Cardiff North Public School Annual School Report
2011
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sporting activities. Literacy and numeracy have remained our priority areas, and school results have shown we have been rewarded for our efforts. During the year, we have emphasized the provision of programs that support the social development of our students and our school values of respect, responsibility, care and cooperation.
Our school at a glance
Students Cardiff North Public School finished the year with 73 female students and 52 male students. A total enrolment of 125.
Staff
I continue to be constantly gratified by the overall behaviour and attitude of our students, which are a credit to their parents and carers, and also the work of our wonderful staff.
Cardiff North Public School boasts a very experienced, caring and knowledgeable staff. All staff participates in professional learning to ensure skills and knowledge are up-to-date and in-line with current educational methodology. All teaching staff meet the professional requirements for teaching in NSW public schools.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development.
Significant programs and initiatives
Colin Firth, Principal
Our technology programs, coordinated by Mrs Westwood, continue to be a showpiece of the school, with Cardiff North being recognized as a centre for excellent programs, winning major competitions and having our children develop wonderful skills and knowledge. Our P&C continues to work hard for the students and has contributed very strongly to the overall success of the school, with enrolments rising. The school remains the focal point for Lake Macquarie City Council’s “Sustainable Neighbourhoods” program where our environmental education activities are the draw card for projects.
P & C and/or School Council message
Volunteering their time to work for the benefit of their own and others children are a team of parents dedicated to assisting the teaching team to achieve a better place for all our children to learn and develop within. It has been wonderful to see a number of new faces with fresh ideas on how to work together to best achieve our goals for the children. P&C members have been constantly active during 2011 and have been kept busy throughout the year with the following major achievements:-
Student achievement in 2011
While NAPLAN overall results were lower than our targets, we were gratified to see individual students, when tracked from Year 3 to Year 5, grow substantially in their results. Strategies put into place during 2011 will continue into 2012 and we are confident of improvement.
Messages Principal’s message Cardiff North Public School has again enjoyed a successful and accomplished year during 2011. Parents and staff have again worked tirelessly to provide opportunities for our children that are in addition to our programs covering the six key learning areas. These include debating, chess, public speaking, performances and various
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Regular working bees have been completed to maintain our school grounds and facilities to make our grounds enjoyable and safe for our children to play in. Unfortunately just as much paint ended up on the parents as it did on the art works!! Our relationship within the community has been enhanced through the Sustainable Neighbourhood Programs in conjunction with the Lake Macquarie Council and the Cardiff North community. Also the ongoing regular involvement in the local business chamber has assisted our community relationship. Fundraising activities throughout the year include Mothers Day and Fathers Day stalls, selling of Entertainment books, Easter and
students and another 4 iPads to assist the students multimedia learning.
Xmas raffles, BBQs, Disco nights, Coin roundups, cake stalls 2011 has seen us successful again in obtaining funding through the CDSE program with the valuable support of the Cardiff RSL. This grant went directly to the cost of transport for the swimming schemes of our children in stage 3and 4. The Dads in schools programs saw our third Fathers Day Breakie, where the P&C team put on a delicious bacon and egg roll for the male parents, grandparents and significant carers of our children supporting their children. Comments were well received about the displays that were on view in the new hall. Parents are active in assisting the coaching of sports with Cardiff North represented with teams in netball and soccer again this year. The continual running and operation of the canteen for the children to ensure healthy eating while at school. Thank you to all those parents who make the effort to assist in the canteen –it is greatly appreciated by many. 2011 sees the departure of a number of active P&C members as their children move into high school. A very big thank you must go to Sue and Dave Wilson and Louise Bromley. We love your dedication and commitment to all many and varied P&C activities over many years of continual service! Thank you! A particular mention this year must also go to Leone Wood who, although holding the busy position of Treasurer, has also held the canteen together this year in her role as Acting Canteen Supervisor. Thank you again Leone! The P&C also assisted in Senior Citizens Day, Star Struck plus ongoing transportation to the many extra curricular events that our children has been involved in… the list goes on and on.
