Samuel Gilbert Public School Annual Report · Assessment (Prof. Dylan Wiliam) and Leadership of...

Samuel Gilbert Public SchoolAnnual Report

2017

4574

Printed on: 13 April, 2018 of 20 Samuel Gilbert Public School 4574 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Samuel Gilbert Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Mrs Ros McCallan

Principal

School contact details

Samuel Gilbert Public SchoolRidgecrop DriveCastle Hill, 2154www.samuelgilb-p.schools.nsw.edu.ausamuelgilb-p.School@det.nsw.edu.au9680 4477

Message from the Principal

This year has been one of significant change at Samuel Gilbert Public School. The recruitment of new teachers and asecond deputy principal has enriched our commitment to school excellence. As a result, we have been able to providemore opportunities for students, more collaborative engagement for teachers and greater communication with ourcommunity. One deputy oversees communication and the massive area of coordinating organisational activities, and onedeputy oversees teaching and learning which has had a huge impact on more effective school processes beingestablished. The further development of initiatives such as instructional partnerships, professional development plansand dedicated stage planning sessions has enabled teachers to further engage in team teaching and mentoring.Teachers have worked more closely with executive to set goals within their own professional learning. Our students wereprovided with opportunities to regulate their own learning working closely with their teachers to set learning goals. Asharp focus on the school’s strategic directions meant that school targets were clearly articulated and strongly reflectedshared partnerships.

The school is committed to the provision of quality educational outcomes for every child, with a focus on highexpectations and a shared responsibility for every student to reach their potential. Samuel Gilbert Public School has acollective focus on delivering evidence–based teaching and learning programs that enhance student engagement andachievement. Our school values underpin a positive learning culture. Our students are conscientious learners whoembrace many in–school and extra–curricula opportunities afforded to them. Our students are nurtured by dedicatedstaff to flourish, respect learning and succeed. We are supported by our broad parent community and value theirpositivity, ensuring Samuel Gilbert Public School is a dynamic place of learning.

I thank students, staff and the community for their respectful partnership with Samuel Gilbert Public School.


School background

School vision statement

To promote the success of every student through quality teaching and inspired learning, underpinned by inclusivewellbeing practices.

School context

Samuel Gilbert Public School is highly regarded for its strong academic focus, positive wellbeing approaches andinclusive relationships. Whole school learning programs and practices reflect quality teaching, strong cognitiveengagement strategies and a commitment to students first! The school's purpose is to support the success of every childand inspire a love of learning. The school's values are safety, empathy, resilience and respect.

Samuel Gilbert Public School is situated in a natural bushland setting in the growing Hills area of Sydney. The school iswell supported through multiple and diverse community partnerships.

The school is named after a convict settler who arrived in 1816. In 1831, Samuel Gilbert was given a conditional pardonand granted land at Castle Hill. This grant borders the land on which our school stands.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Our school’s self–assessment data showed most pleasing progress has been made in the elements of learning,collaborative practices and assessment and reporting. Strong improvements were also identified in the areas ofleadership and management practices and processes. The enhancement of instructional partnerships focused on literacyas well as a focus on collaborative stage–based learning has supported these improvements.

Learning– Sustaining and Growing

This year, there was a continued sharp focus on the expectations of behaviour in classrooms, playgrounds and out ofschool settings for students, parents and teachers. We are proud of the newly developed guidelines and systems inplace to support and address student learning needs which impact on the success of our students. Improved assessmentstrategies and the establishment of student learning goals has been successfully implemented across the school. Therigor and relevance of our curriculum delivery was again a strong focus. Our academic partnership and focus onfuture–focused learning is now well established and strengthening student cognitive engagement and greater success inlearning.

Teaching– Sustaining and Growing

Provision has been made for more opportunities for teachers to collaborate and plan teaching and learning programs andinclude support for greater differentiation and explicit use of the syllabus documents. The school’s professional learninghas built teacher skills in quality rich teaching tasks. The provision of sustained opportunities for teacher collaboration aswell as the instructional partnership support has increased classroom observations, visits to other schools, and themodelling of effective practice. Performance and Development Plans are given priority with teachers and executive staffto ensure that individual learning goals and teaching requirements are being met.

