annual school report king park public school 2011 · king park public school’s reative and...

KING PARK PUBLIC SCHOOL

Annual School Report

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Our school at a glance

Students

As of September 2011 our enrolment was 542 students. The population of students at King Park Public School consists of 79% of students from Non English speaking backgrounds.

Staff

The staff at King Park Public School is committed to providing quality educational learning experiences to all students. We aim to ensure that opportunities are available that cater for the individual learning needs of students and assist them in achieving their full potential in all areas of learning.

In developing strong partnerships with staff, parent, students and the school community we continue to build positive relationships which enhance student growth and active participation.

Significant programs and initiatives

Significant programs that were implemented at King Park Public School have included:

- National Partnerships; - Child Having A Talk (CHAT) Program; - MULTILIT; - Occupational Therapy; - Speech Pathology and - Teacher Mentor

Student achievement in 2011

Many students at King Park Public School made significant achievements throughout the year. This has included representation at:

- District level for Public Speaking - Zone and Regional level for Sporting events - Nationals levels for School Aerobics where the

team was awarded silver.

Messages

Principal’s message

King Park Public School provides a caring and supportive learning environment for its students. The students are encouraged to embrace and demonstrate the nine core values: care, co-operation, fairness, respect, responsibility,

excellence, integrity, participation and democracy.

The school has remained innovative, responsive and collaborative with staff, parents and students working together to raise student achievement levels.

This report provides parents and members of the community with information about King Park Public School's activities, achievements and performance over the past year. The self-evaluation committee has prepared this report in consultation with staff, parents and students.

Targets have been set by the school for 2012 in an effort to achieve further and improve development.

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.

Michael Synnott - Principal

P & C Message

The role of the P&C at King Park Public School is to act as a representative body for parents. We support and assist the school financially and practically. We maintain and develop the interest and goodwill of the parents, friends, students and staff.

We successfully conducted the Mother and Father’s Day stalls together with small fundraisers throughout the year. We also managed the canteen. The funds raised were used to enhance literacy programs and general school improvements.

Tracy Nascimben - President

Student representative’s message

King Park Public School has maintained a high standard of sporting, social and academic work over the years. It continues to improve with technology throughout our school which includes smart boards and technology focused classrooms.

The teachers always support, guide and encourage us to participate in different opportunities. They give the students a great education and allow us to engage in a variety of activities. Together the teachers and students

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contribute to make our school environment the best it can be.

Our school motto is “Learning to Live” which is what we do at KPPS.

As our school saying goes King Park – That’s My School.

Student Representative Team – Nahrain and

Damian

School context

Student information

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

Student enrolment profile

Gender 2007 2008 2009 2010 2011

Male 312 321 320 313 297

Female 271 269 241 244 245

Student attendance profile

Year 2008 2009 2010 2011

School 94.4 93.5 94.3 93.5

Region 94.3 92.4 94.7 94.6

State 94.1 92.1 94.4 94.3

Management of non-attendance

School non-attendance is monitored, by the Deputy Principal, through weekly monitoring of class rolls using Sentral Web Attend. Attendance is noted for each student. Those students who have had unexplained attendances for 7 days are given a letter for explanation. This is to be returned to the school within 7 days. Follow up phone calls are made by the class teacher. Consistent absences are referred to the Home School Liaison Officer (HSLO). The HSLO also conducts roll checks each term. Individual teacher concerns about a student’s attendance are referred to the Deputy Principal for investigation and referred to the HSLO if needed.

Students are recognised for their good attendance by receiving a personalised postcard from the Deputy Principal along with a canteen pass.

Class sizes

The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

Structure of classes

Roll class Year Total per

year Total In class

KCHICKS K 22 22

KHEDGEHOGS K 22 22

KRABBITS K 21 21

1B 1 22 22

1L 1 23 23

1T 1 21 21

1Z 1 22 22

2C 2 22 22

2E 2 22 22

2S 2 22 22

3/4H 3 20 30

3M 3 30 30

3S 3 30 30

3/4H 4 10 30

4/5F 4 8 30

4M 4 30 30

4W 4 30 30

4/5F 5 22 30

5J 5 31 31

5S 5 30 30

6D 6 27 27

6L 6 28 28

6T 6 26 26

Staff information

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

Staff establishment

Position Number

Principal 1.0

Deputy Principal(s) 1.0

Assistant Principal(s) 4.0

Classroom Teachers 16.0

Teacher of Reading Recovery 0.525

Support Teacher Learning Assistance 1.4

Teacher Librarian 1.0

Teacher of ESL 2.0

Counsellor 1.0

School Administrative & Support Staff 4.062

Total 31.987

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There are currently no Indigenous members of staff.