The P&C have achieved a great deal this year and I would like to thank all the parents who have helped to make all of the above happen. Thank you must also go to the Mr Firth, the teacher’s and the support team for their continued efforts in assisting the P&C to achieve its goals for our children. Janene Spence, P&C President
Student representative’s message This year has been wonderful and full of exciting actives including: Year 5 and 6 excursion to Milson Island Sport and Recreation Camp, Stage 2 excursion to Morisset Outdoor Education Centre, Stage 1 excursion to Oakvale Farm, sports skills training, Young Leaders Day in Sydney, Jump Rope for Heart, Matter of Seconds life- saving, Starstruck, Musica Viva, chess teams, debating teams, Water Watch, Premiers reading Challenge, Premiers Sporting Challenge, athletics carnival, cross country, swimming carnival, Touch Football Gala Day, PSSA soccer and netball teams, ANZAC service, NAIDOC Day and Aboriginal performance, Kindergarten to Year 3 Aboriginal students’ visit to Awabakal Field Studies Centre, PSSA Crossroads tryouts, swimming scheme, Dance2BFit for Year 6 farewell and computer connected learning skills, Kindergarten to Year 6 drama lessons with combined schools performance at the Newcastle Conservatorium of Music.
All of the fundraising activities benefit all of the children at our school. The P&C major purchases for 2011, include but not limited to $1500 in Library books for continued learning, the audio and visual equipment to supplement the removable stage into our new hall, ($000s on value) continued photocopying to assist all
On behalf of my fellow students, I’d like to thank all the wonderful staff of Cardiff North Public School for providing fantastic educational and
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social opportunities for us throughout our time at Cardiff North Public.
Student attendance profile Overall attendance remains consistent with Regional and State attendance rates. Parents and carers are constantly reminded of the importance of regular attendance. Student attendance rates
Attendance rate
100
Jeremy Wilson, Prime Minister
75 50 25 0 2008
School context
2009
School
2010 Year
Region
2011
State DEC
Student information
Management of non-attendance
It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.
The school works closely with parents to ensure children attend regularly and at every opportunity. Individual processes are negotiated and attendance is monitored and concerns communicated, sometimes with the assistance of Home/School Liaison Officers.
Student enrolment profile Enrolment data at the end of 2011 showed an increase in enrolments for the start of 2012. The school continues to have much movement into and out of the school, with families re-locating for various reasons. The school finished the year with a total of 120 students.
Class sizes Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.
A very positive trend is a strong level of interest and pre-enrolment in Kindergarten, allowing us to form a straight Kindergarten and a straight Year 1 for 2012.
The following table shows our class sizes as reported at the 2011 class size audit conducted in March, 2011.
Students
Enrolments 180 160 140 120 100 80 60 40 20 0 2007
2008 Male
2009 2010 Year Female
Roll class S1H S1T S1H S1T S1/2W S1/2W S2P S2P S3F S3F
2011
3
Year K K 1 1 2 3 3 4 5 6
Total per year 12 13 10 8 18 8 10 16 9 19
Total In class 22 21 22 21 26 26 26 26 28 28
Staff in 2011 remained consistent with that of 2010.
Structure of classes Five classes were again formed for 2011 and their structure was determined after consideration of total enrolment in each grade, social interactions and developmental stages.
Qualifications Degree or Diploma Postgraduate
The five classes consisted of: two Kindergarten/Year 1 classes, a year2/3, a Year 3/4 and a Year 5/6 class.
Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Staff information It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Date of financial summary: Income
Staffing levels for 2011 remained unchanged from 2010.
Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income
Staff establishment Position Teaching Principal Deputy Principal(s) Assistant Principal(s) Head Teachers Classroom Teachers Teacher of Emotional Disabilities Teacher of Mild Intellectual Disabilities Teacher of Reading Recovery Support Teacher Learning Assistance Teacher Librarian Teacher of ESL Counselor School Administrative & Support Staff Total
% of staff 100% 0%
Number 1 0 1 0 3 0 0 0 0.3 0.2 0 0.1 1.436 8.036
Expenditure Teaching & learning Key l ea rni ng a rea s Excurs i ons Extra curri cul a r di s s ecti ons
Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward
The National Education Agreement requires schools to report on Indigenous composition of their workforce. Cardiff North Public School has no staff members who are of an indigenous background.
