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Annual Report 2015
Two Wells Primary School
Annual Report
2015
Annual Report 2015
Page 1
1. CONTEXT
School Name : Two Wells Primary School School Number: 0444
Principal: Lynda Fitzpatrick-Brown Partnership Greater Gawler
Two Wells Primary School is located in a semi-rural area, within commuting distance of Adelaide. The school strives for excellence and is committed to promoting the school values of respect, persistence and responsibility. The school has an emphasis on Reception to Year 7 Literacy and Numeracy Programs that are complimented by the Australian Curriculum and Early Year Learning Framework as well as specialist teaching in Health and Physical Education, Japanese and Science. Programs exist for identified students with disabilities, including intervention and support for those with speech and language difficulties, ASD, Dyslexia, social /emotional issues, extreme behaviours etc. A program is also provided to identify students in upper primary who are at risk of disengaging with school. This is a school funded program through Centacare and allows for greater family support. Jolly Phonics/Jolly Grammar is used across the school from Reception to Year 5. Jolly Phonics is also used as a strategy to support reading improvement in the junior and middle primary with SSOs providing intense support to identified students. MultiLit Reading Tutor program was trialled in term 4 2014 and introduced in 2015 with one fulltime SSO delivering the program to identified students from year 2-7. The dame SSO was also trained in MiniLit and this program was delivered to identify JP students in the second half of the 2015 school year. Three other SSOs have also been delivering the MultiLit program to students with verified learning disabilities. Continuous improvement in student learning outcomes in Literacy and Numeracy are priorities along with improved attendance and wellbeing. Although a new school counsellor was appointed in 2014 to support our renewed focus on wellbeing and student voice, the school counsellor took maternity leave until term 3 2015. An acting counsellor was appointed from within the school. We started the 2015 school year readvertising the TfEL Coordinator position to focus on pedagogy to improve Literacy and Numeracy. We successfully appointed a new coordinator from term 2. The coordinator works .8 in the role. In 2015 we had 13 classes R-7 with a .4 teacher/librarian and specialist teachers in Science, Health/PE and Japanese. We also had a school counsellor/AET, ACEO, PCW, Deputy Principal and Principal. The 13 classroom positions were made up of 4 contract teachers and 9 permanent classroom teachers. The teacher/library position was filled internally by a part time teacher. The Science teacher continued to be a contract position but was advertised in 2015 with a permanent teacher appointed for 2016. The permanent Health/PE teacher returned to his role in 2015 after recovering from injury in 2014. The Japanese position was also filled permanently in preparation for the 2015 school year. The school counsellor continued on maternity leave creating an internal vacancy and therefore another classroom contract for the first half of the 2015 school year. The increased numbers of permanent staff as well as appointing highly skilled contract teachers in 2015 was extremely important because of the complex nature of our students, as well as the need to provide consistent teaching for effective learning R-7.
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2013 2014 2015 Enrolment 327 322 320 ATSI 16 13 15 Disabilities 34 30 30 School Card 57 53 65 GOM 4 3 6 *June figures 2014 Index of Community Socio-Educational Advantage (ICSEA) School ICSEA value 968 Average ICSEA value 1000
Bottom quarter Middle quarters Top quarter School distribution 41% 37% 18% 5% 2. REPORT FROM GOVERNING COUNCIL
Well another year has come and gone extremely fast. We have had a very busy year though with a lot challenges and triumphs. The beginning of the year was full of excitement and enthusiasm as we were preparing celebrations for the 150th Birthday of Two Wells Primary School. A lot of time & effort was put into this by many people to help prepare for a busy year ahead. Our Official Launch ended up being cancelled due to the lack of numbers for the event to go ahead. This decision wasn’t taken lightly. However, through this we were still able to celebrate our great school through many other events each term with the support of Staff, Students, Families, Governing Council and the wider community. We are still continuing to have discussions around speeding on Gawler Road and the Children’s Centre driveway, also parents smoking in the car parks. With adequate signage & notices via Newsletters and verbally this is still happening, I feel that this will be an ongoing problem that we will continue to monitor. The Parents & Friends Committee & Parent Volunteers have continued to be very supportive & helpful through the year. Their time and effort with fundraising has been great and they have put a lot of time into supporting our school. It is invaluable and we would like to thank them for supporting the school and the students. We also are in the process of being one step closer to opening up a Vacation Care on the school premises in 2016. With surveys going out to families to ask what services families need, the majority voiced that that they needed care in the holidays as families left our community to be able to have care for their children. To support