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NSW Department of Education & Training 2166

2010 Annual School ReportHill Top Public School

NSW Public Schools – Leading the way

Our school at a glance

Hill Top PS (HTPS), founded in 1884, is located in the semi-rural village of Hill Top in the Southern Highlands of NSW. Situated in an attractive bush land setting, the existing modern school buildings offer outstanding facilities for computer and technology education with open classrooms. There is a well equipped library, hall, computer lab, special purpose cooking centre and canteen with spacious grounds providing a combination of shaded and open playing areas for students. HTPS has been a grateful recipient in the Building the Educational Revolution (BER) receiving a computer lab, special purposes room (SPR) and a covered outdoor learning area (COLA).

The school supports around 220 students from the local community and surrounding areas. It works in close partnership with the community and local organisations. HTPS boasts a proud heritage of educating many generations of some families.

The school offers excellent programs for gifted and talented and special needs students, performing arts and sport with a strong emphasis on student welfare. There is a well attended after school activities program.

The school's motto "Honour and Trust" is a key component in the everyday life of the school.

Students

2007 2008 2009 20100

102030405060708090

100

Student attendance rates

School Region State DET

Year

Atte

ndan

ce ra

teIn 2010 HTPS had an enrolment of 210 students being 115 boys and 95 girls. The enrolment situation should remain with a slight increase in growth anticipated in the next few years. 94.4% of students attended school on average each day. This is above the Illawarra South East Region (ISER) and on par with the state average. In 2010 nine classes were formed.

StaffTeachers at HTPS are experienced and are dedicated to providing differentiated learning programs catering for a wide range of talents and abilities. Parents are encouraged to be involved with their children's progress at every level. This includes involvement in classroom, sporting and social activities, as well as in policy and decision making through the P&C. Parents support healthy food choices for children by running a successful canteen. The school is dedicated to providing quality teaching and learning programs to all students. All teaching staff meet the professional requirements for teaching in NSW public schools.

Student achievement in 2010

NB: All results are compared with HTPS in 2009

NAPLAN results in reading: Yr 3 – 67% of students were in the top 3 bands as compared with 49%. Yr 5 – 40% of students were in top 3 bands as compared with 52%. We followed both State and regional trends in this area.Writing: Yr 3 – 77% of students were in top 3 bands as compared with 53%. Yr 5 – 47% of students were in top 3 bands as compared with 52%.Grammar & Punctuation: Yr 3 – 62% of students were in top 3 bands as compared with 59%. Yr 5 - 47% of students were in top 3 bands as compared with 67%. Spelling: Yr 3 - 62% of students were in top 3 bands as compared with 62% but worth noting that the majority of students in band 4 for spelling moved mainly into bands 5 and 6 and also overall performed extremely well compared with regional results. Yr 5 – 67% in top 3 bands compared with 48%.The majority of students in Yr 3 scored in the top three bands in overall numeracy. Continued focus is needed in 2D and 3D space, division and time.

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Numeracy: Yr 5 students performed below the state average in Numeracy. 24% of students scored in the two top bands, compared with the 32% in the state. Students in Yr 5 performed significantly better in number, patterns and algebra than in data, measurement, space and geometry.

Messages

Principal’s messageI 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.

Brian Reakes JP

P & C messageMeetings were in weeks three and eight of term.

Input into the general running of school: Introduced paint smocks into school uniform order form; Letter written to Education Minister regarding changes to “Funding and allocation of Aides in Public Schools”; Changes to Uniform – Decisions on girls’ shorts and pricing changes; Solar scheme input; Vegetable garden input; Bullying and teasing suggestions; Class sizes and allocation; President involved in application process for new AP’s position; Joint decision with staff on what BER items school would apply for - new classroom and COLA over basketball court; Purchase of pens with names engraved as gifts for outgoing Yr 6 students; and Math and English text book inclusion in classes this year.

Fundraising Events for the year:

Individually named ‘pavers’ for the memory path; Three discos; One Bunning’s BBQ; Hosting interschool Touch Gala Day canteen; Introduced fruit and vegetable boxes; and Mother’s Day and Father’s Day stalls.

Goods purchased with fundraised dollars:

School Ambulance Cover Insurance; $600 for library books; Public liability insurance cover; $2,000 for Peer Support Scheme funds donated; $3,000 for air conditioning in new classroom; Purchased new hot water urns; Television/DVD

unit for front office foyer; Kindergarten orientation morning teas; $500 donation to a family in need at school; and Easter Eggs purchased for students.

Mrs Vanessa Beasley (P&C President)

Student representative’s message

At the beginning of term 1 the students in each class chose two class representatives for the Student Representative Council (SRC). We have, as a whole K-6 group, conducted the SRC assemblies at our fortnightly assemblies. We have also met regularly to make decisions for the school and organised fund raising events such as mufti days. We raised money to help support Alpha. Our current SRC leaders were elected by student votes resulting in President: Melissa Greenfield, Vice President: Georgia Henry and councilors Bianca Clark and Daniel Leahy.

School context

Student informationStudent enrolment profile

2006 2007 2008 2009 20100

50

100

150

200

250

300

Enrolments

Male Female

Year

Stud

ents

2

Student attendance profile

2007 2008 2009 20100

102030405060708090

100

Student attendance rates

School Region State DET

Year

Atte

ndan

ce ra

te

Management of non-attendance

Student non-attendance is managed with a proactive Learning Support Team interaction. Attendance rolls are regularly checked and unauthorised non-attendance detected. Contact is made via phone, email or mail with parents/caregivers. If reasons given are unacceptable the principal commences the Home School Liaison Officer’s protocols.

Structure of classes

Roll Class Year Total per Yr Class Total

K BS K 18K K K 17 35

1/2 P 1 191/2 P 2 6 251/2 W 1 181/2 W 2 6 24

2 D 2 23 233/4 W 3 163/4 G 4 10 26

3/4/5/6W 3 63/4/5/6W 4 63/4/5/6W 5 73/4/5/6W 6 14 33

4/5 G 4 154/5 G 5 9 245/6 TF 5 145/6 TF 6 12 26

Class sizes

In March, 2003 the Government announced its commitment to publish primary class sizes in annual school reports in order to provide parents with as much local information as possible.

The following table shows our class sizes as reported at the 2010 class size audit conducted on Wednesday 17 March 2010.

