2017 Girraween Public School Annual Report...5.2 English as an Additional Language or Dialect...

Girraween Public SchoolAnnual Report

2017

1988

Printed on: 9 February, 2018Page 1 of 17 Girraween Public School 1988 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Girraween 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.

Glenn Walker

Principal

School contact details

Girraween Public SchoolBando RdGirraween, 2145www.girraween-p.schools.nsw.edu.augirraween-p.School@det.nsw.edu.au9631 3650


School background

School vision statement

Girraween Public School will create 21st century learners through innovative, culturally sensitive, teaching practice with afocus on project based learning and technology.

School context

Location

Girraween Public School is situated between Bando Road and Gilba Road Girraween. The school is close to shops andthe railway station at Pendle Hill. Girraween is primarily a residential area, although there is some light industry to thewest of the area. The school is situated in the Cumberland Municipality and is involved in citizenship, environmental andsafety programs offered by the council.

Student Enrollment

Currently, there are 45 classes (44 mainstream and 3 support classes) with 1,150 students enrolled. At present 94 percent of these students come from language backgrounds other than English. There is great cultural diversity atGirraween with over 48 different language backgrounds represented in the student population. Tamil and Hindi are thedominant cultural groups.

Community

The school community has high expectations for student achievement and strongly supports the high educationalstandards promoted by the school. Community participation in school governance has been facilitated through an activeParents and Citizens Association which provides support and extra funding for resourcing across the school.

Staff

The leadership team includes the Principal, two Deputy Principals and five Assistant Principals. There are44 mainstream teachers and 3 support unit teachers. We have one IM class and two IO classes. Support staff includes5.2 English as an Additional Language or Dialect (EAL/D) teachers and 1.3 Support Teacher Learning Assistance. OurSchool Counselor is available 5 days each week.


Strategic Direction 1

High Quality Curriculum

Purpose

Developing students' reasoning and creative activity in preparation for life in the 21st century.

To support students in making informed decisions to apply and interpret knowledge, skills and understandings in a broadrange of contexts and across all KLAs

To develop quality teaching and learning programs that encourage all students to develop their critical and imaginativeskills that deepens their understanding of themselves and the world.

Overall summary of progress

English:

L3, Focus on Reading (FoR) and EALD programs have been successful in maintaining and improving students’ literacyresults. This is evidenced through excellent L3 data, PLAN data, NAPLAN results, selective high school offers, OCresults and external competition results in English.

The curriculum provision supports high expectations for student learning and liaising with teachers from other schools,

The ongoing commitment to training, resourcing and implementing the FoR program has proved very successfulfor Girraween students in Years 3–6. The curriculum provision supports high expectations for student learning, sharingwith other teachers, student performance is measured across grades and longitudinally from 3–6 using PLAN data.Teaching programs are dynamic with continuous tracking of student progress and continual adjustments to addressindividual student needs and challenge students. See NAPLAN results below for Yr 3 and Yr 5 which show a highnumber of students working at proficiency level or above in Reading, Writing, Spelling, Grammar and Punctuation.

In 2017, 41 offers were made to Girraween PS students for selective high school placements and 18 students were onthe reserve list, a significant achievement and indicative of the success and ongoing commitment to the literacyprograms at Girraween PS.

Teaching resources were purchased and distributed as planned in the Action Plan to support L3 and FoR and otherEnglish programs. The Book Fair in Term 3 raised $4517 in total: $4199 in Scholastic Rewards and $318 in cash whichallowed further purchasing of literacy materials for the library and FoR. The school discos, expected to raise $3,000 inTerm 4 and English budget will allow for the purchase of several Comprehension kits for Stage 2 and 3 and some extradictionaries/thesauruses to support Stage 2. The Woolworths Earn and Learn points in Term 4 allowed for the purchaseof extra literacy games for Years K –2 (resources offered were not suitable for older grades) and some stationaryresources to support guided reading and home reading for new classes.

All events planned in the Action Plan were coordinated and conducted successfully. The Book Fair, Book Parade andauthor visits were all successfully conducted and promoted a rich literacy environment in the school. The Spelling Beewas a success with four students attending the regional final and improving on the results from last year. Of the47 students attending our students made it to the top 20 in the junior division, and of the 36 attending in the seniordivision our two students made it to the top 15.

