School Data Template - Eden Hills Primary School

Eden Hills Primary
School
Annual Report
2014
Annual Report 2014
1. CONTEXT
School Name:
Eden Hills Primary School
School Number:
0124
Principal:
Gaye Glade-Wright
Partnership
Mitcham Hills
In 2014 Eden Hills Primary School continued in its quest for continuous improvement. Research suggests that one of
the greatest effects on student achievement is teacher quality. We continue to invest money and time in relevant
professional development, teachers planning and working in teams, the International Baccalaureate and Australian
Curriculum to support our teachers to improve their practice and provide a quality programme. We have also
established three very successful Professional Learning Communities (PLCs) over two terms. Each team looked at
the research, reflected on their own practice, had deep discussions and trialled new strategies in their chosen area.
The teams were based on research into Authentic Assessment, Student Engagement/ Differentiation and Twenty First
Century Learning. Each PLC shared their learning with the whole staff. This has resulted in a changing culture with
increased deprivatisation and sharing of practice. Other foci for professional learning and development for staff have
included mathematics, dyslexia, the Big 6 of Reading, ICT, Differentiation and Multilit.
Eden Hills Primary School is proud of and purposeful in the attention it gives to the quality and consistency of
professional care, education and service it offers its students, their families and the local community. We value and
work to develop a respect of the worth and rights of others, the pursuit of self-worth and persistence, acceptance of
difference, celebration of diversity and success for each individual. We embed the IB philosophy in our programs,
working with our students to develop positive attitudes and learner profile attributes. There is a strong focus on literacy
and numeracy development with extensive early intervention support.
Specialist subjects for 2014 have been German, Visual Arts/Drama and Information and Communication Technology.
We completed the year with 257 students. 12% of our students are accessing School Card and during 2014 we had 3
Aboriginal children and an increasing number of students with English as a Second Language (ESL).
Data analysis has been a priority informing teacher pedagogy and professional development. All staff continued their
work in developing student skills to reach benchmarks, setting SMARTA goals, putting strategies in place and
monitoring progress closely.
Information and communication technology continues to be a focus with staff and students developing skills in a
variety of aspects including coding, communicating with students overseas via Skype and using a variety of learning
applications, supported by our coordinator, Andrew Dowling. Embedding the use of ICT in all teaching and learning is
a focus and innovative technology is embraced across all areas of school life, ensuring we are meeting the needs of
our twenty first century learners. Children’s learning is regularly shared through Class Blogs, students demonstrate
their understandings and use of higher order thinking skills using ICTs and are working towards developing their
critical literacy skills to support their information access.
Sustainability continues to be a priority with student leadership in recycling, composting and the Green Team which
supports environmental projects. Community and Service opportunities provide senior students with many leadership
opportunities throughout the school.
2. REPORT FROM GOVERNING COUNCIL
Eden Hills Primary School Governing Council Report for 2014
Governing Council, in conjunction with the Principal and staff, sets and monitors the broad direction of Eden Hills
Primary School. This work is vitally important to the overall vision, purpose and values surrounding improving our
students learning. And, we’ve managed to fit in a few laughs along the way!
Building on the Council’s development over the past two years of various policy and practice that aid the council in
enacting school governance, this year has proved relatively stable. At the beginning of the year the Government
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Annual Report 2014
announced abolishing funding for the Student Support Worker position in schools. The Council wrote to several key
federal and state ministers requesting that the School Support Worker Position funding be continued. This position
enables students and their families to have additional support and service information in times of need.
Governing Council has spent regular time reviewing and monitoring our schools performance against the Site
Improvement Plan and has examined several new key statistical measures that are provided by DECD to aid school
development. Given the complexity of this, there is more to be done in this area in the coming year.
Strawberry Fair was yet again another outstanding success thanks to the absolute dedication and hard work of the
school community. The fair provides the school with much needed funds to complete various projects that benefit all
students and support their learning. Results of previous fair funding were evident this year in the additional technology
resources, the netball court resurfacing and new school fence.
Another main area of the Governing Council is in approving school wide strategies and the allocation of resources to
best achieve the objectives of the Site Learning Plan. It is with this in mind and due to the additional complexities in
learning needs within several classes that the Council approved additional schools funds for the allocation of an
additional teacher in 2015.
A heartfelt thank you, to members of the Governing Council for their work, thoughtful input and their encouragement to
one another during this year. Personally for me, Governing Council provides an opportunity to feel connected to the
school and I feel I have learnt a lot during these past years. For those members stepping down, I wish you all the best
and I encourage new members to join and have opportunity to contribute to building the strength and focus of the
Governing Council and its sub-committees in coming years.
Susanne Taylor, Chairperson 2014 EHPS Governing Council
3. 2014 HIGHLIGHTS
Our Good Beginnings program over the first two weeks of Term 1 provided the opportunity for individuals, classes and
the whole school cohort to develop a positive culture and common understandings around expectations and goals for
the year.
Some of the highlights of the year for the community were:

the Strawberry Fair – an amazing event that involved every family in the school and raised $29683.00 to
support ICT development, particularly the upgrade of our wireless system; the installation of Soundfield
systems in some classrooms, shade and cricket nets

Wellbeing Day – a wonderful breakfast followed by activities to promote health and wellbeing

Movie Bonfire Night

Year 7 Exhibition highlighting learning

Opening of new buildings with Minister Jennifer Rankine

Tony Harrison’s (CE of DECD) visit and meeting with students and staff to get feedback on our school and
possible future directions for education

Aquatics/Swimming

Playgroup continuing to grow and provide students starting school in 2015 and beyond with wonderful
opportunities for play based activities in the school setting

World Environment Day providing the opportunity for the whole school to travel by train to the Botanical
Gardens and participate in a variety of environmentally based activities

Sports Day - again a highlight as the whole school travelled by train to Belair National Park. It is a very special
occasion
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Annual Report 2014
 Big Breakfast held at Belair National Park

The Concert - a triumph of a combination of student developed script, ICT used as a vehicle to support the
storyline and wonderful acting, dance and song by the students as they tried to solve the problem of the
broken fairy tales

An assembly providing the perfect opportunity for us to participate in National Simultaneous Story time

Camp Quality puppets coming to visit to support us in understanding the challenges of our families dealing
with cancer

Chess Club and Science Club continuing with enthusiastic participants attending each week.