or community and our families, Governing Council and the Two Wells Primary School are in the process of providing a much needed service in the holidays on school grounds. In the last year we have had many great discussions around our school including Grievance Procedures, Finances, improvement plans, policies & school functions. We have had great successes with students representing our school and state in Rugby and more permanent staff being appointed to have stability and continuity for our children. This has been achieved by the dedicated Leadership of the School. As a Governing Council, we also continue to have consistent Governing Council members through the year with most members attending each meeting regularly. I would like to thank you for your commitment, & support throughout this year and the time and effort you have put into school functions. Without your help these events would be much more difficult to cater for. I hope that we are able to continue to encourage new members to join Governing Council for another great year ahead. I would like to finally say thank you to each Governing council member for your role in our committee, your efforts & your voice. I hope that we continue to have a great 2016/2017 and look forward to a new year ahead. Thank you again, Chrissie Scott Governing Council Chairperson Two Wells Primary School
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3. 2015 HIGHLIGHTS
The 2015 school year was significant milestone for Two Wells Primary School, celebrating the 150th year of schooling in Two Wells. The highlight of our celebrations was the Family Fun Day in October and the SA History Month event, ‘I remember when….’ in May. The Family Fun Day was significant in bringing the current Two Wells Primary School community together, with the SA History Event bringing together past students, staff and families. A display was set up in the school hall showing a visual chronology of the school’s history. Stories were also collected from the community with the intention to publish in a book next year. Our Grandparents Day was extremely well attended, offering a High Tea and tours of the school and history display for all our visitors. The Concert for the Grandparents was exceptional as well as the amount of Grandparents and special visitors who spent time in classrooms with students and teachers. Sports Day was also well attended this year. We changed some of the sporting activities to incorporate our 150th celebrations and finished the day with parents, staff and students challenging each other in tug of war. The school went through the External School Review process in term 2 2015. The outcome of the external Review is that …’Two wells Primary School is tracking satisfactorily. The school has developed whole school approaches to provide cohesion and continuity for students and is using data to inform planning and instruction’. Recommendations from the review will be implemented as part of the Site Improvement Plan. The Greater Gawler Partnership also attended a Partnership Review in June 2015. Principals and Preschool directors were asked by a panel consisting of Tony Harrison, Kathryn Bruggemann, Ross Treadwell and Anne Milliard, to identify where outcomes for students are improving, static or declining, articulate changes taking place and identify where we need to do things differently. Recommendations from the review will be utilized by the Partnership and at a site level. Other highlights included:
• Professional Development Cengage Learning including Writing Assessment and Literacy Block.
• NAPLAN – growth from year 3-5 and Yr 5-7. • Improved Reading levels in Year 1 and 2 by the end of term 4 2015. • Growth in PATM results for students. • Streamlined data collection processes as well as analysis to set goals for
improvement. • Work of the TfEL Coordinator in Numeracy – coaching teachers, delivering PD,
Maths Club etc. • Yard Program/Lunchtime activities – reducing yard issues.
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4. SITE IMPROVEMENT PLANNING AND TARGETS
Site Improvement Plan Targets Numeracy 3 - 5:
1. NAPLAN progress rates in Numeracy:
• 25% lower
• 50% middle
• 25% upper
Reading 3 - 5:
1. NAPLAN progress rates in Reading:
• 25% lower
• 50% middle
• 25% upper NAPLAN School Growth: Year 3 - 5
Year 3 - 5 Numeracy progress rates: 28% (46.7%), 52% (40%) & 20% (13.3%)
Year 3 - 5 Reading progress rates: 35% (38%), 35% (59%) & 31% (3%)
* % in brackets denotes 2014 results.
Numeracy 5 - 7:
2. NAPLAN progress rates in Numeracy:
• 25% lower
• 50% middle
• 25% upper
Reading 5 - 7:
2. NAPLAN progress rates in Reading:
• 25% lower
• 50% middle
• 25% upper
NAPLAN School Growth: Year 5-7
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Year 5 - 7 Numeracy progress rates: 19% (64.7%), 68% (25.8%) & 13% (9.7%)
Year 5 - 7 Reading progress rates: 17% (39%), 60% (52%) & 23% (10%)
Numeracy • 90% of students achieving at or above National Minimum standard in Year 3, 5 & 7.
Achieved: 84% (89%), 97% (97%) & 97% (97%)
Reading
• 90% of students achieving at or above National Minimum standard in Year 3, 5 & 7.
Achieved: 91% (85%), 94% (100%) & 97% (97%)
• 80% of students are at Running Records standards in Year 1 & 2. September: Year 1 – 46.3% at benchmark
Year 2 – 70.5% at benchmark
Growth % Year 1 Growth %Year 2 Lower 5.2 Lower 30.2 Middle 47 Middle 16.4 Upper 37.3 Upper 11.6 Above PM 26 7.9 Above PM 26 39.5 *N0 prev. data 2.6 *N0 prev. data 2.3
December: Year 1 – 64.2% at benchmark Year 2 – 75.5% at benchmark
* % in brackets denotes 2014 results.