Leadership– Excelling

A number of teachers were provided with opportunities to relieve in higher duty positions across the year, allowing forgreater distributed leadership and were well supported during their leadership roles. This year succession planningprinciples have been well established in the executive team structure. This has complemented a more deliberate sharpfocus on the time devoted to identify, monitor and address student learning, which has enhanced student results and


engagement as well as the school culture. The leadership team met weekly to review leadership, school organisationand management and worked closely with teams to action educational priorities within the school. Staff with professionalexpertise were provided with purposeful leadership roles within the school ensuring a strengths–based approach forschool management and a strong commitment to quality educational outcomes.

The school’s strategic directions were continually articulated and highly visible within the school to enhance a wholeschool commitment. The school has enjoyed higher parental participation in activities, information sessions etc.Enrolments continue to strongly increase, with the school results and strong culture of learning often cited as reasons bythe broader community for non–local applications.

Improved processes and procedures for compliance, communication, learning and support, behaviour and schooladministration were strong areas of focus and success. The school successfully implemented the new LMBR functions.This area is a work in progress due to the complexity and continual roll out of more features.

School leaders, teachers and students will continue to work on developing a differentiated, reflective learning culture,catering for all learners in 2018, with a continued focus on student success.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

To provide every student with quality learning and teaching that is embedded in curriculum, assessment and teacherpractice.

Purpose

Purpose:

Enhancing teacher practice and programs for effective learning through: • The Quality Teaching Framework and the application for higher order thinking skills • Curriculum delivery that is clearly linked to syllabus requirements. • Implementation of new Australian curriculum syllabus (maths, science & technology and history) • Implementation of NSW Literacy & Numeracy Continuums as a formative assessment strategy • Use of PLAN software • Extended and enhanced collaborations/educational networks

Overall summary of progress

SGPS provided every student with quality learning and teaching through its continued focus on future–focusedpedagogies, with a third year of the 21CLD (21st Century Learning Design) project. This further strengthened networkswith Glenhaven PS and Dr Kylie Shaw from Newcastle University and initiated further connections with Castle Hill HS.These projects require higher–order thinking and collaboration and ensured quality learning programs were designedand implemented within all curriculum areas including the new Australian curriculum syllabuses of Mathematics, Scienceand Technology, and History.

All staff were involved in professional learning delivered by Dr Kylie Shaw, addressing Innovative Teaching and Learning(ITL) practices . In 2017, these included; Use of Technology for Learning, Self–regulation (which linked with our work onSEL – Social Emotional Learning) and Skilled Communication. These dimensions were included in the 21CLD projectsK–6.

All teachers received professional learning delivered by Tony Ryan, who challenged thinking on preparing students forthe future. Selected teachers and executive attended professional learning on Critical and Creative Thinking, FormativeAssessment (Prof. Dylan Wiliam) and Leadership of Curriculum Change (Prof. Dylan Wiliam), in preparation for aconcentrated focus across the school in 2018.

Geography and History scope and sequences were drafted, and the Mathematics problem–solving scope and sequencebased on the Newman’s prompts drafted in 2016, was implemented across the school.

Enrichment in writing was delivered via an instructional partner/team teaching model, where each grade received a cycleof explicit teaching on the planning, structures and language features of both creative and persuasive writing. Enrichmentalso included implementation of the Newman’s Based problem–solving.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

NAPLAN; Expected growthmeasures between Years 3 and5, and Years 5 and 7 reading,numeracy and writing results aregreater than or equal to 60%.

Literacy and numeracybudgets

QTSS funding/budgets

MultiLit

Year 3–5 Reading: 68.3%

Year 3–5 Writing: 79.6%

Year 3–5 Numeracy: 65.7%

Year 5–7 Reading: 71.3%

Year 5–7 Writing: 60.7%

Year 5–7 Numeracy: 77%

(Statistics taken from SMART Data)






All classes using the LiteracyContinuum.



Reading Recovery

MulitLit

100% of classes were using the Literacy continuumas an integral part of formative assessment.

98% of K–2 students achievingschool reading exit levels.



Reading Recovery

MultiLit

98% of K–2 students achieved school benchmarksand national reading exit levels.

96% of students achieving at orexceeding age level results inPAT assessments.

Literacy and Numeracyteam funding budgets.

Professional learning and ITteam budget.

96% of students achieved or exceeded age levelsin PAT data.

90% of students achieving at orexceeding benchmark levels forstage in the critical aspects ofliteracy and numeracy.

Professional learning fundsand beginner teacherfunding.

Reading Recovery

MultiLit

Over 90% of students achieved school benchmarksand national reading exit levels.

Over 90% of students reached or exceededbenchmark level in numeracy.