Mathematics:

Data collection (PLAN); Data analysis (NAPLAN); Updating of scope & sequences across K–6; Maths Groups years 3–6;Professional Learning (Numicon session for committee members, Primary Mathematics Leaders Conference);Resourcing (updated existing maths kits, created new kits for new classes and maintained resources in MathsStoreroom); Established a sub–committee within Maths Committee (enabled us to reach planned goals); Staff survey forresourcing and use of Maths Kits & Storeroom.

TEN:

Shoulder to shoulder support in classrooms from the facilitator and co–ordinators have provided positive feedback frompre–trained and new trained teachers. Support in programming for TEN catering for individual students. Observationsfrom the TEN facilitator and co–ordinators for new trained teachers which has enhanced and consolidated teachingpractices. Data collection is ongoing (2015–2017) and is showing students are performing at above end of grade


expectations before the end of term 4. All classes have the required resources to implement TEN daily and to tailor forability groups.

Year 2 – end T3 99.52% of students performed at or above expected grade level – 64% performing above

Year 1 – end T3 96% of students performed at or above expected grade level – 34% performing above

Kindy – end T2 97% of students performed at or above expected grade level

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All class programs reflect a rangeof assessment procedures.

All teachers provide feedback toimprove performance, processesand student self–regulation.

Maintain high percentage ofstudents performing at proficiencylevel in literacy and numeracy.

Mathematics/TEN –$18,000 resources

English – $22,000resources and training

L3 training – $30,000

Focus on Reading –$26,000 training

English •The English Action plan had a budget of $24,000:$14000 for resources and $10000 for casuals andthis budget was supplemented by monies raised inthe Book Fair which goes to mainly librarypurchases ($4517) and school discos in Term 4($3903.15).This budget allowed staff to maintain,audit, level, purchase and distribute resources forL3, FoR and EAL/D programs and other literacyneeds and coordinate events such as Book Fair,Book Parade, author visits, Spelling Bees, SchoolDiscos etc. We spent $400 approximately over ourresources budget. •The English Committee developed a scope andsequence for English for all stages which alsoincluded an outcome checklist. This was presentedto staff in Term 4 to allow staff to discuss or modifythe documents in preparation for theirimplementation in 2018. •All planned actions from the English Action Planwere successfully conducted. The $14000 resourcebudget was used to purchase more PM guidedreaders, new class libraries, new literacy kits, homereaders, Stage 3 class book sets, FoR texts,magnetic letters, butterfly cards, contact, guidedreader bags and the money from the discos will beused in Term 4 to purchase comprehension kits forYears 2 and Stage 2 and some dictionaries andthesauruses for Stage 2. •PLAN data collected and analysed by stages. •Mathematics: •PLAN data shows students have shownimprovement in Maths. Whole school Improvementin Year 3 and Year 5 NAPLAN results. Supplyingclassroom maths kits has supported teachers inbeing able to provide concrete maths manipulativesto tailor for specific groups. Teacher resourcesmore accessible and used regularly with greateffect. Regular discussion of the scope andsequence documents has meant these documentsare regularly reviewed and updated ensuring bestpractice.


Next Steps

English:

Focus on improving comprehension and writing which were weaker areas in NAPLAN testing. Reinforce Focus onReading (FoR) training in Stage 2 and Stage 3 and the transition from L3 to FoR in Year 2.

Explore implementing a writing program in Stage 2 to address the slight weakness in writing for our students incomparison to other NAPLAN areas (perhaps the Seven Steps)

Ongoing Commitment to L3 and FoR. Increase the resources budget to allow for purchases of whole class book sets forStage 2 and 3, consider e–book purchases for Stage 3, explore the option of Readers for Stage 2 and 3, maintainongoing L3 and FoR resources and the Reading Room and to purchase additional Literacy kits/library kits etc. as thestudent population continues to grow. Maintain casual teacher salary allowance to continue resource purchasing andmaintenance and any further TELL training.

Ongoing commitment to WUSHKA for Kindergarten and Stage One in line with positive responses from teachers on thestages. Include the cost as part of school fees

More purchases of Comprehension kits for Stage 2 and 3,more purchasing of thesauruses and dictionaries for Year 4 ifrequired.

Further development of the scope and sequences for English, and include handwriting, talking and listening.

Mathematics:Create central location for diagnostic assessments. Investigate training for beginning teachers in the use of diagnostics.Streamline the ordering process to make it easier for committee and staff to order and receive resources in a timelymanner. Continue to monitor and update resources for maths kits and storeroom (potential purchase of Numicon depending onbudget).

Continue evaluation of the scope and sequence in K–6 class and maths group programs.

