Helensburgh PS Annual Report 2015

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Helensburgh Public School Annual Report

2153

2015


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IntroductionThe Annual Report for 2015 is provided to the community of Helensburgh Public School as an account of the

school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational

opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that

reflect the impact of key school strategies for improved learning and the benefit to all students from the

expenditure of resources, including equity funding.

Christopher Connor

Principal

School contact details:Helensburgh Public school

11 Fletcher Street

Helensburgh NSW 2508

www.helensburgh-ps.com

[email protected]

Phone: 02 4294 1332 Fax: 02 4294 3676

Message from the Principal2015 has been a year of consolidation and refocussing of school energies to lift the school’s profile in the

community and to build teacher capacity. I need to acknowledge the dedication of our teachers and non-

teaching staff and the commitment of our parents and grandparents who have instilled in our students the

love of learning. Improved educational opportunities are the greatest gift one generation can pass on to the

next. We certainly see that here at Helensburgh Public School. An educational community dedicated to seeing

the next generation of children receive the best possible education, locally at their local school.

This year our school community launched into the implementation of our new three year strategic plan which

included a new school vision statement and strategic directions for our school. The local community andparent body were deeply involved in the process through surveys, information evenings and focus groups. The

new school plan guides all that we do and has clear milestones that measure points of success.

Our teaching staff has exhibited a strong commitment to school improvement by their steadfast participation

to weekly training and development to improve their teaching and so improve student outcomes.

This year we revamped our awards system with the introduction of a “Principal’s Afternoon Tea” held for all

students who achieve a Principal’s Award each term. These events are highly prized and students love the idea

and enjoy their time having tea and biscuits in the library.

Student leadership is an important component of school life and I wish to thank our School Captains, Prefectsand House Captains for their excellent leadership this year.

Academically, 2015 has been a great year for our school with our NAPLAN results continuing to show great

improvements and upward trends that have the school performing above State standards.

Our Lego Robotics group, Komplete Kaos, continued to post amazing results in regional and national

competitions. The team once again was extended an invitation to represent Australia at an International

competition - this time in the USA.

Innovative programs go beyond robotics with students engaged in enrichment programs that challenge

students to grow in their area of talent. The school is also committed to building student resilience with“Bounce Back” and “Boys Club” programs providing activities that are engaging yet socially beneficial.


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Our Environmental programs still remain at the forefront of innovation at our school with our Green Team,

teachers and volunteers working together to secure regional awards and grant funding for our many projects.

Science has been a real focus of our school this year with whole school science days, a CSI Science Show and

the implementation of the new NSW Science syllabus.

This year our beloved P&C President, Mrs Sandy Szewcow, Treasurer, Mrs Catherine Ryan, and Secretary, Mrs

Gemma Williams, all retired from their executive roles. The combination of this wonderful team has helpedshape a new direction for parent involvement in our school. We are also saying goodbye to Mrs Jan Hill who

has been working at our school canteen for 27 years. We hope you enjoy your retirement and reflect back on

the enormous contribution you have made to the daily lives of many students at Helensburgh Public School.

Christopher Connor, Principal

Message from the P&CAnd another year draws to a close and my fourth and final year as President. Actions can often speak louder

than words and that can also apply to our children’s education. Being involved in our P&C is one way to show

our kids how much you value their education. It can also help parents better understand the functioning of our

school and allow parents to contribute. More can be achieved when a P&C group and the school worktogether towards common goals. Over the past 4 years I believe we have made great progress in this area and

we are providing a valuable contribution to our school community. The more people involved in the school the

more exciting and successful it can be.

The year for HPS P&C has been busy and productive one. We have seen numerous activities that have raised

funds for the school and provided great entertainment for the whole school community. These have included

curries, multiple raffles, traditional Mother’s and Father’s Day stalls, Walk-a-thon, Grandparents’ Day and

comedy night. We have worked with the SRC, staff and parents to plan for improvements to the school

playground equipment. As a group we assist in providing facilities and equipment for the school and promote

the welfare and recreation of the students. This year we installed the exciting first stage of playground

equipment in the Infants playground.

I would like to thank all the members of the executive team of the P&C for their continued contribution and

commitment. Without this team of people many of the great initiatives would not succeed. I would like to

specially mention Terese Merchant, who has been a familiar face for many years in the P&C. She has

contributed many hours of work over the years in supporting the school we thank you.

I also need to thank the many other parents that support where and when they can. Be it canteen, working

bees, classroom help, panel members, meetings, BBQs, cake stalls, bakers ….. the list seems endless. It is a

school community effort for all our children. It has been a privilege and a pleasure to be involved with such a

diverse and enthusiastic group of parents, teachers and kids.

