Auburn West Public School Annual Report · The Annual Report for 2015 is provided to the community of Auburn West Public School as an ... Genius hour explores the things we are ...

Auburn West Public School Annual Report

1075

2015

Introduction

The Annual Report for 2015 is provided to the community of Auburn West Public School as an account of the school’s operations and achievements throughout the year.

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

Ms Leanne Hodges

Relieving Principal

School contact details:

Auburn West Public School

Chiswick Road

Auburn, 2144

http://www.auburnwest-p.schools.nsw.edu.au

[email protected]

(02) 9649 6774

Message from the Principal

At Auburn West Public School teaching and learning continues to evolve as our teachers engage in strong professional practice, our students become confident learners and our school community connects with both students and staff. Our teachers continue to deliver high-quality education for each student, and as a result, we have noticed that our students have become even more engaged in their own learning.

In 2014 we sought feedback from our community – students, staff and parents – to set our directions for the following three years. Together we formed the words for our school vision and our strategic directions for 2015 -2017.

In 2015 we focused on developing skills to assist all our students to learn anywhere, any time. Learning takes place in the classroom, the playground, at home, on-line and off-line. One of the most important aspects of learning is around how each and every student can demonstrate the 4Cs: Communication, Collaboration, Critical Thinking and Creativity.

These skills have been demonstrated by students K-6. For example, our Year 6 students pitched their ideas to the bank (teachers) to turn a $50 loans into a $1200 profit through their Market Projects. These student designed and created items that were sold at Intercultural Day and the profits were donated to charity to support Syrian refugees. By undertaking these real world skills we are supporting students to become entrepreneurs of the future.

We have developed those 4C skills even further through a range of extra-curricular programs including chess club, our Year 6 Robotics club and the Fit Kids garden team who have built, planted and cared for our gardens and created a scarecrow to keep it safe.

Our learning experiences have been both within and beyond our school gates. From our successful athletics, swimming and cross country carnivals, to our PSSA teams. Students have participated in a range of experiences outside our school, from the Year 5/6 Camp, to excursions to sleep at Taronga Zoo, the Opera House, the bakery, Sydney Wildlife Park, Canberra, the farm and even our local botanic gardens.

We have celebrated and acknowledged many special days with our community this year from Harmony Day, ANZAC Day, NAIDOC Week, and Children’s Book Week to our annual Intercultural Day. Our dance group created dances and performed for many special assemblies. Our drum group have performed both at our own special events and beyond our school gates. Our choir represented our school at Granville School Spectacular at the Sydney Opera House.

http://www.auburnwest-p.schools.nsw.edu.au/

In 2015 we explored learning across and within grades. We have learnt STEM skills, where students have collaboratively learnt from each other and have even shared these skills across the world through Twitter. We have explored deep questions through SOLE. Genius hour explores the things we are passionate about and our focus on science with our Ms Kim and Science Room has been a powerful learning space for our Stage 2 students.

Our students received a visit from a former student, Tarek Elrich, who plays soccer for Adelaide United and recently for Australia. He met with our PSSA soccer teams and talked about his soccer career and how his dream of playing for the Socceroos finally came true. He inspired our students to work really hard and never give up on your dream.

As teachers it is important that we know where each and every student is with their learning. In 2015 we continue to build on this understanding so that our students can articulate their own learning. Learning goals, bump it up walls & data walls are the key to our students understanding what they as a learner can do to help them achieve their next target.

We continue to make connections within our school and beyond. We have worked with our Auburn Community of Schools this year to undertake strong professional learning communities and have we formed new relationships beyond our local community, including:

Visits from principals and teachers from Northern NSW, the Shire, local schools and overseas educators;

Our teachers have learnt with and from each other as we have undertaken Spirals of Inquiry;

Some of our staff have travelled interstate and to other schools to learn from of our colleagues;

Support from some outstanding organisations - the Salvos, SPARKs and Foodbank;

Links to University of Melbourne through joint research projects and the Australian Film and Television School; and

Connecting with three primary schools and two high schools with a focus on collaborative learning through the Systems Leadership Initiative.

2015 has been a year of significant change to school culture, practice and innovation. Staff and students have taken risks with their teaching and learning and the result has been greater engagement throughout the school. We have changed our school systems and structures by developing a stronger culture of collective efficacy for teaching, learning and leadership. Our relationship with our wider school community is strong and continues to evolve as we link strongly with our parent community through celebrations, programs and strong communication.

I look forward to 2016 where we will continue to strengthen our relationship with our school community, engage our students in deep learning and our teachers successfully embed strong, innovative teaching practice. A community who demonstrates the power of collective efficacy will continue to build on the successes demonstrated in this report.

School background

School vision statement

To foster successful, resilient citizens with a commitment to lifelong learning through next practice, innovative teaching and learning and challenging intellectual inquiry.

School context

Auburn West Public School is a dynamic school located next to the Auburn Botanic Gardens. Approximately 98% of the 737 students come from families where a language other than English is spoken. Significant equity funding supports children and families from low socio-economic backgrounds.