Next Steps

2018 will see the first year of a new School Plan (2018–2020). There will be a continued focus on future–focusedpedagogies, including a strengthening of the ITL practices. On evaluation, future priority areas have been identified,which will inform the school’s strategic directions.

Further professional development and subsequent implementation of Formative Assessment practices (Prof. DylanWiliam), will assist teachers to facilitate the successful progression of student learning. Deep understanding and resultingimplementation of Visible Learning strategies (John Hatti) will ensure a more active role is taken by students in theirlearning, which will further enhance learning and teaching; and a focus on developing a Growth Mindset (Carol Dwecke)for both students and teachers will result in a culture of high expectations and success.

The school will expand its instructional leader approach with two teachers implementing this role. There will be a focuson developing the quality teacher practice of beginning teachers, as well as building on the expertise of experiencedteachers. Enriching the learning of all students through quality, evidence–based practices and programs and the effectiveuse of differentiation and formative assessment will lead to further school achievement.



To provide an engaged learning approach that enhances every student’s capabilities and nurtures their development assuccessful global citizens.

Purpose

Purpose:

Learning is organised to foster the development of character through shared practices that strengthen: • Student focus with the integration of the Australian curriculum social and emotional competencies in curriculum

delivery • Student support with the implementation of differentiated units of learning, the use of PLASST tool and specialist

strategies • Student oral communication and confidence in high order learning conversations • Student participation and leadership within the whole school context


The school has implemented a range of programs and initiatives across the areas of curriculum and wellbeing. Schoolprocesses and procedures are aligned to the Department of Education policies. Holistic student assessment is based onongoing and consistent tracking. Specialist strategies have been implemented to support differentiated learning.





All class programs showevidence of differentiation andengagement strategies.

$30,000 All teachers participated in professional learning onInnovative Teaching and Learning (ITL) research.

New wellbeing and learningsupport policies developed.

$1000 The SGPS Student Wellbeing Procedure and Antibullying Plan were amended to reflect a culture ofrestorative practice.

All students show evidence oflearning progression.

$0 Student learning was tracked on the NSW Literacyand Numeracy Continuums using the PLAN data

Positive feedback gained throughsurveys and discussion forums inregards to engagement, sense ofbelonging and success.

$0 The Tell Them From Me survey was conducted andanalysed for all students in Years 3–6.

LMBR processes implemented. $0 Synergy was explored as an option for enteringstudent tracking data.

Next Steps

Partnerships within the Department of Education to be strengthened as resources towards targeting the needs of allstudents.

Professional development in the area of restorative practice for all teachers.



To build positive partnerships and establish effective processes to achieve school excellence.

Purpose

Purpose:

The school builds a positive and inclusive culture for learning through effective accountability structures that support: • Resource management aimed to improve student learning outcomes • Communication practices that promote student learning • Professional learning to enhance teacher practices and leadership development • Performance management for quality care and service • Community engagement • School improvement in all areas


School processes and procedures are strongly aligned to the Department of Education policies. Decision makingprocesses are student centred and teacher development is a significant commitment for the school to best meet theneeds of our students. The school has focused on providing a diverse range of quality professional learning opportunitiesfor all staff to ensure evidence based best practices guide the school’s delivery of curriculum. Administrative processessupport the strong ethos of putting students first and enhancing their success. Resourcing quality teaching initiatives andfunding is well communicated to staff and the school community through a variety of forums throughout the school year.This year considerable spending was directed towards upgrading and purchasing more IT equipment for student use inclass activities. With increasing school enrolments much more hardware was required to support classroom teaching andlearning. Strong ethical practices underpinned the high expectations for all, and this was evident in the importanceplaced on the school values and respectful relationships across the school.

The school successfully implemented many of the LMBR functions.While some of the specific functions remain anongoing area of learning, the school is working well in the new business environment.

The school saw an increase in parental engagement from the later part of the year as a result of a number of initiatives.The school culture has significantly improved through more inclusive and responsive approaches., and partnershipswithin the school and wider community continue to strengthen.





Positive results from student, staffand community evaluations.

School communityengagement funding.

Achieved

Performance DevelopmentFramework implemented,professional learning goalsdeveloped.

Professional learning fundsand beginner teacherfunding.

Achieved

Improved student learningachievements (as detailed inStrategic Direction 1).

Literacy and Numeracyteam funding budgets.

