2020 Lane Cove West Public School Annual Report

2020 Annual Report

Lane Cove West Public School

3908

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Introduction

The Annual Report for 2020 is provided to the community of Lane Cove West Public School as an account of the school's operations and achievements throughout the year.

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

School contact details

Lane Cove West Public School Avalon Ave Lane Cove, 2066 www.lanecovew-p.schools.nsw.edu.au [email protected] 9427 4743

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Message from the principal

As Principal of Lane Cove West Public School, it has been an honour to both serve and lead an inspiring, inclusive, learning school community, committed to excellence and attaining outstanding learning outcomes for all our students. Schools of the twenty-first century are in the business of change as we work to develop and educate young minds. We expect that over their time at our school, children will grow and change, learn new things and constantly reflect on that learning. As teachers we are also constantly learning and adapting to new ways of working, but also continually reflecting on our work.

Our school continues to attain excellent results in academic achievements, sport and in the performing arts. The school provides opportunities for students to excel through a positive learning environment, where a strong community connection and an active parent body contribute to a positive school culture. So many parents have given freely of their time to assist us and create a sense of community which adds value to our school like nothing else can.

Our students enjoy a wide range of learning opportunities including specialised sporting and creative arts, as well as robotics, dance, drama, music and visual arts. This year we engaged a specialist Instructional Leader dedicated to improving the writing of all students K-6 with the implementation of the Self-Regulated Strategy Development and the 7 Steps to Writing Success. Our parent-run school band program includes award winning Junior, Senior, Concert and Jazz bands, which all perform at various school and community functions. Our choral program is very strong and is led by teachers with great talent in this area, with our choirs performing at the Sydney Opera House and Sydney Town Hall each year. Students have the opportunity to be involved in a variety of lunch clubs including science, minecraft, robotics, art, gardening, games, cooking and chicken clubs. Leadership opportunities are also available through an active Student Representative Council and Year 6 committees and leadership team. The students of our school continuously give back to the community through initiatives including Stewart House, The House of Welcome Food Drive, Mind Champs Reading Program and Toys 'n' Tucker.

Student learning needs are assisted through the support of additional Learning and Support teachers (LAST) to supplement the two and a half days provided by the Department of Education. The extra teachers paid from school funds, allows a support teacher five days a week. The school employs a specialised Literacy and Numeracy support teacher two days a week who works with identified students K-6 to improve their literacy and numeracy skills. The school further supports student learning and wellbeing through ten Student Learning Support Officers in the classroom and playground. Our School Psychologist also supports students and families two days a week with learning and social and emotional needs.

Technology plays a major role at our school with wireless devices including laptops and iPads in every classroom. In 2019, the school invested significant funds to ensure all K-4 classrooms had 1:2 devices and Years 5-6 had 1:1 devices to support their learning. In 2020, we continued to invest significant funds to support embedding STEM into teaching and learning programs with a focus on authentic, rich, real-life experiences for students. The school continues our journey of embedding Visible Learning practices within all classrooms and learning spaces, which is linked to the extensive educational research of John Hattie. This includes Learning Pits and Learning Dispositions, as well as Learning Intentions, Success Criteria, This is Because, authentic Feedback and students setting their own learning goals and articulating their learning progress and journey.

The 2020 school year was dramatically impacted by COVID-19. The school shifted to home schooling exceptionally quickly, utilising SeeSaw to post work daily for students and Zoom to provide three sessions a day connecting students with support and explicit instruction on the work expected, with a focus on English and Mathematics. Many of the extra opportunities were unable to operate all year, however, where possible programs and activities ran as normal. It was impressive to see the dedication of staff and community to continue to provide quality learning opportunities during this challenging time.

We are so fortunate to have such a dedicated team of staff who are committed to ensuring our students always reach their potential in a safe, happy and creative environment. Our teaching, administrative and support staff consistently go above and beyond the call of duty for the children in their care and work in a cohesive team which I really feel puts them in a league of their own. As Principal of Lane Cove West Public School, I am truly optimistic about what it is that we have before us as we work hand in hand to create an inspiring school full of exceptional opportunities for all. In every facet of school life we are determined as a school community to achieve excellence.

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School vision

Lane Cove West Public School provides an innovative, inclusive and futures focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.

School context

Lane Cove West Public School is located in the lower North Shore of Sydney with an enrolment of 612 students, 24 classes K-6. The school has 33% of students from Non English speaking backgrounds.

The school is committed to providing a welcoming school environment where students are nurtured, guided, challenged and inspired to learn and create. Through a strong focus on the key learning areas the school is committed to ensuring that every student has the best possible opportunity to achieve academic success. Embracing contemporary pedagogies, students develop their communication and collaboration skills, creative and critical thinking skills and problem solving ability through differentiated, explicit, futures focused teaching and learning opportunities that embrace innovative tools to redesign learning tasks.

Enrichment opportunities are provided for all students K-6 through a specialised sporting program, expert creative arts teachers and a Mandarin program cultivating student's language skills and cultural knowledge. Dedicated STEM teachers provide all students with an innovative education in the learning of science, technology, engineering and mathematics in an interdisciplinary approach in which students gain and apply knowledge, deepen their understanding and develop creative and critical thinking skills within an authentic context. Other opportunities provided to students include a band program, and extra-curricula opportunities in debating, public speaking, mindfulness, choir, dance, robotics, chess and coding, science and art clubs.

With students at the centre of all decision making, teachers work collaboratively for their ongoing learning by creating challenging, engaging and differentiated learning opportunities that embed the Visible Learning pedagogy. Students are motivated and supported to reach their individual full potential as learners, leaders and citizens. Teachers set high expectations for all, whilst building the foundations to develop resilient, responsible and respectful individuals who are equipped for future success and wellbeing.

Parents are valued as active partners in their child's education and there is a strong link between school and home. The community actively supports all school initiatives to ensure the best educational opportunities for all students.

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Self-assessment and school achievement

This section of the annual report outlines the findings from self-assessment using the School Excellence Framework, school achievements and the next steps to be pursued.