Staff at Auburn West Public School is an enthusiastic, committed, cohesive and diverse group. Many teachers are early career teachers requiring the provision of targeted mentoring and professional learning services. The school has a strong focus on open learning classrooms with innovative teaching/learning practices emphasising 21st Century learning.

In 2015 there were 30 classes from Kindergarten to Year 6. The school executive comprises of the principal, two deputy principals and five assistant principals (one funded through school funds). The school expanded its leadership team model in order to better support all teachers in their professional learning through the engagement of an Instructional Leader as part of the Early Action for Success (EA4S) strategy and off-class Assistant Principal Mentors.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

The school executive, in consultation with the school community, has determined that the school is working at the following elements of the School Excellence Framework:

Learning Teaching Leading

Learning culture – S&G

Wellbeing – S&G

Curriculum and learning – S&G

Assessment and Reporting – S&G

Student Performance Measures - D

Effective classroom practice – S&G

Data Skills & Use – S&G

Collaborative Practice – E

Learning and Development – S&G

Professional Standards – S&G

Leadership – S&G

School Planning, Implementation & Reporting – D

School Resources – S&G

Management Practices - D

D=Delivering, S&G = Sustaining and Growing, E=Excellence

Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Successful, innovative, collaborative engaged learners

Purpose

To ensure innovation is a creative and collaborative process with an objective to increase the responsiveness of teaching and learning to the needs of individuals, impact positively on specified learning outcomes and build community engagement.

To ensure students develop strong identities as learners, through positive and respectful relationships across the school community and within a productive learning environment.

Overall summary of progress

Innovative teaching and learning spaces:

o All staff participated in professional learning to implement Self Organised Learning Environments (SOLE) with more than 50% of classes Year 2-6 implementing SOLE lessons and more than 50% of classes have implemented Science, Technology, Engineering and Mathematics (STEM) lessons each term. Stage 3 teachers collaboratively planned and implemented two Immersion Days with Hilltop Rd PS. Students took part in STEM and SOLE challenges at both school sites;

o Project-based learning - Year 6 students pitched their ideas to the bank (teachers) to turn a $50 loans into a $1200 profit through their Market Projects. These student designed, created and mass-produced items sold at Intercultural Day and the profits were donated to charity;

o Exploration of the impact of flexible learning spaces on student engagement and enhancing pedagogy in the classroom. Learning spaces has facilitated:

Enhanced collaborative, communication, critical thinking and creativity learning skills of students, evidence by student engagement levels throughout K-6; and

Teacher feedback through school-based survey data indicates an increase in student articulation of their learning and confidence to learn through a range of flexible and fluid learning spaces.

Quality teaching and visible learning practices are demonstrated through:

o K-6 staff effectively utilised learning intentions and success criteria on a daily basis. Teachers utilise (We Are Learning To) WALT, What I’m Looking For (WILF) & This is Because (TIB) across key learning areas to explain the significance of learning and link it to everyday experiences;

o Students engage in clear, constructive conversations about their individual learning and learning goals with teachers through feedback and use of data walls, ‘bump it up walls’, success criteria and ‘where to next’ for their learning;

o Literacy and numeracy continuum data was collected every five weeks to evaluate teaching practices, progress of individual students and to determine future learning goals for students;

o Assistant Principal Mentors were off class during 2015. Our executive team strongly implement individualised and personalised professional learning for teachers and a model of instructional leadership which directly relates to improved student outcomes. Teachers are supported through in-class coaching, team-teaching and demonstration lessons which continue to develop teacher understanding in how to personalise and individualise instruction school wide; and

o 3 weekly United Professional Practice (3UPP) for classroom and specialist teachers ensures a school-wide, collective responsibility for student learning and success. Each grade meets every three weeks for half a day professional discussion with their AP mentor and senior executive; the specialist support teachers who work with the grade also attend these sessions. Funding supports the employment of casual teachers for 3UPP sessions.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

100% teachers demonstrate innovative teaching and learning as evidenced through GROW meetings, programs and learning environments.

All staff were supported by an Assistant Principal Mentor to develop a deep understanding of expectations for grade level outcomes; professional learning was provided to support the achievement of grade expectations; demonstration lessons, team-teaching and class support is in place to implement literacy and numeracy lessons successfully.

Executive staff led their teams to analyse school data in 3UPP sessions to select a range of focus students, set targets based on movement between clusters, and select a range of quality teaching strategies to ensure student growth enabled most students to progress at least one or two clusters within the year.

Twelve teachers team-teach all day in a flexible learning environment, with a number of other classes in the school regularly team-teaching collaboratively planned lessons in the hall and in outdoor learning spaces.

Expressions of interest were sought from staff to implement innovation teaching practices through Innovation grants. Teachers purchased flexible future and resources to teach STEM, SOLE and project-based learning (PBL).

$320,000

$25,500

$21,000

$14,876

100% of staff demonstrate evidence of visible learning, feedback and assessment in classrooms.

AWPS staff participate in a number of initiatives to support the development of literacy and numeracy for all students. Through these programs teachers demonstrate evidence of visible learning, feedback and assessment in classrooms. This includes:

Targeted Early Numeracy (TEN): ongoing professional learning for K-2 staff delivered by the Numeracy Trainer to develop teacher understanding of early arithmetical strategies as well as team-teaching and teacher observations. Teachers were supported to accurately assess and place students on the numeracy continuum.