Mrs Sandy Szewcow, President


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Message from the Student Representative CouncilHelensburgh Public School has an active SRC. The school parliamentary model is used and takes the form of a

School Cabinet led by the Prime Minister and Deputy Prime Minister.

The SRC was comprised of representatives from Years 2 to 6 (elected by their classmates), school captains

and prefects.

The School Cabinet was made up of the members of the SRC who assumed various cabinet ministerial

portfolios. SRC representatives elected ministers for a small number of ministries and committees that included

representatives from each grade.

The model contained elements of both participatory and representative democracy.

A ‘Crazy Socks’ Day was held to raise funds to purchase new sand for the K – 2 sandpit and to repair the

sandpit cover. A working bee included the replacing the old sand with the new sand.

The SRC’s wider community project involved helping a small school in Zimbabwe. Over 3,500 books and

reading resources that were not being used at our school were donated. These books and resources will be

shipped to the school by booksforzim.com, an initiative of a past student from the school in Zimbabwe, now a

PHD professor at Wollongong University.

The SRC and the Green Team assisted in the Lego Robotics team’s project to restructure the school’s waste

incorporating recycling, composting and reducing the school’s general waste. This has been a successful

initiative and will continue throughout 2016.

School Captains 2015

School Background

School Vision Statement

A quality school, working with its community, to inspire all students to be lifelong

learners, through dynamic educational experiences.

School Context

Our students are drawn from the town of Helensburgh and surrounding areas of Stanwell Tops and Darkes Forest.

Traditionally a coal mining town, the area has seen an influx of professional and semi-professional people who commute

to Sydney. There has also been a noticeable increase in those who work part-time and/or from home.

Situated in the Northern Illawarra, but at the southern gateway to Sydney, our students have the benefit of selecting

secondary education from both the Illawarra and Southern Sydney suburbs.

The school has had a long history of healthy, active, lifestyle programs and wide ranging interschool sport programs. This

has been supplemented with a range of creative and performing arts initiatives including public speaking, debating, school

band and choir. Academically challenging co-curricular activities form part of the school’s ongoing program.

Our students enjoy the additional benefits and support received from a highly active and motivated P&C and who play an

integral part in the school’s decision making processes.

Students with special needs are supported through a variety of learning support programs and a multi-categorical class.

he school is an active member of both the Sea Cliff Community of Schools based around Bulli High School and the

Community of Schools on the Park based around Heathcote and Engadine High Schools. In 2015 the school population was450 students.


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This section of the Annual Report outlines the findings from self-assessment using the School Excellence

Framework, our school achievements and the next steps to be pursued. The Framework supports public

schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice

across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

From that assessment we identified that the school has through its Strategic Directions - “A Culture of

Learning”, “Partnerships and Community” and “Dynamic Teaching” lifted student performance, staff

capacity and parental involvement achieved across the domains of Learning, Teaching, and Leading.

LearningThe school has committed resources to the development of teacher professional practice in the fields of

early learning, numeracy and reading comprehension. These areas have been targeted with innovative

educational programs that are researched based and with proven results across the state. Language

Learning and Literacy (L3) results measured by Reading Text data show that in 2014 Kinder 32% of students

performed at Cluster 5 and above while in 2015, 50% of students achieved at Cluster 5 and above. An 18%improvement. Taking Off with Numeracy (TOWN) – There has been a considerable improvement in the

performance of Year 5 students in Numeracy as measured by NAPLAN. In 2015 only 1% of students

performed below National Minimum Standards as compared to 11% in 2012. Focus on Reading (FoR) –

School Plan Data indicates that in 2014, Year 4 comprehension results for Cluster 10 and above accounted

for 70% of students while in 2015, 87% of students performed at Cluster 10 and above. A 17%

improvement.

TeachingDuring 2015 the school began its journey to improve the delivery of differentiated learning experiences and

hence assessment strategies through the contracting of Ms Bronwyn McLeod from UNSW to lead our staff

through a series of professional learning sessions. Our commitment to recording PLAN data reached our100% K – 6 target during the year and teachers began to trial reflective and quality feedback strategies

throughout the year.

LeadingA school Leadership team was established comprising the Executive Team and aspiring curriculum team

leaders to evaluate school performance against our agreed milestones. The new History/Geography

syllabus was introduced ready for unit writing and implementation in 2016. Parental involvement in

decision-making greatly increased with the construction of focus groups to discuss the school’s Strategic

Direction and Vision Statement. Students also had their say on the Vision for the school using word

mapping software and across the school students began to set their own learning goals. The school has

been focussing on developing community partnerships and to this end a new Facebook page wasdeveloped to better inform and communicate with parents and the community.

