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Kentlyn Public School
Annual School Report 2014
2285
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School Context Statement At Kentlyn Public School we provide the best possible caring environment for students and staff. Through the provision of specialist and caring staff, the school seeks to create an environment in which all students feel safe and valued; one that celebrates difference and diversity leading to the development of mutual understanding and respect. Our school is privileged to include students and staff from various faiths and cultures in its community. Tolerance, acceptance and compassion are promoted through all aspects of school life. We regularly receive positive feedback about our students’ excellent behaviour and attitude. They work hard and always try to do their best. At the end of 2014, our school enrolment was 147 and Kentlyn Public School had 6 classes.
Principal’s Message Throughout the year, Kentlyn Public School has maintained high expectations of our staff and students, all working cooperatively to achieve the best possible educational outcomes for each individual student. Quality teaching and learning programs were implemented across all Key Learning Areas, ensuring ongoing development of the whole child. Kentlyn Public School prides itself on fostering a positive and caring learning environment where each child is recognised and supported for their individual learning needs.
The school and community of Kentlyn are unique in so many ways and I have seen this clearly demonstrated over the three years I have been principal. The partnership that is well established between school, home and the wider community contributes to a harmonious and supportive environment. The team of hard working and committed staff at Kentlyn Public, from teaching staff, administration staff and general assistants, work together to achieve a common goal; the best that we can provide for all our students at Kentlyn Public School.
2014 has been a successful year on so many levels. First and foremost our team approach to all that is done has meant success and achievement in all areas. I am proud to have such hard working staff that go above and beyond their call of duty on many occasions to ensure that we offer many opportunities to all our students. There have been many and varied achievements during the year including academic, sporting and creative highlights. We have worked towards achieving set targets, made adaptions where required and been progressive in our thinking to support students learning. Once again a positive team approach has ensured progressive change and identified areas of need with students learning addressed. At Kentlyn Public School we strongly believe that it is the quality of the human relationships within a school that defines it. Our unique school culture and outstanding accomplishments are a result of the commitment by our staff, and the strong partnership that exists between the school, families and the community. Students, parents, staff and the community work collaboratively to ensure positive self-esteem and high
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expectations. These relationships continue to be fundamental to the achievement of each child’s success throughout their educational journey at our great school.
We expect and encourage students to become active, responsible learners and mature contributing members of an ever changing society. Students demonstrate respect for themselves and others, for education, property, laws, traditions and the environment. As teachers, we are committed to lifelong learning for ourselves and the students. Accordingly, a major emphasis continued to be placed on the strong learning culture that exists both within and outside the classroom environment. International research suggests that it is the quality of teaching that has the greatest impact on student achievement and this is of critical importance at Kentlyn Public School. Through our rigorous academic program, the diverse co-curricular activities and the strong pastoral care system, Kentlyn Public School students continue to be independent, creative and flexible learners, operating within a caring and friendly community. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development. Androula Kavallaris Principal
P & C Report Kentlyn Public School has a great Parents and Citizens Association. We support, encourage and nurture a fantastic school. Our role and responsibility is in part, flexible to the ebb and flow of KPS and is also governed by a Code of Ethics, consisting of rules and regulations set out by the P and C Federation. At Kentlyn, the P&C operates to support, encourage and nurture our whole school community. This includes students, educators, administration staff and volunteers. It also includes educational programs, individual and group sporting endeavours, travel subsidies, maintenance programs in the grounds such as gardening and class based food preparation using fresh Kentlyn Public School’s produce. There are also in-school social activities – discos, working bees, fun days etc. The P&C is also available to hear and support your concerns, likes and dislikes, and to liaise with other members of our school community for positive outcomes. Our Sub-Committees include – The Canteen, The Uniform Shop and Fundraising. Kentlyn Public School celebrated its 75th year in 2012. A booklet was produced titled 'The History of Kentlyn'. This required many, many hours of hard work spent on research. Collating and presenting this work was delivered by Mrs Melissa Melkins – who has sadly passed away. In 2014, the P and C have much to be thankful for at Kentlyn Public School. We acknowledge the robust history of P&C involvement. Fundraising has been a major focus of the P&C, complementing many projects. This year we have continued support with
Subsidised bus trips – this helps reduce the cost of excursions and sporting events to parents & carers.
Year 5&6 camp – this year our students travelled to Canberra, enjoying the sites & visiting the snow fields.
'Mathletics' program.
Zone Representatives' uniforms and fees for all sports. KPS excels in water sports, track & field events.
Supporting the implementation of
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reading programs from K to year 6.
Sport equipment.
Year 6 Farewell.
Maintenance and beautification programs of the gardens at KPS.
Continuing to upgrade the canteen facilities to comply with current standards and to offer a 'Service of Excellence' to our children.
Significant contribution to '21st Century Learning Programs' – XO computers for each student and staff member at KPS.
This year we have created a BBQ area to safely feed the masses. We also offer community support by acknowledging bereavement, illness and new additions to the families.
