Annual Report 2012

Two Wells Primary School

Annual Report

2012

Annual Report 2012

Context

School Name: Two Wells Primary School School Number: 0444

Principal: Cherie Collings Region: Barossa

The school values of caring, respect, honesty, persistence and responsibility have been promoted and taught across the school. The school has continued significant emphasis on Reception to Year 7 literacy and numeracy improvement with programs including Accelerated Literacy and the Big Ideas In Number. A wide variety of extra-curricular opportunities were provided, including 'Festival of Music' Choir and school sports. The school encouraged the involvement of parents and caregivers in classroom programs and extra-curricular activities. Aboriginal students continued to be supported through APAS tutoring, the ATSI Learning Community and the Homework Centre.

2012 Highlights

In 2012 we maintained Big Ideas in Number as a strategy across all year levels showing continued improvement in teaching and learning. Staff continued to develop their knowledge and implementation of the Australian Curriculum in English, Mathematics and Science, including reporting to parents is these curriculum areas. The Year 7 NAPLAN results showed significant improvement from from 2010 with the school mean improving in tested areas. Accelerated Literacy continued as part of our Literacy program R-7 with the support of an Accelerated Consultant to work with staff. Other highlights included: New tables and chairs in all classrooms. Parents and Friends fund raising stalls. Sports Day, Sports Clinic, SAPSASA, District day, Rugby, regional and state competitions etc. Grandparents Day. Book Week - author visit, special activities and the book week parade. End of Year School Concert. Year 7 Graduation Ceremony. Volunteers’ assistance in classes and the Library Community Garden – growing vegies and then using them in the canteen for special lunches. The CPS Worker Program involving community volunteers and providing special activities for students at lunchtimes. Special lunchtime Library craft activities and games. Swimming and Aquatics. The Homework Centre/APAS tutoring. Reconciliation Week with special whole school celebrations and activities. Parent Workshops – Literacy and Numeracy Science Week activities. Premier’s Reading Challenge. Transition visits from the Childrens’ Centre.

Annual Report 2012

Report from Governing Council

Governing Council Meetings 2012

Total meetings for the year were 9, not including the AGM:

Membership Category Meetings

Staff 1 8

Staff 2 7

Staff 3 6

Parent 1 7

Parent 2 5

Parent 3 9

Parent 4 3

Parent 5 6

Parent 6 7

Parent 8 6

Parent 9 4

Parent 10 10

Community 1 9

Community 2 9

Community 3 7

GOVERNING COUNCIL REPORT 2012

The year started successfully with a great Acquaintance Night and an increase of student numbers - 11 classes and another class

starting in term 3. A number of new teachers enthusiastically started in 2012.

The AGM was conducted which included hearing the details from the School Annual Report. Reports distributed at the AGM and at other

meetings throughout the year at all meetings included the Principals, Finance, Parents & Friends, Two Wells Community Garden,

Canteen, staff etc. A number of council members retired, new members were elected and others continued for 2012. Throughout the

year the Two Wells Site Improvement Plan was discussed with Numeracy and Literacy programs continuing and T & D and workshops

offered to staff & parents. Discussion was also held about the Australian Curriculum and how reading and comprehension had been

targeted for improvement. The Aboriginal Homework Centre was again organised. New furniture for all classes and an Air-conditioner for

the Gym were budgeted for this year and this was completed. The Christian Pastoral Support Workers role within the school has been well

received and this has helped build further community involvement. Parents & Friends Club have had a successful year with a number of

fundraisers as well as supporting the school on Grandparents Day & Sports Day in particular. The Community Garden has been well

received by staff & students this year with crops of vegetables, herbs etc being grown and used within the canteen. The Canteen has

continued with a small change to staffing and a survey was conducted. Discussions on improvements to make the canteen sustainable

also took place. Parking and safety of students due to traffic and parking congestion was discussed at a number of meetings. After a lack

of assistance, despite Governing Council requests to Mallala Council to assist with parking problems the Governing Council voted to

petition the Council for assistance.

