2018 wattle grove public school annual report...introduction the annual report for 2018 is provided...

Wattle Grove Public SchoolAnnual Report

2018

3871

Printed on: 3 June, 2019 of 19 Wattle Grove Public School 3871 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Wattle Grove 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.

Kylie Foreshew

Relieving Principal

School contact details

Wattle Grove Public SchoolCressbrook DriveWattle Grove, 2173www.wattlegrov-p.schools.nsw.edu.auwattlegrov-p.school@det.nsw.edu.au9731 1355

Message from the Principal

We have had another successful year at Wattle Grove Public School. I have enjoyed leading the school in Term Fourand being part of the executive team throughout 2018.

2018 was the beginning of the new school planning cycle, where we worked together to focus on continual improvementin student, teacher and community learning. Our teachers began to engage in deep learning around formativeassessment practices to drive the planning and delivery of quality teaching and learning programs. We continued toexpand our technology programs through the purchasing of drones and coding devices and updating of equipment.Chrome books were introduced in stages 1–3 to enhance student learning across the curriculum.

Students continued to perform well in external and internal programs. We came away winners of the Mind MarathonCompetition and were the highest scoring team in the Sci Tech Challenge. Many of our students represented the schoolat regional and state levels at public speaking competitions. Once again Wattle Grove continued to excel on the sportingfield with many teams and students participating in a variety of sports from school to state level. I am proud of the growthand achievements of all students at our school.

Many opportunities were provided in the Creative Arts areas. Our dance ensembles performed and competed at manyevents and were invited to showcase their talents at the annual State Primary Principal Conference. Our School,Indigenous and Cantabile choirs performed at many events including the Vietnam Veterans' Day at the HolsworthyBarracks and the Cantabile Music Festival at the Sydney Opera House.

A highlight of the year was the school's involvement with the Invictus Games. Students had the opportunity to attend thisevent and our school choir performed at the Invictus Games Peace Movement Project at Government House. FormerAustralian Army Sergeant, Garry Robinson DSM, inspired our 3–6 students when he shared with us his journey as anathlete and overcoming adversity to achieve his dreams.

Our strong community spirit was evident throughout the year with the success of many P&C and school based events.Our dedicated P&C and generous community organised and supported the Wattle Grove Commonwealth Games andmany other school–based events, raising significant funds for school projects. With the support of families, 90 army careboxes were packaged and sent to our service personnel serving overseas. This generosity was recognised throughletters of appreciation sent to the school from the defence personnel. This was a heart–warming gesture showing ourcaring spirit.

I would like to acknowledge Mr White, Mrs Wilson and the executive team for their leadership in 2018. Thanks also goesto dedicated staff at Wattle Grove for their outstanding work with students and community. It has been a pleasure to workclosely with the Wattle Grove community and families to collaboratively improve outcomes and opportunities for all.


School background

School vision statement

At Wattle Grove Public School we believe in creating an environment that is engaging, inclusive and nurturing to developsafe, respectful learners. This will allow every child to be confident and creative, able to embrace life–long learningthrough dynamic teaching and contemporary technologies. Our community oriented school is committed to a partnershipbased on collaboration and trust to achieve the best possible outcomes for all learners.

School context

Wattle Grove Public School operates in a culture of inclusiveness, where strong student welfare programs and aninherent feeling of partnership within the school community, creates a dynamic and caring environment conducive tostudent learning. The school has a Defence Force component of 25%. Wattle Grove Public School employs a DefenceSchool Mentor (DSM), who plays a vital role in supporting the social and emotional needs of students from defence forcefamilies. The school enrolment profile also includes 5% indigenous students and 28% of students with a languagebackground of English as an Additional Langauge or Dialect (EALD).

The students at Wattle Grove Public School are immersed in quality educational programs, within a balanced anddifferentiated curricular, catering to the individual learning needs of the student. Teaching pedagogy is continuallyreviewed to ensure students experience a variety of teaching styles, designed to maximise their engagement and resultin outstanding educational outcomes. The school is a member of the Holsworthy Community of Schools (HCOS), wherea spirit of close cooperation and partnership endeavours to enhance the educational opportunities for all students withinits membership.

