2008 annual school report ermington public school · 2008 annual school report ermington public...

NSW Department of Education & Training

1860

2008 Annual School Report Ermington Public School

NSW Public Schools – Leading the way

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Table of Contents

Our school at a glance

Students

Our student enrolment in 2008 at Ermington Public School was 412 students. There were 233 boys and 179 girls.

Staff

In 2008 there were 24 teachers at Ermington Public school.

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

Significant programs and initiatives

In 2008 there was a significant focus on the school music and environmental education programs. In music this resulted in the creation of a string group and increased public performances by students.

In environmental education the school’s eco-garden was officially opened and enhancement of recycling and sustainability programs occurred. This resulted in the school being awarded the

‘Keep Australia Beautiful Sustainable Cities’ environment award.

Student achievement in 2008

Literacy – NAPLAN Year 3

Our Year 3 students performed above state average in literacy with 68% achieving in the highest two bands compared with 47% of the state.

Numeracy – NAPLAN Year 3

Our Year 3 students performed well above state average in numeracy with 65% achieving in the highest two bands compared with 40% of the state.


Our Year 5 students performed significantly above state average in literacy with 65% achieving in the highest two bands compared with 34% of the state.


Our Year 5 students performed significantly above state average in numeracy with 68% achieving in the highest two bands compared with 27% of the state.

Our School at a Glance

2

Messages

3-4

Student Information

4-5

Staff Information

5

Financial Summary

6

School Performance

6-13

Significant Programs and Initiatives

13

Progress on 2008 Targets 14

Key Evaluations

14-15

School Development 2009-2011

15

School Targets 2009

16

About this Report

16

School Contact Information

16

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Messages

Principal's message

Ermington Public School enjoys a high standing in the community that allows the students to develop their academic, creative and sporting skills. This is due to a dedicated staff and involved parents and community who value the importance of education.

The school’s academic results as shown through the National Assessment Program in Literacy and Numeracy (NAPLAN) are well above state average. Opportunities in the creative areas are ever increasing and in 2008 there was an emphasis on the school’s music programs and we continue to be proud of the sporting opportunities provided for the students and the results achieved.

The parent organisations in the school provide significant support educationally and financially. I am very appreciative of this support.

In 2008 a number of initiatives were introduced and I thank the staff and parents for their support and enthusiasm shown towards these programs.

Detailed in this report is information regarding achievements of our students, results of evaluations, educational targets that have been established and a range of school profiles.

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.

David Shuster

Grad. Dip. (Ed. Admin.), B. Ed., Dip. Teach.

Parents’ and Citizens’ message

The Parents’ and Citizens’ Association (P. & C.) of Ermington Public School meet on the first Wednesday of every month. There are two meetings held on this day. One is held in the morning (Parents’ Forum) and one in the evening in order to maximise attendance and improve communication between home and school.

These meetings are well supported. The Principal’s report is presented and includes information regarding school policies, programs, activities, special events, NAPLAN results, staffing and budgets. Sub-committees reports are also presented.

Ermington Public School continues to benefit from an enthusiastic and supportive community. Parents generously donate their time and energy to support the school. The commitment of these parents to improving the quality of their children’s

education and the school environment is commendable.

This voluntary support includes:

• operating a canteen five days a week;

• operating a uniform shop;

• supporting Out of School Hours care facilities;

• accompanying teachers on excursions;

• coaching sporting teams;

• assisting with sporting events at school, zone and regional levels;

• supporting performing arts groups with costuming and transport;

• liaising with teachers to coordinate music programs in the school;

• fundraising to support school programs such as the pavers project which was a highlight where many families and former students had pavers printed with their names and placed for exhibit in the eco-garden;

• organising community events;

• organising student banking;

• planning, funding and running end-of-year party days for all students; and

• assisting with future planning.

The P. & C. contributed $29 000 to the school in 2008. These funds were to support school programs across all curriculum areas. Fundraising events throughout the year included a Family Fun Night. The purpose of this night was not only to raise funds but also to provide the school community with an opportunity to enjoy a social evening with other families. This was a great success and a great deal of fun was had by all!

