Londonderry Public School

Annual School Report 2013

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Principal’s message

Welcome to the Londonderry Public School’s (LPS) Annual School Report. This report provides a summary of our achievements in 2013 and shows our priorities and focus for learning in 2014.

Our school enjoys a well-deserved reputation as a caring, energetic place of learning with high expectations for student achievement and the provision of a wide range of learning experiences. Our students all know they are expected to Learn and Participate, Safely and Respectfully. Each year I have noted improvement in student attitude and self-regulation. Lately, many visitors have commented on student respectfulness, participation, friendliness and courtesy.

Our targets continue to focus on literacy, numeracy and student engagement. In 2013, we were fortunate to gain Transitional Equity funding with an extra 1.5 staffing days. We also received National Partnership Funding to specifically target literacy programs. The extra teacher days allowed Assistant Principals to implement school targets, plan and deliver professional development particularly around reading and the new National Curriculum, support less experienced teachers, develop assessment strategies and be proactive in student welfare.

2013 was a positive one in many ways. As usual the year was full of great learning experiences. Excursions included milking cows at Calmsley Farm for K-2, camping overlooking the ocean for Stage 2 and learning about democracy in Australia’s capital city for Stage 3. We enjoyed musical performances with our dance group performing at the Hawkesbury Dance Festival. Events such as the opening of a photo gallery in a local arcade, hosting our dad’s to breakfast and the ever colourful Easter hat parade were all loads of fun. Our NAIDOC celebration, combined with Education Week, was both enlightening and enjoyable. And whilst we are busy we always remember to raise funds and do special acts for those less fortunate than ourselves. Performing for senior citizens, raising funds for the Salvation Army Christmas Appeal, sending items and money to our unfortunate neighbours during the bushfire disaster in October and sending clothing to the Philippines when cyclones hit, exemplify the school’s generosity.

We have been serious about learning too! Our NAPLAN results in both literacy and numeracy showed unprecedented growth from Years 3 to 5

to 7. This growth was well above district and state averages. Some individual results in Years 3 and 5 were also very encouraging. Another proud achievement was the success of our debating team and our public speaking program.

The school’s appearance continues to improve. The removal of the old administration demountable opened up the grounds, providing an attractive grassed area beside the hall. The original classroom has had a facelift along with the gardens. A total overhaul of the sewerage included renovations to the dreary toilet block and the addition of a new set of bubblers.

This is my last message as Principal. I am grateful for the ten wonderful years at LPS in a position I have loved. I very much want to thank those people who make our school the best. Firstly, I acknowledge the commitment and hard work of the teaching staff. Research shows that it is the classroom teacher that makes the most significant difference to student learning. Each teacher, both classroom and support, has given 100% in their quest to support each student in reaching their full potential. I also thank the office staff, the “face” of our friendly, efficient school.

My appreciation also goes to parents and care-givers. In particular, I praise the hard working Parents and Citizens Association (P&C). This year they have continued to lend an abundance of practical, insightful support, adding a “zing” to most extra curricula activities, purchasing items to improve learning and the environment and keeping the canteen operational 5 days per week.

To the students, I remind you that you all are special in many different, individual ways. In the future, whenever I see a green and gold team, I will picture you all at an assembly, dressed proudly in LPS green and gold uniform. Finally I thank everyone for their kind words, farewell messages and gifts as I bid farewell to forty years of teaching. It has been an honour and my good fortune to end my career in a school the calibre of Londonderry Public School.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Joy Connolly, Principal

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Parents and Citizens Association message

Many thanks to the P&C committee who have completed another stellar job this year. A big thank you to Renee Borg, who has filled the position as President for yet another year. She has done a wonderful job and has kept me on track with the many things I needed to do. Thanks also to Nicole Cleland Gabriel who has had quite a busy year giving birth to her 3rd child while still diligently doing the books for the P&C. Our Vice Presidents, Tracey Watton and Karen Taylor have been indispensable help throughout the year. There would have been quite a few occasions we would not have got through without them. To the executive and members of the P&C and to all parents and relatives, many thanks for your hard work over the past 12 months.

You’ve helped raise funds via cake stalls, barbeques at Harmony Day, the Cross Country, Election Day and Carol’s Night along with Easter Raffles, Mothers’ and Fathers’ Day stalls, disco and walkathon organisation, Chicken Wraps luncheon, the first aid fundraiser and Christmas raffle, lolly and glow stick sales and by buying your groceries at Woollies! Due to this effort we’ve raised over $11 300 for the school. We’ve donated almost $8 000 back to the school by means of new books for the Premiers Reading Challenge, new representative shirts, the covered walkway to the hall, student Interalate and CPR lessons, Kindy Orientation Packs and subsidising numerous student excursions.

