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					NSW Department of Education & Training   3459

2010 Annual School Report
Windsor Public School

NSW Public Schools – Leading the way
                                                            These events are designed to encourage the
                                                            involvement of not only the school community
                                                            but the broader community as well. This is
Principal’s message                                         demonstrated by the generosity of local
Windsor Public School continues to deliver                  businesses with their donations for raffles and
quality education in a safe and caring                      supply of materials for BBQ’s etc. We also receive
environment. Our school promotes and rewards
                                                            great response in terms of participation and
individual and group efforts academically,
culturally, physically and socially in an                   attendance.
environment built on respect, with a strong focus
                                                            The P&C also oversee the running of a Clothing
on values education.
                                                            Pool, which provides our families with an
Central to the school purpose are the concepts of           economical and convenient way to purchase pre-
opportunity, achievement, excellence and
                                                            loved school uniforms.
nurturing. These ideas facilitate a culture of high
expectations, emphasise the development of the              Additionally there is a school canteen, run by
school as a community of learners and create a
                                                            volunteers, which provides our students with the
climate of caring for student welfare and
supporting the learning of individual students              opportunity to access affordable and healthy
                                                            snacks four days a week.
Our school also supports special programs in the
areas of performing arts and welfare.                       This year has seen some amazing and beneficial
I certify that the information in this report is the        changes occur in the physical landscape of WPS
result of a rigorous school self-evaluation process         and the P&C are endeavouring to assist with that
and is a balanced and genuine account of the                transition. Provision of classroom resources,
school’s     achievements      and      areas     for
                                                            library books, scholarly prizes and much more are
                                                            just a small part of what we have and hope to
Mr. Mike Watson                                             continue to provide.

P & C message                                               Next year, with the continuation of this process,
The P&C Association at Windsor Public School                we will be instrumental in realising the
have been working hard this year to fundraise               reinterpretation of the school playground and
and support our students’ learning.                         play equipment

A small but dedicated committee, we meet                    I have every confidence that this goal will be met
monthly with members of the school executive,               by the conclusion of 2011.
to discuss ideas for enhancing our students’
educational experience whilst giving support to             Mrs. Ruth Maittlen- P&C President
programs and events run by the school.
                                                            Student representative’s message
Our first priority is to raise funds, which are used        What a year!
to enhance the school both visually and
                                                            This year was definitely an interesting year for
technologically. We aim to ensure that the
                                                            the SRC and students of Windsor Public school.
environment our students learn in is aesthetically
                                                            In Term 1, Year 6 went to Leadership Camp at
pleasing, stimulating, practical and provisioned
                                                            Longneck Lagoon; we all learnt how to be good
with the best equipment and technology
                                                            leaders in preparation for peer support in Term 2.
                                                            The teachers that helped out were Mr. Carter,
This year our activities have included, raffles,            Miss Wright and our Principal Mr. Watson, and
Mother’s and Father’s Day Stalls, a Car Boot Sale,          parents who all gave up their time to help out
school dances and an end of year concert.                   with the camp.

In Term 2 all the year 6 students ran their own           Management of non-attendance
peer support group, with the help of teachers.            Student non-attendance is monitored weekly by
We were assigned with a group of students aged            the District Home School Liaison Officer. With
between 6 and 11. All our activities were                 meetings arranged with parents for those
successful and fun. The aim of peer support was           students whose attendance is irregular or causing
to develop our leadership skills, teach us                concern.
responsibility and develop the social skills of all       Classroom teachers send a reminder note home
Windsor Public School students.                           to obtain a reason for absences if there has been
                                                          no formal notification by parents after three
SRC organised a lot of things to raise money for          days.
our school, like; Harmony Day, when everyone
                                                          Class sizes
wore orange somewhere on their clothes; two
                                                          In March 2003 the Government announced its
mornings where we came to school to eat
                                                          commitment to publish primary class sizes in
healthy breakfasts and our most recent
                                                          annual school reports in order to provide parents
fundraising event was our pyjama day.                     with as much local information as possible.
This year has definitely been an amazing year,            The following table shows our class sizes as
thanks to the teachers and staff at Windsor Public        reported at the 2010 class size audit conducted
                                                          on Wednesday 17 March 2010.