Staff retention
30/11/2011 $ 90734.91 96696.62 42256.60 41721.70 5220.59 4642.95 0.00 281273.37
11884.12 12640.86 16986.92 2653.86 5664.36 40389.80 16040.58 24960.09 0.00 19551.30 13565.65 3938.35 19593.57 187869.46 93403.91
A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
The structure of classes is determined largely by the number of children in each grade and the school’s staffing entitlement. Working within these constraints sometimes means multigrade or composite classes are formed in order to best cater for student and school needs.
Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.
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Recorders were continued in Stages 2 and 3 to give an opportunity for children to learn to read music.
School performance 2011 The school attempts to provide its students with every opportunity to participate in a variety of experiences and activities.
Students in all classes performed in various choirs and groups on occasions such as Senior Citizens’ Day, Presentation Day, and Education Day.
Achievements
In 2011 the school was fortunate to have been offered a place in “the Song Room” program. This was a free program that spanned Semester 2 with a focus on drama. A trained drama teacher, Mrs Emma Wood, trained each class in various dramatic techniques which culminated in a combined Song Room schools performance at the Newcastle Conservatorium of Music. The program will continue at least in Semester 1 of 2012.
Arts Star Struck Early in 2011, students auditioned for a role in the school’s troupe to perform in the 2011 Star Struck performances. A troupe of 16 students from Stage 3 was selected and rehearsals began under the watchful eye of Mrs Westwood, Mrs Savage and Mrs Thompson. This year’s performance was titled “Capture the Moment”, and performances spanned 16th, 17th and 18th of June.
In public speaking, all Year 5 students had the opportunity to participate in the Term 4 Public Speaking Competition, on a topic of their choice. The most outstanding speech this year was that of Cayla Blanch, who went on to present her speech at Presentation day.
Wonderful dedication was shown by the children as many rehearsals took place during lunch times. Parents were again a fantastic support with transport, costumes, organizing children and volunteering help at the actual performances and dress rehearsals.
Sport The school again participated in “The Premier’s Sporting Challenge”, with all children receiving a certificate for their participation in active living. Students were also given the opportunity to participate in many various “gala days”, carnivals and clinics in cricket, football, AFL and Rugby League. The school has also joined the “Sports Leadership Program” where student volunteers will be shown how to lead, organize and run training sessions and sports events. We were able to compete in the Crossroads PSSA soccer and netball interschool competitions in 2011. While the netballers again met with mixed success, both the senior soccer team and the juniors came away Small School champions. I must thank the parent volunteers who trained the teams, without whom we could not have participated.
Musica Viva We again invited the current Musica Viva touring group: “Mara!”, to perform at our school to augment and enrich our music programs.
Students participated in a variety of music activities involving performing, organizing sound and listening. Mrs Adams, our teacher of music, ensured that all students participated actively on our performance days through class tuition during “CAPA Groups”.
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In the School Certificate the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
Literacy – NAPLAN Year 3 While our small cohort makes comparisons misleading, our NAPLAN results were nevertheless disappointing. In Reading our Year 3 students achieving a band 5 or 6 placement dropped by 13 percentage points, in Spelling, an increase of 11.35 percentage point was heartening, in Grammar and Punctuation, we were 10.25 points behind State average. There are no comparisons available for writing this year as it was the first time a persuasive text was assessed.
We again had representatives in Zone swimming, athletics and cross country carnivals, with 2 students going on to represent at the Regional level.
Other
Percentage in bands: Year 3 Reading
Children were also given the opportunity to participate in interschool competitions in debating and chess. Again in 2011, student leaders from Cardiff North conducted an ANZAC ceremony at the school, which was a moving and solemn ceremony and included guest speakers from the Sub Branch of Cardiff RSL Club.
Percentage of students
50
Six student leaders attended the Young Leaders Day, held in Sydney early in term one. Peer Support and Kindergarten Buddy programs again were a feature of our leadership programs.
40 30 20 10 0
Academic
1
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.
