Annual Report

2015

1. CONTEXT

School Name: Eden Hills Primary School School Number: 0124

Principal: Gaye Glade-Wright .9

Julie Porteous .1

Partnership Mitcham Hills

In 2015 Eden Hills Primary School continued in its quest for continuous improvement. Our aim is to raise the quality of teaching and learning, decreasing the variations between classrooms through deprivatisation of practice, engaging teachers in analysing data and making research informed decisions about improved practice. We continue to invest money and time in relevant professional development, teachers planning and working in teams, the International Baccalaureate and Australian Curriculum to support our teachers to improve their practice and provide a quality programme. Other foci for professional learning and development for staff have included mathematics, dyslexia, the Big 6 of Reading, ICT, Differentiation and the Multilit program. School and curriculum leaders have also participated in 2 modules of a Leading Numeracy Improvement Course, and this will continue in 2016.

Eden Hills Primary School is proud of and purposeful in the attention it gives to the quality and consistency of professional care, education and service it offers its students, their families and the local community. We value and work to develop a respect of the worth and rights of others, the pursuit of self-worth and persistence, acceptance of difference, celebration of diversity and success for each individual. We embed the IB philosophy in our programs, working with our students to develop positive attitudes and learner profile attributes. There is a strong focus on literacy and numeracy development with extensive early intervention support.

Specialist subjects for 2015 have been Physical Education/Japanese, Visual Arts/Drama and Information

and Communication Technology. There has been ongoing frustration in providing the Japanese program in

2015. Complex staffing issues meant that the program did not commence until Term 4.

We completed the year with 260 students. 12% of our students are accessing School Card and during 2015

we had 2 Aboriginal children and an increasing number of students with English as a Second Language

(ESL).

Data analysis has been a priority informing teacher pedagogy and professional development. Results for

literacy and numeracy questions were closely analysed and compared against the national and “like

schools” average and possible reasons for these results discussed with the aim of using this to inform

improved practice. All staff continued their work in developing student skills to reach benchmarks, setting

SMARTA goals, putting strategies in place and monitoring progress closely. Performance development

discussions were based on these goals and outcomes.

Information and communication technology continues to be a focus with staff and students developing skills

in a variety of aspects including coding, communicating with students overseas via Skype and using a

variety of learning applications, supported by our coordinator, Andrew Dowling. Embedding the use of ICT

in all teaching and learning is a focus and innovative technology is embraced across all areas of school life,

ensuring we are meeting the needs of our twenty first century learners. Children’s learning is regularly

shared through Class Blogs, students demonstrate their understandings and use of higher order thinking

skills using ICTs and are working towards developing their critical literacy skills to support their information

access.

Sustainability continues to be a priority with student leadership in recycling, composting and the Green

Team which supports environmental projects. Community and Service opportunities provide senior

students with many leadership opportunities throughout the school.

2015 marks the end of an era as Julie Porteous and I move on. We would like to thank this wonderful

community, students, staff and parents who work so closely together to make this a very special place.

Thank you especially to all our wonderful volunteers who do so much to support the school in an ongoing

way. We wish Jason Munro, Andrew Dowling, staff, students and families all the very best for 2016 and

beyond! We will see you all again at the Centenary celebrations!

Gaye Glade-Wright and Julie Porteous.

2. REPORT FROM GOVERNING COUNCIL

Eden Hills Primary School Governing Council Report for 2015

Once again Governing Council, in conjunction with the Principal and staff have set and monitored the broad

direction of Eden Hills Primary School for 2015. This work has been important to the overall vision, purpose

and values surrounding improving our students learning. And we managed to fit in a few laughs along the

way!

Building on the Councils development over the past few years incorporating various policies and practices

that aid the council in enacting school governance, this year has once again proved relatively stable. Rising

costs in the provision of utilities have been of concern to the school. The Council wrote to both State and

Federal ministers requesting that the Schools utility bills be adequately covered. We were informed that

additional funds are being allocated but this will continue to be of concern to the school and require ongoing

advocacy by Governing Councils to support their schools. The Council has also supported a parent

campaign to address safety concerns of children walking to school from the South Western side of the

school and has been assured by a Mitcham Councillor that the issue will be supported in the next footpath

budget round so we wait to see what the outcome is. During the year, Governing Council also spent regular

time reviewing and monitoring our schools performance against the Site Improvement Plan and has

examined several new key statistical measures that were provided by DECD to aid school development.

Given the complexity of this and the rate of change in the student tracking technology schools are able to

employ, means this is an area that needs constant attention by staff and Governing Council to ensure we

are making the best of available resources.