Annual Report 2012

Site Improvement Planning

Literacy and Numeracy improvement has continued as a focus across the school in 2012. Consistency of teacher practice is essential to our teaching and learning practices in the Big ideas In Number and Accelerated Literacy R-7. Numeracy Target 1 Maintain 100% of Year 3 students in Band 3 or above (100% in 2011). In Year 3 91.2% of students scored in Band 3 or above so this target was not achieved. Maintain 95% of Year 5 students in Band 5 or above (95% in 2011). In Year 5 we did not reach this high target with 87.5% of our year 5 students scoring in Band 5 or above. Target 2 Numeracy- Years 3-5 Maintain 90% of students in medium to upper progress between NAPLAN tests. We did reach this target with 90% of our students achieving medium to high progress between year 3 and 5 NAPLAN tests. Numeracy progress Years 5 to 7 30% in Upper Progress Group (5% increase from 2011). We did not reach this target. 21% of students scored high progress and 64% scored medium progress. Target 3 95% of students by end of Year 2 Trust the Count. This target was achieved and we celebrated how far we had progressed since commencing the Big Ideas. When we began using the Big ideas in Number, no year 2s trusted the count, after 3 and half years 95% of our years 2s trust the count. Target 4 100% students above the National Minimum Standard. In year 3 the target was achieved with 100% of students above the National Minimum Standard. In year 5, 97% were above the national Minimum Standard. In year 7 we achieved this target with 100% of students above the National Minimum Standard. Target 5 All teachers teach BIiN and introduce the Maths Australian Curriculum. This target was achieved with all teachers trained in and teaching the Big Ideas In Number and the Australian Maths Curriculum. All teachers reported on Australian Curriculum Standards in mid and end of year reports. Implications for 2013 Induction of new teachers will need to include training in the Big Ideas in Number. BIiN is now consistently taught across the school and the School Coordinator will continue to support staff with this program in all classes in 2013.Analysis of NAPLAN results has confirmed that our students are performing well in number. Analysis of boys and girls results in NAPLAN showed that now our girls mean has risen from below the boys mean, to be substantially higher than the boys mean in 2012.Problem solving and measurement have been discussed as areas to further develop in 2013. Literacy Target 1 Maintain all students above the National Minimum Standard in Reading. In Year 3 one student was below the National Minimum Standard. In Year 5 thirty three students sat the tests and three students were below the National Minimum Standard. In Year 7 all students were above the National Minimum Standard so the target was achieved. Target 2 Years 3 to 5 Reading Maintain the bell curve on progress in reading. This target was achieved. 13.8% of our students made low progress in reading between years 3-5. 51.7% of students made medium progress and 34.5% made high progress. Target 3 Years 5 to 7 Increase high progress to 25 % and above. This target was not achieved- 20.6% of students made high progress between years 5-7 and 61.8% made medium progress. Reading will remain an area of priority in 2013. Training in the Big Six has been scheduled for staff in 2013. Writing is a priority area for improvement next year. Staff discussions have been held in 2012 about strategies to improve writing. These discussions will be continued in early 2013 with targets set on plans for improvement.

Annual Report 2012

Student Achievement

Oral language development has been a priority across the Junior Primary. All students were assessed using Peabody oral language assessments and their oral language development measured against their chronological age. All students more than 6 months behind their age were included in oral language intervention. This intervention enabled accelerated development of oral language skills. Intervention will be a continued priority in 2013. Jolly Phonics was taught across JP classes and phonics a priority. Students were all assessed and their progress in phonics development recorded on a new recording proforma which mapped students’ growth in phonics. Further training for staff in Jolly Phonics will occur in 2013 to ensure consistency of teaching and learning practices as well as improved outcomes for students. All staff will be expected to follow the Jolly Phonics/Grammar program and assess students as prescribed in the program.

Reading comprehension for all JP students was mapped using Pat R - Comprehension.

Comprehension testing indicated 54% of Year 1 students had age appropriate and above comprehension, with 46% performing below expected standard. 68% of year 2 students had age appropriate and above comprehension with 32% performing below expected standard.

Running Record data – PM Benchmark

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Number of Students

PAT Comprehension Yr 1 2012

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Number of Students

PAT Comprehension Yr 2 2012

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Number of Students

Year 1 PM Benchmark 2012

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1 3 5 7 9 11 13 15 17 19 21 23 25 27

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Number of Students

Year 2 PM Benchmark 2012

Annual Report 2012

Running records indicated 31% of Year 1 students had age appropriate and above reading, with 69% performing below expected standard. 71% of year 2 students had age appropriate and above reading with 29% performing below expected standard. Jolly Phonics and The Big 6 (Understanding the Reading Process) training and classroom implementation are strategies that will be introduced in 2013 with a focus on consistency across all JP classes and explicit teaching. Accelerated Literacy remained our whole school literacy improvement strategy in 2012. Accelerated Literacy will be reviewed in 2013 regarding the impact it has had on our literacy outcomes since the program was first introduced. The Big Six – Understanding the Reading Process is an area for further development across the school in 2013. All staff will attend training early in 2013.