Parents’ Forum worked throughout the year to raise funds to provide all students with an end-of-year celebration day. This day was much anticipated by everyone and was very successful.

Preparations continue for the school fete, the main community event for 2009.

2008 was another year of strengthening the school / home partnerships that make Ermington a nurturing, positive and effective school community.

Jenny Harrison

P. & C. President

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Student representative's message

Our school has a Student Representative Council (SRC) comprised of two representatives from each class in Years 2-6. During 2008 we met on a regular basis under the guidance of Mrs MacKenzie and Mrs Amat. We discussed issues affecting our school, suggestions from the student body and fund raising ideas to support a number of charities. The SRC raised money for the Cancer Council by holding 'The Biggest Morning Tea' in May and helped out with the Dad's Breakfast to celebrate Father’s Day.

We also decided to sponsor a child through World Vision. Her name is Hewan and she lives in Ethiopia. In Term 4 we held a handball competition for students in K-6 to raise money to support Hewan.

Shahrokh Aryana

Student Council Representative

School context

Student information

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

Student enrolment profile

Our school’s enrolment on 25th March, 2008 was 412 students.

The number of students in each year is reported below.

K Yr1 Yr2 Yr3 Yr4 Yr5 Yr6

57 47 47 56 47 80 79

Enrolments during the last five years are reported below.

2004 2005 2006 2007 2008

Male 236 246 241 225 233

Female 188 177 178 183 179

Enrolments

0

50

100

150

200

250

300

350

400

450

2004 2005 2006 2007 2008

Year

Stu

den

ts

Male Female

Student attendance profile

Student attendance at Ermington Public school is above Northern Sydney region and state rates as reported in the table and graph below.

2005 2006 2007 2008

School 96.8 96.6 96.6 96.5

Region 95.7 95.7 95.7 95.7

State 93.8 94.0 94.0 94.1

Student attendance rates

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008

Year

Att

en

dan

ce r

ate

School Region State

Class sizes

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

The following table shows our class sizes as reported at the 2008 class size audit conducted on Tuesday 25 March 2008.

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Roll Class

Year Total per Year

Total in Class

1K 1 24 24

1S 1 23 23

2A 2 23 23

2S 2 24 24

3B 3 28 28

3H 3 28 28

4-5J 4 17 30

4-5J 5 13 30

4R 4 30 30

5-6 6 20 30

5-6 5 10 30

5B 5 30 30

5N 5 27 27

6C 6 30 30

6L 6 29 29

KM K 19 19

KS K 19 19

KT K 19 19

Structure of classes

Sixteen classes were formed at Ermington Public School in 2008, two of which were composite classes. Two Opportunity Classes (Year 5 and Year 6) are included in this total. In structuring the classes a range of academic and social factors were taken into consideration.

Staff information

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

The Ermington teaching staff included 13 classroom teachers; a range of specialist teachers such as support teacher, teacher librarian, science teacher, sport teacher and counsellor; three executive (assistant principals) and a non-teaching principal. An additional teacher was also provided as part of the teacher relief scheme.

Staff establishment

Position Number

Principal 1 Assistant Principal(s) 3 Classroom Teachers 13

Science Teacher 4 days/week

Sport Teacher 2 days/week

Teacher Librarian 4 days/week

Support Teacher Learning Assistance

1 day/week

Teacher of ESL 3 days/week

Teacher Relief Scheme 1

Counsellor 1 day/week

School Administration Manager 1

School Administration Officers 4

Teachers Aide 1

General Assistant 2 days/week

Total 31

Staff retention

In 2008 we welcomed to Ermington a new Assistant Principal, Ms Kasey Henness. We congratulate Mrs Mel Khay who received a promotion as Assistant Principal to Mayfield West Demonstration School.

Staff attendance

Staff have access to leave entitlements such as sick leave. In 2008 the average daily attendance rate for staff, as determined by the Department, was 95.3%.

