DEPARTMENT OF EDUCATION - web.ntschools.net Report... · 2015 DEPARTMENT OF EDUCATION. ... spaces...

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Casuarina Street Primary School

Annual Performance Report to the School

Community

2015

DEPARTMENT OF EDUCATION


2015 Annual Performance Report to the School Community

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School Overview

Our School Casuarina Street Primary School is located in the town of Katherine, 315km south of Darwin. Casuarina Street Primary School (CSPS) is located on Casuarina Street in Katherine East, Katherine. The school first opened in 1998 and our grounds contain four general learning areas, each with four classrooms and communal working spaces for additional work with students; as well as a library, multi-purpose hall and stage, canteen and single unit preschool set amongst well maintained grounds with a combination of shaded and open playing areas. Our Staff In 2015, Casuarina Street Primary School maintained a team of teaching, administrative and support staff with a business manager, administrative officers, preschool, early years and classrooms support officers, a Defence School Transition Aide (DSTA) and a Physical Maintenance Officer. The school also utilised 3 Impact Coaches as part of an expanded Leadership Team and identified Big 4 Project teams across the school to support the Assistant Principal and Principal as a key part of the leadership portfolio. All teaching staff achieved registration with the Teacher Registration Board of the Northern Territory and all staff achieved working with Children clearance (Ochre Card) in line with departmental and national expectations.

Positions

School Council Chair Sara Potter

Principal John Cleary

Assistant Principal Pamela Dixon

Administration/Business Manager Julia Knight

Full time Part Time

Total number of teaching staff 16 4

Total number of Executive Teachers 2 0

Total numbers of HALTs 3 0

Total number of support staff 5 0

Total number of Indigenous staff 1 0

School Council staff 0 8

Our Students In 2015, Casuarina Street Primary School averaged 317 students in Effective Enrolment calculations, attending school with an adjusted attendance of 93.2%. The number of students enrolled at the school can vary as over 45% of the students at CSPS come from families who have moved to Katherine as part of the Australian Defence Force, based both in Katherine itself and at RAAF Base Tindal. Movement between bases for many of our families can happen every 1-3 years.



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9.7% of the students attending CSPS School are Indigenous. 11.3% of students have been identified with Either High Support or Special Educational Needs which require additional targeted support to meet their learning and engagement goals.

Enrolment and Attendance Summary

This report shows enrolment and attendance for each validation period.

The final two periods for 2015 resulted in a final Effective Enrolment of 317 at

93.2% for the school year.



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Principal's Report

Firstly, I would like to thank you for your support, time and energy in what has been

an extremely successful year. Both in terms of our continued improvement across all

curriculum areas and in the leadership and sporting achievements of our students;

2015 has been a year to celebrate.

The implementation of a ‘Visible Learning’ approach across all schools in the

Northern Territory provided CSPS with the opportunity to share our work in ‘Building

an Assessment Culture’ through the cultivation of a ‘Personalised Learning

Approach’ with schools and colleagues across the Katherine Region. Our role as the

Northern Territory School of Excellence, in recognition of this work, also provided the

opportunity to connect with internationally respected educational leaders such as

Professor John Hattie in reflecting on the impact we are having and the visibility of

this impact and growth for our students.

2015 also brought a great deal of recognition for the exceptional practice in place

across the school with both ‘Lead Teacher’ and ‘Highly Accomplished’ accreditations

being granted to members of the CSPS team; a rating of Exceeding National Quality

Standard in Quality Areas 1 and 3 for our Preschool team; nominations and

shortlisting for members of our Early Childhood, Primary and Student Support Teams

for ‘NT Educator of the Year’ awards, but also in the granting of Independent Public

School status by the Minster for Education to Casuarina Street Primary School

making us one of only 13 schools across the entire Northern Territory to have

received this status.

The quality and rigor of practice and the collaboration across our whole school

community is something I feel we should be very proud of and the role of our

community; both in terms of exceptional School Council engagement and

commitment, parent and community volunteers, partnerships across the Katherine

Region and also with our Defence Community has been an incredibly rich source of

ideas, energy and improvement.