2
3 Bands
4
5
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5) Yr 7: from Band 4 (lowest) to Band 9 (highest for Year 7) Yr 9: from Band 5 (lowest) to Band 10 (highest for Year 9) and/or
6
6
Percentage in bands: Year 3 Writing
Percentage in bands: Year 3 Grammar & Punctuation 35
40
Percentage of students
Percentage of students
50
30 20 10 0 1
2
3 Bands
4
5
30 25 20 15 10 5 0
6
1
3 Bands
4
5
6
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
Percentage in Band SSG % in Band 2011 State DEC % in Band 2011
Numeracy – NAPLAN Year 3
Percentage in bands: Year 3 Spelling
Our Year 3 data shows our students achieving band 5 or 6 in Numeracy dropping by 2.1% from 2010 data. Again, a small cohort makes comparisons deceiving.
60 50 40
Percentage in bands: Year 3 Numeracy
30
50
20 Percentage of students
Percentage of students
2
10 0 1
2
3 Bands
4
5
6
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
40 30 20 10 0 1
2
3 Bands
4
5
6
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
Literacy – NAPLAN Year 5 Although Year 5 results were more encouraging, it remains that a very small cohort makes comparisons deceiving. In reading, we had 8.3 percent more students achieving Band 7 or 8 than in 2012. In Spelling
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our percentage increased by 5.55%, in Grammar and Punctuation we improved by 11.05%, (no comparisons were available due to Persuasive Texts being assessed for the first time in 2011).
Percentage in bands: Year 5 Spelling
Percentage of students
40
Percentage in bands: Year 5 Reading
Percentage of students
40 30 20
30 20 10 0 3
10
4
5 Bands
6
7
8
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
6
7
8
Percentage in bands: Year 5 Grammar & Punctuation
Percentage of students
30
Percentage in bands: Year 5 Writing 50 Percentage of students
5 Bands
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
0 3
4
40 30
20
10
0
20
3
10
4
5 Bands
6
7
5 Bands
6
7
8
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
0 3
4
8
Numeracy – NAPLAN Year 5
Percentage in Band SSG % in Band 2011 State DEC % in Band 2011
The number of students achieving Band 7 or 8 in Numeracy remained constant at 5.55%. Due to a very small school cohort, accurate comparisons and conclusions are difficult to determine.
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Percentage in bands: Year 5 Numeracy
Average progress in Spelling between Year 3 and 5 150
Progress
Percentage of students
40 30 20
100 50 0 2008-2010
School
10
4
5 Bands
6
7
8
150
Progress
Percentage in Band School Average 2008-2011 SSG % in Band 2011 State DEC % in Band 2011
Progress in literacy
100 50 0 2008-2010
Our data for 2011 shows our students grew from Year 3 to Year 5 at a rate of 52 scaled points compared to 74 by state averages in Reading, 77.8 scaled points compared to the state’s average of 75.4 in Spelling, and 33.3 scaled points compared to 82.7 average for the state in Grammar and Punctuation. Overall, in Literacy, our students grew an average of 55.5% above expected levels between Year 3 and Year 5. A reminder that these figures are misleading due to the very small cohort.
School
SSG
2009-2011
State DEC
Progress in numeracy In Numeracy, our small group of students grew on average 62.1 scaled points between Year 3 and Year 5. This was 22.2 points above expected growth and compares with 95.8 average scaled points for the state. Not too much can be read into this data given the very small cohort of students involved. Average progress in Numeracy between Year 3 and 5
Average progress in Reading between Year 3 and 5
150
Progress
100
Progress
State DEC
Average progress in Grammar & Punctuation between Year 3 and 5
0 3
SSG
2009-2011
50
100 50 0
0 2008-2010
School
SSG
2008-2010
2009-2011
School
State DEC
SSG
2009-2011
State DEC
Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9. The performance of the students in our school in the National Assessment Program – Literacy and
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Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Multicultural education The school celebrates the ethnic and cultural diversity that exists in our school by holding focus days, embedding multiculturalism in teaching/learning programs and celebrating Harmony Day each year.
Percentage of Year 3 students achieving at or above minimum standard (exempt students included)
Reading Writing Spelling Grammar & Punctuation Numeracy
Other programs
100.0 100.0 94.4 88.9 100.0
Respect and responsibility Peer Support lessons were again implemented across the school, with the stage 3 class being trained as group leaders and then leading a mixed group of children consisting of students from Kindergarten, (their buddy in most cases), to year 4 and 5, in an eight week unit titled “Keeping Friends”. During the year we also engaged a performing group, from Starrs Productions, for a performance titled “Bully No More”, which promotes discussion and understanding of issues around bullying.