Staff retention

During 2011 there were no changes to permanent staff. School maintained 100% retention. Staffing changes were due mostly to maternity leave and long service leave.

Teacher qualifications

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

Qualifications % of staff

Degree or Diploma 90%

Postgraduate 10%

Financial summary

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

A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the parent body. Further details concerning the statement can be obtained by contacting the school.

School Performance 2011

King Park Public School’s Creative and Performing Arts programs are very well received by the students, parents and the wider community. The students are provided with the opportunity to engage in a range of experiences to develop their music, drama, dance and visual arts skills and talents. These areas are embedded into the teaching and learning programs devised and implemented by the teachers. Individual classes present items, incorporating dance, drama or singing at stage and whole school assemblies throughout the year.

The students at King Park Public School were given the opportunity to participate in a dance program called ‘Australian Dance Company’ at the end of Term 3 and early Term 4. This ten week program was thoroughly enjoyed by the students. The pre-choreographed dances focused on teaching the students rhythm, co-ordination and movement. The dance music was contemporary allowing the students across K to 6 to easily identify the sounds and enthusiastically engage with the music. It was highly successful with many of the dances showcased at the end of Recognition Days for each stage..

This year King Park Public School presented a production called “Snow White and the Seven Biebers” at Mounties, Mt Pritchard. All children in K-6 had the opportunity to participate in this production. There were two casts for the performance. All staff, children, parents and the wider community thoroughly enjoyed the production.

Date of financial summary

30/11/2011

Income $

Balance brought forward 169122.82 Global funds 274321.44 Tied funds 352875.10 School & community sources 161537.09 Interest 8184.98 Trust receipts 124723.97 Canteen 0.00 Total income 1090765.40 Expenditure Teaching & learning

Key learning areas 4021.50 Excursions 31362.87 Extracurricular dissections 34968.21

Library 14807.66 Training & development 18940.13 Tied funds 355773.26 Casual relief teachers 42313.66 Administration & office 154519.98 School-operated canteen 0.00 Utilities 66079.76 Maintenance 33773.46 Trust accounts 125925.81 Capital programs 62221.07 Total expenditure 994707.37 Balance carried forward 146,058.05

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Achievements

Sport

Sport continues to be an important part of King Park Public School. In 2011 the school continued its focus on school based skills development programs across Kindergarten – Year 6. At the completion of each skill rotation a grade gala day was held for Years 3- 6.

Opportunities were provided for the children at King Park Public School to participate in the annual Swimming Carnival, Cross Country Carnival and Athletics Carnival. There were many students who progressed further to Zone, Regional and State carnivals.

King Park Public School participates in the NSW State Knockout competitions. Teams included Soccer (boys and girls), Basketball (boys and girls), Hockey (boys and girls), Touch Football (boys and girls) and Netball.

Other

King Park Public School entered an Aerobics team “GaGa Girls” for the School Aerobics National competition. We participated in the preliminary finals. We were successful and went on to compete again at state level. Fortunately for us we gained a place for Nationals which was held in Tasmania. After many long hours and a strong commitment from the school, students and families we came second in our division and were awarded with the silver medal.

Academic

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.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Literacy – NAPLAN Year 3

In Reading, the Year 3 students at King Park Public School performed better than the SSG with 93% of students achieving Band 3 or above compared to 84.3%.

Band 1 2 3 4 5 6

No. in Band 0 5 24 19 18 10

In Writing, more than 92% of King Park Public School students achieved band 3 or above.

Band 1 2 3 4 5 6

No. in Band 2 4 14 15 23 19

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Bands

Percentage in bands: Year 3 Reading

Percentage in Band

School Average 2008-2011

SSG % in Band 2011

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Bands

Percentage in bands: Year 3 Writing

Percentage in BandSSG % in Band 2011State DEC % in Band 2011

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In Spelling, 91% of Year 3 students achieved Band 3 or above.

Band 1 2 3 4 5 6

No. in Band 4 3 17 22 15 16

In Grammar and Punctuation, the average mark for Year 3 King Park Public School students (423.1) was higher than the region (406.2).