Writing
• 85% of students achieving at or above National Minimum standard Year 3, 5 & 7.
Achieved: 94.1% (84.4%), 90% (96%) & 97.2% (97.5%) * % in brackets denotes 2014 results.
LITERACY In 2015: • extensive funds were spent updating literacy resources including teacher reference
material, guided reading resources, readers etc • Professional Development (Cengage Learning – Carmel Small and James Ferguson) at
a site level - focused on developing common/consistent approaches to teaching text types from R-7 including the structure of, and pedagogy required in a Literacy Block.
• Participation in a Writing Assessment Project with Carmel Small – using classroom data to inform practice/teaching through assessment and benchmarking.
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• R-4/5 classes continued to use Jolly Phonics and Jolly Grammar as part of their literacy program.
• An SSO was employed to deliver support to students from Year 2-7 who needed reading support using the MulitLit Reading Tutor Program and then introducing the MiniLit for JP and some middle primary in the second half of the school year.
• Continued where possible to provide additional support to identified year 1 students in Jolly Phonics if they were unable to manage the MiniLit program.
In 2016 we will continue with Jolly Phonics and Jolly Grammar in classrooms as well as MultiLit/MiniLit for as many students as possible year 1-7. The Literacy Block using the Gradual release of Responsibility Model (Modelled, Independent and guided learning including differentiation) was implemented in term 4 2015 after extensive PD with Cengage Learning. This will continue to be developed/implemented in 2016 as well as the Writing Assessment Project to support student learning around text types as well as data collection and analysis. Carmel Small from Cengage Learning has been booked to take us through another cycle of the Writing Assessment in Term 1 & 2 of 2016. Formalised classroom observations will take place in 2016 during Literacy Blocks. Timetabling and special events will be scrutinised to ensure minimum disruption to the Literacy blocks. Teachers will spend more time in Learning Teams sharing practice, planning, as well as undertaking observations of others. NUMERACY
The Coordinator in Teaching for Effective Learning, Maryanne Rischmueller, began at TWPS at the start of Term 2 2015, with a focus on Numeracy Strategies. Mentoring teachers, modeling lessons in all classes and delivering professional learning at staff meetings and Pupil Free Days, the coordinator worked with the leadership team, teachers and students to develop consistent practices across the school.
• Computational Strategies were taught using the pedagogy and language of Ann Baker’s ‘Secret Code’ in all classes.
• A consistent language document was begun and continues to be developed. • Resources to support classroom learning were purchased. • Teachers analysed Pat Maths data at a pupil free day and used the knowledge
gained to develop classroom programs, and set targets for students’ NEPs. • PAT-M data from the September 2014 assessment was analysed and compared to
February 2015 results. • NAPLAN Numeracy results were analysed and compared to PAT-M data. • Areas for future development were identified through data analysis for 2016 targets. • Maths club operated 3 lunch times a week. • In term 4, Wave 3 Intervention - Year 7 students attended twice a week maths
recovery program, with good progress measured for all 12 students. • Extension maths group: R – 1 students worked with the coordinator once a week
throughout Term 4.
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PAT Maths Results 2015
Year level % met DECD standard in February % met DECD standard in September 3 27 33 4 12 62 5 38 67 6 27 57 *7 29 29
*The year 7 results showed 11% of students with the lowest scores in February making progress to just below DECD standard by September.
In 2016: The coordinator’s role in 2016 will continue its focus in Numeracy, extending learning opportunities to include parents. A Thinking and Working Mathematically program will run in all classes for the first 5 weeks of Term 1. The coordinator will provide training for teachers and SSOs in the foundation concepts of maths and make resources and lesson ideas available for staff. Wave 2 interventions will become a stronger focus in classroom pedagogy with further professional learning on differentiation. Maths Club, ATSI Maths, Year 7 intervention and R- 1 extension groups will continue. Classroom observations by peers will be introduced with Commendation/Recommendation/Commendation (CRC) feedback strategy. Only new students to the school will sit the PATM test in February. No other testing will occur in the classroom to ensure that students’ initial engagement with Maths is a positive experience. The Numeracy agreement will be reviewed and changed to align with current understandings and best practices, as well as Partnership expectations. Mathematical Mindsets (Jo Boaler) will also be explored with staff in terms of improving pedagogical practices R-7.
In line with Partnership expectations we will continue our work on Positive Education focusing on Mindsets and character strengths/dispositions. As well, Two Wells will focus on Resilience, Building Learner Power, Mindfulness, TfEL (pedagogy that promotes growth mindset etc) particularly in Maths.