Zumba/Hip-hop providing students with a wonderful start to the school week

A range of excursions occurring as a vital component of learning beyond the classroom

Year 6/7 participating in STEM, History, English and technology and Step Up Dance/Drama extension groups
with Blackwood High School mentors
A decision was taken at the end of 2013 to withdraw from the IB MYP program and provide a PYP program across the
school. This has provided consistency from Reception to Year 7 and alleviated the issues that would have arisen as a
result of having a Year 5/6 class which straddled two programs. Aspects of the Middle Years program, particularly the
Community and Service component have been maintained as a part of the action component of PYP. We have also
maintained Middle School links with our Partnership schools with the Cluster disco, Year 6 Sports Day, Year 7 Quiz
Day, Monarto Tree planting, and extension programs such as STEM provided through Blackwood High School.
Student Support:
Our goal is to attempt to meet the needs of all learners. The provision of differentiated programs, maximising
engagement, access and potential for all students has been a targeted aim in programming and practice this year.
Fine tuning these strategies is an ongoing challenge for all teachers.
Intervention programs have supported students across the school for a number of years. Individual and small group
intervention has targeted identified students with extra support in literacy. This intervention has been further refined in
2014 as a result of data analysis. Early intervention for Reception to Year 2 students used specific programs, was
intensive and on a 1:1 or small group basis for students identified as at risk as a result of data collected at the end of
2013. Identified students in Years 3-7 had tailored differentiated programs provided by the class teacher and a
supporting school services officer.
Support for children with special needs continues to be a focus at Eden Hills. The children, mainstreamed in classes
throughout the school, are an integral part of all school activities and assist other students to understand difference
and inclusion. We appreciate the ongoing support that the community offers to these students. An Inclusion
Committee was initiated as a result of interest from students and two parents in late 2014. This committee will
continue in 2015 with the aim of raising awareness and providing opportunities for students with a disability or special
needs. The “Alert” and “What’s the Buzz” programs have supported a number of children as they develop their social
and communication skills and begin to understand self-regulation.
Specialist Subjects
Visual Arts/Performing Arts, German/Japanese and Information and Communication Technology continued to provide
excellent specializations for our students.
The Arts program involves all students in “hands on” activities and encourages students to be creative and innovative.
The Drama program continues with some classes, with all classes having a specialised visual arts programme. The
Arts focus at the school was also celebrated with the end of year performance at the Capri Theatre, participation in the
Festival Choir, Carols by the Creek, and included instrumental music performances at Assemblies and the Eden Hills
Eisteddfod. This focus assists our students in building their confidence and skills in performance.
The Languages program involves all students in lessons to develop their skills in a second language. The learning of a
second language is a skill that is most supportive to students as they go through
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school and later in life. German was offered from Reception to Year 7 and Japanese from Year 6. In 2015, following
parent consultation, we will be offering Japanese from Reception to Year 7.
Student Leadership
Student voice is highly valued at the school and student leadership is a vital component of Community and Service
through the IB program. The Student Representative Council, led by Anagha, Caleb, Henry and Hayley supported
fundraising events for charities and our Foster Child and worked to improve our school through discussions,
suggestions and action. The four leaders ably represented the student perspective at Governing Council meetings and
the school in Mitcham Hills Cluster Meetings They helped to organise events including the Cluster Disco for Year 6/7
students, Cluster Sports Day and Quiz Day.
The school culture of support and encouragement continued to be enhanced by the work of the Helping Hands who
take on a peer support and mediation role in the yard as well as providing activities for young children at lunch times.
The Green Team has continued to work tirelessly to encourage students to be responsible for maintaining our
beautiful environment.
The wellbeing of students and the smooth running of the school is well-supported by the Year 6 and 7 students in their
leadership roles.
Community / Volunteer Involvement
The parent committees, parents involved in sport and those that support the daily curriculum and other
activities, add so much value to our school programs and are truly appreciated by the students and staff at
Eden Hills.
Some areas volunteers are involved in are:
Classroom support
Learning support
Vegie Gardens
Parents and Friends
Uniform shop
Coaching and managing sports
Strawberry Fair Support
Events
Excursions
Governing Council and Committees
Lunch Order and Ice-block management
Fundraising
Biggest Morning Tea
Parents have also been involved in a Reading support workshop, Responding to Abuse and Neglect Training for
volunteers and Playgroup for 3-5 year olds run by Julie Porteous.
Student achievements
This year students participated in a number of activities with varying degrees of success and with a positive “can do”
attitude. These included







Oliphant Science Awards
NSW (ICAS) competitions
Music programs and Festival Choir
Student Leadership
Year 7 Exhibition
Writing Competitions
Participation in Premiers Be Active Challenge – one of the Top 20 schools in the state
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 Participation in the Premiers Reading Challenge
 Continued high level of participation in Out of Hours Sport including soccer, netball, volleyball, basketball, Tball, cricket and pedal prix
 Participation and success in SAPSASA
 Chess Club managed by students at lunch-time and with a community volunteer after school
 End of Year Performance written and managed by the Year 7 students
 Aquatics and swimming
 Science Club
 Disco
A highlight was when our team won the Reader’s Cup, competing against eight schools including three private
schools.
4. SITE IMPROVEMENT PLANNING AND TARGETS
Strategic Priority 1:
Maximising potential through effective teaching and learning practices
Our key actions towards literacy and numeracy tracking and improvement included:
Data Collection and analysis:

Student testing from Years 2- 7 using PAT Spelling, Comprehension and Numeracy, Running records up to
Level 25