Teacher qualifications

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

Qualifications % of staff Degree or Diploma 56 Postgraduate 44

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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 f inancial summary: 30/11/2008

Income $

Balance brought forward 129 860.00

Global funds 196 468.00

Tied funds 63 452.00

School & community sources 230 492.00

Interest 10 359.00

Trust receipts 37 919.00

Canteen 0.00

Total income 668 550.00

Expenditure

Teaching & learning

Key learning areas 92 991.00

Excursions 63 203.00

Extracurricular dissections 74 898.00

Library 9 980.00

Training & development 28 586.00

Tied funds 90 531.00

Casual relief teachers 57 694.00

Administration & office 52 406.00

School-operated canteen 0.00

Utilities 31 155.00

Maintenance 46 898.00

Trust accounts 44 425.00

Capital programs 2 500.00

Total expenditure 595 267.00

Balance carried forward 73 283.00

Matters relating to this statement include the following:

• The school benefited from the generosity and support of the P&C, Parents’ Forum, Canteen and Uniform Shop.

• The P&C collected a voluntary school contribution. Items such as literacy resources, technology resources and sun shelters were purchased for the students using these funds.

• Included in the balance carried forward are outstanding accounts totalling $25 365.

A full copy of the school's 2008 financial statement is tabled at the annual general meeting of the P. & C. Further details concerning the statement can be obtained by contacting the school.

School performance 2008

Achievements

Arts

Ermington Public School provided opportunities and encouraged the students to be involved in a wide range of programs which included art and music events. This resulted in the following achievements.

• Choirs performed at a high level at the Performing Arts Unit Choral Concert at the Opera House and Ryde Schools Spectacular under the direction of teachers Mrs Sherie Barton and Miss Julie Blackman.

• Class 6C performed well at the Northern Sydney Drama Festival and the Performing Arts Unit Instrumental Concert playing the recorder under the direction of teacher Mrs Gai-Louise Clarke.

• The dance group performed superbly at the Sydney North Dance Festival and Ryde Schools Spectacular under the direction of teacher Miss Alison Boote.

• Two aerobic teams represented at the Australian Championships in Melbourne with one of these teams finishing third under the direction of teachers Mrs Nadia Mitchell and Mrs Sally West.

• Jacqueline Pan was selected to play solo piano at the Performing Arts Unit Choral Concert.

• Jasmine Russell and Tamasin Schmiga successfully auditioned for the Public Schools Singers.

• Holly Luke-Paddon successfully auditioned for the Public Schools Wind Ensemble.

• Deborah Ewings was awarded a scholarship to the Australian Youth Choir.

• The band performed well at the Granny Smith Festival under the direction of Mr Warwick Cuneo.

• Oliver Pocknall won an Operation Art award.

• Matthew Forbes won the Ryde District junior section of the Multicultural Public Speaking Competition and James Baguley and Jordan Idiare received highly commended awards in the senior section.

• The annual school Musicale evening was a great success with over 40 students performing solo items. The school band,

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choirs, string group and tuned percussion all performed. A group of parents, “The Singing Mums” also performed.

• A selection of these items was performed at a day time concert in the presence of the whole school. At this performance the aerobics, dance and boys’ dance group performed.

• The choirs and selected solo performers provided Christmas entertainment at the Epping Club. Tuned percussion and string group also performed.

• Students in Years K-2 performed an end of year concert titled “Christmas Around the World“ which was widely applauded.

Sport

Ermington Public School provided significant sporting opportunities. The program was comprised of school sport, PSSA, swimming, cross country, athletics, elite athlete visits and participation in zone sporting events. This resulted in the following achievements.

• Paul Kelly Cup AFL team were state finalists and were coached by a parent Mr David Beauchamp.

• Senior B netball and girls’ tiger tag won winter PSSA competitions and were coached by teachers Miss Kirsten Raley and Miss Emma Larkin.

• Boys’ and girls’ t-ball and softball won summer PSSA competitions and were coached by teachers Mrs Gai-Louise Clarke and Mrs Bron Harrison.

