here - Drummoyne Public School
Transcription
here - Drummoyne Public School
Drummoyne Public School Annual School Report 2014 1774 [school code] School context statement Principal’s Message Drummoyne Public School is a dynamic and innovative Sydney Metropolitan Public School. We have 45% of students from Language Backgrounds Other Than English (LBOTE). These include Greek, Italian, Chinese and Spanish. The dedicated staff promote a love of learning by providing a caring, stimulating and secure environment within a context of a highly supportive and engaged school community. Our students are empowered to confidently demonstrate our school values by displaying respect and tolerance. Whilst taking responsibility for their learning and behaviour, students are always encouraged to strive for their personal best and to demonstrate kindness and fairness in their relationships with others. Personal worth is consistently recognised and learning is highly valued. A major achievement of 2014 has been the WiFi upgrade to support the connectivity of mobile devices across the school. This necessary upgrade will support the 2015 roll out of iPads into all classrooms and enhance opportunities for the modern learners of Drummoyne. This year also saw the introduction of a new school report. The introduction of the report required extensive consultation with Momentum ESR, a company that provides a reporting framework using a cloud platform service. Staff are now able to record marks, write comments and prepare reports easily at school or at home. The new report also features learning goals for students in literacy and numeracy. These goals provide parents and students with meaningful feedback and future directions for learning. The Parents and Citizens Association (P&C) fund the employment of additional staff to further enhance the learning of students with additional learning needs. This encompasses students requiring additional support in learning and identified gifted and talented students. I would like to thank the wonderful students, teachers and parents that make up the Drummoyne Public School community. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development. Drummoyne Public School is a Kindergarten to Year Six Inner West primary school which has been educating students for over 125 years. It has an enrolment of 665 students including 45% from a non-English speaking background, and is dedicated to maximising learning outcomes through quality teaching across all key learning areas. The school enjoys a cohesive mix of experienced and early career teachers who have high expectations of their students. Current priorities across the school include literacy, numeracy, curriculum differentiation and formative assessment with an emphasis on engaging students using 21st Century learning methods and tools. The school provides a range of extracurricular programs including choir, band, debating, chess, sport and after-school Mandarin. The parent community is actively involved in the school and has high expectations for teaching and learning. There is a strong ethos of inclusion, student wellbeing and teamwork. Student enrolment profile Gender Male Female 2011 294 320 2012 310 302 2013 328 319 2014 336 329 State DEC School Student attendance profile Year K 1 2012 97.0 95.2 2013 96.3 95.5 2014 96.4 96.7 2 3 4 5 6 Total K 1 2 3 4 5 6 Total 94.7 95.5 95.1 95.7 94.6 95.4 94.3 93.9 94.2 94.4 94.3 94.2 93.8 94.2 96.0 94.8 96.5 95.7 95.5 95.7 95.0 94.5 94.7 94.8 94.7 94.5 94.1 94.7 96.4 95.9 95.3 96.2 95.8 96.1 95.2 94.7 94.9 95.0 94.9 94.8 94.2 94.8 1 P&C Message Workforce information 2014 was another great year for the P&C working in collaboration with the school. There were significant milestones in the areas of fundraising, school services and community engagement. It has been wonderful to see P&C funds continue to be invested in technology including laptops, iPads and WiFi, plus our ongoing support of literacy resources and learning support. A comprehensive calendar of events was delivered throughout the year. The annual School Fete is the largest community event on the P&C calendar and our most significant fundraiser. In 2014 the P&C continued to engage broadly with the business community to support the event which resulted in a greatly improved financial outcome. In particular, our thanks and gratitude must go to the committee, volunteers and supporters who made the day such an outstanding success. Other significant events including the Activitython, Cancer Council Morning Tea, Champagne Night, School Disco, Trivia Night and Picnic in the Playground continue to be hugely successful and it has been great to see participation of students, parents, school staff and the broader community. We are fortunate in having such a dedicated group of committees and volunteers ensuring these events are successful. The P&C also continued to provide the important services of the Uniform Shop and Canteen. The Canteen continues to thrive under the management of Dominic Blasonato, our Canteen Manager. A special thank you is extended to the volunteers and coordinators of both the Uniform Shop and Canteen who continue to keep these valuable services open every school day. We would like to recognise the hard working coordinators, volunteers and school staff supporting our other activities including the Mother’s and Father’s Day stalls, Entertainment Book, Kindergarten Orientation, Class Parents initiative, Band/Entertainment, Newsletter and Playground Development. These significant initiatives of the