This year, our school undertook self-assessment using the School Excellence Framework. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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

For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching-and- learning/school-excellence-and-accountability

Self-assessment using the School Excellence Framework Elements 2020 School Assessment LEARNING: Learning Culture Excelling LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Excelling LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Excelling TEACHING: Data skills and use Delivering TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Excelling LEADING: Educational leadership Excelling LEADING: School planning, implementation and Excelling reporting LEADING: School resources Excelling LEADING: Management practices and processes Sustaining and Growing

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Strategic Direction 1

Engaged and Challenged Visible Learners

Purpose

To develop the capacity of all students to be empowered visible learners with aspirational expectations of learning, progress and achievement. Whole school classroom environments and learning opportunities are challenging and engaging with student voice and feedback informing ongoing, consistent and reliable assessment practices. The school External Validation process highlighted the need for the school to strengthen our engagement with evidence-based practice.

Improvement Measures

Improve the overall percentage of students working at or above expected growth in Year 5 NAPLAN writing

Year 3 NAPLAN results sustain over 70% of students in top two NAPLAN bands in writing.

Qualitative data shows improvement in staff capacity to embed Critical and Creative Thinking skills through the ACARA Learning continuum.

100% of students will be able to identify their literacy and numeracy goals against the progressions.

Progress towards achieving improvement measures

Process 1: Improved writing outcomes K-6 through the Self-Regulated Strategy Development Program.

Evaluation Funds Expended (Resources)

Student qualitative survey results in Tell Them From me open-ended • Instructional Leader in writing questions, state that the Seven Steps to Writing Success have: 'helped make • Stage 2 teachers needed rubric writing more exciting by making the readers wonder what happens next', rockets 'helps make writing more interesting and detailed', 'helped me organise my • Exemplars that meet success writing and improve it', 'it tells me what I need to do to succeed'. Quantitative criteria measure of their survey results find that 77% said that it had a positive • Continuum of learning for students impact. to evaluate themselves against

Process 2: Implementation of K-6 STEM (Science, Technology, Engineering, Mathematics) program in line with the new Science and Technology Curriculum.

Evaluation Funds Expended (Resources)

STEM programs that were collaboratively developed by Lane Cove West • Professional learning on the 8 Ways Public School's STEM teachers in 2018, incorporating outcomes from the of Learning for inquiry new Science and Technology K - 6 Syllabus (2017), were adapted and taught • Native plants for the bush tucker independently by classroom teachers. 'Learning Intentions' and 'Success garden. Bird boxes Criteria' were included in all STEM programs and formative assessment • Updating of Robotics and gardening practices, such as 'Exit Slips' and co-developed marking rubrics, added to resources lesson sequences. Student understanding of design thinking processes was • Time for teachers to update developed through design and make-focussed units completed by all Stages programs during Term 3: 'Under the Sea' in Early Stage 1, 'Tiny Towns' in Stage 1, • Cardboard for Tiny Towns unit 'Shelters' in Stage 2 and models incorporating electrical circuits in Stage 3. • 3D printers Students' technological literacy was developed through the utilisation of • Student surveys. diverse technological resources across all KLAs, including VR equipment, robotics and a wide variety of applications on the school's iPads and laptops. During remote learning, students learnt to video-conference with their teachers via Zoom and complete work via the Seesaw platform. In order to develop a sustainable model of technology use at Lane Cove West Public School, a school and parent committee was established to look at the feasibility of commencing a BYOD program and the school community surveyed as to their preferences. This consultation process will continue next year.

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Progress towards achieving improvement measures

In partnership with an external contractor, Urban Landscapes, Stage 2 students completed a project-based learning task to redevelop the sandpit area in the playground. Students participated in a series of field-building activities developed by Urban Landscapes before preparing design proposals that were then presented to the company, who will incorporate these ideas in their final design that will be built next year. As part of a community-funded 'Bird and Bee Highway' program, Stage 2 students planted a range of native plants in the school's bush-tucker garden and installed three bird-boxes to help encourage the return of native pollinators to the gardens. The student- designed Sensory Garden was opened in Term 3 and used regularly by classes as an outdoor learning space.

School environmental programs, including 'Take 3 for the Sea', composting, recycling of paper, plastic, batteries, and printer/toner cartridges, were continued. The cross-curriculum priorities of 'Sustainability' and 'Aboriginal and Torres Strait Islander Histories and Cultures' were incorporated within Stage programs in STEM, and Stage 2 participated in an excursion to Centennial Park where they completed a module on sustainability.

Student interest and engagement in science and technology was developed through a whole-school Science Day, where students participated in a range of hands-on experiments as well as a Science Kahoot, and extra-curricular programs including Minecraft Club and Stage 1 Robotics, were run until COVID restrictions came into place.

Process 3: Implementation of a K-6 Differentiating the Mathematics Curriculum for Every Learner.

Evaluation Funds Expended (Resources)

All programs K-6 contain LISC, number sense and differentiated activities. • Time to create pre and post tests for mathematics units All students 2-6 completed the PAT. Maths PAT data was collected at the • Registration for Maths Olympiad and start of both Semester 1 and 2 for Year 2 students. Most students showed teachers' time to enable opportunity to growth, however, from analysing the data, it was clear to see that number is occur an area of weakness for Year 2 students. To support development teachers • Printing of SENA booklets for all will implement 5-minute number revision questions at the start of lessons to students develop an understanding of language and number. Overall in Stage 2, PAT • Creation of surveys to support data Numeracy results show measurement and geometry are areas requiring collection future focus with students answering less than 50% of the questions correctly. In Year 3 measurement the percentage of questions answered correctly ranged from 32-84% and in Year 4 geometry it was 18-91%. In Year 5 Numeracy, 5 students out of 76 scored below the expected stanine of four. 18 scored in the top two stanines (23.68%). Trend with difficult measurement and geometry questions being areas for improvement in Year 5. In Year 6 Numeracy, no students performed below expected stanine of 4. 13 students of 76 (17.1%) scored in the top two stanines. Mixed results for Year 6 without any stand out areas for improvement, however 41% Number questions were answered correctly by less than half of year 6 students.

All student SENA booklets from Kindergarten and Year 1 were updated and will be handed over to the new teacher to support the teacher's understanding of student progress and achievement. SENA assessment data has been collected in Semester 1 and Semester 2 for Year 1 students.

Data collected informed teachers of areas and strategies that needed continuing support and development. It also identified students who were achieving above grade expectations allowing teachers to differentiate for students.