We fund raise through cake stalls, raffles, P&C held functions, canteen patronage and contributions, competitions and mufti-days. The P&C is in turn supported by the following - • Mrs June Thompson • Mrs Irene Monkhouse • Mrs Marian Price • Mr Bird Their support, spontaneity and counsel is highly sort and well utilised. Members of the wider community also support Kentlyn Public School with donations. McDonalds have been generous with allocated sale evenings and gift vouchers. Campbelltown Frames and Trusses and Senko have donated timber for garden beds and improvements. Seeney Transport have kindly transported these items. Our fundraising philosophy for the future is
To maintain the current level of support that we offer.
To continue to be flexible to the needs of our school community.
To be available to explore new adventures and opportunities as needed in our fast paced, ever changing world.
To stay connected to the needs of our community.
To also be savvy '21st Century Learners'.
To the educators at our school, we thank you, for the passion and energy in delivering a first class holistic educational environment. The educational staff at Kentlyn Public School offer a standard of excellence that is enjoyed by all who attend students and visitors alike. To be envied as this was 'often-absent' from our own youthful days at school.
We are grateful to be part of the fabric that holds Kentlyn Public School dear in our hearts. We acknowledge and value each member of our community and their contribution to developing quality 21st Century learners.
Judith Seeney P&C President
Student Information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Gender 2008 2009 2010 2011 2012 2013 2014
Male 66 59 57 63 70 69 78
Female 62 62 64 53 58 59 69
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Student Enrolment Profile
Class Sizes Roll class Year Total in class
Total per year
KG K 19 19
K/1R K 10 22
1 12 22
1/2H 1 9 22
2 13 22
2/3W 2 9 22
3 13 22
4/5S 4 14 27
5 13 27
5/6C 5 9 28
6 19 28
Student Attendance Profile
Year 2009 2010 2011 2012 2013 2014
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K 93.7 95.4 94.1 96.0 96.0 96.1
1 94.0 91.4 95.6 95.2 95.2 95.6
2 95.2 96.1 94.2 93.3 94.6 96.5
3 93.2 95.5 94.0 94.6 95.9 93.1
4 94.3 94.1 92.4 95.3 92.8 96.7
5 92.8 96.4 90.9 95.3 91.8 95.6
6 95.4 95.2 96.0 88.6 96.0 92.8
Total 94.1 95.0 93.9 94.3 94.6 95.3
Stat
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K 94.3 94.7 94.7 94.3 95.0 95.2
1 93.7 94.2 94.2 93.9 94.5 94.7
2 94 94.4 94.2 94.2 94.7 94.9
3 94.1 94.5 94.4 94.4 94.8 95.0
4 94 94.5 94.3 94.3 94.7 94.9
5 94 94.4 94.2 94.2 94.5 94.8
6 93.6 94.0 93.8 93.8 94.1 94.2
Total 92.1 94.4 94.3 94.2 94.7 94.8
In 2014 we had the highest attendance rate the school has experienced over the last six years. Over this time, our attendance rate has made pleasing progress with an increase of 0.7% in comparison to attendance data from 2013. Although this attendance rate is increasing, we are still slightly below state and regional averages.
Management of Non-Attendance We continue to implement successful procedures and develop new practices to manage non-attendance. The following strategies have been implemented at Kentlyn Public School in 2014:
Frequent communication with parents via newsletters, meetings and in written form
Increased monitoring of identified students
Communication with the Home School Liaison Officer (HSLO) and Aboriginal Home School Liaison Officer (AHLSO) to develop an Attendance Improvement Plan.
We will continue to strive for improved attendance rates in 2015 by:
Continuing to work with families to strengthen home-school partnerships and promote daily attendance.
Workforce information Kentlyn Public School’s success is directly attributed to the commitment and professionalism shown by our staff. All programs in the school have been led by extremely capable teachers who have ensured best-practice in all that we pursue. As well as the educational operating dimensions, the school’s dedicated
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body of administration staff ensures the financial, administrative and ground dimensions of our operation are first rate. It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce Composition Position Number
Principal 1.0
Assistant Principal(s) 1.0
Classroom Teacher(s) 4.0
Teacher of Reading Recovery 0.21
Learning and Support Teacher(s) 0.5
Teacher Librarian 0.4
Teacher of ESL 0.2
School Counsellor 0.75
School Administrative & Support Staff
1.406
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. One member of staff identifies as Aboriginal.