P&C contribute greatly to the vitality of the school. Our final thank you must go to our dedicated teachers, staff and executive at Drummoyne who support the P&C so generously and, of course, for everything they do in the interests of our children’s education and wellbeing. The high level of professionalism, dedication and commitment by our staff members, combined with strong support from our parents, ensures that all students are provided with opportunities to maximise their potential. All teaching staff meet the professional requirements for teaching in NSW public schools. Workforce composition Position Principal Deputy Principal(s) Assistant Principal(s) RFF & PT Teachers Classroom Teacher(s) Teacher of Reading Recovery Learning and Support Teacher(s) Teacher Librarian Teacher of ESL Community Languages School Administrative & Support Staff Total Number 1.0 1.0 4.0 2.318 23.0 0.525 0.5 1.2 1.8 2.0 4.262 41.605 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Our teaching staff come from culturally diverse backgrounds, however none are from an indigenous background. Teacher qualifications Qualifications Degree or Diploma Postgraduate Professional accreditation % of staff 100 25 learning and teacher Teaching staff at Drummoyne are committed to ensuring they are actively involved in professional learning. School and external professional learning opportunities are linked to school improvement targets. Administrative staff participate in professional learning activities to support them to effectively meet the demands of their roles and responsibilities. Mr Chris Gough, President, and the P&C Executive 2 In 2014 professional learning included: All staff trained in the use of PLAN software. Training of staff on the new Mathematics and Science curriculum Cooperative planning included the development of English units of work that meet the requirements of the new syllabus. Collaborative development of whole school scope and sequences for Mathematics and Science. Release for teachers and associated costs to attend courses in areas such as literacy, numeracy, technology, student engagement, music, sport and visual arts. This summary covers funds for operating costs and includes, as a 229 school, expenditure areas such as permanent salaries. The full cost of building and major maintenance is not included in this summary. 2014 Actual ($) Opening Balance Mandatory training in First Aid, Child Protection Update and Code of Conduct for staff. Financial summary Revenue (5,212,971) Appropriation (4,847,795) Sale of Goods and Services Grants and Contributions Investment Income All staff were trained in the use of the school’s new reporting system using Momentum ESR software. Stage based professional learning included cooperative programming and the writing of report indicators and learning goals for students. In Term 4 staff engaged in planning for the new 2015-17 school plan. - Expenses 5,187,975 Recurrent Expenses 5,187,975 Employee Related 4,513,589 Balance Carried Forward 3 (7,499) Other Revenue Surplus/Deficit for the Year In 2014 there were two teachers in their first year of permanent employment. They each received funding equivalent to two hours extra relief a week and an additional hour a week for the mentor. This funding was used to provide teachers with time for planning, programming, reporting, working with their mentor and attending professional development. (356,476) - Capital Expenses Under the Great Teaching, Inspired Learning Initiative additional professional learning funds were received for our Beginning Teachers. (1,200) Gain and loss Operating Expenses Beginning Teachers (194,854) 674,386 (24,996) (219,850) Funds received through the Resource Allocation Model Student Representatives’ Message Component This year has been a very successful one for the SRC. The prefects were allocated leadership roles, and were responsible for preparing the agenda prior to each meeting, running meetings and coordinating fundraising and school events. Class representatives attended regular meetings, voicing issues and making requests that had been raised during class discussions. These included the possibility of getting bike racks and higher barriers for handball. Decisions made and actions to be taken were then recorded so they could be reported back to the class. Base Equity RAM 4,109,420 4,109,420 261,555 - Location 821 Aboriginal 821 Socio- Economic 5,838 Language 178,550 Disability 76,345 Targeted 174,917 174,917 257,801 257,801 Other Total 5,838 178,550 76,345 In 2014 the SRC supported ‘Walk to School Safely’ Day, hosted the Anzac Ceremony, promoted Kid’s Trivia Night, assisted at the Fete, helped establish the Environmental Club and collected class donations for the Exodus Christmas Food Drive. 4,803,693 The SRC addressed concerns about playground littering and assisted students in finding solutions to other playground issues raised by class representatives such as inconsiderate behaviour, canteen lines and respect for school property. In 2014 over $60 000 was spent ensuring our beautiful heritage listed building with very thick walls was enabled for WiFi connectivity throughout the school. This was a priority to enhance and enable 21st century learning in all classrooms. School performance 2014 Academic achievements The school also purchased a wide range of resources including iPads to ensure equity of mobile devices across the school. NAPLAN In the National Assessment Program, the results across the Years 3 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 8. The support of funds from our P&C was used to deliver a numeracy enrichment program focused on students in Years 1 to 3. This highly successful program utilised PLAN data to tailor individualised and small group support. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Future spending priorities include building the teaching capacity of all staff, to effectively implement future focused learning and embed formative assessment strategies across the school. Year 3: from Band 1 (lowest) to Band 6 (highest) Year 5: from Band 3 (lowest) to Band 8 (highest) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school. Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data. 4 displayed in Drummoyne’s biennial Visual Arts exhibition. Each class also created ‘Respect’ paper chains which were decorated with poems, drawings and reflections of their Indigenous learning. These chains were joined together to create the Aboriginal National Flag which was hung in the school hall for the remainder of the school year. Percentage of Year 3 students achieving at or above minimum standard (exempt students included) Reading Writing Spelling Grammar & Punctuation Numeracy 100.0 99.0 99.0 98.0 99.0 The Maluerindi Clan from the Daingatti tribe was invited to work with K-6 students in small workshops concentrating on different aspects of their culture. Students worked together in teams to create their own animal dot paintings. They participated in animal dances and learnt about the significance of each dance. They viewed demonstrations of how to make bush sounds using traditional musical instruments such as the didgeridoo and clapping sticks. They heard dreamtime stories and participated in question and answer discussions about artefacts, history and culture. Percentage of Year 3 students achieving at or above minimum standard (exempt students included) Reading Writing Spelling Grammar & Punctuation Numeracy 100.0 99.0 99.0 98.0 99.0 Percentage of Year 5 students achieving at or above minimum standard (exempt students included) Reading Writing Spelling 100.0 98.6 100.0 Grammar & Punctuation 100.0 Numeracy 100.0 Teachers continued to integrate Aboriginal perspectives into classroom teaching and learning programs. Respect is shown to the traditional owners of the land at each Infants and Primary assembly by including an Acknowledgment of Country at the beginning of each school assembly. Other achievements Aboriginal education The school celebrated NAIDOC Week in July by selling ‘Respect’ armbands to fundraise for the ‘Koori Kids’ Foundation. ‘Koori Kids’ promote public awareness, reconciliation, cultural diversity as well as equal opportunity for Indigenous children. K-6 students explored Aboriginal and Torres Strait Islander culture and achievement by studying artworks, music, dance, and history and dreamtime stories in their classrooms. Students created their own Indigenous-inspired artworks which were Community Languages 2014 has been a successful year for Community Languages. Kindergarten was given the opportunity to attend both languages for a semester each. The students will then begin their learning in that chosen language from Year 1 through to 6. A new fulltime Greek teacher started in Term 2 this year, Mrs Ashley Nouris. Greek students were attending lessons full of Greek culture, traditions and were immersed in the importance of the Greek language. This included grammatical importance as well as etymological. 5 The Italian extension program continued again this year. This is a class offered once a week before school to students of Italian background in Years 3 to 6. The program focuses on conversational Italian. In Term One, Year 2 and Year 3 Italian students attended a Commedia Dell’arte play immersing them in the culture of Carnevale. In Term Three, Years 4 and 5 Italian had a school incursion to integrate the topic of ‘Food’. An Italian chef from ‘Piatto Perfetto’ made an Italian dessert with the students. debates, including meeting and greeting visiting teams, chairing, timekeeping and hosting afternoon tea. Debates took place every three weeks with an away and a home team arguing either side of the case. The topics covered a wide range of issues in the context of the Stage 3 PDHPE, HSIE and Student Welfare curriculums. These included ‘Fast food advertising should be banned’, ‘The punishment should fit the crime’ and ‘Recycling is not enough’. In Term Four, both Greek and Italian Year 6 students attended an excursion to an Italian and a Greek restaurant and gelateria. The students ate traditional Italian and Greek cuisine and communicated in the language. Multicultural education and anti-racism Training sessions were held on Wednesdays before school and at lunchtimes when required. Students researched topics and collaborated as a team to create logical and coherent arguments. They developed confidence and skill in presenting their point of view in a convincing and sincere manner. Students in Years 3-6 participated in the Multicultural Perspectives Public Speaking Competition, which aims to heighten awareness of multicultural issues and promote democratic values in the context of the family and the wider community. All students were given an opportunity to explore topics related to cultural diversity and voice their opinion on issues of concern to them. These included asylum seekers, stereotypes, racism and religion. Premier’s Spelling Bee This year several students from Years 3-6 participated in Drummoyne Public School’s annual Premier’s Spelling Bee. Heats were held over