Language, Learning and Literacy (L3): all Kindergarten and Stage 1 teachers participated L3 professional learning; a whole-stage intervention which supported the teachers of students at risk of not achieving expected literacy levels by the end of the year.

Literacy Lessons (L2): One teacher participated in professional learning Year 2 students; L2 provides the lowest performing Year 2 students with the knowledge and skills necessary to achieve Stage 1 outcomes.

Reading Recovery focused on accelerating the literacy learning for those students in the lowest 20% of Year 1. AWPS supplements additional staffing positions with school funds, 16 students a week are supported through this program.

Focus on Reading (Phase 1): Two executive staff delivered FoR to twelve teachers, including classroom teachers and specialist

EA4S funding

$8000

teachers in 2015. This professional learning developed literacy pedagogy around the super 6 comprehension strategies and teaching ideas to improve student’s reading and comprehension. Teachers actively model the processes of explicit, balanced and integrated literacy sessions and applying their knowledge of effective pedagogy to improve the links between reading and comprehension.

Next steps

Continuation of Assistant Principal Mentors in their role of supporting teachers as an off-class mentor as well as external professional learning programs to continue to support literacy and numeracy development for students K-6.

Whole school review of 3UPP, 2016 structures will be modified to ensure all stage-based classes will attend 3UPP at the same time and the 3UPP guide will be modified to reflect any changes in data analysis and new syllabus implementation.

Trend and Response Hub will analyse trends in literacy and numeracy data across the school in order for all staff to develop a consistent understanding of continuum levels, discuss student data in-depth and track data effectively.

Expressions of interest will be sought for those staff who wish to undertake team-teaching in a flexible learning environment.


Continuous improvement through collective efficacy

Purpose

To strengthen partnerships with the school community, inspiring a culture of collaboration, effective open communication in conjunction with efficient and transparent school systems.

To ensure a school-wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement.


The Positive Behaviour for Learning (PBL) committee met each fortnight to discuss school-wide expectations of behaviour.

PBL committee designed a new clear checklist for teachers and students to ensure a streamlined process of awarding Star Badges for the 2015 school year. This checklist and the increase in number of Star Badge assemblies and nominations have meant there has been a significant increase in the number of Star Badges awarded this year. 530 students were awarded a Star Badge in 2015.

PBL committee implemented the Benchmarks of Quality (BoQ) survey, guided by our PBL coach. The BoQ assesses the seven essential features against 53 benchmarks aligned with Tier 1 (universal preventions) of the PBL framework. Three key areas of need were identified: staff commitment; effective procedures for dealing with discipline; and data entry and analysis.

Whole-school staff professional development focused on a theory of positive behaviour education, the PBL mission statement and the rules matrix led by the PBL executive leaders and PBL coach.

The whole school behaviour consequence system ‘STEPS’, including the Behaviour Monitoring Log and Behaviour Consequence Flowchart continued to be used to monitor classroom and playground behaviour. The Orange and Red cards ensured a consistent approach to manage and record behaviour. Student behaviour data is monitored through a class behaviour folder. All executive staff access Sentral to track and monitor student levels of behaviour.

Individual students were supported for a specific need/s through a written Personalised Learning and Support Plans (PLASP). Class teachers and the Learning Support team (LST) identified focus areas, learning goals, strategies to achieve these goals and assessments. PLASPs were evaluated and modified as needed. This information was tracked through the NCCD.

Getting on Track, In Time (Got It) Program provided by Western Sydney Health identified students with emotional/ behavioural needs. Parents and students participated in weekly sessions to develop social skills. Teachers were provided with a range of professional development sessions focused on emotion coaching.

School funded Speech Pathologist Language Program provided targeted intervention program for K-2 students three days a week.

Social Groups: Small groups meet on a regular basis to engage in activities to develop social skills. These groups are supported by staff from the The Salvation Army who work with our students three times a week.

Fit Kids Lunchtime Program provided structured and supervised play experiences for target students to develop friendships and support social interaction led by school executive team.




100% staff consistently utilise the school wide system to collaboratively monitor learning and wellbeing data effectively and efficiently.

PBL committee has led the improvement in school-wide expectations of behaviour with the ongoing support of our PBL Coach. Data captured in Term 4, as well as linking PBL through the Trend and Response hub, has raised the profile of the PBL committee and its importance to whole-school welfare processes.

All executive staff enter data on Sentral to track student welfare. Most staff consistently utilise their behaviour folder to track student behaviour.

All teachers who have students on PLASPs have review meetings with the LST to identify next steps for support.