NAPLAN 2012

Student Proficiency Bands

Year 3 Proficiency Bands by Aspect

% Proficiency Band by Test Aspect

Year 3

Exempt 1 2 3 4 5 6

Numeracy 8.8 20.6 44.1 23.5 2.9

Reading 2.9 5.9 20.6 35.3 26.5 8.8

Writing 11.8 14.7 29.4 35.3 5.9 2.9

Spelling 2.9 29.4 44.1 20.6 2.9

Grammar 5.9 8.8 44.1 32.4 8.8

Numeracy -It was pleasing to see none of our students in Band 1 and only 8.8% in band 2 in comparison to the Region - 15.3% and the State- 15.3%. 70.5% of students in bands 4-6 are a pleasing result. Reading-8.8% of our students scored in the two lowest bands which was much lower than 23.7% in DECD and 19.2% in the Barossa Region, a good result. 70.6% of our students scored in bands 4-6 which was higher than DECD 58.9%. Writing was our poorest area. We had too many students scoring in bands 1 and 2 - 26.5% in comparison to like schools – similar category of disadvantage which had 19.1% students in these 2 bands. In 2013 our priority will be to improve our students writing achievement. Spelling had pleasing results with a much smaller percent in lower bands - Band 2 - 2.9% in comparison with DECD 12.9% and the National 8.9%. 67.6% of our year three students were in the three highest bands which was significantly higher than similar schools and the Barossa, as well as higher than DECD schools - 59.6%. Grammar-We had no students in the two lowest bands. 82% scored in the three highest bands. This was significantly higher than DECD-59.3%, higher than the Barossa 62.3% and higher than the National score - 70.7%, so an excellent result. Year 5 Proficiency Bands by Aspect

% Proficiency Band by Test

Aspect

Year 5

Exempt

3 4 5 6 7 8

Numeracy 3.1 9.4 43.8 31.3 12.5

Reading 9.1 12.1 39.4 15.2 12.1 12.1

Writing 18.8 18.8 56.3 6.3

Spelling 15.6 28.1 34.4 15.6 6.3

Grammar 6.3 28.1 37.5 9.4 18.8

Numeracy-We had a much lower percentage of 3.1 % of students below the minimum standards in comparison to DECD - 9.8% and our Region 7.7%.

87.6% of our students scored in bands 5-8 which was higher than DECD 68.9% and the Barossa Region-71.5%. Our challenge is to move all our students into higher bands.

Reading-9.1% of our students scored in band 3, this was lower than similar schools, Barossa schools and DECD.

78.8% of our students scored in bands 5- 8 which was slightly higher than DECD 72.7% and Barossa schools - 73%.

It was very pleasing to see 24.2% of our students in band 8.

Annual Report 2012

Writing-It was very disappointing to see 18.8% of our students below the minimum standard. This was similar to like schools but higher than DECD and the Barossa. 62.6% were in bands 5 and 6, similar to DECD – 61.8%. This is an area for improvement in 2013.

Spelling-We had no students below the minimum standard, a good result and much higher than the Barossa, DECD, National results. 56.3% of our students scored in the top three bands, this was higher than DECD - 48.4%, Barossa 44.8%.

Grammar-Once again we had no students below the National Minimum Standard. 65.7% scored in the top three bands, in comparison to DECD 41.3% and the Barossa 43.4. It was excellent to see 18.8% of our students score in the highest band; this was also higher than the National 13%.

Year 7 Proficiency Bands by Aspect

Numeracy-No students were below the National Minimum Standard- a good result. 57.1% of students were in the top three bands significantly higher than Barossa 38.7% and DECD 39.9%.

Reading-No students were below the National Minimum Standard, in comparison to 10.1% DECD and 5.8% National. 41.4% were in the top three bands in comparison to 49.7%.

Writing-8.1% were below the National Minimum standard which was better than DECD-11.5%. 54% of year 7 students were in bands 6 - 9.

Spelling- No students were below the National Minimum Standard, a good result. 97.2% of students were in bands 6- 9, with 13.5% in the top band which was significantly higher than DECD- 5.9%, Barossa 5.5% and the National percentage - 9.1%.

Grammar- No students were below the National Minimum Standard. Our students did well with 97.2 % of students scoring in bands 6- 9.

10.8% scored in the highest band which was above DECD and the National percent.