Teacher Qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 100%
Postgraduate 12.5% NSW Institute of Teachers Accreditation
25%
Professional Learning and Teacher Accreditation Professional learning for staff was again a high priority and a focus within our school plan for 2014 with all staff developing their own Personal Professional Development Plan. Across school development days, weekly staff meetings, in-service courses and planning days, training and development was geared towards devising
strategies to address school targets, student welfare initiatives, school leadership and to improve teaching practice. Teachers were involved in a variety of professional learning activities. These included training and workshops in analysing student assessment data, developing quality lessons using program builder, exploring and programming for the new Mathematics and Science and Technology syllabus documents. There was a continued focus on cross curriculum priority areas and adapting teaching to cater for and engage our 21st century learners. Teachers explored using XO laptops as teaching tools and the school focused on developing students’ computer skills. Teachers created units of work during shared planning days based on three new syllabus documents released. The opportunity to overhaul the school’s scope and sequence for the units of work being taught was embraced. As a school we now have units of work and school scope and sequence for English, Maths and Science. All staff participated in a variety of face to face sessions, online training and external courses for some staff members. There was a significant focus on the implementation of the English syllabus and preparation for the introduction of the Mathematics and Science syllabus in 2015. All staff participated in whole school training and stage planning in these documents. External courses were attended by some staff to supplement this training in the areas of English and Maths. Mandatory training was also undertaken in student welfare in areas of child protection, anaphylaxis and CPR.
Beginning Teachers There were no beginning teachers at Kentlyn Public School in 2014.
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Financial Summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2014
Income $
Balance brought forward 140009.11 Global funds 111144.43 Tied funds 124917.78 School & community sources 30523.74 Interest 481.25 Trust receipts 6559.69 Canteen 0.00
Total income 413636.00
Expenditure
Teaching & learning Key learning areas 30774.27 Excursions 18117.55 Extracurricular dissections 10812.32
Library 940.67 Training & development 1960.90 Tied funds 120530.63 Casual relief teachers 41808.32 Administration & office 46946.45 School-operated canteen 0.00 Utilities 22926.71 Maintenance 17794.42 Trust accounts 5343.00 Capital programs 6196.00
Total expenditure 324151.24
Balance carried forward 89484.76
A full copy of our school’s 2014 financial statement is tabled at the Annual General Meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2014 Academic achievements NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.
NAPLAN Year 3 - Literacy Reading
Spelling
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Percentage in bands: Year 3 Reading
Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014
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Bands
Percentage in bands: Year 3 Spelling
Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014
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Grammar & Punctuation
Writing
NAPLAN Year 3 - Numeracy
NAPLAN Year 5 - Literacy – Reading
Spelling
Grammar & Punctuation
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Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
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Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
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Percentage in bands: Year 3 Numeracy
Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014State DEC % in Bands 2014
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3 4 5 6 7 8
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Percentage in bands: Year 5 Reading
Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014
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3 4 5 6 7 8
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Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
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Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
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Writing
NAPLAN Year 5 - Numeracy
Progress in Literacy
Reading
Average progress in Reading between Year 3 and 5*
2008-2010
2009-2011
2010-2012
2011-2013
2012-2014
School 85.1 81.2 75.0 113.7 85.0
SSG 78.6 76.8 86.3 88.5 81.7
State DEC 83.7 74.0 79.2 85.7 78.8
Spelling
Writing
Average progress in Writing between Year 3 and 5*
2011-2013 2012-2014
School 42.1 24.8
SSG 59.7 48.0
State DEC 55.2 49.3
Numeracy
Minimum Standards The Commonwealth Government sets minimum standards for the reading, writing, grammar and punctuation, spelling and numeracy for Year 3 and Year 5. The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.
Percentage of Year 3 students achieving at or above minimum standard (exempt
students included)
Reading 100.0
Writing 85.7
Spelling 100.0
Grammar & Punctuation 100.0
Numeracy 92.9
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Percentage in bands: Year 5 Writing
Percentage in BandsSchool Average 2011-2014SSG % in Bands 2014
Average progress in Spelling between Year 3 and 5*
2008-2010
2009-2011
2010-2012
2011-2013
2012-2014
School 81.4 64.0 96.7 93.9 93.7
SSG 82.0 75.7 100.9 87.5 84.1
State DEC 84.5 75.4 95.4 84.9 80.6
Average progress in Numeracy between Year 3 and 5*
2008-2010
2009-2011
2010-2012
2011-2013
2012-2014
School 89.0 69.2 105.9 91.5 113.4
SSG 84.0 88.9 100.3 93.3 88.0
State DEC 89.6 95.8 98.2 89.7 89.1
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Percentage of Year 5 students achieving at or above minimum standard (exempt
students included)
Reading 95.7
Writing 91.3
Spelling 100.0
Grammar & Punctuation 100.0
Numeracy 100.0
Other Achievements Arts At Kentlyn Public School, Creative and Performing Arts continue to flourish, driven by the talents and expertise of staff, parents and community members. The school offered a range of art based projects for students to participate in, providing an opportunity to showcase their many talents and once again can be proud of its students' achievements. The following section outlines some of the endeavours based around the arts.
Creative Arts The annual Easter Hat Parade saw classes from K-6 parade a variety of creative and individually designed hats to a selection of music. Students are encouraged by teachers to produce high quality art works in class. The school presents a highly sought after 'Artist of the Week' certificate at school assemblies with the winning entry displayed in the office foyer.
