Guildford West Public School Annual Report€¦ · 2015 Annual Report Guildford West Public School...

2015 Annual Report Guildford West Public School

Guildford West Public School Annual Report

4000

2015


Introduction

The Annual Report for 2015 is provided to the community of Guildford West Public School as an account of the

school’s operations and achievements throughout the year.

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

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

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

resources, including equity funding.

Poppy Cassimatis

Principal

School contact details:

Guildford West Public School

23-51 Palmer Street

Guildford West, 2161.

www.guildfordw-p.schools.nsw.edu.au

[email protected]

9632 9942

Message from the Principal

2015 was an exciting year for Guildford West Public School. We officially opened our multi-sensory room, a well- resourced room which caters for the sensory needs of our students and supports the work of our Occupational Therapist. Our school continues to offer a variety of programs to meet the varied needs and interests of our students. Students were able to join the choir, dance group, drama group, debating group, knitting group or woodwork group. Our student talent in Creative and Performing Arts was displayed at our end of year “Shine“Showcase. All staff participated in extensive professional learning throughout the year ensuring the ongoing development of quality teaching. A number of parent workshops were also held where teachers and community groups provided valuable information and strategies to parents and carers. Our school wide Positive Behaviour for Learning Program, “On Track” ensures that appropriate behaviours and school expectations are taught explicitly to all students. As a KidsMatter school we work tirelessly to build a positive school culture that nurtures the mental health, wellbeing, education and relationships of its students, staff and wider community. Students participated in explicit lessons about resilience and bullying.

At Guildford West we have a strong focus on Literacy and Numeracy. We are continuously working towards improving student outcomes through the engineering of high quality learning tasks that are guided by embedded formative assessment practices and which provide for explicit and purposeful feedback. In classes across Kindergarten, Year One and Two explicit guided reading lessons utilised the expertise of Learning and Support Teachers and ensured student needs were supported. In Years 3 to 6, students participated in Project Based Learning and developed their creative, collaborative, critical and communication skills.

We are very proud of our school’s sporting achievements. Our Physical Development, Health and Physical Education (PD/H/PE) program has been an absolute highlight this year. Our PD/H/PE teacher has provided a quality program to each and every one of our students. The students from our school have achieved some wonderful individual performances in Zone Carnivals. A number of these students went on to represent our zone at the Sydney West carnivals. On the PSSA team front, the school provided finalists in Girl’s T-Ball and Senior Boys League Tag. Our Senior Girl’s netball team went one step better and were the premiers in their competition.


Our P&C have worked tirelessly to support the school throughout 2015. They held a very successful Mother’s Day and Father’s Day stall. They also had a terrific Loose Change Rally which was highly supported by our school community. Funds raised were used to paint playground markings for students, purchase dictionaries and library resources.

We are very proud of our achievements and look forward to 2016.

I certify that the information provided in this report is the result of a rigorous school self-assessment and review process undertaken with staff, parents and students and provides a balanced and genuine account of the school’s achievements and areas for development.

Poppy Cassimatis

School background

School vision statement

In order to provide equity and achieve excellence every student and every teacher at Guildford West Public School will think creatively, communicate effectively, have a growth mindset and good interpersonal skills. We will be self- regulated learners who question, reflect, persevere and use digital tools effectively and ethically. We will be informed global citizens who show empathy and compassion towards others.

School context

Guildford West Public School has a current student enrolment of 465. This includes 64% of students from a

Language Background Other Than English. 38% of our students come from an Arabic speaking background,

4.3% come from a Pacific Islander background, 2.6% from a Turkish speaking background, 2.6% from a Persian

background, 2.2% from a Chinese speaking background and 14.3% from other language backgrounds,

including Vietnamese, Hazara, Hindi and Thai. Our school population also includes a relatively small number

of 5 indigenous students. Our student mobility rate has continued to increase over the last few years.

Our school has a Multi-categorical (Autism) Support Unit with 3 classes. One Assistant Principal, 2 permanent

teachers and 3 permanent School Learning Support Officers (SLSO) work within the unit at Guildford West.

The school also has a strong integration program for students with special needs and there are currently 4

SLSOs employed in various capacities.

Our school is a KidsMatter school and we implement a whole school Positive Behaviour for Learning program,

“On Track”. A school expectations matrix was developed and communicated to the school community.