We’ve most recently committed to an overdue renovation of our canteen in 2014, which will see another $1 2000 injected back into the school and into the biggest fundraiser of all - the school canteen. Thanks to Michale Gabriel, Leanne McGhee and Karen Taylor for keeping the canteen open every day. This is quite an achievement. Your hard work is greatly appreciated.

I would like to say I find it a thrill to help at this wonderful school. I’ve made many great friends over the last seven years and enjoy a good laugh with not only friends, but students and teachers as well. I only have this year left at Londonderry before my children start the next stage of their education. I would like to think the P&C will continue their substantial fundraising and support at LPS.

Sharon Boyd, P&C Secretary

Student representative’s message

The 2013 SRC consisted of 16 students, Years 2 to 6. The students are elected by their peers and attended regular meetings to discuss ways the school could be improved and to find fundraising ideas to support the school and various charities. This year the students of Londonderry generously supported Immune Deficiency Foundation and Stewart House and purchased bike racks for the students. The SRC also organised the popular Annual Talent Quest, enabling students to showcase their talent in creative arts.

Jake Nauer – Senior SRC representative

School Context

Student information

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

Student enrolment profile

Student attendance profile

Attendance rates at Londonderry Public School have improved over the past five years.

Year 2009 2010 2011 2012 2013

K 93.0 92.4 94.3 92.1 93.6

1 93.4 92.7 91.1 92.7 95.4

2 93.1 95.2 92.5 88.0 94.5

3 95.3 95.0 95.1 90.3 94.6

4 92.1 97.2 90.1 93.6 92.4

5 90.9 92.0 94.3 92.2 94.6

6 90.1 93.6 93.2 94.1 93.8

Total 92.7 94.0 92.9 91.9 94.1

0

50

100

150

200

250

2007 2008 2009 2010 2011 2012 2013

Stu

de

nts

Year

Enrolments

Male Female

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Management of non-attendance

Class teachers maintain a daily roll of student attendance. The Principal and Home School Liaison Officer monitor the rolls on a regular basis. Parents are contacted if there is cause for concern regarding their child’s attendance. Student lateness is still a concern for some families and for the disruption it causes to learning each morning.

Workforce information

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

All staff at Londonderry Public School are experienced and dedicated to creating a safe and caring environment in which students can confidently embrace their learning.

Staff Retention

Classroom teachers and executive remained relatively stable throughout 2013. The Principal and one Assistant Principal position were held by permanent teaching staff whilst one Assistant Principal held the position in a relieving capacity.

Of the eight class teaching positions, two positions are held by permanent staff members and six by temporary staff. Six of these teachers will return in2014.

Workforce composition

Position Number

Principal 1

Assistant Principal 2

Classroom Teacher(s) 6

Teacher of Reading Recovery 0.5

Learning and Support Teacher 0.8

Teacher Librarian 0.4

Primary Priority School Funding 0.3

Teacher Release from Face to Face 0.336

Part Time Teacher 0.3

School Counsellor 0.2

School Administrative & Support Staff 2.022

Total 13.858

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce. There is one Aboriginal teacher at Londonderry Public School.

Teacher qualifications

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

Qualifications % of

staff Degree or Diploma 100%

NSW Institute of Teachers Accreditation 25%

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2013

Income $

Balance brought forward 27466.78 Global funds 149382.00 Tied funds 107723.12 School & community sources 70791.90 Interest 2651.37 Trust receipts 69386.70 Canteen 0.00

Total income 427401.87

Expenditure

Teaching & learning Key learning areas 2662.51 Excursions 28306.42 Extracurricular dissections 32782.76

Library 0.00 Training & development 0.00 Tied funds 90136.81 Casual relief teachers 24395.22 Administration & office 42918.81 School-operated canteen 0.00 Utilities 29308.02 Maintenance 17244.34 Trust accounts 69417.05 Capital programs 15965.00

Total expenditure 353136.94

Balance carried forward 74264.93

The balance to be carried forward includes unpaid casual salaries, goods on order and funds held in trust.

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the Parents and Citizens Association. Further details concerning the statement can be obtained by contacting the school.

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School performance 2013

The Arts

During 2013, the arts continued to be a feature of learning programs in our school. This has resulted in continued student enjoyment and engagement in dance, drama, music and visual arts. Classes showcased their skills at fortnightly school assemblies and in the Christmas musical.