Wattle Grove Public School has established a strong recognition with the wider community for the outstanding learningprograms in literacy and numeracy. Acclamation of the strong performing arts and sporting program has also enhancedthe positive image of the school. The multi–skilled and professional teaching staff operates in an atmosphere ofexcellence and continuous improvement. Wattle Grove Public School has a strong focus on technology, aimed atincreasing student achievement through increased engagement. A purposeful investment in coding, robotics and digitaltechnology is strongly supported by the school community, as it embraces the principles of future–focused learning.

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.

Learning Domain

On balance, we are Sustaining & Growing in the Learning Domain. The whole school community demonstratesaspirational expectations of learning progress and achievement. The implementation of 3 way learning conversations hassupported the development of effective teacher, student and parent partnerships. Our Defence School Mentorimplements a range of differentiated strategies to support our mobile student population, ensuring continuity of educationand support for students and families. The implementation of Positive Behaviour for Learning and the revision of theSchool's Wellbeing Procedures has enabled expectations of behaviour to be explicitly and consistently applied acrossthe school. This focus will continue in 2019 with the research and implementation of innovative ideas to support studentwellbeing across the school. The focus on Formative Assessment is evident in teaching and learning programs whereteachers articulate expected progression and the assessment that will measure this. We will continue to focus on sharingand developing learning goals and success criteria with students and measuring their achievement through a variety ofstrategies and identifying their 'next step.'

Teaching Domain

On balance, we are Sustaining and Growing in the Teaching Domain. Teachers collaborate to share curriculumknowledge, feedback and information about students' progress and achievement to inform the development ofevidence–based programs. This has been evident in the delivery of the Seven Steps of Writing Program throughprofessional learning, team meetings and mentoring. Teaching staff use the professional standards to identify their


Development Goals and the school monitors the accreditation status of staff. An area of focus for 2019 will be data skillsand use with a focus on professional learning around data concepts, analysis and the use of data and related tools.Teachers share and discuss learning from targeted professional development with other staff to improve practice. Thishas included the delivery of professional learning sessions on the new Science and Technology and PersonalDevelopment, Health and Physical Education syllabus documents. Mentoring and coaching structures will be a focus in2019 to support beginning teachers and aspiring leaders.

Leading Domain

On balance, we are Sustaining and Growing in the Leading Domain. The leadership team undertook practicesthroughout the year ensuring NESA requirements were met in programming and assessment areas across the school.This included planned supervision practices over the year with valuable feedback and discussion. A 2019 focus will bebuilding instructional leadership across the school, including aspiring leaders. Teachers and non–teachers actively seekto improve their performance which is evident in many teachers perusing professional learning and opportunities in areasof interest and school need. All school leaders were part of a strategic direction team, where they were involved in thearticulation of processes, milestones and evaluation. In 2019, the leadership team will continue to support the staff'sunderstanding of the school plan and their pivotal role in its success. Additional funds have been allocated toadministrative staff to allow for non–educational tasks to be allocated to non–teaching staff. SENTRAL is used by staffmembers to streamline administrative tasks, this will increase in 2019. An alternative to the SENTRAL parent portal willalso be examined in 2019 to ensure delivery of information to parents is systematic and timely. We are well resourcedwith technology, which is used to enhance student learning across Key Learning Areas. Technology mentoring structureswill continue to support the integration of available technology into lessons.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Quality Curriculum

Purpose

To develop consistent and well–sequenced learning programs that reflect syllabus requirements and engage learners inpurposeful, deliberate and explicit learning experiences. Teachers will embed dynamic and contemporary technologiesinto flexible environments that lead students to be confident and agile learners able to embrace the challenges of aconstantly changing world.

Overall summary of progress

In 2018, Wattle Grove Public School worked towards developing consistent and well sequenced learning programs toengage learners in purposeful, deliberate and explicit learning experiences. The following summary of progress wasachieved:

* Design and implementation of a whole school writing overview (K–6).

* Development and implementation of a grammar scope and sequence (K–6).

* Creation and implementation of whole school writing scenarios, where all students were involved in responding tostimulus.

* Training of a team of teachers in The Seven Steps of Writing.

* Delivery of The Seven Steps of Writing Project to staff through professional learning sessions. Colleague sharingsessions, where teachers shared resources, including websites and applications to support writing lessons.

* Writer of the Month award was introduced K–6.

*All teachers engaged in team teaching sessions with the ICT Instructional Leader, demonstrating the use of schooltechnology resources.

*Technology tips provided each week at staff meetings.

*SAMMAT Drone project implemented in Stage Two and Three classrooms.

*STEM day implemented K–6.