Low level adjustment for disability funding and EA4S funding

Student welfare $5,500

Reading texts & comprehension By 2017 90% of: o K students will meet cluster 4 o Yr 1 students achieve cluster 6 o Yr 2 students achieve cluster 8 o Yr 3 students achieve cluster 9 o Yr 4 students achieve cluster 10 o Yr 5 students achieve cluster 11 o Yr 6 students achieve cluster 12 Early arithmetical strategies By 2017 98% of: o K students achieve perceptual o Yr 1 students achieve figurative o Yr 2 students achieve counting on and back

End of 2015 data states the % of students reading texts:

K students at or above cluster 4 = 65%

Yr 1 students at or above cluster 6 = 72%






End of 2015 data states the % of students comprehension:

K students at or above cluster 4 = 69%







End of 2015 data states the % of students achieve Early arithmetical strategies:

K students at or above perceptual = 96%

Yr 1 students at or above figurative = 98%

Yr 2 students at or above counting on and back = 75%

Next steps

PBL committee deliver BoQ data to staff and use this as a basis for planning changes to systems and structures throughout the year. Wellbeing Framework embedded through PBL structures.

PBL committee to refine:

o PBL mission statement

o team roles and responsibilities

o school-wide matrix

o weekly lesson focusing on school-wide expectations

o free and frequent tokens

o major/minor/critical behaviours procedures for staff

2016 PLASPs written for identified students supported by LST and EA4S interventionist team.

Speech pathology program and social skills programs to continue for 2016.

Literacy and numeracy continuum data collected and collated every five weeks across K-6.


Leaders of learning achieving excellence

Purpose

To develop high quality leaders, teacher leaders and teachers who know their students and how they learn through instructional leadership and evidence based practice.

To ensure students actively contribute to the school, the community and the society in which they live.


Instructional leaders

AP Mentors collaborate with school executives, the Instructional Leader, other AP Mentors and consultants to build teacher capacity, meet school targets and develop quality learning and teaching programs and conduct professional learning around syllabus documents. The school models itself on strong instructional leadership through the supports systems, processes and pedagogy delivered by the executive team.

The school executive team strongly support all staff through goal setting and the Performance and Development Framework.

Beginning teachers are supported through Great Teaching, Inspired Learning (GTIL) funding. Mentors guide early career teachers through the accreditation process, support teachers to achieve “Proficient” status and maintain their status where “Proficient” has been achieved.

Executive staff have participated in a number of professional learning opportunities, including: The National Leadership in Schools Conference, Deputy Principals Leadership Colloquium, Growth Coaching, Solution-Focused Coaching, Visible Learning Conference, Helen Timperley Masterclass, LEAP Conference, Lyn Sharratt and Linda Kaser Masterclass, EA4S Masterclass held each term, and the Future Schools Conference.

Successfully awarded System Leadership Initiative grant as part of a community of practice with Hilltop Rd PS, Camdenville PS, Turramurra North PS, Ambarvale HS and Campbelltown Performing Arts HS. These schools will share highly effective practice and engage all teachers in developing new tools and approaches for deeper student learning and engagement underpinned by the Design Principles.

Teacher leaders

During 2015 interested eight staff took part in an aspiring leaders program led by executive staff. These meetings discussed a range of leadership styles, understanding your own models of leadership and steps to developing leadership skills in real-world context.

School-based committees have developed into a model called ‘Hubs and Spokes’. Teams operated in a fluid model, where staff signed up to a main 'hub' and moved in and out of a 'spoke' or sub group within this team. Each hub has executive and teacher co-leaders. Staff participate in either the Trend and Response Hub, Innovation Hub or Community, Captivation and Communication Hub.

A model of strong collaborative practice has developed throughout the school as teachers team-teach on a regular basis. This is demonstrated through: twelve flexible learning spaces set up to permanently team-teach between two classes; specialist staff participate in 3UPP and co-plan and teach with their allocated stage group; teachers share planning and programming through Google docs to ensure transparency for all staff working in a team; and team-teaching lessons in the school hall or outside which focus on STEM, SOLE and PBL.

Staff undertook a Spiral of Inquiry to explore a learner-related challenge. Twelve groups of teachers shared their research at the end of the year where they demonstrated how they created ‘the conditions where curiosity is encouraged, developed and sustained is essential to opening up thinking, changing practice and creating dramatically more innovative approaches to learning and teaching.’ (Timpeley, Halbert, Kaser, 2014)

Student leaders

Student leadership skills were developed through: play leaders who assist our K-2 students at lunch time; Student Representative Council leaders; Year 5 leaders and Kindergarten model students who assisted our 2016 Kindergarten students during Kindergarten transition; House captains; and the Student Leadership team.




All executive leaders, as reflective practitioners, will participate in 360 reflection surveys, Growth coaching and leadership professional learning.

All executive staff have participated in a range professional development which has strongly supported their skills to implement effective leadership practices.

Tracking 2014-2015 data from Tell Them From Me survey indicates improved teacher understanding of leadership delivered to all teams.

All school executive have been involved in leading the implementation of the 2015-2017 school plan, including the challenge of restructuring school committees to reflect the changing nature of school management practices in an environment of innovative teaching and learning and cultural change.

Models of student leadership have been embedded in a range of programs to support students to develop strong leadership skills.

$20,000

Greater than or equal to 85%

and above of all teaching staff

achieve their professional goals

as identified in Growth

Coaching, linked to the

Performance and Development

Framework for Principals,

Executives and Teachers In

NSW Public Schools.