Percentage of Year 5 students achieving at or above minimum standard (exempt students included)
Reading Writing Spelling
100.0 100.0 100.0
Grammar & Punctuation
100.0
Numeracy
100.0
Connected learning Staff has embarked upon training and development activities in the use of our Connected Classroom. Teachers have expressed a desire to connect with other schools within the state and we anticipate using the classroom for staff development activities. Through our technology coordinator, Mrs Westwood, with assistance from Miss Presker, the school entered the 2011 “Connected Learning Awards” competition. We again experienced extraordinary success , with Angus Hall from 3/4P having his Christmas card entry being chosen by the Director General as her Christmas card for the whole department. This is the second year in a row that a Cardiff North student has been selected for this honour. Four other students from the same class came equal second for their entries. Thousands of dollars worth of technology tools were awarded to the school. For such a small school, what a wonderful effort.
Significant programs and initiatives The School endeavours to provide a wide variety of activities and programs through which we hope to develop the “whole” child, allowing them to experience a varied and relevant set of opportunities.
Aboriginal education Aboriginal culture is brought to life through visiting performers such as “Ryka Ali” in 2011. In addition, all teachers ensure Aboriginal perspectives are embedded in teaching/learning programs. In 2011, for the first time in some years, Cardiff North Public, supported by National Parks and Wildlife, were able to provide a NAIDOC program consisting of a variety of cultural activities for the whole school.
Leadership
In addition, all Aboriginal children were given the opportunity to participate in a combined Local Management Group of schools cultural day visit to the Awabakal Field Studies Centre and Dudley Point.
Our School Parliament continued to operate in 2011, with the prefects again attending the “Young Leaders Day” in Sydney, a conference for student leaders from all over the state, with inspirational, high profile speakers.
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teaching and learning. This state-wide program also focused on leadership of programs and our evaluation showed great progress for both student results and teacher development.
Environmental Education continues to be a major program running across all grades with strong P&C support. Capital Works
Target 2
Our gardening program was put on hold for 2011 as we had a new MDR library installed in that location. With the library in use at the start of 2012, the re-establishment of the vegetable gardens will be a priority for 2012.
School facilities continually upgraded. Our achievements include: •
A new MDR library was awarded to the school and construction took place across the year. Staff and children should be able to utilize the new facility at the start of 2012.
•
The new library meant the removal of the old demountable library and that area is to be redeveloped into a grassed “reading garden”.
•
The upgrading of our BER hall was completed with the installation of staging steps, sound system including speakers outside the hall in the COLA and a large automatic screen incorporating a projector to show audio-visuals in the hall. A huge “thank you” to our P&C who contributed 50% of our hall upgrades.
•
A water tank was installed behind the hall.
•
We applied for a Solar Schools grant and should receive advice early in 2012.
•
P&C and school staff participated in working bees to continue to maintain our gardens and playground markings to keep our school looking attractive and welcoming.
Progress on 2011 targets The school constantly attempts to improve outcomes for its students by engaging selfassessment strategies throughout the year, focused staff development activities with input from outside personnel and organizations. Parents are regularly surveyed and staff and P&C work closely together. Data from a variety of sources, including NAPLAN, informs staff in the development of programs and priorities.
Target 1 Literacy and numeracy results in NAPLAN be lifted above 2010 levels on average. Staff participated in analyses of NAPLAN data to find areas of growth and areas of concern. Teaching and learning strategies were developed from this analysis. Our achievements include: •
•
•
Year 5 trend data reveals an overall improvement by an average of 26.6 percentage points across Reading, Spelling, Grammar and Punctuation and Numeracy. Year 3 results are not as impressive, with an average fall in the trend data across the above areas of 13.65. (Writing trend data not available in 2011 as the text type of persuasive text was administered for the first time in 2011).
Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum.
The school became involved in the Targeting Early Numeracy Program, (TEN), in an attempt to lift numeracy results. Participation will continue in 2012.