two days and the winners from each stage were selected to represent our school at the District Finals at Meadowbank Primary School. Candidates were nominated from each class to enter the school competition where they delivered a prepared and impromptu speech. Four students were selected to compete at the local final. James S from 6F excelled, winning at both local and regional levels, and going on to compete at the state finals held at the ABC Centre in November. A group of senior students attended this event, accompanied by Miss Charlier and Ms Hill. Our representatives did extremely well at this stage and we should be proud of the high standard of spelling skills demonstrated at our school as shown at district level and the school heats. Sustainability The active and committed group of staff, students and parents worked hard throughout the year to implement environmental and sustainability programs. Students participated in several workshops throughout the year, developing skills in sustainable living, waste reduction, composting and kitchen gardens. We were visited by ‘Seed, Harvest, Grow’ and ‘Tim Silverwood’. Our Year 5 students were lucky enough to be involved in the Eco Summit at Homebush, with the help of the Council. Debating In 2014 the school entered two teams in the Inner West Friendly Debating Competition. Eleven students were rotated to gain experience in each position on the team. They were also responsible for the setting up and running of the 6 Student representatives from Years 3-6 participated in the weekly Environmental Club. These keen students assisted with maintenance of outdoor learning areas, clean playground initiatives and promotion of environmental issues. They also took part in lessons about seed raising, vegetable gardens and worm farming. Recycling bins, with weekly collections, were also introduced to the school and participating classrooms. Staff attended local environmental network meetings providing an opportunity for teachers to share resources and network in their local community. Our committed P&C organised and coordinated regular school working bees. These were appreciated by staff and students. Band Drummoyne Public School P&C has offered a Band Program for students in Years 3 through to 6 for many years. Children are encouraged to consider learning an instrument at the end of Year 2 ready for the commencement of tutorials and band practice for Year 3. The band program helps students to develop musical ability, while helping them to forge new social connections and team work, thereby giving them a skill for life. Band practice and individual tutorials are run outside of direct teaching periods. Our DPS P&C Band consists of 3 bands – Junior, Senior and Stage Bands. Junior band is predominantly for beginners and senior band is for students with one or more years of experience. Membership of the band includes a half hour small group tutorial session with professional music tutors and a one hour band session every week. The following instruments are available as part of the Band program: flute, clarinet, saxophone, trumpet, drums, trombone, euphonium and percussion. Creative and Performing Arts Art Show Drummoyne Public School held their biennial Art Show in the school hall with an outstanding display of the depth and breadth of talent of its teachers and their students. All students were able to participate in an artistled workshop facilitated by four professional practicing artists; Sally Mowbray, Ochre Lawson, Rachel Fairfax and Linda Bowden. This experience gave students an opportunity to learn new skills and enriched their creative expression. A select group of Stage 3 students were chosen to attend a series of gifted and talented art workshops at Dulwich Hill High School of Visual Arts and Design to further their engagement with the arts and students from the local community. In 2014 both junior and senior band members participated in the “Big Gig”, (day long program and evening performance) along with many other schools under the “Directions in Music” Team led by Ms Jane-Marie Talese. Other highlights include performances at our fete, a Winter Soiree and an end of year concert that showcased the school’s music program. Many of our concerts throughout the year have a theme and children are encouraged to “dress-up” for the evening’s performance. Learning an instrument at Drummoyne Public School is FUN! Senior Singers 2014 was in the inaugural year for the Senior Singers Vocal Ensemble. 38 students participated in weekly rehearsals and in-school performances at the Stage 3 performance, Grandparents’ Day, the School Fete, the Music Evening and the Stage 3 Presentation Assembly. 36 singers performed at the Festival of Children’s Music, an interschool music festival held at The Chatswood Concourse. Our students sang in the massed choir and a smaller ensemble of 20 singers also performed ‘The Circle of Life’ at the festival as an individual item. Four of our students had work displayed at the Armory Gallery, Sydney Olympic Park, as part of the ‘Operation Art’ initiative to brighten children’s lives at Westmead Hospital. We were especially proud of Lucy B in Year 6, whose artwork ‘Our City’, was selected to be permanently displayed at a regional hospital. 