*Staff attended Central 8 as part of Staff Development Day Professional Learning.

*Scope and Sequences were developed for aspects of English, History and Geography and presented to staff for trial.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased proportion of studentsachieving proficiency andimprovement in writingassessments.

Professional learningresources expended forstaff training in the SevenSteps of Writing Processand collaborative planning.

Purchase of the SevenSteps of Writing resources.

2018 NAPLAN results showed a significant growthin writing. Year 3's scaled scores went from abovethe state (2017) to significantly above the state(2018). Year 5's scaled scores went fromsignificantly below the state (2017) to significantlyabove the state (2018).

School based assessments show a higherproportion of students K–6 achieving in the highand outstanding range in English.

Increase in students participating in whole schoolwriting initiatives and competitions.

Increased number of students Employment of an ICT Student participation in the ICT Aerotropolis






who apply expert understandingof the ICT capabilities.

Instructional Leader (FTE0.6).

$120 000 ICT resourcesand subscriptions.

competition and Sci Tech Challenge.

Introduction of Coding Club.

All students accessing technology in classroomsand computer lab.

Increase in staff skills andproficiency in embeddingtechnology to support learning

Employment of an ICTInstructional Leader (FTE0.6).

$120 000 ICT resourcesand subscriptions.

All teachers K–6 engaged in team teaching lessonswith the ICT Instructional Leader using a range oftechnology resources.

Teachers using Google Classroom to enhanceteaching and learning programs.

Teachers increasingly using a variety of ICT,including chrome books, in the classroom, acrossall Key Learning Areas.

Next Steps

* Continuation of The Seven Steps of Writing Project across the school. This will include training of new teachers andrevision and innovation of practices for all staff.

* Employment of a mentor 0.4 FTE to work in classrooms with teachers during writing lessons. The mentor will supportprofessional learning, planning and assessment. Team teaching will also be a focus of support.

*Continue the ICT Instructional Leader Position, who will work shoulder to shoulder with teachers in embedding newtechnology in the classroom to enhance student learning across Key Learning Areas.

* Implementation of a Stage Three Spelling Project. This project will focus on evidenced based approaches to theplanning and teaching of spelling. Teachers will revise scope and sequences and resources used to teach spelling.Results will be shared across the school with the vision of other stages adopting aspects of the project.

* Review and adjustments of Scope and Sequences for Science and Technology, to incorporate the new SyllabusDocument. The team will explore available resources to support the teaching of content K–6.



Quality Teaching

Purpose

To create learning environments underpinned by evidenced–based research, high expectations and collaborativeteaching practices. Data analysis, collaboration and consistent teacher judgment will be the foundation of assessmentand reporting procedures to measure student learning and inform the community of student progress. Teachers will havethe skills and attitudes to enhance and modify teaching practice to meet the needs of all learners.


In 2018, Wattle Grove Public School worked towards creating learning environments underpinned by evidenced–basedresearch and professionally developing teachers in formative assessment practice to enhance student learning. Thefollowing summary of progress was achieved:

* Whole School Professional Development Goal focusing on Formative Assessment was established with staff.

* Dylan William Formative Assessment Workshops delivered to staff. Staff implemented the focus strategies and sharedfeedback at a whole school and team level so staff could learn from each other.

* Development of a whole school Formative Assessment checklist development and included in teaching programs.

* Class observations focusing on Formative Assessment, where staff were provided with timely feedback.

* 3 way learning conversations were implemented, where student, parents and teachers engaged in conversation aroundlearning goals.

* Training of a small team of teachers in Quality Teaching Rounds.

* A team of teachers attending Professional Learning on the Literacy and Numeracy Progression.





Increased number of teachersusing formative assessmentstrategies and analysis of data toinform practice.

Professional learningresources expended forstaff training in FormativeAssessment practices.

Purchase of FormativeAssessment Resource(Dylan William).

All teachers implemented forms of FormativeAssessment practices. These were evident inprograms and observed as part of the ProfessionalDevelopment Plan (PDP) process.

Teachers shared and reflected upon FormativeAssessment practices implemented in whole schooland stage planning sessions.

Increased proportion of studentsachieving expected growth inliteracy.

Professional learningresources expended forcollaborative planning.

Planning for the introduction of the LiteracyProgression with all staff. This will focus on thepurpose and use of the progression to plan, assessand monitor student growth.

Increased proportion of studentsachieving expected growth innumeracy.