Whole school spreadsheet tracking scores and progression in PAT RC and M, Running Records, SA Spelling
Test and NAPLAN combined with data analysis and strategic planning and goal setting

Year level benchmarks developed based on whole school and national data
Staff Professional Development:

Dyslexia Training

Literacy Spotlights at Staff Meeting provided by Reading Support Teacher

Reading Support teacher working with Reception to Year 2 teachers to develop consistent quality practice and
expectations

Maths Workshops with Michael Ymer

Analysis of current research around pedagogy and curriculum

Differentiation
Intervention Programs/Extension opportunities:
Gillon Phonological Awareness, Go Reading, Mathematics for Inclusion, STEM, Step-Up, Drama and HIET through
Blackwood High, Leadership programs, Competitions, LAP.
Individual Teachers:

Student testing using formative and summative assessments

Analysis of class data

Student progress monitoring using 3x3x3 model each term

Self- reflective practice around current pedagogy

Implementation of agreed pedagogy (gradual release of responsibility, differentiated instruction and
intervention, transdisciplinary) and curriculum (genre map, spelling policy, Big Six, comprehension strategy)

Wave intervention articulated and demonstrated in classroom
Reading Support 2014
Working with teachers and learning support staff around systematic and explicit teaching of reading continues to be an
important part of this role, and one that supports consistency across our school.
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This year our focus has been around improvements in spelling, starting from our youngest students. We set initial
benchmarks for both recognition and spelling of high frequency words using the Oxford Wordlist. A modified word list
was developed for teachers to use with Reception and Year 1 classes for spelling. Teachers were able to track
students' spelling knowledge more effectively, with consistency across these year levels.
All R-2 teachers attended a one day presentation by David Hornsby; Components of a Comprehensive Reading
Program, with a particular emphasis on quality literature to build knowledge, develop literacy skills and deepen
conceptual understandings. Teachers reaffirmed the benefits of using literature extensively throughout inquiry units,
especially to deepen students understanding of concepts.
Julie Porteous and I completed the Literacy for Learning Facilitator Training over 3 days. The delivery of modules will
begin in 2015 with Eden Hills staff.
The phonological awareness screening of all Reception students was completed after two terms at school, with follow
up screening at the end of four terms as needed. Students are identified from this screening for school-based
intervention programs.
Our reading program has been supported by parent and family helpers for many years. This year we made our new
library the base for listening to students read. We ran a parent workshop to share tips about listening to reading, and
this was attended by approximately 20 people.
A continued focus on the teaching of reading has enabled us to explore a wider range of programs and teaching
strategies, but we also benefit from being able to monitor consistency across our school and work towards best
practise in the teaching of reading and literacy by all staff.
Julie Howie
Reading Support Teacher
Strategic Priority 2: See Section 8 (Behaviour Management) for more detail
Maximising Potential through increased focus on wellbeing, involvement and engagement
Strategic Actions:
- Child Protection Curriculum, Protective practices, school values Good Beginnings revisited and training
updated
- Play is the Way whole school focus – commitment by all staff
- Students supported to make connections through Community and Service groups, chess club, whole school
activities, student voice through SRC, class meetings and units of inquiry including action.
- Helping hands continued with their peer support role.
- Consistent use of learner profile language
- Policy and procedures developed for continual lateness, including contacting parents, ongoing education
- Student Surveys: ongoing data analysis, specifically targeting and addressing issues that are emerging
- Student Support Worker –supported individual children and families, liaises with outside agencies
- Private psychologists liaising with the school to provide support
- Engagement supported through Functional Behavioural observations, Alert and What’s the Buzz program
4.1 Junior Primary and Early Years Scheme Funding
We were allocated Early Years Funding to support a reduction in class sizes for Junior Primary and Year 3 students.
We are funded for 26 students in a Junior Primary class and 30 in Year 3-7 classes. The funding enabled us to hold
average Junior Primary class sizes at 24 and Year 3 at 26. This enabled teachers to have more contact time with
individual students.
4.2 Better Schools Funding
The Commonwealth Government has supplied funding to schools with the aim of providing additional support for
students, and to enable schools to better support and engage parents. In 2014 we received $7000. This was
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Annual Report 2014
predominantly converted to School Service Officer hours support the Mathematics for Inclusion program and to
provide behavior support to improve engagement of two young students.
Community engagement was supported by a Wellbeing Day including a community breakfast, information sessions for
parents (Reading and Responding to Abuse and Neglect) and subsidising DCSI police checks for volunteers.
5. STUDENT ACHIEVEMENT
The following school based data is collected across year levels, analysed and used to inform intervention participants
and programs:
South Australian Spelling test, Oxford Word list, Reading Recovery levels, Phonological Awareness test, PAT
Reading, Maths and Spelling
Progress towards Targets:
Early years data indicators:
After 4 terms at school 80% of students can recognize all letter sounds and names: Achieved
After 4 terms at school 80% of students can read 100 words
After 4 terms at school 80% of students can spell Eden Hills words for writing list
After 4 terms at school students have reached level 8 – 92% achievement
- By the end of Year 1 – Level 17 – 94% achievement
- By end of Year 2 - Level 24 – 94% achievement
PAT R– 75% of students in years 2-7 are at or above the standard for year level based on scales 79% of students
achieved this
NAPLAN – Increase by 5 % of students in top two bands in spelling – see below
Comments:
Intervention Programmes: Gillon, the Reading programme, Maths for learning inclusion – pre and post program
data will be gathered and analysed in greater depth in 2015 to give evidence of success for future planning.
5.1 NAPLAN
The two data sets that provide the best information to highlight improvements or areas for development are School
Growth in Reading and Numeracy and analyzing proficiency bands.
Student Proficiency Bands
Satisfactory achievement (C or above) of the Australian curriculum is achieved when the student is in the following
bands :
Student Cohort
Year 3: Band 3 or above
27 students
Year 5: Band 5 or above
25 students
Year 7: Band 6 or above
23 students
Figure 1: Year 3 Proficiency Bands by Aspect
Table 1:
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Annual Report 2014
Year 3 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 3
Exempt
1
Numeracy
2
3
4
5
6
12.0
24.0
24.0
28.0
12.0
20.8
12.5
37.5
Reading
4.2
25.0
Writing
4.2
8.3
54.2
8.3
25.0
Spelling
4.2
29.2
20.8
16.7
12.5
16.7
25.0
20.8
4.2
37.5
Grammar
12.5
29.2 % of students in reading and 33.4% in spelling did not reach the standard for Year 3. This was particularly
concerning because in each area the score was below the national average. Student performance in the top bands
was below like schools. Numeracy outcomes were pleasing with 40% of students scoring in the higher bands.
Strategies put into place to address the literacy issues include Junior Primary teachers working closely with the
reading support teacher to ensure consistency of practice and expectations. The numeracy outcomes reflect the
increased professional development and work being done around numeracy.
Figure 2: Year 5 Proficiency Bands by Aspect
Table 2: Year 5 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 5
4
5
6
Numeracy
14.3
38.1
33.3
9.5
4.8
Reading
19.0
14.3
28.6
19.0
19.0
Writing
14.3
52.4
28.6
4.8
Spelling
19.0
23.8
28.6
19.0
9.5
33.3
23.8
23.8
14.3
Grammar
Exempt
3
4.8
7
8
Student achievement in Year 5 matched the national average and like schools. More than 25% of students achieved
in the higher bands in reading, spelling and grammar. The goal for 2015 and beyond is to increase the number of
students in the higher bands.
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Figure 3: Year 7 Proficiency Bands by Aspect
Table 3: Year 7 Proficiency Bands by Aspect
% Proficiency Band
by Test Aspect
Year 7
Exempt
4
5
6
7
8
9
Numeracy
9.1
22.7
40.9
18.2
9.1
Reading
9.1
9.1
50.0
9.1
22.7
22.7
9.1
22.7
31.8
13.6
9.1
13.6
45.5
13.6
13.6
13.6
13.6
27.3
27.3
18.2
Writing
Spelling
Grammar
4.5
In all areas, 25% of Year 7 students scored in the top proficiency bands. In writing and grammar more than 40% of
students were in the top bands. Writing had several students below the expected standard as well. Teachers analyze
discrepancies in data, looking in particular at individual students and modify their program to support those students.
Figure 7: Year 3-5 Growth
NAPLAN School Growth: Year 3-5
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Annual Report 2014
Table 7: Year 3-5 Growth
Growth by
Test Aspect
Numeracy
Reading
Year 3-5
Progress Group
Site
Lower 25%
25.0
Middle 50%
35.0
Upper 25%
40.0
Lower 25%
20.0
Middle 50%
30.0
Upper 25%
50.0
Figure 8: Year 5-7 Growth
NAPLAN School Growth: Year 5-7
Table 8: Year 5-7 Growth
Growth by
Test Aspect
Numeracy
Reading
Year 5-7
Progress Group
Site
Lower 25%
19.0
Middle 50%
42.9
Upper 25%
38.1
Lower 25%
23.8
Middle 50%
38.1
Upper 25%
38.1
The target for Growth data was that the progression results from Year 5-7 showed 80% of students in the middle or
upper bands. In numeracy 81% of students were in these growth bands. In literacy 76.2% were in these bands. This
will be an ongoing target. This is a considerable improvement from the 2013 data, particularly in the area of
numeracy.
The year 3-5 progression showed 75% in the middle to upper bands in numeracy and 80% in literacy.
Directions and implications for 2015:
When analyzing the data two things were highlighted as areas for improvement. EHPS achievement in writing and
spelling in Year 3 is below the National average. This will require an in-depth analysis of the areas within those tests
that show gaps, looking at curriculum, programs and pedagogy. The second aspect is moving students to higher
attainment bands, It is vital to look at individual students across the attainment spectrum aiming to move each child to
higher proficiency bands.
All teachers will again identify 3x3x3 students (3 students from each group - low, middle and high achievers), analyse
data, set goals and nominate strategies, monitor and report back each semester in the areas of literacy and
numeracy. Reflection on practice will be structured using Teacher Standards framework, with staff involved in peer
observations and feedback. Although this was a target last year it was not formalized as we initially spent time
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Annual Report 2014
developing Professional Learning Communities. Professional Development will target areas highlighted by the data:
whole school numeracy practice and improvement, the Big 6 in Reading with particular emphasis on vocabulary,
writing and spelling.
6. STUDENT DATA
6.1 Attendance
Attendance by Year Level
Table : Attendance by Year Level
Attendance by Year Level
% Attendance
2012
2013
2014
Reception
95.1
94.7
95.0
Year 1
93.5
96.2
93.6
Year 2
95.1
94.5
94.4
Year 3
96.7
94.6
92.3
Year 4
93.8
95.0
93.8
Year 5
96.4
92.7
92.7
Year 6
95.1
94.3
92.9
Year 7
93.2
94.2
95.5
Total All Year Levels
94.8
94.7
93.8
Total ACARA 1 TO 10
94.8
94.7
93.6
Attendance targets for South Australia are 93%. At Eden Hills Primary School our average is consistently above this.
In 2015 we aim to target individual students who consistently miss school with parents contacted after 5 consecutive
days absence within any one term. There are very few children where this is becoming a problem.
Currently attendance is monitored by daily notifications to the office, weekly data entry and reports that highlight
students who have missed more than 10 days. Parents are required to phone in or text if a child is away/late with a
reason. The SMS messaging system is used where there has been no contact made by the family.
Our attendance is consistently above 93% but this still means a considerable number of absences. Parents are
contacted if there is concern about attendance, followed by the attendance officer and/or social worker if follow-up is
required. Large numbers of our families take holidays outside of school holiday time, and many travel overseas.
These prolonged and spasmodic absences make it difficult for the class teacher to ensure that students do not miss
out on new concepts which have been introduced whilst they are away.
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Although the learning that occurs when travelling is wonderful we ask that parents consider carefully the best times to
take their children out of school. The number of late arrivals is reducing but has continued to be a concern,
particularly for those who are consistently late.
6.2 Destination
Table 10: Intended Destination
Leave Reason
2013
School
No
Index
%
%
Employment
DECD
%
0.9%
3.0%
14.5%
10.1%
Other
0.8%
1.4%
Seeking Employment
1.0%
3.6%
Tertiary/TAFE/Training
2.0%
4.6%
Interstate/Overseas
4
7.7%
Transfer to Non-Govt Schl
9
17.3%
15.6%
9.7%
Transfer to SA Govt Schl
39
75.0%
41.0%
47.4%
24.2%
20.1%
Unknown
The majority of our students continue their education in Government Schools. There are an increasing number of
students going to Blackwood High School. Other schools our students attend are Urrbrae for their environmental
program, Heathfield for the Volleyball program, Brighton for the music/volleyball program, Glenunga for the Ignite
programme, Mitcham Girls and Unley. Mentoring programmes run by Blackwood High School have resulted in more
students wanting to attend the local school.
7. CLIENT OPINION
Parent Opinion Survey
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Sixty one people responded to this survey, which equates to approximately one third of our families, which is
