annual school report 2013 - kentlyn public school 4 5 6c 6 total per year 22 21 19 ......
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Kentlyn Public School
Annual School Report 2013
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School context
At Kentlyn Public School we provide the best possible caring environment for students and staff. Through the provision of specialist and caring staff, the school seeks to create an environment in which all students feel safe and valued; one that celebrates difference and diversity leading to the development of mutual understanding and respect. The school is privileged to include students and staff from various faiths and cultures in its community. Tolerance, acceptance and compassion are promoted through all aspects of school life.
We regularly receive positive feedback about our students’ excellent behaviour and attitude. They work hard and always try to do their best.
At the end of 2013, our school enrolment was 141 and Kentlyn Public School had 6 classes.
Principal’s message I wish to acknowledge how privileged I feel each day as I drive through the front gate of our picturesque school. The school and community of Kentlyn are unique in so many ways and I have seen this clearly demonstrated over the two years I have been principal. The partnership that is well established between school, home and the wider community contributes to a harmonious and supportive environment. The team of hard working and committed staff at Kentlyn Public, from teaching to support staff, administration staff and general assistants, work together to
achieve a common goal; the best that we can provide for all our students at Kentlyn Public School.
2013 has been a successful year on so many levels. First and foremost our team approach to all that is done has meant success and achievement in all areas. I am proud to have such hard working staff who go above and beyond their call of duty on many occasions to ensure that we offer many opportunities to all our students.
On reflection, so much has been done to ensure that individual student needs are catered for in a progressive and happy school environment. Staff have clearly demonstrated their willingness to grow professionally through their involvement in Professional Learning and a preparedness to work with and support each other to ensure quality teaching and learning. Collaborative planning, programming, assessment and reporting have continued to develop; with Mrs Neal being instrumental in guiding the process.
The learning frameworks are being used across the school to plot students and to write teaching programs. With the introduction of the Australian Curriculum and the implementation of English in 2014, a lot of time and planning has been put into this. This has been a supported process with staff gaining the knowledge to facilitate training across the school.
There have been many and varied achievements during the year including academic, sporting and creative highlights. We have worked towards achieving set targets, made adaptions where required and been progressive in our thinking to support students learning. Once again a positive team approach has ensured progressive change and identified areas of need with students learning addressed.
At Kentlyn Public School we strongly believe that it is the quality of the human relationships within a school that defines it. Our unique school culture and outstanding accomplishments are a result of the commitment by our staff, and the strong partnership that exists between the school, families and the community. Students, parents, staff and the community work collaboratively to ensure positive self-esteem and high expectations. These relationships continue to be
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fundamental to the achievement of each child’s success throughout their educational journey at our great school.
We expect and encourage students to become active, responsible learners and mature contributing members of an ever changing society.
Students demonstrate respect for themselves and others, for education, property, laws, traditions and the environment. As teachers, we are committed to lifelong learning for ourselves and the students.
Accordingly, a major emphasis continued to be placed on the strong learning culture that exists both within and outside the classroom environment. International research suggests that it is the quality of teaching that has the greatest impact on student achievement and this is of critical importance at Kentlyn Public School. Through our rigorous academic program, the diverse co-curricular activities and the strong pastoral care system, Kentlyn Public School students continue to be independent, creative and flexible learners, operating within a caring and friendly community.
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. Androula Kavallaris Principal
P & C message Kentlyn Public School always has great support from the parents, school staff & the community. Once again the P&C found this support to be its greatest asset. The average number of P&C members per scheduled meeting in 2013 was approximately 6 to 7 and through this support, traditional fundraising events included: Mother’s Day and Father’s Day stalls Sausage Sizzles Easter Raffle School Disco Christmas Raffle McDonalds fundraiser.
The funds raised by the P&C have been used to:
Renew student insurance Paid for the coach for Stage 3 camp Supported Year 6 with their Year 6 Farewell
by paying for the DJ and cake Purchased 2 tracksuits and assisted with
competition fees for state representatives Agreed to purchase the K-6 Mathletics
program for 2014 Provided 2014 kindergarten students with
calico library bags.
I had the pleasure and pain of reestablishing the canteen in Term 2 with massive help from Tammy O'Brien, Coral Singleton and Sarah Davies and the fantastic assistance of regular volunteers Judith Seeney, Nicole Gerrard, Michelle Corbet, Erin Howe, Marlen Nilo, Natalie Vossen and Monika Ankers. We purchased a new fridge, stainless steel work benches and general equipment to bring the canteen up to health inspection standard. Mr. Bird was of tremendous assistance in the setup and relocating of equipment etc. The canteen has been very successful in raising substantial funds without over pricing.
There is one person who has been the greatest assistance to everyone involved with Kentlyn Public School and this is Mrs. June Thompson. June has been a tremendous help to the P&C even during times of personal hardship. Please take a moment to thank her personally when you are able.
The P&C completes 2013 knowing that we have supported the school with educational items, programs and the students’ welfare.
Thank you very much to the students, parents and school staff for supporting the P&C in 2013 and a very big thank you to all who volunteered their time.
We look forward to another wonderful year in 2014 and would love to see some new and some familiar faces at the AGM early next year.
Catherine Cooke P&C President
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Student representative’s message
Jessica and I have had a great year being School Captains of Kentlyn Public School. We have both been here for seven years, Kindergarten to Year Six. During our time at this school, many things have changed and many teachers have come and gone.