Band 1 2 3 4 5 6

No. in Band 2 4 16 22 17 16

Numeracy – NAPLAN Year 3

In Numeracy, the Year 3 students at King Park Public School performed better than the SSG with 86.6% of students achieving Band 3 or above compared to 82.9%.

Band 1 2 3 4 5 6

No. in Band 1 9 23 19 11 11

Literacy – NAPLAN Year 5

In Reading, 94% of King Park Public School students were at or above minimum national standards.

Band 3 4 5 6 7 8

No. in Band 5 12 31 20 11 1

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Bands

Percentage in bands: Year 3 Spelling

Percentage in Band


SSG % in Band 2011

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Bands

Percentage in bands: Year 3 Grammar & Punctuation

Percentage in Band


SSG % in Band 2011

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Bands

Percentage in bands: Year 3 Numeracy

Percentage in Band


SSG % in Band 2011

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3 4 5 6 7 8

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Bands

Percentage in bands: Year 5 Reading

Percentage in Band


SSG % in Band 2011

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In Writing, the Year 5 students at King Park Public School performed better than the SSG with 86.4% of students achieving Band 5 or above compared to 84.6%.

Band 3 4 5 6 7 8

No. in Band 3 8 26 19 11 13

In Spelling, 28.8% of King Park Public School students are performing in the top 2 bands.

Band 3 4 5 6 7 8

No. in Band 6 10 19 22 14 9

In Grammar and Punctuation, 81% of students are achieving Band 5 or above.

Band 3 4 5 6 7 8

No. in Band 5 10 24 19 16 6

Numeracy – NAPLAN Year 5

In Numeracy, the Year 5 students at King Park Public School performed better than the SSG with 91.4% of students achieving Band 5 or above compared to 80.1%.

Band 3 4 5 6 7 8

No. in Band 1 6 25 28 13 8

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Bands

Percentage in bands: Year 5 Writing

Percentage in BandSSG % in Band 2011State DEC % in Band 2011

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3 4 5 6 7 8

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Bands

Percentage in bands: Year 5 Spelling

Percentage in Band


SSG % in Band 2011

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3 4 5 6 7 8

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Bands

Percentage in bands: Year 5 Grammar & Punctuation

Percentage in BandSchool Average 2008-2011SSG % in Band 2011State DEC % in Band 2011

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Bands

Percentage in bands: Year 5 Numeracy

Percentage in Band


SSG % in Band 2011

State DEC % in Band 2011

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Progress in literacy

Average progress in Reading between Year 3 and 5

2008-2010 2009-2011

School 88.1 85.1

SSG 81.8 74.1

State DEC 83.7 74.0

Average progress in Spelling between Year 3 and 5

2008-2010 2009-2011

School 81.7 68.2

SSG 86.1 74.7

State DEC 84.5 75.4

Average progress in grammar & punctuation between Year 3 and 5

2008-2010 2009-2011

School 108.9 97.4

SSG 98.5 80.8

State DEC 96.6 82.7

Average progress for Writing 2009-2011 is not displayed due to the change in the Writing scale from Narrative to Persuasive.

Progress in numeracy

Average progress in numeracy between Year 3 and 5

2008-2010 2009-2011

School 111.5 130.8

SSG 87.2 88.2

State DEC 89.6 95.8

Note: Because exempted students are included with students not meeting the minimum standard the percentages above will not necessarily correspond with those reported in the band percentage tables.

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

0

50

100

2008-2010 2009-2011

Pro

gre

ss

Average progress in Reading between Year 3 and 5

School SSG State DEC

0

50

100

2008-2010 2009-2011

Pro

gre

ss

Average progress in Spelling between Year 3 and 5


0

50

100

150

2008-2010 2009-2011

Pro

gre

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Average progress in Grammar & Punctuation between Year 3 and 5


0

200

2008-2010 2009-2011P

rogr

ess

Average progress in Numeracy between

Year 3 and 5


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Percentage of Year 3 students achieving at or

above minimum standard in 2011

Reading 100.0

Writing 97.4

Spelling 94.8

Grammar & Punctuation 97.4

Numeracy 98.6

Percentage of Year 5 students achieving at or above minimum standard in 2011

Reading 93.8

Writing 96.3

Spelling 92.5

Grammar & Punctuation 93.8

Numeracy 98.8

Note: Because exempted students are included with students not meeting the minimum standard the percentages above will not necessarily correspond with those reported in the band percentage tables.