Olivia Rains, Callum Firth, Amber Toomsalu                 Roll         Year       Total     Total in
and Fergus Ryan.                                           Class                 per Year     Class

School context                                                            6         15         28

                                                                          5         13
Student information                                          5-6C

                                                             5-6W         5         13         28
It is a requirement that the reporting of
information for all students must be consistent              5-6W         4         15
with privacy and personal information policies.
                                                              4T          4         30         30
Student enrolment profile
            2006    2007    2008    2009    2010             3-4R         4          2         28
 Male        108      95     104     107     117
 Female      121     122     115     110     105             3-4R         3         26

Student attendance profile                                    2E          2         24         24

                                                             1-2H         2         16          21

                                                             1-2H         1          5

                                                                  1P      1         22         22

                                                             K-1C         1          8          21

                                                             K-1C         K         13

                                                              K-H         K         19          19

Structure of classes
Classes have been structured best to meet                  Date of financial summary:                30/11/2010
students’ stages of development. In 2010                   Income                                            $
students were organised into nine classes which
                                                           Balance brought forward                  122 786.24
had a range of abilities. Teachers catered for the
                                                           Global funds                             113 215.20
individual needs of students through class
                                                           Tied funds                                91 781.06
programs and individual programs. Due to the               School & community sources                66 666.36
number of students in each grade, it was                   Interest                                   7 256.84
necessary to form several composite classes.               Trust receipts                            24 898.15
                                                           Canteen                                        0.00
Staff information                                          Total income                             426 603.85

It is a requirement that the reporting of                  Expenditure
information for all staff must be consistent with          Teaching & learning
privacy and personal information policies                        Key learning areas                  25 677.50
                                                                 Excursions                          27 177.05
The teachers and staff at Windsor Public School                  Extracurricular dissections         33 476.01
are experienced and dedicated to creating a safe           Library                                    1 874.22
and secure environment. They provide a diversity           Training & development                     4 854.08
of teaching and learning experiences.                      Tied funds                                93 751.36
                                                           Casual relief teachers                    30 255.36
                                                           Administration & office                   27 246.10
                                                           School-operated canteen                        0.00
Staff establishment
                                                           Utilities                                 26 207.49
Position                                   Number          Maintenance                                8 743.62
Principal                                    1             Trust accounts                            25 764.57
Assistant Principal(s)                       2             Capital programs                           9 266.24
Classroom Teachers                           7             Total expenditure                        314 293.60
Teacher of Reading Recovery                  0.42          Balance carried forward                  112 310.25
Support Teacher Learning Assistance          0.5
Teacher Librarian                            0.6
Counsellor                                   1           A full copy of the school’s 2010 financial
School Administrative & Support Staff        2.422       statement is tabled at the annual general
Total                                       14.942
                                                         meetings of the School Council and/or the parent
Teacher qualifications                                   body. Further details concerning the statement
                                                         can be obtained by contacting the school.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
                                                         School performance 2010
Qualifications                     % of staff
Degree or Diploma                    92%
Postgraduate                          8%                 Achievements
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as           Approximately 20 children were selected from
permanent salaries, building and major                   year 4 - 6 as our P.U.L.S.E. choir for 2010. They
maintenance.                                             were part of the 700 strong combined Primary
                                                         Choir at the Opera House in October as part of
                                                         the Western Sydney Region Performing Arts
                                                         showcase. These students also performed at
                                                         school and at the Riverview Shopping Centre
                                                         during Education Week.

                                                        These performances included appearances at:
                                                               Windsor CWA celebration;
                                                               Hawkesbury Choral Society Performance;
                                                               Riverview Shopping Centre, as part of
                                                                Education Week Celebrations;
                                                               Hawkesbury Blues Festival;
                                                               Hawkesbury Schools Music Festival; and
                                                               Inter District school performance.