Teachers will continue as part of Performance Development to set goals based on site based data collection and analysis, with the support of leadership. They will also continue to work with the CPAC to improve knowledge and implementation of the Australian Curriculum; however the focus will continue to be about the ‘how’ we teach - TfEL including BiTL tools. We will also continue to access PD through the Partnership as well as organise more personalised PD relevant to site needs.
WELLBEING
2015 saw the start of our three year plan for Wellbeing. All staff were trained with a basic knowledge of Positive Education and began using the ‘Play is the Way’ principles within their classes. All staff were trained in Play is the Way in week 0. The Principal, Deputy Principal and Counsellors took part in Positive Psychology training run through Geelong Grammar. Our School Counsellor became our representative on the Flourish Team. The Principal and School Counsellor continued to attend Wellbeing training throughout the year including ‘The Wellbeing Classroom’, Kimochi’s, further Positive Education training at Geelong Grammar and Exploring Mindfulness. Positive Education was introduced to our teaching staff through pupil free days with the Flourish team, staff meetings and training and development.
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The School Counsellor introduced a Junior Primary and Primary Boys Club and a Primary Girls Club for students who needed assistance with resilience, self-regulation and social skills.
We helped students to gain skills and become sports monitors to assist with group games at play times and opened the sports shed for borrowing. This gave the students purpose and saw a decline in behaviour during and after play times.
The Student Action Team (SAT) raised over $2,000.00 over an 18 month period which was used to purchase new Sports Equipment for lunch time borrowing and Play is the Way tubs for class use. The remainder of the money was donated to two different charities that were voted on by the SAT members; the RSPCA and the McGrath Foundation.
Wellbeing in 2016 will be an exciting time at Two Wells Primary; we will continue to maintain and develop our primary focus on Wellbeing. Mindfulness will be introduced to all staff during week 0 and a common agreement across the school will be for all classes to take part in Mindfulness activities after Recess and Lunch breaks each day.
The School Counsellor will work with the Upper Primary classes to teacher the Keeping Safe: Child Protection Curriculum which will include parts of Growth and Development. She will also work with our Junior Primary classes to model our Wellbeing programs, Play is the Way, Mindfulness, Kimochi’s and Positive Education.
All staff will have further training in Positive Education and another four staff will take part in the four day Positive Psychology Training with Geelong Grammar and become mentors within their learning teams.
It will be a school expectation that all year levels introduce and use the language of Positive Education. Years 3-7 will take part in the Youth Character Strengths Survey; this will be used to develop their understanding and help cement a common language across the Primary.
We will continue to make Wellbeing a major focus within our school.
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Greater Gawler Partnership Review 2015
Action strategies:
• Develop and implement specific strategies to increase the number of students (i)
demonstrating achievement of the DECD Standard of Educational Achievement, and (ii)
achieving and being retained in the higher bands in both reading and numeracy.
• Create a Partnership-wide approach to numeracy improvement which draws on best
practice at site level and attends to developing teacher capacity, shared understanding of
the curriculum continuum and consistency of numeracy language, preschool to Year 12.
• Develop a consistent, cross-Partnership approach to transitions which attends to the sharing
of student information and draws on successful practice already underway in some sites.
• Review issues associated with attendance to develop alternative and sustainable
approaches.
• Develop processes and protocols for sharing practice directed at improving learning and
wellbeing, gaining greater consistency and building stronger collaboration across the
Partnership.
• Implement consistent, high quality performance development processes across the
Partnership and monitor these processes for effectiveness.
• Continue to plan and evaluate professional development in the Partnership in response to
particular needs, including supporting the focus on numeracy improvement, building the
capacity of teachers and using assessment data to inform practice.
These recommendations/strategies are reflected in our 2016 Site Improvement Plan.
4.1 Junior Primary and Early Years Scheme Funding Funding in this area, as well as other funds allowed us to purchase a thirteenth class in 2015. This reduced class sizes, not only in the Junior Primary but across all year levels. It also allowed for us to start with two straight Reception classes. Class sizes were keep as low as possible in the Junior Primary however in some instances unexpected enrolments caused an increase in class sizes. Literacy support was provided to all Junior Primary students through speech and language programs as well as the Jolly Phonics Intervention and MultiLit and MIniLit.