Performance The fortnightly school assemblies continued this year on a rotational basis. They provided opportunities for students to perform musical and dramatic acts for the school community as well as showcase their recent work. The end of year Talent Quest was held in Term 4. Students auditioned for inclusion and contributed a wide range of acts including singing, dance, instrumental and drama. Students in Kindergarten and Year 1 put on a singing performance for Easter at the Easter parade as well as sung Christmas carols at Presentation night. It was thoroughly enjoyed by the performers and audience. Students were provided the opportunity to enrol
in music classes with 'The Music Bus' again this year. Several students took up the opportunity to learn an instrument ranging from guitar, keyboard and drums.
Zumba This year, under the expert guidance of Miss Chisholm, the whole school participated in the dance sport, Zumba. Students attended 40 minute classes once a week, separated into a K-2 session and a 3-6 session. Students learnt warm ups, cool downs and a range of dances and movements. Lots of fun was had by all.
Singing Club Miss Helliwell and Mr. Woelfle combined their skills in 2014 to form a Kentlyn singing club as part of a school initiative to run ‘interest groups’ during lunch times. Singing club met every Friday in Miss Helliwell’s classroom. Each week over 15 girls on average attended singing club. We focused on a variety of songs each week that helped to promote positive and inspirational messages for young people. Overall singing club was a great success and well supported each week by the students who attended.
Skipping Kentlyn Public School skipping group has been going for three years. The group this year is made up of students from kindergarten to year four. Three of the students have been skipping with the group since it began. These students have built on and refined their skills, while other students are just beginning their skill development. Regardless of a students’ ability, they are all invited to participate in the routine to be performed at the Presentation Day Assembly. Students attend a training session every Monday lunchtime, where they learn and develop new skills. Students are encouraged to attempt
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something new, within their ability level. Refining a skill is also encouraged before moving on to new skills. Students are an integral part of developing a routine. They are encouraged to listen to the music and decide on the tricks they want to include. Students’ skills are highlighted when they choose tricks for the routine that they are most comfortable with.
Sports 2014 The aim of sport at Kentlyn Public School is to emphasis fitness, participation, a healthy lifestyle and sportsmanship. As a community, we pride ourselves in our commitment to ensuring our students receive the same opportunities in sport as children in larger schools. During 2014, students participated in a range of sporting activities. Our first carnival for the year was swimming, which was held at Macquarie Fields. An enjoyable day was had, with most students participating in numerous events. At the final count of points, the carnival was won by Macarthur. 9 students represented Kentlyn at the Zone Swimming Carnival and from that, Sam Maxwell, Zachary Maxwell, Thomas Ferro, Holly Nguyen and Rhiannon Cook-Jones qualified to represent Campbelltown PSSA at the Regional Carnival, which is a great achievement. Rhiannon Cook-Jones came second in the 50 meter freestyle and qualified for the State Swimming Carnival. Our Cross Country carnival was held in Term 2 with Macarthur house taking out the event. Over 35 students participated at the zone carnival with Laura Zapirain, Zac Maxwell and Thomas Ferro qualifying for the regional championships. Kentlyn again received the Small Schools Cross Country Trophy, which is on display in the front office. After a long run of Macarthur dominance, Campbell house won the Athletics Carnival. 44 students made it to the zone carnival in track and/or field events. Rhiannon Cook-Jones, Maamora Tema S, Noah Dadd, Charlie Dadd and Sam Abdulwahab made it to the Regional carnival. Rhiannon Cook-Jones came second in High Jump and, for the second time in 2014, represented Kentlyn at a State carnival.
As well as the three carnivals, a number of students were selected to represent Campbelltown PSSA Zone teams across a range of sports. This included Anthony Robinson for AFL, Sam Maxwell for Touch Football and Rugby Union, Zachary Maxwell for Touch Football, Erin Dobinson and Maamora Tema S for Touch Football, Joel Martin for Touch Football, Soccer, Rugby Union and AFL, and Tasma-Lee King for Hockey. After competing in Regional carnivals or selection trials as Campbelltown Zone representatives, one of our students was selected to represent Sydney South West Region at a State Carnival. Rhiannon Cook-Jones was selected in Water Polo team and competed in the State Carnival in November at Homebush. To achieve selection in these regional teams from a pool of students across close to 100 schools is a fantastic achievement!
Students also received the opportunity to participate in a number of additional sporting and Physical Education programs throughout the year. Programs included:
School Swimming Scheme
Oz Tag Gala day – with the girls and junior boys coming second on the day.
Premiers Sporting Challenge – in which the school received the Gold award for the schools high level of participation in physical activity for a 10 week period.
League Tag Gala Day – with the mixed junior winning the grand final.