Our Hawkesbury Choir consisting of
approximately 16 students from years 3-6 were
involved in a District Combined Choir
performance at the Windsor Function Centre in

Finally a combined choir learnt a new song and
Christmas Carols to entertain the senior citizens
at Peppercorn Community Centre and to perform
at our own Carols Night.                                Samba Band
                                                        To establish positive links for middle schooling, a
Our students, taught by Mrs. Chard and Mrs.             combined Samba Band was developed with
Rogers, enjoyed the experiences and gained self         students from Windsor High School (our local
confidence in performing as well as relating to         high school).
the elderly in our community.                           A total of 60 students from years 4-12 formed
                                                        this Brazilian Percussion Band. This initiative
Dance                                                   proved to be most successful not only in creating
                                                        a positive link with our local high school but in
This year the Junior Dance Group who performed
                                                        creating an opportunity for our students to
‘Bugle Boy’ in 2009 auditioned for the Sydney           experience something new in music which
West Dance Festival however they were                   developed a sense of unity and teamwork.
unsuccessful. Many of these students then
                                                        This highly successful and motivational initiative
transferred into the current dance group which          will continue next year as part of a middle
numbered 26 students.                                   schooling ‘transitional’ program.

They have enjoyed learning and practising a new
routine which they performed at the
Presentation Day Assembly at the Windsor
Function Centre.

Boys Alternate Percussion Group
This group of boys from years 3-6, who stomp out
a beat on almost anything ranging from washing
machine barrels, corrugated iron and garbage
cans had several opportunities to perform
throughout the year.

Sport                                                      Stage Two and Three students also participated in
Throughout 2010 Windsor Public School students             Oztag and Rugby League Gala days run by the
partipated in a variety of sporting events.                Australian Rugby League.
Students participated in a school carnival for             During Term One the Life Education van came to
swimming (competitors only) cross country and              WPS, each class participated in grade specific
athletics. Students also attended and represented          lessons on drug and alcohol education. Teaching
WPS at district carnivals for swimming, cross              and learning programs focused on child
country and athletics. Two students were                   protection, road safety, anti-bullying and peer
successful in reaching Regional level for athletics.       support.
One student was selected to represent our school
and the Metropolitan West Area in the State                Other
Tournament for Rugby Union.                                Gifted and Talented Program
During Term Three WPS successfully trialed a               In Term 3 Hawkesbury Schools held a successful
new program called ‘Sports in Schools                      Gifted and Talented program using the skills of
Australia’(SISA). This program was facilitated by          teachers in the area. We identified students that
qualified PDHPE teachers. Each week new and                would benefit from the experience in their
different equipment was brought for the students           specific fields, ranging from maths, science to
to use and there is a guarantee that the students          dance and drama. The individual programs ran
will not participate in the same activity twice in a       for the whole day giving the students an
seven year period. Students were taken to                  opportunity to interact with their peers from
McQuade Park to participate in this initiative. The        other schools and have their talents challenged
aim of SISA is to develop skills and fitness in            and extended. Those who filled out the
students and each week they also discussed with            evaluation sheets were positive about the
students a different facet of the PDH syllabus.            experience.

Swimming Scheme was successfully run again this            Welfare
year at Richmond Pool. 56 students participated            2010 saw 217 Bronze Awards, 142 Silver Awards
and all showed improvement in their swimming               and 59 Gold Awards being presented.
ability and water safety awareness. This is a great
initiative due to the statistical information that         During 2010 the following badges were earned by
shows many Australians are not able to swim.               the students.

Throughout this year we have received funding              12 Merit Badges were earned (equivalent of 3
from the Premier’s Sporting Challenge which                GOLD Awards)
enabled us to buy new equipment, storage
                                                           2 Excellence Badges were earned (equivalent of 6
facilities and sporting uniforms for students
                                                           Gold Awards)2 HONOURS Badge were awarded.
representing our school.
                                                           (equivalent of 7 Gold Awards: 1 for each year)
We also participated in the Sports for Schools
                                                           School staff have undergone extensive training in
program initiated by Coles. The school
                                                           the development of Positive Behaviours for
community was able to collect over 12000
                                                           Learning (PBL) which will form the foundations
vouchers and this will allow us to receive a
                                                           for a new approach to student welfare,
substantial amount of sporting equipment.
                                                           commencing in 2011.

Academic                                                 Literacy – NAPLAN Year 3
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.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
In Year 3, 27 students completed the NAPLAN
2010 (NAP) in Literacy. 12 were girls and 15 were
boys. In this group there were 4 indigenous
Reading was a highlight in the Year Three results.
We had 5 students who achieved results in the
highest Band 6. A combined total of 84% of our
Year 3 students were placed in Bands 4, 5 and 6.
The results indicate that reading programs in the
early years are continuing to show favourable
In Year 3 in Spelling, Windsor students are
achieving above the regional and state average.
Our trend data demonstrates an upward
movement on last year’s results. This is a
reflection of the spelling program that has been
implemented this year.

