2016 lithgow public school annual report...lithgow public school (lps) was established in 1875. it...

Lithgow Public SchoolAnnual Report

2016

2410

Printed on: 23 April, 2017 of 22 Lithgow Public School 2410 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Lithgow Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Vicki O'Rourke

Principal

School contact details

Lithgow Public School163 Mort StLithgow, 2790www.lithgow-p.schools.nsw.edu.aulithgow-p.School@det.nsw.edu.au6351 2297


Message from the Principal

It has been a privilege and honour to lead Lithgow Public School in 2016. I do this with the support and hard work of agreat team. I would like to sincerely thank the school Executive team in 2016: Assistant Principals, Ms Wren, Mr Gill,Mrs Kennedy, Mrs Roberts, Ms Dyer, Mrs Smith, and Ms Pettitt who do an incredible job in the smooth running of theschool.

2016 has been an exciting year for Lithgow Public that has seen much change and innovation as we have continued tomove forward in the development of our school, in our academic, welfare and leadership programs, and inextra–curricula and extension programs offered to the students.

Our key sporting achievements must include the Girls Touch Football team (runners–up Western Region); We had alarge contingent of students represent the school in district: swimming, athletics and cross country with Tyrran Sheehan,Emily Healey and Angus Clues all making it to state level in athletics. Zoey Bulkley who was successful in representingWestern Region at the Girls’ State Hockey Carnival.

We have introduced Swimming School into our curriculum with great success and The Footsteps Dance program wasalso very popular. We will continue to offer these programs in 2017.

Culturally, our highlights have to be the School Spectacular and the State Recorder Ensemble at the Sydney OperaHouse, but also, Stage 2 held our school’s first Art Exhibition.

Academically, we are proud to say, our NAPLAN results are impressive. There are some outstanding studentachievements. For Year 3: all of our matched students (that is our Year 3 students who have been at the school sinceKinder) have achieved the State average results in Writing. Our Year 5 students are above (or have matched) Stateaverage in all areas: Reading, Grammar and Punctuation, Writing and Numeracy. This wonderful achievement reflectsthe professionalism, hard work and dedication of the teaching staff who have high expectations for every child tosucceed in their learning.

Our enrolment is growing steadily and we will be at 440+ students in 2017. We are excited by another large enrolment of60+ Kinders for next year. This is encouraging on many levels.

Our school depends on the hard work of every part of our school community. Thank you to all our parents, staff andstudents for your contributions this year.

Thank you to our P&C and our Canteen staff. You have achieved great things and provided wonderful activities for thestudents and our parents: Mothers' & Fathers' Day, Alpine Car Rally breakfast and the Christmas Fair…With your helpwe have purchased books and resources for the K–2, robotics equipment and more shade shelters. We are now workingtogether to upgrade the playground.

To all of our students, our main message has always been: courtesy and courage. Be kind and courteous to all, as youmay only pass this way but once. And, have courage to be an individual, to participate, to play fair, to take advantage ofopportunities and most of all to enjoy yourselves.

To everyone in our school community thank you for your support of our school and your contribution to a successful year.

Vicki O'Rourke

Principal

Lithgow Public School 2016


Message from the school community

This year the P & C have been extremely fortunate to have a mix of experienced and new families, volunteers andcanteen staff join our activities. Continuing members have bought a wealth of knowledge and experience to our activitiesand generously given their time to newer members to ensure the day to day activities such as canteen and uniformoperate day in day out smoothly.

The volunteers and staff of the P& C work together to ensure that the kids see smiling faces for their toast each morningand are able to order a healthy lunch or treat, families are able to organise uniforms, Mothers' Day and Fathers' Day giftsare wrapped and sold, Easter Eggs are delivered, school discos are run and countless sausages are cooked. All thisgoes on each and every school day and often on weekends and all completely voluntarily.

We are extremely fortunate to have our children attend a school where people care about them and where there is astrong sense of community. We are all here to share in that community and this is what the P& C is for – to assist theschool community in whatever way it can.

This year our fundraising raised around $6,000. Every time you bought a sausage or a raffle ticket or just let the kidshave a go at the lucky ducks, that is where those hard earned dollars went. This year we have spent all of this and someof our past fundraising also. We have provided In total over $11,000 of funds spent this year on our children.

There are a few individuals who deserve special thanks. Leah Larobina has operated the uniform shop for the last fouryears and is leaving us as her son moves onto high school. We will very much miss her knowledge in this area and aregrateful for the time she has spent with Kylie to ensure the transition is as smooth one. In the canteen we were veryfortunate to have Michelle Healey and Denise Gordon step in to operate our canteen when our canteen manager was illat the end of Term 3. It is extraordinary that the canteen was able to open each and every day during that period and weare extremely grateful for their support over this period.