Professional learning and ITteam budget

Achieved

Next Steps

New relationships and purposeful connections will continue to enhance the school to further meet the needs of ourstudents. The allocation of two Deputy Principals had a very positive impact on the school and the service it provides tostudents, staff and parents. With a strong and proud K–6 perspective, role statements that support both Deputiesworking collaboratively across the school have been most effective. This will continue to strengthen in 2018.


In 2018 as our school profile continues to diversify, engaging with our school community as learning partners willcontinue to be a significant focus.

Learning various functions with LMBR will also continue to be an administrative area of development. The school is veryproud of the significant work our administrative team and executive have shown in understanding this complex newsystem.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2,563 Literacy resources and storytellingperformance.

English language proficiency $88,514 Funding includes salary allocation forspecialist teacher.

Remaining funding supports the purchase ofadditional classroom resources, and literacymaterials.

Low level adjustment for disability $111,763 Significant portion of this funding supports thesalary costs to provide learning support.

Remaining funding provides for additionalclassroom materials, technology, schoolresources and anxiety workshops for parentsand carers.

Quality Teaching, SuccessfulStudents (QTSS)

FTE (teacher entitlement)1.287.

Instructional partnerships to enhance qualityteaching and learning designed for alllearners.

Socio–economic background $8,041 Financial assistance for such items asuniforms, excursions etc.

Improved classroom resources and lunchtimeactivities such as Lego, chess and codingclubs.

Support for beginning teachers $25,975. Targeted professional learning courses andmentor support time.

Targeted student support forrefugees and new arrivals

FTE (teacher entitlement)0.2.

Additional specialist teacher support.

Critical Creative Thinking $9,776. Professional learning and collaborativeteaching practices with academic partner.Action research projects across all stages oflearning focused on enhancing higher orderthinking and embedding ICT in curriculumdelivery.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 373 364 378 389

Girls 338 335 360 384

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.1 96.4 96.3 95.9

1 96.5 95 96 96

2 97.3 95.9 95.7 95.9

3 97 95.8 95.8 95.1

4 95.9 95.5 96.6 95.8

5 95.3 94.7 95.4 96.4

6 95.6 94.2 95.6 95.9

All Years 96.4 95.4 95.9 95.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The Deputy Principal and Home School Liaison Officermet fortnightly to monitor school attendance.Attendance which fell below 80% was followed up bythe Deputy Principal through either letter or phone callto family.

Regular communication through newslettersencouraging punctual and regular attendance help theschool to maintain above 95% student attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 28.18

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 1.2

Teacher of ESL 0.6

School Counsellor 1

School Administration & SupportStaff

4.67

Other Positions 0

*Full Time Equivalent

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 33

Professional learning and teacher accreditation

Professional Learning and Teacher Accreditation

Samuel Gilbert staff are deeply committed toprofessional learning for school excellence and everystudents’ success. Our professional learning practicesinclude research based approaches which arefacilitated through collaborative delivery modes. Thisschool has established excellent learning partnershipswithin our school and beyond such as local primaryschools, Castle Hill High School and the University ofNewcastle. To this extent, in 2017 key areas for focusbeyond all Department of Education’s employeesmandatory compliance updates were; literacy,numeracy, wellbeing, social and emotional learning,critical and creative thinking, history and science. Ourbeginning teachers are well supported in theirprofessional learning through individualised focused


professional learning. Beginning teachers are providedwith additional professional learning time and support toenhance their skills. All teachers are well informed andsupported in their accreditation process. This key areafor all staff will continue to be further supported inschool planning for 2018.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 329,136

Revenue 5,946,163

Appropriation 5,380,239

Sale of Goods and Services 6,621

Grants and Contributions 553,656

Gain and Loss 0

Other Revenue 0

Investment Income 5,647

Expenses -5,699,441

Recurrent Expenses -5,699,441

Employee Related -4,969,116

Operating Expenses -730,326

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

246,721

Balance Carried Forward 575,857

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 4,754,969

Base Per Capita 112,786

Base Location 0

Other Base 4,642,184

Equity Total 210,881

Equity Aboriginal 2,563

Equity Socio economic 8,041

Equity Language 88,514

Equity Disability 111,763

Targeted Total 68,764

Other Total 201,485

Grand Total 5,236,099

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From a cohort of one hundred and fifteen students, onehundred and eleven Year 3 students completed theNational Assessment two students were absent, onewas exempt and one withdrawn.

From a cohort of one hundred and fifteen students, onehundred and twelve Year 5 students completed theNational Assessment two students were absent andone student was withdrawn.

