides, replaced by a surely more clinical account by myself. My apologies in advance.

In reviewing the last four reports, a consistent form was evident which runs along the general themes: a.) Pleased with sports participation; b.) Proud of our ‘equitable’ policies and promotion of team spirit; c.)

Concern for the ongoing parental support into the future. These are the topics which continue to dominate conversation at our meetings, and therefore an update of these items for 2011 seems appropriate.

131 students participated in the 7 sports offered, with 62 of those playing 2 or more sports for the school. Across all years we had 52% participation, which increased to 75% for those in Year 3 and above, who

have access to a broader range of options. It still amazes me that a school of our size can consistently field teams in so many sports, and this is only possible due to the parents, teachers, and helpers who support

and encourage the students to be active, improve, and enjoy the many benefits of team sports.

Of some concern, is that even with more students currently attending the school, the total number of participating students has dropped slightly over the past 4 years. As a committee, this is something we tend to

take personally, and see it as our responsibility to try to address where we can.

I continue to witness examples of heart warming spirit on and off the playing surface, whether it’s a continually improving child or team achieving goals they never thought possible, or a parent taking on a coaching

role for a sport they may not even yet understand the rules, to ensure a team can go forward.

The Sports Assembly was another success this year. While last year’s guest speaker Sam Offord, a recent Commonwealth Gold medallist, was always going to be a difficult act to follow, state volleyballer and

recent graduate, Jake McIntyre did a fantastic job, speaking well, and serving as a role model on a level the kids could really relate to. He had played almost every sport on offer at the school, falling into volleyball

relatively late, an example of ‘sampling’ sports until you discover your niche.

Just as impressive was his willingness to give back his time to support the sport. This involves umpiring at a high level, and assisting Kane in training today’s Eden Hills volleyball players.

While I’m sure that Sports committees this year and well beyond will continue to worry about the future, examples such as those mentioned here should justify our hope for the continuing success of sport at

Eden Hills. I encourage all parents to get involved in sports with their children in whatever small (or better, large) way they can, while we’re still seen as cool enough to do so!

Steve Kelly (on behalf of the EHPS Sport Committee)

Year # of Total % Participants by Sport by Yr level # sports per individual

RE 6 of 47 12.8% 6 1 69 52.7%

1 6 of 31 19.4% 6 2 38 29.0%

2 10 of 28 35.7% 1 2 3 5 3 22 16.8%

3 23 of 28 82.1% 9 8 8 10 1 4 2 1.5%

4 20 of 26 76.9% 12 1 3 9 3 8 131 EHPS

5 22 of 30 73.3% 8 12 5 5 8

6 27 of 32 84.4% 15 11 8 10 11 137 Medals

7 17 of 30 56.7% 7 2 9 7 6

131 of 252 52.0% 52 11 36 22 44 28 26

Female 63 of 135 47% 21 3 36 13 9 14 2

Male 68 of 117 58% 31 8 9 35 14 24

B'ball Cricket Netball Pedal Soccer V'ball T-ball


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SOCIAL AND FUNDRAISING EVENTS COMMITTEE (SAFE)

The 2011 SAFE committee was made up of Agnes Virty, John Goodfellow, Steph Mudie and Michelle Magnussen.

The 1st term kicked off with the traditional Big Breakfast at Belair on a beautiful fresh Sunday morning with many new families in

attendance.

In 2nd Term we enjoyed The Movie and Bon Fire night to a smaller but still very happy and energetic crowd.

One Saturday Night in September celebrated the biggest Quiz Night yet in which the SAC was packed with many old and new faces

all hoping to beat the teachers table and win the glorious title of Quiz Night winners! This was achieved by a table of Newbies that

started at the school in 2011.

Much fun and much money was raised on this night and I think everyone left feeling like a winner.

Thanks must go to all the parents and local business and community for supporting all of these events.

A huge thanks must also go to Kimberley Reed who organises the Entertainment books every year and was also a tremendous

support AND co-judge at the Quiz Night.

All in all the SAFE committee raised $ 3900 and the money will go towards purchasing some ICT resources including Tablets to

support portable access of ICT.

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