7 16 students form Year 6 participated in the Primary Choir of the NSW Schools Spectacular at the Qantas Credit Union Arena. Drama Performances In 2014 the emphasis of the Drama program was skill building for performance. As part of that process the students of Stage 3 and Year 4 rehearsed and performed short plays. All students were involved on stage. The Stage 3 plays were themed on bullying and the Year 4 plays were based on the book 'My Place' by Nadia Wheatley. Parents were invited to attend an afternoon performance. Significant programs and initiatives – Policy and equity funding Aboriginal background There were two students from an Aboriginal background at the school in 2014. Funding was used in the development of Individualised Learning Plans as well as ensuring support in the classroom and excursions. Socio-economic background Year 1 Dance Group Funding for students identified as being from a low socio-economic background was utilised by enhancing student access to a wide range of educational experiences. Extra assistance was also provided in the class learning environment. This resulted in increased student participation and engagement leading to an improvement in learning outcomes. In 2014, the Year 1 Dance Group learned a dance to the popular Arabic song Hopa Tito Balaha, by Sayed Balaha. The group performed at school events, including the Drummoyne Public School Fete, the Sounds of Summer Concert and school assemblies. Year 4 Dance This year the enthusiastic Year 4 Dance group danced to the popular Pharrell Williams song, ‘Happy’. The group successfully performed at several school events including the Drummoyne School fete, the Sounds of Summer Concert and various school assemblies. English Language Proficiency Students from non-English speaking backgrounds form 45% of the population. The English as an Additional Language or Dialect (EAL/D) allocation includes three part time teachers each week. As a result of the dedication of all our teachers, students from a NESB continue to achieve pleasing progress. Respect and Responsibility Students are taught respect and responsibility through our school welfare and leadership programs and through the care, respect and dedication of staff. We believe that everyone has the right to feel safe and happy. English Language Programs are provided by teachers who specialise in the teaching of language acquisition and literacy skills. Students who learn English as an additional language are supported with learning programs to develop language skills and knowledge for improved academic outcomes. This includes targeted language groups where tasks are scaffolded to integrate speaking, reading and writing in a meaningful context. Our achievements include: have a Year 6 Buddy who provides support and leadership throughout the school year. Anti-bullying program “Bounce Back” for Kindergarten students. Cyber-bullying program provided by an outside professional. Year 6 students held a County Fair to raise funds for their parting gift to the school. Continued emphasis by staff on our school values of Respect, Responsibility, Fairness, Personal Best and Kindness. Year 6 optional participation in the Interrelate – Moving into the Teenage Years program. Year 5 program – Minding Me. Young Leader’s Conference for prefects. The Kindergarten - Year 6 Buddy program which ensures that Kindergarten students 8 In Stage 1 and 2 the EAL/D and classroom teachers have worked cooperatively to develop lessons that differentiate to accommodate language learning needs of students. Within the class, smaller groups were formed when necessary to concentrate on specific skills. Reading Recovery Reading Recovery is a school program offering special help to Year 1 students to enable them to become better readers and writers. A specially trained Reading Recovery teacher, who is externally supervised, worked with five students individually for 30 minutes each day. Fourteen students from the total Year 1 enrolment of 115 were involved in the program (12%). Text levels for entry to the program ranged from 0-8 (Semester 1) and 10-15 (Semester 2). Twelve students were successfully discontinued, one student transferred to another school and one student was referred for further learning support. The completed text levels of successful students were 18 in Semester 1 and ranged from 17- 24 in Semester 2. Students required between 5 and 18 weeks to reach the class reading level before exiting the program. Learning and Support Throughout 2014 the Learning Support Team provided support aimed at catering for the diverse learning needs of our students. Those students identified as having additional learning needs had targeted learning plans that supported and extend their learning. Initiatives included: The Reading Recovery Program that supported the literacy needs of 14 Year One students Additional teacher time was provided to implement targeted literacy and numeracy programs. This enabled students to work in small groups led by Mrs Landi. The program was collaboratively planned with classroom teachers. Mrs Ross, our Learning and Support Teacher provided specialised learning and behavioural support for our students. In particular Mrs Ross implemented the MULTI LIT program for identified students. School planning and evaluation 2012—2014 School evaluation processes A Stage One numeracy program was implemented in Semester Two. This program, funded by the P&C, addressed the numeracy needs of targeted Years One and Two students. It was implemented by Ms Cowen and included small targeted groups, concrete materials and games. NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Mrs Keating worked 3 days a week and coordinated the School Learning Support Officers (SLSO). Our dedicated and highly professional SLSOs work with identified students in the classroom and playground. Students who receive integration funding have Personalised Learning Plans and these are reviewed each semester with parents and the school. 