Once again, the school is facing increased enrolments in some year groups in 2016. Given that we all want

the best possible environment for our children’s education and due to the complexities in learning needs

within several classes, the Governing Council approved for additional schools funds to be allocated for an

additional class teacher in 2016.

The families of the school have continued their support through attending various committees, sporting

events and social functions and it is through the assistance of all these volunteers that the school runs as

smoothly as it does. Social events have been constant successes throughout the year, not merely for

raising money but also for the provision of a time and place that supports the social connectedness of the

school community.

A heartfelt thank-you to members of the Governing Council for their work, thoughtful input and their

encouragement to one another during this year. Personally for me, Governing Council has provided an

opportunity to feel connected to the school and I have learnt a lot during these past 8 years. For those

members stepping down, I wish you all the best. I also encourage new members to join and have

opportunity to contribute to building the strength and focus of the Governing Council and its sub-

committees in coming years. Susanne Taylor, Chairperson 2015 EHPS Governing Council.

3. 2015 HIGHLIGHTS

Once again our Good Beginnings program over the first two weeks of Term 1 provided the opportunity for

individuals, classes and the whole school cohort to develop a positive culture and common understandings

around expectations and goals for the year.

Some of the highlights of the year for the community were:

Successful Evaluation, through a review and assessment process by the International Baccalaureate Organisation, which included feedback and evidence from staff, students and parents

Reporting to parents including three way interviews, student led discussions, written reports, Year 7 Exhibition highlighting learning, open mornings and evenings, class blogs and the Seesaw app.

Aquatics/Swimming

Playgroup continuing to grow and provide students starting school in 2016 and beyond with wonderful opportunities for play based activities in the school setting

Sports Day - again a highlight as the whole school travelled by train to Belair National Park. It is a very special occasion

Big Breakfast held at Belair National Park

Camps at Narnu, Woodhouse and Canberra

The Concert - a triumph of a combination of student developed script, ICT used as a vehicle to support the storyline and wonderful acting, dance and song by the students.

An assembly providing the perfect opportunity for us to participate in National Simultaneous Story time

Camp Quality puppets coming to visit to support us in understanding the challenges of our families dealing with cancer

Chess Club and Science Club continuing with enthusiastic participants attending each week.

Zumba/Hip-hop providing students with a wonderful start to the school week

A range of excursions occurring as a vital component of learning beyond the classroom

Year 6/7 participating in STEM, History, English and technology and Step Up Dance/Drama extension groups with Blackwood High School mentors

Partnership activities for the upper primary students from all local schools including the Cluster disco, Year 6 Sports Day, Year 7 Quiz Day, Monarto Tree planting, and extension programs such as STEM provided through Blackwood High School.

4. SITE IMPROVEMENT PLANNING AND TARGETS

Strategic Priority 1a: Maximising potential in numeracy through effective teaching and learning practices Strategic Priority 1b: Maximising potential in numeracy through effective teaching and learning practices Intended outcomes: Improving student learning outcomes and engagement with the development of quality teaching and learning programs to underpin reflective practice and improved pedagogy in numeracy and literacy using the

m (AC)

Our key actions towards literacy and numeracy improvement included: Data Collection and analysis:

Monitor every learner’s growth – whole school schedule for standardised testing

Student testing from Years 2- 7 using PAT Spelling, Comprehension and Numeracy, Running records

Whole school spreadsheet tracking scores and progression in PAT R, S and M, Running Records, and NAPLAN combined with data analysis and strategic planning and goal setting

Data compared to DECD Student Educational Achievement (SEA) Standards

Moderation of student work samples

Staff Professional Development:

Remaining staff accessing training with Ann Baker – Natural Maths

Leadership group attending Module 1 and 2 – Leading Numeracy Improvement

Literacy Spotlights at Staff Meeting provided by Reading Support Teacher

Reading Support teacher working with Reception to Year 2 teachers to develop consistent quality practice and expectations

Maths Workshops with Michael Ymer

Analysis of current research around pedagogy and curriculum

Differentiation

Intervention Programs/Extension opportunities: Gillon, Phonological Awareness, Go Reading, Mathematics for Inclusion, STEM, Step-Up, Drama and HIET through Blackwood High, Leadership programs, Competitions, LAP, Multilit. Individual Teachers:

- reflective practice around current pedagogy

transdisciplinary) and curriculum (genre map, spelling policy, Big Six, comprehension strategy)

Reading Support 2015

Our Reading Support worked with teachers and learning support staff around systematic and explicit teaching of reading continuing to be an important part of this role, and one that supports consistency across our school. Strategic Priority 2: Maximising potential through understanding and developing executive function skills to promote engagement and wellbeing Strategies: Collection and analysis of bullying data Students articulating their strengths and areas for development using the learner profile attributes and IB attitudes Parent and staff workshops/strategies o support the development of executive function skills. Differentiated curriculum Outcomes: This work is being completed in partnership with Eden Hills Kindergarten and is an ongoing focus for 2016. Staff will work with the Partnership and Martin Westwell to develop understandings and strategies to support our learners.