Staff informationStaff establishment

Position NumberPrincipal 1Assistant Principal(s) 3Classroom Teachers 6Teacher of Reading Recovery 0.5School Learning Support Teacher 0.8Teacher Librarian 0.6Counselor 0.3School Administrative & Support Staff (SASS) 1.9

Total 14.1

No members of the current HTPS staff have Aboriginal or Torres Strait Island descent.

Staff retention

1n 2010 HTPS had one AP, Mrs Tomlin, leave through promotion. One teacher resigned.

Teacher qualifications

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

Qualifications % of staffDegree or Diploma 100

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

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Date of financial summary:Income

Balance brought forwardGlobal fundsTied fundsSchool & community sourcesInterestTrust receiptsCanteenTotal income

ExpenditureTeaching & learning Key learning areas Excursions Extra curricular dissectionsLibraryTraining & developmentTied fundsCasual relief teachersAdministration & officeSchool-operated canteenUtilitiesMaintenanceTrust accountsCapital programsTotal expenditureBalance carried forward

30/11/2010 $

136,978.15113,511.27101,332.34 81,882.17 8,105.32 2,229.50 -______444,038.75

24,299.73 13,324.00 60,254.50 7,010.67 -113,369.99 25,782.19 31,123.59 - 17,012.00 9,374.02 2,190.86 -303,741.55140,297.20

A full copy of the 2010 financial statement is tabled at the annual general meeting of the P&C. Further details concerning the statement can be obtained by contacting the school.

School performance 2010

AchievementsArts:

Visiting Artists: Brainstorm is an award winning in-school performance. The production that visited our school this year was “The Magic Words” show. Students enjoyed and were engaged in a presentation and performance that highlighted some of the complex issues involved in how we develop our values and how our behaviour affects others. This work was continued in classrooms and was an ongoing teaching issue.

Musica Viva: During the year HTPS experienced Sirocco and Chambermaids from Musica Viva. Sirocco expressed the concept of “Australia in Asia” by producing dynamic eastern sounds with a distractive Australian flavour. The concert provided students with the opportunity to celebrate our diverse cultural heritage as well as sample a wide range of sounds and instruments.

The Chambermaids (an all-female wind quintet) was one of Australia’s premier chamber music groups. Their repertoire ranged from the classics through to contemporary music. They played on instruments (both familiar and foreign) ranging from flute, piccolo, oboe, clarinet, bassoon and French horn to a noisy hosepipe horn. Both groups provided students with educational experiences relating to their studies.

Dance Program: In term 4 students enthusiastically participated in the Sport for Life Dance Program learning a variety of dance styles including bush, hip hop funk, Irish, rock and roll and ballroom. Students loved learning the new dances and immersed themselves in the theme of the dance by adding accessories like cowboy hats to their school uniforms. K-6 performed their favourite dances at the end of the term.

Sport:

Swimming Carnival: Our annual swimming carnival was held at Mittagong Pool. Congratulations to the eager group of competitors and supporters who braved the cold. There were many fine efforts and it was great to

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see the young ones have a go. Congratulations to the seventeen students who represented our school at district. Unfortunately no one qualified to progress to area. Our thanks to Mrs Donna Johnson who has assisted for over a decade with swimming carnivals at HTPS and is retiring. Thanks also to Jo Tregannon, recorder and manager of our district team.

District Cross Country Carnival: HTPS students represented at Robertson in this event. Special mention to: Amy Winnel (9th 8/9 yr division), Barton Greenfield (6th 10 yr), Cameron Malcolm (8th 11 yr), Daniel Leahy (1st 12 yr) and Anthony Risteski (4th 12 yr).

Sport for Life: In term 1, students participated in Sport for Life’s athletics program. Students enjoyed experiencing many athletics events in preparation for our carnival in term 2. Skilled instructors modified the equipment and activities depending on the grade. Students also participated in the Sport for Life dance program in term 4. They were able to experience the many genres of dance which were incorporated in a dance performance in December.

Hindmarsh Cup and Noble Challenge: Twenty students represented HTPS. Thank you to Bob Hall for his expertise and willingness to train our teams. The Hindmarsh Cup and Noble Challenge were held at Robertson in May. HTPS teams, with the help of players from Colo Vale PS (CVPS), made a gutsy effort against more experienced teams from local schools. Everyone put in their best effort. Congratulations to all of the players who are to be commended for their great behaviour and sportsmanship.

AFL: The Paul Kelly Cup team consisted of David Armstrong, Cameron Malcolm, Nicholas Bird,

David Hastings, Ryley Wiltshire, Sebastian Burgess, Nathan Thomson, Anthony Risteski, Joshua Harrison, Daniel Leahy, Matthew Byrne, Lochlan Fraser, Bianca Clarke, Sinead Campion, Rebecca Frank, Melissa Greenfield, Zara Hamilton, Alexandra Pearce, Lillian Simpson, Caitlin Stevens, Kahlua Varga and Paige Worden made up our AFL side in this year’s Paul Kelly Cup. The competition took place in Bowral in March. Well done to all who participated. The boys ran into some tough competition in their three matches with two of their pool going on to region. The girls lost their opening two rounds but were triumphant in their final match. Lillian Simpson and Cameron Malcolm won a free membership to the local AFL competition. We are indebted to David and Ryan Bottin-Noonan who assisted with training.

Athletics Carnival: HTPS had a combined day where all attending students completed track and field events at the one centre.

5/6/7 year olds had invaluable experience attempting the field events which will hold them in good stead for carnivals in the years ahead. Ribbons and house winner trophies were presented at a whole school assembly. Successful athletes went to Eridge Park. Three students were invited to attend regional: Simone Fedele (shot put); Liam George (discus) and Anthony Risteski (200m).

Touch Football: This major Highlands sporting event for the Wingecarribee P.S.S.A was organised by HTPS in conjunction with the Touch Association of NSW. We had four teams: girls, two boys and a mixed team. There was an emphasis on skills and fitness. HTPS had the canteen rights to this event on the last day of term three. Our thanks to Bruce Nicholson (bbq), Karen Johnson, Vanessa Beasley, Kim Mercieca, Therese Bird, Melissa Willebrand and Darlene Bishop who handled the canteen. This was a major P & C fundraiser and raised around $1700. Thanks also to the parents who acted as team mangers.

Soccer Gala Day: 56 Yr 3/6 students attended soccer fields at Moss Vale for a Wingecarribee PSSA soccer gala day. The day was run to promote sport and healthy lifestyles to students in public schools. It was a non-competitive day where students were encouraged to participate,

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learn some new skills and most of all have fun. Good sportsmanship was encouraged. The junior teams participated in a skills clinic run by Soccer NSW. Special mention is given to Alexander Bates, Lochlan Fraser and Melissa Greenfield on their sports person ship.