9 Analysis of school based data for English and Mathematics by all teaching staff at the end of each semester to inform decision making regarding individual student needs and to evaluate the effectiveness of teaching and learning programs. Presentation to all staff of NAPLAN results using SMART data, in order to identify individual student needs and whole school areas that are in need of further investigation. Student, teacher and parent surveys. Parent discussion groups provide the community opportunities to give feedback and discuss school initiatives and organisation. Year 3 and Year 5 compare to 48% the previous year. School planning 2012-2014: School priority 1 To increase the proportion of expected growth by Year 5 students in NAPLAN numeracy by an average of 2% per year. In Spelling the school’s overall scaled score of Year 5 students has increased – 532.7 (2012), 540.5 (2013) & 552.0 (2014). To increase by 2% the proportion of students exceeding Numeracy proficiency standards per year as evidence by NAPLAN result. In Reading over 71% of our students in Year 3 achieved the top 2 bands (5 & 6) as compared to 62% the previous year. Introduction of a new reporting system that communicates specific literacy learning goals for each student. Evidence of progress towards outcomes in 2014: Teachers across all stages use the PLAN tool and Literacy Continuum to plot student progress and continue with the development of quality activities that target students’ literacy needs. Numeracy and Engagement Outcomes from 2012 - 2014: In Year 3 54% of our students achieved proficiency standards (bands 5 & 6) compared to 43% for the state. In Year 5 Numeracy 51% of our students achieved the top 2 bands (7 & 8) compared to 48% the previous year. Parent/caregiver, student, and teacher satisfaction Teachers across all stages use the PLAN tool and Numeracy Continuum to plot student progress and develop numeracy activities that target student needs. A new reporting system communicates specific numeracy learning goals for each student. A school Scope and Sequence for numeracy has been planned in preparation for the introduction of the new 2015 Australian syllabus for the NSW Curriculum. In 2014, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. Background Parents, students and teachers were asked to complete online surveys to gather opinions and attitudes towards teaching at DPS. This information will be used to guide future planning. Findings and Conclusions Over 100 parent surveys were completed and the responses showed that 82% of parents felt that teachers usually or almost always provide challenging activities that engage students. They also strongly indicated that teachers know their students learning needs. School priority 2 Literacy and Engagement Outcomes from 2012 - 2014: To increase the proportion of expected growth by Year 5 students in NAPLAN literacy by an average of 2% per year. To increase by 2% the proportion of students at or above Literacy proficiency per year as evidence by NAPLAN results. Year 5 boys will achieve at or above the state average growth in the aspect of reading 90% of students surveyed usually or almost always felt what they are asked to learn is important. 80% of students indicated that their teachers usually or almost always helped them and gave them useful feedback on their work. Evidence of progress towards outcomes in 2014: In Reading the school’s average scaled score growth between Year 3 and 5 was 81.5 compared to 77.8 for the state. In Reading 67% of Year 5 boys made greater than or equal to expected growth between 10 Staff indicate they felt supported in the delivery of quality teaching programs which catered for the different needs within their classrooms. They strongly indicated that cooperative planning with colleagues was beneficial. About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Future Directions From the data collected all stakeholders strongly felt that the school encouraged staff, parents and students to take on leadership roles at the school. Therefore we will continue to work with all members of our community to create leadership opportunities and further develop leadership capacity. However, it is evident that the school needs to further develop its communication around how we demonstrate our interest in and accountability for student learning outcomes. Gail Charlier - Principal Andrew Braiding – Deputy Principal Marilyn Farr – Assistant Principal Tessa Harris – Assistant Principal Rel Lora Cipriani – Assistant Principal Kellie Douglas – Assistant Principal Jacqui Hill – Class Teacher School contact information Drummoyne Public School Rawson Ave, Drummoyne 2047 NSW Future Directions 2015-2017 School Plan Ph: 9181 2636 NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2 2015. Email: [email protected] The three strategic directions are: Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: Promoting excellence by providing a range of quality teaching and learning experiences. Building a collaborative and dynamic professional learning community to sustain quality teaching. Provide a wellbeing program that promotes a safe and mutually respectful environment where the school and community work in partnership for all learners. Fax: 9719 8741 Web: [email protected] School Code: 1774 http://www.schools.nsw.edu.au/learning/emsad/ asr/index.php 11