4.1 JUNIOR PRIMARY AND EARLY YEARS SCHEME FUNDING

Early Years funding was put towards the establishment of an eleventh class in the school, enabling reduced numbers in the Early Years. In particular the Reception classes were below 20, enabling greater individual attention and the best possible start in a team teaching situation with Kellie Bowden and Julie Howie. All classes in the school were below the recommended maximum level. As a Category 7 school we also became eligible for a .2 counsellor/wellbeing coordinator from July. This position was won by Ainslie McGrath in September. Ainslie worked with staff, including Pamela Hansen, our Student Support Worker and the In-school Psychologist, Georgie Black to investigate pro-active strategies such as Play is the Way, to support students to be successful emotionally, socially and physically at school. This position will be reviewed in 2016.

4.2 BETTER SCHOOLS FUNDING

This funding was insufficient to implement a comprehensive program for students but was supplemented by school funds as the data indicated strong outcomes for those students who participated in the multi-lit program.

5. STUDENT ACHIEVEMENT

The following school based data is collected across year levels, analysed and used to inform intervention participants and programs: South Australian Spelling test, Oxford Word list, Reading Recovery levels, Phonological Awareness test, PAT Reading, Maths and Spelling

Progress towards Targets: Early years data indicators: After 4 terms at school 80% of students can recognize all letter sounds and names: Achieved After 4 terms at school 80% of students can read 100 words: Achieved After 4 terms at school 80% of students can spell Eden Hills words for writing list – list being reviewed After 4 terms at school students have reached level 8 – 88% achievement - By the end of Year 1 – Level 17 – 90% achievement - By end of Year 2 - Level 24 – 88% achievement These results were above State and “like schools” data in all year levels, indicating the strategies and emphasis on literacy improvement is beginning to show evidence of success. PAT R– 75% of students in years 2-7 are at or above the standard for year level based on DECD SEA Scale score: Year 3 100 Year 4 110 Year 5 115 Year 6 120 Year 7 125 NAPLAN –see section 6

Comments: Intervention Programmes: Gillon, the Reading programme, Maths for learning inclusion, Multilit – pre and post program data will be gathered and analysed in greater depth in 2016 to give evidence of success for future planning.

5.1 NAPLAN

The two data sets that provide the best information to highlight improvements or areas for development

are School Growth and analyzing proficiency bands.

Student Proficiency Bands

Figure 1: Year 3 Proficiency Bands by Aspect

Table 1: Year 3 Proficiency Bands by Aspect

% Proficiency Band

by Test Aspect

Year 3

Exemp

t

1 2 3 4 5 6

Numeracy 2.2 15.2 19.6 32.6 17.4 13.0

Reading 2.3 6.8 18.2 20.5 13.6 38.6

Writing 2.3 2.3 6.8 18.2 36.4 31.8 2.3

Spelling 2.3 4.5 15.9 15.9 29.5 20.5 11.4

Grammar 2.3 2.3 9.1 11.4 18.2 20.5 36.4

The Department for Education and Child Development introduced the Standard of Educational

Achievement(SEA) in 2015. This is set above the National Minimum Standard(NMS) and it is expected

that the majority of our students will achieve the SEA.

Year 3 NMS is Band 2 and DECD SEA is Band 3, with the higher bands considered to be Band 5 and 6.

83.6% of our students achieved the SEA in Numeracy, 90.9% in Reading, 88.6% in Writing, 77.3% in

Spelling, 86.3% in Grammar. These results indicate a significant improvement on last year’s results,

particularly in Spelling and Reading. Spelling remains below the “like schools” results and needs to be an

ongoing focus.

In year 3 30.4% of our students were in the highest bands in Numeracy, 52.2% in Reading, 40.1% in

Writing,31.9% in Spelling and 56.9% in Grammar. The aim is to increase the numbers of students in the

top bands, and ensure they remain in those bands throughout their schooling.