As a leadership team, we’ve worked hard to improve the school and help out when and where we can. The members of our great school leaders’ team are Jessica Davis, Sarah Abdulwahab, Jarrad Backhouse, Nathanael Robinson, Ashley Redzic and Alicia Singleton.
Ms. Kavallaris has been a large part of our successful year being school leaders, because she was supportive and encouraging the whole year through.
The P&C have also been a great help with our fundraisers and events, offering their support and assistance.
We have had a great year being the School Captains of Kentlyn Public School for 2013.
Jessica Davis & Sarah Abdulwahab School Captains
Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student Enrolment
Gender 2007 2008 2009 2010 2011 2012 2013
Male 63 66 59 57 63 70 69
Female 59 62 62 64 53 58 59
Student enrolment profile
Class Sizes
Student attendance profile
Year 2008 2009 2010 2011 2012 2013
Sch
oo
l
K 93.7 95.4 94.1 96.0 96.0
1 94.0 91.4 95.6 95.2 95.2
2 95.2 96.1 94.2 93.3 94.6
3 93.2 95.5 94.0 94.6 95.9
4 94.3 94.1 92.4 95.3 92.8
5 92.8 96.4 90.9 95.3 91.8
6 95.4 95.2 96.0 88.6 96.0
Total 94.3 94.1 95.0 93.9 94.3 94.6
0
50
100
150
2007 2008 2009 2010 2011 2012 2013
Stu
den
ts
Year
Enrolments
Male Female
Roll class Year
KG K
1M 1
2/3D 2
3
3/4N 3
4
4/5S 4
5
6C 6
Total per year
22
21
19
19
23
19
22
24
22
Total in class
22
21
12
7
6
17
5
23
24
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In 2013 we had the 2nd highest attendance rate the school has experienced over the last six years. Over this time, our attendance rate has made pleasing progress with an increase of 0.3% in comparison to attendance data from 2012. Although this attendance rate is increasing, we are still slightly below state and regional averages.
Management of non-attendance
We continue to implement successful procedures and develop new practices to manage non-attendance. The following strategies have been implemented at Kentlyn Public School in 2013:
Frequent communication with parents via newsletters, meetings and in written form
Increased monitoring of identified students
Communication with the Home School Liaison Officer (HSLO) and Aboriginal Home School Liaison Officer (AHLSO) to develop an Attendance Improvement Plan
We will continue to strive for improved attendance rates in 2014 by:
Continuing to work with families to strengthen home-school partnerships and promote daily attendance.
Workforce information Kentlyn Public School’s success is directly attributed to the commitment and professionalism shown by our staff. All programs in the school have been led by extremely capable
teachers who have ensured best-practice in all that we pursue. As well as the educational operating dimensions, the school’s dedicated body of support staff ensures the financial, administrative and ground dimensions of our operation are first rate.
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition Position Number
Principal 1.0
Assistant Principal(s) 1.0
Classroom Teacher(s) 4.0
Teacher of Reading Recovery 0.5
Learning and Support Teacher(s) 0.5
Teacher Librarian 0.2
Teacher of ESL 0.2
School Counsellor 0.2
School Administrative & Support Staff 1.406
The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.
One member of staff identifies as of an Aboriginal decent.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 100%
Postgraduate 12.5%
NSW Institute of Teachers Accreditation 25%
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Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2013
Income $
Balance brought forward 159270.43 Global funds 102024.57 Tied funds 100539.22 School & community sources 35165.80 Interest 4873.06 Trust receipts 8576.70 Canteen 0.00
Total income 410449.78
Expenditure
Teaching & learning Key learning areas 22538.78 Excursions 18473.83 Extracurricular dissections 13212.48
Library 1867.40 Training & development 4896.08 Tied funds 81707.23 Casual relief teachers 29662.47 Administration & office 51593.50 School-operated canteen 0.00 Utilities 26991.11 Maintenance 11936.29 Trust accounts 7571.50 Capital programs 0.00
Total expenditure 270440.67
Balance carried forward 140009.11
A full copy of the school’s 2013 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.
School performance 2013
Academic achievements 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.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.
NAPLAN Year 3 - Literacy
Reading
Our Year 3 NAPLAN Reading results indicated:
53.9% of Year 3 students achieved proficiency (bands 5-6) in Reading, compared to the regions 35.1% and the states 43.7%;
100% of our students were at or above the minimum standard for Reading, compared to 96.4% of the region and 96.5% of the state.
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5
10
15
20
25
30
35
1 2 3 4 5 6
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Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
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Spelling
Our Year 3 NAPLAN Spelling results indicated:
61.6% of Year 3 students achieved proficiency (bands 5-6) in Spelling, compared to the regions 43% and the states 47.2%;
100% of our students were at or above the minimum standard for Spelling, compared to 94% of the region and 94.5% of the state.
Grammar & Punctuation
Our Year 3 NAPLAN Grammar & Punctuation results indicated:
61.6% of Year 3 students achieved proficiency (bands 5-6) in Grammar & Punctuation, compared to the regions 46.8% and the states 51.3%;
100% of our students were at or above the minimum standard for Grammar & Punctuation, compared to 95.5% of the region and 96.1% of the state.
Writing
Our Year 3 NAPLAN Writing results indicated:
38.5% of Year 3 students achieved proficiency (bands 5-6) in Writing, compared to the regions 43.8% and the states 50.2%;
100% of our students were at or above the minimum standard for Writing, compared to 97.5% of the region and 97.4% of the state.