Our self-assessment process will further assist the school to refine the strategic priorities in our School plan

leading to further improvements in the delivery of education to our students.

Self-Assessment using the School Excellence Framework


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Strategic Direction 1

A Culture of Learning

Purpose

Building individual and collective capacity to provide stimulating and challenging teaching that fosters in

both the teacher and the learner, lifelong learning.

Overall Summary of Progress

Our continued school wide focus on improving student outcomes has driven teacher professional learning

around innovative educational programs such as L3, TOWN and Focus on Reading as well as the tracking of

student progress using a variety of data sets. The analysis of NAPLAN, school based assessments and PLAN

data has led to a better understanding and application of differentiated program development. Student

progress is monitored and teachers engage in reflective practices. Student performance results indicate

that Reading Text data show that in 2014 Kinder 32% of students performed at Cluster 5 and above while in

2015, 50% of students achieved at Cluster 5 and above and Year 3 NAPLAN results in writing show a 22%

increase in the number of students in the top bands from 2014 to 2015.Year 5 NAPLAN Numeracy resultsshow a 24% improvement in the number of students performing in the top two bands from 2013 to 2015.

Workshops were held for parents to understand how they can help their child with homework, thinking

mathematically, transitioning to high school as well as strategic planning focus groups.

Progress Towards Achieving Improvement Measures Resources

(annual)

Improvement measure

(to be achieved over 3 years)

Progress achieved this year Funds expended

Improved achievement in literacy

and numeracy as measured by

school based assessment data,

PLAN and NAPLAN for both

Aboriginal and Non-Aboriginal

students

Staff enthusiasm and increased knowledge around

early learning through L3 and L2.

Enhanced teacher expertise in Best Start data

collection.

Student results in PLAN data show an upward

trend in Text reading levels.

Teachers referring to PLAN data to inform class

literacy programs.

Use of TOWN kits and resources purchased used

effectively by teachers.

Quality assessment practices maintained to ensure

student progress and teacher programming.

$12,923.95 L3 TPL

funding

$191.70 L2 TPL

funding

$5742.95 TOWN TPL

funding

$766.80 TEN TPL

funding

$26,853.93 RAM

PLAN Literacy andNumeracy funding

Evidence of differentiated

curriculum enables every student to

become successful learners who

engage positively and

independently in quality learning

programs to achieve their personal

learning goals.

Classroom walls will now display and demonstrate

the student’s work and posters derived from the

explicit teaching of the six comprehension

strategies in the “Focus on Reading” program.

Teachers will be collaboratively discussing and

comparing student work samples, teaching ideas

and their implementation of the program.

Evidence of Extended, core and adjusted

strategies/ lessons in teacher programs.

$ 4316.17 for TPL

funding


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Next Steps

The school will continue with the implementation of three key initiatives - L3, TOWN and FoR for 2016.

The next steps required for 2016 to ensure Strategic Direction 1 (A Culture of Learning) will be;

Ongoing Professional Learning for Kindergarten and Year 1 teachers in L3

New Kindergarten teachers and year 2 teachers to receive training in L3 Evaluation of program annually using TOWN matrix to plan and maintain sustainability for the future.

PLAN data and the numeracy continuum used effectively by staff to enhance student progress and

determine teacher programming.

Place Value data walls evident and utilised in classrooms

Stage meetings – to be held monthly to visit classrooms, view “Focus on Reading” displays, work

samples and teaching ideas. These meetings will be held either during Tuesday (Stage 3) or Thursday

(Stage 2) lunchtimes.

Ongoing Professional Learning for Stages 1 – 3 in FoR to complete Phase 1 Comprehension modules


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Partnership and Community

Purpose

Building stronger relationships as an educational community by leading and inspiring a culture of

collaboration, empowerment, reflective practices and instructional leadership. Fostering leadershipacross the school community to empower innovative learning.


The school will continue to value and encourage leadership development as a key factor for whole school

improvement. Student leadership related to setting individual learning goals was commenced this year with

limited application. It is hoped that 2016 will be a focus year for teachers to take up student learning

intentions as a prime focus in their classrooms and learning programs. Parent involvement was at an all-

time high during 2015 with focus groups and parent workshops well attended. Teachers continue to take

on leadership roles across the school particularly in the implementation of the new History/Geography

syllabus and various enrichment programs.