NAPLAN Year 3 – LITERACY

Reading: In 2017, 68% of students were placed in thetop two bands. This was above the state average of51%, maintaining our consistently impressive results.

Writing: In 2017 82% of students placed in the top twobands. This was well–above the state result of 53% andwas a significant increase from the 2015 and 2016 school results where 52% and 69% of Year 3respectively achieved in this range. 32% of students


achieved Band 6 in Writing which is almost20 percentage points greater the 2016 results and anamazing 18 percentage points greater than studentsacross the state.

Spelling: In 2017, 73% of students were placed in thetop two bands. This was well–above the state averageof 53%, again maintaining our consistently impressiveresults.

Grammar and Punctuation: In 2017, 82% of studentswere placed in the top two bands. This was well–abovethe state average of 62% and an notable increase of9 percentage points from the previous two years.

NAPLAN Year 5 – LITERACY

Reading: In 2017, 55% of students were placed in thetop two bands. This was well–above the state averageof 40%. This result includes a steady improvementover the previous two years of the increased number ofstudents performing in Band 8. 29% of studentsachieved Band 8, which is 10 percentage points abovethe state's average. 68% of students were greater thanor equal to expected growth.

Writing: In 2017, 40% of students were placed in thetop two bands. This was significantly above the stateaverage of 18%. 14% of students achieved Band 8,compared to the 5% state average. Notably, this is up 8percentage points from last year. Nearly 80% ofstudents achieved greater than or equal to expectedgrowth, which almost doubles the results of 2015!

Spelling: In 2017, 62% of students were placed in thetop two bands. This is significantly above the stateaverage of 38%. Further significant results in Band 8were seen with 30% of students achieving Band 8,compared to the State's 17%. 68% achieved greaterthan or equal to expected growth.

Grammar and Punctuation: In 2017, 56% of studentswere placed in the top two bands. This was well–abovethe state average of 36%. Significantly 40% of studentsachieved Band 8, almost double the state percentageof 22%. 69% of students showed greater than or equalto expected growth.


NAPLAN Year 3– Numeracy

In 2017 63% of students were placed in the top twobands. This was well above the state average of 43%.38% of students achieved in Band 6, compared tothe State average of 23%.

Data, Measurement, Space and Geometry

In 2017 51% of students achieved in the top two bandscompared to a state result of 33%. 37% of studentsachieved in Band 6, which is a significant 22percentage points above last year's results and 12percentage points above state.

Number, Patterns and Algebra

In 2017 59% of students performed in the top twobands compared to the state result of 44%. Animpressive 31%achieved in Band 6, almost 10percentage points more than the state.

NAPLAN Year 5– Numeracy

In 2017 56% of students were placed in the top twobands. This was well above the state average of 32%.22% of students achieved in Band 8, which is anincrease on previous years and 9 percentagepoints above the state result. 66% of studentsachieved greater than or equal to expected growth.

Data, Measurement, Space and Geometry

In 2017 46% of students achieved in the top two bandscompared to a state result of 31%. 19% of studentsachieved in Band 8, again increasing our 2015 and2016 results.

Number, Patterns and Algebra

In 2017 55% of students performed in the top twobands compared to the state result of 31%. 26%achieved in Band 8, almost double the state result andsignificantly higher than last year.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.

Parents

Parents were surveyed to investigate their opinions onthe “Progress of Education”. Overall, we receivedpositive responses to every question and it wasencouraging that the areas families identified asimportant were mostly consistent with the school’s andDepartment’s directions.

Families were asked what they considered to be the

five most important considerations in education today.The top five responses were:

81.25% literacy and numeracy

56.25% problem–solving

46.88% wellbeing

43.75% STEM (Science, Technology, Engineering &Mathematics)

37.50% critical thinking

75% of parents also believed that teachers have highexpectations for their students.“Higher expectationsgenerally give students a more positive mindset onwhat they are able to achieve and therefore performbetter and gain self–confidence.” Parent.

75% of parents believed that Samuel Gilbert PublicSchool (SGPS) has a strong focus on Wellbeing. ”Thatkids are happy in all aspects of school life. They enjoygoing to the classroom to learn. They are not gettingbullied by other students.” Parent.

78% of parents believed that students at SGPS havethe opportunity to develop their skills in collaboration “My daughter is now a different person compared tothe start of Kinder. She has learned so much aboutteam work.” Parent

68.5% of parents believed that students at SGPS arebeing prepared for the future “Learning in a differentenvironment. Open plan lessons where a teacher offersthe concept to a larger group of students and studentswork in collaboration to learn/ complete tasks. Multipleteachers available to help groups on task. Focus onlearning for the world in the future.” Parent

Additionally, the survey revealed areas for furtherdevelopment, including parent education inunderstanding the development and changes inmethodology of teaching and learning and associatedterminology.