    Numeracy – NAPLAN Year 3
    In Year 3, 27 students sat for the National
    Assessment Program in Numeracy. 12 were girls
    and 15 were boys. The bands range from Band 2
    to Band 6 (top performance band). We had 5
    students placed in Band 5 and 6 and no students
    placed in Band 1.
    Approximately 50% of students were placed in
    the top 3 bands. Windsor students continue to
    rank below state and regional averages. Students
    performed better in areas of Data, Measurement,
    Space and Geometry.

    Literacy – NAPLAN Year 5
    In Year 5, 26 students completed the NAPLAN
    2010, 9 boys, 17 girls. One student was identified
    as Aboriginal or Torres Strait Islander background
    and one student with an ESL background.

    This year we have seen an upward trend in the
    most areas of Literacy. Reading was the only area
    to see a downward trend compared to last year’s

    In Spelling, 81% of students were placed in the
    top four bands.

This was particularly pleasing as this has been a
focus at Windsor Public School over the last two
years. Trend data in spelling shows student
performance on an upward trend, just behind
state average scores. Girls out-performed boys,
achieving on average, 5 points higher than the
state average.

95% of students achieved in the top four bands
for Grammar and Punctuation. 85% of students
ranked in the top four bands for Writing. Both
Writing and Grammar and Punctuation trend
data is up on last year’s, bringing us closer to
state and region averages.

A number of programs and teacher professional
learning opportunities are occurring to ensure
that upward trends in overall Literacy are

                                                         Overall Numeracy trend is up compared to 2008
                                                         NAPLAN results. Specific investment in the
                                                         development of school programs and the
                                                         teaching of Mathematics at Windsor Public
                                                         School will hopefully see this trend continue.

Numeracy – NAPLAN Year 5
In Year 5, 26 students completed the NAPLAN
2010, 9 boys, 17 girls. We had 1 student
identified as Aboriginal or Torres Strait Islander
background and 1 student with an ESL

Year 5 students are achieving below both
Regional and State scores. However, 85% of
                                                         Progress in literacy
students placed in the top four bands. Year 5
students scored slightly better in Number,
Patterns and Algebra questions than they did in
Data, Measurement, Space and Geometry

Numeracy results demonstrate that students
achieved higher than average growth for all
students, 6.2 points above the state average.
Girls performed better than boys, scoring an
average of 25 growth points above the state

All students achieved growth from Year 3 to Year
5. 61% of students achieved expected growth
since sitting the NAPLAN in 2008.

     Progress in numeracy

     Minimum standards
     The Commonwealth Government sets minimum
     standards for reading, writing, grammar and
     punctuation, spelling and numeracy for years 3,
     5, 7 and 9.
     The performance of the students in our school in
     the National Assessment Program – Literacy and
     Numeracy is compared to these minimum
     standards. The percentages of our students
     achieving at or above these standards are
     reported below.
     Percentage of Year 3 students in our school
     achieving at or above the minimum standard in

     Percentage of Year 3 students achieving at or
               above minimum standard
     Reading                               100
     Writing                                96
     Spelling                               96
     Punctuation and grammar                96
     Numeracy                              100

     Percentage of Year 5 students in our school
     achieving at or above the minimum standard in

     Percentage of Year 5 students achieving at or
               above minimum standard
     Reading                                85
     Writing                               100
     Spelling                              100
     Punctuation and grammar               100
     Numeracy                               96