Teachers have developed and teach lessons to our students to ensure that expectations are understood. A

consistency matrix has also been developed and is implemented alongside the student matrix.


Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. Our staff and executive team worked in groups discussing the School Excellence Framework. Time was dedicated to thoroughly examine the school plan and to determine the elements of the School Excellence Framework that the plan addressed. Staff reflected on the progress being made across our school as a whole based on the expectations identified in the Framework.

In the domain of Learning our school focus has been on wellbeing, learning culture, curriculum and learning. Our school has developed a strategic approach to support the cognitive, emotional, social, physical and spiritual wellbeing of all our students. Time has been set aside to explicitly teach behaviour expectations through our Positive Behaviour for Learning (PBL) program and resilience and respect through our “Bounce Back” program. Attention to individual learning needs has been another element of progress. Students with learning needs are identified early, parents are increasingly involved in planning learning directions and support and adjustments are made to enable access to the curriculum.

In the domain of Teaching our school focus has been on collaborative practice for teachers. Staff are provided with opportunities to plan, teach and refine strategies. Teachers are supported to analyse data to inform their teaching programs. Staff have formed teacher Learning Communities where they take an active and reflective approach to developing their teaching practice utilising formative assessment techniques. Participation in an Instructional Rounds Group highlights a teaching culture focussed on supporting students to achieve their best.

In the domain of Leading, the school leadership team has creatively utilised resources that are available to implement the school plan. The school has developed a process to support all staff with their performance and development. The leadership team has effectively led initiatives across the school and supported staff to build capabilities and create a dynamic school learning culture.

Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Increased student learning and engagement.

Purpose

To improve student outcomes through the engineering of high quality learning tasks that are guided by embedded formative assessment practices and which provide for explicit and purposeful feedback.

This is because our findings indicate that we need to continue to develop quality tasks informed by effective formative assessment practices.

Overall summary of progress

Regular scheduling of collaborative planning days has resulted in the development and refinement of programming templates for English and Mathematics. These templates have mandated the inclusion of Learning Intentions and Success Criteria, opportunities for formative assessment and planned differentiation. Teacher peer observations scheduled between monthly Teacher Learning Communities (TLC) has ensured the implementation of and reflection on formative assessment practices.

Support teacher intervention in classrooms has ensured consistent implementation of best practice in early



reading acquisition in K-2 classrooms. This has included a 5-weekly cycle of data collection and analysis. Student progress along literacy and numeracy continuums is updated each term (K-2) and each semester (3-6) with a PLAN Feedback to Parents report sent home bi-annually as part of the school-wide reporting schedule. A K-6 Literacy Data Wall has been developed and is used by the Learning Support Team and stage learning teams in order to monitor and address student needs with a school-wide lens.

This has had a positive impact on student learning and engagement.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

100% of learning and teaching programs contain evidence of planned differentiation and formative assessment practices

Implementation of consistent programming templates has ensured a focus on both the planning for and evaluation of differentiation in all classrooms. All learning programs include the planned adjustments for students identified as having a disability on the Nationally Consistent Collection of Data (NCCD) list.

Formative assessment practices evident in 100% of classrooms.

70% of students have achieved expected growth relative to their starting point each year utilizing the literacy and numeracy continuums

85% of K-2 students have made 12 months or greater growth in Reading Text on the Literacy Continuum. 100% of students in Years 3-6 have now been plotted along the Literacy Continuum for PLAN

Next steps

Apply the successful K-2 model of reading support into Stage 2.

Develop consistent understanding of continuum markers in the Literacy and Numeracy

continuum through the professional learning schedule.

Increase rigour and consistency in the assessment, collection and analysis of student writing

through the professional learning schedule.

Improved application of formative assessment practices with a focus on using assessment

information to feed forward – key focus on professional learning.

To further enhance differentiation, adjust School Plan to narrow the focus of individual

learning goals to writing.


Quality leadership and professional learning culture.

Purpose

To establish a culture of collaboration that fosters mentoring and strategic professional learning



opportunities, which build leadership capacity and best practice in pedagogy.

This is because our findings indicate that our teachers value collaboration and the opportunity to learn and develop new skills from each other.


Regularly scheduled opportunities for collaboration between teachers have enhanced professional dialogue, confidence and deep understanding of curriculum and pedagogy. TLCs have ensured the school’s focus on Formative Assessment has maintained momentum and ensured accountability for the implementation of formative assessment practice.