Fit Futures Gymnastics. It isn’t possible for Sport to be successful at a small school such as Kentlyn without the efforts of the whole School Community. On behalf of the school I would like to thank our parents who have assisted in a variety of ways this year. Whether it was transporting our students to an oval or the swimming pool, taking a job at a sports carnival
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or by offering your support to one of our teams, your contribution was appreciated. We also warmly thank our P & C for the assistance that they offer to our sports students, every little bit helps.
Other My Big School Transition Program The Kindergarten Transition program at Kentlyn Public School in 2014 consisted of a Kindergarten Orientation day and three transition visits. The initial Orientation Day began with new parents and their children settling and reassuring their children while they begin various fun developmental play activities in the kindergarten classroom. Parents were then invited to the library where they were presented with guest speakers who discussed supports that can be accessed in order to support their child. These included our school counsellor; our after school care co-ordinator, P&C president, and one current first-time kindergarten parent. Each week after that we proceeded with the following:
Visit 1 Children and their parents were welcomed by our school captains and taken to the kindergarten room. There students were encouraged to participate in various numeracy and literacy activities, while their parents were asked to go to the library to be part of an English information session. This was accompanied by a power point presentation as well as take home information packs on how to assist their child with this KLA and each of its sub-strands.
Visit 2 This visit followed the same format as the second visit; however, this session explored the mathematics KLA and its sub-strands.
Visit 3 This visit involved the parents and children participating in a story and craft based on the book. This was followed by a sausage sizzle which was an excellent opportunity for parents to chat with each other and other staff members.
Book Week During Book Week we celebrated our love of books and reading with a whole school parade. Students, teachers and community members had the opportunity to dress as their favourite book character. We also held a very successful Book Fair with a many students purchasing books.
Education Week Parent Information and forum At Kentlyn, we value the role that parents play and encourage parent participation. To celebrate Education Week, we invited all parents to participate in a parent information session and forum around the target areas at Kentlyn PS. During these interactive sessions, attending parents and caregivers were: ● Informed and participated in a range of practical strategies to help their child at home in Literacy and Numeracy ● Informed about the operation of our Learning Support Team ● Provided with a range of contacts and services available to support families ● Given the opportunity to participate in a friendly information forum around parent satisfaction.
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Significant programs and initiatives –equity funding Aboriginal Background In 2014 we had 14 students who identified as being Aboriginal. The school community also includes one Aboriginal Assistant Principal and one parent on the school’s P & C. Aboriginal education is a two pronged approach at Kentlyn Public School. We are committed to improving outcomes for ATSI students, whilst developing understandings of culture and history for all. To ensure the personalised needs of all Aboriginal students were being met, a Personalised Learning Plan was developed and implemented for each identified Aboriginal student. These Personalised Learning Plans incorporated strategies to assist students to work towards achievement of academic, social and cultural goals identified. Significant moments on the Aboriginal calendar were observed throughout the year. NAIDOC week was celebrated in Term 3 by each class by the creation of artwork. Kentlyn Public School continued its involvement in the Leumeah Community of Schools Aboriginal Education team and was involved in a regional NAIDOC week celebration. In the last week of term three, Mrs. Grover and eleven of our students attended the NAIDOC celebrations at Leumeah Public School. They participated in a variety of activities including Indigenous ball games, looking at Aboriginal paintings and learning all about Aboriginal dancing. It was a great opportunity for our students to develop relationships between various members of the community and was celebrated with a lovely sausage sizzle and cake to finalise the day.
2014 was the second year that all Aboriginal students in years 3-6 had the opportunity to attend and participate in the ‘Heartbeat’ program. The program invited them to attend the local university to participate in a series of activities intended to provide them with an insight into tertiary education. The school’s partnership with the Tharawal Aboriginal Corporation was a vital link for Kentlyn families. Students and their families accessed the many programs and services offered by the corporation.
Socio-Economic Background English Language Proficiency In 2014, the school was allocated a two day a week teacher for the English as an Additional Language program for Terms 1 and 2. This was reduced to 1 day in Terms 3 and 4. Various students K-6 received support through the EALD program. All classroom teaching and learning programs were designed to cater for the individual and cultural needs of every student. Inclusivity is an important part of everyday life at Kentlyn. Throughout the year identified students worked with Mrs. Davenport. The focus was on language skills, listening, speaking, reading/ viewing and
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writing. Students took part in games and activities that promote language. These activities were designed to reinforce phonics, speaking and listening and responding. Students were also encouraged to talk and work in group settings.