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5
10
15
20
25
30
35
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Spelling
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
50
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
50
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
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NAPLAN Year 3 - Numeracy
Our Year 3 NAPLAN Numeracy results indicated:
23.1% of Year 3 students achieved proficiency (bands 5-6) in Numeracy, compared to the regions 30.2% and the states 36.3%;
100% of our students were at or above the minimum standard for Numeracy, compared to 96.6% of the region and 96.5% of the state.
NAPLAN Year 5 - Literacy - Reading
Our Year 5 NAPLAN Reading results indicated:
47% of Year 5 students achieved proficiency (bands 7-8) in Reading, compared to the regions 27.5% and the states 34.1%;
100% of our students were at or above the minimum standard for Reading, compared to 97.4% of the region and 97.8% of the state.
Spelling
0
10
20
30
40
50
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Reading
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
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Our Year 5 NAPLAN Spelling results indicated:
58.8% of Year 5 students achieved proficiency (bands 7-8) in Spelling, compared to the regions 32.9% and the states 36%;
100% of our students were at or above the minimum standard for Spelling, compared to 93.9% of the region and 93.1% of the state.
Grammar & Punctuation
Our Year 5 NAPLAN Grammar & Punctuation results indicated:
58.8% of Year 5 students achieved proficiency (bands 7-8) in Grammar & Punctuation, compared to the regions 35% and the states 38.8%;
100% of our students were at or above the minimum standard for Grammar & Punctuation, compared to 93.8% of the region and 94.2% of the state.
Writing
Our Year 5 NAPLAN Writing results indicated:
11.8% of Year 5 students achieved proficiency (bands 7-8) in Writing, compared to the regions 19.2% and the states 20.3%;
100% of our students were at or above the minimum standard for Writing, compared to 92.4% of the region and 92% of the state.
NAPLAN Year 5 - Numeracy
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
50
60
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Writing
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
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Our Year 5 NAPLAN Numeracy results indicated:
41.2% of Year 5 students achieved proficiency (bands 7-8) in Numeracy, compared to the regions 23.8% and the states 26%;
100% of our students were at or above the minimum standard for Numeracy, compared to 92.5% of the region and 93.7% of the state.
Progress in Literacy
Reading
Spelling
Grammar & Punctuation
Writing
Numeracy
2008-2010 2009-2011 2010-2012 2011-2013
School 85.1 81.2 75.0 113.7
SSG 78.6 76.8 86.3 88.5
State DEC 83.7 74.0 79.2 85.7
Average progress in Reading
between Year 3 and 5*
2008-2010 2009-2011 2010-2012 2011-2013
School 81.4 64.0 96.7 93.9
SSG 82.0 75.7 100.9 87.5
State DEC 84.5 75.4 95.4 84.9
Average progress in Spelling
between Year 3 and 5*
2008-2010 2009-2011 2010-2012 2011-2013
School 109.0 59.8 111.2 100.7
SSG 94.8 79.2 85.2 89.9
State DEC 96.6 82.7 81.3 79.4
Average progress in Grammar & Punctuation
between Year 3 and 5*
School
SSG
State DEC
Average progress in Writing
between Year 3 and 5*
2011-2013
42.1
59.7
55.2
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Minimum Standards
The Commonwealth Government sets minimum standards for the reading, writing, grammar and punctuation, spelling and numeracy for Year 3 and Year 5.
The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Other achievements
Arts
At Kentlyn Public School, Creative and Performing Arts continue to flourish, driven by the talents and expertise of staff, parents and community members. The school offered a range of art based projects for students to participate in, providing an opportunity to showcase their many talents and once again can be proud of its students' achievements. The following section outlines
some of the endeavours based around the arts.
Creative The annual Easter Hat Parade saw classes from K-6 parade a variety of creative and individually designed hats to a selection of music. Students are encouraged by teachers to produce high quality art works in class. The school presents a highly sought after 'Artist of the Week' certificate at school assemblies with the winning entry displayed in the office foyer.
Performance The fortnightly school assemblies continued this year on a rotational basis. They provided opportunities for students to perform musical and dramatic acts for the school community as well as showcase their recent work. The end of year Talent Quest was held in Term 4. Students auditioned for inclusion and contributed a wide range of acts including singing, dance, instrumental and drama. Students in Kindergarten and Year 1 put on a singing performance for Easter at the Easter parade as well as Christmas carols at Presentation night. It was thoroughly enjoyed by the performers and audience. Students were provided with the opportunity to enroll in music classes with 'The Music Bus' again this year. Several students took up the opportunity to learn an instrument ranging from guitar, keyboard and drums.
Dance This year up to 20 members of the Kentlyn Public School Dance Troupes once again delved into their artistic bones to tell a story through music and movement. They had two performances which were choreographed by Miss Chisholm. The first dance 'Born This Way', was performed at open day for Education week and the second performance, a hip-hop remix of songs entitled 'Techno Boom Party' was performed at Presentation night. Rehearsals for the performances were held once a week at lunchtimes and the groups’ dedication and hard
2008-2010 2009-2011 2010-2012 2011-2013
School 89.0 69.2 105.9 91.5
SSG 84.0 88.9 100.3 93.3
State DEC 89.6 95.8 98.2 89.7
Average progress in Numeracy
between Year 3 and 5*
100.0
100.0
100.0
100.0
100.0
Reading
Percentage of Year 3 students achieving at or
above minimum standard (exempt students
excluded)
Writing
Spelling
Grammar & Punctuation
Numeracy
100.0
100.0
100.0
100.0
100.0
Percentage of Year 5 students achieving at or
above minimum standard (exempt students
excluded)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
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work paid off with enthusiastic and entertaining performances.