Survey staff about regular professional learning in the teaching of mathematics.

TEN:

Continue training and implementation in 2018 – include refreshers for teachers changing grades. Investigate extendingYear 2 and above average students. Continue to supply resources for implementing TEN in 2018. Retain TENco–ordinator time on RFF timetable in 2018. A TEN Coordinator should also be a member of the Maths committee.Possibility of training additional TEN facilitators.



Project Based Learning

Purpose

Creating a dynamic and quality learning environment by embedding Project Based Learning (PBL)


Every Stage implemented Inquiry Based Learning practices relevant to their stages. SOLE implemented in K–2, PBL implemented in Stage 2 and STEM implemented in Stage 3. Mentors were established for STEM, PBL and SOLE toassist with implementation and training.

Updated scope and sequence to align with other KLAs.

STEM – now has a clear direction and two trained mentors to move forward in 2018.





All classes implement ProjectBased Learning units and presentwork.

PBL/STEM training $20,000 Project Based Learning – PBL units wereimplemented in all grades during Term 4, linkedwith a Taronga Zoo excursion. Taronga Zooeducators judged student projects to decide gradewinners.

STEM – now has a clear direction and two trainedmentors to progress the program in 2018.

Introducing SOLE (Self Organised LearningEnvironment) for Kindergarten and Stage 1 was agood decision, as SOLE is an effective program tobuild student capacity in Inquiry Based Learning(IBL).

Implementing a different IBL pedagogy for eachstage caters for the different age groups and theirlearning needs.

Next Steps

To develop systems of accountability including programming, assessment and reflection that supports theimplementation of SOLE (K–2), PBL (Yrs 3–4), STEM (Yrs 5–6).

To continue to build the capacity of new and existing teachers so they can confidently implement IBL into their classroompractices.

To build the capacity of teachers to become mentors for SOLE, PBL and STEM and to provide opportunities for staff tolead school development in these programs.



Increased School Capacity

Purpose

Implementing high quality teaching and learning for all community members


Maintaining consistency by ensuring all classrooms have identical formative assessment resources e.g. LISC charts,infographic, Questioning Grid, the Five Key Questions for Students.

Developed the capacity of Assessment & Reporting committee members which supported the upskilling of teachersacross K–6.

Developed the capacity of K–6 teaching staff, as part of the Pemulwuy Learning Community, to support theimplementation of eliciting evidence and feedback strategies in daily practice which is then embedded into classprograms. Teachers were provided with examples of techniques for Questioning and Feedback e.g. Hot Seat, exit slips,popsticks (No Hands Up) and Thumbs Up, Thumbs Down, Plickers.

Data gave us an overview of teachers’ current understanding and implementation of LISC, Questioning and Feedback. Itinformed the Assessment and Reporting committee as to where support is required across K–6.

The scope and sequence informs expectations of assessments and time of implementation at Girraween Public Schoolfor new and current teachers.

The report timeline gave teachers notice in advance to prepare for Semester 1 reports using a new reporting system(SBSR Agent). The report timeline gave teachers notice in advance to prepare for Semester 2 reports. Reporting systemchanged to ESR due to staff feedback on SBSR.

Training and demonstration lessons supported teachers in implementing and programming for LISC, Questioning andFeedback, increasing school capacity and achievement of student outcomes.

Support Unit teachers attended Beresford Road PS to observe the implementation of Formative Assessment inmulti–categorical classes. This supported teachers to embed various strategies in the Support Unit classrooms toincrease student engagement and articulation.





Maintain high percentage ofstudents performing at proficiencylevel in literacy and numeracy.

Increased percentage ofcommunity members participatingin school programs.

Range of assessment practicesdeveloped and implemented K–6.

All classes implementdifferentiation of the curriculum tocater for the range of studentlearning needs.

Learning Intention, SuccessCriteria teacher training$12,000

Support Unit teachertraining $8,000

Formative Assessment strategies and techniques.

Building staff capacity to embed formativeassessment into programs through professionallearning.

Data collection on staff prior knowledge forformative assessment.

Assessment and Reporting scope and sequenceK–6.

Report timeline for Semester 1 and 2.

Demonstration lessons across K–6.

Professional training for teachers in the SupportUnit.


Next Steps

2018 focus: Peer Feedback and Self–Assessment.

Whole school focus of embedding formative assessment in a selected KLA.

Maintaining formative assessment strategies in daily teaching and programs.