All Stage 2 students completed weekly pre and post-tests in mathematics lessons. Students also completed retention tests for each sub-strand. Retention tests show knowledge retained and the progress of students in relation to grade level.

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Progress towards achieving improvement measures

Stage 2 and 3 pre and post-test have been implemented into all programs. Due to COVID-19 World Maths Day did not take place.

48 students in Stage 3 completed in the Maths Olympiad. Results showed that two students performed very well and the remaining students all performed similarly with an average of 50%.

Process 4: Empowered Visible Learners with aspirational expectations for learning.

Evaluation Funds Expended (Resources)

All students at Lane Cove West Public School make one year's progress in • Time during stage meetings to all Key Learning Areas (literacy and numeracy) and exhibit the characteristics further develop success criteria of an assessment-capable visible learner. (They understand what they are • Professional learning on feedback learning, how they are going, where they will go next, and can interpret and development of a consistent assessment results and act on this understanding) language to be used whole school • Development of continuum for Learning Intentions and Success Criteria, as well as 'This is because' have writing and mathematics so students continued to be implemented across all Key Learning Areas. Teachers have are able to articulate where to next programmed for the Learning Intention and Success Criteria to be checked • Learning Pit in every classroom back in on during the lesson and also program so particular lessons use co- • PL on how to effectively use of LISC constructed Success Criteria where appropriate. Every classroom embeds in writing, mathematics and specialist practice of developing learning goals that focus on literacy and numeracy. programs • Data collection - creation of surveys, 362 Year 2 - 6 students completed the Semester 2 student survey. walk through checklists and group • Teacher uses LI in writing: 96.41% of students agree at least most of the questions time, with 87.29% agreeing it is used always • Time to collect data - ten casuals, • Teacher uses SC in writing: 95.01% of students agree at least most of $5000 the time, with 84.25% agreeing it is used always • Teacher uses LI in mathematics 95.58% of students agree at least most of the time, with 84.81% agree it is used always • Teacher uses SC in mathematics: 93.92% of students agree at least most of the time, with 82.04% agreeing it is used always Walkthrough Interviews during data collection include collecting information about our students' ability to describe what they are learning at that point in time. This semester showed enormous growth in students referencing the specific learning intention when asked "What are you learning at the moment?" 46.6% of students in K-6 could clearly articulate the lesson's Learning Intention in writing, compared to 22.5% in 2019 and 54.8% could clearly articulate the lesson's Learning Intention in mathematics, compared to 43.8% in 2019.

A focus for 2021 is to create 'Learning Intentions' and 'Success Criteria' that embed SOLO taxonomy verbs in differentiated success criteria in the area of mathematics with the intention for it to flow into other areas. Professional development by Corwin will support teachers in this process.

Feedback and Assessment • 80.67% of students feel encouraged to seek feedback from their teacher always or most of the time (2019 74.77%) • 61.05% of students feel encouraged to seek feedback from their peers always or most of the time (2019 70.14%) • 82.32% of students agree that their teacher gives them feedback on how they went on an activity always or most of the time (2019 77.09%). 15.47% felt they got feedback sometimes (2019 19.21%). 2.21% (8 students) feel they do not receive feedback (2019 16 students) • 89.23% of students agreed that their teacher uses a range of assessment to understand what they know (2019 83.10%) • 80.39% of students agreed that their teacher gives them advice on where to next in their learning always or most of the time (2019 77.31%).16.85% feel they were given advice sometimes (2019 18.06%) and 2.76% (10 students) feel that they do not receive any advice from their teacher. Learning

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Progress towards achieving improvement measures

During focus groups, classes showed a decline in referencing the Learning Dispositions from last year with 53.8% of K-2 classes referencing the Dispositions compared to 92.3% in 2019. 3 - 6 showed similar results with 36.3% of classes referencing the Dispositions this year, versus 100% in 2019. These results most likely reflect the impact of COVID-19 had in Term 1 when these lessons are explicitly taught.

The focus for 2021 will be to explicitly teach the Dispositions in Term 1 as well as ensuring the integration of links to the dispositions in teaching and learning programs across key learning areas. Teachers will continue to use the language of dispositions in merit awards and in reports to demonstrate how students have used the qualities of effective learners in their learning journey.

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Strategic Direction 2

Evidence-based Futures Focused Teaching and Leadership Practices

Purpose

To maximise a commitment to distributed instructional leadership to sustain a culture of continuous, successful, evidence-based teaching and learning. Teaching and learning programs are dynamic, ensuring the most effective evidence-based and innovative teaching strategies optimise learning progress for all students, across the full range of abilities. Student learning will be fostered at Lane Cove West by high quality teaching and leadership. An analysis of the School Excellence Framework in the domains of 'Teaching' and 'Leading' determined the direction of the school's future priorities.

Improvement Measures

Our school demonstrates growth towards 'exceling' in the 'teaching' and 'learning' domains in the School Excellence Framework.

Current and aspiring leaders develop their leadership capacity for innovation and best practice in teaching and learning to become dynamic facilitators of student learning.

Progress towards achieving improvement measures

Process 1: Staff Professional Learning is targeted to support evidence-based strategies to strengthen the teaching of STEM.

Evaluation Funds Expended (Resources)

The Science and Technology and STEM Strategic Direction Committee met • Time for committees to meet regularly throughout the year, driving the integration of research-based STEM • Professional learning by STEM initiatives within Stage programs and supporting colleagues with the committee members on the integration utilisation of new technologies. During remote learning, all staff were of technology equipment into upskilled in the use of the video conferencing platform Zoom and work- programs sharing platform Seesaw, and as a result teachers were able to successfully • Time to complete Makerspace final communicate with, and set work for, students unable to attend school due to report - one casual $500 COVID-19. New Promethean interactive boards were installed in five • Professional learning on how to use classrooms and excess interactive white boards relocated to other classes. robotics and VR equipment Due to COVID-19 restrictions, plans to run whole-school professional • Upskilling of staff in the use of learning sessions in the use of new technologies were postponed until 2021. Seesaw, Zoom and other applications for home learning

Process 2: Leadership development to drive whole school improvement in evidence-based, innovative teaching practice.