Finally, our donors, Aldi has generously supported our BBQ’s this year and we were also fortunate to receive giftvouchers for the Christmas Fair from Jenolan Caves and Taronga Zoo.

We always welcome new members and volunteers. The P& C meetings are informal and children are welcome. It is agreat opportunity to find out what is going on in the school and be involved in your children’s schooling. My personalexperience is that my children have always loved it if I could be there to serve toast, sausage sandwiches, listen to themread or just join in and be a part of their world.

Tracey McMahon

President

Lithgow Public School P&C


School background

School vision statement

Lithgow Public School is committed to creating engaging and inclusive learning spaces where stimulatingfuture–focused learning empowers all.

School context

Lithgow Public School (LPS) was established in 1875. It is a PP3 Primary School in the Bathurst District of the NSWDepartment of Education.

The school caters for K–6 students including 5 Special Education classes and a State selective Opportunity Class.

The school has a current student enrolment of approximately 420, including 12% Indigenous and 12% Language otherthan English background.

Lithgow Public School is an Early Action for Success Phase 1 school. The school has an Instructional Leader K–2 andinterventionist teachers to focus on improved curriculum implementation and quality teaching where stringent dataanalysis provides teachers with direction for future teaching.

The school community supports the school in addressing literacy, numeracy and community engagement as keystrategic directions. Lithgow Public School plays a significant role within the community.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Lithgow Public School staff used the School Excellence Framework to inform, monitor and validate the progress andimpact of our teaching and learning strategies throughout the year. We thoroughly examined the school plan todetermine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected onthe progress being made across the school based on the expectations identified in the Framework. This provides animportant overview to ensure our improvement efforts align with these high level expectations.

In the domain of Learning, our efforts have primarily focused on learning, curriculum and wellbeing. The strongperformance of the school in creating a positive and productive learning culture among students and staff has been afeature of our progress. The school has analysed school performance data and a range of other contextual informationand is aware of trends in student achievement levels. A more focused approach to individual learning needs has been acomponent of our progress throughout the year. Students with high learning needs are being identified early and theirparents/carers are increasingly involved in planning and supporting their learning directions. Teachers differentiatecurriculum delivery to meet the needs of individual students.

Our major focus in the domain of Teaching has been on collaborative practice for staff members. Opportunities,including planning days and weekly stage meetings, have been provided to staff in relation to planning, teaching andgrowing as a team. The use of technology for learning, the importance of data analysis to inform decision–making, thegrowing of teaching practice through classroom observations, reflections and feedback and the development of expertisein vital literacy and numeracy programs and in new syllabuses, all highlight a teaching culture that aims to move studentlearning to a new level. Teachers are focussing on providing more explicit, specific and timely formative feedback tostudents on how to improve. Teachers incorporate data analysis in their planning for learning. Assessment instrumentsare used regularly to help monitor student learning progress and to identify skill gaps for improvement. Teachers provideand receive constructive feedback from their peers and school leaders to improve teaching practice. There is a particularfocus on improved teaching methods in literacy and numeracy, with professional learning activities focused on buildingteachers’ understandings of effective teaching strategies in these areas. Teachers work beyond their classrooms tocontribute to broader school programs.


In the domain of Leading, the consistency and effectiveness of implementation of our key strategic directionsthroughout the year has been due to a strong foundation of leadership capacity building across the school. Theleadership team has been successful in leading the initiatives outlined in this report, building the capabilities of staff tocreate a dynamic school learning culture. The school has productive relationships with external agencies such ascommunity organisations to improve educational opportunities for students. Clear processes, with accompanyingtimelines and milestones, direct school activity towards effective implementation of the school plan. There areopportunities for students and the community to provide constructive feedback on school practices and procedures. Thenew approach to school planning, supported by the new funding model, is making a significant difference to our progressas a school. The achievements and identification of next steps are outlined in the following pages of this report. Ourself–assessment process will further assist the school to refine the strategic priorities in our School Plan leading tofurther improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Inspiring Leadership

Purpose

Lithgow Public School strives to facilitate excellence in teaching extending the capabilities of each staff member throughpersonalised professional learning and leadership opportunities to ensure the school is at the forefront of best practice.

The school creates leadership opportunities for student’s local settings.

Overall summary of progress

Student leadership

Our Student Representative Council, meets each term to discuss ways to benefit the students of our school as well asorganising fundraising for a number of charities. In 2016 they provided fund–raising and related opportunities in supportof: Harmony Day, Steptember, Day for Daniel, Variety Postie Bash, Tour de Cure and Bandana Day.