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Speech and Language difficulties are quite significant in the Junior Primary, with many of our students including new Receptions having existing Speech and Language programs from a DECD speech pathologist. These students require program implementation within the school setting despite not being verified under the SWD policy. An SSO is allocated to implement speech and language programs written by the DECD Speech Pathologist. In 2015 this involved 8 students over 15 hours per week. Some of these students will require continued support into 2016. SSOs in the Junior Primary were supporting several students with challenging behaviours and mental health issues. This allowed the students involved to work on their learning goals within the classroom setting but also alleviated the pressure on classroom teachers and students having to deal with/witness sometimes violent outbursts. The improvement in reading in the Junior Primary was the most significant achievement gained from the early years funding initiatives. Despite Year 1 reading results sitting below 50% of students at benchmark in September, this grew to 64.5% by the end of term 4 2015. This cohort of students is significantly complex. 75.5% of Year 2 students reached the expected benchmark by December 2015. It is worth noting that only five of the 33 2015 Year three cohort who have had interventions since year one as well as access to the Jolly Phonics program are below benchmark. The five students are either dyslexic or are verified as having a disability.
4.2 Better Schools Funding In 2015 a number of programs continued to provide additional support for all students in areas such as literacy and numeracy, attendance, behaviour management etc. In addition to the above mentioned programs in the Early Years we also provided MultiLit and MiniLit to students Year 1-7 which requires a fulltime SSO to implement, and although there is research backing the significant outcomes this program can make to students as well as the improved outcomes we have seen at our site, it is expensive to implement and resource. All ATSI students if below reading standard were involved in MulitLit and /or MiniLit in 2015. All students with disabilities who required additional reading and/or comprehension support were also put through the program with the SSO assigned to support them. The employment of a TfEL Coordinator working .8 is a significant cost to the school but certainly a worthwhile expenditure to improve teacher practice and student learning outcomes. The Coordinator has mainly focused on Numeracy and runs an ATSI numeracy group once a week. The Better Schools Funding has made a significant financial contribution to the support programs we provide for students and we are seeing improved learning outcomes as a result, with cohorts of students who are particularly challenging but also vulnerable. 5. STUDENT ACHIEVEMENT
PAT Rc - Comprehension
Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 % students meeting DECD Standard of Educational Ac hievement
(SEA) 2014 54 58 64 66 79 70 2015 66 59 78 69 69 71
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The PAT Rc results reflect the need to continue our focus on reading comprehension. Unpacking the data clearly shows the need for explicit teaching in reading comprehension strategies such as making inferences and reflecting on text. We will continue to focus on the Literacy Block in 2016 using the Gradual Release of Responsibility Model. The number of students meeting the DECD SEA has increase slightly. It is worth noting that the 2014 cohort of students improved when they were tested in 2015, except for the year 6 to 7. PAT – M Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
% students meeting 2015 DECD Standard of Educational Achievement (SEA)
2014 33 28 64 38 40 49 2015 NA 33 62 67 57 29
Pedagogy, including differentiation will be a focus with the coordinator working with staff in 2016. We will also focus on Mathematical Mindsets with students and teachers A comparison was made between NAPLAN and PAT data in 2015. Both tests show very similar areas for growth. Writing Assessment In 2014 we trailed the Language and Literacy scales as a method for collecting and analysing data, however teachers found this complex and although we were to look at it again in 2015 we instead found ourselves involved in a Writing Assessment Project with Carmel Small from Cengage Learning. The Writing Assessment: 1. Pre-assessment in writing and reading.
• select text type. • Give students content/text • Identify 9 students only for benchmarking (3x3x3) • Use Writing Criteria and Running Records spreadsheets for benchmarking • Analysis of Writing Criteria and MSV (meaning, semantics and visual) – looking
for teaching focus to inform practice. 2. Teaching Cycle of 4-6 weeks.
• Use the identified literacy teaching focus from the pre assessments in the literacy block (modeled, independent, guided)
• Focus on appropriate strategies for 4 – 6 weeks. 3. Post assessment in writing and reading with a specific text type.
• Re-assess students using the same text type • Running Record – comprehension questions only • Record identified 9 on spreadsheet • Analysis
Results from pre to post assessment in both Reading and Writing demonstrated significant growth for students in the text type of Information Report. In term 1 and 2 2016 we will be repeating the process with Exposition. We will also need to update our Literacy Agreed practices to include a scope and sequence of text types as well as assessment procedures and the literacy block.
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Intervention Programs Number of students receiving support
ATSI support 15
SWD 30 (also participated in Reading Tutor program)
Mini Lit 13
Reading Tutor Program 25
Mentoring 8
Speech support 12
Class based support 14
Year 7 Numeracy 12 Total 129
JP Classroom support 5 classes – 2/3 hours per week
At risk students are identified through teacher and parent concerns, observation, classroom testing and other data collection processes as per the schools data schedule. Support is provided accordingly. In 2015 this resulted in 25 children being supported through the Multi Lit Reading Tutor program and 13 children being supported through MiniLit. MultiLit is delivered individually by an SSO in three 25 minute sessions per week. MiniLit is delivered to a small group in four 50 minute sessions per week. The investment in these programs is reflected in improved Junior Primary benchmarks.