Evaluation Funds Expended (Resources)

Throughout the year the Instructional Leader in writing worked with all • Instructional Leader in writing classes from K - 6 to upskill teacher capacity in explicitly teaching the Seven • Professional learning for Steps to Writing Success. Students displayed strong engagement and Instructional Leader and two other enthusiasm across all stages and developed skills in application. In Stage 3, teachers in 7 Steps to Writing Success effect sizes were used to analyse the impact of the program using pre- and - 2 casuals - $1000 post-assessment data. With 0.4 deemed as the hinge point for positive • Professional development of staff in impact on student achievement, the data analysed in Term 3 saw that the 7 Steps to Writing Success average effect size for Year 5 was 1.41 and for Year 6, 1.01. • Professional learning session where teachers share VL ideas At the end of Term 2, teachers were surveyed about the implementation of • Staff development day on a the 7 Steps to Writing Success. 94.7% found a positive improvement to Saturday student writing since the 7 steps were implemented. 68% of teachers found • Collaboration with Corwin Australia there to be no limitations during the implementation of the writing program. Of to have instructor present at staff the 32% who found limitations, 60% based their reasons on time, and the development day - $10,000 other 40% found the student's informative writing to be too creative rather • Student work samples used for than factual. consistent teacher judgement session • Data collection - two casuals $1000

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Progress towards achieving improvement measures

Teacher qualitative survey results in Tell Them From me open-ended • Time for teachers to develop questions, state that the writing instruction over the last two years have: program to incorporate 7 Steps to provided 'clear strategies to enable quality writing', 'made teaching writing Writing Success enjoyable', seen 'benefits for high ability writers to improve their work', deeper 'knowledge of writing techniques'.

The Writing Committee continued to revise the whole school writing rubrics that were mapped against the literacy progressions creating texts element. The rubrics were adapted for the informative and persuasive writing genres.

The inquiry-based HSIE model has continued to be implemented across Years 1-6, where classroom teacher's team teach in the library with the teacher librarian. Programs were developed collaboratively within stages and with consultation with the HSIE committee. These programs were developed to allow opportunities for explicit teaching to build the foundation for inquiry research. All staff worked to embed learning intentions and success criteria into HSIE programs. Students were able to access a range of sources to complete research through the use of technology and library resources. The HSIE committee will plan additional professional learning to be run with all staff in early 2021.

Process 3: Build leadership team capacity in high school performance culture and high quality service delivery.

Evaluation Funds Expended (Resources)

The Visible Learning (VL) leadership team reviewed the action plan through • Professional learning for staff on staff collaboration to ensure that the action plan had input from all staff. They building behaviour support in the developed and presented the disposition lessons to staff to ensure consistent classroom implementation of the dispositions across the school. A Sharing of Successes • Time for transition meetings - 16 was introduced into professional development once a term to share and casuals $8000, 2020 class teacher, celebrate what Visible Learning strategies teachers have been implementing. 2021 class teacher, member of the This has meant that all staff have been able to see what each grade has learning and support team, student's been implementing. All staff attended a professional learning day on Creating parents. assessments for teaching and learning SOLO taxonomy. The VL leadership • Time for committees to meet team followed this up by leading staff through the evaluation of programs to • Department of Education better incorporate SOLO taxonomy. The VL leadership team engaged in a Mathematics Consultant meeting with day VL course on Leadership into Action to further develop their knowledge mathematics committee and skills as leaders. • Giant Steps partnership - casuals to cover teacher visits, time to create The Learning and Support (L&S) team fostered a partnership with Giant final report of disability initiative Steps, led and supported teachers in the implementation of practical • Staff development day delivered by strategies for supporting individuals with autism, with guidance from Giant Corwin Australia on Creating Steps, and created profiles on students with disabilities. The L&S team Assessments for Teaching and supported staff with the development of individual risk management plans, Learning SOLO Taxonomy - $5000 individual education plans and the identification and implementation of • Leadership development day adjustments for students. The L&S team led transition meetings that involved delivered by Corwin Australia on the student's previous teacher, the current teacher and the parents to support Leadership into Action - $7000 to student learning. cover causals and Corwin Australia • Casuals for teachers to create All staff were part of a strategic committee and a KLA committee. As profiles on students with disabilities - members of a committee they were responsible for confirming the 2020 $1500 milestones, assigning roles and responsibilities, finalising budget • Professional development of two requirements and ensuring that milestone activities were completed. Further staff in Smiling Minds, Department to this, all staff were involved in the School Excellence Framework evaluation initiative - 2 casuals $1000 based on evidence that staff identified. All staff were involved in the • Staff professional learning in Smiling situational analysis; evaluating school data and identifying areas of Minds improvement for the future.

Two staff led a Department of Education initiative that introduced Smiling Minds into the school to improve student and staff mental health. The staff attended professional development about Smiling Minds and developed a K- 6 program that was used in the classroom by all teachers. The staff delivered professional learning to the entire school and incorporated Smiling Minds into the staff meeting each week to encourage staff to participate in Smiling Minds

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Progress towards achieving improvement measures for positive mental health benefits.

An instructional leader role was created in 2020 to target writing across the school as writing was identified through NAPLAN as an area of need. The teacher attended professional development on Self-Regulated Strategy Development (SRSD) and the Seven Steps to Writing Success. She then developed a program for the year, delivered professional learning to all staff before team teaching in all K-6 classes.

The mathematics committee targeted differentiation to better extend all students in the school. The committee formed a partnership with the Department of Education Mathematics Consultants Penny Ellis and Lorell Masters. The mathematics committee reviewed current practices, surveyed teachers to identify areas of need and delivered professional development to all staff.

Process 4: Staff Professional Learning is targeted to support evidence-based strategies to strengthen the teaching of differentiated Mathematics for every learner.