Professional learning

School leaders place a high priority on the ongoing professional learning of all staff. They facilitate and participate inprofessional learning alongside teachers. The implementation of the new Performance Development Framework has ledto staff engaging in a much deeper reflective process that is guiding the ongoing development of all staff, at an individualand collegial level. Regular and effective monitoring and feedback processes are in place to discuss progress, supportand to plan for growth. A timeline for the writing of professional goals, lesson observations, class program reviews,planning days, professional learning and data/evidence collection has been developed.

Leadership and accreditation

Succession planning and shadowing of key school roles is in place. In 2016 there was 1 permanent beginning teacheremployed at Lithgow Public School. The teacher was released from class for an extra 2 hours per week and workedclosely with her supervisor/mentor to improve class practice, programming and develop curriculum knowledge. Theteacher was involved in lesson observations, collegial planning and discussions and attended Strong Start GreatTeaching workshops. Our leadership team and aspiring leaders undertook professional learning in middle management.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• The Tell Them from Me surveypre and post data will reflect keyprograms to provide opportunitiesand build student leader capacityand confidence.

Tell Them From Me survey of students, parents andstaff.

Lithgow Public School Face Book page is anongoing school promotion of student activities:

https://www.facebook.com/search/top/?q=lithgow%20public%20school

• Personalised ProfessionalLearning Plans for 100% of staffdirectly reflecting targetedstandards identified in BOSTESStandards NSW.

All teachers have formulated and achieved goalsbased on the Australian Professional Standards forTeachers.

Teachers chose goals relevant to their level ofexperience, expertise and professional learningneeds.

Professional LearningFunding

$28825.54

•An increased number of teachersaccredited by theBoard of Studiesand Teacher Education

Opportunities for staff have been created inleadership mentoring and professional learning tobuild capacity and expertise in leadership.

Beginning Teacher Funding

$16557.89





Standards (BOSTES) atProficient and higher levels.

Early career teachers were supported through amentoring program.

Maintenance of accreditation submitted to BOSTESfor 2 member of staff.

Proficiency of accreditation submitted to BOSTESfor 1 member of staff.

Next Steps

As a result of reflection and self–assessment, adjustments have been made to the Lithgow Public School Plan –Strategic Direction 1 for 2017 milestones to reflect strategies to empower leadership for staff and leadership for students.

The key focus/strategies to be undertaken in 2017 as part of the implementation of the 3–year plan includes furtherprofessional learning for leaders and aspiring leaders within the school.

• We will provide a greater focus on role of the Student Representative Council and provision of opportunities for theSchool Captains and Leaders to broaden their view of leadership. Including, attendance at the Young Leaders' Dayin February 2017; Western Gateway Educational Community Leadership days; K–6 buddy programs; studentmentoring programs.

• Student and staff representation in key Lithgow Community events will provide extra–curricular learningopportunities that are significant, support student development and are strongly aligned to the school’s vision,values and priorities.

• All teaching staff will have a Performance and Development Plan aligned to appropriate level of accreditation withNESA. Professional learning will include: a continued focus on GROWTH Coaching strategies and (in–school)provision of mentoring and support to Early Career teachers; support for staff undertaking accreditation at higherlevels. Leaders and aspiring leaders will facilitate the performance development cycle of improvement to coachand supervise their teaching teams to reflect and refine their Performance and Development Plans.

• Leaders and aspiring leaders will take a key role in developing stage milestones and gathering evidence ofachievement in line with the School excellence Framework for the school plan.



Innovative & inclusive teaching & learning

Purpose

Lithgow Public School aims to promote personalised learning for all students and encourages students to be responsibleand independent learners that use reflective practice.


Visible Learning

The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence basedpractice. In 2016 successful pedagogies have been shared by the K–2 team across the school. Teachers regularlyreview learning with each student, ensuring all students have a clear understanding of how to improve their learning.Students articulate learning intentions and goal setting for student learning is displayed in all classrooms. Teachers takeresponsibility for changes in practice required to achieve improved school performance and are using data on a regularbasis to monitor the effectiveness of their own efforts.

Differentiation

There is school–wide, collective responsibility for student learning and success, with high levels of student and staffengagement. The school has aligned staff processes and school systems for collecting, analysing and reporting localand external data on student and school performance. Assessment data to monitor achievements and gaps in studentlearning are used extensively to inform planning for particular student groups and individual students. Students with highlearning needs are being identified early and their parents/carers are increasingly involved in planning and supportingtheir learning directions. Teachers differentiate curriculum delivery to meet the needs of individual students. Evaluatingand reporting student performance data underpins the movement towards a whole–school 5 weekly assessment strategyto meet the learning needs of individuals and groups.