Premier’s Sporting Challenge: All classes have participated in the Premier’s Sporting Challenge to promote a high level of activity, better health and fitness levels. Classes all achieved the top levels in the program. HTPS has been selected to participate in the Premier’s Sport leadership program. In term 4, twelve student leaders and one teacher were trained to lead a mentor sports groups in 2011.

Other:

Interschool Debating: In term 1 HTPS commenced the Interschool Debating Program. 3/4/5/6 Wattle was the first cab off the rank. Our affirmative team of Daniel Leahy, Georgia Henry and Emilia Tortorella travelled to Buxton PS to challenge on the topic, “that reading is better than watching a movie”. The negative of Dayle Kurovsky, Jonathon Tortorella and Nathan Johnson took on Buxton’s affirmative at Hill Top.

In round two 5/6 Tree Frogs took on Bowral PS the topic is, “that canteens should sell junk food”. Our affirmative team consisted of Nick Bird, Tatiana Johnson and Simone Fedele. Our negative team of Lillian Simpson, Lochlan Fraser and Lachlan Critchley was at home at HTPS to Bowral’s affirmative.

The last interschool debate had Yr 4/5 Goannas up against CVPS with Chloe Alcorn, David Hastings and Chloe Waddel representing the

affirmative (away) and Dylan Gibbens, Liam George and Tara Joseph representing the negative at home. The topic was, “that cats make better pets than dogs”. Staff used these interschool debates to select our Premier’s debating team in term 2.

Sydney Excursion: In term 2, St 2 had a wonderful culmination to their unit “Colonial Australia”. Students went to Sydney Rocks beginning their day with a historical tour of Old Sydney. Students dressed up for their tour and were given the name and life of a convict or free person from the first fleet. During the tour they learnt about their first fleet characters and the events that shaped their lives. The excursion finished with a walk up the Sydney Harbour Bridge pylon.

OzGreen Program: In term 3, twelve Yr 5/6 students went to Bowral HS to participate in an Oz Green workshop. The workshop focused on sustainability, caring for the Earth and its biodiversity. These students then became Oz Green leaders in presentations at HTPS. One presentation was for students and one was for teachers and parents. The parents picked up the initiative and formed a garden committee with the aim of establishing a vegetable garden at the school.

Bowral HS Science Fair: The Bowral HS Science Spectacular was held in August and had a theme of biodiversity. The following students submitted science projects: Chloe Waddell, Lilly Lacava, Racquel Morris, Nathan Johnson, Paige Worden, Zara Hamilton and Georgia Henry. The projects were displayed in the Bowral High School (BHS) hall. We also had a visit from two BHS science teachers who gave some interesting lessons to our students.

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Anzac Day Service: At the end of term 1 HTPS held our ANZAC assembly. Representatives from HMAS Albatross, LCM Knoll and FLT Bagg, attended along with Mr Parker (Scottish piper) and Mr Jeffery (Hill Top ANZAC Committee President). The SRC addressed the assembly on the meaning of ANZAC, reveille and the Last Post. The SRC (Melissa Greenfield, Georgia Henry, Daniel Leahy and Bianca Clark) also attended the Dawn Service at Hill Top memorial hall on ANZAC Day, where a wreath was laid.

Book Week Celebrations: Celebrations of Book Week this year centred round the theme, “Across the Story Bridge”. The library monitors expertly performed the readers’ theatre, “The Three Billy Goats Gruff” and the teachers’ humorous rendition of, “The Story Teller’s Dilemma’ was well received. Other events included a book fair, which raised valuable funds for the library and a competition to guess the teachers’ favourite books.

Easter and Halloween Discos: Two discos were hosted by HTPS P&C and teachers during 2010. The themes were Easter and Halloween. Both discos were extremely successful with students embracing the themes through costumes and excellent behaviour. The P&C was able to raise funds to be used at our school at both discos.

Best Start: The Best Start Kindergarten Assessment helped teachers identify the literacy and numeracy knowledge and skills that each child brought to school as they entered Kindergarten. This informed the development of quality teaching and learning programs.

Easter Hat Parade: K-2 students participated in the Easter Hat Parade. Students and their parents spent many hours creating wonderful and impressive hats. It was a great success and was well attended by community members.

L3 Literacy Program: Kindergarten students at HTPS were involved in the literacy program, “Language, Learning and Literacy”. L3 is a very successful program which provided students with the opportunity to achieve outstanding results in all aspects of Literacy. L3 is one component of the Best Start initiative that aims to ensure all students are on track in their literacy and numeracy learning by Yr 3. L3 is a research-based, cost effective Kindergarten classroom intervention, targeting text reading and writing. It has been designed to complement the daily Literacy program for students who enter school with diverse literacy backgrounds.

The program’s goal is to reduce the need for more intensive and resource demanding programs in future years, including Reading Recovery. L3 expectations for reading results by Kindergarten student for the end of the year are as follows: reading levels: 1/2 - 5%; 3/4/5 - 20%; 6/7/8 - 25% and 9 - 50%

Premier’s Reading Challenge: This year thirteen students: Tayla Gilkes, Rhys Gilkes, Brody Gilkes, Luca Squires, Laura Anderson, Rebecca Risteska, Anthony Risteski, Kirilly Fitzpatrick, Kalinda Fitzpatrick, Jayden Winnel, Amy Winnel, Jasmine Moscrop & Emily Hindley successfully completed the Challenge appropriate to their age group.

National Young Leaders’ Day: In March thirteen student leaders (Dayle Kurovsky, Sinead Campion, Daniel Leahy, Ryley Wiltshire, Lochlan Fraser, Anthony Risteski, Simone Fedele, Chantelle Unwin, Jonathon Tortorella, Emillia Totorella, Melissa Greenfield, Bianca Clarke and Georgia Henry) ventured to the Sydney Entertainment Centre as part of National Young Leaders’ Day.

These were SRC, debaters and Sports Captains from Yr 6. It was a thought provoking day with Melissa Doyle (Seven’s Sunrise), Nikki Bart (mountaineer) and Bill Harrigan (author and NRL referee) as our speakers.