In addition to those identified as needing literacy support, 12 children were supported with speech programs, 8 with mentoring including support to their parents/caregivers and 14 with classroom based support for dyslexia, behavior etc.
Students with verified disabilities continued to receive with goals small achievable goals set in NEPs every five weeks. In addition, SWDs also participated in the Reading Tutor Program.
The work of the TfEL Coordinator supported Numeracy in the classroom but also allowed for teachers to identify and plan for students needing additional support and those needing the challenge. In term 4, identified Year 7 students were withdrawn from class to participate in additional Numeracy activities.
Students who continue to struggle despite intervention are referred to Support Services to support the school to gain a better understanding of learning needs and the support required.
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5.1 NAPLAN
Year 3 Proficiency Bands by Aspect
% Proficiency Band by Test Aspect
Year 3
Exempt 1 2 3 4 5 6
Numeracy 15.6 21.9 25.0 18.8 12.5 6.3
Reading 8.8 14.7 23.5 26.5 20.6 5.9
Writing 5.9 11.8 38.2 32.4 11.8
Spelling 8.8 23.5 17.6 26.5 20.6 2.9
Grammar 11.8 17.6 20.6 23.5 8.8 17.6
Compared to 2014 there was an approximate 10% increase in the number of students in bands 3 – 7 in Numeracy, Reading and Grammar in 2015. The increase in Writing and Spelling was not significant.
Year 5 Proficiency Bands by Aspect
% Proficiency Band by Test Aspect
Year 5
Exempt 3 4 5 6 7 8
Numeracy 3.3 13.3 40.0 30.0 10.0 3.3
Reading 6.5 25.8 12.9 22.6 19.4 12.9
Writing 10.0 16.7 43.3 30.0
Spelling 3.3 6.7 20.0 26.7 26.7 16.7
Grammar 6.7 23.3 20.0 33.3 13.3 3.3
Compared to 2014 there was an approximate 15% increase in the number of students in bands 5 – 8 in Numeracy and 10% increase in Spelling in 2015. There was a decrease of 15% in Writing with a noted slight decrease in Grammar and Reading.
Year 7 Proficiency Bands by Aspect
% Proficiency Band by Test Aspect
Year 7
Exempt 4 5 6 7 8 9
Numeracy 2.8 25.0 58.3 11.1 2.8
Reading 2.9 14.3 31.4 28.6 20.0 2.9
Writing 2.8 38.9 36.1 13.9 5.6 2.8
Spelling 11.1 16.7 19.4 25.0 19.4 8.3
Grammar 11.1 22.2 27.8 19.4 11.1 8.3
Compared to 2014 there was slight decrease in the number of students in bands 6 – 9 in Numeracy, Writing, Grammar and Spelling in 2015. Reading remained the same.
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Year 3 Mean Scores
Mean Scores by Test Aspect
Year 3
2013 2014 2015
Numeracy 393.9 335.2 350.2
Reading 389.9 364.2 371.1
Writing 382.4 354.6 360.1
Spelling 404.9 366.8 361.4
Grammar 402.9 357.9 373.6
Year 5 Mean Scores
Mean Scores by Test Aspect
Year 5
2013 2014 2015
Numeracy 434.8 457.3 475.6
Reading 470.5 477.3 477.7
Writing 451.7 453.1 449.2
Spelling 467.8 465.2 511.9
Grammar 470.0 463.7 471.1
Year 7 Mean Scores
Mean Scores by Test Aspect
Year 7
2013 2014 2015
Numeracy 499.3 505.7 497.6
Reading 528.5 527.5 528.7
Writing 496.9 480.4 498.7
Spelling 533.4 510.7 530.8
Grammar 514.1 510.1 515.3
RED indicates a declined mean from 2014. GREEN indicates improved mean from 2014.
In 2015 we had more students participate in NAPLAN than 2014. In year 3, two students were absent for Numeracy. In year 5, one student was absent for Numeracy, Writing, Spelling and Grammar with 3 withdrawn from all components of the test. In year 7, 1 student was absent and another withdrawn from all components with another absent for Writing.
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Year 3 NAPLAN results:
The cohort of students who did not reach NMS was no surprise. Of the ten students who did not meet the NMS in one or more areas there was one newly enrolled student to our site who has since left, three students with a disability, three with learning difficulties currently receiving additional support, one speech and language, one dyslexic and one student that does not have a record of concern but did not meet the NMS in one area (writing).
Year 5 NAPLAN results:
Six students did not meet the NMS in one or more areas of NAPLAN. One student was newly enrolled but has since left, one has a disability with another having Dyslexia. Another student did not meet the NMS in Grammar but did well in all other areas. Two students that do not have a record of concern did not meet the NMS in one area (writing).