(annual)

Improvement measure

(to be achieved over 3years)

Progress achieved this year Funds Expended

Increased number of

student led

individualised learninggoals and active

decision making

opportunities across

the school

Student Empowerment

Students actively involved in decision making through SRC,

Prefects, house captains, Library Monitors and Green

Group.

Class teachers lead students to develop individual learning

goals.

Students representing their school in a variety of settings

and domains.

$1,399.15 Peer

Support funding

% increase in the

number of staff

demonstrating

confidence in their

capacity to lead

and/or share their

curriculum expertise

Leadership Development

Team leaders take on key areas of responsibility in school

management and curriculum delivery.

History/Geography syllabus implementation and unit

writing. QTSS and G&T leadership to identify students, develop

units and differentiate the curriculum across the school.

$2626.61 TPL funds

$2919.30 school G&T

funding

% increase of parent

feedback and

participation showing

success of the school’s

educational programs

K - 6

Parent Involvement

Parent Information Sessions well attended.

Improved communication channels – news Blog, Facebook

and direct SMS to parents.

Parent Focus groups as part of the development of school

vision and strategic directions.

Opportunities for parent participation in classroom

learning and school events.

P & C – forum for school policy discussions and information

exchange.

$2500 Community

Consultation funding

Next Steps


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Students are active participants in their learning – setting learning goals

Students evaluate their own learning on a regular basis

Student personal evaluation of their School Reports

Students provide feedback on school life via Tell Them For Me survey tool

Curriculum based parent information sessions and workshops

Parent membership on the school evaluation and finance committees

Parent Focus groups for ASR feedback and School Plan feedback.

Parents engaged in student learning through Seesaw app

Parents to contribute to student learning preferences

History/Geography syllabus implementation and unit writing

QTSS and G&T leadership to identify students, develop units and differentiate the curriculum across the school


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Dynamic Teaching

Purpose

Designing and utilising educational programs and initiatives that are responsive and flexible to

differentiated teaching and learning for a range of learning needs. Meeting every child at their point ofneed and lifting student outcomes and levels of engagement.


During 2015 the school continued to focus on the application of quality feedback and reflective practices as

part of all teacher professional learning sessions, stage meetings and curriculum team workshops. Teachers

have found this most beneficial professionally and it has guided their review of classroom practice and

lesson planning. Two teachers are now working towards Highly Accomplished professional standard and

new model of Teacher Professional Development Plans were introduced.

Student reflection on their own learning guided by quality teacher feedback will be a further goal for 2016

with an aim to target Literacy lessons and student reports.


(annual)

Improvement measure

(to be achieved over 3

years)

Progress achieved this year Funds Expended

Every teacher will show

strong evidence of

performance againstthe Australian Teaching

Standards.

Introduced PDPs for all teaching staff.

Teacher mentors for beginning teacher assigned.

Lesson Observations as part of the school culture. Teachers moving towards Proficient and Highly

Accomplished Teacher.

$1308.24 school funds

Quality reflective

practices will be evident

across teaching and

learning with all staff

engaged in regular

reflection and the use of

formal and informal

feedback.

Student reflection and teacher quality feedback not fully

implemented but teachers are learning to apply.

Some reflection in TPL presentations, professional

learning sessions and stage meetings and teachers

programs.

Evident at LST and Student Wellbeing meetings

$1917.00 School

funds – History

syllabus

implementation

Next Steps

Analysis of NAPLAN & PLAN data informs planning, teaching and assessing.

Greater take up of ICAS testing.

Rollout of COGAT testing Year 2 and 4.

TPL on evidence informed consistent Teacher judgements.

TPL on Reflection as a teaching tool for individualised learning and goals.

Feedback in literacy (writing), TOWN, L3, FoR & RR lessons programmed by teachers.

Students given time and tools to reflect on their learning and their quality of work.

Teacher self-assessment from the AITSL site to guide their professional self improvement.

Strengthen teacher capacity to assess against the ATS and to develop challenging learning goals in their PDPs. Teachers recording against the Australian Teaching Standards (ATS).


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Key initiatives and Other School Focus Areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background fundingAboriginal students received in class support

targeting literacy and opportunities to

experience cultural activities at school and at

community events.

$8306.00 RAM

Aboriginal background

funding

English language proficiency fundingTargeted students received additional literacy

assistance through specialist LaST and in class

support.

$1454.00 RAM English

language proficiency

funding

Socio-economic funding Targeted students from Years 3-6 had

improved resilience skills in playground and

classroom interactions.