Significant programs and initiatives                      Respect and Responsibility
Aboriginal Education                                      In accordance with the State Government and
                                                          Department of Education and Training’s
During 2010 we have trialed our new Aboriginal            guidelines our school has, over many years and
Education Policy and are developing our personal          continuing this year promoted Respect and
learning programs for each Aboriginal student in          Responsibility in our community.
the school.
                                                          In 2010 we have:
The school continues to recognise the traditional
owners of the land at our special functions and              Continued our weekly values, which are
combined assemblies.                                          published in the newsletter, on our
                                                              community notice board and discussed in the
Aboriginal perspectives are integrated across all             classrooms.
key learning areas (KLAs) in the classrooms and
library.                                                     Weekly presented the Pupil of the Week to
                                                              students from K-6 who display appropriate
In each term throughout the year the whole                    values. These children have their names
school completes at least one activity in relation            published in the newsletter and displayed on
to Aboriginal culture and history. Term One was               the community notice board.
focused on the history of the Aboriginal flag,
Term Two The Beatty Clan Crew visited with a                 Conducted Peer Support lessons where senior
dance and storytelling show, in Term Three all                students work with groups involving members
students K-6 individually decorated replica                   from K-6. The emphasis is teamwork and
wooden boomerangs and in Term four teachers                   helping others.
focused on dreamtime stories in their programs.              Participated in a Leadership Camp where the
We have 8% of students from an Aboriginal                     children worked together as a team. From this
background at school. In regard to the Aboriginal             grew our Peer Support lessons.
children who sat for the NAPLAN test:                        Conducted Anti-Bullying lessons where
Year 3 students achieved Band 4 to 6 in Literacy              children are advised on how to deal with
and Numeracy, while students in Year 5 achieved               various situations they may find themselves
Band 5 to 7 in Literacy and Band 6 in Numeracy.               involved. Discussions, role plays and group
                                                              work are all essential parts of this area.
Multicultural Education
                                                              Regularly visited Peppercorn Place, a
Each year Windsor Public School celebrates and
                                                              community aged and disability centre, with
acknowledges our multicultural community and                  our SRC and Choir.
heritage. During Term Four classes gathered
                                                             Continued with our parent/child Social
together to play a variety of games from different
                                                              Evenings during Education Week where
cultures.                                                     working together and co-operation was a
                                                              major focus.
Some classes have been learning about different
countries in HSIE and completed different                    Each week in Stage 1 The Boxing Kangaroo
activities and artworks in their classrooms. These            Medallion is presented to a student who has
                                                              demonstrated one or several of the following
games added another dimension to student
                                                              values in the classroom or the playground:-
knowledge and understanding of different                      Attitude, Sportsmanship, Pride, Individual
cultures.                                                     Responsibility and Respect.

The Anti Racism Contact Officer is pleased to                A Staff Team trained in Positive Behaviour for
report that in 2010 no racist or discriminatory               Learning, which will be introduced into the
                                                              school next year.
incidents were reported at Windsor Public
School.                                                      A weekly presentation of an Assembly Award
                                                              and Uniform Award to the best classes each

   Introduced an ‘Excellent Attendance Award’            (HSIE/ Science), NASA (Science), as well as
    which is presented each term to students who          Professional Development for teachers.
    have nil absences.
   Established a S.H.E.D (Sharing, Helping,              Progress on 2010 targets
    Encouraging, Developing) Program which is a
                                                          Target 1
    weekly practical workshop for selected
    students to assist with cooperative learning          To develop whole schools focus for spelling
    and engagement – students have built                  in order to reduce the number of students
    billycarts, birdfeeders, ceramics and several
                                                          performing at and below minimum
    3D artworks during this program between
    2009-2010.                                            standards in spelling by 23%

                                                          Strategies achieved:

                                                                 Phonics and grammar program
                                                                  implemented in Early Stage 1 and Stage
                                                                  1 and have implemented an alternate
                                                                  program in Stages 2 and 3.
                                                                 Scope and Continuum completed for
                                                                  Early Stage 1, Stage 1and Stage 2.
                                                                 Use of alternate program for Stage 3
                                                                 Extensive Training and Development in
                                                                  ‘The Four Elements of Spelling’ which
                                                                  has resulted in increased emphasis of
                                                                  these elements in classroom practice.
                                                                 Weekly spelling trophies introduced K-6
Connected learning
Windsor Public School has participated in the             Our success is measured by:
Hawkesbury Connected Classrooms Group. This
                                                              Marked improvement in the South Australian
group encompasses four primary feeder schools
                                                              Spelling Test results 2009-2010
and the local high school (Windsor HS). The group
has scheduled all KLA’s into the scope and                     In Year 3 65% of students showed greater
sequence and have taught them using the                         than a year’s growth
connected classroom and Bridgit (a desktop                    In Year 4 70% of students showed greater
sharing program) technology. Students have                      than a year’s growth
gained experience with this technology and have               In Year 5 58% of students showed greater
also been exposed to different teaching styles                  than a year’s growth
                                                              In Year 6 38% of students showed greater
taught by the different teachers.
                                                                than a year’s growth and 32% of students
We have also participated in many events from                   have spelling ages 2-4 years above
                                                                chronological age.
the ‘Connections’ website. As this website allows
                                                          NAPLAN 2010 in Year 3 spelling results are:
teachers to be involved in a range of events,
across the spectrum of KLA’s. We have found                    5.7 points above the state average
many topics related to the teaching and learning               2% increase of students in the top two
programs at Windsor Public School. Many of the                  bands
connections that the students have been involved          NAPLAN 2010 in Year 5 spelling results are:
with have been invaluable experiences where the
                                                                 17.7 points above the state average
students participated in activities that could not
                                                                 4% increase of students in top two bands
be provided in school. For example meet and
greet famous authors (literacy), Visited Alaska