Teachers were supported in the development and implementation of Performance and Development Plans with regular opportunities to discuss and review progress with mentors and executive.

Classroom teachers are more confident to embed authentic use of ICT applications, software and hardware. Students have demonstrated increased knowledge, skills and engagement with ICT.




An increased percentage of teachers have the ability to collaborate and value collaboration as a learning strategy.

Over 80% of teachers indicate that opportunities for collaboration are valued and impact positively upon their teaching and student learning.

Collaborative planning days are scheduled each term for all teachers.

TLC leaders reported high levels of engagement in collegial discourse during monthly TLCs.

Three cycles of Lesson Study have provided opportunities for teachers to collaboratively plan, implement and evaluate a range of lessons focusing on differentiation, formative assessment and the History syllabus.

$12 576 (using socio-economic background funding)

All teachers have individual performance and development goals aligned to the Australian Professional Standards for Teachers

100% of teachers have developed and evaluated Performance and Development Plans. In addition to individual goals, all teachers worked towards the achievement of whole school and stage team goals.

All teachers were observed in their teaching practice at least once.

5 teachers gained accreditation at Professional Competence.

All learning and teaching programs have evidence of ICT General Capabilities

Teachers collaboratively planned with ICT Support teacher to embed quality ICT skills and General Capabilities in their learning and teaching programs.

All classroom teachers engaged in team teaching with the ICT Support teacher on a regularly scheduled basis.



Next steps

Continued scheduling of termly collaborative planning

Continued scheduling of monthly TLC meetings, with Formative Assessment catch up sessions for new teachers

Implementation of Switched On ICT program in all classrooms with further professional learning; liaising with Western Sydney University for teacher professional learning and Stage 3 student aspirational program


Enhanced community partnerships and systems.

Purpose

To build a positive school culture that nurtures the mental health, wellbeing, education and relationships of its students, staff and wider community.

This is because our data indicates that our students and wider community require our support to become valuable and empowered global citizens.


The Community Engagement Officer has ensured that a wide variety of opportunities have been offered to support parents as their children’s primary caregivers and first educators. This led to an increase in parental participation.

A significant range of programs and initiatives have been developed, reviewed, implemented and refined to address the needs of our students and provide teachers with skills and strategies to promote positive behaviour throughout the school.




Annual increase in parent attendance at workshops and learning opportunities.

10% increase of parents attending workshops and learning opportunities. There has been a significant increase in the variety and number of workshops and learning opportunities offered. A total of 9 programs were offered in 2015 including a 5-week Tuning into Kids program.

Decrease student behavior and welfare incidents, referrals and crisis.

Wellbeing Policy reviewed and updated in consultation with parent body. Behaviour Management flowcharts developed, reviewed, adjusted and implemented school wide.

We continue to address student behavior and wellbeing through the implementation of Positive Behaviour for Learning (PBL), the Bounce Back program and teacher training in KidsMatter. Individual behaviour plans were

$2649 (Teacher Professional Learning Funds)



developed and implemented for identified students.

11 staff members have enrolled in Challenging Behaviour Online and staff participated in a revision of Micro-skills for Behaviour Management.

Liaison with the Youth off the Streets program enabled all Stage 3 students to participate in the Rock and Water program.

Next steps

The Community Engagement Officer is continuing to liaise with external and community

organisations to co-ordinate an increasing range of initiatives and programs for parents. This

includes programs offered in Arabic and English language classes for Arabic-speaking parents.

All teachers trained in the implementation of the Wellbeing Framework.

Development of a school Code of Conduct that all students and parents must sign with an

expectation of student compliance and parental support.

Continue to review and monitor Wellbeing Policy.

Key initiatives and other school focus areas

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

Aboriginal background funding

All Aboriginal students have a Personalised Learning Plan with individual goals negotiated between students, teachers and parents where possible.

$ 383 (teacher release)

English language proficiency funding

EAL/D students supported to access curriculum and improve outcomes as evidenced in PLAN and ESL Scales progression. EAL/D teachers supporting students through in-class support, withdrawal of Phase 1 students and the sharing of resources with classroom teachers. Speech Pathologist has worked with classroom teachers to develop strategies to address language proficiency through demonstration lessons. Individual and group intervention has resulted in improved language proficiency for targeted students.