Figure 2: Year 5 Proficiency Bands by Aspect

Table 2: Year 5 Proficiency Bands by Aspect

% Proficiency Band

by Test Aspect

Year 5

Exemp

t

3 4 5 6 7 8

Numeracy 4.2 4.2 33.3 25.0 16.7 16.7

Reading 4.0 4.0 20.0 28.0 16.0 28.0

Writing 4.0 4.0 24.0 32.0 24.0 8.0 4.0

Spelling 4.0 4.0 16.0 24.0 32.0 20.0

Grammar 4.0 8.0 36.0 4.0 24.0 24.0

The Department for Education and Child Development introduced the Standard of Educational

Achievement(SEA) in 2015. This is set above the National Minimum Standard(NMS) and it is expected that

the majority of our students will achieve the SEA.

Year 5 NMS is Band 4 and DECD SEA is Band 5, with the higher bands considered to be Band 7 and 8.

91.6 % of year 5 students achieved SEA in numeracy, 92% in reading, 68% in Writing, 76% in

Spelling,88% in Grammar. The Writing and Spelling results warrant significant investigation, with particular

emphasis on putting faces on the data to determine what support individual students need to improve their

performance.

48% of students were in the highest bands for Grammar, 44% for Reading, 20% for Spelling 33.4% in

Maths, but only 12% in writing. This anomaly is unusual for year 5 who have traditionally performed well in

NAPLAN. Reflection on why this occurred, what we can do about it and what strategies and input is needed

is ongoing.

Figure 3: Year 7 Proficiency Bands by Aspect

Table 3: Year 7 Proficiency Bands by Aspect

% Proficiency Band

by Test Aspect

Year 7

Exemp

t

4 5 6 7 8 9

Numeracy 4.2 33.3 37.5 25.0

Reading 4.2 16.7 41.7 20.8 16.7

Writing 4.2 8.3 16.7 37.5 25.0 8.3

Spelling 4.2 4.2 20.8 29.2 33.3 8.3

Grammar 4.2 12.5 41.7 8.3 33.3

The Department for Education and Child Development introduced the Standard of Educational Achievement(SEA) in 2015. This is set above the National Minimum Standard(NMS) and it is expected that the majority of our students will achieve the SEA. Year 7 NMS is Band 5 and DECD SEA is Band 6, with the higher bands considered to be Band 8 and 9. 95.8% reached SEA in Numeracy, 95.8% in Reading, 88.8% in Writing, 91.6% in Spelling and 95.8% in Grammar. 25% were in the highest bands in Numeracy, 37.5% in Reading, 33.3% in Writing, 41.6% in Spelling and 41.6% in Grammar. The thing to note in this data is the absence of students in the highest band in numeracy. This was considered an anomaly because some students had slipped from the highest band. The resulting analysis and conversations have been on how we are extending our top students and the provision of evidence that this is occurring.

Growth

Figure 7: Year 3-5 Growth

NAPLAN School Growth: Year 3-5

Table 7: Year 3-5 Growth

Growth by

Test Aspect

Year 3-5

Progress

Group

Site

Numeracy Lower 25% 15.0

Middle 50% 55.0

Upper 25% 30.0

Reading Lower 25% 5.0

Middle 50% 55.0

Upper 25% 40.0

Figure 8: Year 5-7 Growth

The target for progression data was 85% in the middle and upper bands for 2015. This was achieved.

NAPLAN School Growth: Year 5-7

Table 8: Year 5-7 Growth

Growth by

Test Aspect

Year 5-7

Progress

Group

Site

Numeracy Lower 25% 19.0

Middle 50% 76.2

Upper 25% 4.8

Reading Lower 25% 23.8

Middle 50% 38.1

Upper 25% 38.1

The target for the Growth data for year 5-7 was 80% of students progressing in the middle or upper group.

19% of students in the lower progression group in numeracy and 23.8% in Reading again raised the issue

of how much we are “stretching” our students and what that looks like in progress. This is an ongoing

conversation.

Directions and Implications for 2016:

Areas for future analysis/improvement:

Moving all students into higher bands and raising the number of students in the highest bands and

maintaining those students in those bands.

Spelling and writing need to be an ongoing focus. Numeracy improvement is an area that needs reflection

and action.

Emphasis should be on “putting the faces on the data”, identifying all students, monitoring their growth and

ensuring that all students progress. Reflection on practice, deprivatisation of practice and moderation will

support improvement.