Target 2                                                    Target 3
To implement a whole school scope and                       To develop a scope and sequence for
continuum for Mathematics, in order to                      Science, incorporating practical activities
increase proficiency bands by 6%                            and our current school resources, such as
Strategies achieved:                                        Primary Connections.
                                                            This target was achieved early in the year for use
       Implement the Go Maths program from                 throughout 2010. The scope and sequence has
        Kindergarten to Year 6                              also been written so it is easily able to be
  Go Maths has been implemented for all                     modified to incorporate the structure, outcomes
children, Kindergarten to Year 6, throughout the            and indicators of the new National Curriculum.
school.                                                     We used many strategies to achieve our target
                                                            such as the use the Five E’s Instructional Model
       Carefully consider timetabling across the           (engage, explore, explain, elaborate and
        school to prioritise Mathematics and to             evaluate) in lessons, as outlined in the Primary
        best cater for children requiring                   Connections series. Teachers are aware of the
        extension or remediation; and                       resources to use and are including them in their
                                                            teaching and learning programs.
   A set time for each day has been allocated to
allow for the grouping of children in ability levels        We also held a Science Fun Day during Term
                                                            Three which incorporated students from K-6
to implement the Go Maths program throughout
                                                            participating in hands on activities and teacher
the school.                                                 guided workshops .
    Additional support has been allocated to help           The connected classroom setup has also enabled
    in extension and remediation of children                teachers to participate in team teaching across
    requiring assistance.                                   the local school education group and within the
                                                            We have discussed as a staff that it was beneficial
       Develop our resources to provide quality
                                                            that all staff have been involved in video
        teaching and learning experiences.
                                                           conferencing and regular Training and
    On-going purchasing of resources and the                Development in the use of Smartboards. Funds
    compilation of maths games has been                     need to be allocated for ‘video conferencing
    undertaken to provide quality teaching and              events’ to allow for maximum participation at the
    learning experiences.                                   school level.

Our achievements include                                    Key evaluations
       A marked improvement in the children’s              It is a requirement for all NSW public schools to
        Yearly results compared to their half               conduct at least two annual evaluations – one
        yearly results                                      related to educational and management practice
       Greater student engagement and general              and the other related to curriculum. In 2010 our
        attitudes towards Mathematics                       school carried out evaluations of Culture and
       An increase in children’s ability to be able        Spelling.
        to speak in Mathematical terms in                   Educational and management practice
        reflection sessions
                                                            The success of a school is heavily dependent on
                                                            the establishment of an effective school culture