Student Mean - NAPLAN

Year 3 Mean Scores

Mean Scores by Test Aspect

2010 2011 2012 2012

Regional

2012

National

Numeracy 390.0 407.9 393.5 371.2 395.1

Reading 371.4 410.4 401.3 407.3 419.6

Writing 376.8 388.4 353.3 391.8 415.4

Spelling 401.1 418.7 404.0 396.2 413.9

Grammar 446.6 432.7 412.3 403.1 423.6

% Proficiency Band by Test

Aspect

Year 7

Exempt

4 5 6 7 8 9

Numeracy 17.1 25.7 45.7 5.7 5.7

Reading 22.2 36.1 25.0 13.9 2.8

Writing 8.1 37.8 43.2 8.1 2.7

Spelling 2.7 21.6 37.8 24.3 13.5

Grammar 2.7 37.8 32.4 16.2 10.8

Annual Report 2012

Year 5 Mean Scores

Mean Scores by Test Aspect

Year 5

2010 2011 2012 2012

Regional

2012

National

Numeracy 475.5 488.7 471.6 467.5 488.4

Reading 446.4 485.6 476.0 473.4 493.2

Writing 444.4 448.4 430.2 449.7 476.5

Spelling 497.3 508.2 490.3 474.4 494.3

Grammar 513.2 516.3 506.8 470.5 490.5

Year 7 Mean Scores

Mean Scores by Test Aspect

Year 7

2010 2011 2012 2012

Regional

2012

National

Numeracy 534.0 524.6 531.5 521.1 537.9

Reading 529.9 514.9 524.5 528.4 541.3

Writing 505.5 493.3 482.2 503.8 517.9

Spelling 570.4 556.2 565.6 529.5 543.1

Grammar 549.7 536.9 552.4 535.7 545.9

Our mean scores in comparison to the National and Regional means are disappointing particularly in Year 3 and Year 5. However in Year 3 our mean is better than the regions in Numeracy, Spelling and Grammar. In Year 5 our mean is better than the Region in Numeracy, Reading, Spelling and Grammar. In Year 7 we are above the Regional mean in Spelling and Grammar. NAPLAN Growth Year 3 – 5

Growth by Test Aspect

Year 3-5

Progress Group Site

Numeracy Lower 25% 10.0

Middle 50% 66.0

Upper 25% 24.0

Reading Lower 25% 13.8

Middle 50% 51.7

Upper 25% 34.5

Numeracy - It was pleasing to see 90% of students make medium to high progress between NAPLAN tests.

Reading - Reading improvement demonstrated 86.2% of students score medium to high progress in their reading between years 3 and 5.

Annual Report 2012

NAPLAN School Growth: Year 5-7

It was pleasing to see 82.4% of students make medium to high progress in both Numeracy and Reading between Years 5 and 7.

Growth by Test Aspect

Year 5-7

Progress Group Site

Numeracy Lower 25% 17.6

Middle 50% 61.8

Upper 25% 20.6

Reading Lower 25% 17.6

Middle 50% 61.8

Upper 25% 20.6

Student Data

Bullying Incidents - Physical

Boys Girls

Term 1 2

Term 2

Term 3 2

Term 4 1

What is bullying? Definition of Bullying Bullying is the systematic abuse of power. Bullying is deliberate, hurtful gestures, words or actions which are repeated over time. Data collection for inappropriate behaviour in the yard and classroom reflected 11 incidents of bullying in 2012. The tables above show the number of incidents across the year, type of bullying and by whom (gender). Consequences for these students were in line with the Student Behaviour Management/Anti Bullying Policy. All classes are expected to teach the Friendly Schools Friendly Families curriculum at the beginning of each school but maintaining a focus on the values of the school, social skills, problem solving etc for the remainder of the year. We have clear grievance procedures in place so students are able to access support if they have a problem as well as a Student Code of Conduct that we expect students to abide by. Students have access to the school counsellor and other leadership if they need support to resolve a significant problem. Other data collected regarding inappropriate student behaviour centres on low level physical contact (poking, flicking etc), harassment, not following staff instructions, off task behaviours etc. ATTENDANCE It is pleasing to see an improved overall attendance percentage for 2012. We do have continuing attendance issues with a small group of

students who have a poor attendance record. These families are actively supported through discussions and strategies aimed at

improving their ability to attend school. Generally the poor attendance is part of a wider range of issues related to custody disputes, illness

and transport difficulties. Where students are identified as at risk, we provide extra support through programmes aimed at social skills to

lift self -esteem and confidence. This can include face to face meetings with the Counsellor to plan the best approach. Personal contact is

made with families when absences of three consecutive days have been noted. In cases of chronic non-attendance, referrals have been

made to the DECD Attendance Service for support.