• Brad Gibson (touch football), Lewis Bumie (AFL and cross country), Kendall Lane (cross country)and Jordan Idiare (athletics) represented at state level.

• Senior boys’ B and senior girls’ won district touch football competitions and were coached by parent Mr Barry Gibson and teacher Mrs Narelle MacKenzie.

• Kendall Lane was zone 8/9 year girl cross country champion.

• 10 year boys cross country team (Zac Martin, Connor Hoang, Axle Cahlin, Brodie Naughton) were zone champions.

Other

Ermington Public School provided opportunities and encouraged the students to be involved in a range of curriculum activities which resulted in the following achievements.

• William Wu Hu, Patrick Song, Rachel Sung, Swathi Sridihirin, Katherine Wu, Karen Gong, Rebecca Luo, Anthony Wang and Jason Zhang won gold medals in International Schools Competitions.

• School received ‘Keep Australia Beautiful Sustainable Cities’ environment award.

• Involvement in the Premier’s Reading and Debating Challenges.

• NAIDOC Week celebrations were significant with a day of performing artists, a special assembly and activities which had a literacy and visual arts focus.

• Introduction of new initiatives such as Father’s Day Breakfast and a Mathematics Day which were very successful.

• Implementation of the ‘Crunch and Sip’ program to encourage healthy eating which was linked to our literacy programs.

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Academic

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.

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





Fifty-five students (38 boys, 17 girls) sat for the National Assessment Program in Literacy and Numeracy (NAPLAN).

Our Year 3 students performed above state average in all aspects of literacy (reading, writing, spelling, grammar and punctuation). The performance in grammar and punctuation was not as high as other aspects of literacy. The boys’ performance was higher than the girls in all aspects of literacy except for writing. The performance of students with language backgrounds other than English was higher in writing, spelling, grammar and punctuation. The reading performance was commensurate with the overall school performance.

Sixty-eight percent of our Year 3 students achieved one of the highest two bands (6 and 5) in aspects of literacy compared with 47% of the state. The performance was also higher than the school average over the last three years.

Percentage of students in bands:

Year 3 reading

0

10

20

30

40

50

60

1 2 3 4 5 6

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band

School average 2005 - 2007

LSG average 2008

State average 2008


Year 3 writing

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band


LSG average 2008

State average 2008

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Year 3 spelling

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band

LSG average 2008

State average 2008


Year 3 grammar and punctuation

0

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band

LSG average 2008

State average 2008

An analysis of questions showed our success rate compared to the state was at or above average for 95% of reading questions, 100% of spelling questions and 76% of grammar and punctuation questions.

Areas for skill development in Year 3 are writing (refer to Target 1) and language features.


Fifty-four students (37 boys, 17 girls) sat for NAPLAN.

Our Year 3 students performed well above state average in numeracy. The boys’ performance was higher than the girls particularly in number, patterns and algebra. The performance of students with language backgrounds other than English was higher in all aspects of numeracy.

Sixty-five percent of our Year 3 students achieved one of the highest two bands (6 and 5) compared with 40% of the state. The performance was also significantly higher than the school average over the last three years.


Year 3 numeracy

0

5

10

15

20

25

30

35

40

1 2 3 4 5 6

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band


LSG average 2008

State average 2008

An analysis of questions showed our success rate compared to the state was at or above average for 100% of questions.

The area for skill development in Year 3 is working mathematically (refer to target 2).

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Eighty students (42 boys, 38 girls) sat for NAPLAN. This included a group of 30 students from the Opportunity Class.

Our Year 5 students performed significantly above state average in all aspects of literacy (reading, writing, spelling, grammar and punctuation).The performance in writing was not as high as other aspects of literacy. The boys’ and girls’ performance in all aspects of literacy was comparable. The performance of students with language backgrounds other than English was higher in all aspects of literacy.

Sixty-five percent of our Year 5 students achieved one of the highest two bands (8 and 7) in aspects of literacy compared with 34% of the state.