Learning and Support The Learning and Support Team met weekly to identify, discuss, monitor and track the needs of individual students. The team consisted of the school executive and counsellor. Classroom teachers attended the meetings when they wished to seek additional assistance for a student in their class. Identified students were assessed by the counsellor or support teacher and relevant support strategies were put in place for each child. Parents were kept informed of their progress through review meetings. Our school successfully accessed support for students from a number of services this year including the Macarthur Schools Assistant Principals Learning and Support Team and Out of Home Care. The school has also further supported students by liaising with external agencies such as Access to Allied Psychological Services (ATAPS), Infant Child and Adolescent Mental Health (ICAMHS), Tharawal Aboriginal Corporation, Pediatric Occupational Therapy (Rosemeadow Community Health Centre) and Northcott Disability Services. Using our equity funding from the areas of Aboriginal, Socio Economic and Low Level Adjustment for Disability we employed a staff member 3 days a week to further provide support to our Aboriginal students, students with disabilities and students needing further support. Individual learning plans were developed to provide students extra support with their academic, behavioural, social or emotional needs. Our learning assistance program provides small groups or individual students with additional explicit and systematic learning experiences in literacy and numeracy. The learning support teacher also assists in assessing students and reporting back to teachers with reports and strategies to meet students’ needs. Other significant programs and initiatives Multicultural Education and Anti-Racism Kentlyn Public School encourages opportunities for our students to proudly share their cultural aspects. This has supported increased
understanding and celebration of multiculturalism within our society. Kentlyn Public School recognises its responsibility to help prepare students for a multicultural Australia. We foster a sense of tolerance, respect, cooperation and understanding of all cultures and promote the sharing of cultural values. Multicultural perspectives are included in classroom teaching programs. The school actively promotes cultural awareness by exposing students to a variety of cultural experiences through: cultural shows, welcoming visitors from a range of cultural backgrounds, dance and music. Achievements:
Implementing units of work that highlight cultural, linguistic and religious diversity
Celebrating cultural diversity through Harmony Day;
Working towards providing a racism-free learning and working environment, including referring any racism issues to The Anti-Racism Contact Officer (ARCO) position which is filled by a trained member of staff.
Reading Recovery The Reading Recovery program continued to provide intensive intervention support in reading for identified students in Year one who required extra assistance with reading and writing. It is supplementary to the ongoing literacy programs provided in the classroom. The program's goal is for students to continue to succeed in a supportive classroom environment without any or very little additional support. The Reading Recovery Program has been operating at Kentlyn Public School continuously for the past 5 years. In 2014, four students were placed on and graduated from the program. The Reading Recovery teacher closely monitored former Reading Recovery students in Year 2 and 3 at the end of each semester in order to ensure that their level of reading has been maintained or improved. Student Welfare The school continues to promote a positive learning environment through an effective Student Welfare and Discipline policy. A copy of the policy is provided each year to parents new
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to the school. The policy focuses on a system that recognises positive behaviour. Students are rewarded by the presentation of ‘mini’ awards, which are later exchanged for bronze, silver, gold awards and a principal’s certificate. This is a continuous system where the students can continue to strive for their next award despite the fact that the scholastic year may have passed. Students who have achieved a principal’s award get a special morning tea each semester. This year over 54 principal certificates were presented to students who exhibited exemplary behaviour. All students from Kindergarten to Year 6 participated in Child Protection lessons which assisted them in recognising and responding to unsafe situations and seek appropriate assistance. These lessons also strengthened attitudes and values related to equality, respect and responsibility. The staff also re-shaped our own anti-bullying strategy called “Social Skills” which was implemented in Term 1 of each year. Together with our Peer Support program (Term 2), Child Protection (Term 3) and Drug Education (Term 4) form a very strong emphasis on Personal Development and the raising of self-esteem and confidence within our student body.
Spelling Bee The Premier’s Spelling Bee was introduced to Kentlyn in 2012 as a fun and educational way for our primary school students to engage in spelling. The program included activities to encourage all students to engage with spelling and to promote improved literacy in combination with the English K-6 Syllabus. The competition comprised of two divisions – Junior for Years 3 & 4 and Senior for Years 5 & 6. Words for the competition were provided by Macquarie Dictionary and are divided into several categories. Junior and Senior students studied different wordlists. These words were distributed to all students taking part in the competition. Two finalists from Years 3 & 4 Years 5 & 6 went on to compete in the regional final. Kentlyn Public School was extremely proud of all students that participated in the competition.
Premier’s Reading Challenge Again in 2014 Kentlyn Public School participated in the Premiers Reading Challenge. It ran from March to September. All students from Kindergarten through to year 6 were registered, aiming to encourage in students a love of reading for leisure and pleasure, and to enable students to experience quality literature. It was not a competition but a challenge to each student to read, to read more and to read more widely. Parents and caregivers were encouraged to support the Challenge to promote the development of literacy skills and a love of reading and to encourage their children to continue reading when they have finished the Challenge. The Challenge offered students an opportunity to read widely. Students had over 7000 books on the booklist. They were encouraged to be adventurous in their reading and add as many different types of books as they could to their reading records. The booklists represented a range of books including fiction, non-fiction, picture books, poetry and drama and included a wide variety of Australian authors. All students at Kentlyn were registered online and participated in the challenge at school and were also welcomed and encouraged to add their entries at home.