Significant programs and initiatives

Aboriginal education

King Park Public School adheres to the NSW Government’s Aboriginal Education Policies designed to improve the educational achievements of Aboriginal students.

Aboriginal Education is embedded into the curriculum as we support the students’ needs to be educated about Aboriginal Australia.

By educating all students about Aboriginal culture and history the wider community’s awareness and understanding of Indigenous issues are raised.

In 2011, King Park Public School integrated Aboriginal perspectives into teaching and learning programs. These included celebrating NAIDOC, Sorry Day and inviting an Aboriginal Elder to visit. Personalised Learning Plans were developed for all Aboriginal students.

Multicultural education

At King Park Public School we continue to celebrate the great diversity of cultures. Our school culture, along with teaching and learning programs, enable students to develop respect and tolerance towards other people, cultures, religions and societies.

Our commitment to multicultural education included:

• multicultural perspectives being incorporated into all teaching and learning programs across all stages;

• providing individualised learning programs for students where English is a second language;

• collaborative planning between classroom teachers and ESL teachers;

• ongoing professional learning to assist staff to support students and develop programs that increase the awareness of our multicultural society through the completion of the classroom teacher programs which included the modules; ‘Knowing your LBOTE and ESL students’ and ‘Effective assessment and feedback for ESL students, and

• school religious education incorporating as many religious cultures as possible through availability of teachers.

Respect and responsibility

In 2011 we continued to strengthen our focus on Values Education across the school.

Values Education was taught explicitly in classrooms and was extended to the relationships developed in the school and its community.

Each of the nine values was taught explicitly and became a “Value of the Month”. The value was defined and students were given examples of how to demonstrate each value to help make King Park Public School a happy and secure place, inclusive for all.

Teachers investigated each of the values with their classes. They provided opportunities for students to explore situations where each of the values may be demonstrated. One student from each class received a monthly award at assembly and was recognised in the school newsletter. This program empowered the students to

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develop skills that not only creates a positive school culture but also promotes the importance of contributing to a caring, civil and just society.

National Partnership Programs

A number of initiatives continued to be implemented as a result of the National Partnerships Low SES Communtities.

A speech therapist was employed by the school. The speech therapist implemented a speech program in classrooms targeting students with identified expressive and receptive language difficulties.

23 individual programs and small group sessions for high need students have been implemented.

Staff have attended workshops and have had opportunities to team teach with the speech therapist. This has led to teacher understanding of student language skill development.

The speech therapist also conducted parent workshops.

Parent meetings were organised for the individual children identified to implement support structures for home.

An occupational therapist (OT0 was employed by the school to identify students at risk. Through the implementation of specialised programs, structures were developed to support student individual needs within the class program.

MULTILIT continued to be implemented to identified students across the school. With the support of two trained teachers, 32 students were identified and participated in the program. School Learning Support Officers (SLSO) also received professional support to implement MULTILIT.

Intervention programs were implemented for ‘at risk’ and underachieving students based on NAPLAN and school assessment data. Through Smart Data analysis students were identified and small group sessions were conducted to aid the improvement of student learning outcomes.

K- 4 teachers were trained in the Jolly Phonics and Jolly Grammar programs, with the intention of implementation in 2011.

K- 2 teachers were introduced to Targeted Early Numeracy (TEN). These strategies were

integrated through teaching and learning programs to capitalise on early numeracy skills.

A Numeracy consultant was employed by the school to support teachers in Years 2-6 with developing further strategies to improve students’ mathematical strategies.

A Literacy consultant was employed to develop and implement collaborative learning models incorporating the backward planning process and support innovative teaching practices and consistency of teacher judgment. A whole school scope and sequence was developed for integrating the curriculum across all key learning areas.

These programs have all contributed to the improvement of learning outcomes of every student at King Park Public School.

Increased access to interactive whiteboards and similar technologies has impacted on student engagement in all grades in a variety of Key Learning Areas.

The school employed a social worker to work with students with mental health related needs. Identified children accessed individual support which aided the students to participate in all class programs during times of distress. The social worker provided support and guidance for staff, students and families in social emotional learning.

A high percentage of funds for National Partnerships were utilised in the training and development of staff through mentoring with an educational consultant. Staff were released from class to investigate, analyse and plan in teams. Teachers developed skills in data analysis, using NAPLAN writing marking criteria and differentiation of learning tasks.