Zumba This year, under the expert guidance of Miss Chisholm, the whole school participated in the dance sport, Zumba. Students attended 40 minute classes once a week, separated into a K-2 session and a 3-6 session. Students learnt warm ups, cool downs and a range of dances and movements. Lots of fun was had by all.
Skipping Group
The skipping group is made up of 9 students from Year two, to Year five. The students chose to be part of the group at the beginning of term two and practice every Wednesday at lunch time. The students practice the skills they already have and learn new ones to build a routine in order to perform at the School’s Presentation Evening in December.
Team skipping promotes co-operation, team work, listening skills and an ability to improvise when needed. Students need to be able to work as a team to ensure timing is correct by counting team mates in, assist the skipper in the long rope by learning to turn the rope correctly, allowing them to perform tricks in the rope, and adjust their skipping speed to fit the beat of the music. While some students have been able to achieve these skills, it often takes a lot of practise to master them.
Over the course of the year, some students chose not to stay in the skipping team, others chose to join later and not all children had a natural skipping ability. In putting together a routine, the
students’ strengths were highlighted by choosing the tricks they felt most comfortable with.
Sport The aim of sport at Kentlyn Public School is to emphasise fitness, participation, a healthy lifestyle and sportsmanship. As a community, we pride ourselves in our commitment to ensuring our students receive the same opportunities in sport as children in larger schools.
During 2013, students participated in a range of sporting activities. Our first carnival for the year was swimming, which was held at Macquarie Fields. An enjoyable day was had, with most students participating in numerous events. At the final count of points, the carnival was won by Macarthur.
14 students represented Kentlyn at the Zone Swimming Carnival and from that, Sam Maxwell and Rhiannon Cook-Jones qualified to represent Campbelltown PSSA at the Regional Carnival, which is a great achievement.
Our Cross Country carnival was held in Term 2 with Macarthur house taking out the event. Over 35 students participated at the zone carnival with Ashley Redzic, Leah Senkowski, Sam Maxwell, Zac Maxwell and Thomas Ferro qualifying for the regional championships. Kentlyn also received the small schools cross country trophy, which is now on display in the front office.
After a successful Athletics Carnival, won by Macarthur house, 58 students made it to the zone carnival in either track or field events. Aaron Santas, Leah Senkowski, Joel Martin and Sam Abdulwahab made it to the track finals held on the Thursday afternoon, with Aaron qualifying to join Ashley and Vanessa Redzic for the Regional carnival.
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As well as the three carnivals, a number of students were selected to represent Campbelltown PSSA Zone teams across a range of sports. This included Nathanael Robinson for Rugby Union, AFL and Cricket, Anthony Robinson for AFL, Sam Maxwell for Touch Football, Joel Martin for Touch Football and AFL, Tasma-Lee King for Hockey and Leah Senkowski for Touch Football.
After competing in Regional carnivals or selection trials as Campbelltown Zone representatives, some of our students were selected to represent Sydney South West Region at various State Carnivals. Leah Senkowski gained selection in the regional Netball team and travelled to Broken Hill for the State Carnival, and also went with Jade Pollock and Sarah Abdulwahab to Bomaderry after their selection in the Regional Girls Cricket team. To achieve selection in these regional teams from a pool of students across close to 100 schools is a fantastic achievement!
Kentlyn participated in both Summer and Winter PSSA Gala Days where students were given the opportunity to play Cricket, Touch Football or T-Ball in the Summer Competition and Netball, Soccer or AFL in Winter. The weather was unkind, but in the end we only missed 2 games, which is a slight improvement on the last few years. Our students gave their all whenever they took the field. Congratulations to all teams on their level of commitment and fair play.
Students also received the opportunity to participate in a number of additional sporting and Physical Education programs throughout the year. Programs included:
Paul Kelly Cup AFL – With the girls team going through to the finals day
School Swimming Scheme
Oz Tag Gala day – with the girls coming second on the day
Premiers Sporting Challenge – in which the school received the highest level of award, a Diamond Award, for a high level of participation across the whole school in physical activity for a 10 week period
League Tag Gala Day – with both a junior and senior team going to the finals, and the senior team winning the grand final
Fit Futures Gymnastics.
It isn’t possible for sport to be successful at a small school such as Kentlyn without the efforts of the whole school community. On behalf of the school we would like to thank our parents who have assisted in a variety of ways this year. Whether it was transporting our students to an oval or the swimming pool, taking a job at a sports carnival, contributing to fund-raising for our sports representatives or by offering your support to one of our teams, your contribution was appreciated. We also warmly thank our P & C for their assistance, especially for again fitting out our students who gain selection in Regional Squads in a Kentlyn track suit to wear at the State Carnival.
Other
My Big School Transition Program
The Kindergarten Transition program at Kentlyn Public School in 2013 consisted of a Kindergarten Orientation day and three transition visits.
Visit 1
The initial Orientation Day began with new parents and their children being involved in fun developmental play activities in the kindergarten classroom. Parents were then invited to the library where they were presented with guest speakers who discussed supports that can be accessed in order to support their child. These included our school counsellor, after school care co-ordinator, P&C president, and one current first-time kindergarten parent.
