3522 - Wyee Public School · new library, Kindergarten and Year Six graduation gifts and athletics...

Wyee Public School

Annual School Report

2011

3522

1

Our school at a glance

At Wyee Public School we value academic excellence. Opportunities are provided for every student to achieve their full potential, with an expectation of high standards in learning and behaviour for all.

The school is committed to encouraging its students to participate in a balance of learning experiences, including cultural, physical and social.

As a welcome and friendly school, we work in close partnership with parents and the wider community. We encourage parents to be active participants in our school’s activities and value their input in our children’s education. At Wyee Public School we deliver innovative literacy, numeracy and performing arts programs. Outstanding features are our dance program, including; class and specialised dance groups and the school choir.

We have effective social engagement programs which focus on strong relationships, resilience, personal enrichment and leadership opportunities.

Students

There were 200 students enrolled at Wyee Public School at the end of 2011 which included 103 girls and 97 boys.

Staff

Wyee Public School has highly experienced, qualified and dedicated staff who meet the professional requirements for teaching in NSW public schools. There are 9 full time teaching staff, including the non teaching Principal, eight teachers and an allocation of additional staff for

Library, Computers, Relief from Face to Face (RFF), School Counsellor, Student Learning Support Officer, Behaviour Support Teacher and Support Teacher Learning Assistance.

Significant programs and initiatives

The school conducted a number of programs to give students additional educational support throughout 2011. These programs included: The Student Welfare Program “You Can Do It”, Student Leadership Opportunities, Public Speaking, Dance Programs, Active After Schools, Science Workshops and Starstruck.

Student achievement in 2011 Literacy – NAPLAN Year 3

Students in Year 3 and Year 5 participated in the National Assessment Program Literacy and Numeracy (NAPLAN) testing program. In Literacy, the tests were made up of four components:

Writing

Spelling

Grammar and Punctuation and

Reading.

Twenty Nine students in Year 3 sat the Writing component of the NAPLAN Test.

Eighty Two percent of the state’s students were in the top three skill bands (Bands 4, 5 and 6) for writing compared with seventy two percent of the school’s students.

In Year 3 Spelling our school results were equal to the State, with seventy two percent of state and Wyee students in the top three skill bands (Bands 4, 5 and 6).

Of the four literacy components of the Year 3 NAPLAN our students performed strongest in spelling and writing.

Reading and comprehension is the area requiring consolidation.

A 2012 target for the school is to increase the percentage of Year 3 students in skill bands 4-6 to 64% (reading) and 75% (grammar and punctuation).

2

Numeracy – NAPLAN Year 3

Students in Year 3 and Year 5 participated in the National Assessment Program Literacy and Numeracy (NAPLAN) testing program. In Numeracy, the tests were made up of two components:

Number, Patterns and Algebra

Measurement, Data, Space and Geometry.

Twenty Nine students in Year 3 sat the Numeracy component of the NAPLAN Test.

Sixty Six percent of the state’s students were in the top three skill bands (Bands 4, 5 and 6) compared with 55% of the school’s students.

In Year 3, 15% of the state’s students were in the bottom two skill bands compared with 20% of the school’s students.

62% of boys were in the top three bands compared to 50% of girls.

Literacy – NAPLAN Year 5

Students in Year 3 and Year 5 participated in the National Assessment Program Literacy and Numeracy (NAPLAN) testing program. In Literacy, the tests were made up of four components:

Writing

Spelling

Grammar and Punctuation and

Reading.

Twenty Six students in Year 5 sat the Literacy component of the NAPLAN Test.

Sixty Two percent of the state’s students were in the top three skill bands (Bands 6, 7 and 8) in Spelling compared with 50% of the school’s students.

Fifty six percent of the state’s students were in the top three skill bands (Bands 6, 7 and 8) in Reading compared with 54% of the school’s students.

In Year 5 Reading, 20% of the state’s students were in the bottom two skill bands compared with 19% of the school’s students.

Of the four literacy components in the Year 5 NAPLAN our students performed stronger in Reading and Spelling.





Twenty Six students in Year 5 sat the Numeracy component of the NAPLAN Test.

Sixty four percent of the state’s students were in the top three skill bands (Bands 6, 7 and 8) compared with 38% percent of the school’s students.


Boys performed better than girls in Numeracy.





Twenty Six students in Year 5 sat the Numeracy component of the NAPLAN Test.