Implementing the NSW Syllabus for the Australian Curriculum

Teachers continue to deepen their understanding of the new English, Mathematics, Science and History syllabuses. Staffmembers from within the school and across our learning community are leading and supporting others through aneffective implementation strategy. 100% of school teaching and learning programs meet NSW syllabus requirements.Teachers regularly engage in structured professional dialogue in order to accurately plot student progress on PLAN eachterm and planning, monitoring and assessing is based on syllabus outcomes and content in conjunction with the Literacyand Numeracy Continuums.




• 100% of students makeimprovement against their ownbenchmark level evidenced usingReading Recovery levels, PLANand Best Start data.

All Stage teams reviewed the milestones from 2015and set new goals for 2016.

To support the achievement of goals all Stagesmoved to whole school assessment tools: trackingstudents using PLAN in reading, comprehensionand numeracy.

All student K–2 supportedby Early Action for Successfunding and staffingarrangements.

• NAPLAN –increase of 8% ofYear 3 and Year 5 students in top2 bands.

Year 3 NAPLAN Writing results showed an increasein students achieving Bands 4 5 and 6 with 71.4%of students in those bands. (In 2015 57.8%)

In Year 3 Spelling, 63.4% of students are in Bands4 5 and 6 (Band 6 6.4%). In Grammar andPunctuation 57.5% are in Bands 4, 5 and 6. Therehas been an increase in Band 5 between 18.85 in

Resource Allocation Modelfunding used to employintervention and specialistteachers to support literacyand numeracy in Years 3–6.





• NAPLAN –increase of 8% ofYear 3 and Year 5 students in top2 bands.

2015 and 27.7% in 2016 and 12.5% in 2015 and17% in 2016 in Band 6.

In Numeracy there was a plateau in studentsachieving Bands 4, 5 and 6. (No students in Band6).

Year 5 NAPLAN results show 84.6% of studentsperforming in Bands 5, 6, 7 and 8 in Writing. InGrammar and Punctuation there was an increase inthe number of students in Band 8, from 9.1% in2015 to 24% in 2016.

In Numeracy there was an increase of studentsachieving in Band 6 from 11.1% in 2015 to 37.0% in2016 and in the top band (Band 8) from 4.4% in2015 to 5.6% in 2016.

• 80% of students are achievinggreater than or equal to expectedgrowth from Y3 toY5 in Literacyand Numeracy.

Lithgow Public School was singled out by theAustralian Curriculum, Assessment and ReportingAuthority, the body that runs the NationalAssessment Program (NAPLAN), as one of the top20 most improved schools in NSW for itsoutstanding results in the numeracy assessment.

• Benchmark/ Continuum data:80% of students are achieving ator above grade appropriate levelsin all aspects of literacy andnumeracy.

100% teachers K–6 track student progress usingPLAN.

Early Action for Successand Resource AllocationModel funding used toemploy additional staff for toprovide regularopportunities for classroomteachers to monitor andanalyse student data.

Next Steps

Strategic Direction 2 for 2017 milestones will reflect an increased collaboration and collegiality, a new sense of team asLithgow Public School transitions from Phase 1 to Phase 2 Early Action for Success (EAfS). In 2017 we will recruit anInstructional Leader Year 3–6 to support staff and students in Stage 2 and 3 to build upon the foundation provided bythe Early Action for Success initiative in literacy and numeracy using similar classroom routines and systematic andexplicit teaching / learning strategies to continue student learning growth.

We are progressing to a whole school focus, in a collaborative approach to data informed teaching and learning, toensure attainment of Stage exit outcomes in 2017 – aspiring to the Premiers' Priorities of an 8% growth over 3 years instudent results in the NAPLAN.

In Early Stage 1 and Stage 1: we will continue the personalisation of learning for students based on close analysis andmonitoring of the data: and provide timely, targeted 3–Tier Intervention using school co–contribution, as required by(EAfS) initiative guidelines, ensuring we maintain critical interventions that have been in place over the past 2 years.

We will explore future– focused learning environments and expand our approach across the school.

Our flexible timetable will see teachers provided with time for co–planning and professional development as theyconsolidate the students’ numeracy skills by developing computational thinking and real world mathematicalexperiences: and the students’ literacy skills, using critical thinking, self–regulated and self–reflective practices such asliterature circles.