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Stage 3 Overnight Canberra Excursion: As part of our Civics and Citizenship unit on the Government of Australia, St 3 went on an overnight excursion to Canberra in May 25. They visited many places of interest including The National Portrait Gallery, Parliament House, Questacon and The War Memorial. They stayed overnight in Canberra and also had a fun night out at the ice-skating rink.

Awesome Aussies : 3/4/5/6 Wattle embarked on an individual Awesome Aussie project. They had to choose a well known Australian who was inspirational to them in some way. Their individual projects included a variety of creative and informative tasks including research, presentation of a biography and learning how to write a bibliography, creating artistic portraits, fashion design and personal emblems. They had to design and create an exhibition stand. In September we held an open exhibition for all other students and parents to attend in our hall. The students in Wattle came dressed as their ‘Awesome Aussie’. Trivia style questions were written by the students and asked on the day by the visitors. Souvenirs were also made by the class and distributed on the day.

1/2 Excursion to Killalea National Park: In term 2, 1/2 Wallabies and 1/2 Possums investigated Wet and Dry Environments in HSIE. As part of their unit they had an excursion to Illawarra Environmental Education Centre at Killalea State Park. They enjoyed exploring the park, making shelters for clay figurines in the rainforest, listening and watching water birds at the lagoon and making sand castles on the beach.

Reading Recovery: The Reading Recovery allocation this year enabled four students to have daily half hour lessons. Generally, each student is on the program for a maximum of 20 weeks. This year, nine students entered the program. Six students successfully discontinued at reading levels above their class average. One student was referred off due to learning difficulties; one other student was referred off because of attendance issues and one student due to a change of school. All students returned to class reading groups and have maintained or improved their reading levels. Monitoring of previous students from Yr 2 and Yr 3 was also carried out during the year.

Cybersafety: HTPS received a $5000 grant from the Alannah and Madeleine Foundation towards implementing a Cyber Safety program as a part of their Cybersafety and Wellbeing Initiative. The program aimed to make cyber safety a normal part of every young person's life by equipping them to use technologies in ways that are positive and that protect them from the associated risks. In term 1, as a part of the Personal Development program, all classes trailed the Cybersmart programs endorsed by the Australian Government. Teachers also received Interactive Whiteboard training to enable them to use the boards effectively while implementing the programs and to become more proficient in the use of technology.

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Academic:

In the National Assessment Program, the results across the Yrs 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 assessments. Yr 3: from Band 1 (lowest) to Band 6 (highest for Yr 3) Yr 5: from Band 3 (lowest) to B and 8 (highest for Yr 5)

Literacy – NAPLAN Year 3

1 2 3 4 5 60

5

10

15

20

25

30

Percentage of students in bands: Year 3 reading

Percentage in band

School average 2008 - 2010

SSG average 2010

State DET average 2010

Band

Perc

enta

ge o

f stu

dent

s

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

50

Percentage of students in bands: Year 3 writing

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage of students in bands: Year 3 spelling

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

9

1 2 3 4 5 60

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 3 grammar and punctuation

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

Numeracy – NAPLAN Year 3

1 2 3 4 5 60

5

10

15

20

25

30

35

Percentage of students in bands: Year 3 numeracy

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

sLiteracy – NAPLAN Year 5

3 4 5 6 7 80

5

10

15

20

25

30

35

Percentage of students in bands: Year 5 reading

Percentage in band


SSG average 2010


BandPe

rcen

tage

of s

tude

nts

3 4 5 6 7 80

5

10

15

20

25

30

35

40

Percentage of students in bands: Year 5 writing

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

10

3 4 5 6 7 80

5

10

15

20

25

30

35

Percentage of students in bands: Year 5 grammar and punctuation

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

3 4 5 6 7 80

5

10

15

20

25

30

35

40

45

Percentage of students in bands: Year 5 spelling

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

sNumeracy – NAPLAN Year 5

3 4 5 6 7 80

5

10

15

20

25

30

35

Percentage of students in bands: Year 5 numeracy

Percentage in band


SSG average 2010


Band

Perc

enta

ge o

f stu

dent

s

Progress in literacy

2006 - 2008 2007 - 2009 2008 - 20100

20

40

60

80

100

120

Average progress in reading between Year 3 and Year 5

School SSG State DET

Prog

ress

11

2006 - 2008 2007 - 2009 2008 - 20100

10

20

30

40

50

60

70

80

Average progress in writingbetween Year 3 and Year 5


Prog

ress

2008 - 201074

76

78

80

82

84

86

Average progress in spellingbetween Year 3 and Year 5


Prog

ress

2008 - 201090

91

92

93

94

95

96

Average progress in grammar & punc-tuation between Year 3 and Year 5


Prog

ress

Progress in numeracy

2006 - 2008 2007 - 2009 2008 - 20100

10

20

30

40

50

60

70

80

90

100

Average progress in numeracybetween Year 3 and Year 5


Prog

ress

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Yrs 3 and 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.

Percentage of Year 3 students achieving at or above minimum standard

Reading 95Writing 90Spelling 90Punctuation and grammar 100Numeracy 86

Percentage of Year 5 students achieving at or above minimum standard

Reading 90Writing 97Spelling 97Punctuation and grammar 93Numeracy 100

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Significant programs and initiativesAboriginal education:

Our NAIDOC celebrations were held at school over three days in August. Aboriginal rangers led students through various workshops about: mens’ and womens’ business; bush tucker and bush craft; weaving friendship bracelets; face painting; boomerang throwing and Aboriginal dance. The SRC held a red/black/yellow mufti and showed films from the Aboriginal film group. Additional NAIDOC activities were held for St 3 at BHS with the emphasis being on our local heritage. Bush tucker was enjoyed by all. Our Aboriginal councilor on SRC, Joey Forster, proudly read the Welcome to Country at each assembly.

Multicultural education:

Across the school K-6 all stages studied a unit of work on a different country. ES1 studied Australia and the other stages all studied an Asian country and compared and contrasted a variety of different cultural aspects with the Australian way of life. These countries included India, China, Thailand, Philippines, Indonesia and Vietnam. Throughout the units, all Key Learning Areas were integrated. Creative Arts included exploring the cultural aspects of dance, music, art and crafts of each country.

Students used computers to create slide shows, pamphlets, posters and graphic information reports to present what was discovered about each country. Each class decorated their classroom thematically.

The unit of study in term 3 culminated in a Multicultural Day where parents and grandparents were invited to join us for a walk around the different classrooms and also join us for a Multicultural Food Festival in the hall.