Year 5 reading

0

10

20

30

40

50

60

3 4 5 6 7 8

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band


LSG average 2008

State average 2008


Year 5 writing

0

5

10

15

20

25

30

35

40

45

3 4 5 6 7 8

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band


LSG average 2008

State average 2008


Year 5 spelling

0

10

20

30

40

50

60

3 4 5 6 7 8

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band

LSG average 2008

State average 2008

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Year 5 grammar and punctuation

0

10

20

30

40

50

60

3 4 5 6 7 8

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band

LSG average 2008

State average 2008

An analysis of questions showed our success rate compared to the state was at or above average for 97% of reading questions and 100% of spelling, grammar and punctuation questions.

Areas for skill development in Year 5 are writing (refer to target 1), inferential comprehension and direct speech.


Eighty students (42 boys, 38 girls) sat for NAPLAN. This included a group of 30 students from the Opportunity Class.

Our Year 5 students performed significantly above state average in numeracy. The boys’ performance was well above the performance of the girls. The performance of students with language backgrounds other than English was higher in all aspects of numeracy.

Sixty-eight percent of our Year 5 students achieved one of the highest two bands (8 and 7) compared with 27% of the state. The performance was also higher than the school average over the last three years.


Year 5 numeracy

0

10

20

30

40

50

60

3 4 5 6 7 8

Band

Perc

en

tag

e o

f stu

den

ts

Percentage in band


LSG average 2008

State average 2008

An analysis of questions showed our success rate compared to the state was at or above average for 100% of questions.

Areas for skill development in Year 5 are working mathematically (refer to Target 2) and fractions.

Progress in literacy

Results for 88% of our Year 5 (2008) students could be matched with their Year 3 (2006) literacy results.

Progress for the matched students showed their growth from Year 3 in reading was 12% above the state average and 21% below the state average in writing. The growth of the boys in reading was higher than the girls and the growth in writing was comparable.

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Average progress in reading

between Year 3 and Year 5

0

20

40

60

80

100

120

2004 - 2006 2005 - 2007 2006 - 2008

Pro

gre

ss

School LSG State

Average progress in writing


0

10

20

30

40

50

60

70

80

90

2004 - 2006 2005 - 2007 2006 - 2008

Pro

gre

ss

School LSG State

In 2006 11% of Year 3 students were in the lowest two skill bands. Through targeted programs 5% were in these bands in 2008.

The percentage of students in the top skill band improved from 25% in 2006 to 45% in 2008.

Progress in numeracy

Results for 88% of our Year 5 (2008) students could be matched with their Year 3 (2006) numeracy results.

Progress for the matched students showed their growth from Year 3 in numeracy was 34% above the state average. The growth of the boys was higher than the girls.

Average progress in numeracy


0

20

40

60

80

100

120

2004 - 2006 2005 - 2007 2006 - 2008

Pro

gre

ss

School LSG State

In 2006 15% of Year 3 students were in the lowest two skill bands. Through targeted programs 12% were in these bands in 2008.

The percentage of students in the top skill band improved from 43% in 2006 to 56% in 2008.

Minimum standards

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

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

Percentage of Year 3 students in our school achieving at or above the minimum standard in 2008

Percentage of Year 3 students achieving at and above minimum standard

Reading 100

Writing 100

Spelling 100

Punctuation and grammar 98

Numeracy 100

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Percentage of Year 5 students in our school achieving at or above the minimum standard in 2008

Percentage of Year 5 students achieving at and above minimum standard

Reading 100

Writing 99

Spelling 98

Punctuation and grammar 100

Numeracy 96

Significant programs and initiatives

Aboriginal education

In 2008 an Aboriginal Education committee was formed in consultation with Aboriginal community and departmental groups. Following successful celebrations recognising NAIDOC Week as a whole school, the focus in 2009 will be on the development of learning experiences in Aboriginal Education spanning all key learning areas.

Aboriginal Education in 2009 will focus on the development of school strategies which allow Indigenous students the opportunity to achieve in every aspect of their education and non-Indigenous students and staff experiences that build their knowledge and understanding of Aboriginal histories, cultures and languages.