Staff were also provided with opportunities to visit other classrooms in the school and in other schools.

Partnerships were strengthened between the school, parents and the wider community and as a result of programs implemented, a positive and inclusive school culture has been sustained.

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Progress on 2011 targets

Target 1

Improved Literacy outcomes for all students

School executives and teachers’ analysis of SMART data lead to informed whole school planning and learning programs.

Implementation of School Assessment Schedule provided data to monitor student growth.

Staff executed the Jolly Phonics program in Early Stage One and Stage One.

Best Start Tracking System implemented in K-2.

Partnership with a speech pathologist, employed by school was further developed. Staff implemented strategies that assisted students with identified expressive and receptive language difficulties to access the curriculum.

MULTILIT expanded to target two stages.

Professional learning network was established for New Scheme teachers to support innovative teaching practices and consistency of teacher judgment.

Target 2

Improved Numeracy outcomes for all students

Analysis of SMART data led to the implementation of programs that addressed focus areas.

School executive were released and trained in Count Me In Too. They aided staff with the implementation of CMIT in classrooms K- 3.

Mathematics consultant was employed by the school. Staff in Years 2-6 developed and implemented strategies that improved student learning in numeracy.

K-2 staff received professional learning in the TEN project. TEN was employed in all K-2 classrooms.

Target 3

Improve levels of student engagement

School based social worker was employed in Term 1 and provided support and guidance to staff, students and families in social and emotional learning.

Continuation of CHAT programs.

Explicit teaching of social skills through the Bounce Back program.

Increased number of students being identified and receiving early intervention when experiencing anxiety through CHAT and Social Emotional Learning (SEL).

High level of involvement across the school community in the school production of Snow White.

School readiness program and Occupational Therapy workshops were well attended.

Key evaluations

In 2011 our school carried out evaluations of Teaching & Learning and Numeracy.

Teaching & Learning

Background

From previous NAPLAN and school data, it has been evident that a stronger focus on measuring student growth is required to enhance our teaching and learning. In connection with the school leadership team and school educational consultants, we were able to devise and construct a productive school assessment schedule.

Findings and conclusions

Staff supported the construction of the assessment schedule. In developing this schedule staff engaged in regular reflective practices to develop teaching and learning programs. These programs identified the areas of need for the students in their class. Quality learning experiences were planned to cater for the individual needs of students.

The implementation of our assessment schedule has assisted in developing consistent teacher judgment and has provided the opportunity for teachers to engage in professional dialogue which encourages quality teaching and learning.

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Continued reflective practices and evaluation of data enabled staff to modify the programs required to meet the needs of students.

Future directions

In planning for future assessment schedules we will continue to work with educational consultants and staff to refine and implement a whole school assessment framework.

Numeracy

Background

In 2010 our overall Numeracy results in NAPLAN were significantly lower than state average. The Leadership team identified this area of need as a professional development target for 2011.

Quality mathematical programs needed to be developed to address areas of concern and further teacher training in this area was required.

Findings and conclusions

We successfully applied and implemented the program of Targeting Early Numeracy (TEN). K-2 teachers were trained and supported by a TEN consultant. Data was regularly collected and the analysis of this data reflected a steady growth by all students through the Numeracy Continuum.

Five teachers were trained in Count Me in Too to support the implementation of the program in classes K-3. This also served to build on the TEN program.

As part of a National Partnership initiative we were fortunate to employ a Numeracy consultant to support teachers in Years 2-6. Teaching and learning programs targeted students’ development of effective mathematical strategies.

Future directions

All students will have improved outcomes through teachers continuing to implement the quality numeracy programs established in 2011.

NAPLAN results should reflect an increased level of numeracy achievement for every student consistent with national, state and regional targets.

Parent, student, and teacher satisfaction

In 2011 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

Parents, students and teachers were satisfied overall with King Park Public School. Members of the school community were regularly invited to attend community events including whole school assemblies, community breakfasts, school discos, open classrooms, parent teacher interviews, school production and special events.

During our biannual school production “Snow White and the Seven Biebers” parents, staff and the wider community supported this event through participation, voluntary contributions and attendance at each of the organised performances.

Professional learning

During 2011 staff at King Park Public School embraced the support of the professional learning that was made available to them.

All 44 teachers and School Learning Support Officers actively participated in professional learning experiences. The average expenditure per teacher at the school level was $430.50.

