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
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
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
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
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
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
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
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
Yr 5: from Band 3 (lowest) to Band 8 (highest for
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
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
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
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
Punctuation and grammar 96
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
Punctuation and grammar 100
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.
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.
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
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
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%
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
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
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
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
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.
100% agreed that good spelling was
Develop a Scope and Sequence for
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,
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 –firstname.lastname@example.org
Strategies to achieve this target include:
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
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
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