A thank you to the CSPS School Council who worked throughout the year in a range

of fundraising opportunities, but also in being the voice for our school and families in

important forums as we engaged in an valuable process of consultation towards an

application to become an Independent Public School. I would like to thank all

members of our community who participated in this process and provided such

important reflections on the future of our school but who also provided affirmations of

the progress being made.

An acknowledgement also for our Student Representative Council and House

Captains/Vice Captains whose leadership and energy across the school this year

was instrumental in achieving in our goals. This role will further deepen in the 2016

as student leaders commence the inaugural ‘CSPS Learning Commission’ as a key



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part of our work as an IPS. I am very excited to see the work this Commission will

undertake and the recommendations that may result from this also.

In events such as: our Engagement with National and Territory Sporting Associations

and teams, Walk to School, Book weeks, Anzac Day Commemorations, Character

Day, CSPS School Fun Run, School Camps, Excursions, our School Sports Day,

Swimming and Water Safety programs, End of Year Concert and in each of our

Achievement Assemblies and Team Assemblies, the strong community spirit and

ethos of collegiality within the school community was clear to see. This is something I

know all members of the CSPS community are very proud of and I thank you again

for your continued support and investment in the school.

I certify that the information in this report is the result of a detailed school self-evaluation process and it is a true and accurate account of the school’s achievements, operations and focus for improvement moving into the New Year.

John Cleary

Principal

11th February 2016



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Teaching and Learning A significant improvement in performance in Writing, Reading and Numeracy outcomes was also achieved between Years 3 and 5 with the school mean for growth between these years exceeding Regional, Northern Territory and National means (see table below). In Year 5 student progress towards national standard closed significantly in the areas of Numeracy, Writing and Grammar and Punctuation. Year 3 targets were not achieved with means remaining consistent in Writing but decreasing in other areas, with a particular focus for 2016 included to review progress in Reading across Transition to Year 2. Cohort size in these areas increased from 23 to 43 providing complexity in this data but in line with the consistent growth in student numbers across the school. Targets set for Year 5 students were achieved in all areas with performance in Spelling and Reading remaining consistent with results in 2014.

Targets in relation to student achievement at national achievement standard indicated the following; an increased number of students achieving A-B grades between Semester 1 and 2, comparative to 2014. Student achievement in English saw a mean of 29.1% achievement of A/B grades, a mean of 33% in Mathematics, 24.8% in Science, H&PE 36.8%, Geography 29.6% and History 11%. An increased number of students between Semester 1 and 2 performed at expected national standard with a mean at or above standard in English of: Reading 83%, Writing 66.6%, Speaking and Listening 92% leading to an overall mean of 80.5% (above target). In Mathematics (Number and Algebra 76.3%, Measurement and Geometry 85%, Statistics and Probability 86.9%) student achievement at standard provided a mean of 82.7% which is also above target. In Science, 89.5% achieved at national standard, which is also slightly above target.