Students more readily identified and

monitored in Learning Support Team (LST)

meetings.

Suspension rates reduced as seen in Sentraldata.

Targeted students feedback was positive-

students & families identified both programs

as the “best part of their week”.

Teacher survey results confirm that both

wellbeing programs successfully met the

ongoing needs of students.

$29,243.26 RAM

Socio-economic

funding

Low level adjustment for disability

funding

Teachers more readily skilled in creating and

adjusting IEP’S for students.

Liaising between teachers, SLSO’s, LST better

affected with meetings and communication.

Improved engagement of targeted students.

Utilisation of outside agencies effectively

utilised.

Funding applications successful and

streamlined.

Students involved in support programs

benefitting by improved outcomes,

documentation and follow up.

$ 33,326.00 RAM Low

level adjustment for

disability funding

Support for beginning teachersTwo beginning teachers were supported during

the development of their Applications for

Accreditation, Beginning Teacher Conferences

and teacher mentoring.

$27,095.06 Beginning

teacher support

funding

Other school focus areas Impact achieved this year Resources (annual)

Environmental education projects Sustainability was embedded into weeklylearning activities.

All Stage 2 students were involved in hands

on sessions about permaculture, renewable

energy, water, soil PH and plant life cycles.

Students experienced seed to plate

germination, harvesting and preparing food

for the outdoor garden.

Healthy lunches was evidence of impact.

Outdoor kitchen created and utilised inlearning.

$7664.90 school and

grant funding

$693.73 Climate

Clever Funding

$15,000.00

Environmental

Education Grant


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Student InformationIt is a requirement that the reporting of information

for all students be consistent with privacy and

personal information policies.

Student enrolment profile Total school enrolment for 2015 was 450 students

Student attendance profile

School attendance rates continue to be above the

state in every grade.

Workforce Information

Reporting of information for all staff must beconsistent with privacy and personal information

policies.

Workforce composition Position Number

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 15

Teacher multi-categorical 1

Teacher of Reading Recovery 0.798

Teacher RFF 0.882

Teacher Part time 0.8

Learning and Support Teacher(s) 1

Teacher Librarian 1

School Counsellor 1

School Administrative & Support Staff 4.489

Total 30.969

The Australian Education Regulation, 2014 requires

schools to report on Aboriginal composition of their

workforce.

Three members of staff identify as Aboriginal.

Teacher QualificationsAll teaching staff meet the professional

requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100%

Postgraduate degree 35%

Professional Learning & Teacher Accreditation Two teachers successfully reached Proficient Level

accreditation and two teachers commenced Highly

Accomplished Teacher (HAT) accreditation level.

New History Syllabus Professional Training

2015 saw the mandatory training of the new English

syllabus for all teachers. During 2015, one teacher

undertook training in the new History syllabus with

the view of passing on this training to the rest of the

teaching staff. Teachers undertook three training

sessions during Terms 2 and 3 culminating incollaborative planning to write units of work to be

implemented in 2016.

The new Geography syllabus will also be

incorporated into the units of work that will be

trialled throughout 2016. Towards the end of 2016

teachers will evaluate the units covered over the

year and develop a whole school scope and

sequence for History/Geography in the following

years.

Financial Information

Financial summaryThis summary covers funds for operating costs and

does not involve expenditure areas such as

0

100

200

300

400

500

600

2009 2010 2011 2012 2013 2014 2015

S t u d e n t s

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 95.4 95.3 95.5 96.6 95.8 97.3

1 94.7 95.0 95.0 95.7 96.3 94.3

2 94.9 94.8 93.9 94.8 96.3 95.5

3 95.1 94.2 95.9 94.8 95.9 96.0

4 95.3 94.0 94.5 95.7 95.5 95.15 94.2 93.2 94.7 94.2 95.3 94.8

6 94.7 92.7 93.9 94.7 94.4 94.7

Total 94.9 94.2 94.8 95.2 95.7 95.3

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

S t a t e

D o E

S c h o o l


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permanent salaries, building and major

maintenance.

A full copy of the school’s 2015 financial statement is

tabled at the annual general meetings of the parent

and/or community groups. Further details

concerning the statement can be obtained bycontacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 267,429.30

Global funds 224,758.61

Tied funds 235,511.69

School & community sources 219,225.95

Interest 6,197.40

Trust receipts 39,863.04

Canteen 0.00

Total income 992,985.99

Expenditure

Teaching & learning

Key learning areas 28,261.31

Excursions 56,337.75

Extracurricular dissections 91,355.55

Library 3,759.24

Training & development 10,522.51

Tied funds 268,640.05

Casual relief teachers 151,801.91

Administration & office 78,842.88

School-operated canteen 0.00

Utilities 40,080.29Maintenance 30,475.08

Trust accounts 40,146.18

Capital programs 32,322.27

Total expenditure 832,545.02

Balance carried forward 160,440.97

School Performance

NAPLANIn the National Assessment Program, the results

across the Years 3, 5, 7 and 9 literacy and numeracyassessments 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.