Achievements include:

Participation in Operation Art, an initiative of The Children’s Hospital, Westmead, in association with the NSW Department of Education and Community (DEC). The Operation Art program provides a forum for schools and students to demonstrate their visual arts achievements through exhibitions at the Armoury Gallery, Sydney Olympic Park and the Art Gallery of NSW. This year, four LPS students had their artwork chosen, framed and exhibited at Olympic Park where 10,000 visitors viewed this exhibition. These students were Samuel MacKenzie, Ashleigh Allen, Brodie Morris and Kyle Foufas. The artworks were returned to us and are currently hanging in the school hall. 150 works across NSW were selected for further exhibitions and were then given to Westmead hospital;

Another highlight of the year came to us through Penrith City Council. The school applied for a grant whereby a local artist visited the school to teach photography to a group of senior students during Term 1. This program aimed at capturing the life of Londonderry and involved visits in and around Londonderry village taking portraits of the communities “characters”. The 10 week program climaxed in the opening of a Pop-Up Gallery in a local shopping arcade. This event was a part of Head On, the Photography Festival of Sydney. On a wet

morning in May, the school and interested community members gathered in front of the arcade and were entertained by music from Richmond High School and speeches by the artist and those involved in this unique program. We were all very proud of the portraits produced by the students which were on display for several weeks. A book of the photographs was produced by Penrith City Council and along with a camera, these were presented to each participating student;

The school participated in Musica Viva, enjoying the performance of “Zeeko”;

The choir continued to represent the school and provide entertainment on special occasions. These events included performances at Richmond Marketplace for Education Week, the Annual Presentation Assembly and the local Robert Martin Hall for a large group of senior citizens. The choir were also an integral part of the Christmas musical;

30 students from Years 2 to 6 were given the opportunity to participate in the Hawkesbury Enrichment Program that provided extensive choice in creative arts lessons across the public schools of the Hawkesbury. Examples included digital artwork, percussion paradise, drumming dance and drama, sharp art and scrapbooking. Richmond High School also

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provided a similar program for Stage 3 students;

Keyboard, guitar and drum lessons were available to students over recess and lunch by private companies for a small fee; and

The schools dance troupe performed at the Hawkesbury Dance Festival performing Schoolyard Blues.

Sport

Londonderry Public School continues to offer a broad range of inclusive sporting activities and programs which focus on participation and sportsmanship.

Programs in 2013 included:

Participation in weekly sport and fitness, in clinics and the annual swimming scheme where 60 students participated and improved their swimming skills during December;

Footsteps 5 week dance program in Term 2, culminating in the provision of the music and dance program for the first school disco;

A variety of Gala Days including Pink Panther Oz Tag girl’s day, boys Rugby Energy 7, mixed Hawks basketball Stage 2, Royce Simmons Cup, Hawkesbury Cup League and the Greg Alexander Shield; and

Mr. Soccer program in Term 1 culminating in a Mr Soccer Holiday Program at school.

Achievement by students and teams included:

Soccer Regional Representative – Isabella Sciberras;

Hawkesbury District Rugby League Representatives - Shaun Sciberras and Will Broadhead;

Regional Softball Representatives - Rebecca Grant and Hannah Olsen;

Regional Swimming Representatives- Rebecca Grant, Adam Grant, Penny Graham & Erin Graham;

Regional Athletics Representatives – Erin Graham, Adam Grant, Samuel MacKenzie , Will Broadhead & Felicity Glass;

State level Athletics -Felicity Glass;

Regional Cross Country Representative – Adam Grant & Penny Graham;

Felicity Glass was District Senior Girls Athletics Champion; and

Adam Grant was Sportsperson of the Year and Felicity Glass was NSW Premier’s Sporting Champion for Excellence and Achievement in Sport.

Special thanks must go to the parents who generously volunteered their time to help with the running of carnivals, coach teams or transported students to the many sporting events.

Active After School Program

Once again the school participated in the Active After-school Communities (AASC) program, which is a national government initiative. This happened

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on two afternoons each week, providing children with the opportunities to participate in a wide range of sports and structured physical activities. A healthy afternoon tea was included and provided by the school canteen. This year, a LPS teacher took one afternoon of activities and a specialist was employed on the other afternoon. The four specialty sports offered to our students were netball, BMX, taekwondo and dance. They also had the opportunity to participate in cricket, soccer, Oz-tag and basketball. The students all enjoyed participating in their weekly lessons. The coaches provided safe and fun physical activities aimed at increasing knowledge, skill development and a love of sport. The AASC Grant allocation also allowed us to purchase additional sporting equipment. The main goals of this program have been to provide our children with opportunities to engage in sporting activities, develop a love of sports, physical activity and an active life style, which they will hopefully maintain throughout their life. We look forward to participating in the AASC program in 2014.