statistically significant. The areas of strength highlighted by parents were related to children’s happiness, the sense of
community, positive relationships with teachers, the level of maintenance at the school and expectations for the
children. All areas are open to improvement, particularly those that scored under 4.0, including looking at why there is
a perception by some families that we are not meeting the needs of all learners, managing student behavior well and
taking parent opinion seriously.
We provided parents with the opportunity to make anecdotal comments and this information provides us with some
very valuable data that is very particular to our site. Staff and Governing Council, through the Education and Planning
Committee analyse this information and determine strategies for improvement.
We undertake to share this information and strategies in more detail to the community as a whole to ensure
accountability and to allow parents to see that we do take feedback seriously.
My School website
http://www.myschool.edu.au/
8. ACCOUNTABILITY
8.1 Behaviour Management
Bullying Report:
An audit was carried out twice in 2014 to determine areas and types of bullying and particular people whose names
came up on a regular basis. See attached Appendix for a breakdown by levels of schooling.
The audit in Term 4 revealed that the main challenges occurred in the Years Reception to 2 level with examples of
harassment including teasing, exclusion, some physical issues, friendship issues and loneliness. See appendix.
Strategies:
* Class teachers regularly revisited their Essential Agreement and behavior expectations.
* Named students were counseled and in some instances parents contacted
* Friendship bench, Helping Hands
* Restorative Circles as part of class meetings
* Keeping families informed
* Letterbox for students to communicate their concerns
* Cyber bullying workshops for students led by Andrew Dowling
Play is the Way
Play is the Way supports personal development, academic achievement and a safe school environment. Children
work to develop skills in
• Self-awareness
• Self-management
• Social awareness
• Relationship skills
• Responsible decision –making
Perseverance, resilience, experiencing failure and success, respecting ourselves and others, treating others as you
would like to be treated, participating to progress, developing empathy, risk-taking and the development of self-control
are all components of the program which are practised across the school both inside and outside the classroom.
Student Support Worker – Pamela Hansen
Pamela has provided valuable support to our staff, students and families. She attends excursions, spends time in the
yard at recess and lunch times and supports classroom teachers.
She has worked with and supported individual students and with families as the need arises. Pamela provides a
valuable service to our community.
8.2 Relevant History Screening (formerly Criminal History Screening)
Site Leaders are responsible for ensuring their sites comply with the screening verification responsibilities. The
responsibilities involve
 Sighting and recording clearance information on EDSAS or HRS system
 Verifying the identity of first time visiting DECD or Health Network employees and noting verification next to
their name in the site’s sign in book
 Verifying the identity of first time visiting outside agencies eg Speech Pathologist, Occupational Therapists
 Maintaining the accuracy of the screening information on EDSAS, HRS or site files
Page 13
Annual Report 2014
8.3 HUMAN RESOURCES - Workforce Data
8.3.1 Teacher Qualifications
All teachers at this school are qualified and registered with the SA Teachers Registration Board.
Number of
Qualifications
27
Qualification Level
Bachelor Degrees or Diplomas
4
Post Graduate Qualifications
Please note: Staff that have more than 1 qualification will be counted more than once
in the above qualification table. Therefore the total number of staff by qualification
type may be more than the total number of teaching staff.
8.3.2 Workforce Composition including Indigenous staff
Teaching Staff
Workforce Composition
Indigenous
Full-time Equivalents
Non Indigenous
Non-Teaching Staff
Indigenous
Non Indigenous
14.90
6.48
16
8
Persons
9. FINANCIAL STATEMENT
Income by Funding Source
Funding Source
1
2
3
4
Grants: State
Grants: Commonwealth
Parent Contributions
Other
Amount
2209744.36
40000.00
119846.73
97576.75
In conclusion there are two groups of people I would like to particularly acknowledge:
To the staff of Eden Hills -the commitment, hard work and wonderful collegiality that you bring to our school
community is truly appreciated. The dedication, flexibility and willingness to reflect and change to meet the needs of
your learners, your compassion and professionalism are second to none. The students of Eden Hills are indeed
fortunate.
To the members of the 2014 Governing Council – your continued willingness to explore and embrace what the
essence of true governance is, your thought-provoking and thoughtful contributions, your participation and hard work
will enable strong and respectful discussions, advice and governance in 2015 and beyond. Thank you
To Susanne Taylor, 2014 Chairperson, thank you for your leadership over the past twelve months. You can take off
your L plates now. You have done a wonderful job.
Thank you all.
Gaye Glade-Wright
Principal
Page 14
Annual Report 2014
Eden Hills Primary School AGM 19 February 2014
Present:
Victoria White, Kate Marcus, Phil Goldman, Nicol Davill, Kane Li, Susanne Taylor,
Matt Leach, Amanda Kelly, Bridget Partridge, Brenton Miegel, Jane Backhouse,
Gerd Winter, Matthew Cheshire, John Skirrow, Brenton Miegel, Tara George, Rohan
Richards, Vicky Hobba
Staff: Heather Ellis, Connie Sarris, Maria Pointon, Julie Howie, Dianne Glyon, Ainslie
McGrath, Anthony Simons, Josie Whitehead, Andrew Dowling, Angela Hills, Becky
Perrie, Julie Porteous, Gaye Glade-Wright
Apologies:
Kellie Bowden, Anneka Skirrow, Marilla Bryce, Craig Garrad, Natalie Thomas,
Melinda Hartmann
Commenced:
7.33pm
1.
Minutes of 2013 meeting accepted as presented in 2013 Annual Report:
Moved: Brenton Miegel
Seconded: Amanda Kelly
2.
2013 Reports: (See 2013 Annual report for written copy of reports presented)
2.1
Principals Report:
Gaye Glade-Wright
Gaye discussed that although there is a particular requirement for certain areas of the
Annual Report, there have been some changes based on discussions during Governing
Council meetings.
The completion of the building work has been of great relief to staff and students. The year
has seen a substantial amount of work in overlaying the Australian curriculum with the IB
framework. Areas of additional consideration this year have included IT, provision of
individual student support for students with special needs and professional development.
Further details including school based student data, reporting against the Site Learning
Plan and the parent surveys are provided in the 2013 annual report.
2.7
2.2
Chairperson’s Report:
Phil Goldman
2.3
OSH Committee Report:
Dianne Gloyn
2.4
Sport Committee Report:
Kane Li
2.5
Education and Planning Committee: Julie Porteous
2.6
Finance Committee Report:
SRC:
Gaye
Brenton Miegel
Page 15
Annual Report 2014
2.8
3.
Reports Accepted:
Finance Report:
Moved:
Brenton Miegel
Seconded: Bridget Partridge
All other reports:
Moved:
Brenton Miegel