The My School website provides detailed

information and data for national literacy and

numeracy testing. Click on the link My School and

insert the school name in the Find a school and

select GO to access the school data.

Parent/Caregiver, Student, Teacher

SatisfactionEach year schools are required to seek the opinions

of parents, students and teachers about the school.

Their responses are presented below. A school

constructed parent survey was conducted tomeasure parent satisfaction. 80% of parents

surveyed indicated that they were either Very

Satisfied or Highly Satisfied with the performance

and culture at Helensburgh Public School. Examples

of parent comments included:

Happy smiling faces on kids and parents.

Great extracurricular activities, such as lego,

garden, choir, band, sport and art.

Wonderful, supportive, hard-working P&C.

Great school for my children – couldn’t be

happier.

Wonderful school with lovely environment and

atmosphere.

Fun activities that involve parents and families.

My children are happy and engaged.

Kinder teachers are amazing, warm and

passionate, always with time for parents.

More enrichment opportunities needed for

range of children.

Teachers were also surveyed and they indicated ahigh level of satisfaction with comments that

included:

Work well together.

Great work environment.

Have some great teachers who work very hard.

Connected executive.

Lovely community which is connected.

Well-resourced school.

Strong mental health system & strategies.

Friendly, collaborative staff. Kids have community feel overall.

Lovely feel from staff and parents.

Beautiful playground.

Up to date with curriculum.

Excellent resources and infrastructure.

Flexibility with funds to pay programs we feel

are important.

Policy Requirements

Aboriginal Education

Fourteen students of Aboriginal heritage, from Years1-6, met weekly in an Aboriginal Focus Group for

cultural activities such as cooking using bush tucker

http://www.myschool.edu.au/http://www.myschool.edu.au/


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ingredients, gardening, and learning about

traditional Aboriginal ways of treating land, people

and dreaming. Further community connections have

been forged with the Community of Schools on the

Park and students have participated in Koori Kids

family days at the Royal National Park. During Term

4, nominated students have small group literacysessions.

Multicultural Education and Anti-racismHelensburgh Public School celebrated the rich

cultural diversity of its community by embedding

multicultural perspectives within teaching and

learning programs and by commemorating Harmony

Day on 21st March. This year students from Year 5

celebrated all things Japanese as an extension of the

English unit based on the novel Sadako and theThousand Paper Cranes. The students participated in

planned activities where they created a range of

beautiful Japanese kites, cooked Japanese miso

soup, sang karaoke and created and displayed

Kokeshi Dolls on paper in the Office Foyer.

Helensburgh Public School hosted Chinese language

classes each week after school and a growing

number of students are taking the opportunity to

learn another language and learn about Chinese

culture.

Other School Programs Pre-service Teaching Experiences

Providing in-school training for university students

completing their Education degree is a fundamental

part of their preparation for entering the teaching

profession.

As in previous years, Helensburgh Public School

hosted pre-service teachers from the University of

Wollongong.

The University of Wollongong appreciates the

professional manner that pre-service teachers are

welcomed and mentored at our school.

Gifted and Talented Programs

This year has seen very significant changes in the

way we identified, programmed and enriched ourgifted and talented students at Helensburgh Public

School. In Term 1, two teachers were given the

opportunity to complete a two day in-service

delivered by Bronwyn Mcleod at UNSW. Bronwyn

MacLeod, has a Certificate of Gifted Education and a

Masters of Education, specialising in Gifted

Education, from the University of New South Wales,

and has undertaken doctoral studies focusing in

Gifted Education and Technology also at the

University of New South Wales. The school was then

lucky enough to secure her to deliver an inserviceabout Gifted and Talented education to all staff on

our staff development day in Term 4.

As a result of this in-service, the school embarked on

a way of programming units of work using a

conceptual framework. By utilising our Quality

Teaching Successful Students (QTSS) funding

allocation, units of work were written collaboratively

in order to be able to clearly differentiate for all of

our students in the new History and Geography

curriculums. The units were written in Google docsto ensure ease of transference and implementation

for all staff. As a result, Years K-6 will be teaching

these two KLAs at the same time, right across the

school at a specific time once a week. We will follow

this process in order to prepare a whole school bank

of units, for each grade, for each term.