Teacher Professional Learning funds (TPL) were allocated to allow teachers to attend professional learning courses presented by educational consultants, as well as reflections and staff meetings that addressed our school targets.

All staff attended school development days which focused on topics such as Analysis of Smart Data, Team Building, Management Plans, Moral Leadership and Talking and Listening.

A New Scheme Teacher Professional Network was introduced to develop and provide additional support for those teachers in the early years of their teaching career. There were 8 teachers working towards achieving their accreditation and 8 teachers working at professional competence.

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School planning 2012—2014

The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1

Outcome for 2012–2014

Literacy

Improve outcomes for all students through quality literacy programs.

2012 Targets to achieve this outcome include:

98% of Yr 3 and 97% of Yr 5 students achieving at or above NMS in Reading and Writing.

40% of Yr 3 and 20% of Yr 5 students at National Proficiency Level in Reading.

60% of Yr 3 and 35% of Yr 5 students at National Proficiency Level in Writing.

65% of Yr 5 students achieving at or greater than expected growth in Literacy.

70% of all students achieving grade appropriate outcomes in Literacy.

70% Kindergarten students achieving Cluster 4 on in the Best Start Continuum for Comprehension and Aspects of Writing.

Strategies to achieve these targets include:

Use knowledge of SMART 2, Literacy Continuum and school based data analysis to develop and implement priorities that address state wide and school based student performance targets in literacy.

Implementation of reflective practices as part of an individualised TPL program to build whole school capacity to improve student literacy outcomes.

Strengthen the development and implementation of personalised learning plans to improve literacy outcomes for all Aboriginals, ESL and LBOTE students.

In partnership with educational consultant implement explicit teaching

and learning programs that are balanced and integrated across all KLAs.

Continuation of access to effective speech strategies in conjunction with a Speech Pathology team.

Continue with the implementation of Reading Recovery.

Expand MULTILIT as an intervention programs.

Use the whole school planning processes to expand the use of ICT engaging all students and teachers in quality teaching and learning programs.

Maintain the release of school executive from part of their face to face teaching commitment to enable all staff to receive a more concise and individualised TPL program through mentoring, team teaching, supporting innovative approaches to teaching, in class support and development of intervention and extension programs.

School priority 2


Numeracy

Improve outcomes for all students through quality numeracy programs.

2012 Targets to achieve this outcome include:

98% of Yr 3 and Yr 5 students achieving at or above NMS in numeracy.

35% of Yr 3 and 31% of Yr 5 students achieving at National Proficiency levels in Numeracy.

60% of Yr 2 students achieving at or above Facile level of the Numeracy Continuum.

70% of Yr 1 students achieving at or above Counting On level on the Numeracy Continuum.

80% of Kindergarten students achieving at the Perceptual level on the Numeracy Continuum.

70% of students achieving grade appropriate outcomes in Numeracy.

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Use knowledge of SMART 2, Literacy Continuum and school based data analysis to develop and implement priorities that address state wide and school based student performance targets in numeracy.

Review and update assessment framework including Literacy Continuum to develop teacher confidence and consistent teacher judgment according to the timeline in the framework.

All staff are to develop an understanding of the Numeracy Continuum and expand the implementation of Count Me In Too.

Critical analysis and implementation of current practices developed from established partnership with educational consultant. Implement professional workshops and programs developed.

Continue TEN program to improve numeracy outcomes for K-2 students at risk.

Provide targeted professional learning programs to build whole school capacity and improve student numeracy outcomes.

Strengthen the development and implementation of personalised learning plans to improve numeracy outcomes.

Maintain the release of school executive from part of their face to face teaching commitment to enable all staff to receive a more concise and individualised TPL programs through mentoring, team teaching, supporting innovative approaches to teaching, in class support and development of intervention and extension programs.

Use the whole school planning processes to expand the use of ICT engaging all students and teachers in quality teaching and learning programs.

School priority 3


High Student Engagement and Attainment

School structures and practices respect and respond to the diverse needs and unique characteristics of every student, and strengthened implementation of proactive student wellbeing programs.

2012 Targets to achieve these outcomes include:

Increase community events to celebrate diversity.

Increase student engagement measured through stage appropriate growth in all KLAs.

Increase parent attendance to progress meetings by 10%.

All staff to receive professional learning opportunities to develop programs that address different learning styles.

Staff continue to develop, implement and assess culturally inclusive programs.


Development of fine motor and gross motor skills with assistance from OT. Developing whole brain activities and strategies to cater for different learning styles.