Year 7 NAPLAN results:
Eight students did not meet the NMS in one or more areas, two students had chronic absenteeism, another two had learning difficulties as well as social emotional needs, and one student has learning disability with another being a new enrolment but has since left. Two students that do not have a record of concern did not meet the NMS in one area (writing).
Overall there were positive signs in NAPLAN particularly with growth from year 3 – 5 and year 5 – 7. The number of students making middle to upper progress increased significantly from previous years.
In 2015 we started the year with 9 permanent teachers in the classroom and four contracts, three in the JP and one in UP. Two of the four contract teachers were new to the school but highly skilled. Eleven teachers provided a level of consistency to our new learning in literacy particularly heading into the 2015 school year. The appointment of the coordinator in term 2 2015 made way for significant changes to pedagogical practice with teachers having the coordinator mentoring in classrooms etc. In 2016 we will maintain consistency of staffing with the continued appointment of three of the four contract teachers. This is important for the continued implementation of new literacy and numeracy practices for staff.
6.1 Attendance Attendance by Year Level % Attendance
2013 2014 2015
Reception 91.3 92.3 92.4
Year 1 92.3 92.8 89.5
Year 2 93.0 92.5 91.9
Year 3 93.1 91.6 91.7
Year 4 93.3 93.2 90.9
Year 5 89.5 92.5 92.2
Year 6 92.3 89.3 92.7
Year 7 90.2 92.8 90.0
Total All Year Levels 91.9 92.1 91.4
Total ACARA 1 TO 10 91.9 92.1 91.3
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We do have continuing attendance issues with a small group of students. 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 mental health and transport difficulties. 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 Officer for support
In 2015 the newly appointed Attendance and Engagement Officer based in the regional office was a great support to the school and school counsellor. Teachers continue to be responsible in following up attendance issues with the support of the School Counsellor and other leadership. This has been working well.
Two Wells Primary School Attendance Process 2016 1. Record, using the correct codes into your roll books each morning (this is a legal
document that needs to be maintained correctly). 2. Use the ‘Attendance Stickers’ if a child has 1 or 2 unexplained absences (stick these in
the students diary or communication book). 3. Phone call home after 3 consecutive days of UNEXPLAINED absences. 4. Send the ‘Attendance letter’ home after 3 consecutive days of UNEXPLAINED absences
if you have been unable to reach the parent/caregiver via the phone. 5. Refer any ongoing Attendance issues to the counsellor by using the ‘Attendance
Concerns’ form.
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6.2 Destination
Intended Destination
Leave Reason 2014
School Index DECD
No % % %
Employment 4.8% 2.9%
Interstate/Overseas 9 10.5% 7.4% 9.5%
Other 1.7% 1.4%
Seeking Employment 5.7% 3.8%
Tertiary/TAFE/Training 3.8% 3.6%
Transfer to Non-Govt Schl 14 16.3% 6.6% 9.8%
Transfer to SA Govt Schl 63 73.3% 48.5% 48.8%
Unknown 21.6% 20.3%
Unknown (TG - Not Found) 0.0%
*Students moving to Government and Non- Government schools include a significant number of Year 7 students moving to high school. More and more of our year 7 students are attending non-government schools for year 8. We also have had a significant number of students moving into our school from both Non- Government and Government schools. Throughout the 2015 school year we had 33 additional enrolments, 11 JP, 13 MP and 9 UP. Of the 33 students 28 came from local government schools, 2 from interstate and 3 from local private schools. Of the 33 students, 19 required additional support for attendance issues, learning difficulties/disabilities, behavior, GOM etc. It is worth noting that 35 other students left the school during 2015. Of the 35 students 25 moved out of the local area, two went private because of an incident with local children unrelated to the school, with another 3 going private because of moving house. Four students returned interstate after enrolling with us in 2014 and another relocated with his family interstate. Of the 35 students who left 4 had disabilities and two had learning difficulties that were support by the school.
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7. CLIENT OPINION
Student Opinion Survey
2014
2015
My teachers expect me to do my best. 95% 92%
My teachers provide me with useful feedback about my school work.
80% 84%
Teachers at my school treat students fairly. 50% (40% neither agree/disagree)
88%
My school is well maintained. 55% 80%
I feel safe at my school. 80% 92%
I can talk to my teachers about my concerns. 70% 76%
Student behaviour is well managed at my school.
40% (40% neither agree/disagree)
92%
I like being at my school. 85% 92%
My school looks for ways to improve. 85% 76%
My school takes students’ opinions seriously. 65& 80%
My teachers motivate me to learn. 85% 76%
My school gives me opportunities to do interesting things.