Term 1 – all staff participated in GROWTH coaching and goal setting with their AP Mentor.

Term 2 - all staff set goals for their Performance and Development Plan (PDP).

Term 3 and 4 – all staff followed the process of the Performance and Development Framework to complete their PDP.

Next steps

Provide opportunities for staff to develop leadership skills and for executive staff to deepen their understanding of leadership to more successfully lead their teams. This will be provided through both external professional development and school-based leadership programs.

Executive staff and teachers undertake higher levels of accreditation through highly accomplished or lead levels.

PDP are set in Term 1 to support individual staff to achieve their personal goal. Newly appointed staff participate in an induction to the school with information about PDP included in these sessions.

Next Steps

Key initiatives and other school focus areas

initiatives (annual)

Impact achieved this year Resources (annual)

Aboriginal background funding

IEPs have been written by staff to support individual learning needs of ATSI students. SLSOs assist with the implementation of these IEPs.

$1827

English language proficiency funding

Assistant Principal EAL/D leads 4.8 EAL/D teachers support new arrival students in the growth of their English language skills.

The EAL/D team provided professional learning to their colleagues at AWPS and across schools around quality EAL/D pedagogy to assist the English acquisition of refugee students and newly arrived students, including Auburn and Berala Schools’ EAL/D Connect network to reach out to schools across the greater Sydney area.

Employment of Community Liaison Officer (CLO) who assists the school to provide a variety of programs to cater for the needs of our community.

Whole school assessment and monitoring using the ESL Scales plus EAL/D teacher professional learning are used to develop teachers’ skills in creating teaching and learning programs to cater for EAL/D students.

$478082

Targeted students support for refugees and new arrivals

Employment of a SLSO to assist with refugee students and students who have recently arrived from overseas.

SPARKS: Refugee students are targeted for an intensive one hour a week homework assistance program provided by volunteers from the Saint Vincent de Paul Society.

Learning Centre: A weekly two hour after school program to provide refugee students with the opportunity to socialise and interact with other students.

The EAL/D team participated in an Oral language project with schools across the Holroyd network to target new arrival and refugee students. The team undertook a Spiral of Inquiry research project: ‘Do oral language activities improve student's writing?’ and shared their research with staff at the end of the year.

$9000

Socio-economic funding

Employment of four classroom teachers to release substantive Assistant Principals (AP) to work as off-class mentors; as well as partial funding for one above-establishment AP position. (See Strategic Direction 1)

Exploration of the impact of flexible learning spaces on student engagement and enhancing pedagogy in the classroom. (See Strategic Direction 1)

Implemented and refined a model of professional dialogue: 3 weekly United Professional Practice (3UPP) for classroom and specialist teachers. (See Strategic Direction 1)

$768028

Low level adjustment for disability funding

Eighty five PLASPs were written by class teachers in consultation with their AP Mentor, Learning and Support Teachers and some parents. This was an increase from 2014 and reflects the increasing demand for low level adjustments for students with disabilities. Each PLASP identified

$397431

focus areas, learning goals, strategies to achieve these goals and assessments. PLASPs were evaluated and modified as needed. This information formed the basis of data contributed to the National Consistent Collection of Data (NCCD).

Employment of five SLSOs (p/t) to support targeted students in the classroom and playground.

Support for beginning teachers

Employment of an additional Assistant Principal to support our beginning teachers K-6 (partial funding).

In addition, a Beginning Teachers Support Model was implemented in line with the Great Teaching, Inspired Learning reform, ensuring all permanent beginning teachers received an additional two hours of RFF in their first year of employment and one hour in their second year, with access to a mentor for professional learning.

$90653

Other school focus areas

Impact achieved this year Resources (annual)

Early Action for Success

An Instructional Leader led K-2 and interventionist teachers to identify and cater for student needs in literacy and numeracy. Student progress was closely tracked, analysed and monitored in collaboration with K-2 executive, utilising PLAN, L3, L2 and TEN data. Appropriate interventions were implemented to support all students to achieve and exceed grade expectations.

K-2 classroom and specialist teachers received explicit professional learning through L3 program and an additional teacher participated in the L2 program. Evaluation and analysis of school data indicated significant improvement of all student learning as teachers successfully built up a repertoire of explicit teaching strategies to plan, teach and assess quality literacy teaching and learning programs.

Ongoing collaboration and planning with a focus on data conversations provided further support for K-2 teachers and specialist teachers to gain a deeper understanding of the literacy and numeracy continuums to further support targeted students in reading, writing, comprehension and numeracy.

Targeted interventionist support with clear short term goals and ongoing monitoring provided students who are not meeting benchmarks in reading, writing, comprehension and numeracy opportunities to receive additional support in a small group setting. This resulted in these students demonstrating growth within their level of development.

By end of term 4, 69% of Kindergarten students had achieved the end of year benchmark or higher; 72% of Year 1 students had achieved the end of year benchmark or higher; and, 55% of Year 2 students had achieved the end of year benchmark or higher.