Many thanks, to all of our parents who prepared delicious food from each of the various countries. We all enjoyed eating the food and raising funds for our school through the sale of the food using food tokens. This day was a great success.

Respect and responsibility:

SRC Executive: Our current SRC was elected by student vote resulting in President: Melissa Greenfield; Vice President: Georgia Henry and Councilors Bianca Clark and Daniel Leahy.

Class Representatives for 2010 were: Koalas: Jade Grose/Jake Zagoridis; Black Swans: Brooke Maddock/Thye Hamilton; Wallabies: Levi Merceica/Tyler Platten; Possums: Jakob Simpson/Jasmine Schoonenberg; Dolphins: Andrea Ayoub/Abbie Zwickl; Waratahs: Kaleb Bell/Caitlin Everett; Goannas: Racquel Morris/Dylan Gibbens; Wattle: (see above executive names) and Tree Frogs: Lochlan Fraser/Corissa Ludlow. The SRC successfully organised assemblies, Anzac Day ceremonies and Mufti Days.

Connected learning

Due to our BER program not being finalized in 2010 the installation of our Connected Classroom was deferred until 2011.

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Progress on 2010 targetsTargets for 2010

Target 1 Literacy K-6 student writing achievement will measurably improve as teacher knowledge in quality teaching and assessment practices in literacy are explored.

Our achievements include:

All teachers were to trial and implement a writing scope and sequence based on social purpose

In 2009 all teachers successfully implemented our Writing scope and sequence (based on Paula Sindry’s model using social purpose) and continue to use it as a successful tool today. It has also been introduced regularly to new staff. We are now successfully planning engaging units of work more thoroughly based on just four social purposes so students have a greater understanding and transfer of use between different types of texts as the language and grammatical use remains similar when grouped by social purpose. We now need to look more carefully at the actual grammar and punctuation embedded in this scope and sequence and develop it further as a staff.

NB: All results are compared with HTPS in 2009

Increase students in top 3 NAPLAN bands for writing: Yr 3 – 77% of students were in top 3 bands as compared with 53%. Yr 5 – 47% of students were in top 3 bands as compared with 52%. Grammar and Punctuation: Yr 3 – 62% of students were in top 3 bands as compared with 59%. Yr 5 - 47% of students were in top 3 bands as compared with 67%.

Teacher knowledge in quality teaching and assessment in literacy would increase

Increase skill development indicated on CTJ rubrics: In 2009 and 2010 we as a staff, spent a lot of staff meetings developing rubrics for assessing student progress and development across the literacy continuum in all three strands of English and in general literacy development across all KLAs. This was successful in assisting us as staff in accurately assessing students on an ongoing basis to inform our teaching as well as for reporting using CTJ to guide collegial

discussions. In 2010 staff used some of our TPL funds to assist us in this process. It also meant that we reflected on quality teaching practices in terms of our literacy teaching and learning programs.

We were an original trial school for Best Start. In 2009, 2010 and 2011, we have implemented Best Start. We began in Kindergarten and have had the support of our community to start Kindergarten a week later than other students to assess all of our students successfully before entry to school. We have continued plotting our students across the literacy continuum each year and now have ongoing data to Yr 2. This has assisted teachers in identifying individual student’s needs and informing their programing and practice. We have also since 2010, been fortunate enough to be included in the L3 training from Ruth Goldstein at Bundanoon P.S. This has involved our Kindergarten teachers receiving ongoing training and support in implementing this innovative and successful program based on small groups of three students for Literacy and using some of the highly effective strategies of the Reading Recovery program. This has led to pleasing gains and a higher starting point for Yr 1 students this year (2011).

Increase students in top 3 NAPLAN bands for Spelling: Yr 3 - 62% of students were in top 3 bands as compared with 62% but worth noting that the majority of students in band 4 for spelling moved mainly into bands 5 and 6 and also overall performed extremely well compared with regional results. Yr 5 – 67% in top 3 bands compared with 48%.

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Classroom programs would include a wide variety of quality teaching strategies and resources

This is an area that we need to focus on in 2011 and into our new 2012-2014 management plan. It was an area that was identified as a high need both in terms of student progress and teacher professional development. It was identified through collegial discussions and staff meetings that many of our current staff did not have a common understanding of the current expectations of teaching spelling as indicated in the 1998 State Literacy Strategy document e.g. four forms of spelling knowledge, assessing spelling and effective classroom practice in this area. In fact many current staff members had not seen this document and were using a range of old spelling programs and individual ideas.

In 2010 we had several staff meetings to collegially discuss our current spelling programs and pedagogical understandings in this area. We ‘broke the spine’ on a few Teaching Spelling K-6 documents and explored some common understandings. We then had a look at several spelling scope and sequences from other schools (Cowan PS/Booragul PS) which are both based on this document. We allocated a large amount of time at one of our SDDs to collaboratively develop and plan a HTPS spelling scope and sequence and look at effective teaching/learning strategies based on the quality teaching model.

HTPS has been using the S.A. spelling test for the last three years on K-6 collecting ongoing data to reflect on student progress and needs in this area.

Increase students in top 3 NAPLAN bands for reading: Yr 3 – 67% of students were in the top 3 bands as compared with 49%. Yr 5 – 40% of

students were in top 3 bands as compared with 52%. We followed both State and regional trends in this area.

Collection and collation of reading record data incorporating comprehension

Throughout the duration of this school management plan we have been collecting and collating all reading record data each semester, which had not previously been done here at HTPS. This has assisted in providing valuable information for teachers on individual progress and also as a whole school monitoring system to establish needs and progress. We have also factored in comprehension into leveling our students using the PM benchmark kits using a reading level calculator for comprehension. In 2009 all staff were involved in collegial meetings to rewrite all of the questions from the PM Benchmark kits to ensure their quality and quantity for this purpose. This has been extremely effective in consistently assessing student progress and determining needs.

Teachers using a variety of quality resources and strategies

We also completed some training on CATS (Comprehension Across the Stages) which we hope will bring a continued improvement to our students reading for meaning and being able to gain literal, inferential and evaluative meaning. The latter two types of comprehension need to be continued as 2011 priority areas.Our Literacy budget has been used each year extensively to purchase leveled texts and quality reading resources. This has mainly been in the K-2 area as this was established by all staff as a priority and because of the Kindergarten L3 program. 2011 and following years will need to prioritise the purchasing of quality texts for St 2 and St 3.The successful L3 program last year has lifted our students’ reading levels and capabilities in reading from the onset i.e. Early St 1. Yr 1 teachers have been given some training on this program and so we hope to see an extremely positive flow on effect in years to come.