Differentiate the curriculum by providing broad, flexible learning opportunities to acquire content and skills, ensuring diverse and creative approaches to teaching and learning.

Recognise and celebrate community diversity through community events including NAIDOC week, whole school assemblies, culture of the month, language of the month, Mothers/ Fathers/Grandparents day, parent meet and greet.

Continue implementation and evaluation of current strategies and programs that cater for students’ social and emotional wellbeing and reinforce the school’s values program including CHAT.

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Reinforce community partnerships with early learning centres, support groups, health, educational and community agencies and local industries through the continued employment of a community liaison officer.

Maintain ‘Play Time Group’ sessions twice a week for preschool aged children.

Implement Crunch and Sip sessions, complimented by weekly fruit boxes received by winning classes displaying King Park Public School Values.

Access ESL, Aboriginal consultants and leaders of cultural groups to support staff in developing greater understanding of factors influencing students from different cultures.

Build networks with school education groups to share resources and knowledge in student engagement and attainment.

Incorporate Music and Drama into RFF programs utilising an expert teacher in this area.

Develop student leadership skills and emotional connections through a buddy class program.

School priority 4


Curriculum and Assessment

Clear alignment between the implementation of curriculum, professional learning and student learning needs.

Appropriate assessment and reporting practices are embedded in all teaching and learning programs.

Implementation of a broad, inclusive and relevant curriculum.

Refine tracking procedures to improve implementation of the Literacy K-6 continuum to assist in the development.


All teachers use K-6 school based assessment framework.

All K-6 teachers use current Literacy Continuum each term.

All K-2 teachers provide TEN Data each term.

90% attend professional reflective sessions.

Quality teaching elements embedded in teaching and learning programs.


Utilise whole school and national data to drive future planning that ensures continuous school improvement.

Conduct a SWOT analysis to establish common themes and ideas in curriculum and assessment.

Teachers engage in reflective practices and professional dialogue regarding best practice and student growth.

Collaborative planning resulting in differentiated programs to cater for the diverse needs of the students.

Strategically support NSW syllabuses incorporating the Australian Curriculum.

Implementation of an individualised Teacher Professional Learning (TPL) program promoting and supporting sustainable opportunities for broad, inclusive and relevant curriculum development.

Develop network meetings and reflections that increase staff capacity to identify and address technology based practices that meet student needs.

Initiate the use of new and emerging interactive technologies, both hardware and software, including; interactive whiteboards, cameras, the connected classroom, Smart Notebook 10 and similar programs.

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School priority 5


Leadership and Management

Strengthened leadership and management capacity of school staff and executive to drive school improvement. Enhance leadership innovation that utilises the full range of opportunities that facilitate positive learning cultures across the region.

Create a participatory learning culture that sustains the professional growth of teachers and leaders.


100% of staff are provided with relevant professional learning opportunity.

Increase the number of teachers participating in leadership development opportunities.

Maximise involvement in executive networks across schools to share leadership strategies.

Increase ICT resources and equitable use of these.


Facilitate the provision of registered professional learning programs to meet the needs and demands of leaders and school staff.

Whole school professional learning linking to school improvement strategies stated in school plans.

School leaders ensure equitable distribution of physical and human resources available to improve student outcomes. School’s resources and staff are efficiently and equitably organised and managed.

Distribute leadership roles to provide professional learning opportunities, which drive school priorities.

Provide professional learning programs to support career development. Maintain school education group executive network partnerships.

Build teacher and school leader capacity to support school improvement, student learning and school management.

Facilitate the use of the connected classroom for professional learning and high engagement of student learning.

Redesign the school website to better reflect classroom teaching and learning programs.

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.

Michael Synnott Principal

Robyn Edwards Deputy Principal

Maria Dichiera Assistant Principal

Brian Marsland Assistant Principal

Sharon Plowes Assistant Principal

Toni Thomas Assistant Principal

Michelle Joester Assistant Principal (NP)

Kim McKeon Assistant Principal (NP)

Tracey Nascimben P&C President

School contact information

King Park Public School,

31 Humphries Road, Wakeley 2176

Ph: 02 9604 7691

Fax: 02 9725 5351

Email: kingpark-p.schools.nsw.edu.au

Web: www.kingpark-p.nsw.edu.au

School Code: 4467

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

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

annual school report king park public school 2011 · king park public school’s reative and...

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