$54774

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 Enrolment

Gender 2009 2010 2011 2012 2013 2014 2015

Male 352 344 358 378 368 361 362

Female 376 359 352 372 386 364 369

Student attendance profile

Student Attendance

Year 2010 2011 2012 2013 2014 2015

Sch

oo

l

K 96.1 95.8 95.4 93.3 95.8 92.9

1 93.9 96.1 95.6 94.2 95.9 91.9

2 95.7 95.1 94.7 94.9 95.0 92.4

3 96.4 96.0 94.2 94.9 96.5 93.5

4 96.3 96.1 95.3 93.6 96.0 93.3

5 96.2 95.7 96.0 95.9 95.5 93.7

6 96.2 96.5 94.1 95.4 95.3 90.9

Total 95.9 95.9 95.1 94.6 95.7 92.7

Stat

e D

oE

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Class sizes

Roll class Year

Total in class

Total per year

1 KE K 19 19

2 KJ K 21 21

3 KM K 20 20

4 KR K 20 20

5 KT K 20 20

6 K-1A K 8 21

7 1 13 21

8 1C 1 22 22

9 1E 1 21 21

10 1L 1 21 21

11 1R 1 23 23

12 2D 2 22 22

13 2G 2 24 24

14 2P 2 22 22

15 2S 2 22 22

16 2T 2 22 22

17 3B 3 30 30

18 3C 3 29 29

19 3M 3 29 29

20 4C 4 28 28

21 4H 4 27 27

22 4M 4 25 25

23 4N 4 26 26

24 5H 5 28 28

25 5N 5 29 29 26 5T 5 29 29 27 6A 6 26 26 28 6J 6 28 28 29 6T 6 25 25 30 3-4E 3 16 27 31 4 11 27 32 5-6P 5 21 30 33 6 9 30 3

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 66 %

Postgraduate degree 34 %

0

200

400

600

800

2009 2010 2011 2012 2013 2014 2015

Stu

de

nts

Year

Enrolments

Male Female

Workforce composition

Position Number

Principal 1.0

Deputy Principal(s) 2.0

Assistant Principal(s) 4.0

Instructional Leader EAfS 1.0

Classroom Teacher(s) 30.0

Teacher of Community Languages 4.0

Teacher of Reading Recovery 1.34

Learning and Support Teacher(s) 2.9

Teacher Librarian 1.2

. Teacher of ESL 4.8

School Counsellor 0.5

School Administrative & Support Staff 4.472

Other positions: AP (Above Est); PSL 2.0

Total 59.212

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Auburn West Public School currently has two staff members who identify as indigenous.

Workforce retention

Staff retention remains high. Twenty four staff members are temporary teachers as they have replaced staff on maternity leave or other types of leave. New teachers were appointed to the school through merit selection and staffing appointments.

Professional learning and teacher accreditation

Throughout 2015 all staff participated in a range of professional learning opportunities through weekly training and development and external programs. A total of $15,534.28 was spent on professional learning in 2015 from funds specifically allocated to TPL. Substantial additional funds were spent from other budgets in TPL.

Employment of an additional Assistant Principal supports our beginning teachers K-6. Seven early career teachers successfully completed their accreditation at Proficient Teacher level and five teachers submitted their maintenance of accreditation. Interest was also inspired in the higher levels of accreditation and one teacher officially began the process of achieving highly accomplished accreditation.

A deeper understanding of the Australian Professional Standards for Teachers was sustained through targeted professional learning, including workshops on accreditation at Proficient Teacher and maintenance of accreditation. Currently, 47% of the teaching staff are accredited at Proficient teacher level, with a further 16% of the staff at the provisional stage of the accreditation process.

Financial information

Financial summary

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

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 2 152 409.27

Global funds 462 781.91

Tied funds 1 007 571.61

School & community sources 113 513.10

Interest 50 525.93

Trust receipts 26 043.08

Canteen 0.00

Total income 3 812 844.90

Expenditure

Teaching & learning

Key learning areas 29 864.83

Excursions 33 393.65

Extracurricular dissections 56 874.88

Library 8 522.57

Training & development 2 037.97

Tied funds 1 026 016.73

Casual relief teachers 107 388.16

Administration & office 75 768.28

School-operated canteen 0.00

Utilities 107 447.71

Maintenance 40 088.12

Trust accounts 268 122.74

Capital programs 57 758.91

Total expenditure 1 813 284.55

Balance carried forward 1 999 560.35

School performance

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 band level for Year 3)

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

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School

http://www.myschool.edu.au/

http://www.myschool.edu.au and insert the school name in the Find a school and select GO to access the school data.

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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School Average 2011-2015

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State DoE % in Bands 2015

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http://www.myschool.edu.au/

NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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NAPLAN - Numeracy

NAPLAN Year 3 – Numeracy

NAPLAN Year 5 – Numeracy

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

Students, staff and parents participated in the Tell Them From Me Survey (TTFM) in 2014 and 2015.