70% 72%
Twenty five students from year 2-7 were randomly selected to participate in the student survey. For the purposes of this graph the percentages given only measure strongly agree/agree answers. The green indicates a decent percentage of growth from 2014. Pink indicates similar responses to 2014, with red indicating a decline in strongly agree/agree answers from 2014. The role of the Student Action Team, the Yard Play program, regular class meetings, Values assembly etc have supported the positive responses of students. In 2016 we will add to this through Positive Education as well as the introduction of the Principal hosted student Morning Tea after each assembly, another avenue for student feedback.
Parent Opinion Survey 2015 2014 2015
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Twenty six parents were randomly selected to participate in the survey. For the purposes of this graph the percentages given only measure strongly agree/agree answers. The green indicates a decent percentage of growth from 2014. Pink indicates similar responses to 2014, with red indicating a decline in strongly agree/agree answers from 2014. The numbers that are not highlighted indicate the number of parents (not percentage) who responded with strongly disagree/disagree and/or neither agree nor disagree. Parents will be invited to provide feedback in 2016 on survey responses either through Governing Council or through informal meetings with the Principal utilising the P&F coffee mornings.
Agreed/Strongly Agreed
Agreed/Strongly Agree %
Teachers at this school expect my child to do his or her best.
93% 88 3
Teachers at this school provide my child with useful feedback about his or her school work.
77% 81 5
Teachers at this school treat students fairly. 93% 77 6
This school is well maintained. 100% 80 5
My child feels safe at this school. 100% 80 5
I can talk to my child’s teachers about my concerns.
90% 81 5
Student behaviour is well managed at this school.
87% 73 7
My child likes being at this school. 100% 88 3
This school looks for ways to improve. 90% 77 6
This school takes parents’ opinions seriously. 76% 61 10
Teachers at this school motivate my child to learn.
74% 73 7
My child is making good progress at this school.
80% 65 9
My child's learning needs are being met at this school.
77% 69 8
This school works with me to support my child's learning.
77% 73 7
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Psychological Health Survey - Staff
28 staff members completed the survey with extremely positive responses. There was an insignificant number of responses with strongly disagree/disagree. However it is worth mentioning that ‘work demands’ rated lower in comparison to other areas and this is most likely due to the increase complexity of students and parents at this site as well as the constant number of students enrolling and transferring.
The number of permanent staff has added to the increasing positive culture at the school and staff stability in 2016 will continue to support this.
My School website http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Behaviour Management Behaviour Summary Warning Office TY TA TH IS SU SE Exc TOTAL
Violence – Threatened/ Actual 2
53 111 8 7 1 5 1 1 189
Threatened Good Order 45 72 105 53 10 3 288
Threatened Safety / Wellbeing 20 32 171 9 5 8 245
Acted Illegally 2 5 7
Interfered with the right of others 37 2 39 1 79
Persistent and Willful Inattention to work
3 46 11 1 2 63
TOTAL 70 242 394 120 22 2 19 1 1 871
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Data collected for inappropriate behaviour reflected an overall 26% decrease in the number of incidents from the previous year. This included a 35% decrease in the number of yard incidents resulting in missed play. This reduction may be attributed to a number of factors, including increased supervision in the yard during break times with more teachers on duty, a school wide focus on Play is the Way, additional yard activities provided by staff, sports equipment available to borrow, and an active Student Action Team supporting students in the yard.
Of the overall reported incidents, 60% were attributed to the same 24 children, with the remainder being isolated or infrequent events.
The Student Behaviour/Anti Bullying Policy clearly articulates behaviour expectations and consequences. This policy will be reviewed in 2016 in line with our focus on Positive Education.
http://www.decd.sa.gov.au/aboutdept/files/links/cossey_report_document.pdf
8.2 Relevant History Screening As per DECD policy and procedures. Records are maintained for existing staff, volunteers, third party service providers etc. through EDSAS. DCSI clearances must be sighted by leadership otherwise there is no access to the school. Front office follow procedures to ensure that records are maintained so we can easily check for clearances as well as expiry dates. All volunteers must also attend Volunteers Training before they commence at the school to ensure site based policies and procedures are known as well as participation in RAN. http://www.decd.sa.gov.au/docs/documents/1/RelevantHistoryScreenin-1.pdf
8.3 HUMAN RESOURCES - Workforce Data
8.3.1 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 31
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.
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8.3.2 Workforce Composition including Indigenous st aff
Workforce Composition Teaching Staff Non-Teaching Staff
Indigenous Non Indigenous Indigenous Non Indigenous
Full-time Equivalents 1.00 17.80 1.00 6.71
Persons 1 19 1 9
9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source Amount 1 Grants: State 2 Grants: Commonwealth 3 Parent Contributions 4 Other
<Data for this table can be obtained from your final 2015 End of Year Profit and Loss Statement. Alternatively you may attach your final 2015 Profit and Loss Statement as an appendix. No other information is required.>