Educational and management practice Teaching
The school was selected as a “Lighthouse School” in the area of literacy and combined with three other Newcastle schools to develop, deliver and evaluate a program based around improving early oral language
Background Staff at Cardiff North Public School consistently try to maintain their teaching skills and knowledge at the highest level. Throughout the
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2. Teachers provide class activities that are interesting and appropriate to my child’s needs and abilities? 93.3% 6.7%
year we re-visit aspects of the “Quality Teaching Framework”. Using a survey from the Department’s ‘School Map’ suite of surveys, we have attempted to gauge perceptions from students, (Year 2 – Year 6), parents and staff.
3. The way my child’s teachers manage the class helps him/her to learn.
Findings and conclusions
80%
Survey results have been summarized by combining positive responses placed in the ‘Always’ and ‘Almost Always’ columns and those placed in the ‘Sometimes’ and ‘Rarely’ columns on the negative side. (NB Discrepancies in percentages due to rounding and incorrect survey completion).
4. My child’s teachers know what my child can do and what they need to learn? 86.7%
6. Parents and students understand students learning will be assessed?
Question
86.7% Sometimes/ Rarely
how
13.4%
7. The school provides clear information about student achievement through the school’s reporting process. 100% 0%
1. What I am asked to learn is important? 93%
13.3%
5. My child’s teachers keep records of his/her process? 86.7% 16.7%
Students Almost Always/ Usually
13.4%
7%
Teachers
2. Teachers plan activities that are interesting and help me learn? 88% 12%
Question Almost Always/ Usually
3. My teachers tell me what I am learning and why? 82% 18%
Sometimes/ Rarely
4. The way my teachers manage the class helps me learn? 67% 23%
1. My students are provided with a relevant curriculum? 100% 0%
5. My teachers know what I can do and what I need to learn? 81% 19%
2. My teaching programs respond to students interests, needs and abilities?
6. My teachers keep records and samples of my work to include in my school report or portfolio? 99%
100%
3. I clarify intended learning outcomes and the purpose of learning with students?
1%
7. I understand how my learning will be assessed. 78% 22%
100%
0%
4. I have classroom management stratagies in place to maximize student learning?
8. School reports and parent interviews provide information about my learning? 93%
0%
100%
7%
0%
5. My assessment processes provide information on students’ strengths.
Parents Question
100% 0% Almost Always/ Usually
Sometimes/ Rarely
6. I maintain records of student progress? 100%
1. What Students are asked to learn is important? 100% 0%
0%
7. My assessment strategies are understood by students and parents? 100%
12
0%
Students
8. The schools reporting to parents clearly communicates information about student achievement and development? 100%
Question Almost Always/ Usually
0%
Sometimes/ Rarely
9. Assessment and tracking of student learning outcomes is used to evaluate, develop and refine teaching programs? 100% 0%
1. My teacher tells me why I am doing reading tasks? 85% 15%
Future directions
2. Reading is an important subject?
Perceptions about teaching from all three groups are overwhelmingly positive. From the student’s point of view, classroom management is an area that needs to be strengthened to facilitate more effective learning. Staff will continue to participate in training and development activities to support this area. Students will also be informed explicitly how their teacher will assess their work. Survey results show that parents would like their children to speak more often to their teacher about lesson content and its significance. This will be communicated to staff. It appears classroom management is also a concern for some parents in regards to maximizing learning for their child in the classroom. Staff will revisit the Quality Teaching Framework and management strategies through training and development activities.
113%
2%
3. My reading has improved this year? 94%
8%
4. I can tell the difference between text types? 92%
8%
5. I understand most reading my teacher gives me? 90% 11% 6. I read aloud with expression and fluency? 91% 7. I enjoy reading? 91%
6% 10%
8. I like reading at home? 88%
12%
9. I am good at doing cloze exercises? 87%
14%
10.My teacher helps me if I ask?
Reading
96%
Background Analysis of NAPLAN results, standardized and diagnostic testing, class tests and anecdotal records indicate that our students require a focus on their reading skills, particularly their ability to comprehend written text. We undertook a survey to establish attitudes and opinions about reading, teaching and learning at Cardiff North Public School. We surveyed three groups? Students, (Years 2-6), parents and staff.
5%
Parents Question Almost Always/ Usually
Sometimes/ Rarely
1. The school has kept me well informed about the teaching of reading?
Findings and conclusions
33.3%
Survey results have again been summarized by combining the positive responses in the ‘Strongly Agree’ and ‘Agree’ columns, and on the negative side, the ‘Disagree’ and ‘Strongly Disagree’ columns.