Positive strategies to recognize good attendance have included an expectation that families will notify the school when a student is

absent; close monitoring of daily attendance data through the class roll book, positive acknowledgement of good attendance at

assemblies with certificates, congratulations for good attendance published in the school newsletter, identification in mid/ end of year

reports of attendance (both positive and negative).

Some strategies being considered for 2013 are:

Personal letters to families at the end of each term indicating attendance concerns

Acknowledging outstanding student attendance on a monthly basis with a certificate.

Bullying Incidents - Verbal or Written

Boys Girls

Term 1 2 1

Term 2

Term 3 2

Term 4 1

Annual Report 2012

Attendance by Year Level

Attendance by Year Level % Attendance

2010 2011 2012

Reception 90.5 90.0 90.8

Year 1 88.7 92.4 91.1

Year 2 90.1 91.3 92.9

Year 3 87.9 91.3 92.0

Year 4 87.9 90.1 91.7

Year 5 91.4 93.2 92.8

Year 6 90.7 90.2 93.0

Year 7 90.5 89.7 92.9

Primary Other 100.0

Total All Year Levels 89.8 90.9 92.3

Destination

Intended Destination

Leave Reason 2011

School Region Index DECD

No % % % %

Employment 3.3% 5.7% 4.0%

Interstate/Overseas 11 11.2% 7.4% 6.5% 8.8%

Other 0.7% 1.6% 2.3%

Seeking Employment 3.6% 6.3% 3.5%

Tertiary/TAFE/Training 1.2% 6.1% 4.9%

Transfer to Non-Govt Schl 20 20.4% 13.6% 7.6% 10.3%

Transfer to SA Govt Schl 67 68.4% 52.9% 46.9% 48.4%

Unknown 17.3% 19.3% 17.7%

Students moving to Government and Non- Government schools include significant number of Year 7s moving to High Schools, both Government and Non- Government. Other students have moved out of the area and transferred schools. We also have had significant number of students moving to our schools from both Non- Government and Government schools.

Client Opinion

Staff opinion Survey

Annual Report 2012

Staff continue to have strong views about their work at Two Wells with 72% supporting quality teaching and learning practices. 78% of staff believe that the school environment is supportive of student learning with high expectations, promoting wellbeing and effectively managing inappropriate behaviour. 73% of staff believe they work in a collegiate environment where they can openly express their ideas, opinions etc and communicate effectively with parents/caregivers (13% disagreed with 14% remaining neutral). 74% of staff are happy with leadership, decision making and performance development practices. Through improved Performance Development practices in 2013 we aim to improve in all areas, working more collaboratively and communicating more effectively.

Student Opinion Survey

65% of students feel supported with quality teaching and learning practices. 13.5% disagreed and 21.5% not sure. 67% of students feel supported in their learning as well as ‘looked after’ by staff. 66% of students are happy with the relationships they have at school with staff and their peers and feel they are encouraged to achieve their best. Only 60% of students feel they are part of any decision making at school, whole school or class level. 25% of students feel they have no say in decision making at all with 15% not sure. In 2013 we will look at enhancing student decision making with opportunities at a classroom as well as whole school level, as well as introducing a Leadership Program for year 6/7 students.

0

20

40

60

80

100

120

Strongly Disagree Disagree Neutral Agree Strongly Agree Don’t Know

Quality of the teaching and Learning

Support of Learning

Relationships and Communication

Leadership and Decision Making

0

5

10

15

20

25

30

35

40

45

Strongly Disagree Disagree Neutral Agree Strongly Agree Don't Know

Pe

rce

nta

ge

Parent Opinion Survey 2012

Quality of the Teaching and learning

Support of Learning

Relationships and Communication

Leadership and Decision Making

Annual Report 2012

62% of parents surveyed indicated satisfaction in the quality of teaching and learning, with 33% unsatisfied and 5% unsure. However 68% of parents are happy with the support their child/children receive for their learning as well as the facilities and resources provided. 14% are not satisfied with support for learning with 18% indicating ‘Don’t know’. 81% of parents are satisfied with the relationships they have with school staff and feel welcome in the school.11% are not satisfied with relationships and communication, with 8% ‘Don’t Know’. Through the Empowering Local Schools Project we aim to create further opportunities for families to engage in student learning in 2013.

Staff

Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 26

Post Graduate Qualifications 5

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

Workforce Composition including Indigenous staff

Workforce Composition

Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 1.0 16.8 0.63 7.29

Persons 1 18 1 9

Financial Statement

See attached.