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Work towards Actions identified in Annual Operational Plan (AOP 2015) Literacy Work to update and complete the CSPS Whole School Curriculum and Assessment Plan occurred, developing the use of Year Level Plans to build integrated units across the school linking English, Mathematics and Australian Curriculum content in Science, History and Geography across a two yearly cycle (Years A and B). Following approval from the Northern Territory Board of Studies, AC Geography was included in WSCAP in terms 3 and 4 with professional development and support for all staff. A link between the use of an ‘Explicit Focused Teaching model’ to Instructional Rounds practice was used to develop an observation cycle across CSPS with the school leadership team, peers and colleagues from other regional schools involved in providing feedback to teachers on Explicit Focused Teaching, High Expectations, Engaged Learning and Intentionally Inviting Interactions. Personalised Learning Plans were put in place for all students, with explicit targets for Literacy set from baseline data and developed with students and families, including regular opportunities to reflect on progress towards targets across the year. All teaching staff participated in a number of cross- school moderation opportunities of both writing and reading judgements with Katherine South Primary School as well as building a complete resource of recommended texts to support the delivery of English units of work in T-2, 3-4 and 5-6. Progressive Achievement Tests for Mathematics and Reading were implemented across the school beginning in Transition through until Year 6 with these results available to students, teachers and parents and included in PLPs. Two members of staff participated in NAPLAN marking panel training and completed a role as assessors for student writing in Darwin and worked with others at CSPS following this to deepen and improve our use of Success Criteria. CSPS maintained Specialist Teaching Teams to deliver units linking AC Science, Maths and English, with Health and Physical Education and The Arts also included in subject specialism within this team. Numeracy CSPS developed and implemented a whole school approach to ‘Assessment of Student Competencies’ and T-2 Diagnostic tool outcomes and the analysis of data in Early Years for trends and in identifying ‘at risk’ students; with particular links to a Regional Data Literacy Coach to achieve this. Personalised Learning Plans were further developed in 2015 for all students to include explicit targets for Numeracy established from our baseline data.



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Envision Maths materials were introduced and embedded across the school to support teacher delivery of Mental/Oral starters, Sharing Learning Intentions, Teaching concepts linked to the Achievement Standard across Years T-6, differentiated learning opportunities and reflection on achievement of the stated Learning Intention. Visible Learning and Personalised Learning@CSPS All members of the CSPS team participated in an introduction to ‘Visible Learning’ with leaders and experts from the Cognition Education team. This work was further reinforced by the introduction of a ‘Statement of Intent’ to be utilised in planning within teams across years 3-6 and in continuation from years T-2. Key elements of a Personalised Learning approach were established in our Year 5-6 team and Year 3-4 team including: Communication Board, Class Meetings, Clinics, Educational Research Projects (ERPs) and Expos. A Visible Learning team was established across the school with two Impact Coaches identified to support work undertaken in line with this program in 2015 participating in ongoing and high quality professional development with the Visible Learning team during the year. This included the continuation of our work with 3x smaller schools as a hub school for focused Visible Learning Professional Development Opportunities. Data Conversations took place with all teaching staff alongside Program Reviews in terms 1, 2 and 3 to review progress towards measurable targets set in CSPS Professional Target Setting Meetings (term 1). 2015 also saw the introduction of a GradeXpert data management system which was purchased and implemented across CSPS as a centralised system for locating and utilising existing student growth data for use in PLP conversations, Student Conferences and Assessment/Reporting requirements. Playbased Learning@CSPS A Playbased Learning@CSPS model was established to identify the purpose, expectations and induction for staff moving into the approach. Learning environments across all P-2 classes were developed to utilise an intentional approach and to cover all elements and outcomes of the Early Years Learning Framework, linking and combining areas where appropriate. A mentoring relationship between our Early Years team and partner schools was commenced including a study tour to Anula Primary/Wulagi Primary in Darwin. Preschool and Quality Improvement Planning The Quality Improvement Planning process for the CSPS Preschool was completed including the undertaking of all actions detailed across Quality Areas 1-7 (See QIP 2015 as an accompanying document). CSPS also participated fully in a formal assessment process with recognised National Quality Standards assessors. This process and the completion of all actions identified within the NQF led to CSPS being provided a rating of ‘working towards’ in



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Quality Areas 2 and 7, Exceeding Standard in areas 1 and 3 and being identified as meeting and/or exceeding all other Quality Areas. This was an exceptional outcome for the school in its first QIP cycle and a follow up review to address minor recommendations is planned for the 2016 school year. All teachers within our Preschool program also commenced and achieved ‘Progressing towards/Working towards’ status with NQA by undertaking an Early Childhood diploma with Charles Darwin University, leading to an additional and formal accreditation in this specialism in the coming year.