66.7%
2. I am provided with useful reports about my child’s progress in reading? 22.2%
77.8%
3. I am satisfied with the frequency of reporting about reading? 22.2 77.6%
(N.B. Discrepancies in percentages due to rounding and incorrect survey completion).
4. Reading is an important subject for my child? 100%
13
0%
11.My assessment of students is based on reading syllabus outcomes?
5. My child has developed new skills in reading this year? 77.7% 11.1%
100%
6. The school’s resources for reading are satisfactory? 88.9% 11.1%
12.I link reading with other KLA’s?
7. My child enjoys reading? 100%
100%
0%
8. I understand how reading is taught at CNPS? 88.9%
Student responses were overwhelmingly positive. Parents who responded indicated that the reporting of reading progress needs to be strengthened in the information provided plus the frequency of reporting. An additional area of concern for parents is the provision of information about the strategies and methods used to teach reading. Perhaps parent/teacher meetings could be a useful forum for this to be addressed.
11.1%
Staff Question Strongly Agree/ Strongly Disagree/ Agree Disagree
Other evaluations General Satisfaction parent survey Background This is a school-based survey which is administered annually. The results form the basis of discussions at staff meetings with a view to using the results for school improvement and to inform the formulation of the following year’s School Management Plan.
1. My students are working towards or achieving the syllabus outcomes? 100%
0%
2. My students enjoy reading? 100%
0%
3. I have a sound understanding of the syllabus? 100%
0%
Findings and conclusions Survey results are summarised below in the same order as they appear on the survey form. Variations to percentage totals occur due to rounding and incorrect completion of the form. 1 A) Rate the school’s performance in teaching the curriculum so far this year. Very good – 82.4% , Average – 11.8% , Poor – 5.9% 1 B) List any areas that you think the school should improve. English – 23.5%; Maths – 17.6%; Sci Tech – 5.9%; HSIE – 0%; CAPA – 0%; PD/H/PE – 5.9%. 1 C) comments – Need high school readiness program. Year 6 very immature. More focus on handwriting, spelling and times tables – basics. More time spent on factions and decimals in later years. Library class should be fun. Turned my child into a non-Library lover. 2 D) Rate the school’s quality of repair, looks and environment including safety. Very good – 76.55; Average – 11.8%; Poor – 5.9%.
4. I have adequate resources to teach my units? 100% 0% 5. I use the DET resources? 100%
0%
Future directions
11.1%
9. My child is given adequate assistance for reading learning when required? 88.9%
0%
0%
6. I believe that the methods used to report student progress is reading in our school are satisfactory? 100% 0% 7. I use a variety of teaching strategies and technologies in classroom activities? 100% 0% 8. My students have improved their ability to read the different text types for different social purposes? 100% 0% 9. My students have improved their ability in reading? 100% 0% 10.I differentiate curriculum in reading and use group structures? 100% 0%
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2 E) Comments – Need splash of colour in canteen. Grounds deteriorated greatly. Gardens shabby. New library in a damp, shadowing position leading to cold and mould. 3 F) Rate the quality of the resources available to staff and students to compliment teaching/learning Very good – 76.5%; Average – 23.5%; Poor 0% 3 G) Comments – Good improvement. Like to see more funding for library and sporting facilities. School could always do with more technology. Like the use of computers and Smart Boards. 4 H) Rate the quality of student welfare programs and practices. Very good – 76.5%; average – 23.5%; Poor – 23.5%. 4 I) Comments – small school seems to be in touch with families and welfare. Enforce AntiBullying Policy. 5 J) Rate the quality of teaching practices. Very good – 82.4%; average – 23.5%; Poor – 23.5%. 5 K) comments – Very disappointed in ability discrepancy between the 2 groups of Year 5 when they came together in Year 6. Do not agree with amount of composite classes. Replacement teacher in K-1 very good. Early transition. 6) General comments Children not getting enough one-on-one help in class. Told to figure it our themselves. Had children at 2 different schools prior and Cardiff North by far the better.
Professional learning
Future directions
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Survey results will be discussed at staff meeting and areas of greatest need will be prioritized to facilitate school improvement. These priorities will be established based upon a majority view and available resources.