We also used a wider more specific use of NAPLAN

results and ICAS results in order to clearly identify

students performing at a level of giftedness inliteracy and/ or mathematics and science. This in

turn led to a change of culture in terms of how we


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formed our classes for 2016. We used a cluster

grouping model to ensure that we minimised the

intellectual spread within classes and thus create a

high level of engagement and success for all

students. Following the research presented to us by

Bronwyn Mcleod, we came to the decision as a

school that our gifted children could perform muchbetter if they are grouped together.

The school became involved in forming a team for

“Tournament of the Minds” and was very well

supported by parents. Lego Robotics continued to

achieve at an exceptionally high level. We also

offered our gifted children the opportunity to

participate in many out of school programs such as

the environmental science camp, “Mind Matters”

and “Learning Labs”, school band, sporting events

and stage based enrichment groups and activities.

Reading Recovery

Reading Recovery is an early intervention program

for students who are performing below expected

levels in reading and writing after their first year of

school. The program provides intensive individual

instruction each day for 30 minutes with the aim of

helping the students develop effective reading and

writing strategies. A specially trained teacher

conducts the highly specific individual lessons.

In 2015 thirteen students accessed the program with

twelve discontinuing successfully, having

significantly raised their reading level.

Reading Recovery continues to have a positive

impact on the reading and writing achievement

levels in the school.

PD, Health and PE

Sport has continued to grow at Helensburgh Public

School with a wide variety of sports and activitiesoffered to students from K-6. The Kindergarten to

Year 2 sports programs focused on movement, gross

motor skills and the development of skills necessary

for participation in physical activities and games. By

improving their fitness and skills they are better

prepared to play sports in later years. K-2 also

participated in a school carnival.

Helensburgh Public School continues to participate

in the Dance2bfit program which allowed studentsto demonstrate the skills they had mastered during

the program. K-2 also participated in Gym Sports,

the gymnastics content was based on the dominant

movement patterns which included floor activities

such as rolling, balance beams, springing and landing

safely using mini tramps and soft mats.

Swimming scheme again took place for two weeks in

Term 4. Students form Years 2-4 participated with all

students’ swimming abilities improving markedly

throughout the program. In addition, students from

Years K-2 participated in specialised gymnastics

programs during Term 2.

Live Life Well Program

At Helensburgh Public School this year we have

taken a whole school approach to the nutrition andphysical activity of our children.

School Community Partnerships: The inclusion of

parents, local sporting groups and Heathcote High

students to support the effective running of

nutritional learning experiences within the school

grounds and the effective running of our sporting

carnivals.

School Ethos & Environment: Helensburgh Public

School has promoted and implemented nutritioncampaigns such as “Fruit & Veg Month” and “Fruit

Break”.

Our top oval infants’ playground has had new play

equipment added for the children to play and

interact on.

Sports equipment is now available daily at Recess

and Lunch in both the Infants and Primary

playgrounds with ownership of the equipment taken

over by our 2015 House Captains.


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Helensburgh Public School had another fantastic

year during 2015 with many sporting achievements.

PSSA Sport has had an overwhelming response

during team trial selections from students acrossYears 3-6, with many students included in the PSSA

sporting experiences for the first time. Representing

our school proudly was:

Soccer

1 x Senior Mixed, 1 x Junior Mixed (with the Junior

team winning the championship!!)

Netball

2 x Junior Girls, 2 Senior Girls (both team making the

semi-finals and the junior teams both winning the

premiership for Helensburgh!!)Oz Tag

2 x Junior Girls, 1 x Junior Boys, 2 x Senior Girls and

1 x Senior Boys

Softball

1 x Senior Girls

T-Ball

1 x Junior Girls, 1 x Junior Boys

Cricket

1 x Senior Boys

Successful Swimming, Cross Country and AthleticsCarnivals ran again in 2015. They were held at

Engadine Leisure Centre, Heathcote Oval and Rex

Jackson Oval respectively. The carnivals were

enjoyed by all and encouraged participation from all

students. Trials were held and teams formed to

represent the school at the Sydney East District

Primary Schools Sports Association (PSSA) and then

onto the Sydney East Area.

Swimming

Our carnival was a great day with beautiful weather,

action packed races and team spirit! Hargraves wasthe overall top point scoring house of the day. At the

zone level we had many students proudly

representing our school with a selection of students

advancing to the regional level.

Cross Country

Our carnival ran smoothly with all students showing

their house spirit and sportsmanship, we had over

60 students represent us at the zone carnival with 5students representing our school at the regional

level.