Each week after that we proceeded with the following:
Visit 2
Children and their parents were welcomed by our School Captains and taken to the kindergarten room. There students were encouraged to participate in various numeracy and literacy activities, while their parents were asked to go to one of the classrooms to be part of an English information session. This was accompanied by a power point presentation as well as take home information packs on how to assist their child with this KLA and each of its sub-strands.
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Visit 3
This visit followed the same format as the second visit; however, this session explored the mathematics key learning area and its sub-strands.
Visit 4
This visit involved the parents and children participating in a story and craft based on a story book. This was followed by a sausage sizzle which was an excellent opportunity for parents to chat with each other and other staff members.
Education Week
Parent Information and forum
At Kentlyn, we value the role that parents play and encourage parent participation.
To celebrate Education Week, we invited all parents to participate in a parent information session and forum around the target areas at Kentlyn PS. During these interactive sessions, attending parents and caregivers were: ● Informed and participated in a range of practical strategies to help their child at home in Literacy and Numeracy ● Informed about the operation of our Learning Support Team ● Provided with a range of contacts and services available to support families ● Participated in a friendly information forum around parent satisfaction.
Book Week
During Book Week we celebrated our love of books and reading with a whole school parade. Students, teachers and community members had the opportunity to dress as their favourite book character around the theme ‘Reading Across the Universe’. We also held a very successful Book Fair with many students purchasing books.
Significant programs and initiatives
Aboriginal education
In 2013 we had 11 students who identified as being Aboriginal. The school community also includes 1 Aboriginal Assistant Principal and 1 parent on the school’s P & C. Aboriginal education is a two pronged approach at Kentlyn Public School. We are committed to improving outcomes for ATSI students, whilst developing understandings of culture and history for all.
To ensure the personalised needs of all Aboriginal students were being met, a Personalised Learning Plan was developed and implemented for each identified Aboriginal student. These Personalised Learning Plans incorporated strategies to assist students to work towards achievement of academic, social and cultural goals identified.
Significant moments on the Aboriginal calendar were observed throughout the year. NAIDOC week was celebrated in Term 3 by each class creating their own pieces of artwork.
Kentlyn Public School continued its involvement in the Leumeah Community of Schools Aboriginal Education team and was involved in a regional NAIDOC week celebration. In the last week of term three, Mrs. Grover and eleven of our students attended the NAIDOC celebrations at Leumeah Public School. They participated in a variety of activities including Indigenous Ball Games, looking at Aboriginal Paintings and learning all about Aboriginal Dancing. It was a great opportunity for our students to develop relationships between various members of the community and was celebrated with a lovely sausage sizzle and cake to finalise the day.
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2013 was the second year that all Aboriginal students in years 3-6 had the opportunity to attend and participate in the ‘Heartbeat’ program. The program invited them to attend the local university to participate in a series of activities intended to provide them with an insight into tertiary education.
The school’s partnership with the Tharawal Aboriginal Corporation was a vital link for Kentlyn families. Students and their families accessed the many programs and services offered by the corporation.
Multicultural education Kentlyn Public School encourages opportunities for our students to proudly share their cultural heritage. This has supported increased understanding and celebration of multiculturalism within our society. In 2013, the school was allocated a one day a week teacher for the English as a Second Language program. Various students K-6 received support through the ESL program. All classroom teaching and learning programs are designed to cater for the individual and cultural needs of every student. Inclusivity is an important part of everyday life at Kentlyn. Kentlyn Public School recognises its responsibility to help prepare students for a multicultural Australia. We foster a sense of tolerance, respect, cooperation and understanding of all cultures and promote the sharing of cultural values. Multicultural perspectives are included in classroom teaching programs. The school actively
promotes cultural awareness by exposing students to a variety of cultural experiences through: cultural shows, welcoming visitors from a range of cultural backgrounds, dance and music. Achievements:
Implementing units of work that highlight cultural, linguistic and religious diversity
Celebrating cultural diversity through Harmony Day;
Working towards providing a racism-free learning and working environment, including referring any racism issues to The Anti-Racism Contact Officer (ARCO) position which is filled by a trained member of staff.
Other programs
Technology
At Kentlyn Public School technology is embedded in the teaching and learning process. There are six permanently mounted interactive whiteboards in classrooms and a computer lab. This means students have access to technology in their learning environment. All computers were updated with Windows 7 and all students were given user accounts to Mathletics and Skwirk to use at both school and at home.
Reading Recovery The Reading Recovery program provides intensive intervention support in reading for identified students in Year one who require extra assistance with reading and writing. It is supplementary to the ongoing literacy programs provided in the classroom. The program's goal is for students to continue to succeed in a supportive classroom environment without any or very little additional support. The Reading Recovery Program has been operating at Kentlyn Public School continuously for the past 4 years. In 2013, ten students were placed and graduated from the program. The Reading Recovery teacher closely monitored former Reading Recovery students in Year 2 and 3 at the end of each semester in order to ensure that their level of reading has been maintained or improved.
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Learning and Support The Learning and Support Team meets weekly to identify, discuss, monitor and track the needs of individual students. The team consists of the school executive, counsellor and learning support teacher. Classroom teachers attend the meetings when they wish to seek additional assistance for a student in their class. Identified students may be assessed by the counsellor or support teacher and relevant support strategies are put in place for each child. Parents are kept informed of their progress through review meetings. The school successfully accessed support for students from a number of services this year including the Macarthur Schools Assistant Principals Learning and Support Team and Out of Home Care. The school has also further supported students by liaising with external agencies such as Access to Allied Psychological Services (ATAPS), Infant Child and Adolescent Mental Health (ICAMHS), Tharawal Aboriginal Corporation, Pediatric Occupational Therapy (Rosemeadow Community Health Centre) and Northcott Disability Services. With DEC changes in the delivery of support to students with special needs the school received an increased staffing allocation through the new Learning and Support Teacher role. Individual learning plans were developed to provide students extra support with their academic, behavioural, social or emotional needs. Our learning assistance program provides small groups or individual students with additional explicit and systematic learning experiences in literacy and numeracy. The learning support teacher also assists in assessing students and reporting back to teachers with reports and strategies to meet students’ needs.