Staff

91% of teachers reported establishing clearexpectations for classroom behaviour. 83% of teachersreported using relevant assessments effectively tounderstand students and plan future lessons. 90% ofteachers believe that they set high expectations forstudent learning and 88% of teachers reported usingcomputers or other interactive technology as a tool toenhance teaching and learning.

Students

97% of students surveyed believe that schooling isuseful in their everyday life and will have a strongbearing on their future. 91% of students reportedhaving friends at school they can trust and whoencourage them to make positive choices. There was a12% growth in student motivation and interest inlearning from Term 1 to Term 3.


Policy requirements

Aboriginal education

An awareness and deep understanding of AboriginalAustralia is imperative for the development of futuregenerations.

Programs incorporating Aboriginal and Torres StraitIslander perspectives foster awareness andunderstanding of Aboriginal Australia and ourIndigenous history and culture.

In 2017 all grades recognised NAIDOC Day byimmersing students in cultural activities including storytelling, art activities and discussions and readings aboutcontemporary Aboriginal issues.

Samuel Gilbert Public School is committed to providingquality Aboriginal education throughout the school.Indigenous perspectives were included in all integratedprojects within our 21CLD project partnerships with DrKylie Shaw and Newcastle University.

Multicultural and anti-racism education

Samuel Gilbert values the diversity of our families andwe maintain a focus on multicultural education in allaspects of the curriculum. We aim to develop theknowledge, skills and attitudes required for students toengage in a culturally diverse society. Students wereencouraged to share their understanding ofmulticulturalism by participating in the MulticulturalPublic Speaking Competition for the first time this year,achieving outstanding results.

With approximately 35% of our student populationhaving language backgrounds or dialects other thanEnglish our EALD program provides additional supportboth in class and via targeted withdrawal groups of'New Arrival' students and Phase 1 English learners.

In 2017 we welcomed the Spanish Language School toSamuel Gilbert PS for after hours lessons.

The school celebrates Harmony Day each year tocommunicate the importance of cultural diversity and toencourage values and a sense of belonging amongststudents.

Other school programs

Whole School Events/Other Programs 2017

Student Representatives’ Message

The Student Representative Council (SRC) is a studentelected group designed to promote school leadershipand spirit amongst students.

Students from Years 2 to 6 represent their class atfortnightly meetings.

The SRC provides a forum for student expression andan opportunity for students to plan and promote specialevents. There is an emphasis on the development ofpositive attitudes and good citizenship with the aim ofmaking a positive impact upon our school and widercommunity.

In 2017 the SRC:

– Raised $1000 for Stewart House

– Supported “Got a Pen” with a large donation ofstationery equipment

– Supported the Exodus Foundation with a generousdonation of food supplies

– Raised $525 for the Westmead Children’s HospitalSchool

– Raised $500 for the RSPCA and $500 for SIDsresearch

– Raised funds to assist fellow students with leviesassociated with representation at the Pacific SchoolGames

– Selected and supported in–school ‘Aussie’ and‘Sportsmen’ of the month awards

The School Captains and Prefects demonstratedexemplary leadership by:

– Representing the school at the Dural and HornsbyNetwork Leadership Camp

– Attendance at the Halogen Young LeadersConference

– Hosting numerous school events such as Open Day,Grandparents Day, ANZAC commemoration and theend of year Presentation Assembly

– Welcoming and escorting new students and visitorsaround the school

Enrichment

Enrichment of all students’ learning continued to be afocus in 2017. The instructional partnership model wasagain used, and classes received enrichmentopportunities in the writing of both persuasive andcreative texts. Students were explicitly taught skills andprocesses to enhance their writing and were supportedin their consolidation of concepts – particularly aroundplanning and the use of empathy and descriptivelanguage devices to engage a reader. Samuel Gilbertshowed outstanding improvements in writing inNAPLAN this year.

Creative and Performing Arts

All students have access to a wide variety of Creativeand Performing Arts experiences at Samuel Gilbert


Public School.