Inclusive Community

Purpose

Lithgow Public School provides a safe supportive learning environment where students develop as responsible andrespectful citizens.

Students are empowered to show empathy, are self–regulating and display or show resilience.


Strategic Direction 3 focusses on establishing and maintaining proactive partnerships across the school community.

The partnerships and initiatives built, implemented and maintained in 2016 engaged both the local and wider schoolcommunity, fostering strong growth between all stakeholders.

Connectivity and communication was enhanced with the successful introduction of the Skoolbag App. Utilisation of thisapp has increased opportunities to keep parents and community members informed with the most up–to–dateinformation.

Student welfare is a primary concern for Lithgow Public School. A range of programs were implemented in 2016 tosupport the social and emotional needs of our students. The Live Life Well School Fitness Program has been continuedthroughout the year, with students reaping the benefits of the targeted motor skills being taught each day.




• Student,Staff and Parentresponses to the ‘Tell Them FromMe Survey’ will demonstrate an80 % increase of students, staffand parents meaningfullyconnecting with student wellbeingprograms in the school.

Enriched partnerships between school andmembers of local retirement village, Cooinda,school ANZAC celebrations, Lithgow Tidy towns,music performances and involvement in culturalevents such as School Spectacular and the StateRecorder Ensemble.

• LPS will establish keyprograms to support indigenousstudents.

Personalised learning plans established – all ATSIstudents.

Infants participation in nation–wide colouringcompetition for NAIDOC.

Student Art works produced and on display fromUWS Aboriginal community Primary 'taster' day.

Stage 2 perform "Heads, shoulders, knees andtoes' in Wiradjuri in Queen Elisabeth Park, Lithgow.

Completed Aboriginal flag from LPS students forNAIDOC week displayed in community.

Special school assembly for UWS to donateAboriginal themed books to every primary student.

School presentation of inaugural CulturalConnection awards for ASTI students who displaylinks to their culture.

Ongoing links with AECG fostered and maintained.

Refer: Key initiatives

• Improved student attendance Positive informal feedback of parent use of new





and engagement from 92% to94%. • Improved unexplainedabsences from 51% to 90%

digital communication options. Skoolbag Appdownloaded by 350 school community users.

Social Skill group established and programsimplemented: Life Skills Café & Gym Visits. EAL/Dstudents identified for inclusion.

Live Life well morning fitness timetabled 3 morningsper week K–6.

Positive Police Program established.

Great Lunchbox Days established.

Guardian Angel program established.

Students entering Kindergarten in 2017 have beenpart of the renewed 'Little Learners' Kindergartenorientation program.

High school transition programs have beenestablished with local high school to support Year 6students as they enter high school.

Next Steps

In 2017, the positive partnerships established in 2016 will be maintained and extended across the wider schoolcommunity. To build on the success of this year, the executive staff and classroom teachers will:

• Use PLPs more effectively to incorporate 8 Ways of Learning and halve the Aboriginal and Torres Strait IslanderNAPLAN gap by 2018.

• Focus on targeted Stage 2 and 3 Aboriginal and Torres Strait Islander students Personalised Learning Pathways toensure growth in Literacy and Numeracy in line with the Premier’s Priorities. Track student growth through PLAN andNAPLAN data.

• Acquire stronger partnership with Community assets: build working relationship with local AECG to implementprogram above.

• Use Symbols and Images (8 Ways) around school on signage and the playground (e.g. foot prints to show pathway tooffice)

• Trial new Personalised Learning Pathways guide obtained from professional development day on "PLPImplementation".

• Have a member from each stage and SEU on Aboriginal committee in 2017 Aboriginal and Torres Strait Islanderschool leadership team: Stage 3 Aboriginal and Torres Strait Islander students to apply for leadership positions for KooriClub, to take on roles such as "Welcome to Country".

• Positive Police Program: maintain link with Police Liaison Officer and PCYC; form link with Police Aboriginal LiaisonOfficer; designated timetabling for implementation; development of gratitude journals to track impact.• Guardian Angel Program: designated meeting times and inclusion in student ILPS to driveimplementation.• Breakfast Program: staffing for a teacher and SLSO; furnishing; small appliance and dining supplies;funding for food.• Living Skills Program; designated LaST timetabling for implementation; financial support fordisadvantaged students; support from Club Revive and Black Rock Café.• LLW: dedicated daily fitness timetabling;teaching and assessing of FMS; funding for playground equipment K–6.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Performance for NAIDOC Day demonstratingstudent learning in Stage 2

Local indigenous language Wiradjuri

Stage 2 performance at the opening ofEducation Week Assembly, accompanied bylocal Aboriginal community member.