Student Welfare
The school promotes a positive learning
environment through an effective Student
Welfare and Discipline policy. A copy of the policy
is provided each year to parents new to the
school. The policy focuses on a system that
recognises positive behaviour. Students are
rewarded by the presentation of ‘mini’ awards,
which are later exchanged for silver, gold,
platinum and diamond awards and a principal’s
certificate. This is a continuous system where the
students can continue to strive for their next
award despite the fact that the scholastic year
may have passed. Students who have achieved a
principal’s award get a special morning tea each
semester.
This year over 54 principal certificates were
presented to students who exhibited exemplary
behaviour.
All students from Kindergarten to Year 6
participated in Child Protection lessons which
assist them recognise and respond to unsafe
situations and seek appropriate assistance.
These lessons also strengthen attitudes and
values related to equality, respect and
responsibility. The staff also re-shaped our own
anti-bullying strategy called “Social Skills” which
is implemented in Term 1 of each year. Together
with our Peer Support program (Term 2), Child
Protection (Term 3) and Drug Education (Term 4)
form a very strong emphasis on Personal
Development and the raising of self-esteem and
confidence within our student body.
Respect and responsibility Respect and Responsibility are two of the school’s core values and feature highly in the school rules of ‘Be a Safe, Responsible Learner.’ Our school actively promotes respect and responsibility amongst all community members. Students begin each school year with a rigorous in class anti-bullying program which is reinforced throughout the year through systematic implementation of our student welfare policy and PBL programs. Elements of respect and responsibility at Kentlyn Public School demonstrate the following:
The consistent use of good manners
Presenting themselves with pride
Students using an appropriate manner of speech when speaking to peers, parent helpers, visitors and teachers
Appropriate behaviour on the sporting field
Showing respect for yourself, the school and others
Displaying integrity within the school and the school community
Always striving for excellence and giving it their best.
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Caring for others.
Student Leaders
Our student leadership team provides an essential link between the student body and the wider school community, and fosters the leadership skills of our student leaders. Student leaders undertake a variety of leadership development opportunities and regularly lead whole school assemblies, assist parents and members of the community during special school events, and support and assist younger students and engage in Peer Support lessons.
Spelling Bee
The Premier’s Spelling Bee was introduced to Kentlyn in 2013 as a fun and educational way for our primary school students to engage in spelling. The program included activities to encourage all students to engage with spelling and to promote improved literacy in combination with the English K-6 Syllabus.
The competition comprised of two divisions – Junior for Years 3 & 4 and Senior for Years 5 & 6. Words for the competition were provided by Macquarie Dictionary and are divided into several categories. Junior and Senior students studied different wordlists. These words were distributed to all students taking part in the competition.
Two finalists from Years 3 & 4 and Years 5 & 6 went on to compete in the Regional final. Junior Finalists were Matthew Ross and Rory Griffiths. Senior finalists were Nathanial Robinson and Jessica Davis. Kentlyn Public School was extremely proud of all students that participated in the competition.
Premiers Reading Challenge
Again in 2013 Kentlyn Public School participated in the Premiers Reading Challenge. It ran from 1 March to 1 September. All students from Kindergarten through to year 6 were registered, aiming to encourage in students a love of reading for leisure and pleasure, and to enable students to experience quality literature. It was not a competition but a challenge to each student to read, to read more and to read more widely.
Parents and caregivers were encouraged to support the Challenge to promote the development of literacy skills and a love of reading and to encourage their children to continue reading when they have finished the Challenge.
The Challenge offered students an opportunity to read widely. Students had over 7000 books on the booklist. They were encouraged to be adventurous in their reading and add as many different types of books as they could to their reading records. The booklists represented a range of books including fiction, non-fiction, picture books, poetry and drama and included a wide variety of Australian authors.
All students at Kentlyn were registered online and participated in the challenge at school and were also welcomed and encouraged to add their entries at home.
Positive Play
At Kentlyn Public School we value playtimes immensely. We recognise the many valuable aspects of this time including the opportunities for relaxation, exercise and social interaction.
The essence of Positive Playtimes is that it provides a rich play alternative by introducing more play choices and avenues for different types of play onto the playground for children during their break times. This is particularly important for children who may not be attracted to sporting activities or competitive ball games every day, yet there may be little else on offer for them during playtimes.
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A positive playtime is a friendly inclusive environment with 4 key areas, for children to play together and enjoy recreational activities. These areas include multi activities, games, quiet and a structured area.
This system offers a safe environment and accessible play equipment where everyone can take part in activities, supported by the leading teacher.
Positive Playtimes used equipment to provide games in a proactive approach with an emphasis on the importance of developing positive social skills and physical activity to the health and wellbeing of all individuals.
Through the implementation of Positive Playtime, it reduced the incidence of negative playground behaviours and bullying.