The school will develop an Aboriginal Education Policy to be implemented in 2009 as part of professional development. We will develop a school scope and sequence which will apply an Aboriginal Education focus to learning providing explicit and relevant educational opportunities for students K-6, beginning with units in Human Society and its Environment and Literacy strands.

Multicultural education

Our school community is one of vibrant cultural diversity. 50% of students have a language background other than English and there is representation of a wide range of cultures within our community.

At Ermington Public School we continue to strive to promote cultural harmony on many levels. Multicultural perspectives are integrated into the curriculum within all key learning areas and we continue to celebrate diversity and difference through our annual participation in Harmony Day celebrations. Anti-racism education is implemented and there is a trained anti-racism contact officer appointed to deal with any issues that may arise.

Students who speak English as a second language (ESL) are provided with support through the ESL program, which allows for an ESL teacher to work with identified students across the school for three days per week. In addition to this, those students who have newly arrived in Australia receive intensive language support to assist with their acquisition of the English language and literacy skills. Identified students’ development is tracked using the ESL scales.

Respect and responsibility

In developing respect and responsibility in 2008 there was an emphasis on core values. This was developed by the implementation by classroom teachers of a K-6 program. The values were communicated to the school community on a weekly basis through the school newsletter and assemblies.

In 2009 the framework will be expanded to include the implementation of the ‘Bounce Back’ program throughout the school.

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Progress on 2008 targets

Target 1

Language Features- to improve students’ use of language features in writing and reading.

Our achievements include:

• Development of a scope and sequence for language features.

• Identification of successful classroom practices and collegial sharing of these practices.

• Implementation of consistent teacher judgement practices to complement our focus on the Quality Teaching framework.

• 55% of Year 3 students achieved in the highest two NAPLAN bands and 67% of Year 5 students achieved in the highest two NAPLAN bands. This did not meet the benchmarks the school had established.

Target 2

Measurement- to improve students’ measurement skills in working mathematically


• Successful implementation of consistent teacher judgement practices in common measurement tasks to complement our focus on the Quality Teaching framework.

• Identification of successful classroom practices being shared with the staff as a means of professional learning.

• Year 3 students in NAPLAN achieved a success rate of ≥ 80% in 57% of measurement questions. This exceeded the school benchmark.

• Year 5 students in NAPLAN achieved a success rate of ≥ 80% in 58% of measurement questions. This did not meet the school benchmark.

Target 3

Student Welfare- to enhance values education as part of student welfare.


• A school discipline policy was drafted to be reviewed by staff and parents in 2009.

• Survey results showed the school was satisfactorily promoting school values.

• Results from school life survey showed students were gaining increased knowledge with setting personal goals and working to achieve personal best.

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2008 our school carried out evaluations of leadership and spelling.

Educational and management practice

Leadership

Background

A review of the school’s leadership was undertaken using a survey of parents and teaching staff. A limited number of surveys were returned by parents and 43% of staff surveys were returned. The area of leadership was chosen because of a number of changes to the school leadership team occurred during the previous twelve months.

Findings and conclusions

Parent responses provided the following information.

• Over 83% of respondents indicated a positive response on all questions.

• School leaders valuing contributions and ensuring everyone is treated fairly received a 100% positive response.

• On questions related to leaders accepting responsibility for the quality of student learning outcomes and school leaders inspiring learners saw 17% of respondents stating these practices occurred only sometimes.

Staff responses provided the following information.

• On questions related to leaders demonstrating an interest and accountability for student learning outcomes, modelling commitment to school improvement, encouraging people to take leadership roles and inspiring learners 92% of respondents indicated a positive response.

• On questions related to leaders ensuring all members of the community are treated fairly, change is implemented effectively and encouraging teachers to reflect 33% of respondents stated these practices occurred only sometimes.

Future directions

To explore in further detail the questions where respondents indicated particular practices occurred only sometimes. Based on this information appropriate action plans will be formulated.

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Curriculum

Spelling

Background

An evaluation of the effectiveness of the school’s spelling practices was undertaken. Staff completed surveys and held stage meetings to discuss responses. 56% of staff surveys were returned.