Evaluation Funds Expended (Resources)

All programs were checked by Assistant Principals every term and met NESA • Creation of mathematics resources; requirements. number sense, open-ended questions, differentiated activities and Sharing sessions in differentiation supported teachers in the development of assessments quality teaching and learning programs. A survey of staff taken in September • Professional learning time to share 2020 showed that over 70% of staff were either reasonably or very confident mathematics resources differentiating a mathematics task. Only one staff member indicated that they • PAT (Progressive Achievement were not at all confident. Tests) subscription for Year 2 - 6; $2200 QUICKSMART operated across Years 3-6 classes developing identified • SENA records students' basic number concepts. • QUICKSMART program • Department of Education Due to COVID19 the K-6 Mathematics Workshops organised and run by the Mathematics Consultants Department of Education were cancelled. However, Department of Education Mathematics Consultants Penni Ellis and Lorelle Masters were able to work with the school to develop teachers' ability to implement quality teaching and learning mathematics programs through targeted professional learning. This included teachers participating in observations of other staff using differentiation, looking at the six thinking hats in relation to mathematics, developing a better understanding of how to extend our top students, how to support all high potential and gifted students and looking closely at the Revisiting gifted education document to further teacher understanding.

Students in Stage 1, 2 and 3 completed the PAT. Teachers analysed PAT data in stage groups. Teachers made observations that informed programming and supported teachers to identify students that were working above and below grade level so that adjustments and modifications could be made to better support all students. Maths PAT data was collected at the start of both Semester 1 and 2 for Year 2 students. Most students showed growth, however, from analysing the data, it was clear to see that number is an area of weakness for Year 2 students. To support development teachers will implement 5-minute number revision questions at the start of lessons to develop an understanding of language and number. Overall in Stage 2, PAT Numeracy results show measurement and geometry are areas requiring future focus with students answering less than 50% of the questions correctly. In Year 3 measurement the percentage of questions answered correctly ranged from 32-84% and in Year 4 geometry it was 18-91%.In Year 5 Numeracy, five students out of 76 scored below the expected stanine of four. 18 scored in the top two stanines (23.68%). Trend with difficult measurement and geometry questions being areas for improvement in Year 5. In Year 6 Numeracy, no students performed below expected stanine of 4. 13 students of 76 (17.1%) scored in the top two stanines. Mixed results for year 6 without any stand out areas for improvement, however 41% Number

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Progress towards achieving improvement measures questions were answered correctly by less than half of year 6 students.

SENA assessments completed in Semester 1 and Semester 2 highlighted the mathematical strategies used across the grade. This assisted planning of groupings in class time and students requiring extension and differentiation. Data collected informed teachers of areas and strategies that needed continuing support and development. It also identified students who were achieving above grade expectations allowing teachers to differentiate for students.

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Strategic Direction 3

Emotional Intelligence and Community Connectedness

Purpose

To develop a whole school commitment to creating quality learning and wellbeing opportunities for students, strengthening their cognitive, physical, social, emotional and spiritual development. The school's priority is that every student is known, valued and cared for in our school. The school further strengthens a culture that fosters community connectedness. All school stakeholders identified 'Emotional Intelligence and Community Connectedness' as a focus for Lane Cove West Public School.

Improvement Measures

Whole school community surveys indicate a high level of satisfaction in relation to whole school approaches to wellbeing, clearly defined core value expectations and teaching and learning environments

Wellbeing self assessment tool to provide evidence that programs support students across all domains of wellbeing

Students identified as having a disability or additional learning needs under the National Disability Data Collection have learning adjustments implemented

100% successful implementation of whole school, class and individual wellbeing programs

Progress towards achieving improvement measures

Process 1: Whole school research-based wellbeing programs are evident that develop positive relationships and builds resilience.

Evaluation Funds Expended (Resources)

During 2020, a whole school mindfulness program was implemented to foster • Professional learning on The the wellbeing of all students and staff. Two teachers completed an intensive Resilience Doughnut model by Lyn training course on mindfulness (Smiling Mind) in Term 2 and then shared Worsley their knowledge by training all LCWPS on the Term 3 SDD. Staff were • Time for team to develop a program introduced to Mindfulness through practice and the sharing of research data on the Resilience Doughnut - four demonstrating that mindfulness can improve student achievement as well as casuals $2000 improve their wellbeing. • Workshop for parents to understand the Resilience Doughnut concept The whole school mindfulness program was introduced in Term 3 and • Professional development of staff in continued through to the end of Term 4. The program consisted of a daily the use Smiling Minds mindfulness practice (for 3-5 sessions a week) in class after an introductory discussion session. Following the practise there was a debriefing session for students to discuss feelings and thoughts from the actual practice. Students were also provided with follow up homework activities that matched the in class weekly topics. These homework topics were also communicated in the weekly school newsletter.

Quantitative data shows that 89% of teachers have seen benefits in their students as a result of implementing the mindfulness program. 88% of teachers commented that the level of calmness in their students has improved and 60% of teachers have seen an improvement in their students' behaviour. 82% of teachers felt that the program was easily accessible and easy to implement and were happy to continue the program. Some qualitative comments state that 'children are now becoming much better at regulating their emotions' and 'I can see that when they are stuck with learning they now take a step back, take breaths then attempt it again'.

Survey results also indicate that students feel that the mindfulness program has had a positive effect on them. Qualitative data indicates that 79% of students feel calmer each day due to Smiling Mind and 49% of students feel their focus has improved as a result. In terms of wellbeing, 47% of students responded that they are now feeling happier after having participated in the

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Progress towards achieving improvement measures program. Some qualitative comments state that 'I loved being calm and relaxed after lunch' and 'I liked the quiet time with no loud noises and the deep breathing to help me solve problems mentally'.

Process 2: LST utilises consistent collection of qualitative and quantitative student learning and wellbeing data to ensure accurate identification procedures and targeted programs.

Evaluation Funds Expended (Resources)

The Learning and Support Team continued to ensure that students were the • Time for transition meetings - 16 focus of our decisions by meeting every Monday to discuss individual casuals $8000, 2020 class teacher, referrals and school wide initiatives. The Learning and Support Team is 2021 class teacher, member of the comprised of the Principal, Deputy Principal, Assistant Principals, School learning and support team, student's Psychologist, Learning and Support teachers and classroom teachers. Covid- parents. 19 affected the number of referrals made, as many of our students were • Weekly meetings for Learning learning remotely for a significant time period. Support Team • Allocated time each term to enter Every term in Week 5 staff were given time during a staff meeting to update adjustments for students and review student adjustments. During this time the Learning and Support • Allocated time to meet weekly with Team would assist teachers to ensure that all the data was accurate and School Learning and Support Officers specific to the students. 153 students (25%) were identified as requiring • Funding through Disability Initiative adjustments and were included in our National Consistent Collection of Data • Professional learning of teachers in of students with disabilities, 74 students across the school were supported Initial Lit with quality differentiation, 64 with supplementary adjustment, nine with a substantial adjustment and five with an extensive adjustment. At the end of the year, handover notes were written for over 180 students.