Continue building staff capacity in assessment and reporting.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($5 181.00)

Aboriginal students were supported throughthe implementation of Personalised LearningPlans, developed in consultation with thestudent, teacher and parent and focused onthe individual learning needs of each student.Students were provided with support in theclassroom by Learning and Support Officers(LSO’s). Aboriginal students have beenencouraged to say the acknowledgement ofcountry at assemblies, and have researchedthe Aboriginal language groups in their familybackground as part of History andGeography.

English language proficiency • English languageproficiency ($553 752.00)

In 2017 95.3% of the schools population werefrom a language background other thanEnglish (LBOTE). Approximately 975 studentsreceived support in the EAL/D program thisyear, either in withdrawal groups or in theirclassrooms.. Multicultural perspectives areincorporated into a variety of teaching andlearning programs at Girraween, at a class,stage and whole school level. Culturaldiversity and cohesion was celebrated with aK–6 Multicultural Day celebration whichincorporated games and activities fromaround the world. Harmony Day wascelebrated. The EAL/D team worked closelywith the Community Language teamthroughout 2017 to host and present events.Students from Non–English SpeakingBackgrounds have been supporteddeveloping English language skills in bothwithdrawal groups and in class support. Thishas directly linked to the school strategicdirection to implement high quality curriculum.Student results in school based and NAPLANshow NESB students are the highestachieving student in the school, performingabove state average in English andmathematics.

Low level adjustment for disability $83,000 School based and external data is used toidentify students requiring additional support.In 2017, we utilised funding to supportstudents with identified learning needs in themainstream classrooms. The fundingallocation provided for School Learning andSupport Officers (SLSOs) to assist targetedstudents to access the curriculum. Thisintervention also included the developmentand implementation of Individualised LearningPlans (ILPs) to identify specific SMART goalsthat the students worked towards achieving.These IPLs were reviewed in Week 5 and 10of every term and new goals were added asrequired. Parents were notified by letter thattheir child was receiving extra support and thelearning and support teachers were availablefor clarification or a parent meeting ifrequested.

School Learning and Support Officers weretrained to implement the MultiLit program.This improved student reading.


Quality Teaching, SuccessfulStudents (QTSS)

0.74 EFT = a teacherposition for 4 days eachweek.

• Quality Teaching,Successful Students(QTSS) ($80 548.00)

The teacher mentoring and assistance withthe NESA accreditation processes haveenhanced the role of Assistant Principals andimproved teaching practice across theschool.

Socio–economic background • Socio–economicbackground ($30 155.00)

Literacy achievement in school basedassessment and NAPLAN indicate a highlevel of student achievement in all grades andall equity groups in the school community.

Support for beginning teachers $70,052 Beginning Teacher Support funding wasutilised to assist 8 teachers during their firstyear and 4 teachers in their second year ofteaching. Eligible teachers received releasetime and an additional one hour per weekrelease time for an expert teacher to providepractise–based mentoring support. Teacherswere supported in their performance anddevelopment including their induction,professional development and achievement ofaccreditation at the level of ProficientTeacher.

Targeted student support forrefugees and new arrivals

$12,432 Thirty four refugee students were included inthe EAL/D program in 2017. EAL/D staffundertook professional learning with theRefugee Support Leader based at NorthmeadHigh Sschool. This PL included identifyingvisa type, recognising and dealing with issuesarising from refugee or refugee–likebackgrounds, teaching and learningconsiderations and cultural awareness.Refugee students were provided with literacypacks containing school supplies such aspencils and markers. In addition to the literacypacks refugee students were provided withschool uniforms. Refugee students requiringfinancial assistance were supported by havingfees covered to enable their participation inactivities such as excursions and PSSAsporting teams.

New Arrival Program funding enabled us toemploy a specialty EAL/D teacher at a 0.9load. The NAP program provided withdrawalfor newly arrived students for intensive smallgroup instruction in English reading, writingand speaking & listening.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 493 532 539 615

Girls 409 455 505 547

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.7 94.6 95.1 95.3

1 96.6 93.8 94.7 95.9

2 96.3 94.8 95.5 95.9

3 96.8 95.2 95.4 96.4

4 97.1 95.6 95.6 96.4

5 96.6 96.1 95.8 95.7

6 96 90.8 94.1 92.8

All Years 96.6 94.6 95.2 95.6

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

• Non–attendance is monitored weekly. Anyunexplained absence is followed up with parentsby school administration.