Special Events and Celebrations

Londonderry Public School celebrated many occasions, broadening the experiences of our students and adding fun and social interaction to the school year.

The most memorable occasions this year were the Harmony/Grandparents Day, The NAIDOC Education Day, Fathers’ Day Barbeque hosted by Year 6, the P&C Walkathon and Halloween Disco, the Christmas Around The World concert and Community Carols. The students of LPS love to dress up and the above events along with fundraising through “out of uniform” days are always enjoyed by all.

Our three major excursions were mentioned in the Principal’s Message.

Senior students also had the opportunity to attend Longneck Lagoon and a science and mathematics workshop at Parramatta University campus in Term 4. We also enjoyed many in school visits where entertainers or presenters came to the school. Waste Watchers and Graffiti Education were sponsored by Penrith City Council and Responsible Pets was informative for K-2. Stage 2 and 3 students were swept away to NASA, Sculptures by the Sea and the Great Barrier Reef on interactive incursions. Stage 3 also crawled into a giant bubble sitting under the stars, learning their names and about astronomy.

Debating and Public Speaking

Much success was gained in debating this year when LPS entered a Stage 3 team in the Premier’s Debating Challenge, open to government schools throughout NSW. The team competed in a round robin series of debates against nearby schools and won 5 debates in a row to reach regional level. Here they were narrowly defeated. The team of Maddison Trott, Jayden Borg, Ashleigh Allan, Adam Withers and Ethan Bruce worked hard all year, beginning with a debating camp in Katoomba. Three members of the team had never debated before. It was exceptional to achieve such success as “rookies”. The team’s success revolved around their engaging manner, always being animated and convincing, their hard work in researching themes, working as a team and listening to advice. It is hoped their exceptional oral skills will enhance their learning and enjoyment in high school and the future.

Our K-6 Public Speaking Program continues to produce quality speakers across the school. This year the depth of speakers was greater than previous years with high levels of participation in our class speech competitions. Confidence is building in this strand of the literacy curriculum. The winners in Year 3 to 6 became our

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representatives at district level. These students were Madison Trott, Jayden Borg, Illaria Sinka and Eliza Wade. To our great pride, Illaria was crowned the Stage 2 District Champion and Jayden accomplished Stage 3 Runner-Up. Madison again reached the finals of the Hawkesbury Rotary Primary Speaking Competition.

Academic achievements

NAPLAN

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

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

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

Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au

and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Literacy

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Analysis of Year 3 literacy data shows Londonderry Public School students:

Performing below state averages; and

Require continued explicit teaching in comprehension and a focus on working in groups to differentiate teaching.

NAPLAN Year 3 - Numeracy

Analysis of Year 3 numeracy data shows Londonderry Public School students:

Performed mostly in Band 3 or below with only one student achieving Band 6;

LBOTE students performed above state average; and

Require explicit teaching in 2D and 3D shapes.

NAPLAN Year 5 - Literacy

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Analysis of Year 5 literacy data shows Londonderry Public School students:

Performed at state averages across reading and writing;

Attained above state averages in growth from Year 3; and

Require work of high expectation and challenge in Year 6.

NAPLAN Year 5 - Numeracy

Analysis of Year 5 numeracy data shows Londonderry Public students:

Boys met state averages; and

65% met above expected growth from Year 3.

Progress in Literacy

Average progress in Reading between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 67.1 48.9 74.1 91.1

SSG 86.3 72.9 78.7 93.9

State DEC 83.7 74.0 79.2 85.7

Progress in Numeracy

Average progress in Numeracy between Year 3 and 5*

2008-2010

2009-2011

2010-2012

2011-2013

School 112.9 88.9 81.4 87.8

SSG 91.0 97.1 92.5 85.1

State DEC 89.6 95.8 98.2 89.7

Chloe Chua was dux of the school.

Significant programs and initiatives

Aboriginal education

Londonderry Public School has a 7% enrolment of students with Aboriginal and Torres Strait Islander background.

Throughout the year all staff members are committed to developing lessons that ensure our students learn about and recognise Aboriginal history and indigenous culture. Our teachers provide Aboriginal perspectives and learning opportunities in their teaching for both Indigenous and non-Indigenous students.

Acknowledgement of Country is proudly read at the start of each assembly, during NAIDOC Week celebrations and various other formal events throughout the year. This enables us, as a community, to acknowledge Indigenous history, families and their culture.