Develop oral language skill development for students in line with social purpose continuum

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We organised K-6 presentations to be presented at assemblies based on our writing scope and sequence e.g. persuasive texts. We have been developing and using rubrics for assessment of talking and listening skills and plotting development on the Best Start Continuum K-2. This is an area we need to further develop in our up and coming school management plan as strong oral language development is fundamental along the mode continuum for all aspects of literacy, especially in writing. (2011 priority area)

K-6 student achievement in talking and listening will measurably improve

HTPS is plotting students’ progress using ILPs and the Best Start Literacy Continuum. Our SLSTs have both been active in collaboratively writing ILPs for individual students based on a variety of curriculum based assessments, NAPLAN results and standardised tests, etc. These are currently being implemented by class teachers, SLSOs and parent helpers in the classroom and are regularly being monitored and updated. All Aboriginal students have also had a PLP written for them and these are implemented in the classroom.

Provide differentiated curriculum catering for the individual needs of all students in Literacy

We have been working collaboratively as a staff on developing differentiated curriculum in all learning areas using the work of Ralph Pirozzo and using Bloom’s higher order thinking skills and Gardner’s Multiple Intelligences. This has had a strong impact on the development of literacy skills in all KLAs. This will be expanded on in the evaluation of the G& T area.

Target 2 Numeracy Achievement of Quality teaching and learning in numeracy.


Increase students in top 3 NAPLAN bands in all strands

NAPLAN 2010 results– NAPLAN Yr 3 Numeracy programs have been based on syllabus outcomes, targeting students’ individual needs. Ongoing assessment through observations, outcomes based assessment tasks and external tests and

NAPLAN results guide the school in the development of teaching programs.

Numeracy: Yr 5 students performed below the state average in Numeracy. 24% of students scored in the two top bands, compared with the 32% in the state. Students in Yr 5 performed significantly better in number, patterns and algebra than in data, measurement, space and geometry. Yr 5 students performed better than the state in the questions relating to addition money/add coins.

Teachers’ knowledge in quality teaching and assessment of numeracy will increase. Teachers planning and assessing together more effectively using a school designed scope and sequence.

We have trialed as a staff in the last two years, several scope and sequences including the DET one, one modified by CVPS and one from Rozelle P.S. There is still no complete staff consensus as to which one to use or further adapt. ES1 liked the DET model and many other staff liked using the Rozelle one but recognised the need to further adapt it to suit the needs of HTPS. The 2011 priority area is to develop as a whole school to ensure continuum of skills, understandings and knowledge across the school K-6.

Successful consultancy and resource development

There was a lack of consultancy support available to us at HTPS beyond limited Numeracy network meetings. Our SLST, Luisa Gurner, who has a professional interest in the area of Numeracy has introduced a program called “Key Into Language” using Newman’s Error Analysis to develop language into numeracy problem solving. She presented this to all staff at our term 4, 2010 SDD. All teachers were given resources and a disc to be used on IWBs in all classrooms on a daily basis to develop numerate students in problem solving. All staff are trialing the implementation of this language based problem solving approach in 2011.

Effective bank of CMIT resources constructed and available in Math’s resource room for teacher use and CMIT activities made and in Math’s storeroom ready, leveled and labeled for class use

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Transient staff including APs and lack of consultancy access / support has made this one difficult to achieve. Hopefully we can access more regional support for beginning teachers and other teachers who need an update.

Target 3 Technology and Connected Learning


Enhanced access to digital educational resources for learning and teaching

All classes using multimedia equipment as an integrated part of teaching and learning programs. All classrooms were equipped with IWB Smartboards early in 2010. All staff have attended training sessions on how to integrate the IWB and Notebook into their teaching. Approx 60% of our staff are regularly using their IWBs in teaching. We are still waiting for the installation of our Connected Classroom.

Increased access and use of digital technology for teacher professional learning and productivity; increased availability and use of computers, colour printers, data projectors, etc, integrated into classroom learning activities; student access streamlined, with less login or software access difficulties and school resources available from fileserver for use by all staff

In 2010 we purchased a new server. When purchased the server was supported by ISER but it was then decided that the new Mac servers would not supported. This meant that our staff were intermittently able to access the server and as a result many staff lost confidence with using technology in their classrooms due to the server problems. In term 3, 2010 ISER re-built the server and have maintained it since.

Data projectors were not purchased as the IWBs replaced the need for these. We have been given a quote for the installation of the data projector in the hall and will hopefully use our 2011 budget to install this.Through T4L and BER/School Pride Funds we have purchased new computers for each classroom and have added to our existing lab in the library. Teachers each have a laptop to prepare lessons on and then use with their IWBs. A colour printer was purchased for the staffroom to make the preparation of work easier for teachers. Trolleys still need to be purchased for the laptops to make moving them between classrooms easier and safer.Student logins have not yet been streamlined and this will need to be prioritised on our 2012-2014 SMP. All staff have access to the file server and have been given training in how to download or upload documents. This remains an ongoing priority as new staff arrive and as more documents are created.The Computer Co-ordinator budget has been used to maintain the network. We are still awaiting a new image for ISER to maintain a consistent image across all computers. One computer in the staffroom has been set up as dual platform Mac/PC

Increased teacher proficiency and confidence in use of computers for professional use and staff have attended PL training in IWB use, Connected Classroom & Video Conferencing, Apple Schools Day and Connected Learning Conference.

TPL remains a priority for the next SMP. Julie Thomas mentored all staff members in using iLife software in their teaching.

Increased confidence in teaching of computer skills in class projects

St 1 staff are currently being mentored once a week in a team teaching situation. Staff are able to identify target areas of development and these are covered in weekly sessions. Late in 2010 we ran afternoon sessions on IWBs and using Boot Camp on laptops. In 2012 – 2014 we would like to make these sessions more regular as well as using the expertise of different staff members to mentor other staff. Cheat sheets still need to be developed to assist staff in everyday tasks such as orienting the IWB etc.

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Improve student access and capacity to use information and communication technologies to enhance their learning

The scope and sequence has not yet been revisited and will need to be a priority for 2011/12. Technology is currently being taught for RFF and so a sequence and software program ideas are being developed and integrated into units of work.Further sessions on how to integrate IWB into Literacy and Numeracy will also be a major focus of 2011/12 as staff become more confident with using the IWBs in their classrooms.Some software such as PM reading software, Kid Pix etc was purchased. As new software becomes available it will be trialed and purchased if required. A catalogue of internet sites with excellent resources is something that needs to be developed.