90 transition meetings were held at the beginning of the year between parents, 2019 and 2020 classroom teachers and a member of the Learning and Support team to discuss and update adjustments and personalised learning and support plans for students for the commencement of the 2020 school year.

36 students were referred to the Learning Support Team, and discussed in a weekly meeting. Strategies were put in place, referrals to the School Psychologist were made (where necessary) and meetings with parents organised. All students were reviewed in Week 2 of the following term.

To support the changing student population and increased number of funded students, four additional School Learning and Support Officers (SLSO) were employed at the school, bringing the total number to ten. The cost of these staff members was partly covered by the school to ensure high quality support for over 17 students with educational challenges. We successfully trained our SLSO team to deliver a higher level of support for our two new Kindergarten students who are non-verbal, with extensive adjustments and rely on devices for communication. They have embraced these challenges and demonstrated true inclusion in a mainstream setting.

This year, we successfully applied for a grant through the Disability Initiative and formed a partnership with Giant Steps. This involved professional learning, observations at both schools and support in implementing new strategies for our students with a diagnosis of Autism Spectrum Disorder. As a result, our staff are better equipped to cater for and understand the needs of these students. All ASD students now have sensory plans in place and ongoing data is being collected to demonstrate the effectiveness of monitoring over-arousal and under-arousal. Staff have also implemented a range of new techniques like swing tags, emotional regulation charts, visual supports and sensory options. The professional learning was in the areas of Positive Behaviour Support, Managing Sensory Needs and Interoception in the Classroom.

Professional learning was delivered to staff to ensure that staff are aware of the Learning and Support referral process, the Learning Support Profiles of our 2020 students, the NCCD process, and how to update adjustments. The

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Progress towards achieving improvement measures

Vision team also delivered a session on our students with vision impairment for 2021.

The MiniLit program identified and then supported 43 students throughout the year across grades K-2. We were unable to implement the MultiLit Reading Tutor Program due to Covid-19 restrictions. The InitialLit program was extended this year and implemented in both Kindergarten and Year 1 classes. The explicit phonics instruction method of the program has shown an improvement in student results, with significantly less students requiring intervention and withdrawal. The school decided that the Quicksmart program, which fouses on speed and accuracy of number facts, would be rolled out within classrooms by class teachers in Years 3-6. This program catered for a small group of students from grades 3-6. All year groups were supported by a Literacy/Numeracy teacher two days per week, who worked in classrooms to deliver targeted support for a term. This support was negotiated with class teachers, in response to identified needs.

In 2021, Learning and Support will continue to be a priority for the school with all existing programs continuing.

Process 3: School and community work in partnership to improve communication and community involvement within the school.

Evaluation Funds Expended (Resources)

School and Community partnership was a high priority for 2019 with a • Venue for the Kindergarten Parent number of P&C events well supported by the community including: Movie drinks Night, Kindergarten Welcome Drinks, Social Night and Art Auction, Mother's • Photos and data to update school Day and Father's Day Breakfasts, Trivia Night, Spring Fair, School Disco and website P&C Meetings. The school Parent Information Evening and Parent Teacher • School hall and classrooms for Interviews were very well supported. parent teacher evening • Students learning progress for The school held a number of Parent Forums which were well attended student led parent teacher including 95 parents attending Transition Meetings, and over 100 parents conferences attending the Helping Your Child With Anxiety and Resilient Doughnut • Lyn Worsley to present the workshops. The Visible Learning Parent Forums were also very well Resilience Doughnut to parents received.

Communication between home and school continued to be a priority with our school website updated and school events more publicly available and accessible to parents. The school introduced SeeSaw to enable student work and photos available throughout the week.

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Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability Funding Sources: The Learning and Support Team continued to ensure that students were the focus of our Low Level adjustment for decisions by meeting regularly, every disability $89,540 Monday, to discuss individual referrals and school wide initiatives. The Learning and Targeted funding Support Team is comprised of the Principal, $313,585 Deputy Principal, Assistant Principals, School Psychologist, Learning and Support teachers and classroom teachers. Covid-19 affected the number of referrals made, as many of our students were learning remotely for a significant time period.

Every term in Week 5 staff were given time during a staff meeting to update and review student adjustments. During this time the Learning and Support Team would assist teachers to ensure that all the data was accurate and specific to the students. 153 students (25%) were identified as requiring adjustments and were included in our National Consistent Collection of Data of students with disabilities, 74 students across the school were supported with quality differentiation, 64 with supplementary adjustment, nine with a substantial adjustment and five with an extensive adjustment. At the end of the year, handover notes were written for over 180 students.

To support the changing student population and increased number of funded students, four additional School Learning and Support Officers (SLSO) were employed at the school, bringing the total number to 10. The cost of these staff members was partly covered by the school to ensure high quality support for over 17 students with educational challenges. We successfully trained our SLSO team to deliver a higher level of support for our two new Kindergarten students who are non- verbal, with extensive adjustments and rely on devices for communication. They have embraced these challenges and demonstrated true inclusion in a mainstream setting.

This year, we successfully applied for a grant through the Disability Initiative and formed a

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Low level adjustment for disability Funding Sources: partnership with Giant Steps. This involved professional learning, observations at both Low Level adjustment for schools and support in implementing new disability $89,540 strategies for our students with a diagnosis of Autism Spectrum Disorder. As a result, our Targeted funding staff are better equipped to cater for and $313,585 understand the needs of these students. All ASD students now have sensory plans in place and ongoing data is being collected to demonstrate the effectiveness of monitoring over-arousal and under-arousal. Staff have also implemented a range of new techniques like swing tags, emotional regulation charts, visual supports and sensory options. The professional learning was in the areas of Positive Behaviour Support, Managing Sensory Needs and Interoception in the Classroom.

In 2021, Learning and Support will continue to be a priority for the school with all existing programs continuing.