The school held a NAIDOC celebration day in Term 3 to acknowledge the rich Aboriginal cultural history that makes Australia unique. Students, parents and community members joined together participating in a range of activities which included face painting, canvas dot painting, dancing, storytelling, headbands and cooking. A local Aboriginal performer provided a story telling session in the afternoon which highlighted significant Aboriginals and their contributions to history in the Hawkesbury.

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Other significant opportunities and initiatives that have supported Aboriginal Education include: • The development and implementation of

Personalised Learning Plans for each Aboriginal student;

• The purchase of new Dreamtime story books to replace older copies and to extend the range already in our school;

• The purchase of the Happy to be Me teaching resources; and

• Three Aboriginal students attended Allowah Day, a day organised by the local AECG which provides Aboriginal students from the Hawkesbury an opportunity to come together in celebration of their cultural heritage.

Multicultural education

Londonderry Public School has a 9% enrolment of students with a language background other than English, with Maltese being the predominant group. Unfortunately the school lost its staffing allocation for an English as a Second Language (ESL) teacher in 2013, although a small amount of funding was given to support an individual student in Term 1.

Tolerance, understanding and cooperation are embedded in teaching and learning programs and the policies and procedures of the school. Harmony Day, with its 2013 theme, “Everyone Belongs” was celebrated in conjunction with Grandparent’s Day. Students and staff dressed in orange and kites were made and suspended outside every classroom. Each kite had a handwritten message from students relating to belonging and mutual respect for one another.

Student learning of cultural diversity and harmony was promoted through the embedding of cultural themes in units of work. As part of our Christmas Around the World Celebrations, all

classes K-6 completed a unit of work on a particular country which was chosen to be representative of each class’s cultural heritage. Each class then created a song and/or dance to perform in the Christmas musical.

Countries studied this year were:

China New Zealand • Australia Croatia • Italy Spain • Malta Japan

Respect and responsibility

The Positive Behaviour for Learning (PBL) program ensures that respect and responsibility are modeled through teacher and student interactions, articulated during class discussions and implemented through effective discipline procedures. Our school has an emphasis on respect and responsibility as a part of its culture. LPSR time is now an integral part of PBL. It provides a pro-active weekly time for teachers to reinforce to students their understanding and actions of our Play Is The Way values.

Caught You Being Good tokens are used to promote fairness, honesty, cooperation, care and excellence throughout the school. Students are

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encouraged to participate in community initiatives and to care for the school and local environment. Positive relationships are being developed between the school, parents and the wider community.

Every class implements anti-bullying and social skills programs which promote respect and the fair treatment of every person within our school.

The National School Chaplaincy and Student Welfare Program (NSCSWP) continued to provide strong support in building a sense of respect and responsibility within the school community. This year, Glen Clark provided two days of support to the school. He was present each Thursday and the second day was flexible to accommodate camps, excursions and special events where Glen would be always supporting in both a practical and encouraging way. Activities this year include the continuation of Playgroup, craft and woodwork groups to mentor targeted students, Peer Support leadership and support at overnight camps and most events. The Australian Government requires an Annual Progress Report and again in 2013, the chaplaincy programs were given the highest rankings possible by teachers, students and parents. Perhaps Glen’s value to the school is summed up by one of many positive comments by stakeholders in the school,

….as a parent it is good to know that there is someone extra working at the school who has the time and attention to care for our children's social, emotional and moral health and development.

Other measures to promote respect and responsibility include:

The Peer Support program this year focused on resilience and developing healthy friendships. Students are learning to respect ones-self and others and are becoming

responsible for personal and interpersonal behaviours. The skills required to achieve the above were practiced through nine weekly lessons. Year 5 and 6 leaders were trained to take younger groups of students;

Students also supported Stewart House, Cancer Council, Jeans for Genes, Bushfire Appeals, Philippines and Indigenous Literacy, respecting the needs of others and taking some responsibility for providing support to worthy causes;

Our Student Representative Council (SRC) members received training from the Richmond High School SRC. The SRC then set about adding to the school’s life and organising fundraising for charities;

Student leaders participated in a district leadership camp and the National Leaders Day at the Entertainment Centre;

Clean-Up Australia Day is always recognised when all students participate in some form of clean-up at or around the school;

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We also provided opportunities for students to develop greater community awareness and to help others. Before Easter, the entire student population created Easter baskets for patients at Hawkesbury hospital. The response to those affected in bushfires was overwhelming. Local donations were taken to the Londonderry Rural Fire Brigade as well as money sent on wider appeals. The Salvation Army Christmas Appeal was generously supported;

A local church invited school groups to perform at their Annual Seniors’ Christmas Lunch for residents of local nursing homes;

Students were also given opportunities to focus on values, healthy lifestyle, anti-bullying, and building positive relationships through participation in programs such as a gardening working bee, Mothers’ and Fathers’ Day activities, Moneysmart sessions and for Stage 3, graffiti and cybersmart education and for

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Year 6, the organisation of fundraising for the Year 6 Farewell. This included the very successful Year 6 Fete which required students to work co-operatively in small groups to plan and manage stalls and activities that would appeal to their peers.