that understands and responds to the context of            86% believe that the students are the school’s
the community.                                             main concern; and
A school’s culture fosters a sense of belonging            Most of the students are proud of their school
and collective responsibility within the whole             and feel that the school caters for the learning
community.                                                 needs of all students.
An evaluation was undertaken of the                        Future directions
expectations/opinions held by students, staff and
                                                                     The school community will continue to
parents relating to the existing culture within the
                                                                      value cultural diversity and respond to
                                                                      the context of its community;
Findings and conclusions
                                                                     Ensure recognition systems are evaluated
Parents:                                                              regularly and modified as required;
93% indicate the school’s main priority is meeting                   Ensure that training and development
the needs of students and that structures and                         programs assist in the achievement of
strategies exist to ensure that all students have                     fundamental change;
the opportunity to achieve their best;
                                                                     Ensure that key groups within the school
93% are proud of their child’s school as the                          community are involved in the
culture fosters a sense of belonging and collective                   development of the school’s plans and
responsibility;                                                       policies.
93% see the school as a community of learners              Curriculum
and a place that encourages everyone to learn;
92% see the school’s culture enabling the
achievement of fundamental change, when                    Background
deemed necessary to improve student outcomes;              A survey of students, staff and parents was
70% feel that key groups within the school                 conducted to assess attitudes and practices
community contribute to the development of a               relating to the teaching and learning of spelling at
cohesive culture.                                          Windsor Public School. The survey was designed
Staff:                                                     by the Literacy Committee and was conducted in
                                                           Term 4 2010
100% indicated that school leaders have a
positive influence on the school;
                                                           Findings and conclusions
80% that the school’s main priority is meeting the
needs of students;
80% indicated that commitment to the school is                       94% agreed that good spelling was
demonstrated through participation;                                   important ;
                                                                     68% agreed that they are good spellers;
70% indicated that the culture of the school
promotes improved student learning outcomes;                         32% agreed they are reasonable or poor
and self evaluation and review processes are                          spellers.
positive and integral elements of school                             The three most popular methods
improvement.                                                          mentioned for learning spelling were:
                                                                          1. Phonological – 75%
Students:                                                                 2. Visual - 34%
Students in Years 3-6 were surveyed.                                      3. Dictionaries -33%
                                                                          4. Other methods included: Asking
95% indicated that the school encourages                                       for Help, Rules, Games,
everyone to learn;                                                             Homework and Technology
91% indicated that the school encourages                             76% agreed that spelling homework was
students to achieve their best;                                       important.

Parents                                                        Results also indicated an agreement between
                                                               parents and staff that the teaching of spelling
Only eleven parents responded therefore this is
                                                               is important at WPS.
not a true reflection of community opinions.
                                                               The survey showed a general agreement
         100% agreed that good spelling was                   between staff and parents of the ways in
                                                               which spelling is taught and how to
         100% agreed that spelling homework was
          important;                                           encourage good spelling. There was a
         50% agreed they knew how spelling was                difference between parents/students and
          taught at WPS;and                                    staff regarding spelling homework. 30% of
         78% agreed that their child was a good               staff is unsure about this due to a lack of
          speller.                                             return of homework.
                                                           Future directions
         100% agreed that good spelling was
                                                                  Develop a Scope and Sequence for
          important ;
                                                                   Spelling K-6 using Jolly Phonics, Jolly
         60% agree that they are good spellers;
                                                                   Grammar and the Four Elements of
         40% agree they are reasonable spellers;
         Teaching methods used by staff include:
                                                                  Continue spelling awards;
          1. Phonological -100%
                                                                  Plan and design a scheme to encourage
          2. Visual – 50%
                                                                   the completion and return of homework;
          3. Morphemic – 40%
          4. Others included, practice,
                                                                  Encourage students to take more
              assessment, and treatment in context
                                                                   responsibility for themselves as spellers,
              – 40%
                                                                   by encouraging better editing skills, use
         Three ways mentioned that staff
                                                                   of personal dictionaries and word lists.
          encourage better spelling were:
          1. Explicit teaching in the Four Elements
          2. Using programs like Jolly Phonics and
              Jolly Grammar                                Parent, student, and teacher
          3. Modeling correct spelling                     satisfaction
          4. Rewarding and encouraging students;
         70% agreed that their students are good          In 2010 the school sought the opinions of
          spellers;                                        parents, students and teachers about the school.
         50% agreed it was important to continue          Their responses are presented under the previous
          to expand the use of explicit programs           heading of Key Evaluations.
          such as Jolly Phonics and Jolly Grammar;

         70% agreed that spelling homework was
                                                           School development 2009 – 2011
         30% agreed that is important to teach            Windsor Public School has developed a 3 year
          using the Four Elements of Spelling; and         management plan for the period 2009-2011 with
         20% agreed that more time needs to be            collaborative planning from all staff members.
          devoted to teaching spelling.
                                                           Additional short term goals which are annual
                                                           goals, appear in this report as Targets for 2011.
    The findings indicate that there is an
    agreement between all three groups                     The school plan focuses on DET priority areas
    surveyed as to the importance of spelling,             while addressing local strategic goals in the
    with a majority believing themselves to be             following:
    good or reasonable spellers.