$5353 (withdrawal groups)

$27500 (Speech pathologist)

Targeted student support for refugees and new arrivals

New arrivals and refugee students have been supported in accessing the curriculum utilising the EAL/D teacher in intensive withdrawal programs, access to all school excursions and extra-curricular activities. Social support has been provided by the Community Engagement Officer through liaison with community agencies. Financial

$1339 (new arrival programs)

$8642 (supporting students to engage in school)


support has been provided where needed to ensure that students feel connectedness with the school community.

Socio-economic funding

Community Engagement Officer (CEO) employed three days a week resulting in increased opportunities for parents and community members in regards to learning, social interaction, wellbeing and a less formal avenue for communication within the school. She has facilitated networking with community agencies including access to grants and programs for students and parents. Communication with our school community has been enhanced and the school promoted through the development of social media platforms, a Community Corner page in the school newsletter, the publication of photos of school events and face to face communication. The CEO has coordinated Breakfast Club, ensuring that all students have the opportunity to eat breakfast before the commencement of the school day. The CEO has liaised with the Parramatta Holroyd Family Support group to ensure a 17 week transition to school program for 4 and 5 year olds and an after- school Social Skills program for targeted students. Assistant Principal Quality Teaching coordinated 3 cycles of Lesson Study, focusing on key priorities; 3 cycles of Speech Pathology Demonstration lessons and debriefing sessions, focusing on the application of activities to address speech and language disorder within classrooms. All teachers participated in professional learning on Formative Assessment and Teacher Learning Communities were established and are ongoing. K-6 Literacy Data Wall established.

$ 32956 (Community Engagement Officer)

$48 921 (Assistant Principal Quality Teaching)

$26587 (3 cycles of lesson studies)

Low level adjustment for disability funding

4 School Learning and Support Officers employed to support the establishment of Early Stage One classes for Semester 1, ensuring a smooth transition to school. In Semester 2 this resource was shared across the school to support individual student needs as determined by the Learning Support Team.

$71 344 (4 School Learning support Officers)

$16826 (Occupational Therapist)


Support for beginning teachers

Beginning teacher and beginning teacher Mentor time scheduled into release timetable to facilitate successful orientation and individualised and targeted professional learning.

Teacher release and support provided towards completion of accreditation process at proficient standard.

$6133 (teacher and mentor release)

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

Executive Release (3 days per week) Scheduled Executive release to support teachers in the development of quality teaching practices through the mentoring of all teachers and the establishment and implementation of Performance and Development Plans.

$24852 (Executive release)

Establishment of Multi-Sensory Room School facilities have been repurposed and refurbished to meet the sensory needs of students across the school. All Support Unit classes and some mainstream classes have made regular use of the room to provide better opportunities to be able to focus on their learning. Occupational Therapists utilised the room to enhance their withdrawal programs.

$24651 (using socio economic funding and supplemented using school funds)


Student information

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

Student enrolment profile

Student attendance profile

All students are encouraged to attend school daily.

In 2015, students who achieved 100% attendance

were presented with an award at the Presentation

Day Assembly.

Information was provided to families regularly in the

school newsletter outlining the importance of

regular attendance. When a student’s attendance

was of a concerning nature their parents were

notified through a letter. Staff would make a

telephone call to ensure that appropriate support

was provided so that students were attending

regularly. The Home School Liaison Officer was also

available to offer support where necessary.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 17.85

Teacher of Reading Recovery 0.815

Learning and Support Teacher(s) 2.1

Teacher Librarian 1.0

Teacher of ESL 1.2

School Counsellor 0.4

School Administrative & Support Staff 6.382

Other positions 1.18

Total 36.527

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

In 2015, no staff member was of Indigenous background.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 33

Professional learning and teacher accreditation

Professional Learning is a high priority at Guildford West Public School.

In 2015 we had 5 teachers who were new scheme teachers maintaining accreditation at Proficient and 6 new scheme teachers working towards Board of Studies Teaching and Education Standards accreditation.

Kindergarten teachers continued to implement the L3 Early Literacy program in our Kindergarten classrooms with 1 teacher participating in the training.

100% of staff participated in lesson studies where they collaboratively planned, taught and provided feedback and evaluation to their peers. All staff worked closely with our speech pathologist taking part in two demonstration lessons and feedback sessions.