Findings and conclusions

Staff responses provided the following information.

• The percentage of students achieving stage outcomes is detailed in the table below.

Early Stage 1 and Stage 1

Stage 2 Stage 3

85% 86% 82%

• A variety of approaches used including a daily focus, explicit instruction, scaffolding and conferencing.

• Individual differences catered for by grouping students and differentiating the words to be studied.

• Assessment undertaken using weekly curriculum based assessment, analysis of student writing and standardised testing used as a school benchmark.

Future directions

The following practices will be implemented in 2009.

• Development of a school spelling policy.

• Continued literacy focus on spelling.

• Teacher professional learning in explicit teaching of spelling.

• Development of a scope and sequence for the teaching of spelling rules.

Parent, student, and teacher satisfaction

In 2008 the school sought the opinions of parents, students and teachers about the school.

The parent responses are presented below.

• An overall satisfaction was expressed in relation to teaching, student welfare, extra curricula activities, resources, technology, grounds and communication.

• The areas of the creative arts programs, Parents’ and Citizens’ Association, eco-garden, and interactive whiteboard technology were given particular commendation.

• Areas suggested for development include students’ spelling and grammar skills, the development of multicultural and gender equity policies and the implementation of a language program in the school.

Professional learning

Funds totalling $12483 provided by the Department of Education and Training were spent on teacher professional learning in the following areas:

• Syllabus Implementation $5552

• ICT $0

• Literacy and Numeracy $851

• Quality Teaching $1869

• Career Development $2806

• Welfare and Equity $1405

Professional learning activities focussed on development of teaching skills in literacy, numeracy and student welfare. The staff was also trained in cardio pulmonary resuscitation, emergency care and anaphylaxis awareness.

Professional learning took place on school development days on the first day of terms 1, 2 and 3; before and after school, during school holidays and on school days for which teacher relief was provided.

School development 2009 – 2011

Schools develop three year strategic management plans which set out the school directions and targets which encompass priorities in relation to professional learning and resourcing to improve student outcomes.

Copies of the school plan are available from the school office.

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Targets for 2009

Target 1

Writing-- to improve students’ writing

Strategies to achieve this target include:

• using a range of text types as part of teaching/learning programs;

• identifying and promoting successful classroom practices;

• implementation of consistency in teacher judgement (CTJ) practices as part of the Quality Teaching framework; and

• teacher professional learning focussing on the Quality Teaching elements of engagement, high expectations and inclusivity.

Our success will be measured by:

• improved writing in benchmarked student work samples: and

• increasing the percentage of students in the top two bands in National Assessment Program (NAP) writing:

− Year 3 from 78% to 85%


Target 2

Working Mathematically- to improve students’ skills in working mathematically


• identifying and promoting successful classroom practices;

• implementation of CTJ practices as part of the Quality Teaching framework;

• providing appropriate teaching/learning resources;

• teacher professional learning focussing on the Quality Teaching elements of engagement, high expectations, metalanguage and inclusivity; and

• systematic and explicit teaching of the language used in mathematics.


• an improved performance in school student assessments; and

• achieving a success rate of ≥ 80% in questions relating to working mathematically in NAP mathematics:



Target 3

Student Welfare- to enhance social skills as part of student welfare


• involvement in regional programs;

• teacher professional learning; and

• development and implementation of K-6 practices.


• surveys completed by parents, students and staff;

• increased student confidence and learning as measured by the school life survey; and

• increased use of social skills in the classroom and playground.

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.

Mark Chesterton, P&C Representative

Paridhi Deka, P&C Representative

Georgia Henry, P&C Representative

Kasey Henness, Assistant Principal

Nadia Mitchell, Early Stage 1 Team Leader

David Shuster, Principal

School contact information

Ermington Public School

Winbourne St West Ryde

Ph: 98744109

Fax: 98047552

Email: [email protected]

Web: http://ermington-p.school.nsw.edu.au

School Code: 1860

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

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

2008 annual school report ermington public school · 2008 annual school report ermington public...

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