Quality Teaching, Successful Funding Sources: Throughout the year the Instructional Leader Students (QTSS) in writing worked $110,915 - Instructional with all classes from K - 6 to upskill teacher leader capacity in explicitly teaching the Seven Steps to Writing Success. Students displayed strong engagement and enthusiasm across all stages and developed skills in application. In Stage 3, effect sizes were used to analyse the impact of the program using pre- and post-assessment data. With 0.4 deemed as the hinge point for positive impact on

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Quality Teaching, Successful Funding Sources: student achievement, the data analysed in Students (QTSS) Term 3 saw that the average effect $110,915 - Instructional size for Year 5 was 1.41 and for Year 6, 1.01. leader At the end of Term 2, teachers were surveyed about the implementation of the 7 Steps to Writing Success. 94.7% found a positive improvement to student writing since the 7 steps were implemented. 68% of teachers found there to be no limitations during the implementation of the writing program. Of the 32% who found limitations, 60% based their reasons on time, and the other 40% found the student's informative writing to be too creative rather than factual.

Teacher qualitative survey results in Tell Them From me open-ended questions, state that the writing instruction over the last two years have: provided 'clear strategies to enable quality writing', 'made teaching writing enjoyable', seen 'benefits for high ability writers to improve their work', deeper 'knowledge of writing techniques'.

Socio-economic background Funding Sources: Lane Cove West Public School's English as an Additional Language or Dialect allocation English language increased from 0.6 to 0.8 from 2019 to 2020 proficiency $88,687 due the number of New Arrival enrolments. Funding was used to provide in class and Socio-economic withdrawal group support for New Arrival and background $5,595 LBOTE students by a qualified specialist EAL/D teacher, making accessible all areas of the curriculum and increasing student levels of engagement and participation.

Professional development was delivered, by

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Socio-economic background Funding Sources: the EAL/D teacher, to 13 teachers on the EAL/D learning progressions, how to report to English language parents and the importance of differentiation proficiency $88,687 for EAL/D students. Teachers were provided with the EAL/D progressions, the ACRA Socio-economic EAL/D teaching strategies, a list of suggested background $5,595 report comments and ways to support students in the classroom. In addition to this, teachers were upskilled on ways to differentiate assessment tasks in line with student's cultural backgrounds, educational limitations and financial restrictions (i.e. lack of home iPad and computers). All the teachers involved relayed that they had a greater understanding of the role of an EAL/D teacher, and that the backgrounds and previous experience of students is a key factor in providing achievable outcomes. In 2021, the school's EAL/D allocation will be reduced to 0.6 due to Covid19 restrictions and limited New Arrivals from overseas countries. The funding will be used to support EAL/D students in Literacy and Numeracy through in class and small withdrawal groups.

Support for beginning teachers Funding Sources: Two staff members completed accreditation at proficient through NESA. Support for beginning teachers $8,750 Six new scheme teachers were supported throughout the year through the Beginning Teacher Mentor Program in programming, creating quality assessments, writing semester reports, assistance in setting up classrooms and behaviour management.

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Student information

Student enrolment profile Enrolments Students 2017 2018 2019 2020 Boys 324 322 329 320 Girls 264 267 284 285

Student attendance profile School Year 2017 2018 2019 2020 K 96.3 96 95.5 92.8 1 95.7 95.7 94.6 92 2 96.2 95.8 95.3 93.5 3 97.2 95.4 95.6 92.5 4 96.1 95.8 95 92.7 5 96.2 93.2 95.2 94.5 6 96 94.7 93.9 92.4 All Years 96.3 95.3 95 92.9 State DoE Year 2017 2018 2019 2020 K 94.4 93.8 93.1 92.4 1 93.8 93.4 92.7 91.7 2 94 93.5 93 92 3 94.1 93.6 93 92.1 4 93.9 93.4 92.9 92 5 93.8 93.2 92.8 92 6 93.3 92.5 92.1 91.8 All Years 93.9 93.4 92.8 92

NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic. The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 March to 22 May. During this period, schools monitored engagement with learning to determine whether students were marked present. This changed the attendance measure. There was also some evidence of varied marking practices as schools adjusted to the learning from home period, with some schools recording higher attendance rates while others recording markedly lower rates.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.

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Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non-attendance.

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Workforce information

Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teacher(s) 23.11 Literacy and Numeracy Intervention 0.4 Learning and Support Teacher(s) 0.5 Teacher Librarian 1.2 Teacher ESL 0.2 School Counsellor 1 School Administration and Support Staff 4.06

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres Strait Islander People.

Workforce ATSI Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 6.30% Teachers 3.30% 2.80%

Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non-teaching staff in line with school and Departmental priorities.

In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachers

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and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.

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Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.

2020 Actual ($) Opening Balance 883,257 Revenue 6,281,513 Appropriation 5,298,848 Sale of Goods and Services 15,531 Grants and contributions 960,463 Investment income 3,711 Other revenue 2,960 Expenses -5,827,789 Employee related -4,963,285 Operating expenses -864,504 Surplus / deficit for the year 453,725 Closing Balance 1,336,981

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.

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Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2020 Approved SBA ($) Targeted Total 313,585 Equity Total 183,822 Equity - Aboriginal 0 Equity - Socio-economic 5,595 Equity - Language 88,687 Equity - Disability 89,540 Base Total 4,246,722 Base - Per Capita 147,429 Base - Location 0 Base - Other 4,099,293 Other Total 366,902 Grand Total 5,111,031

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.

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School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Go to myschool.edu.au to access the school data.

2020 NAPLAN

As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to the COVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.

The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuation of current NAPLAN governance arrangements through 2021.

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Parent/caregiver, student, teacher satisfaction

Parents /Carers satisfaction

The following statistics are based on data from 76 respondents that completed the 2020 Tell Them From Me Survey.