Professional learningresources expended forcollaborative planning.

Planning for the introduction of the NumeracyProgression with all staff. This will focus on thepurpose and use of the progression to plan, assessand monitor student growth.

Next Steps

* Continuation of professional learning in Formative Assessment practices with a focus on learning goals and successcriteria, where students are actively involved in assessing their own achievements and setting future goals. This will alsoemphasise the importance of students feedback and self assessment.


* Data and assessment project – This project will involve the Introduction of the Literacy Progression to teaching staff,focussing on the aspect of writing. This project will introduce the purpose of the literacy progression and how to use it forplanning and assessment purposes. Teachers will also be introduced to PLAN2 with the intention of using this platform tomonitor student progress and determine future areas of need.



Dynamic Culture

Purpose

To create a learning environment that is engaging, inclusive and nurturing to empower students and staff to work andlearn in innovative ways. Being a safe, respectful learner is infused into the culture and ethos of the school to ensurestudent learning and wellbeing is at the core of all decision making processes. A commitment to provide opportunities tofoster leadership at all levels of the school community will be embraced.


In 2018, Wattle Grove Public School implemented a range of strategies to create learning environments that are inclusiveand nurturing, empowering students to work in innovative ways and be safe and respectful learners. The followingsummary of progress was achieved:

*Implementation of a school wide token system, recognising and rewarding safe and respectful behaviour. Studentsearned tokens for their school house, which were collated at the end of each term. A reward was presented to thewinning house group. each term.

*The purchasing of a range of playground equipment to provide opportunities for students to engage in purposeful playwith peers at recess and lunch. These included standing sandpits and multi–sided basketball hoops.

*SAMMAT drone program implemented 3–6 and purchasing of drones.

*STEM day implemented K–6.

*Year 2 participation in a Science project with Holsworthy High School.

*Various PL opportunities provided in the Future Focused Learning.

*Draft and finalisation of the Wattle Grove Public School Wellbeing Procedures. This was revised with staff andpresented at the P&C for feedback. The document was finalised and ready for implementation in 2019. This documentclearly outlines the school's core values, uniform policy, sport code of conduct, merit system, and attendance,healthcare, uniform and discipline procedures.





Impact of improved learningenvironment measured againstthe Positive Behaviour forLearning (PBL) high fidelitymatrix.

Purchase of token system(boxes, number cards andtokens).

Playground equipment(sandpits and toss balltowers).

An increased proportion of students engaged inpositive play behaviour through the use of playequipment available in the playground.

The successful implementation of the house tokensystem evidenced by the students demonstratingthe PBL behaviours in all school environments.Rewards were given at the end of each term for thewinning house.

Increase in staff confidence andskill in implementing STEM,project–based learning andfuture–focused technologies intoteaching practice.

Professional learningresources expended forstaff training in Future–Focused Learning,including the SAMMATdrone project and EduTech.

Purchasing of technologyequipment.

Staff participation in:

Edu Tech; SAMMAT drone project ; team teaching.

*Future–Focused Immersion Experience atAustralian Technology Park.

*An increase in teachers implementing STEMprojects, project–based learning andfuture–focused teaching practices.

Increased engagement and Sharing of the new Wellbeing Procedures with staff






participation in school decisionmaking by students, staff andcommunity.

and community with feedback used to further refinethe document.

Explicit teaching of a PBL focus each week, led bythe Student Representative Council (SRC).

Increased decision making opportunities providedfor the SRC students.

Next Steps

* Implementation of innovative ideas to enhance the PBL structures already in place. Ideas will be researched, plannedand implemented by the PBL team. This will involve visiting other schools and working with the PBL mentor.

* Review of Learning Support Team structures and procedures.

* Professional Learning focussing on the development of Personalised Learning and Support Plan, PersonalisedLearning Pathways and differentiation.

* Design and implementation of a creativity project.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading * AESTI equity funds – $24858

*Persoanlised Learning Pathways developedand implemented for all Aboriginal students.*Students achieving articulated goals inacademic, social, cultural and leadershipdomains. *Students provided with SLSOsupport in identified areas. *Participation incultural events enhancing connections withstudents within and across schools.*Indigenous choir.

English language proficiency *EALD staffing allocation0.8FTE

*EALD Flexible equity –$48345

*All EALD students have access to the schoolcurriculum with links to the EALDprogressions. *EALD students monitoredusing the EALD progressions and Scales.*Participation in professional learningnetworks to keep up to date with currenttends and resources.