Sixty four percent of the state’s students were in the top three skill bands (Bands 6, 7

3

and 8) compared with 51% percent of the school’s students.


Girls performed better than Boys in Numeracy.

Messages

Principal’s message

The Annual School Report is an overview of the school’s achievements, programs, activities and highlights for 2011. It describes the progress and success of students of the school, brought about by the continued commitment and ongoing dedication of the staff, together with the continued participation and support of parents. Students, staff and parents have continued to work in an environment where all parties are encouraged to learn together. The staff at Wyee Public School provide a well balanced academic curriculum; teachers provide opportunities for students to develop physically and socially within and beyond the classroom. Parents, carers and the community play an essential role. Many give their valuable time to be a part of the Parents and Citizens Association (P&C), Performing Arts Committee and as volunteers to support students’ learning as well as attending and supporting the many school events. Our school provides students the opportunity to develop their interests and abilities by providing programs that encourage students to extend their skills and knowledge so that they may succeed at the highest level in academic, sporting, cultural and performing arts pursuits.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Marc Behringer

P & C message

The P&C enjoys a positive relationship with the school and is committed to assisting in providing a high quality education for all students at Wyee Public School.

During 2011 the P&C held numerous fundraising activities to generate beneficial outcomes for our school. The P&C organised our Easter raffle and Easter eggs for all students, Mother’s Day and Father’s Day stalls, a Father’s Day breakfast, Bunnings BBQ, school discos, a shopping bus trip and our Annual concert BBQ. All of these were very successful and raised much needed funds.

This year the P&C has made financial contributions towards Learn to Swim classes, the end of year picnic day, air conditioning for our new library, Kindergarten and Year Six graduation gifts and athletics carnival expenses.

All parents and caregivers are invited to attend our meetings. These meetings are a great way of finding out about programs running at the school, to get to know the staff and to share your ideas and suggestions for further and future improvements to our school.

Kylie Rathbone P&C President

Student representative’s message

Attending Wyee Public School was the best educational decision that my parents have ever made. The school provided me and the other school leaders the best education that any school can ever offer.

We wouldn’t be the people we are today without Wyee Public School. The students and teachers helped us become the successful people we are. Our teachers gave part of themselves for our education.

The dance program showed us how to express ourselves. It helped with visual creativity and it was bucket loads of fun. Most importantly, it gave us confidence, which shall I say was one of the greatest feelings in the world. I would like to

4

give all my thanks to my friends Mrs Bateup and Lauren Bateup, my dancing teachers.

Public Speaking helped me to have a voice in the school. I gave my speech about how grateful children today should be because of what disadvantages children have in other times and in other places around the world. This was the winning speech and I am so grateful that the school provided the opportunity for the competition.

There were many other activities such as the 5/6 excursion and the Surf Fun Day that made my last year at Wyee Public School the best. I am truly grateful for being taught by such fantastic teachers.

Phoebe McIlwraith

School context

Student information

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

Student enrolment profile

Gender 2007 2008 2009 2010 2011

Male 116 102 94 95 98

Female 122 136 116 111 103

Student attendance profile

Sch

oo

l

Year 2008 2009 2010 2011

K 94.9 95.6 95.1

1 93.7 93.6 94.2

2 95.2 95.4 94.4

3 92.1 95.2 96.2

4 95.1 95.1 95.1

5 93.0 95.8 93.3

6 94.8 94.3 95.8

Total 95.3 94.0 95.1 95.0

Reg

ion

K 94.3 94.6 94.7

1 93.6 93.9 93.9

2 93.7 94.0 94.0

3 93.7 94.0 93.8

4 93.5 93.9 93.9

5 93.4 93.7 93.6

6 93.0 93.3 93.2

Total 93.7 91.5 93.9 93.9 St

ate

DEC

K 94.3 94.7 94.7

1 93.7 94.2 94.2

2 94.0 94.4 94.2

3 94.1 94.5 94.4

4 94.0 94.5 94.3

5 94.0 94.4 94.2

6 93.6 94.0 93.8

Total 94.1 92.1 94.4 94.3

Management of non-attendance

Non-attendance is managed by daily recording of class rolls on OASIS. Outstanding and significant absences are addressed by the principal, and any other outstanding absences are referred to Home School Liaison Officer (HSLO). Next year class rolls will be marked using WebAttend, a branch of the Sentral computer program used across the school.

Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

5

Roll class Year Total per year Total In class

K/1L K 11 22

KH K 20 20

1/2K 1 17 24

K/1L 1 11 22

1/2K 2 7 24

2/3T 2 11 26

2/3T 3 15 26

3/4B 3 16 30

3/4B 4 14 30

4/5G 4 16 27

4/5G 5 11 27

5/6B 5 12 29

5/6S 5 6 27

5/6B 6 17 29

5/6S 6 21 27

Structure of classes

Classes are structured according to DET guidelines to provide minimum teacher to pupil ratios and the most appropriate groups to maximise student achievement. The class structure was based on parallel organisation and all classes cater for the full range of ability levels. There was one class that comprised of students from only one year grouping. The continuation of the state government’s Class Size Reduction Policy saw Kindergarten formed with 20 or less students, Yr 1 classes were based on a maximum of 22 or less students and Yr 2 with 24 or less students. These reductions are seen as beneficial to, and supportive of, young students’ learning needs.

Staff information

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

Staff establishment

Position Number

Principal 1.0

Assistant Principal(s) 2.0

Classroom Teachers 8.0

Support Teacher Learning Assistance 0.4

Teacher Librarian 0.4

Computer Teacher 0.4

RFF Teacher 0.2

Counsellor 0.2

School Administrative & Support Staff 3.6

The National Education Agreement requires schools to report on Indigenous composition of their workforce. There is no Indigenous staff employed at Wyee Public school.

Staff retention

One teacher received a promotion and left the school at the beginning of Term Two. She was replaced by two casual teachers who shared the teaching of K/1L for the remainder of the year.

One teacher was awarded a medical retirement at the end of 2011. This position will be filled by merit selection in 2012.

One teacher was relieving Assistant Principal for 2011 as the Assistant Principal was Relieving Principal for 2011.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 92%

Postgraduate 8%

Financial summary

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

6

Date of financial summary 30/11/2011

Income

$

Balance brought forward 107,471.68 Global funds 100, 485.77 Tied funds 93,330.73 School & community sources 74,132.34 Interest 6 750.77 Trust receipts 31,158.18 Canteen 0.00 Total income 413,329.47 Expenditure Teaching & learning

Key learning areas 28,205.31 Excursions 20,547.35 Extracurricular dissections 31,353.88

Library 3,598.68 Training & development 165.00 Tied funds 98,716.16 Casual relief teachers 33,640.56 Administration & office 33,500.25 School-operated canteen 0.00 Utilities 23,073.14 Maintenance 7,355.25 Trust accounts 25,413.23 Capital programs 14,232.23 Total expenditure 319,711.04 Balance carried forward 93,618.43

Our major expenditure this year was the purchase of reading boxes for Years 2-6, and smartboards.

A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2011

Wyee Public School was involved in a variety of different avenues this year. This is highlighted through our achievements of the 2011 school year. We have had some wonderful results and excellent extra curricula activities for students to participate in and enjoy.

Achievements

Arts

Students of Wyee Public School have been involved in a variety of Performing Arts activities this year. These include:

Open Day performance in May where all classes danced and the choir performed.

Starstruck during June, where 32 children performed to a fantastic audience at the Newcastle Entertainment Centre.

Westlakes Performing Arts Festival in August with dancers and the choir both attending. The talented compere for the Festival was a Year Six Wyee Student, Phoebe McIlwraith.

End of Year Concert which was a great success due to the hard work of our dance teachers Lauren and Mavis Bateup.

Sport

Participation in sporting activities encourages students to become aware of the importance of a healthy lifestyle. As well as physical fitness, this also builds confidence, skills and positive decision making.

Our school continues to provide a wide variety of sporting opportunities. These include:

Active After School Care which provides a fitness program which developed skills in a variety of areas including basketball and field events.

Students participated in the school swimming, athletics and cross country carnivals. 30 students attended the zone swimming, 30 students attended the zone athletics and 25 attended the zone cross country.

Abbey Cartwright was a representative at the regional swimming carnival in the 50m Freestyle.

7

Saxon Wallace-Hoyle was a representative at the State Athletics carnival for High Jump. He attained 4th place with a personal best jump of 1.45m.

Joel Armstrong and Jayk Robertson were chosen on the Zone Rugby League team.

Joel Seelin was successful in going through to the Regional Tennis team.