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Student Performance at National Achievement Standard by Subject Area The A-E results shown include Semester 1 and 2, 2015. Please note that

Preschool and Transition students do not receive A-E judgements at Achievement Standard. These results also do not include students who may

have left the school following Semester 1 or whom have attended for less than 50% of the time in a particular subject and so were unable to be reported

against.



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Wellbeing Targets set to improve all areas in School Evaluation Tool for SWPB (A-G) to be at or above 80% by the end of 2015, were achieved with further review to be completed in term 1, 2016 for areas that remained outstanding. 2015 also saw the increase in enrolments to over 300 students sustained with CSPS achieving a growth in the predicted number of enrolments of 317 for the beginning of the 2016 school year increase by a further 8.2% to 343. The goal of maintaining overall School attendance at 91% for 2015 was achieved and exceeded with attendance reaching an effective adjustment of 93.2%. CSPS continued its participation in the School Wide Positive Behaviour initiative with support from our Regional Advisor, Christine Sutherland and the regional team. The existing SWPBS@CSPS Policy and guidelines were revised with additional practices in regards to the recording of ongoing behaviour data, in place. The Student Support Team leader and SWPBS team worked with all staff to undertake training to support the implementation of elements of SWPB action plan/CSPS SWPB Policy. The team also continued the CSPS Shop and ongoing whole class and individual rewards as part of the SWPBS initiative. The CSPS ‘Student Support Team’ with SET Anna Geary and ‘SST Mentors’ working alongside identified students at risk, was maintained and increased. Mentor awareness of approaches to safely manage challenging behaviours were developed with the support of DOE Student Services team. Explicit wellbeing and or social/emotional targets for 2015 were included in student PLPs and a Student Perception Survey and health baseline data were also collated for use in the review of a school Healthy Eating Policy. This was accompanied by a survey by the Australian Council for Educational Research to establish student experiences with Bullying across the Katherine region. This was accompanied by targeted educational and informative programs for our Upper Primary students with a particular focus on safe, respectful and responsible online behaviour to build ‘Digital Citizenship’.

CSPS students engaged with the Katherine Positive Learning Centre for an ongoing basis with students working towards identified targets aligned to developing the resilience to overcome challenges in their learning and managing appropriate responses when faced with difficulties inside and outside of the school environment.

Students identified a result of High (3.9) in our Perception Survey for the area of Wellbeing with

Parents rating the school as Very High (4.2)



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Work was completed to fulfil the Minor New Works submission for a permanent shade structure over the basketball court. This work was undertaken with a focus on increasing the areas available for student play and instruction in line with our Sun Smart Policy and in recognition of our status as a nationally endorsed ‘Sun Smart School’. See below for snapshot of Student Perception Survey outcomes (2015).



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Participation, Transitions and Pathways

The Annual Operational Plan target of an ‘increased enrolment of students in preschool to transition to 300 and sustain above this number for the duration of school year’ was achieved with an average of 317 and high of 329 during the year. An expectation that both our student perception surveys (with at least 80+ participants) and our School Evaluation Tool would demonstrate an improvement in mean score in the information domain from 3.8- 4.0 and above was also achieved. The use of a Concerned Based Adoption Model to identify stages of adoption of our Whole School Curriculum and Assessment Plan across the school, also remained constant for the 2016 school year. The school worked to continue to ensure consistency in the creation of Evidence of Learning folios, including the collection and presentation of data, 2015 reports to parents, student work samples, student specific information (EAP/IBP) and medical and contact information to be accessed by parents, students and teachers throughout the school year. Parent and Student Perception Surveys were conducted online for the first time as part of Northern Territory wide initiative, with feedback being shared with the community and impacting on the progress and direction of the current School Improvement Plan. Information nights for parents of preschool students joining transition; transitioning visits for students moving from years T-1, 2-3, 4-5 were completed in term 4, along with a formal and explicit orientation process for parents of children joining our Preschool in 2016, in line with expected and effective practice within the National Quality Framework and the Australian Children’s Education and Care Quality Authority’s regulations. Alignment of the measures collated in both Literacy and Numeracy data sets for Early Years, Primary Years and Upper Primary teams was established, with the same areas of collection being completed across each team. An upgrade to shared and play areas was completed including additional permanent shade structures for B block and the development of student activities and rest spaces which became available throughout the area utilised by these students. Our annual Year 5/6 school camp to Mount Bundy Station with History connections in Darwin/Adelaide River and significant historical sites of value to the Year 5-6 WSCAP focus was undertaken successfully and explicitly connected with intentional curriculum outcomes. The continuation of our transition to High School program was maintained with student visits and connections at CSPS with visiting KHS staff alongside a thorough handover of ELF materials and Baseline data already in place for students transferring to Katherine High School with the KHS Leadership team. Our CSPS Choir performed in the BEAT festival at the Darwin Convention Centre with 2 teachers attending training throughout the year and leading the choir towards the main event. This was an extremely successful initiative with students attending and participating in this event increasing by 25% compared to the previous year. The school also participated in both negotiations and the initial steering committee to introduce a Katherine Beat festival in the 2016 school year.