Positive Play At Kentlyn Public School we value playtimes immensely. We recognise the many valuable aspects of this time including the opportunities for relaxation, exercise and social interaction. The essence of Positive Playtimes is that it provides a rich play alternative by introducing more play choices and avenues for different types of play onto the playground for children during their break times. This is particularly important for children who may not be attracted to sporting activities or competitive ball games every day, yet there may be little else on offer for them during playtimes. A positive playtime is a friendly inclusive environment with 4 key areas, for children to play together and enjoy recreational activities. These areas include multi activities, games, quiet and a structured area.
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This system offers a safe environment and accessible play equipment where everyone can take part in activities, supported by the leading teacher. Positive Playtimes used equipment to provide games in a proactive approach with an emphasis on the importance of developing positive social skills and physical activity to the health and wellbeing of all individuals. Through the implementation of Positive Playtime, it reduced the incidence of negative playground behaviours and bullying. A group of selected students participated daily in the Positive Playtimes program. Throughout this program, the students had an opportunity to participate in a variety of structured play activities, coordinated by the teacher. It aimed to provide opportunities for students to participate in activities that reinforced and assisted them to:
take responsibility for their own behaviour and play
actively corporate in partnerships based on respect.
Improving Literacy and Numeracy National Partnerships In 2013 and 2014, Kentlyn Public School was selected to participate in the Improving Literacy and Numeracy National Partnership and was allocated funding to assist with the implementation of the project. The funding provided under the National Partnership enabled a review and refinement of current whole school approach to either literacy or numeracy. Based on school targets and data, a review of Literacy was undertaken. This review led to a development of an action plan and revision of the school plan. Anticipated actions arising from the review were to increase the capacity of staff to identify, and then plan to support, students at risk of falling behind in literacy. As a result of the school’s participation in the National Partnership, staff:
Participated in an analysis of the effectiveness of the current whole school approaches in literacy or numeracy. This analysis informed modifications to the current school plan to include specific National Partnership actions
Developed a series of National Partnership actions to underpin the implementation of the refined whole school approach in literacy or numeracy. This was discussed with the School Director and incorporated in a revised 2012-14 school plan
Introduced or strengthen the use of the Department’s literacy or numeracy continuum
Provided baseline data on the students' current progress in literacy or numeracy
Participated in evaluation processes as requested.
As a result of this review, targeted professional learning around the area of comprehension was developed in consultation with school and external based school data.
School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. In 2013 our school carried out a situations analysis to identify
School planning 2012—2014 School priority 1 Improved teaching and learning in reading with a particular focus on comprehension. Increased levels of writing achievement in line with school and regional plan targets. Outcomes from 2012–2014:
95% of students in K-2 moving one cluster or more along the ‘Literacy Continuum’ in comprehension, reading texts and vocabulary knowledge
95% of students in 3-6 moving one cluster or more along the ‘Literacy Continuum’ in comprehension
Average growth data in NAPLAN between Years 3-5 and Years 5-7 to match or better state average growth in reading
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95% of students improving from pre to post assessments in school based writing data by one grade scale
Increase by 2.5% the number of students achieving above minimum standard in writing and spelling in NAPLAN Yr. 3, 5, 7.
Evidence of progress towards outcomes in 2014: Whole staff Professional Learning in Super Six
comprehension strategies
Extended the use of the Literacy Continuum and Learning Plans from K-6
Purchase of engaging reading materials to support reading programs
Parent workshops and information sessions about reading
Development of quality rubrics to assist in the development of CTJ (Consistent Teacher Judgment) and more accurate reporting
Development of quality teaching tasks involving both pre and post assessments.
Strategies to achieve these outcomes in 2015: Continue to implement Best Start program
to plan and deliver quality teaching in literacy in the early years
Continue to use and extend the use of the K-10 literacy continuum from years 3-6
Provide a range of professional learning experiences to increase teachers’ capacity to identify and address student learning needs in literacy
Promote community understanding and learning about literacy
Continue to design and implement a strategic and systematic K-6 literacy assessment program
Continue to implement Personalised Learning plans for all Aboriginal students.
School priority 2 Increased levels of numeracy achievement in line with school and regional plan targets Outcomes from 2012–2014 In counting as a problem solving process, 80%
of students will move along the Numeracy Continuum from emergent or perceptual to figurative, counting on and back or facile by the end of year 2
Average growth from years 3-5 and 5-7 in NAPLAN to match or better state average growth.
Evidence of progress towards outcomes in 2014: Implementation and maintenance of new
whole school numeracy policies, programs and expectations, including the DEC scope and sequence, quality teaching and learning programs and resources, creating consistency, supporting teachers in delivering high quality teaching and learning to improve student achievement in numeracy
Maintenance, continuation and extension of Best Start and other number programs K-6. Purchase of resources to support continued implementation
Purchase of Mathletics and continuation of implementation across the school, including after school access
Generation of ILPs and quality programs to support students in lowest two bands in numeracy in NAPLAN.