Based on a ten-point scale on the following perspectives of the parent community, the 2015 parent survey indicates:

Parents feel welcome at our school = 8.5

Parents are informed = 8.3

Parents support learning at home = 8

School supports learning = 8.6

School supports positive behaviour = 8.8

Safe school = 8.4

Inclusive school = 8.6

Based on a ten-point scale on the following drivers of student outcomes, the 2015 student survey indicates:

Effective learning time = 8.6

Relevance = 8.1

Rigour = 8.3

Advocacy at school = 7

Positive teacher relations = 8.5

Positive learning climate = 8

Expectations for success = 8.9

Advocacy outside of school = 6.7

Based on a ten-point scale on the following eight drivers of student learning, the 2015 teacher survey indicates:

Leadership = 7.3

Collaboration = 7.8

Learning culture = 8.2

Data informs practice = 8

Teaching strategies = 8.1

Technology = 7

Parent involvement = 7.3

Policy requirements

Aboriginal education

Auburn West PS community acknowledges and celebrates the first Australians throughout the year in all key learning areas. In 2015 Aunty Faye and Uncle Greg, both proud indigenous elders, visited the school where they talked to students in their classrooms and at the school assembly, about their lives.

Later in the year students in Stage 3 spent the day with Patrick, from the Koomurri organisation, to

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learn about traditional indigenous skills, art and life. The students produced a huge visual story map on canvas with Patrick to represent their own life journey and how it now crossed with Patrick’s life.

The Parent Program team also facilitated a morning of acknowledgment around the first Australians to celebrate NAIDOC week.

Multicultural Education and Anti-racism

98.4% of Auburn West Public School students are able to able to speak one or more of the 28 additional languages identified in the annual LBOTE survey from March 2015. As a result the school is funded to conduct home language classes in the Arabic and Turkish languages plus have 5 EAL/d teachers to assist children to learn English and progress their English language skills.

The Arabic and Turkish classes showcased their learning about their cultural homelands for all students and parents at AWPS throughout the year. The EAL/D new arrival classes, K-6, hosted a number of peer sessions throughout the school to show off their new learning in the English language. The whole school contributed to the 15th annual Harmony Day celebrations through the creation of bunting that was strung up throughout the playgrounds, in the Library and the Hall to showcase every student’s interpretation of the theme “Everyone Belongs”.

Extra-curricular programs at the school are conducted to assist students and their families to access high quality learning and care. The school has implemented these initiatives through programs such as:

Parent focused initiatives:

Parent English classes: weekly English classes were provided to support parents to acquire the English they need to assist their child with their learning. Two volunteer teachers lead this program and childcare is provided;

Parent Meetings: each Friday parent group meetings are held. These meeting are based on collaboratively-planned topics with the parent community. Parents also attended excursions to the Hawkesbury district and Wollongong;

Iraqi parent group: two of the Arabic language teachers have conducted settlement meetings for the Iraqi parents each week;

Community Garden project: The parent program team linked healthy eating and exercise classes for parents, such as Shapes. In 2015 there were numerous working bees in the community garden space followed by a “Super Salad Friday”, once a term, where the parents converted the produce from the garden into healthy salads that the children could eat during class time;

AWPS Playgroup: Our twice weekly playgroup continues to thrive with average numbers attending climbing from 20 children per session to 28 children per session. Our playgroup participated in Auburn Council’s “Paint Auburn REaD” project, which promoted early literacy in the home; and

Parent Room: The parent room caters for the specific needs of the parents at AWPS. In the Parent Room there are English classes and parent meetings held each week. The room is also open every afternoon, from 2-3 pm, for all parents to drop in at our parent café.

Student focused initiatives:

Learning Centre: A weekly two hour after school program to provide refugee students with the opportunity to socialise and interact with other students;

Get Active: A weekly after school sport program to promote a healthy lifestyle and assist students to interact with each other to build their expertise in sport;

Homework club: A weekly one hour session after school for students in Year 1 – 6 who require homework assistance are provided with a quiet

space to study with the assistance of classroom teachers and School Learning Support Officers (SLSOs);

SPARKS: Refugee students are targeted for an intensive one hour a week homework assistance program provided by volunteers from the Saint Vincent de Paul Society;

Breakfast club: which was only two mornings a week in Semester 1 was expanded to four mornings a week as a result of our connection with Foodbank, through a $3,000 grant from Kellogg’s. The Auburn Salvation Army collect the food order from Foodbank and deliver it to the school ready for hundreds of breakfasts each week for students;

Hearing assessments were conducted in the school using the services of a volunteer group for two full days of testing. More than 100 students were tested, including the playgroup; and

“Open Arms” playgroup: This refugee playgroup and transition to kindergarten initiative provided the opportunity for the families to participate in a preliminary transition to school program. The Open Arms playgroup was held each Wednesday for the three weeks prior to the kindergarten transition program in term four of 2015.

Links with non-government agencies, such as Saint Vincent de Paul Society, the Salvation Army and Foodbank have supported refugee families, low socio-economic families and families in crisis as well as our whole school community. Our partnership with the Smith Family also saw more students receive scholarships for the 2015 school year. Learning Links began a literacy program for ten Year 3 students, which will continue into 2016.