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Partnerships The target of ‘Improved parent and family attendance at Meet and Greet, PLP meetings and ‘Open evenings to at least 60% of student families accessing opportunities throughout the year’ was exceeded with just below 80% of families accessing at least one of these opportunities in 2015. This is also supported by 100% of Educational Adjustment and Individual Behaviour Plans for students with existing support needs being updated and reviewed through formal meeting opportunities with class teacher and Student Support Team Leader across the year. A target of undertaking 8 School Council meetings and an Annual General Meeting throughout 2015, achieving a quorum in each was also achieved with significant additional support and attendance provided by council in terms of the process to become and Independent Public School. Please see the included Final Application submitted to the panel and supporting slides/information in support of this work in the following CASUARINA STREET PRIMARY SCHOOL- AN INDEPENDENT PUBLIC SCHOOL 2016 guide. A target of increased number of parent/community support in school during 2015 school year in line with SIP target of 12 was significantly exceeded. Key Partnership actions for the year included: The completion of a school Annual Report for 2014 and sharing this with the community at AGM and online via our website; to review and update the CSPS website to include 2015 information, images and specific school policies and documents in line with our School Improvement Plan. The revised address for this website is: www.web.ntschools.net/w/Casuarinast/Pages/default.aspx. The school maintained and deepened the role of the Defence School Transition Aide with a range of partnerships existing with RAAF base Tindal throughout the year including ‘Race to the Base’, formal attendance at significant school events and celebrations/commemorations by Defence personnel and the inaugural ‘East Coast Defence Roadshow’ with the Principal John Cleary joining military Executive Officers and other Key staff from inter-departmental agencies such as Health and Tourism to meet with families who would be posting to Katherine at bases in Queensland (Ipswich), Newcastle and Canberra. This work provided a key connection for new families joining the CSPS community and also important information about what to expect and how to find the information and answers they might need. A Full time Health and PE specialist worked hard to improve the participation of CSPS in regional sporting events and interschool sports while also fostering new partnerships with key providers and organisations including Tennis Australia, AFL/NT, NRLNT, Netball Australia and the Australian Sports Commission. The moderation of A-E judgements with partner schools in the region was completed each Semester with a further Preschool professional network also in place with visits occurring throughout the year in support of the implementation of our school Quality

http://www.web.ntschools.net/w/Casuarinast/Pages/default.aspx



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Improvement Plan. CSPS continued to lead and participate in Special Education Teacher Network in 2015 with Anna Geary leading this work across the region. A CSPS Fundraising committee was also established to organise and run fundraising events throughout 2015 and to build connections with the community in Katherine. This was an exceptional initiative with our CSPS Quiz Night in particular raising over $10,000. The school participated in the Borella Ride and Centenary commemorations of ANZAC day in Katherine as well as continuing strong and established partnerships with the Positive Learning Centre, Sommerville, the Clontarf academy and the Northern Territory Music School. Our work as a ‘Teaching School’ in partnership with Charles Darwin University included the development of the Highly Accomplished and Lead Teacher Program in the Katherine region, but also the placement of 4 preservice teachers within CSPS throughout the year, each of whom worked extensively with a trained and dedicated teacher mentor. CSPS also commenced a very important partnership with the Resilience Institute Australia and began work to build targets and high resilience practices into our habits and routines, beginning with a school Resilience score of a healthy 1.61:1 ratio, which we will look to develop in the coming year.