Low level adjustment for disability *LAST staffing allocation 0.9FTE

*Equity loading $51 945

*DoE funded integration –$240 957 (including $8 754carried forward)

*Identified students provided with LaSTsupport through direct or collaborative modesof delivery. *School Learning SupportOfficers (partly funded from low leveladjustments flexible funding) provided supportfor students requiring adjustments to theirlearning and environment. *Wellbeing mentoremployed to work with focus students in arange of areas to impact their academic,social and emotional development. *Learningresources purchased to assist learningadjustments and interventions. *All targetstudents have Personalised Leaning andSupport Plans which were monitored throughLearning Support Team processes.

Quality Teaching, SuccessfulStudents (QTSS)

$108 902 – Staffing *100% of teaching staff have a ProfessionalDevelopment Plans (PDPs) which isdiscussed and reviewed with their supervisorthroughout the year. *Staff accessed a varietyof professional learning opportunities linked totheir PDP and school priority areas.*Collaborative planning days where teamsworked on explicit planning processes,assessment and pedagogy.

Socio–economic background *Socio–economicbackground flexible funding$50 618

*Targeted professional learning linked toschool priorities. *Purchasing of resources tosupport Positive Behaviour for Learninginitiatives enhancing the wellbeing of studentsand families. *Funding was utilised forstudents to access educational experiences,programs and resources. *Purchasing oftechnology equipment and applications forclassrooms and the computer lab enablingstudents to access the most up to dateresources, enhancing their development ofFuture Focused Learning Capabilities.

Support for beginning teachers *$17 950 – Staffing andcourses

*Beginning teachers attended ProfessionalLearning in a range of areas relating to theirPDP and school focus areas. *Collaborativeplanning with stage teams. *Teachers startedand continued their accreditation at ProficientLevel.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 287 291 293 312

Girls 305 309 317 304

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.2 95.6 95.3 95.2

1 95.6 95.1 95.2 95.2

2 95.6 95.7 95.3 94.6

3 95.5 95.5 95.5 96

4 94.8 95.6 95.2 94.6

5 93.5 94.5 95.5 95.6

6 94.4 94 95 94.8

All Years 95.2 95.2 95.3 95.1

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Student non–attendance is monitored at a classroomand executive level. Students with a highnon–attendance rate are identified early andappropriate strategies articulated and implemented tosupport students and their families. Classroomteachers, executive and the Learning Support teammembers work closely with students and families toincrease attendance rates. The Home School LiaisonOfficer (HSLO) regularly monitors student attendancedata. Referrals are made to the HSLO if a student'sattendance is of significant concern. Wattle Groveattendance rates are above the state average.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 24.28

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.9

Teacher Librarian 1.2

Teacher ESL 0.8

School Counsellor 1

School Administration and SupportStaff

4.06

*Full Time Equivalent

In 2018, there were three members of the workforcewho identified as Aboriginal or Torres Strait Islanderdescent.

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 30

Professional learning and teacher accreditation

In 2018 all staff engaged in a variety of professionallearning opportunities linked to the school's strategicdirections and priorities. These were funded by teacherprofessional learning, global and resource allocationmodel funds. Professional learning activities werewhole school, stage and individual based, allowing fordifferentiation. Teachers participated in whole schoolweekly professional learning sessions which focussedon formative assessment practices, the Seven Steps ofWriting Program, technology and compliance training(Child Protection, E–Emergency, Anaphylaxis, CPRetc). Teachers engaged in weekly team meetingswhere teachers were involved in sharing, discussingand enhancing their knowledge and skills around keypedagogical practices. Individual teachers alsoaccessed opportunities to engage in professionallearning opportunities to achieve their ProfessionalDevelopment Goals in areas including curriculum,leadership, student wellbeing, technology and


compliance. A small group of teachers were trained inQuality Teaching Rounds and Beginning Teachersparticipated in a variety of experiences to support theirprofessional development.

During 2018, 7 teachers were working towards theiraccreditation at the Proficient level. All other staffmembers are accredited at Proficiency and aremaintaining this accreditation status.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 155,244

Revenue 5,627,998

Appropriation 5,237,199

Sale of Goods and Services 34,020

Grants and Contributions 352,455

Gain and Loss 0

Other Revenue 0

Investment Income 4,324

Expenses -5,328,518

Recurrent Expenses -5,328,518

Employee Related -4,735,525

Operating Expenses -592,992

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

299,480

Balance Carried Forward 454,724

Wattle Grove Public School has a School BudgetCommittee to assist with the financial managementprocesses and governance structure to meet financialpolicy requirements.