Adina Hawkins and Amber Letham were selected in the girls Zone Soccer team. Adina was also successful in gaining entrance to the Central Coast Mariners Academy as Goal Keeper.

Jarrod Fenech and Dylan Grogan were successful in obtaining a spot in the zone and regional softball teams this year. Dylan was mixing it with the State’s softball team in September and was the only Year 5 representative at the meet. He received high praise for his skills and looks forward to trying out again next year.

We were representatives in the PSSA knockout competition in Netball (knocked out in round 1), Softball (boys and girls knocked out in round 2), Soccer (boys and girls made it to round 3) and Touch Football (boys knocked out in round 1 and girls knocked out in round 2).

We also attended Gala Days for different sports and were most successful at the Oz Tag day, winning 4 out of 5 matches.

Wyee Public School ran the Zone Cross Country Carnival this year with great success.

Two representatives from Wyee School have gained entry into Hunter Sports High School for Year 7. Laynee Field for soccer and Saxon Wallace- Hoyle for Athletics. Congratulations to both of these students, we all wish them the best for the years ahead.

The sports Champions for 2011 were:

Junior Girl: Karlissa Grogan

Junior Boy: Malie-J Townsend

Senior Girl: Laynee Field & Amber Letham

Senior Boy: Dylan Grogan

Sportsperson of the Year: Saxon Wallace-Hoyle

Public Speaking

All students in Year 5 and 6 were a part of our annual public speaking competition. There were some very interesting topics as all students presented their speech at the Friday Assembly. Phoebe McIlwraith was the winner of the competition in 2011.

Debating

Our debating team was lead by Mrs Kathy McIlwraith. Her expertise and time was greatly appreciated. Due to her help our school team debated their way to 3 out of 3 wins at the local Debating Gala Day. The team comprised of Nikila Scholte, Abby Pemberton, Jessica Kathner, Jessica Southwood, Phoebe McIlwraith, Amber Letham, Chelsie Paton, Jayk Robertson, Daniel Eccleshall and Amy Russell.

Science Challenge

At the conclusion of Term 3, 24 students from Year 6 participated in the Newcastle Science and Engineering Challenge Discovery Day coordinated by Newcastle University.

The students were asked to complete a variety of tasks of varying scientific content. These included the designing and construction of an Eco-House, planning an efficient power grid for an Electra City, building a bridge to transport a load of “gold’, constructing a small chair that could hold 4kg, building a balloon powered car and constructing a mini-catapult to launch a ping-pong ball.

Our best result was in the “Gold Fever” task which involved the construction of a bridge to span a void and then stand the test of a trolley passing over it loaded with weights. Our students were one of 3 finalists.

The students were motivated and enjoyed finding solutions to the challenges presented to them.

Hunter Maths Competition

There were fourteen credits and two distinctions and one high distinction in the Australasian Schools Competitions. Matthew Eccleshall achieved a distinction in Computer Skills, Daniel Eccleshall achieved a distinction in writing and Matthew Eccleshall achieved a high distinction in Science.

8

Excursions

This year Kindergarten, Year One and Year Two embarked on an excursion to The Powerhouse Museum. The students enjoyed hands on activities, including science experiments, moving robots and the steam train exhibit.

Year Three and Four went on an excursion to the Morisset Outdoor Education Centre in November. The students had a wonderful time on the giant swing, flying fox, canoeing and rock climbing. We are looking forward to returning there in 2012.

Year Five and Six ventured down to Illawarra and Jamberoo for two fun filled days. The activities included: visiting the Nan Tien Temple, Minnamurra Rainforest Walk and a day on the waterslides at Jamberoo.

Academic

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)

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)


In Year 3, 29 students sat the NAPLAN Reading Test. Year 3 results were equal to the School Education Area (SEA) and below the state average with 62% of students in the top three bands, compared with 62% of the region and 68% of the state.

Year 3 writing results were below the state average with 72% of students in the top three bands compared with 82% of the state. 81% of our girls and 62% of our boys were in the top three bands.

0

5

10

15

20

25

30

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Reading

Percentage in Band

School Average 2008-2011

SSG % in Band 2011

State DEC % in Band 2011

0

10

20

30

40

50

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Writing

Percentage in Band

SSG % in Band 2011


9

Year 3 spelling results were above SEA and the state average with 72% of students in the top three bands, compared with 64% of the region and 71% of the state.