Target 4 Gifted and Talented Education To meet the needs of gifted and talented students, allowing them to fulfill their potential by monitoring and evaluating effective programs for Gifted and Talented students.


Continued collegial planning of differentiated teaching units, action plans and monitoring strategies using the Quality Teaching Framework and backward mapping; Implementation of programs based on a differentiated curriculum and the purchase of resources to facilitate the implementation of these programs; and development of a G & T policy with staff, parents and the wider school community.

Target 5 Environmental Education


An energy audit was not conducted as the BER program was still continuing and increased electricity had resulted; Classes elected monitors to take responsibility for classroom electricity usage. Lights/smart boards and projectors are disconnected as students leave classrooms for break times; Initialized pavers were purchased to complete the Memory Walkway. A further 700 pavers are required to complete this project; Fruit trees and garden beds are planned for 2011;

and The schools composting and recycling programs have resulted in a significant drop in material leaving the school via the Wingecarribee’s waste collection.

Key evaluationsEducational and management practice

School Leadership: Respect and Responsibility

Background

In 2010, after a period of transiency, particularly in staffing and Executive positions, it was decided to focus, evaluate and implement new procedures and policies for determining key roles and responsibilities in our school to enhance leadership qualities and opportunities for all staff, students and parents to assist in managing our school more effectively.

Findings and conclusions

All staff, 90% parents and students surveyed agreed that the school needed a more active SRC and agreed that the newly formed SRC arrangement including having two representatives from each class all running the SRC assemblies collaboratively and increased SRC meetings for decision making were beneficial in promoting school leadership skills. All staff (100%) agreed that we needed to identify more specifically appointed roles and responsibilities to enhance school management, to empower all staff and to foster the development of leadership skills. These roles and responsibilities were identified collaboratively by all staff including our SASS staff, at a SDD, using Langford tools and written into a new school document titled Roles and Responsibilities at HTPS. It also resulted in a new staff committee

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procedure to empower non executive staff as leaders by having them as committee leaders alongside executive staff.

All staff, 92% of parents and 100% students felt we needed a leadership strategy for our St 3 students that would also bring about change and enhance our welfare policy and in particular address needs for anti-bullying. It resulted in the P&C providing financial support to implement the successful Peer Support program in our school.

All staff, 98% of Yr 6 parents and 100% students saw the need for Yr 6 parents and students to be more actively involved in the organisation of Yr 6 special events including the annual Yr 6 Fair and Farewell dinner. An active body of parents and students was formed and met regularly to work alongside teachers to organise these events. This resulted in stronger links between parents, students and teaching staff and promoted parent involvement and leadership opportunities.

Future directions

Maintain regular meetings and involvement of parents in the organisation of Yr 6 events; Continue to promote whole school student leadership opportunities through an active K-6 SRC and Peer Support programs in our school; and Maintain new committee staff structures to promote leadership and update roles and responsibilities document for all staff each year.

CurriculumSpelling

Background

This area was identified as a need through collegial staff discussion as many staff expressed concern that they did not share a common philosophy/pedagogy across the school to teaching spelling and that many had missed out on training using the State Literacy Spelling K-6 document. The need for TPL and a cohesive whole school scope and sequence for spelling was identified. NAPLAN results from the last two to three years also identified a need to increase student knowledge and skill in the area of development. K-6 testing using the South Australian Spelling Test also identified a need to

increase student knowledge and skill in the area of development

Findings and conclusions

All staff agree that there is not a current, common philosophy or pedagogy to the teaching and learning of spelling from K to Yr 6 nor is there a common structure of spelling content from K to 6. All staff agree that there is not currently a common programing approach at HTPS which underpins the spirit of the syllabus for utilising different sources of spelling knowledge. All staff agree and have evidence through anecdotal and Best Start assessments, that the programs ‘LIPA’, ‘LIPI 1’ and LIPI 2’ introduced progressively in the last three years in K-2 have had a positive effect on the spelling of St 1 students and that this will have a ‘flow on’ effect to the older grades as these students progress into the upper stages.

Future directions

There is a need for a common philosophy to the teaching and learning of spelling from Kindergarten to Yr 6. We have allocated time for professional learning on our SDDs in 2011 to ‘break the spine’ on our spelling K-6 documents and to collegially explore this document and consequently implement its suggested strategies and content. There is a need to develop a scope and sequence of spelling content from Kindergarten to Yr 6 to ensure continuity and certainty of syllabus exposure and to ensure the four sources of spelling knowledge are taught explicitly and systematically at each stage. We will explore scope and sequences currently being used by other DET schools and work on developing a scope and sequence of our own, relevant to the needs and interests of our students. We will trial the implementation of this in 2011.

Parent satisfactionIn 2010 we sought the opinions of parents about HTPS. The questions and responses are presented below.

What has impressed you most about the school:

The approachability of the staff and their assurance to provide every student with the 1:1 care and attention required; The facilities and

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opportunities that are made available to the students including excursions, enrichment days, inter school sports and activity days and the overall teaching of the students; The school is family orientated and provides great feedback on your child’s performance; The size and the look – coming from the Sydney metro area the number of students were two to three times bigger than HTPS. I like to idea of a smaller school; What we find most impressive is the school’s willingness to embrace specific teaching techniques to assist with our son’s education. The school works with us as a partnership taking on aboard suggestions and ideas that we put forward to help with our son’s specific learning programs and behaviours; and The up to date classrooms, the state of the art library and access to resources for the children.

How would you describe the quality of the teaching that takes place at the school:

Predominately excellent, my children have succeeded both academically and socially much higher than I had dreamed; The quality of the teaching at HTPS could be best described as extremely high and experienced. The teachers have a proven track record and ability of attending to the needs of the individual student, whilst maintaining the cohesive class and school unit as a whole; My children have received a positive learning experience from dedicated teachers. I am confident that my children will continue to enjoy learning as they do now; My child is achieving well and is performing above her age at this stage. Therefore I feel that the quality of teaching is good; The teachers have always tried to vary learning programs to assist our son in his individual learning. They try new programs to assist our son – examples: Lipi reading sounds, Reading Recovery, Macquarie reading programs. I have been at a Sue Larkey conference on Autism and staff from HTPS have been there (Saturday). The teachers are always willing to help with our P&C discos, weekend BBQs, etc, which I feel is great for our children; and The quality of teaching at HTPS is of the highest standard. This challenges the students and encourages them to aim high in all areas of learning.