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http://www.education.nt.gov.au/parents-community/increasing-school-autonomy



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Casuarina Street Primary School- An Independent Public School (2016)

‘WE STRIVE TO ACHIEVE’

Casuarina Street Primary School is a growing and vibrant school located in the developing area of

Katherine East with a current enrolment of 330 students, an increase of 17% in student population in

the last 12 months. CSPS is the current Northern Territory School of Excellence (2014) and was

recognised by the panel for both its significant improvement in student outcomes (see Appendix A)

and innovative practices in ‘Building an Assessment Culture’ (See Appendix B).

A large proportion of students (52%) at CSPS are part of the expanding Australian Defence Force

community in Katherine based at RAAF Tindal, with a range of connections and initiatives placing the

school at the heart of the Katherine Community, with significantly high levels of attendance and

engagement (94.3% for the 2014 school year). A rapid growth in ICSEA is also an indicator of the

change currently underway in our community.

‘A NEW DESIGN FOR LEARNING’

In the development of the CSPS Strategic Improvement Plan 2014-2018 (See Appendix D), the focus

for all members of the school community identified the will for students at the school to perform at

and above the National Mean across the Curriculum, with specific targets established to achieve this

goal within the life of this plan.

See attached – Casuarina Street Primary School

‘Changing Demographics and a Growing School

Community’ project, June 2015 (Appendix C)



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In further developing the role of our students in mapping the journey towards this goal, but central

to identifying, positioning and deepening the core competencies we all identify to be key to this goal

being achieved, is the place of the CSPS Learning Commission (See Appendix E).

Following the lead of schools within both ‘The Harris Federation’ and ‘Knowledge is Power Program

(KIPP)’, central to the success of these models is a clear and rigorous process to engage the entire

school community in framing the competencies we value, identifying specific benefits to our learners

and teachers through the co-creation of practical enquiry and research (staff and students), a clear

sense of the entitlements for every learner, teacher and the role of the curriculum in providing the

opportunity to develop our core competencies and finally, a clear and defined ‘CSPS Design for

Learning’. This DfL will ensure that senior leaders are held responsible and accountable for realising

the entitlements and that improvement plans and priorities draw on this framework for developing

outstanding learning and teaching.

As a CDU Teaching School, Hub school for the development of Personalised and Play based Learning

in the Katherine Region and ongoing partnerships with the NT Music School (BEAT), Tennis Australia,

AFL NT and the Royal Australian Air Force; Casuarina Street Primary School understands the

importance of collaborating with others to amplify success. As a school who have also experienced

great success through a systematic and consistent School Wide Positive Behaviour Systems

Approach, the role of the Learning Commission would be to connect a range of existing partner

schools in the Katherine region with the importance of this work; connecting leaders with NT and

Australia wide expertise, empowering our student leaders to connect with schools across the

Territory and challenging the way we work to optimise our delivery to prioritise the competencies we

recognise are critical to the success of our students.



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‘BROAD LOCAL SUPPORT’

CSPS has undertaken a significant consultation process with all members to engage them in

discussion and examination of both the reality of becoming and Independent Public School, but also

as an opportunity to reflect excitedly on a collective vision for the school.

Community Information Forums were accessed by 31 families representing 52 students (15.7% of

enrolments). A ballot and feedback process for families to share their thoughts and preference in

answer to the question ‘Are you in support of Casuarina Street Primary School submitting an

application to become an Independent School?’, alongside a phone survey of parents at pre-selected

intervals (2,5,10,15 ad 20 on class rolls) drew a response of 74 families. 74.3% of these families were

in support, 17.6% were not, with 8.1% undecided.