• Application for extended leave is required forstudents travelling overseas during school terms.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 6

Head Teacher(s) 0

Classroom Teacher(s) 42.74

Teacher of Reading Recovery 0.82

Learning & Support Teacher(s) 1.3

Teacher Librarian 1.6

Teacher of ESL 5.2

School Counsellor 1

School Administration & SupportStaff

9.47

Other Positions 4

*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 0


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 129,096

Revenue 9,578,341

Appropriation 9,189,325

Sale of Goods and Services 15,041

Grants and Contributions 369,237

Gain and Loss 0

Other Revenue 0

Investment Income 4,737

Expenses -9,424,437

Recurrent Expenses -9,424,437

Employee Related -8,558,852

Operating Expenses -865,585

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

153,903

Balance Carried Forward 282,999

• The school plan is prepared following a detailedevaluation of school programs. Priority areas ofthe school plan are funded to deliver high qualityprograms supporting students and addressingidentified areas of need. The school budget isprepared by the principal in consultation with theschool executive and the school administrationmanager. Management of programs, action plansand associated budgets are delegated to staffresponsible for areas of the school plan.

• School and Community funds are allocated for aschool shade shelter and significant landscapingat the completion of a NSW Schools Infrastructurepilot building program in 2018.

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 6,540,888

Base Per Capita 164,019

Base Location 0

Other Base 6,376,869

Equity Total 786,519

Equity Aboriginal 5,181

Equity Socio economic 30,155

Equity Language 553,752

Equity Disability 197,431

Targeted Total 591,811

Other Total 712,017

Grand Total 8,631,234

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.


Top two band in Reading Year 3. NAPLAN resultsshow 41% of students are in the top band 6 and 31% ofstudents are in the second top band 5. This is a total of72% of student in the top two bands

Top two bands in numeracy Year 3. NAPLAN results


show 49% of students are in the top band 6 and 19% ofstudents are in the second top band 5. This is a total of68% of student in the top two bands

Top two band in Reading Year 5. NAPLAN resultsshow 31% of students are in the top band 6 and 29% ofstudents are in the second top band 5. This is a total of60% of student in the top two bands.

Top two bands in numeracy Year 5. NAPLAN resultsshow 21% of students are in the top band 6 and 25% ofstudents are in the second top band 5. This is a total of46% of student in the top two bands.

These are excellent results and consistent withprevious years' performance.

Parent/caregiver, student, teachersatisfaction

Student satisfaction: TTFM Student survey Years4–6 • 88% of students feel accepted and valued by their

peers and by others at their school. • 90% of students have friends at school they can

trust and who encourage them to make positivechoices.

• 97% of students believe that schooling is usefulin their everyday life and will have a strongbearing on their future.

• 95% of students that do not get in trouble atschool for disruptive or inappropriate behaviour.

• 92% of students are interested and motivated intheir learning.

Teacher satisfaction: TTFM Teacher survey • 8.4 – I work with school leaders to create a safe

and orderly school environment. • 8.1 – School leaders have helped me improve my

teaching. • 8.8 – I talk with other teachers about strategies

that increase student engagement. • 8.8 – I set high expectations for student learning. • 8.0 – I work with other teachers in developing

cross–curricular or common learningopportunities.

Parent/caregiver satisfaction: TTFM Parent survey • 7.0 – I feel welcome when I visit the school. • 8.6 – My child is clear about the rules for school

behaviour. • 7.8 – The school's administrative staff are helpful

when I have a question or problem. • 7.4 – Written information from the school is in

clear, plain language. • 7.5 – I can easily speak with my child's teachers.

Policy requirements

Aboriginal education

Aboriginal students were supported through theimplementation of Personalised Learning Plans,

developed in consultation with the student, teacher andparent and focused on the individual learning needs ofeach student. Students were provided with support inthe classroom by Learning and Support Officers(LSO’s). Aboriginal students have been encouraged tosay the acknowledgement of country at assemblies,and have researched the Aboriginal language groups intheir family background as part of History andGeography.

Multicultural and anti-racism education

Multicultural perspectives are incorporated into avariety of teaching and learning programs at Girraween,at a class, stage and whole school level. Culturaldiversity and cohesion was celebrated with a K–6Multicultural Day celebration which incorporated gamesand activities from around the world.

Harmony Day was celebrated with class basedactivities and oranges being given to each student.Staff and students dressed in orange for this specialoccasion.

The EAL/D team worked closely with the CommunityLanguage team throughout 2017 to host and presentthese events. Students from Non–English SpeakingBackgrounds have been supported developing Englishlanguage skills in both withdrawal groups and in classsupport.


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