2018 balance carried forward will be used for additionalstaff, professional learning priorities and communityresources.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 4,192,839

Base Per Capita 117,955

Base Location 0

Other Base 4,074,883

Equity Total 352,758

Equity Aboriginal 24,858

Equity Socio economic 50,618

Equity Language 131,636

Equity Disability 145,647

Targeted Total 182,984

Other Total 306,602

Grand Total 5,035,183

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

YEAR 3

Our Year 3 students have achieved impressive resultsin all areas of Literacy. NAPLAN data shows that morethan 50% of our students have achieved results whichplace them in the top two bands (Bands 5 and 6) inReading, Spelling, Grammar and Punctuation, and


Writing. In three of the four areas of Literacy, our schoolaverage was significantly above both the State averageand the average of statistically similar school groups.Over 90% of our Year 3 students achieved at or abovethe National Minimum Standard in each area ofLiteracy. Spelling continues to be an area of particularstrength, with over 63% of students achieving the levelof proficiency.

YEAR 5

Our Year 5 NAPLAN results demonstrate a positivegrowth in the area of Literacy. In Spelling, andGrammar and Punctuation, our school average wassignificantly above both the State average and theaverage of statistically similar school groups. In theseareas, more than 60% of our students achieved greaterthan the expected growth from their Year 3 results.There was also a positive, upward trend in the area ofWriting. Our average score was greater than both theState average and the average of statistically similarschool groups for the first time since 2013. WattleGrove Public School's average value–added was abovethe average value–added for schools in New SouthWales.

Band 1 2 3 4 5 6

Percentage of students 3.3 4.3 15.2 27.2 17.4 32.6

School avg 2016-2018 3.3 3.7 13.2 23 20.6 36.2

Band 1 2 3 4 5 6


School avg 2016-2018 0.8 8.2 14.8 22.2 28 25.9


Band 1 2 3 4 5 6


School avg 2016-2018 0 4.9 13.6 30.5 40.7 10.3

Band 1 2 3 4 5 6


School avg 2016-2018 0.8 7 12.3 23.9 32.5 23.5

Band 3 4 5 6 7 8


School avg 2016-2018 3.1 6.7 18.2 29.3 17.8 24.9


Band 3 4 5 6 7 8


School avg 2016-2018 3.1 10.2 23.6 27.6 22.7 12.9

Band 3 4 5 6 7 8


School avg 2016-2018 3.1 7.6 17.3 31.6 22.7 17.8

Band 3 4 5 6 7 8


School avg 2016-2018 4.9 7.6 45.3 30.7 8.4 3.1

YEAR 3

Year 3 students are performing well in the area ofNumeracy. Over 93% of students achieved resultswhich place them at or above the National Minimumstandard. Our overall school average in Numeracy waswell above the state average and the average ofstatistically similar school groups. Our school achievedresults significantly above the State for questionsacross all strands of Numeracy and there were noareas of particular need identified.

YEAR 5

Year 5 are continuing to perform strongly in all areas ofNumeracy. Over 91% of students achieved resultswhich place them at or above the National Minimumstandard. Our overall school average in Numeracy wassignificantly above the State average and well abovethe average of statistically similar school groups withour second highest average score in the past six years.Almost 70% of students achieved greater than theexpected growth from their Year 3 results. Our schoolachieved results which were significantly above theState in Number and Algebra, Measurement andGeometry as well as in the area of Statistics andProbability. There were no particular areas of needidentified in Numeracy.


Band 1 2 3 4 5 6


School avg 2016-2018 2.1 7.1 24.2 28.3 20.8 17.5

Band 3 4 5 6 7 8


School avg 2016-2018 0.9 7.1 23.2 37.1 17.4 14.3

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Due to the small number of Aboriginal students (2 Year3 students and 3 Year 5 students) we will not bereporting our growth in this area for privacy reasons.

Parent/caregiver, student, teachersatisfaction

Parent surveys and consultation effectively enhancedand strengthened our school priorities in 2018. Thesuccess of many school based initiatives is evidencedby the high satisfaction expressed by parents, throughthis process. This included:

* A very positive response indicating that the recentlyintroduced Learning Conversations were an effectiveway of providing constructive feedback to parents andstudents around student learning. It was indicated thatthis led to a collective approach when enhancingstudent growth in all areas of their learning.