50% of students make a 5 points advance in reading scores between pre and post testing using agreed assessment tools.
•
80% Year 3 and Year 5 students within 10 points or above state average in NAPLAN writing.
Any areas identified as a major concern will be integrated into the school’s Management Plan for action during the year.
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Year 3 NAPLAN results within 12 points of state average in numeracy and Year 5 results within 5 points of state average in NAPLAN numeracy results.
Parent, student, and teacher satisfaction
Strategies to achieve these targets include:
Professional learning activities revolve around the school’s targets and priorities which, in turn, relate to regional and state targets and priorities. Improving outcomes for all students in literacy and numeracy remains a key target and therefore a focus area for training and development. The school also continually upskills staff in the use of ICT to offer its students and staff the latest in educational opportunities. School planning 2012—2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.
School priority 1 Literacy and Numeracy Outcome for 2012–2014 Improved higher order comprehension skills and improved writing performance in NALAN. Improved performance in Number strand of curriculum. 2012 Targets to achieve this outcome include:
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An effective literacy program researched and implemented with a three year guaranteed implementation to ensure a chance to positively impact upon results.
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Home readers for Early Stage One children updated.
In 2011 the school sought the opinions of parents, students and teachers about the school. Their responses are presented below.
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•
A additional parents assisting in infants classrooms.
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5% reduction in children attending “Planning Room”.
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Continuing as a “Lighthouse School” in literacy with a focus on reading comprehension.
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A focus on data collected in numeracy and literacy to drive improvement.
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Continuation in the Targeting Early Numeracy Program.
•
•
Training and development intensified along with the use of modern technology.
Review and revise current anti-bullying policy with staff, parents and students.
•
Class and school programs such as Peer Support and “Steps to Respect” implemented in all classrooms.
•
Attendance monitored closely and followed up upon.
Strategies to achieve these targets include:
School priority 2 Technology Outcome for 2012–2014
School Priority 4
All students exposed to knowledge, skills software and information technologies that are timely and recent.
Aboriginal Education Outcome for 2012-2014
2012 Targets to achieve this outcome include: •
Technology scope and sequence updated in line with advances in ITC.
•
All staff regularly using IWB’s and video conferencing technology.
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New technology and equipment implemented as it becomes available, eg iPad, iTouch.
Increased participation in Aboriginal Education activities by indigenous parents and greater focus on Aboriginal Education. 2012 Targets to achieve this outcome include: •
100% of indigenous students have an Individual Education Plan.
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Indigenous parents/carers encouraged into the school for specific Aboriginal Education activities.
Strategies to achieve these targets include: •
School Scope and Sequence implemented via RFF program.
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Ongoing training and development.
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Parent information sessions to update on ICT progress.
Strategies to achieve these targets include:
School priority 3
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Local groups invited to school for cultural visits.
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Expand NAIDOC activities at the school.
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Seek local Aboriginal expertise redeveloping the old library site.
in
Student welfare Outcome for 2012-2014
School Priority 5
School anti-bullying policy effectively implemented and reduction in students entering discipline procedures.
Environmental Education
2012 Targets to achieve this outcome include:
School grounds maintained and Environmental Education used to engage students and as a vehicle for cross-curricular lessons.
•
Anti-bullying policy reviewed, updated and implemented.
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Recorded interviews re bullying reduced by 10% over a 12 month period.
Outcome for 2012-2014
2012 Targets to achieve this outcome include:
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•
Vegetable gardens re-established and used for cross-curricular lessons.
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Ex-library site redeveloped.
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School Environmental Management Plan updated.
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School facilities utilized by Lake Macquarie Council in support of “Sustainable Neighbourhoods” initiative.
About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analyzed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Colin Firth, (Principal) Jenny Thompson, (Assistant Principal) Janene Spence, (President P&C Association) Nerida Batten, (Secretary P&C Association)
School contact information Cardiff North Public School Wansbeck Valley Road, CARDIFF, NSW, 2285 Ph: (02) 4954 0404 Fax: (02) 4956 5530 Email: cardiffnth@det.nsw.edu.au Web: http://cardiffnorthpublicschool.hccweb2.org School Code: 5260 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr
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