Stage 2 Art Exhibition displaying all studentartworks, sponsored by the local communityframes and prints shop.

• Aboriginal backgroundloading ($26 723.00)

English language proficiency Funding was used to develop and deliverprofessional learning opportunities for all staffto enhance understanding of EAL/D learningand the ESL scales. Teachers were mentoredin ESL teaching techniques and programswere developed to support students. Wholeschool EAL/D data was audited and updatedto provide current information.

0.2 staffing

$11791

Low level adjustment for disability Student PLPs reviewed each term.

80% of students make improvement againsttheir own benchmark level evidenced usingReading recovery levels;

PLAN and Best Start data 100% of studentstracked through the Learning Support teamprocesses.

Students with identifiable learning supportneeds were provided with increasedspecialist, individual and small group supportthroughout the year.

• Low level adjustment fordisability ($45 613.00)

Socio–economic background 80% of students make improvement againsttheir own benchmark level evidenced usingReading recovery levels; PLAN and BestStart data100% of students tracked through theLearning Support team processes

• $243 884

Support for beginning teachers Programs were implemented using both tiedfunds and school funds to support earlycareer and beginning teachers and included,but not limited to development in – FormalInduction, Report Writing, Parent TeacherInterview, Classroom Management,Demonstration lessons, ClassroomObservations, Mentoring Support

• Support for beginningteachers ($16 557.00)

Professional learning Teacher Professional Learning funds havebeen allocated to ongoing training of teachersand support staff and are linked to theLithgow Public School Plan.

• Professional learning($28 225.00)

Early Action for Success PLAN data;Student writing samples;Year 3 NAPLAN

• Early Action for Success($181 023.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 225 220 209 205

Girls 202 201 197 191

Student attendance profile

School

Year 2013 2014 2015 2016

K 91.3 94.3 94.2 91.9

1 92 90.5 94.2 93.1

2 95.1 93.1 92.8 91.4

3 93.8 93.8 93.1 91.2

4 92.1 92.6 95.4 91.9

5 93 92.1 93.5 94

6 93.5 94.9 91.6 93.5

All Years 92.9 93 93.5 92.4

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Class sizes

Class Total

KGALAHS 18

KWOMBATS 15

KROSELLAS 15

KKANGAROOS 17

1/2BANKSIAS 20

1/2WATTLE 19

1/2WARATAHS 23

1/2LILIES 22

1/2GUMTREES 20

3/4LITTLETON 22

3/4GLANMIRE 27

3/4COOK 23

3/4BOWENFELS 26

5/6ARNOLD 26

5VALE 23

5/6JACKSON 24

5/6CHIFLEY 30


Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 15.67

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.6

Teacher Librarian 0.8

School Counsellor 1

School Administration & SupportStaff

6.22

Other Positions 0.76

*Full Time Equivalent

Lithgow Public School has no Aboriginal staff within thecomposition of the school workforce.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 10

Professional learning and teacher accreditation

1 teacher from Lithgow Public School attainedProficiency in 2016.

2 teachers from Lithgow Public School attainedMaintenance of Accreditation in 2016.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 449 943.44

Global funds 305 738.32

Tied funds 702 807.06

School & community sources 91 967.18

Interest 8 246.96

Trust receipts 39 357.84

Canteen 0.00

Total income 1 598 060.80

Expenditure

Teaching & learning

Key learning areas 78.63

Excursions 54 593.03

Extracurricular dissections 17 958.64

Library 5 003.32

Training & development 1 218.18

Tied funds 759 474.15

Short term relief 77 303.54

Administration & office 79 173.70

School-operated canteen 0.00

Utilities 63 658.29

Maintenance 31 434.33

Trust accounts 34 728.08

Capital programs 28 341.78

Total expenditure 1 152 965.67

Balance carried forward 445 095.13

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Lithgow Public School Year 5 NAPLAN results in 2016were above the national average in writing andgrammar. Overall the school’s results were a vastimprovement on last year. Year 3 NAPLAN Writingresults showed an increase in students achievingBands 4, 5 and 6 with 71.4% of students in thosebands. (In 2015 57.8%). In Year 3 Spelling, 63.4% ofstudents are in Bands 4 5 and 6 (Band 6 6.4%). InGrammar and Punctuation 57.5% are in Bands 4, 5 and6. There has been an increase in Band 5 between18.85 in 2015 and 27.7% in 2016 and 12.5% in 2015and 17% in 2016 in Band 6.