Visual Arts

Visual Arts programs across the school resulted in theproduction of some very unique and creative artworksby students. An art competition was held in SemesterOne to select 4 entries for the ‘Operation Art’ programand to raise funds for Westmead Children’s Hospital.All students across Kindergarten to Year 6 entered andone winner from each stage had their artworksubmitted. A Year 3 student had her work selected totour as part of ‘Operation Art Bank’ and it was hung in aregional hospital. Twenty–three students also attendedworkshops at the Armory Gallery to further exploresculpture, drawing, painting and mixed media.

Music

Grade Choirs, Vocal Ensembles and RecorderGroups

All students participate in grade choirs and enjoyperforming on special occasions such as the EducationDay and Grandparents’ Day concerts.

For the enthusiastic and more talented singers thereare a K–2 and 3–6 Vocal Ensemble which are formedthrough an audition process. Groups rehearsed once aweek at lunchtime. Highlights were performances at thePresentation Assembly and the K–2 Vocal Ensembleperforming at the Kindergarten Transition Program.

The Year 2 Recorder program provides all studentswith an opportunity to learn basic musical notation. Thisculminates in a performance at the Grandparents’ andOpen Day concerts. Talented students have the optionto advance to the SGPS Recorder Group.

Band

The Samuel Gilbert Band program provides anextensive musical experience to approximately 100young musicians. It is a three band program allowingchildren to progress from a Training Band experience tothe Concert Band, culminating in a transition to our veryaccomplished Performance Band.

In 2017 achievements included:

– At the Hawkesbury Eisteddfod, Training Bandcompeted in D Grade. Concert Band placed second inC Grade and Performance Band achieved First Place inA grade

– Successful two day Band Camp at Vision Valleywhere students enjoyed intensive band tuition andworkshops, culminating in a concert for parents, thefirst public performances of the year

– Concert and Performance Band concert for theresidents of the Anglican Retirement Village

– Training Band performance for the students ofKaronga School

– Performances at Open Day, Grandparents Day,School Fete and Presentation Day

Dance

Every student participates in dance lessons with aspecialist dance teacher and their own class teacher.

Students are also given the opportunity to be selectedinto one of six different dance groups. Boys or GirlsDance Group for primary students and a mixed groupfor younger students. There are also Stage One, Twoand Three Dance groups for both boys and girls. Thesegroups provide extension and enrichment opportunitiesfor talented dancers and places are filled through anaudition process each year. Dance is an extremelypopular program at Samuel Gilbert.

Achievements for 2017 include:

– Boys Dance Group selected to perform at theSynergy Dance Festival

– At the Hawkesbury Eisteddfod Stage 2 and Stage 3groups placed second, Junior Dance placed third andother groups were highly commended

– At the Hills Spectacular eisteddfod all groupsreceived awards of commendation

– All groups performed at the Castle Towers EducationWeek display

– Girls and Stage 2 groups performed at the Hills MusicFestival at Penrith

– Performances at Open Day, Grandparents Day and aschool assembly

– Stage 1, 2 and 3 groups performed a combineddance at end of year Presentation Assembly

– Kindy and Year 6 performed a dance routine at thePresentation Assembly

Public Speaking and Debating

Public Speaking continues to be strength of SamuelGilbert PS and we have a proud tradition of offeringstudents a range of public speaking and debatingopportunities. Four students in Years 3 to 6 competedagainst 13 other schools in the Hills Network PublicSpeaking Competition.

For the first time, all students from Stages 2 and 3 wereinvited to participate in the Multicultural PerspectivesPublic Speaking Competition and also hadopportunities to improve their public speaking skills inworkshops during lunchtimes. School winnersrepresented our school at the Northern Zone final andall spoke eloquently. In the Stage 3 competition, a Year5 student received a Highly Commended award and aYear 6 student won the final and went on to compete inthe Northern Sydney Regional Finals, receiving aHighly Commended award. We congratulate allspeakers on their outstanding efforts.


Two Year 6 teams competed in the highly competitivePremier’s Debating Challenge in Northern SydneyRegion. Both teams are to be congratulated for theirefforts against some highly talented teams.

Premier’s Spelling Bee

Over 40 students in Years 3 – 6 participated in a schoolSpelling Bee to select our representatives for theNorthern Sydney Regional finals. Four students wenton to represent the school at this competition whereone of our students succeeded in reaching the finalround, placing 4th overall.

Maths Olympiad and Maths Games

During 2017, 30 students from Years 4, 5 and 6participated in the Maths Olympiad competition wherestudents explored and applied strategies, creativity andflexibility to solve mathematical problems. Five studentsachieved the top 10% of the state, two of whomachieved perfect scores. Thirty students across Years4, 5 and 6 also participated in the Maths Gamesdevelopment program where they further developedtheir problem solving skills.