The overall Year 3 grammar and punctuation results were above the SEA and below the state average with 72% of students in the top three bands, compared with 67% of the region and 74% of the state.


In Year 3, 29 students sat the NAPLAN numeracy test. The Year 3 results were below state average with 55% of students in the top three bands, compared with 66% of the state and 59% of the region. 17% of the students were in the lowest two bands compared with 19% of the region and 15% of the state.


0

5

10

15

20

25

30

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Spelling

Percentage in Band


SSG % in Band 2011


0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Grammar & Punctuation

Percentage in Band


SSG % in Band 2011


0

10

20

30

40

1 2 3 4 5 6

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 3 Numeracy

Percentage in Band


SSG % in Band 2011


0

10

20

30

40

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Reading

Percentage in Band


SSG % in Band 2011


10

In Year 5, 26 students sat the reading test. Year 5 students performed below state average in the top three bands with 54%, compared with 50% of the region and 58% of the state. 19% of Wyee students were in the lowest two bands, compared with 23% of the region and 18% of the state.

In the writing assessment there were a total of 50% of students in the top three bands, compared to 48% of the region and 57% of the state. There were 11% of Wyee students in the lowest two bands, compared to 15% of the region and 12% of the state.

In spelling the Year 5 students performed below state average but above region in the top three bands with 50%, compared with 54% of the region and 62% of the state. 11% of Wyee students were in the lowest two bands, compared with 18% of the region and 14% of the state.

In grammar and punctuation the Year 5 students performed at state average and above region in the top three bands with 64%, compared with 56% of the region and 64% of the state.


0

10

20

30

40

50

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Writing

Percentage in Band

SSG % in Band 2011


0

10

20

30

40

50

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Spelling

Percentage in Band


SSG % in Band 2011


0

10

20

30

40

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Grammar & Punctuation

Percentage in Band


SSG % in Band 2011


0

10

20

30

40

50

3 4 5 6 7 8

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 5 Numeracy

Percentage in Band


SSG % in Band 2011


11

Progress in literacy 3-5

The growth in reading was greater than that of the state, 91.6 points compared to 72.2 and less than the regional growth of 73.9.

The growth in Spelling was greater than that of the state, 94.5 points compared to 74.2.

The growth in Grammar and Punctuation was greater than that of the state, 88.2 points compared to 82.2.

Progress in numeracy

The growth in Numeracy was greater than that of the state, 97.3 points compared to 94.3.

Progress 5-7

The growth in reading was less than that of the state, 15.9 points compared to 40.7 and greater than the regional growth of 36.7.

The growth in Spelling was less than that of the state, 43.2 points compared to 14.7.

The growth in Grammar and Punctuation was less than that of the state, -34.1 points compared to 30.1.

The growth in Numeracy was less than that of the state, -14.8 points compared to 46.8.

Minimum standards

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

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

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

included)

Reading 96.6

Writing 100.0

Spelling 100.0

Grammar & Punctuation 93.1

Numeracy 96.6

0

50

100

150

2008-2010 2009-2011

Pro

gre

ss

Average progress in Reading between Year 3 and 5

School SSG State DEC

0

50

100

150

2008-2010 2009-2011

Pro

gre

ss

Average progress in Spelling between Year 3 and 5


0

50

100

150

2008-2010 2009-2011

Pro

gre

ss

Average progress in Grammar & Punctuation between Year 3 and 5


0

50

100

150

2008-2010 2009-2011

Pro

gre

ss

Average progress in Numeracy between Year 3 and 5


12

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

included)

Reading 100.0

Writing 89.3

Spelling 100.0

Grammar & Punctuation 89.3

Numeracy 100.0

K-2 Reading Levels

91% of kindergarten students achieved independent reading recovery level 6 or above.

90% of Year 1 students achieved independent reading recovery level 16 or above.

89% of Year 2 students achieved independent reading recovery level 26 or above.

Significant programs and initiatives

Aboriginal education

The school implements programs that support our Aboriginal students and educate and inform all students about history, culture and contemporary issues.

Programs of significance in 2011 include:

Aboriginal perspectives which are addressed across the curriculum and PLPs are developed for all Aboriginal students.

In Dance, students were involved in an Aboriginal dance group that performed at our Annual School Concert.