Year 5 NAPLAN results show 84.6% of studentsperforming in Bands 5, 6, 7 and 8 in Writing. InGrammar and Punctuation there was an increase in thenumber of students in Band 8, from 9.1% in 2015 to24% in 2016.


Lithgow Public School’s numeracy results in Year 3have been substantially below the national averagesince 2012. However, in 2016, Lithgow Public Schoolsaw its Year 5 class gain an above average mark fornumeracy compared to similar schools and the nationalaverage.

Year 3 Numeracy results show there was a plateau instudents achieving Bands 4, 5 and 6. (No students inBand 6).

NAPLAN results in Year 3 Numeracy and Year 5Reading and Writing: pushing students up into in Band8 indicate that this is a focus area for improvement in2016– 2017.

In Year 5 Numeracy there was an increase of studentsachieving in Band 6 from 11.1% in 2015 to 37.0% in2016 and in the top band (Band 8) from 4.4% in 2015 to5.6% in 2016.


Lithgow Public School was singled out by the AustralianCurriculum, Assessment and Reporting Authority, thebody that runs the National Assessment Program(NAPLAN), as one of the top 20 most improved schoolsin NSW for its outstanding results in the numeracyassessment.

The My School website provides detailedinformation and data for national literacy and numeracytesting.

Click on the link http://www.myschool.edu.au and insertthe school name in the Find a school and select GO toaccess the school data.


Parent/caregiver, student, teachersatisfaction

In 2016 parents were asked to complete a surveyvia The Learning Bar on Parents as Partners inLearning.

12 families responded and the results are as follows.62% of families said that they felt welcome when theyvisit the school. 73% felt well informed about schoolactivities and responded that written feedback from theschool was clear and understandable. 83% of parentsexpressed that they could easily speak with teachersabout their child. 76 % of parents felt well informed ontheir child’s progress through the school’s reportingprocesses. Families felt that the school supports thepositive behaviour of students. 79% of parents felt thattheir child was clear about the rules for schoolbehaviour and 77% felt that teachers had highexpectations for their child to succeed.

Student Engagement Report for Lithgow PublicSchool

Students from Lithgow Public School completed theTell Them From Me survey which included ninemeasures of student engagement alongside the fivedrivers of student outcomes.

Students that value schooling outcomes. Studentsbelieve that education will benefit them personally andeconomically, and will have a strong bearing on theirfuture. 97% of students in this school valued SchoolOutcomes. The NSW Govt norm for these years is96%.with positive behaviour at school

Students that do not get in trouble at school fordisruptive or inappropriate behaviour. In this school,90% of students had positive behaviour. The NSWGovt norm for these years is 83%.

Students are interested and motivated in theirlearning. 84% of students in this school were interestedand motivated. The NSW Govt norm for these years is78%.

Expectations for success The school staff emphasisesacademic skills and hold high expectations for allstudents to succeed. In this school, students ratedTeachers' Expectations for Academic Success 8.6 outof 10. The NSW Govt norm for these years is 8.7.

Teacher Satisfaction Teachers from Lithgow Public School completed theTell Them From Me survey. There were 22respondents. Teacher Survey Report for Lithgow Public School: The results for the Eight Drivers of Student Learningare shown in the first set of charts. The scores for theLike format questions (i.e., strongly agree to stronglydisagree) have been converted to a 10–point scale,

then averaged and reported by question and by topic. Ascore of 0 indicates strong disagreement, 10 indicatesstrong agreement, and 5 is a neutral position (neitheragree nor disagree). The radar chart below provides asummary of the results for Lithgow Public School.


Policy requirements

Aboriginal education

Lithgow Public School is committed to the continualimprovement of the educational outcome and wellbeingof Aboriginal and Torres Strait Islander students so thatthey excel and achieve in every aspect of theireducation and training. In 2016, 12% of our studentsidentified as being of Aboriginal and/or Torres StraitIslander descent.

Lithgow Public School promotes the inclusion ofAboriginal perspectives in the teaching programs toensure student education opportunities are wellrounded. The school also promotes respect of theunique and ancient culture of the Aboriginal people inthe following forms: Acknowledging the traditionalcustodians of the land in all assemblies and anAcknowledgement of Country displayed in the school.Integration of Aboriginal perspectives across KeyLearning Areas so students can develop deepknowledge and understanding about Australia's firstpeoples. Staff members K–6 and Aboriginal and TorresStrait Islander students participated in the LithgowNAIDOC day where they learnt about traditionalAboriginal traditions, dances and games. The studentsperformed a traditional song in Wiradjuri. The schoolalso developed links with the University of WesternSydney undertaking a cultural day resulting in apublication of the students writing and drawings.