Literacy, Numeracy, Student Engagement and                 Target 2
Retention, Aboriginal Education and Training,
Teacher Quality and Connected Learning.                    To improve student outcomes in Numeracy

Targets for 2011                                           Strategies to achieve this target include:

Target 1                                                          explicit teaching of the steps in
To improve student outcomes in Writing                             Newman’s Error Analysis (read,
                                                                   understand, choose a strategy, use a
Strategies to achieve this target include:                         strategy, check) to improve problem
                                                                   solving in numeracy;
       teacher professional development in                       explicit teaching of mathematical
        creating matrices/rubric for text types;                   language(meta-language) through using
       development of scope and sequence                          teacher and student questioning;
        linked to themes in Key Learning Areas;                   explicit teaching of mathematical
       ensure that every classroom has a                          concepts- data, measurement, space &
        complete set of text-type posters on                       geometry;
        display as visual clues for students to use               grouping of students according to ability
        as editing checklists;                                     levels for the teaching of Numeracy; and
       ensure ‘peer editing’ is practised in                     explicit teaching using investigations to
        classrooms;                                                develop deep understanding of the
       utilise district literacy leaders for staff                concepts and relationships between
        development and demonstration lessons;                     concepts in the syllabus.
       explicit teaching of text type structure
        and sentences specific to the purpose.             Our success will be measured by:

Our success will be measured by:                                  Year 3 NAPLAN results in Numeracy will
                                                                   show a 6 percentage point increase in
       Year 3 NAPLAN results in Writing will                      students achieving Band 5 and Band 6
        show a 5 percentage point increase in                      from 19% in 2010 to 25% in 2011;
        students achieving Band 5 and Band 6                      Year 3 NAPLAN results in Numeracy will
        from 37% in 2010 to 42% in 2011;                           show a 9 percentage point decrease in
       Year 3 NAPLAN results in Writing will                      achieving Bands 1 to Band 3 from 54% in
        show a 4 percentage point decrease in                      2010 to 45% in 2011;
        achieving Bands 1 to Band 3 from 34% in                   Year 5 NAPLAN results in Numeracy will
        2010 to 30% in 2011;                                       show a 12 percentage point increase in
                                                                   students achieving Band 7 and Band 8
       Year 5 NAPLAN results in Writing will                      from 8% in 2010 to 20% in 2011;
        show a 4 percentage point increase in                     Year 5 NAPLAN results in Numeracy will
        students achieving Band 7 and Band 8                       show a 20 percentage point decrease in
        from 16% in 2010 to 20% in 2011;                           achieving Bands 3 to Band 5 from 70% in
       Year 5 NAPLAN results in Writing will                      2010 to 50% in 2011;
        show a 6 percentage point decrease in                     teacher programs reflect explicit teaching
        achieving Bands 3 to Band 5 from 46% in                    of Newman’s Analysis, meta-language
        2010 to 40% in 2011;                                       and concepts; and
       school-based checklists for assessment                    students verbal responses reflect meta-
        being implemented as a base line; and                      language and deep knowledge.
       quality work samples.

Target 3                                                   School contact information
                                                           Windsor Public School
To employ a school-wide system Positive
Behaviours for Learning (PBL) to actively                  Dight Street Windsor 2756
teach and reinforce appropriate social skills              Ph: (02)4577 3168
and behaviour.                                             Fax: (02)4577 2000
                                                           Email: windsor –p.school@det.nsw.edu.au
Strategies to achieve this target include:
                                                           Web: www.windsor-p.schools.nsw.edu.au
       introduction of new behaviour
                                                           School Code: 3459
        management system to school
        community via parent                               Parents can find out more information about
        meetings/newsletter;                               Annual School Reports, how to interpret
       develop a new electronic system for the            information in the reports and have the
        collection of data for effective decision-         opportunity to provide feedback about these
        making regarding social skills and                 reports at: http://www.schools.nsw.edu.au/asr
        behaviour instruction;
       teacher professional learning in the
        teaching and monitoring of appropriate
        social and behaviour skills into the school
        day and curriculum; and
       increase teacher awareness of change
        management processes at the school

Our success will be measured by:

           reduced incidents of anti-social
           greater student understanding of
            expected behaviour at school; and
           teacher consistency in behaviour
            management procedures.

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.
Mr Mike Watson Principal
Mr Matthew Carter Assistant Principal
Mr John Clark Assistant Principal
Mrs Ruth Maittlen Parent Representative
School Committee Coordinators


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