During NAIDOC Week the students participated in a performance by Cultural Infusion. The students enjoyed watching and participating in Aboriginal Dance, listening to Aboriginal music and stories. Respect Bands were sold for students and staff to wear.

Multicultural education

The school maintained a focus on Multicultural Education by providing perspectives in learning K-6 that develop the knowledge, skills and attitudes for a culturally diverse society.

Student Welfare

Core values are imbedded in all practices of the school.

All students participated in ‘You Can Do It’ to develop the skills of confidence, persistence, organisation, getting along and resilience.

Stage 3 high school transition programs.

Child Protection Programs to assist students in developing skills in recognizing and responding to unsafe situations, seeking assistance and establishing and maintaining relationships.

Our points system was a great success with those who achieved 1000 points participating in a reward day. Years K-2 went to Tin Lids Play Centre and Years 3-6 went to Morisset Golf Club.

The Peer Support Program ran during Term Two. This program helped students to form relationships across age groups as well as learning social and leadership skills.

Our Leadership Program focused on supporting Year 4 and 5 students as they applied to become a Senior or Junior Leader in 2012. Students kept a portfolio which was monitored weekly by their parents, class and mentor teacher.

Progress on 2011 targets

Target 1

Thirty-two percent of Year 5 students will achieve reading within bands 7 and 8 (NAPLAN)

13

Our achievements include:

19% of Year 5 students were in the top two bands for Reading.

The growth in reading for these students from Year 3 to 5 was 91.6 points, which was greater than state average.

91% of students in K-2 were successful in obtaining the regional reading target.

Target 2

Years 3 and 5 students will match the state’s percentages in the top two bands of NAPLAN.

21% of Year 3 students were in the top two bands for Numeracy compared to 39% of the State. 7.6% of Year Five students were in the top two bands for Numeracy compared to 29% of the State.

The growth in Numeracy for these students from Year 3 to 5 was 97.3 points, which was greater than state average.

Target 3

90% of students will achieve the 800 point level in our positive reward system.

Students received points on a daily basis towards the goal of 800 and then 1000 points. 50 students participated in the 1000 point excursion and 90% of students achieved the 800 point level.

100% of students participated in learning about the values of ‘You Can Do It’.

There were 583 classroom or playground notifications.

There were 492 detention referrals.

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2011 our school carried out evaluations of School Management and the curriculum area of PDHPE.

Educational and management practice

Background

The Department of Education and Training’s School Map evaluation about management was completed in 2011. Parents, students and teachers were surveyed about student engagement and the responses were gathered, collated and analysed by the school self-evaluation team.

Findings

The results of the evaluation on management by students, parents and staff indicated that:

70% of the school community believe that the school implements successful literacy and numeracy programs;

school provides quality learning opportunities for students performing at year level;

students, parents and teachers agree that the school makes changes from time to time to improve what it does;

and staff care about the students and discipline is fair and consistent.

Future directions

continue to evaluate its resources to meet the needs of all staff and students;

inform parents about student assessment and reporting;

and provide parents with relevant information about changes in curriculum, technology and teaching.

14

Curriculum

Background

Students at Wyee Public School are encouraged to be active participants in all PD/H/PE lessons. They are fortunate to attend a school with a variety of playing areas and are provided access to a comprehensive supply of sporting equipment. In evaluating PD/H/PE practices parents, students and staff were surveyed.

Findings and conclusions

95% of students believed it was important to be active and play sport;

82% had an understanding about how their bodies grow and change;

92% felt that PD/H/PE helped them learn about different ways to be active;

91% parents felt that sporting, cultural and creative experiences were important to a child’s learning.

Future directions

As a result of these findings the school will:

review and revisit the PD/H/PE scope and sequence to update existing programs;

continue with the Fundamental Movement Program;

regularly assess student achievement in PD/H/PE;

and provide parents with information regarding their child’s development in PD/H/PE through reports and parent interviews.

Parent, student, and teacher satisfaction

In 2011 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

The majority of parents surveyed felt that their child is happy and safe at school and the school is responsive to issues raised. Parents indicated that inappropriate behaviour is dealt with efficiently and the school provides a secure environment that is welcoming and nurturing.

Seventy eight percent of staff indicated that they feel valued and supported and forty four percent of staff felt that resources are managed effectively.

89% of teachers embraced the professional learning that takes place at Wyee Public School and enjoyed working as a collaborative team. They also take pride in the quality of programs that are delivered to all students, in particular students with specific learning needs.