The 2016 Tell Them for Me survey indicates: 56% ofAboriginal and Torres Strait Islander students stronglyagree and 38% agree they feel good about their cultureat school.

Multicultural and anti-racism education

The role of the Anti–Racism Contact Officer (ARCO) inschools is to be the contact between students, staff,parents and community members who wish to make acomplaint regarding racism. The ARCO role involvespromoting the values of respect for all races andcultures and our school rules of showing respect, beinga problem solver, being safe and being a learner helpto support these values. Students, teachers, parentsand the community are doing a very good job of livingtogether in harmony.

98% of students in this school were born in Australia.

100% of the girls and 97% of the boys were born inAustralia.

Multicultural Education – targeted student support forrefugees and new arrivals

At Lithgow Public School we aim to create a supportiveand safe learning environment for students with alanguage background other than English. Culturally andlinguistically inclusive strategies are implementedacross the school community to enhance learning andpromote inclusive behaviour. Student’s learning,welfare and settlement needs are recognised and

supported. EAL/D NAP teacher support included: • providing resources and information about EAL/D

learners to classroom teachers • provide specialist programs for EAL/D learners on

the New Arrivals Program • assessing English Language Proficiency using

the EAL/D Learning Progression • update EAL/D Annual Survey • transition of year 6 students on the New Arrivals

Program into high school • facilitate effective communication with students

and their family. To promote participation in allaspects of the school community EAL/Dstudents and their families are encouraged toshare information about their own needs,expectations and concerns.

• maintain contact with an ESLMentor to increaseknowledge of LBOTE learners

In 2016 we held our biannual Carnivale celebrating themulticultural diversity across Lithgow Public School andits community.

Other school programs

Support Education Unit

This year the Special Education Unit has continued todevelop active partnerships with families and workcollaboratively to ensure continuity of learning forstudents. The Special Education Unit providedopportunities for parents/caregivers to be engaged andunderstand the learning progress of their childrenthrough the night–time SEU Information Session,Individual Education meetings each semester,scheduled Review meetings as well as networking withthe Community Connector to provide parents with theopportunity to access the National Disability Schemeand support families through the application andplanning process.

In 2017 we aim to continue to embed theseopportunities further and provide opportunities forparents to understand the learning progress of theirchildren and how to effectively support them to learn.The Special Education Unit also held its first annualWorking bee which was supported by familiesthroughout the school, provided opportunities forstudents to access mainstream learning opportunitiesincluding Choir, Dance, Carnivale and hostingAssembly.

In 2016 the Special Education Unit has collaborated todevelop engaging curriculum programs that meet theNSW BOS new Science and History Syllabusoutcomes. The teaching staff have collaborated todevelop engaging teaching and learning programs andprovide opportunities for students to integrate withmainstream classes to access Stage relevant outcomesand develop positive peer relationships. In 2017 we aimto provide students with access to the new Geographysyllabus students through innovative teaching andlearning actives within their own classrooms andthrough integration opportunities where appropriate.

Teachers continue to monitor student progress toward


their Individual Education Plans by collecting regularassessment data, inline with the schools assessmentguideline, to help monitor student learning progress andinform reporting. As the Special Education Unitincreases to four classes the importance of having aconsistent approach to teaching and learningthat utilises evidence based practice is essential tomaintain student success and learning growth. In 2017the teachers aim to work collaboratively to developconsistent teacher judgement and build teachercapacity within the stage.

Student Wellbeing

The Guardian Angel Program continued to operate withvolunteer staff members closely supporting studentwellbeing. Through the Positive Police Program linkswere established with the PCYC and the Chifley PoliceLiaison Officer; this enabled the development ofpositive relationships between target students and localpolice and also opened student pathways to out ofschool programs.

Students visited Club Revive Gym and Black RockCafé as part of the Living Skills program. Participantswere closely supported in further developing social,gross motor and language skills. This year EAL/Dstudents also joined the program which enabledcommunication skills and social interactions to bepracticed and in community settings.

Volunteer teachers supported students in need duringbreak times implementing organised activities toenhance social skills including arrange of sports.

Daily Fitness was implemented by the entire schoolwith links made to the teaching of FundamentalMovement Skills. Daily fitness proved to be a positiveway to begin the school day with children enteringclassrooms alert, refreshed and ready to learn. ThreeHealthy Lunchbox Days were held over the year raisingan awareness of healthy food choices and providing anopportunity for the entire school to eat together in a funand relaxed setting. The school also participated in TheBig Crunch.


2016 lithgow public school annual report...lithgow public school (lps) was established in 1875. it...

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