A formal ANZAC ceremony taught students history and respect of past sacrifices.

Student leaders, Ashleigh Allan and Shaun Sciberras were acknowledged at a Rotary dinner for citizenship within the school. School captains, Maddison Trott and Jayden Borg were LPS 2013 Citizens of the Year.

Programs for students with additional Education needs

The school received $14 534.00 of government funding to assist students with learning needs. This funding was used primarily to employ School Learning Support Officers (SLSOs) who worked with targeted students to support and develop their academic, physical, social and emotional needs.

Additional funding of $4 747.75 was granted to provide targeted SLSO in-class support for a student with high needs.

The 2013 allocation for the Learning and Support Teacher (LaST) was 4 days per week. The LaST worked collaboratively with classroom teachers and the SLSOs to provide assistance to students across all stages to access the curriculum. The Learning Support Team (LST), which included the Principal, Assistant Principals (one of whom was the LaST), and the School Counsellor, met weekly to monitor students’ progress and arrange further support where appropriate.

Reading Recovery

Reading Recovery continues to be offered in our school to students in Year One. This program is implemented worldwide and follows the

guidelines of the author Marie Clay. Children participate in an individualised reading and writing program for up to 20 weeks. It follows the premise that daily, individual practice will assist children with their learning. This year there were a record 12 students who completed the program successfully. Parent follow-up at home and consistency in teaching were two of the reasons for this success.

Student Transition Programs

Our transition to school programs continue to be a priority at LPS and are inclusive of children attending local child care facilities. This year our Kindergarten Orientation included two formal sessions. Children enjoyed visits to the kindergarten classrooms where they met with their Year 6 buddies for 2014 and participated in a range of craft based activities.

Transition for students entering high school is an ongoing project across Richmond High School

(RHS) and local primary schools. The Middle Years’ Writing Project continued with students in Years 5 to 8 participating in a series of writing tasks throughout the year. Teacher attendance at regular meetings ensured consistent teacher judgment in planning and assessing writing tasks across Stage 3 and Stage 4.

The Middle Schools Numeracy Project saw schools in the Richmond Learning Community working together to share practices and skills in numeracy. The Middle Schools Numeracy Project focused on developing Consistency of Teacher Judgment, accurately plotting students on the learning continuum and developing and maintaining ongoing explicit information on the learning needs of students prior to high school transition.

In Term 4, Year 6 students participated in a series of mini lessons at Richmond High School conducted over a period of six weeks.

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RHS staff and Year 9 school leaders visited LPS to speak about life in high school and answer questions. Once again, representatives from Londonderry attended the RHS Red Nose Day RAAF flyover and met with the pilots. Stage 2 and 3 students also attended the concert at RHS to support fundraising for the Red Nose foundation.

National Partnerships

In 2013, Londonderry Public School was given the opportunity to participate in the Federal Governments’ Improving Literacy and Numeracy National Partnership (ILNNP). The ILNNP is implemented to improve the performance of students in literacy or numeracy.

ILNNP takes a whole school approach to improving student learning outcomes and focuses on the culture of the school and developing sustainability of programs.

In 2013 we received $18,680.54 in ILNNP funding to support the improvement of literacy outcomes. The funding was used to:

Employ a School Learning Support Officer (SLSO) to provide in-class support and to assist in the implementation of the Individual Learning Plans of targeted students;

Purchase resources, including the Fountas and Pinnell benchmarking system, to support consistency of teacher judgment; and

Provide intensive Professional Learning on Focus on Reading, the Super Six comprehension strategies, Intensive Grammar professional learning and the effective use of data.

School planning and evaluation 2012—2014

School evaluation processes

NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

Creating a school self-evaluation committee(SSEC);

Following a timeline in Semester 2 whereby each target committee reports to the SSEC their evaluation findings and further recommendations around the target for which they were responsible; and

The SSEC report these findings in the Annual School Report and uses the findings for future planning.

School planning 2012—2014: Progress in 2013

School priority 1

Improved student outcomes in literacy.

Outcomes from 2012–2014

To analyse student need and provide systematic, explicit and differentiated teaching and learning programs for all students.