Professional learning

During 2011 the school spent approximately $7000 for the professional development of staff. This amount was paid through tied grants and school budgets. Whilst some of the professional learning occurs in school time, a significant amount occurs after school and on school development days and included:

NAPLAN marking of persuasive texts

Mathematics problem solving and spatial awareness

Best Start

CPR

STLA – Making a difference

15

Work Health Safety Act

OH&S manual Handling

Child Protection

School planning 2012—2014

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 Department’s planning documents.

School priority 1

Outcome for 2012–2014

To improve literacy outcomes for all students

2012 Targets to achieve this outcome include:

Expected growth Yr 3 - Yr 5 and from Yr 5 – Yr 7 to exceed state performance of 60% for Writing and Reading.

64% of Year 3 students, 55% of Year 5 and 40% of Year 7 students achieving the top two bands in reading.

Students achieving growth of one or two levels across the Best Start Literacy Continuum.

74% of Year 3 students, 52% of Year 5 and 26% of Year 7 students achieving the top two bands in writing.

Strategies to achieve these targets include:

Analysis of 2011 and 2012 NAPLAN and school based assessment data to identify specific areas of need and to guide teaching and learning.

Providing staff with professional learning in innovative practical approaches to teaching writing, grammar, punctuation and the use of interactive whiteboards as a tool to the learning.

Continue Best Start Kindergarten Assessment and plotting students on the K-2 continuum.

Explicit teaching aimed at developing student literacy skills and purchase appropriate resources.

Implementation of the Summer Reading Program.

Continuation of the Decoding STLA Program.

Provide professional learning opportunities for parents to support their children’s development of writing skills.

Literacy quality teaching lesson study, trusted learning partnership to improve the quality of reading lessons delivered.

School priority 2

Outcome for 2012–2014

To improve numeracy outcomes for all students


Expected growth Yr 3 - Yr 5 and from Yr 5 – Yr 7 to exceed state performance of 60% for Numeracy.

56% of Year 3 students, 39% of Year 5 and 26% of Year 7 students achieving the top two bands in numeracy.

Students achieving growth of one or two levels across the Best Start numeracy continuum.


Analysis of 2011 and 2012 NAPLAN and school based assessment data to identify specific areas of need and to guide teaching and learning.

Continue Best Start Kindergarten Assessment and the K-2 continuum and match with assessment tasks.

Explicit teaching aimed at developing student numeracy skills and purchase appropriate resources.

16

Providing staff with professional learning in innovative practical approaches to teaching numeracy and utilising interactive whiteboards as a tool for learning.

Professional Learning and implementation of the Leading Mathematics Learning program.

Provide professional learning opportunities for parents to support their children’s development of Numeracy skills.

Target 3

To provide stimulating and engaging learning programs that meet student needs.


Improved attendance rates to 95.3%.

An increased level of student engagement in teaching and learning.

Feedback from quality teaching lesson study project.

Reduce playground or classroom incident notifications by 15%.

Reduce attendance in detention by 10%.

35% of students achieving 1000 points in the school’s reward program.


Monitor student attendance via Webattend.

Application for School Chaplaincy Program to meet students emotional and welfare needs.

Continue improving teacher and student capacity in the use of ICT.

Enhancing the learning environment and providing new, fun and engaging learning opportunities and purchasing stimulating resources and ‘rich’ picture books and texts.

Term 3 Quality Teaching Lesson study project based around the elements of the Quality Teaching Framework.

Explicit teaching of the values of ‘You Can Do It’.

Consistent implementation of the 1000 points student welfare reward program to promote improved behaviour and positive work habits.

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.

Adam Boulus Principal

Kylie Bateman Relieving Assistant Principal

Jenny Kingham Assistant Principal

Amanda Gibbons Teacher

Warwick Taylor Teacher

Susan See Teacher

Sally Sturgess Teacher

Mavis Batup Teacher

School contact information

Wyee Public School

119 Wyee Road Wyee NSW 2259

Ph: 4357 1225

17

Fax: 4357 1828

Email: [email protected]

Web: www. wyee-p.school.nsw.edu.au

School Code: 3522

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

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

3522 - Wyee Public School · new library, Kindergarten and Year Six graduation gifts and athletics...

Documents

Transcript of 3522 - Wyee Public School · new library, Kindergarten and Year Six graduation gifts and athletics...