* A high level of appreciative responses to schoolbased positive reward systems including PresentationNight and the Super kids System.

All teachers took part in a survey relating to theirprofessional development in writing, an area of focus in2018. Below is a summary of results.

*59% of staff indicated in–school professionaldevelopment impacted positively on their explicitteaching of writing

*45% of teachers felt external professionaldevelopment enhanced their teaching of writing

*59% of teachers felt that additional classroom supportand mentoring would be of benefit to their ongoingprofessional development in writing

*A significant increase in teacher confidence in theplanning and teaching of writing to engage and cater forvarying needs of students

*A large proportion of staff felt that the quality ofProfessional Learning in writing contributed to theirskills to explicitly identify and teach all aspects ofwriting

Students in Years 4–6 participated in the Tell ThemFrom Me survey which measures student engagementin a variety of areas. Below is a summary of results.

*95% of students value schooling outcomes


*90% of students feel they display positive behaviour inthe school environment

*A high level of students indicated that they aremotivated and display a high level of intellectualengagement

*Students feel they receive quality instruction

*92% of students indicated that they put in a significantamount of effort into their learning

*82% of students have positive school relationships

*79% of students displayed a positive sense ofbelonging, which is line with the NSW GovernmentNorm

*A high level of active student involvement in schoolsports, clubs and other aspects of school life

*69% of students felt they had positive homeworkhabits, which is above the NSW Government Norm

*Wattle Grove Public School is above the NSWGovernment Norms in the four drivers of studentsengagement; quality instruction, positiveteachers–student relations, positive learning climateand teacher expectations for success

Policy requirements

Aboriginal education

Wattle Grove Primary School provides a variety ofprograms which encourage all Aboriginal students toexcel and family and community members to participatein school initiatives. The school implements"Acknowledgement to Country" ceremonies as part ofour weekly assemblies and to open major schoolfunctions. Our Aboriginal students have also performedthe "Acknowledgment of Country" at community events.Personalised Learning Pathways (PLPs) were written,in consultation with parents/caregivers, for everyAboriginal student at our school. These plans weresuccessfully used as a basis for programming andreporting and are the basis for ongoing discussionbetween staff and parents/caregivers.The learningoutcomes for our Aboriginal students continue to showa pleasing improvement in many areas. The schoolcontinues to evaluate current procedures to ensuredynamic programs and quality teaching practices are inplace that cater for all student needs includingindividual gifted and talented student initiatives acrossall Learning Areas. NAIDOC week celebrations saw thewhole school participate in art and craft activities somebased on traditional Aboriginal designs, techniques andcolours and others inspired by contemporary Aboriginalartists. As a result, the school was decorated tocelebrate the occasion.Extra–curricular activities haveprovided opportunities for Aboriginal and Torres StraitIslander students to excel outside the classroom.Students have featured in school, Community ofSchools and School Spectacular dance groups as well

as choirs and sporting teams.All Indigenous studentswere invited to participate in a Holsworthy Communityof Schools "Koori Day" celebration at Holsworthy HighSchool. Students participated in a range of activitiessuch as traditional sports, cooking and art led by seniorIndigenous students.Leadership opportunities haveresulted in Aboriginal students representing theirclasses as part of the Student Representative Counciland as members of the school leadership team.TheIndigenous Choir, comprising 20 Aboriginal and TorresStrait Islander students from Years 2–6, performed theNational Anthem in English and Dharawal at theHolsworthy Community of Schools concert. TheIndigenous Choir also combined with the school choirto perform the National Anthem at the opening of the2017 Bankstown, Fairfield, Glenfield and LiverpoolNetworks Principals' Celebration.The school willcontinue to implement collaborative decision makingopportunities with Aboriginal parents, caregivers,families and community members to ensure strength,diversity, ownership and richness of Aboriginal culturesand that the custodianship of country is respected,valued and promoted.