Evidence of progress towards outcomes in 2013:

All teachers were provided with Professional Learning (PL) on assessing and placing students on the Literacy continuum;

K-2 teachers completed PL on Quality Teaching Comprehension K -2;

3-6 teachers trained in Focus on Reading;

All K-2 staff entered student achievement in all aspects of literacy on PLAN software each term. This data was used to plan for differentiated instruction within literacy groups;

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Years 3-6 students were placed on the literacy continuum for reading texts and comprehension;

A school data base was set up to track student achievement and progress from year to year using information gained from school based assessments, standardised tests and reading benchmarking resources;

77% of Year 1 students are achieving at or above district Reading Recovery levels; and

86% of Year 2 students are achieving at or above district Reading Recovery levels.

Strategies to achieve these outcomes in 2014

Continued teacher PL to support understanding and the use of the Literacy Continuum to plot student achievement and the implications for the teaching and learning cycle;

Focus on Reading Strategies, including the Super Six, implemented and evident in Teaching & Learning programs K-6;

Continued use of Best Start assessments and teaching strategies and the Fountas and Pinnell benchmarking system, with a focus on the explicit teaching of skills in differentiated teaching and learning programs; and

Continued use of Reading Recovery strategies and the Learning and Support Teacher to assist in developing Individual Learning Plans for targeted students at risk of not meeting benchmarks in reading.

School Priority 2

Improved student outcomes in numeracy with a focus on Working Mathematically

Outcomes from 2012–2014

Teachers and students demonstrate deep understanding and knowledge of mathematics concepts, problem solving and associated metalanguage.

Evidence of progress towards outcomes in 2013:

SENA and Best Start data used to track students on the K-6 Numeracy continuum;

Staff provided with PL on the analysis and use of SMART data;

65% of Year 5 students meet or exceeded the expected growth in numeracy;

Teachers were provided with PL on Newman’s Error Analysis, with a whole school focus on the development of mathematical language for problem solving;

No students below national standards in overall numeracy in Year 3 or Year 5; and

8.3% of Year 5 students were in the top band for numeracy compared to 0% in 2012.

Strategies to achieve these outcomes in 2014:

Maintaining a focus on the development of quality teaching practices and the use of the Numeracy continuum to track student learning;

Participation in professional learning to improve understanding of how to develop and implement differentiated teaching and learning programs with a focus on place value and the Learning Framework in Number; and

Building teacher capacity to cater for the learning needs of the 21st century learner.

School Priority 3

Improved student engagement through quality teaching and student welfare programs

Outcomes from 2012–2014

Improved overall student engagement through quality teaching and transition programs

Evidence of progress towards outcomes in 2013:

Play Is The Way rules and language embedded when dealing with student behaviour, 3 lessons taught weekly K-2 and LPSR time each week successfully reinforcing school rules;

Positive Behaviour for Learning (PBL strengthened through introduction of Lining

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Up Awards which settled students for learning time, reminder posters increased around the school, teacher consistency improved by introduction of white slips and much dialogue between teachers and the merit awards consistently awarded;

School expectations are explicitly taught with 75% of the school community able to accurately identify the School Rules;

The school cohort understands the processes for rewarding positive behavior and are regularly rewarded for positive behaviour;

Home/school relationships strengthened through many opportunities for parents to be in the school either through events, in supportive roles or information sessions, with increased communication through the school’s website and a strong P&C who have autonomy to make positive contributions;

Best average attendance rates (2012 – 91%; 2013 – 94.1%) in 5 years through monitoring, follow-up, communication and parent partnerships;

Increased engagement for students in breaks through P&C games in library, computer and library open on some days, availability of sporting equipment and a K-1 games session in the quad;

Year 5 students were 5 points above state average growth in NAPLAN reading;

65% of students met or exceeded the expected growth in Numeracy between Years 3 and 5, with Year 5 boys equal to state levels for achievement; and

The new National Curriculum introduced and teachers prepared to teach literacy based on this curriculum beginning 2014.

Strategies to achieve these outcomes in 2014:

Ongoing focused PL on developing quality teaching and learning programs to cater for individual student learning needs;

Student Individualised Learning Plans (ILP’s) developed for all Aboriginal and Torres Strait Islander students;

ICT and 21st Century Learning strategies embedded into classroom programs;

PBL embedded into all Student Welfare practices and procedures, with social skills and Anti Bullying programs explicitly taught K-6; and

Ongoing PL enhancing teacher capacity to engage and build positive relationships with students and the community.

Professional Learning

In 2013, the Department of Education and Communities (DEC) provided funds of $5200.79 for teacher professional learning.