STUDENT DATA 6.1

Attendance

Figure 9: Attendance by Year Level

Table 9: Attendance by Year Level

Attendance by Year Level % Attendance

2013 2014 2015

Reception 94.7 95.0 91.6

Year 1 96.2 93.6 93.7

Year 2 94.5 94.4 94.5

Year 3 94.6 92.3 92.4

Year 4 95.0 93.8 94.4

Year 5 92.7 92.7 92.2

Year 6 94.3 92.9 92.5

Year 7 94.2 95.5 92.6

Total All Year Levels 94.7 93.8 93.1

Total ACARA 1 TO 10 94.7 93.6 93.3

Attendance targets for South Australia are 93%. At Eden Hills Primary School our average is above this. However it still represents a considerable number of children who are absent. In 2015 we aimed to target individual students who consistently miss school with parents contacted after 5 consecutive days absence within any one term. There are very few children where this is becoming a problem. Currently attendance is monitored by daily notifications to the office, weekly data entry and reports that highlight students who have missed more than 10 days. Parents are required to phone in or text if a child is away/late with a reason. The SMS messaging system is used where there has been no contact made by the family. Parents are contacted if there is concern about attendance, followed by the attendance officer and/or social worker if follow-up is required. Large numbers of our families take holidays outside of school holiday time, and many travel overseas. These prolonged and spasmodic absences make it difficult for the class teacher to ensure that students do not miss out on new concepts which have been introduced whilst they are away.

DESTINATION

Table 10: Intended Destination

Leave Reason 2014

School Index DECD

No % % %

Employment 0.5% 2.9%

Interstate/Overseas 5 12.8% 12.4% 9.5%

Other 0.3% 1.4%

Seeking Employment 0.9% 3.8%

Tertiary/TAFE/Training 0.5% 3.6%

Transfer to Non-Govt Schl 13 33.3% 17.4% 9.8%

Transfer to SA Govt Schl 21 53.8% 42.7% 48.8%

Unknown 25.3% 20.3%

Unknown (TG - Not Found) 0.0%

2014 saw a number of students transferring to other schools. The majority of these transfers were a result of families moving to different areas. However there were some families who moved schools within the Partnership. There are increasing numbers of students going to Blackwood High School as a result excellent mentoring programs. Other schools our students attend are Urrbrae for the environment focus, Mitcham Girls, Brighton for the Music/Volleyball program, Glenunga for the SHIP program, Heathfield for the volleyball program and Unley.

Fifty seven families responded to this survey, which equates to approximately 25% of our families, which is statistically significant. The areas of strength highlighted by parents were related to children’s happiness, the sense of community, positive relationships with teachers, the level of maintenance at the school and expectations for the children. All areas are open to improvement, particularly those that scored under 4.0, including looking at why there is a perception by some families that we are not meeting the needs of all learners, managing student behaviour well and taking parent opinion seriously. We provided parents with the opportunity to add any other comments at the end of the survey and this information provides us with some very valuable data that is very particular to our site. Staff and Governing Council, through the Education and Planning Committee analyse this information and determine strategies for improvement.

Sixteen staff responded to the survey with most responses very positive. Constructive feedback is the area that leadership need to consider as a major area for improvement. My School website http://www.myschool.edu.au/ My School website http://www.myschool.edu.au/ 8. ACCOUNTABILITY

8.1 BEHAVIOUR MANAGEMENT

All students were involved in programs to develop skills in recognizing and managing bullying behaviour. Students were surveyed on two occasions over a week to determine the extent of bullying at the school and to support the development of further strategies to minimize risk for all students. Bullying information and data was shared once a term at Governing Council. The majority of students reported having little or no bullying, with exclusion being the most reported experience. Staff responds quickly to concerns. There were some instances of bullying which required significant intervention. Incidents were documented, students counselled and parents informed. 8.2 RELEVANT HISTORY SCREENING

The school subsidized all parents who wished to be involved in camps, excursions, sports coaching, Governing Council and classroom support, to access the relevant DECD screening. Parents were required to have a history screening before working with children. Workshops were also run for sports coaches and other volunteers on Responding to abuse and neglect.

8.3 HUMAN RESOURCES - WORKFORCE DATA

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

Qualification Level Number of

Qualifications

Bachelor Degrees or Diplomas 29

Post Graduate Qualifications 7

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

8.3.2 Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 14.9 6.48

Persons 16 8

9. FINANCIAL STATEMENT

Income by Funding Source

Funding Source Amount

1 Grants: State 2240329.73 2 Grants: Commonwealth 15000.00 3 Parent Contributions 200965.07 4 Other 53075.09