Strategies to achieve these outcomes in 2015: Continue to implement Best Start program
to plan and deliver quality teaching in Numeracy
Continue to use and extend the use of the K-10 Numeracy continuum from years 3-6
Provide a range of Professional Learning experiences to increase teachers’ capacity to identify and address student learning needs in Mathematics
Promote community understanding and learning about numeracy
Continue to design and implement a strategic and systematic K-6 numeracy assessment program
Continue to implement Personalised Learning plans for all Aboriginal students.
School priority 3 Aboriginal student learning outcomes match or better the outcomes of the broader school population Outcomes from 2012–2014
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Increase the Aboriginal student attendance rate by 1%
100% of Aboriginal students engaged in the Personalised Learning Plans process
100% of Aboriginal students achieve expected minimum growth in NAPLAN in Literacy and Numeracy.
Evidence of progress towards outcomes in 2014: Staff embedding ‘8 ways of learning’ into
their teaching and learning programs
All Aboriginal students involved in the development of the PLP.
Strategies to achieve these outcomes in 2015: Continue to involve all Aboriginal students
and their parents / carers in the design and implementation Personalised Learning Plans
Provide high quality learning opportunities for all students
Initiate and maintain partnerships with other agencies and support groups to improve educational outcomes for Aboriginal students and the community.
Professional Learning All members of staff participated in rigorous professional learning through individual training, at staff meetings and in team meetings. This Professional Learning consisted of after school meetings, collaborative planning, modelled teaching, team teaching, self and peer reflection using the Quality Teaching model. All staff participated in Professional Learning sessions at school development days at the beginning of Term One, Two and Three and two days at the end of Term Four. In addition, members of staff participated in courses by external personnel. Staff participated in extensive Professional Learning primarily in Numeracy, Literacy and Quality Teaching to support priority areas. In addition to this, staff were involved in professional learning in the following areas: Technology, Syllabus Implementation, Leadership, Welfare and Equity, and DEC/School Policies.
Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents/carers, students and teachers about the school. 89% of parents/carers indicated that they are satisfied with the school, 92% of students indicated that they are satisfied with the school and 100% of teachers surveyed indicated that they are satisfied with the school.
Parents /Carers Findings and Conclusions
91% felt Kentlyn is an attractive and well-resourced school
88% felt that Kentlyn is a friendly school that is tolerant and accepting of all students
91% felt Kentlyn has competent teachers who set high standards of achievement and promotes core values
77% believe wide range of extra-curricular programs are offered (e.g. sport, dance, and public speaking).
Students Findings and Conclusions
86% of students believe that Kentlyn Public School has nice buildings and playgrounds
84% believe the school is a friendly school for all students
89% of students feel that all their teachers help them with their learning and being kind and respectful and that the teachers at Kentlyn expect them to do always do my best
82% feel that they learn a lot about Literacy and Numeracy and the work they do is interesting and fun.
Teachers Findings and Conclusions
79% felt Kentlyn is an attractive and well-resourced school
96% felt that Kentlyn is a friendly school that is tolerant and accepting of all students
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100% felt Kentlyn has competent teachers who set high standards of achievement and promotes core values
79% believe wide range of extra-curricular programs are offered (e.g. sport, dance, and public speaking).
Program Evaluations NSW public schools conduct evaluation to support the effective implementation of the school plan.
Background The school has always had a consistent focus on all strands of English and Mathematics and towards students working towards their potential in this Key Learning Area, however, throughout 2014, the whole school went through a rigorous targeted Professional Learning schedule with the focus on Reading and comprehension and the K-10 Mathematics syllabus. An evaluation of the effectiveness of the school’s teaching of reading and in particular comprehension practices literacy and numeracy were undertaken. In Term 4, teachers, parents and students participated in a school-wide survey. For this survey, there were specific questions for each group and some which were similar. The survey incorporated understandings, pedagogy, organisation and assessment. This would provide valuable feedback and guide future planning. Other methodology for evaluation included interviews with staff, observations of teaching and learning programs and assessment documentation and peer observations.
Future Directions As a result of this review we have identified the following directions for 2015. We will:
Continue to analyse NAPLAN and school based assessments to evaluate literacy and Numeracy programs.
Continue Professional Learning across all Key Learning Areas
Continue to hold parent information sessions
Introduction and establishment of whole school use of learning intentions prior to the start of each lesson
Increased use of feedback to students.
2015-2017 School Plan
NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Androula Kavallaris Principal Tanya Neal Assistant Principal Judith Seeney P & C President June Thompson Administration Manager Chelsea Chisholm Teacher Steven Saunders Teacher Karen Helliwell Teacher Melissa Davenport Teacher Fiona Grover Teacher
School Contact Information Kentlyn Public School Georges River Road, Kentlyn. 2560. Ph.: 4628 2455 Fax: 4628 4365 Email: [email protected] Web: www. [email protected] School Code: 2285 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: https://detwww.det.nsw.edu.au/high-performance/annual-school-reports