All staff participated in professional learning activities including our five school development days. Our focus areas for these days included literacy, numeracy and student engagement. In addition, staff were provided with professional learning presented by regional personnel. Team based professional learning targeted the new English Curriculum, differentiated programming and tracking and monitoring student progress.

In 2013 two New Scheme Teachers worked toward their accreditation all year, completing this detailed process in Term 4.

The average expenditure per teacher for professional learning in 2013 was $867.00.

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Parent/caregiver, student, and teacher satisfaction

In 2013, the school sought the opinions of parents, students and teachers about the school.

Program evaluations

Background

All NSW public schools conduct evaluations to support the effective implementation of their school plan. Teachers implement quality teaching strategies to increase the level of student engagement in the learning process. Technology is used to enhance learning opportunities. There is an emphasis on strengthening school leadership, management and accountability. Student learning needs underpin targeted professional learning and curriculum implementation is linked to authentic assessment practices and clear reporting.

In 2013, our school carried out evaluations in Literacy teaching practice and effectiveness and in determining whether the school culture was positive and inductive to learning.

Literacy Evaluation

In recent years the school has focused on developing explicit teaching practice in the area of Numeracy. Analysis of NAPLAN results and school based assessment indicated inconsistent levels of achievement in Literacy. It was determined that it was the turn for Literacy programs and practices to be given more funding through the National Partnership funding and thus be reviewed and evaluated.

Surveys of students, staff and parents supported the evaluation process. This assisted us to determine our areas of strength and to identify areas for improvement.

Findings and conclusions

The analysis below is based on the percentage of agree or disagree responses by staff, parents and students, to questions about the teaching of Literacy.

The survey revealed 100% of staff;

• Use the Super Six Comprehension strategies in reading lessons;

Professional learning this year, has led to changes in teaching practice in Literacy lessons;

• Explicitly teach skills in their writing lessons; and

• Use the Literacy Continuum to track student achievement.

Parent surveys revealed;

• 93% of parents support how Literacy programs are implemented across the school;

• 73% of parents believe Literacy lessons cater for the learning needs of the students; and

• 96% of parents agree teachers encourage the students to do their best in literacy.

Student survey responses revealed;

• 92% of students enjoy the writing activities they completed at school;

83% of students enjoyed the reading activities they completed at school;

• 66% of students read for enjoyment at home; and

• 96% of students believe they are good readers.

Future directions

• Maintain a focus on the development of quality teaching practices in all literacy lessons;

• Further participation of teachers in professional learning to improve understanding of how to develop and implement differentiated teaching and learning programs and improve understanding of effective assessment for and of learning and consistency of teacher judgment;

Continue to develop and encourage a love of reading and writing in students and to build a sense of the importance of reading and learning in parents; and

• Build teacher capacity to cater for the learning needs of the 21st century learner.

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School Culture evaluation

In 2013, we felt it important to evaluate the school culture especially as stakeholders have worked hard to build community trust, student engagement and staff effectiveness. A survey of staff, parents and students was conducted to review school culture. It was aimed to determine community satisfaction and valuing of the programs and culture unique to Londonderry Public School.

All teaching staff, 3-6 students and 25% of the parent body responded to the survey.

Findings and conclusions

Responses from parents revealed:

• 94% of parents believe the school knows about the families and community in which it serves;

96% of parents believe the students are the school’s main concern;

• 84% believe school leaders have a positive influence on the school culture; and

• 91% of parents believe the school is continually finding ways to improve what it does.

Responses from teachers revealed:

• 90% of teachers believe school culture supports a sense of ownership of the school;

• 100% of teachers are proud of their school; and

100% of teachers encourage students to do their best.

Responses from students revealed that the majority of students believe:

• The school recognises and celebrates achievement; and

• Meeting the needs of students is the school’s main priority.

Future directions

• Continue our whole school focus on developing positive partnerships with parents and the wider community.

• Provide opportunities for the community to be actively involved in teaching and learning activities across the school.

• Build teacher capacity to explicitly cater for the learning needs of all students.

• Maintain a focus on rewarding positive behaviour and celebrating success.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Joy Connolly Principal

Erin Finlayson Assistant Principal

Bev Bullock Assistant Principal (Rel)

Trudy Naylor Relieving Principal,

(Semester 1, 2014)

Kelly Garlick Teacher

Sharon Boyd P&C Secretary

School contact information

Londonderry Public School

Londonderry Road Londonderry 2753

Ph: 45781900

Fax: 45885883

Email: Londonderr-p.schools@nsw.edu.au

Web: www.Londonderr-p.schools.nsw.edu.au

School Code: 2421

You can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

https://detwww.det.nsw.edu.au/high-

performance/annual-school-reports