Following work as a team to define ‘What does it mean to be a good learner @CSPS?’, beginning our

work in preparation for the design of a Learning Commission (See Appendix F), the CSPS team

identified opportunities, challenges and risks along with key questions to be answered. They

connected with teachers at current Independent Public Schools and shared their own thoughts with

a ballot of staff returning a result of 60% in support, 22% not in favour at this time and 18% who

remained undecided.

The CSPS School Council placed on record their overwhelming support for the application at our

meeting together on Monday 25th May. This followed the attendance of our School Council Chair

Mrs. Sara Potter and myself at the IPS preparation workshop held in Darwin on 22nd May.

Casuarina Street Primary School is excited to share our vision with you and we look forward to

continuing the success we have achieved to this point as an Independent Public School, and

supporting others to succeed as we continue to ‘Strive to Achieve’.



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Leadership The school target of ‘All staff to have set measurable professional targets for 2015, achieving these in professional reviews in term 4’ was achieved with a further Highly Accomplished and Lead Teacher accreditation achieved by members of the CSPS team. The CSPS Professional Development Review Cycle, established in term 1 to set measurable growth targets and actions to achieve targets with all staff, was revisited throughout the year with the opportunity to review and reflect on these targets at numerous points. SST Mentors also participated in this process with the SST Leader (Anna Geary), with targets aligned to the Assistant Teacher Professional Standards. Administration Staff completed this work with our Business Manager (Julia Knight) with targets aligned to the Administrative Level standards. A further 2 staff completed NAPLAN writing marking panel training and led work with other staff around these criteria back in school. This work was particularly important in the development of our use of Success Criteria in 2015. The students participated in our student election process to establish a ‘Student Representative Council (2 Captains and 6 SRC)’ with this team participating in at least 3 termly meetings with the Senior Leadership Team to identify and review whole school priorities. The SRC also completed GRIP ‘Excellence in student leadership’ training in Darwin (Week 6, term 1) and were heavily involved in ‘Evidence Into Action’ planning and data gathering as part of our whole school response to the Visible Learning guidance received. 2 Impact Coaches were nominated in school and provided with release to undertake key projects and VL/Big 4 specific initiatives (1 day a week) in line with their application to become Highly Accomplished or Lead Teachers. During the 2015 school year the Principal completed the Executive Development for Educational Leaders Program with the Queensland Education Leadership Institute (QELi) and present his research findings to NT DoE Executive Team, including the Chief Executive in relation to a position paper titled, ‘How do schools successfully use an Annual Operational Planning process as part of an Explicit Improvement Agenda?’ The Principal was also asked to support the region by Acting as Regional Director for the duration of term 1, 2015. During this time, the role of Principal was undertaken by Mr Craig Pauwels, an accredited Highly Accomplished Teacher who had been an existing part of the CSPS Leadership team for the 2014 school year. 2 members of the CSPS team participated in training towards and achieved Growth Coaching accreditation.



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In preparation to become an Independent Public School the Principal completed study and development through Deakin University to achieve a High Distinction in the Education Business Leadership, Finance and Resource Management Program. This was accompanied by School Board Governance training through the Australian Institute of Company Directors for both the Principal and current School Council Chair. Financial Management Casuarina Street Primary School has met all financial obligations in 2015. CSPS has complied with all financial reporting requirements for Australian Government, Northern Territory Government and Department of Education and Children’s Services achieving an Excellent Auditors report with no current recommendations for further improvement. The School also complied with all Global School Budget procedures requested, in line with the devolving of greater financial responsibility to schools by the Department of Education and the Northern Territory Government. All School Council, Leadership and Business Manager Procedures and training opportunities were met with a secure financial position negotiated and agreed to by CSPS School Council, Senior Leadership team, Regional Director for School and Department of Education Financial support teams.



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