A group of selected students participated daily in the Positive Playtimes program. Throughout this program, the students had an opportunity to participate in a variety of structured play activities, coordinated by the teacher. It aimed to provide opportunities for students to participate in activities that reinforced and assisted them to:
take responsibility for their own behaviour and play
actively co-operate in partnerships based on respect.
Improving Literacy and Numeracy National Partnerships
In 2013, Kentlyn Public School was selected to participate in the Improving Literacy and Numeracy National Partnership and was allocated funding to assist with the implementation of the project. The funding provided under the National Partnership was a tied grant to enable a review and refinement of current whole school approach to either literacy or numeracy. Based on school targets and data, a review of Literacy was undertaken. This review led to a development of an action plan and revision of the school plan.
Anticipated actions arising from the review were to increase the capacity of staff to identify, and then plan to support, students at risk of falling behind in literacy. As a result of the school’s participation in the National Partnership, staff were expected to:
Participate in an analysis of the effectiveness of the current whole school approaches in literacy or numeracy. This analysis informed modifications to the current school plan to include specific National Partnership actions
Develop a series of National Partnership actions to underpin the implementation of the refined whole school approach in literacy or numeracy. This was discussed these with the School Education Director and incorporated in a revised 2012-14 school plan
Introduce or strengthen the use of the Department’s literacy or numeracy continuum
Provide baseline data on the students' current progress in literacy or numeracy
Participate in evaluation processes as requested.
As a result of this review, targeted professional learning around the area of comprehension was developed in consultation with school and external based school data.
Findings of participation in Improving Literacy & Numeracy Partnership:
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Pre Project
48% of students were meeting national benchmarks in comprehension.
Post Project
80% of students are now meeting national benchmarks in comprehension.
Non –Aboriginal Students
Aboriginal Students
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. In 2013 our school carried out a situations analysis to identify
School planning 2012—2014: progress in 2013
School priority 1
Improved teaching and learning in reading with
a particular focus on comprehension.
Increased levels of writing achievement in line
with school and regional plan targets.
Outcomes from 2012–2014 95% of students in K-2 moving one cluster or
more along the ‘Literacy Continuum’ in comprehension, reading texts and vocabulary knowledge
95% of students in 3-6 moving one cluster or more along the ‘Literacy Continuum’ in comprehension
Average growth data in NAPLAN between Years 3-5 and Years 5-7 to match or better state average growth in reading
95% of students improving from pre to post assessments in school based writing data by one grade scale
Increase by 2.5% the number of students achieving above minimum standard in writing and spelling in NAPLAN Yr. 3,5,7.
Evidence of progress towards outcomes in 2013:
Whole staff Professional Learning in Super Six comprehension strategies
Extended the use of the Literacy Continuum and Learning Plans from K-6
Purchase of engaging reading materials to support reading programs
Parent workshops and information sessions about reading
Development of quality rubrics to assist in the development of CTJ (Consistent Teacher Judgment) and more accurate reporting
Development of quality teaching tasks involving both pre and post assessments.
Strategies to achieve these outcomes in 2014:
Continue to implement Best Start program
to plan and deliver quality teaching in literacy in the early years
Continue to use and extend the use of the K-10 literacy continuum from years 3-6
Provide a range of professional learning experiences to increase teachers’ capacity to identify and address student learning needs in literacy
Promote community understanding and learning about literacy
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Continue to design and implement a strategic and systematic K-6 literacy assessment program
Continue to implement Personalised Learning plans for all Aboriginal students.
School priority 2
Increased levels of numeracy achievement in
line with school and regional plan targets
Outcomes from 2012–2014 In counting as a problem solving process, 80%
of students will move along the Numeracy Continuum from emergent or perceptual to figurative, counting on and back or facile by the end of year 2
Average growth from years 3-5 and 5-7 in NAPLAN to match or better state average growth.
Evidence of progress towards outcomes in 2013: Implementation and maintenance of new
whole school numeracy policies, programs and expectations, including the DEC scope and sequence, quality teaching and learning programs and resources, creating consistency, supporting teachers in delivering high quality teaching and learning to improve student achievement in numeracy
Maintenance, continuation and extension of Best Start and other number programs K-6. Purchase of resources to support continued implementation
Purchase of Mathletics and continuation of implementation across the school, including after school access
Generation of ILPs and quality programs to support students in lowest two bands in numeracy in NAPLAN.
Strategies to achieve these outcomes in 2014: Continue to implement Best Start program
to plan and deliver quality teaching in Numeracy
Continue to use and extend the use of the K-10 Numeracy continuum from years 3-6
Provide a range of Professional Learning experiences to increase teachers’ capacity to identify and address student learning needs in Mathematics
Promote community understanding and learning about numeracy
Continue to design and implement a strategic and systematic K-6 numeracy assessment program
Continue to implement Personalised Learning plans for all Aboriginal students.
School priority 3
Aboriginal student learning outcomes match or
better the outcomes of the broader school
population
Outcomes from 2012–2014 Increase the Aboriginal student attendance
rate by 1%
100% of Aboriginal students engaged in the Personalised Learning Plans process
100% of Aboriginal students achieve expected minimum growth in NAPLAN in Literacy and Numeracy.
Evidence of progress towards outcomes in 2013:
Staff embedding ‘8 ways of learning’ into
their teaching and learning programs
All Aboriginal students involved in the development of the PLP.
Strategies to achieve these outcomes in 2014:
Continue to involve all Aboriginal students and their parents / carers in the design and implementation Personalised Learning Plans
Provide high quality learning opportunities for all students
Initiate and maintain partnerships with other agencies and support groups to improve educational outcomes for Aboriginal students and the community.