Seconded: John Skirrow
Accepted.
Accepted.
Nominations/Elections of New Governing Council and Sub Committees for 2013
3.1
Governing Council:
Vacancies 8, Nominations 5, therefore no election required to fill vacancies.
Commencing/recommencing 2 year term: Kate Marcus, Tom Sheppard,
Matthew Cheshire, Anneka Skirrow, Rohan Richards.
Continuing in 2nd year of term: Susanne Taylor, Amanda Kelly, Catherine Stone,
Nina Sivertson, Matthew Leach, Bridget Partridge, Victoria White, Hossein Esmaeili.
4.
3.2
FASE:
3.3
Finance:
3.4
Education and Planning: Jane Backhouse, Vicky Hobba
3.5
OSCH:
3.6.
Traffic:
3.7
School Environment:
3.8
Sport:
3.9:
Strawberry Fair:
3.10
Uniform:
Meeting Closed:
Steve Kelly
Rachel Norton, Amanda Kelly, Nicki Patterson.
Kane Li, Steve Kelly
Amanda Kelly, Anneka Skirrow
8.30pm
Page 16
Annual Report 2014
2014 Finance Committee Report to AGM
DATE:
10 February 2015
Finance Committee
The 2014 Finance Committee comprised Gaye Glade-Wright, Julie Porteous, Connie Sarris, Heather Ellis, Steve Kelly
and Rohan Richards (Treasurer). Meetings were held twice a term, and each member offered enthusiasm and
significant input. Heather spent a considerable amount of time monitoring the school's operating finances whilst
preparing the 2015 budget. I am thankful to everyone for their input, support and encouragement throughout 2014. A
big thank you to Heather for her tremendous efforts in preparing the financial reports and doing her very best to make
us understand the contents.
OSHC
OSHC maintains its status as an ‘independent’ entity in the schools accounting and finance structure. OSHC finished
the year with a surplus of $5241.56, reflecting excellent revenue and controlled expenditure. There will be more detail
about this in the OSHC Report; however the Finance Committee wishes to thank Dianne Gloyn and her management
committee for their diligence and efforts throughout 2014.
2014 Finances
EHPS has finished the 2014 year with a surplus both in terms of being ahead of budget and a cash surplus. Finance
Committee would like to again thank Heather, Gaye and Julie for all their efforts in working to maintain a sound
financial position. In taking the conservative approach by budgeting for potential shortfalls, the management team
was able to sustain unforeseen expenses such as the replacement of the school's computer server. The school
fundraising, including the Strawberry Fair netted more than $56,000. Parent contribution was also exceptionally high
with more than $119846.73 in payments throughout the year. Overall income exceeded budget and the school
finished the year with a surplus of $4,639.40.
A summary of the current position is outlined below:
Cash balance (31 December)
YTD Income
$18,009.00
$2,467,167.84
YTD Expenditure
$2,462,528.44
YTD Cash Surplus
$4,639.40
Conclusion
The 2015 budget will feature a deficit of $137,000. This is not the first time that EHPS has budgeted for a shortfall.
The financial position is closely monitored throughout the year, with Governing Council taking a keen interest to
ensure that we do not exceed the projected shortfall. The Finance Advisory Committee is a very important subcommittee of Governing Council. We welcome any member of the school community to participate.
ROHAN RICHARDS
Chair
EHPS Finance Advisory Committee
Page 17
Annual Report 2014
2014 OSHC Report
Another year has flown by. As I was transferring things from the old to the new filing cabinet I came across the
report for the year 2011. The report included the bookings for week one of 2010 and week one and two of 2011. I
thought it may be of interest to see how much OSHC has grown since then.
Monday
Tuesday
Wednesday
Thursday
Friday
2010 week 1
24
22
15
14
14
2011 week 1
30
27
20
23
15
2011 week 2
36
28
24
29
25
2015 week 1
holiday
34
32
35
32
2015 week 2
38
38
45
44
41
2015 week 3
41
45
41
45
43
Every week 107 different children attend OSHC. This is 41% of the school population of 264! We believe this is a
combination of parent need and the fact that children really enjoy coming here.
Quality Assurance Assessment
Last October we underwent our first Quality Assurance assessment under the new system. After submitting our QIP
(quality improvement plan) our visit was scheduled for a vacation care day and whilst I was on holidays! Brigitte and
the other staff did a fabulous job of representing us. There were a few administration areas we needed to improve,
some training to undergo and a more involved method of programming that they suggested we adopt. All of the
areas for improvement have been met and we are expecting a follow up visit in the near future. The most important
feedback we received was about our interactions with children, which we were told ‘exceeded national standards’.
Staffing
Our staff play a huge part of what makes us a high quality service. We have a combination of female/male, ages,
interests and personalities. With this balance we strongly feel that every child can find someone with whom they
relate to.
I would like to personally thank all the staff for their commitment, energy and dedication to the children.
We have a small staff team and a consistent roster. This gives the children a sense of security as they know who will
be there every day. The roster is displayed in the office area for children and parents to see.
Our current roster is –
AM – Dianne and Sarah
PM – Dianne, Tom, Sarah, Brandon (Tuesday, Wednesday, Thursday)
Vacation Care – Dianne, Helen, Sarah, Tom, Brandon.
We are looking at employing at least one new staff member to accommodate the University commitments of some
of our staff.
Finance
The yearly financial report is included in the finance committee reports. We made a profit last year and have a
healthy amount in our bank account. Last year we spent more than the average on training due to upgrading
qualifications such as first aid. All staff also had to have different police checks to comply with new regulations. OSHC
employs Heather for four hours each week to look after our finances and to make sure we cross all the t’s and dot all
the i’s. Thank goodness for Heather I really appreciate and value her skills and knowledge.
Page 18
Annual Report 2014
Program
Our program comes from the children, their interests, their strengths, their challenges, their needs and their ideas. It
also takes into consideration the needs of the group and the environment (physical and natural). We aspire to offer
something for everyone!
The future
We are constantly evaluating what we do and how we do it. We use our evaluations to plan for the future and adapt
the present. We appreciate and value feedback from children, parents and staff. As our staff complete their studies
they may move on and new just as wonderful staff will join us.
Thank you
OSHC would like to acknowledge the support of the school, the governing council, the OSHC sub-committee (Nicki,
Amanda, Gaye and myself), the parents, teachers and SSO’s. We feel we are an integral part of the school
community and feel very proud of our contribution towards making this school so amazing.
Dianne Gloyn
OSHC Director
Page 19
Annual Report 2014
Sports Sub-Committee Report for 2014
Committee Members
Kane Li, Jacki Connolly, Andrew Dowling, Bekki Leigh, Jerry Smith, Steve Kelly, Kalindra
Simpson, and Gerd Winter.
The sports committee, coaches, and helpers aim to provide the children with a wide range of