Can you tell us about any other things that you believe make our school a great school?

Various enrichment days, visiting artists, education on social issues such as cultural and ethnic diversity, as well as being a tight knit, friendly community; One of the main things we believe makes HTPS great is the principal’s ability to be across all of the school’s programs and his involvement with all facets of the school curriculum; HTPS is a close knit community and provides the opportunity and encourages local families to participate in school events. The school also provides a fantastic opportunity for the children to participate in a diverse range of activities from chess and debating to sport events; The involvement of grand parents for grand parents’ day. The activities during book week, after school sports, debating and chess; Is a smaller community based school where students, parents and staff all know each other and work together. We have a dedicated P&C committee and a great canteen coordinator. We work together to come up with new programs at the moment the school is working on a new peer support program; and Our school is very much a community school – both involving our local community and supporting our local events. This gives the children a sense of pride for the school and their community.

How has your child/ren benefited from attending our school?

Primarily their growth in confidence and self awareness, both socially and academically and an instilled work ethic creating an attitude where they “want” to learn and succeed; Our children have benefited from attending HTPS through the high level of teaching provided. This has allowed our childrens’ confidence to grow through socialising with other students, expanded their ability at problem solving and set high levels of achievement through the various reward programs; My children enjoy going to school and have made many friends; She is excelling in her reading, being a local school she has new friends around her during and after school which helps her socialize; He has been able to integrate successfully into a main stream school environment and has made some nice friends who have become good role models. The funding provided has enabled our son to have teacher’s aids to help him with daily school tasks and helped him socialise in the playground setting; and The benefits of attending HTPS are

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numerous. Firstly, the smaller size classes are an advantage for a more personalised learning. The location of the school set in a village situation with peaceful surroundings.

Why would you recommend this school to other parents?

HTPS is a close knit friendly environment, with experienced caring staff and a fantastic level of parental involvement. As a small local community, all parents and students are familiarised with each other in school, sporting and social community events. Everyone strives to ensure and encourage each other’s success and fulfillment; We would recommend HTPS simply due to the fact that our children have benefitted in all aspects of their education. They are continually excited at the prospect of learning something new and applying what has been learnt today and day activities. I would recommend parents send their children to HTPS because each child is a valued member of the school and the parents receive an open and honest account of their child’s performance; Yes, I feel that staff are very approachable and easy to talk to. Office staff very friendly and answer any questions that I may have; We find the school to have a positive forward thinking attitude which is reflected in the staff and students attitudes. We would definitely recommend this school to parents of children with disabilities because of the availability of funding for assistance which is not always made available in private schooling; and For all of the above reasons. My children over the past ten years have been nurtured and encouraged to reach their full potential in life. To understand the importance of having a high standard of education. To grow in confidence and respect for others and themselves and their community.

Professional learning

Our two Kindergarten teachers regularly attended training courses at Bundanoon PS for L3 (Literacy in Learning) as they embarked on the first of a two year professional learning course and accreditation. Yr 1 teachers also attended L3 training to prepare themselves as teachers to continue to cater for the needs of ES1 students in 2011 and to become familiar with some of the pedagogical practices of L3. Most teachers and

the teacher/ librarian attended courses on the use of Notebook and interactive whiteboards. Two teachers attended training for the Music-A Viva program. Two teachers attended training for the Peer Support program. Many staff attended afternoon network meetings for Literacy and Numeracy as well as for library and technology staff.

Three teachers attended NAPLAN Numeracy training days on ‘Working SMART in Numeracy’ and the NAPLAN Literacy courses on writing. One teacher delivered four ARCO courses for anti-racism education. One beginning teacher attended a two day ‘Early Career Teacher’ conference. The principal attended SEG conferences and Primary Principal Conferences.

School development 2009 – 2011

Targets for 2011Target 1 Literacy K-6 Spelling achievement will measurably improve as teacher knowledge in quality teaching and assessment practices in literacy are explored.

Strategies to achieve this target include:

Provision of time for collaborative professional learning opportunities to explore the skill development of spelling;

Development of a common philosophy and pedagogy to the teaching and learning of spelling from Kindergarten to Yr 6;

Allocated time for professional learning on our SDDs in 2011 to ‘break the spine’ on our spelling K-6 documents and to collegially explore this document and consequently implement its suggested strategies and content;

Develop a scope and sequence of spelling content from Kindergarten to Yr 6 to ensure continuity and certainty of syllabus exposure and to ensure the four sources of spelling knowledge are taught explicitly and systematically at each stage; and

Explore scope and sequences currently being used by other DET schools and work on developing a scope and sequence of our own, relevant to the needs and interests of our students.

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Our success will be measured by:

Improved NAPLAN results in the area of spelling with a higher percentage of students in the top two bands; and

Improved whole school results as evidenced by curriculum based assessments, writing work samples and South Australian Spelling test results.

Target 2 Numeracy Achievement of quality teaching and learning in numeracy


Trial and implementation of new K-6 mathematics scope and sequence;

Increased number of staff with CMIT and Counting On training; and

Professional development for staff in implementing innovative maths language programs using Newman’s Error Analysis.


Improved NAPLAN results in the area of numeracy with a higher percentage of students in the top two bands; and

Improved whole school results as evidenced by curriculum based assessments including Best Start assessments, SENA testing and anecdotal classroom based assessments.

Target 3

Technology and Connected Learning: Enhanced access to digital technologies and programs for teaching and learning. Improve student access and capacity to use information and communication technologies to enhance their learning opportunities.


Installation of an Interactive Whiteboard in the computer lab;

Installation of the Connected Classroom in the computer lab; and

Teacher Professional Learning directed at up skilling all staff in the Connected Classroom.


All classes using multi media equipment as an integrated part of teaching and learning programs; and

Reliable student and teacher intranet and internet access.

About this reportIn 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.

Mr Brian Reakes - Principal

Mrs Vanessa Beasley – P&C President

Mrs Sarah Leicester - AP

Mrs Sharon Doust – Rel AP

Mrs Robyn Griffiths – Rel AP

Mrs Rebecca Gee – Rel AP

School contact information

Hill Top PS

Linda St, Hill Top 2575

Ph: 4889 8227

Fax: 4889 8224

Email: [email protected]

Web: [email protected]

School Code: 1266

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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http://www.schools.nsw.edu.au/asr

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