UNSW Competitions

Over 120 students in Years 2–6 sat the ICAS papers inEnglish, Mathematics and Spelling with approximately50 Year 3–6 students also participating in Science,Writing and Digital Technologies. In Spelling, 21students received either a Distinction or HighDistinction, in English, 14 and in Mathematics, 17. AYear 4 student topped the Digital Technologiescompetition and attended the ICAS Medal PresentationCeremony.

Coding Club

Coding Club continued throughout 2017 and was agreat opportunity for Year 4 students to learn how to'code'. The students enjoyed spending their lunchtime on the computers grappling with problem–solvingactivities that furthered their skills in coding.

Chess Club

Chess continued to be popular at Samuel Gilbert. Thestudents enjoyed learning defence strategies anddeveloped logical thinking and problem–solving skillsduring Wednesday afternoon Chess Club.

In Term 4 the Sydney Academy of Chess held a chesstournament at Samuel Gilbert Public School whichtested our strongest players and welcomed manybeginners and sharpened their end game strategies.

Stage 3 Fun Fair

In 2017 students across the school enjoyed the verysuccessful Stage 3 initiative of a student led “Fun Fair”.It involved students working in groups to run their ownstalls which included marketing, selling and cashhandling. This spectacular event was held during Term

4 where the children ran their stalls and raised almost$8000 which went towards purchasing new laptops forStage 3.

Learning and Support Team

The Samuel Gilbert Learning and Support Team meetsweekly to discuss the specific learning and wellbeingneeds of students, and manages resources to bestsupport students at school.

The team focuses on addressing the learning needs ofstudents by working collaboratively with classroomteachers and parents/carers. This ensures that effectiveimplementation strategies are in place and thatavailable and appropriate school resources are used. Italso allows for the ongoing monitoring and assessmentof students and programs.

The Learning Support Team identifies and bringstogether parents and specialist personnel within theschool community to support classroom teachers tomeet the students’ learning requirements. Studentlearning was supporting by both a Learning andSupport Teacher (LaST) and a number of StudentLearning Support Officer (SLSO) positions. Supportwas provided within class and via small groups in thebreak–out areas of the classroom.

The Reading Recovery Teacher

Reading Recovery ran during Semester One. Studentsexperiencing difficulties in reading after their first yearof school were identified and provided an intensiveseries of targeted lessons for a duration of up to 20weeks.

The MultiLit Program

The MultiLit program is funded by the P&C to improvespecific reading skills of individual studentsexperiencing difficulty in Years 3–4. With a focus onword–attack skills, phonics and sight word recognition,and reinforced regular reading to assist students withweaknesses in these areas. The MultiLit programoperates four days per week.

Sport

Samuel Gilbert has a history of success in the sportingarena. All students enjoy weekly sport, PE andfitness lessons with many progressing on to representthe school at Zone, Area and State levels.

The Sport in Schools program runs throughout Terms1, 2 and 3 with a focus on team building, gymnastic andathletic skills. The program is popular with studentsfrom Kindergarten to Year 6.

Primary students had the opportunity to trial forinclusion in one of our many senior or junior PSSAteams. Cricket, Touch Football, Softball, Tee Ball,Basketball, Australian Football, Football, RugbyLeague, Netball and Newcombe Ball were playedcompetitively with schools from our local network eachFriday. Students not involved in a PSSA team


participated in a school–based program, targetingfundamental movements, sporting skills and a HealthyLifestyle program.

Tennis coaching was provided as an option to thenon–competitive School Sport program for Years 3 and4. Year 2 students participated in the Department ofEducation’s Swimming program.

Successes in 2017 included: • 17 different students represented Sydney West in

10 different sports • Samuel Gilbert won all three Zone Carnivals –

Cross Country, Swimming and Athletics • Junior Boys Tee Ball , Junior Newcombe Ball,

Junior Boys Football, Senior Girls Touch Footballand Junior Blue Netball were all PSSA premiers

• Two students were NSW representatives at thePacific School Games. One receiving a silvermedal in discus and the other receiving a silvermedal for softball.

• The Castle Hill PSSA Barry Wheeler award forthe most outstanding sportswoman in the CastleHill Zone.

• Allunga was the winning house for 2017


Samuel Gilbert Public School Annual Report · Assessment (Prof. Dylan Wiliam) and Leadership of...

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