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Professional learning
All members of staff participated in rigorous professional learning through individual training, at staff meetings and in team meetings. This Professional Learning consisted of after school meetings, collaborative planning, modelled teaching, team teaching, self and peer reflection using the Quality Teaching model. All staff participated in Professional Learning sessions at school development days at the beginning of Term One, Two and Three and two days at the end of Term Four. In addition, members of staff participated in courses by external personnel. Staff participated in extensive Professional Learning primarily in Numeracy, Literacy and Quality Teaching to support priority areas. In addition to this, staff were involved in professional learning in the following areas: Technology, Syllabus Implementation, Leadership, Welfare and Equity, and DEC/School Policies.
As a result of this targeted professional learning: 100% of teachers reported that their confidence, knowledge, skills and strategies for programming teaching and assessing increased by 52%
100% of teachers reported that their knowledge of the new K-10 English syllabus increased by 49%.
Parent/caregiver, student, and teacher satisfaction
In 2013, the school sought the opinions of parents/carers, students and teachers about the school. 89% of parents/carers indicated that they are satisfied with the school, 92% of students indicated that they are satisfied with the school and 100% of teachers surveyed indicated that they are satisfied with the school.
Parents /Carers Findings and Conclusions 91% felt Kentlyn is an attractive and well-resourced school
88% felt that Kentlyn is a friendly school that is tolerant and accepting of all students
91% felt Kentlyn has competent teachers who set high standards of achievement and promotes core values
77% believe wide range of extra-curricular programs are offered (e.g. sport, dance, and public speaking). Suggested areas of improvement include:
Playground equipment and communication home to parents.
Students Findings and Conclusions
86% of students believe that Kentlyn Public School has nice buildings and playgrounds
84% believe the school is a friendly school for all students
89% of students feel that all their teachers help them with their learning and being kind and respectful and that the teachers at Kentlyn expect them to always do their best
82% feel that they learn a lot about Literacy and Numeracy and the work they do is interesting and fun.
Suggested areas of improvement include: More playground equipment and rewards for positive behaviour.
Teachers Findings and Conclusions 79% felt Kentlyn is an attractive and well-resourced school
96% felt that Kentlyn is a friendly school that is tolerant and accepting of all students
100% felt Kentlyn has competent teachers who set high standards of achievement and promotes core values
79% believe wide range of extra-curricular programs are offered (e.g. sport, dance, and public speaking).
Suggested areas of improvement include: Increased communication across the school and consistent welfare practices.
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Program evaluations NSW public schools conduct evaluations to support the effective implementation of the school plan. In 2013 our school carried out evaluation in the curriculum area of English, in particular reading texts and comprehension.
Background The school has always had a consistent focus on all strands of English with students working towards their potential in this Key Learning Area. However, throughout 2013, the whole school went through a rigorous targeted Professional Learning schedule with the focus on Reading and comprehension. An evaluation of the effectiveness of the school’s teaching of reading and in particular comprehension practices was undertaken. In Term 4, teachers, parents and students participated in a school-wide reading texts and comprehension survey. For this survey, there were specific questions for each group. The survey incorporated understandings, pedagogy, organisation and assessment. This would provide valuable feedback and guide future planning. Other methodology for evaluation included interviews with staff, observations of teaching and learning programs and assessment documentation and peer observations.
Findings and conclusions Parents / Carers 90% believe that the school has kept them well informed about the teaching of comprehension
76% feel that they are provided with useful reports about their child’s progress in comprehension
69% are satisfied with the frequency of
reporting in comprehension
97% feel that comprehension is an important subject for their child
97% feel that their child has developed
new skills in comprehension during the year
90% understand how comprehension is
taught at school
97% feel confident to assist their child
with comprehension at home
94% feel the school has plenty of
resources to teach comprehension
66% feel that their child is given extra
support in comprehension when required.
Students 96% feel that comprehension is an important subject to learn about
100% feel that they have learnt new
things in reading and comprehension in 2013
84% feel the school has plenty of
interesting resources to teach reading and
comprehension
76% feel that they are given extra
support in reading and comprehension when
required.
Teachers 100% feel that they have a greater range
of knowledge, skills and strategies to
competently teach comprehension and cater for
students individual learning needs
That there has been a more consistent
approach to the teaching and assessing of
comprehension across the school
That students now have a consistent
knowledge of metalanguage to discuss and
reflect on their own learning.
Future Directions As a result of this review we have identified the following directions for 2014. We will:
Continue to analyse NAPLAN and school based assessments to evaluate literacy programs.
Continue Professional Learning around reading texts and comprehension and how it can be integrated across all other Key Learning Areas
Continue to hold parent information sessions around reading texts and comprehension
Introduce and establish of whole school use of learning intentions prior to the start of each lesson
Increase use of feedback to students.
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About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed 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. Androula Kavallaris Principal Tanya Neal Assistant Principal Catherine Cooke P & C President June Thompson Administration Manager Chelsea Chisholm Teacher Steven Saunders Teacher Karen Helliwell Teacher Jessica Davis Student Leader Sarah Abdulwahab Student Leader School contact information Kentlyn Public School Georges River Road, Kentlyn. 2560. Ph: 4628 2455 Fax: 4628 4365 Email: [email protected] Web: www. [email protected] School Code: 2285 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: https://detwww.det.nsw.edu.au/high-performance/annual-school-reports