Athletics

We had a huge 2 day carnival with Year 10 PDHPE

elective class from Heathcote High attending and

assisting with the running of our carnival. The

winning house was Hargraves!

NSW State Skiing Championships

We had one student represented Helensburgh PublicSchool at the Interschools Snowsports

Championships. This is a series of snow sports

competitions where students compete for their

school as part of a team or an individual.

Science

The new Science curriculum was successfully

implemented and was supported by science

resource boxes in 2015 at Helensburgh Public

School. 'Primary Connections' units were used and

will continue to be used in 2016 from the science'scope and sequence' created by the Helensburgh

Public School Science team.

A 'Science Fair' was held at school using a grant from

'The Australian Institute of Science'. Students from

Bulli High School and Heathcote High School were

involved along with parents and community

members. Experiments were held and the children

from K-6 were given the opportunity to conduct

experiments and predict outcomes themselves by

using everyday materials such as food colouring,eggs, water and vinegar.

The day was thoroughly enjoyed by everyone

involved and gave students a 'hands on' experience

to appreciate science by investigation using an

inquiry model.

Band

The Helensburgh Public School Band re-formed in

June 2007 after receiving a Government Grant topurchase musical instruments.


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For more than 7 years we have been building the

band at Helensburgh Public School. The band is

comprised of over 50 students playing 13 different

types of instruments. It is fun and the kids are really

playing music!

Helensburgh Public School Band has beenrecognised as a musical force in the community and

has been asked to play the opening music brackets

for various community events, such as “Buzz in the

Burgh”, the “Helensburgh Country Fair”, “Santa Is

Coming To Town” and the “Festival of Flight”.

In 2015, the band took part in the Wollongong

Combined Schools Instrumental Festival at

Wollongong Town Hall. We performed at

Grandparents’ Day and school assemblies. A number

of students from the Helensburgh Band took part inthe Illawarra and South East Region Junior Band

(ISER), which commenced with a three day/two

night band camp in May. Some of our students are

currently taking part in ensembles at the

Wollongong Conservatorium. In 2015, a HPS student

represented at the ISER Music Camp.

The school band consists of woodwind instruments

(flute, clarinet, bass clarinet, and alto saxophone),

brass instruments (euphonium, trumpet and

trombone), string instruments (guitar and bassguitar), and percussion (drums, percussion

instruments, keyboard and glockenspiel). The

children learn in a large group (band) environment

and have additional tuition in small same instrument

groups.

Participation in a school band helps children learn

self-discipline, the skills of working together as a

group, and, most importantly, to play music.

2015 was a busy year for the instrumental musiciansat Helensburgh Public School and 2016 will be even

busier!

Choir

The school choir has experienced yet another

wonderful year. The choir members range from

Years 3 to 6. Our most important performance was

held in August at the Wollongong Town Hall, as part

of the Wollongong School Choral Festival.

The choir has also delighted local community

members singing at the Helensburgh Tradie’s Club.

In July and December the children performed at the

Northern Illawarra Neighbour Aid, as part of our

outreach into the wider community. Additionally,

the choir performed at Education Week,

Grandparent’s Day and various K – 6 Assemblies. A

small choral group also performed with distinction

on Remembrance Day at the Helensburgh Cenotaph.

The choir is both talented and committed!

Tournament of Minds

Our representative seven students worked as a team

on the Tournament of Minds Social Science

Challenge and competed at the South Coast Regional

ToM. The Team created a dramatic performance in

response to the challenge 'You are the Weakest Link

- Goodbye', illuminating the identities and

achievements of historical figures, and their

consequent fictitious removal form the history

pages.

Creative and Practical Arts

Enrichment Art students enjoyed weekly practice of

portraiture, focusing on tone, colour mixing,

perspective, ratios and line using various mediums.

Students studied the art of Archibald finalists and

visited the works at the Art Gallery of NSW.

Students’ major works were exhibited at the 'Work

in Progress' show during Grandparents Day, and

throughout the Helensburgh Shopping Precinct in

the inaugural 'Window Shopping' Exhibition.Additionally, the work of one of our students, a

monochromatic study of her grandfather, won the

Artsparks Competition at the Scarborough Art Show.

Nominated Drama Enrichment students 3-6

participated in theatre sports during Term 4, and

performed a reader's theatre of the Jackie

French/Bruce Whatley text 'Shaggy Gully' before the

school.

Helensburgh PS Annual Report 2015

Documents

Transcript of Helensburgh PS Annual Report 2015