accessible out of school sporting opportunities with the aim of encouraging a life-long passion to
be physically active.
Sports Committee activity in 2014
 Began progressive transition from sports medals to plaques for years R-Y3
 Developed and rolled out online Sports Forms
 Purchased new equipment (Netball bags, Cricket balls, Volleyball Net etc.)
 Sports Levy and Budget management.
 New co-ordinators for Soccer (Laura Garrett), and Basketball (Liz Hall)
 Contributing to ‘light’ version of Fundraising policy to suit smaller activities.
 Sport Assembly
Highlights
 Volleyball - The Serve-ivors won the winter grand final in term 3.
 Pedal Prix – Successfully completed all three races including 24 hr at Murray Bridge.
Participation
Some years ago, the committee committed to maintaining participation statistics to observe trends
and assist in decision making. The 2014 statistics (below) show that participation including Come
‘n Try (training only) options was slightly under half of the student population.
Year
# of Total
%
Participants by Sport by Yr level
B'ball
Cricket
Netball
Pedal
Soccer
# sports per individual
V'ball
T-ball
RE
9 of 37
24.3%
Come n Try
5
5
1
78
60.9%
1
6 of 44
13.6%
Not offered
3
4
2
37
28.9%
2
20 of 47
42.6%
3
16 of 27
59.3%
4
19 of 30
5
8
7
3
5
3
9
7.0%
8
5
3
8
2
4
3
2.3%
63.3%
8
2
5
1
0.8%
17 of 25
68.0%
9
6
21 of 26
80.8%
8
5
5
9
8
7
18 of 23
78.3%
2
3
4
10
12
6
9
7
3
10
7
2
128 of 259
49.4%
35
23
18
15
49
35
Female
53 of 129
41%
8
3
18
1
10
20
21
7
Male
73 of 130
56%
27
20
14
39
14
14
Page 20
Annual Report 2014
Participation vs the previous two years is slightly down and further down vs 2011 and 2010 in
particular. Some potential factors are the younger demographic at the school (greater proportion of
R-Y3’s with less sporting options than older students), and possibly greater participation in club
sports from students. The trend is a little concerning though and some work needs to be done as a
school community to return participation to its previous levels.
Participation by Year
100.0%
90.0%
2010
2011
2012
2013
2014
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
RE
1
2
3
4
5
6
7
Total
2010
2011
2012
2013
2014
RE
18.6%
12.8%
12.1%
14.5%
24.3%
1
26.7%
19.4%
10.7%
29.8%
13.6%
2
50.0%
35.7%
43.8%
36.0%
42.6%
3
78.6%
82.1%
76.0%
68.8%
59.3%
4
66.7%
76.9%
60.7%
72.7%
63.3%
5
83.3%
73.3%
76.0%
78.6%
68.0%
6
62.5%
84.4%
80.0%
80.0%
80.8%
7
89.7%
56.7%
90.9%
73.3%
78.3%
57.8%
52.0%
50.2%
50.2%
49.4%
Female
47%
48%
48%
41%
Male
58%
53%
51%
56%
Total
The committee will continue to work on maintaining and improving the attractiveness of sports
offerings and are happy to receive any further ideas. Integral to success is the continued support
from parents in both coaching/coordinator roles and in promoting and supporting the sporting
pursuits of their own children.
We look forward to another active year across all sports and hope that all students who take part
continue to develop their skills and teamwork while having a good dose of fun.
Page 21
Annual Report 2014
EDUCATION AND PLANNING COMMITTEE
AGM REPORT – 2014
Parent Representatives Vicky Hobba, Annika Skirrow, Jane Backhouse
Staff Representatives Julie Porteous
 Anti-bullying policy review
Under the implementation requirements of the Cossey Review, all school are required
to:
o Have a stand-alone anti-bullying policy or a section on anti-bullying within their
Student Behaviour Management policy
o Maintain an easily locatable and well publicized link on their website to the
relevant anti-bullying policy
o Review their anti-bullying policy annually and to involve parents/caregivers and
students in the process.
This year the policy was reviewed in line with the requirements. There were some
wording changes made after listening to the thoughts and ideas of students who
reviewed the policy in class, and some additions made after consultation with parents
e.g. including the word ‘images’ in the ‘sending bullying messages or inappropriate images
via mobile phones or the internet’ forms bullying can take section of the policy. This
year we also included some website links to support students and parents to find out
more about bullying and ways to deal with issues that may arise.
Once again the policy is available through the school’s website and all classes will look at
the policy during ‘Good Beginnings’.
Considerations for 2015
 Review of 2014 Parent opinion Survey. In 2014 the survey was conducted online using
the National Survey. About one third of all families responded to the survey, which is
statistically significant.
 Annual review of the EHPS Anti-Bullying Policy in conjunction with staff, students and
parents, as per DECD policy
 Continuing the review and re-writing of the Homework Policy in consultation with all
members of the school community, building on the work begun in 2013.
Julie Porteous, on behalf of the Education and Planning Committee
Page 22
Annual Report 2014
ICT REPORT
Teachers at Eden Hills continue to plan and implement engaging Information and Communication Technology
throughout their lessons. Technology is now an underpinning tool for the art of teaching and we are continually
harnessing new technology to support our teaching and learning.
In relation to infrastructure we have purchased new laptops and iPads for the Junior Primary. The devices are a step
towards 21st century learning which embraces collaborative learning; project based learning; individualised learning;
self-paced learning; games-based learning and promotes a shared platform for learning between teachers and
students alike. We now have a minimum of 9 desktops in every room, as well as a suite of laptops between 2
classrooms to share. The future plan will be to upgrade the wireless capabilities of the school in 2015 to
accommodate the growing number of mobile devices that staff and students now have access to.
This year saw the introduction of two social networking tools, Edenshare and Edenview. Using these communication
and sharing tools enabled our students the ability to share their work in a secure learning space, view other students
work and post comments and reply within a facilitated learning environment. The staff underwent training on how
to use these tools and are continuing to integrate them into the learning environment. These tools have also proven
invaluable in teaching our students about Cyber Safety and the constant need to be vigilant when using technology
in an online environment.
Video conferencing technologies such as Skype are starting to be utilised more by teachers in an effort to make
global connections to learning. One particular example was in the junior primary where two classes connected with a
school in Hong Kong. This was a wonderful opportunity for the students to see another perspective as well as ask
questions to gain a better understanding of schooling in another region of the world.
In relation to Professional Development the staff were lucky enough to take a trip to Melbourne in September to
visit SchoolsTechOZ. This was a fantastic opportunity for staff to extend their learning, make new connections and
gain a greater understanding of the changes occurring in educational technology. We were extremely lucky to see
keynotes from leading educational speakers such as Alan November, Simon Breakspear, Dr Alec Couros and Mark
Treadwell. The key messages that resonated strongly were:







Information and pedagogy is the revolution not technology
Access to information is shifting towards the students and away from the teachers
A school working in isolation and a teacher working alone in a classroom is a thing of the past.
Network literacy is vitally important whereby kids solve their problems by asking their networks rather than
single persons
Making learning visible by documenting learning projects online and contributing to the learning of others
Encouraging creativity through remixing, mashups, parts fitting together to create a new whole, sampling
and genre shift.
Creativity, ingenuity and collaboration are far more important than Literacy and Numeracy skills alone.
What does this mean for us? Well we now have an urgent need to embrace change and prepare our students for the
21st century workforce. We currently do not know what jobs will exist nor what they will look like, so there is an ever
increasing need to embrace technology and allow our students to work more creatively and collaboratively than ever
before. While this may be confronting for some it also an extremely exciting time to part of the revolution and it is
wonderful to see teachers feeling inspired to make a difference. Staff had also had access to fortnightly sessions in
the Resource Centre on various tools that can support and engage learners linked to ATSIL teacher standards.
We are most appreciative of the efforts of the Strawberry Fair Committee in raising the funds to support our
technology programs. This has allowed for considerable growth in access to technology within the classroom and the
growing need for consistent maintenance. This support ensures that our students and teachers have access to
functioning technology within the classroom.
Page 23
Annual Report 2014
Appendix
17 4
294
68 294 121
294
121
294294
294
294
294
294
1
8
12
294
294 294
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1
4
3
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294
3
2
1
2946 294
294
294
294
294 294
294
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Annual Report 2014
32
4
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129294
294294294
294
179
294
294
3
4
294 294
18
294 294
294
294
1
2
1
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294
5
7
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6294
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Annual Report 2014
22 15
73
294294
1
294
294294
294
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294
294
19
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294 294
294
17
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3
3
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7
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3
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1
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294
294 294 294
294 294
1
3
6
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6
294
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294 3
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