Parents feel welcome

School Mean (NSW Govt Norm) 7.5 (7.4)

I feel welcome when I visit the school. 7.5

I can easily speak with my child's teachers. 7.9

I am well informed about school activities. 8.1

Teachers listen to concerns I have. 7.7

I can easily speak with the school principal. 6.6

Written information from the school is in clear, plain language. 8.3

Parent activities are scheduled at times when I can attend. 6.8

The school's administrative staff are helpful when I have a question or problem. 7.4

Parents are informed

School Mean (NSW Govt Norm) 6.7 (6.6)

Reports on my child's progress are written in terms I understand. 7.9

If there were concerns with my child's behaviour at school, the teachers would inform me immediately. 7.5

I am informed about my child's behaviour at school, whether positive or negative. 6.7

The teachers would inform me if my child were not making adequate progress in school subjects. 6.7

I am well informed about my child's progress in school subjects. 6.6

I am informed about opportunities concerning my child's future. 5.8

I am informed about my child's social and emotional development. 5.9

School supports learning

School Mean (NSW Govt Norm) 7.2 (7.3)

Teachers have high expectations for my child to succeed. 6.9

Teachers show an interest in my child's learning. 7.8

My child is encouraged to do his or her best work. 7.9

Teachers take account of my child's needs, abilities, and interests. 7.2

Teachers expect homework to be done on time. 6.4

Teachers expect my child to work hard. 6.9

School supports positive behaviour

School Mean (NSW Govt Norm) 7.8 (7.7)

Teachers expect my child to pay attention in class. 8.1

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Teachers maintain control of their classes. 7.4

My child is clear about the rules for school behaviour. 8.8

Teachers devote their time to extra-curricular activities. 6.7

Safety at school

School Mean (NSW Govt Norm) 7.7 (7.4)

Behaviour issues are dealt with in a timely manner. 7.1

My child feels safe at school. 8.1

My child feels safe going to and from school. 8.4

The school helps prevent bullying. 7.1

Inclusive school

School Mean (NSW Govt Norm) 7.0 (6.7)

Teachers help students who need extra support. 7.3

School staff create opportunities for students who are learning at a slower pace. 6.6

Teachers try to understand the learning needs of students with special needs. 7.1

School staff take an active role in making sure all students are included in school activities. 7.1

Teachers help students develop positive friendships. 6.7

Student Satisfaction

The following statistics are based on data from 198 students that completed the 2020 Tell Them From Me Survey.

Trends

Social-Emotional Outcomes

10% decline in percentage of students with a high rate of participation in sports with an instructor at school, other than in a physical education class.

12% decline in percentage of students with a high rate of participation in art, drama, or music groups; extracurricular school activities; or a school committee.

3% decline in students that believe schooling is useful in their everyday life and will have a strong bearing on their future.

4% increase in students try hard to succeed in their learning.

Skills Challenge

3% increase High Skill High Challenge (refer to image 1 - Skills-challenge)

Drivers of Student Outcomes

Students who are subjected to moderate to severe physical, social, or verbal bullying, or are bullied over the Internet has declined by 5%.

Students feel teachers are responsive to their needs and encourage independence with a democratic approach has declined by 3%

University - Percentage of students that believe they will attend university following school 83% agreeing or strongly agreeing, with 14% neither agreeing nor disagreeing. (refer to image 2 - University)

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Perseverance -there has been a shift from High Perseverance (decline 12%) to Medium Perseverance (increase 11%) (refer to image 3 - Perseverance levels)

Students with a positive growth orientation - Students set challenging goals for themselves in their schoolwork and aim to do their best.

I try to do the best - 76% either agree or strongly agree, with 23% neither agreeing nor disagreeing

I try to improve - 86% either agree or strongly agree, with 11% neither agreeing nor disagreeing

I set challenge - 64% either agree or strongly agree, with 27% neither agreeing nor disagreeing

I like challenging goals - 69% either agree or strongly agree, with 22% neither agreeing nor disagreeing

Students' classroom - The extent to which students agree that their classroom has the following:

Can fit everyone - 93% either agree or strongly agree, with 6% neither agreeing nor disagreeing

Clean/well looked after - 80% either agree or strongly agree, with 14% neither agreeing nor disagreeing

Everything Works - 83% either agree or strongly agree, with 12% neither agreeing nor disagreeing

Facilities are clean and well looked after - The extent to which students agree that the following school facilities are clean and well looked after:

Toilets - 27% either agree or strongly agree, with 30% neither agreeing nor disagreeing

Canteen - 59% either agree or strongly agree, with 30% neither agreeing nor disagreeing

Playground - 85% either agree or strongly agree, with 18% neither agreeing nor disagreeing

Library - 85% either agree or strongly agree, with 11% neither agreeing nor disagreeing

Students know where to seek help if bullied - If students are being bullied or see someone else being bullied, they know where they can go for help

73% of students indicated that they know where to seek help if bullied.

School based questions:

Feedback - How often does your teacher provide you with feedback about where your next learning steps are?

89% of students surveyed indicated they receive feedback either frequently or often.

Challenging Learning - To what level do you feel you are challenged during Mathematics?

49% of students surveyed indicated they learning challenging either all the time or most of the time. 42% of students indicated that they are only challenged some of the time.

Teacher Satisfaction

Eight Drivers of Student Learning

The results for the Eight Drivers of Student Learning are shown in the first set of charts. The scores for the Likert format questions (i.e., strongly agree to strongly disagree) have been converted to a 10-point scale, then averaged and reported by question and by topic. A score of 0 indicates strong disagreement, 10 indicates strong agreement, and 5 is a neutral position (neither agree nor disagree). Refer to the radar chart titled 4 - Eight Drivers of Student Learning that provides a summary of the results for Lane Cove West Public School.

Four Dimensions of Classroom and School Practices

The questions in the Focus on Learning survey ask teachers to consider whether they present: 1. challenging and visible learning goals for students, and if so, whether they enable students to achieve these learning goals through; 2. planned learning opportunities which involve an intentional transfer of skills and knowledge; 3. quality feedback that guides students' effort and attention; and

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4. support for students to overcome obstacles to achieving their learning goals (e.g., poor basic skills unproductive learning strategies, low self-esteem, lack of perseverance, poor help-seeking behaviours). The results for Lane Cove West Public School are shown in the radar chart below titled 5 - Four Dimensions of Classroom and School Practices. The scores for each of the Four Dimensions of Classroom and School Practices are scored on a ten-point scale.

1 - Skills-challenge

2 - University

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3 - Perseverance levels

4 - Eight Drivers of Student Learning

5 - Four Dimensions of Classroom and School Practices

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Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officer who is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.

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