Multicultural and anti-racism education

Wattle Grove Public School has approximately 28% ofstudents from language backgrounds other thanEnglish. The school is proud of its diverse multiculturalcommunity and continues to promote multiculturaleducation and perspectives and provides student withan inclusive education where cultural and linguisticdiversity is recognised. Multicultural perspectives areembedded across units of work that focus ondeveloping intercultural understanding and respect forother cultures. All students show tolerance and respecttowards each other. The EALD (English as anAdditional Language or Dialect) program at WattleGrove supported second language learners to developthe language required to access the academiclanguage demands of the curriculum. Classroomteachers, support staff and the English as an AdditionalLanguage or Dialect (EALD) teacher collaborate todevelop strategies that best cater for the student'sindividual needs. Implementation of the MulticulturalEducation and Anti–racism policies has included;Promoting intercultural understanding throughacceptance and respect for diversity; Creatingindividual programs for students in developing theirEnglish and Literacy skills; Delivering a differentiatedcurriculum to accommodate the specific learning needs


of newly arrived students and; Opportunities forstudents to engage in Multicultural Public SpeakingCompetitions. The school has two trained Anti–racismContact Officers (ARCO) to promote anti–racismawareness. The school is committed to promotingtolerance and inclusively by engaging in policiesdesigned to address discriminatory behaviours andattitudes.

Other school programs

Public Speaking

In 2018 Wattle Grove students continued their traditionof success at zone and regional public speakingcompetitions. Two students placed at the zoneMulticultural Perspectives Public Speaking competitionwith one going on to win the regional competition andrepresent our school in the state final. At the UltimoDirectorate Public Speaking Competition, threestudents placed at the zone competition with onestudents proceeding to represent our school at theUltimo Directorate grand final. All students, K–6,participated in the school public speaking program, withtalented students receiving additional tuition beforeentering zone, regional and state competitions.

Performing Arts

In 2018, Wattle Grove continued to provide a variety ofopportunities for all students in the area of PerformingArts. We were able to cater for students of all skilllevels with school based dance groups, Regional andState Ensembles as well as our Schools SpectacularDance Team. Our school based dance groupperformed at numerous school events includingEducation Week and Grandparents Day. TheRepresentative Dance Ensembles were extremelysuccessful this year with our 1–3 Ensemble and 4–6Ensemble successfully performing in the 'In theSpotlight' Dance Festival and then being selected toperform at the State Dance Festival. All of our DanceEnsembles took part in the Holsworthy Community ofSchools performance. Our Dream Girls Ensemble alsohad the opportunity to perform at the 'In the Spotlight'Dance Festival as part of the Shining Stars. Due to oursuccess in these festivals our students were alsoshowcased at the Opening Ceremony of the NSWPublic Schools Principals Conference and at thePrincipals Network Awards. To finish the year, theSchool Spectacular Dance Team took part in the 2018Schools Spectacular Production, 'The Greatest'.

Personal Development, Health and PhysicalEducation

Wattle Grove Public School continued to displayexcellence in sport and physical education. Our manyachievements included:

* Our School being named champion school at zonelevel for swimming and cross country

* Students from Years 3–6 representing the school atweekly interschool PSSA sports including netball,soccer, rugby league, softball, AFL, oz–tag, cricket and

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* Students representing the Liverpool zone in soccer,netball, tennis, rugby league, rugby union, AFL,swimming, athletics, cross country and touch

* Students qualifying and being selected to participateat a regional level in swimming, athletics, cross country,girls' soccer, rugby union, AFL, tennis, girls' softball

* Students competing at state level in swimming,athletics and cross country, girls' soccer and basketball

Students had the opportunity to explore school–basedskills programs, utilising outside agency expertise.These included:

* Sport in Schools K–2 gymnastics program

* Sport in Schools Year 3–6 athletics skills program

* AFL clinics

* Tennis coaching

* Bulldogs community programs

* Paul Kelly Cup competition

The whole school participated in school–based eventsthat positively reinforced a range of initiatives such as:

* Commonwealth Games Gala Day event

* Walk Safely to School Day

* White Balloon Day

* Ride 2 School Safely Day

* Anti–Bullying program

Wattle Grove Public School is committed to promotingtolerance and inclusiveness by engaging in programs toaddress discriminatory behaviours and attitudes. ThePositive Behaviour for Learning (PBL) initiativecontinued with the school ethos, Safe, RespectfulLearners being consistently used throughout theschool. Student Representative Council representativesundertook a leadership role with junior classes topromote this initiative. The token system wasintroduced with great success in 2018 to reinforcepositive behaviour associated with Safe, RespectfulLearners. It complemented existing programs and willcontinue in 2019.


2018 wattle grove public school annual report...introduction the annual report for 2018 is provided...

Documents