Other school programs

World’s Biggest Classroom

In 2015 Auburn West Public School contributed artworks towards the ‘World’s Biggest Classroom’ project which is an exhibition featuring visual art, multimedia and literary projects created by 4,000 students from 200 NSW public schools.

This program provided a unique opportunity for our students to promote their skills and achievements to a wider audience. Auburn West Public School was able to shine a spotlight on the amazing learning experiences delivered by teachers and having their artworks exhibited at Westfield venues and Sydney Trains.

The video at Qantas Credit Union Arena provided a window into the classrooms across our school. Our artworks represent ‘Going Global’, depicting our community and understanding the diverse cultures we all come from at Auburn West Public School.

Student Representative Council

This year the Student Representative Council (SRC) held weekly meetings with class representatives from Year 2-6 to discuss important school issues. Students who represented their classes participated in discussions about developing the school and school community whilst learning how to communicate and negotiate ideas.

The SRC were responsible for organising fundraisers such as Jersey Day to help raise awareness for the organ donation foundation. They were involved in approving a new sports uniform and creating and

running an SRC stall at this year’s Intercultural Day. They also helped design Auburn West’s first Book Café as well as choreographed a student flash-mob dance at the 2015 Talent Quest.

The participation of our SRC in Intercultural Day helped to implement many new and exciting changes at this year’s Intercultural Day.

Intercultural Day

On the 15th October 2015, Auburn West Public school held our annual Intercultural Day. The theme this year was ‘Journey Around the World’ which centred on learning about and celebrating the diverse cultural backgrounds of our students. Each grade explored a different continent in the weeks leading up to Intercultural Day and on the day students were able to experience different flavours/cuisines, cultural games, arts and dance.

The whole school community also enjoyed henna and face painting, a photo booth, Year 6 market stalls, international food and a gelato stall. There were even opportunities for students to contribute to a school mural, improve their chess skills and take part in a variety of fun fitness activities.

A highlight of the day was the school concert where the audience were treated to fantastic performances by cultural dance groups, the school choir and there was even a special performance by the Granville Boys Islander Choir. Overall it was a successful, fun day where our school community came together to celebrate.

Sport

Sport and physical education this year focused on developing the overall profile of sport and physical education and improving student fitness and skill development. This was achieved in 2015 by ensuring sport and physical education continued to be an important part of student learning through a range of sporting and fitness activities. Highlights for sport and physical education for 2015:

K-6 students participated in physical fitness during the school week through the Live Life Well program. This program aims to develop students fundamental movement skills;

Year 2-6 students participated in the school Cross Country, Athletics and Swimming carnivals. K-1 held a junior Athletics and Cross Country carnival to encourage participation in physical activities in the early school years;

120 students in Year 3-6 represented AWPS in the Auburn Zone PSSA competition. These students played in the oz-tag, newcombe ball, netball, cricket, soccer, AFL and T-ball teams during the summer and winter seasons;

300 students from Year 3-6 participated in school sport activities which included winter and summer sports, dance, fundamental movement skills and athletics games and activities;

100 students from Years 3-6 were involved in the professional coaching program for tennis at Auburn Tennis Club;

25 students from Year 3-6 were involved in an in-school AFL program provided by AusKick;

Year 2 students participated in an intensive 10-week swimming program, which gave students the opportunity to learn the skills needed to learn to swim with qualified instructors;

40 students represented the school at the Zone Cross Country carnival, with four of these students progressing to Regional level. 36 students represented the school at the Zone Athletics carnival, with two students reaching Regional level;

In PSSA, the senior girls’ oz-tag team reached the grand final for their competition and finished as runners up. The junior AFL team, junior cricket and junior soccer team were semi-finalists in their respective competitions;

Gymnastics was incorporated into school sport, introducing students to the movements and skills involved in gymnastics that promote fitness, strength and balance;

All students participated in Jump Rope for Heart to highlight the importance of an active lifestyle and keeping fit for a healthy heart; and

Students in 3-6 participated in the Premiers’ Sporting Challenge to encourage physical activity at school and home, as a school, students achieved a Gold level achievement.

Science Report

During 2015 students from Year 3 and 4 participated in a specialised science program with a science mentor and their classroom teacher, where they took part in science activities in our science room. Classes participated in weekly team-teaching lessons to implement Primary Connections units of work which utilised the 5Es - Engage, Explore, Explain, Elaborate and Evaluate - to teach scientific concepts.

During these science sessions, teachers utilised different scientific teaching strategies such as Predict Observe Explain (POE) to engage students in their learning and increase students’ scientific literacy. Students were exposed to a range of practical, interactive and hands on scientific activities. Students were also asked to create and plan their own experiments using their existing knowledge of the topic.

School-based data indicates:

There has been great improvement in students’ understanding about scientific concepts and their use of the technical vocabulary;

Year 3 Semester 1 to Semester 2 qualitative data indicates an 11% increase of students achieving high levels of learning and understanding.

Year 4 Semester 1 to Semester 2 qualitative data indicates a 9% increase of students achieving at a high and outstanding level of learning after participation in the program; and

Classroom teacher survey data indicates a successful team-teaching program and 100% of staff reported an increase in their confidence and knowledge of how to teach scientific concepts effectively.

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