All staff participated in school development days including staff who work part time. During our School Development Days our professional learning focus included:

The “Bounce Back” Program

KidsMatter Program – Social and Emotional Learning

The History Syllabus

Information and Communication Technologies (ICT)

Formative Assessment

Staff also participated in weekly school based professional learning which included sessions on:

Formative Assessment

The Literacy Continuum

The NSW Mathematics Syllabus

0

100

200

300

400

500

600

2009 2010 2011 2012 2013 2014 2015

Stu

de

nts

Year

Enrolments

Male Female


Technology across the curriculum

Student Engagement

KidsMatter – Social and Emotional Learning

Student Learning and Engagement

All staff undertook courses in Child Protection, Anaphylaxis, Emergency Care and Cardio- Pulmonary Resuscitation and collaborative planning days each term. Staff also undertook external courses targeting Quality Teaching, Syllabus Implementation and Literacy and Numeracy. The average expenditure per teacher on professional learning was $1774.00 with $32743.00 of funds coming from the Resource Allocation Model Funds.

Financial information

Financial summary

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

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Parent Survey:

The majority of parents surveyed feel welcome when they visit the school and believe teachers listen to the concerns they have.

The majority of parents surveyed believe teachers have high expectations for their child to succeed and expect them to work hard.

The majority of parents surveyed believe their child is clear about rules for school behaviour.

The majority of parents surveyed believed emails were the most useful form of communication between home and school.

Student Survey:

82% of students at our school had a high sense of belonging.

84% of the girls and 77% of the boys in our school had a positive relationship at school.

82% of students in the school were interested and motivated in their learning.

Teacher Survey:

The majority of teachers work with other teachers in developing strategies that increase student engagement.

The majority of teachers surveyed believed they monitored the progress of individual students and provided written feedback on their work.

Date of financial summary 30/11/2015

Income $

Balance brought forward 540783.98

Global funds 297299.44

Tied funds 687389.65

School & community sources 68996.98

Interest 15559.27

Trust receipts 52005.40

Canteen 0.00

Total income 1610029.32

Expenditure

Teaching & learning

Key learning areas 36024.01

Excursions 31537.17

Extracurricular dissections 17726.97

Library 3792.92

Training & development 6959.79

Tied funds 633847.16

Casual relief teachers 121409.89

Administration & office 49932.40

School-operated canteen 0.00

Utilities 51619.28

Maintenance 36112.43

Trust accounts 25990.05

Capital programs 17780.00

Total expenditure 988962.02

Balance carried forward 26015.35

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


The majority of teachers surveyed believed they use a variety of teaching strategies to help students.

The majority of teachers strive to understand the learning needs of all students and set goals for students with special needs.

Policy requirements

Aboriginal education

The support of Aboriginal students at Guildford West is a priority. In 2015:

Personalised learning plans were developed, evaluated and modified in consultation with parents, where possible, and students.

Learning and teaching programs had a focus on Aboriginal perspectives and content were implemented across all grades.

Quality teaching strategies utilising the “8 ways of learning” were incorporated into class programs.

Recognition of NAIDOC Week with activities developed and implemented in all classes.

Best Start and NAPLAN data was used to identify Aboriginal students requiring support with Literacy and Numeracy. Support was provided through adjustments to class programs and the support of our School Learning Support Officers.

Multicultural Education and Anti-racism

Guildford West Public School is a culturally diverse community. Over 65% of our students are from language backgrounds other than English. Through our history, geography and literacy lessons students explore many different cultures and religions to develop an understanding and respect for Australia’s Indigenous people as well as our culturally diverse communities. This is reinforced by the notion that we ‘accept and embrace diversity’, as stated in our school wide ‘On Track’ matrix. Our English as an Additional Language (EAL) teachers continue to support the learning needs of students from language backgrounds other than English. Students new to English are withdrawn from classes

for intensive lessons and other students with high literacy needs are supported within classroom programs. Our Anti-Racism Contact Officer, a trained member of staff, has been available to provide mediation for students when necessary. Acknowledgement and celebration of our school’s cultural diversity is manifested in our observance of Harmony Day. In 2015, groups of students from particular cultural backgrounds, worked together with input from family members to develop performances for our Harmony Day Assembly. In 2015 we also held a very successful multicultural food fair which was enjoyed by the whole school community.

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Guildford West Public School Annual Report€¦ · 2015 Annual Report Guildford West Public School...

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