Lane Cove West Public School Annual Report
2018
3908
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Introduction
The Annual Report for 2018 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.
Tania Weston
Principal
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 achieve 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, Mandarin lessons, dance, drama, music and visual arts. This year we introduced a specialised STEM program, with two experienced teachers dedicated to providing all students K–6 with integrated Science, Technology, Engineering and Mathematics units of work that promoted the development of creative and critical thinking skills within an authentic context. 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, robotics, art, gardening, games 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 2.5 days provided by the Department of Education. The extra teachers paid from school funds, allows a support teacher 5 days a week. The school further supports student learning and wellbeing through 5 Student Learning Support Officers.
Technology plays a major role at our school with wireless devices including laptops and iPads in every classroom. In 2018, 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. The school staff continued their journey of embedding Visible Learning practices within their classrooms, which is linked to the extensive educational research of John Hattie. This included the introduction of Learning Pits and Learning Dispositions, as well as Learning Intentions and Success Criteria.
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 background
School vision statement
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
Self-assessment using the School Excellence Framework
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 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.
Within the learning domain, the school's focus has been on the elements of Learning Culture, Curriculum and Wellbeing. Our demonstrated school–wide commitment to all students making learning progress was evidenced through individualised learning intentions and success criteria that has allowed students to be self–directed learners who can articulate their learning journeys, set ongoing, meaningful learning goals and effectively develop and proactively embed the dispositions of an effective learner. Positive, respectful relationships are evident among students, staff and parents that promotes student wellbeing and all staff actively differentiate curriculum delivery to meet the needs of different levels of achievement, including adjustments to support learning or increase challenge.
Within the teaching domain, the school's focus has been on the elements of Effective Classroom Practice, Professional Standards and Learning and Development. Teacher Professional Learning initiatives, collaboration through the QTSS model and research–driven thinking informed all our improvement strategies. Successful implementation of the Performance and Development Framework processes and the Beginning Teacher Mentor and Induction Program led to a systematic, rigorous and authentic approach to teacher performance and development. Teacher Professional Learning, aligned with the Australian Professional Standards for Teachers and the descriptors from the School Excellence Framework, was the driving force behind School Plan and Strategic Directions projects and initiatives. The future direction is embedded and explicit systems are in place that facilitate high quality and ongoing professional dialogue, collaboration, the modelling of effective practice and the provision of specific and timely feedback between teachers.
Within the leading domain, the school's focuses were on the elements of Educational Leadership, School Planning, Implementation and Reporting and School Resources. The leadership team established a professional learning community focused on continuous improvement of teaching and learning and the school demonstrated a high performance culture, with a clear focus on student progress and achievement. The school used research, evidence–based strategies and innovative thinking in designing and implementing a school plan that successfully delivered ongoing, measured improvement in student progress and achievement. Longer–term financial planning is integrated with school planning and implementation processes to address school strategic priorities.
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/sef–evidence–guide
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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.
Overall summary of progress
During the year, quality teaching and learning has been a focus as the school continued the Visible Learning journey based on evidence from John Hattie's research. Learning Intentions and Success Criteria have been embedded into learning K–6 with students articulating their learning goals. Learning Pits and Learning Dispositions were explicitly taught K–6 with students challenged to understand what they are learning, how they are going and where to next. A common language has been established across the school with students encouraged to display the characteristics of an effective learner.
QTSS funding was used to focus on the explicit teaching and learning of the Science and Technology syllabus through expert STEM teachers, including major Stage 3 projects of a Sustainable Area and Sensory Garden. Differentiated History and Geography units of work were developed in preparation for the 2019 school year to focus on quality, differentiated units of work, inquiry questions and historical and geographical concepts and skills.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Improve the overall percentage of 2 dedicated STEM teachers The Writing Committee aligned and updated the students working at or above $200000 with $50000 writing scope and sequence for 2019 with other expected growth in Year 5 donated from P&C to curriculum areas (history, geography and science) NAPLAN writing support the STEM initiative. and determined directions for 2019. The committee Quality Teaching considered ways in which to embed conceptual Year 3 NAPLAN results sustain Successful Students focus by embedding the conceptual framework as over 70% of students in top two Initiative funding paid for 1 well as quality literature, and determined that this NAPLAN bands in writing. teacher – $101000 would be an area to build our professional understanding of. Analysis of the NAPLAN data Qualitative data shows from 2017 found that a focus for Year 5 is improvement in staff capacity to Audience, with 70.4% of students achieving a score embed Critical and Creative equating to Stage 1 outcomes, Ideas, with 83.1% of Thinking skills through the students achieving a score equating to a Stage 2 ACARA Learning continuum. outcomes, as well as paragraphing, with 40% of students achieving a score equating to Stage 1 100% of students will be able to outcomes. Analysis of Year 3 NAPLAN data identify their literacy and demonstrated that 94% of students achieved a numeracy goals against the score that equated to Stage 1 outcomes in progressions. Audience, 51% of students achieved a score that equated to Stage 1 outcomes in Ideas and 60.7% of students achieved a score that equated to Early Stage 1 outcomes in Paragraphing. The Writing committee discussed the need for Self–Regulated Strategy Development rubrics to be better aligned, and the consideration around NAPLAN rubrics to be utilised to track growth in the areas of Audience, Paragraphing and Ideas.
The implementation of STEM into K–6 classrooms has been highly successful with 96% of students surveyed finding the program beneficial. Each grade completed integrated STEM units, taught through a team–teaching model and included the
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Improve the overall percentage of following projects and programs for each grade: students working at or above Year 6 researched, designed and planned a expected growth in Year 5 Sustainable Area within the school. This area was NAPLAN writing completed by a landscaper, utilising the Year 6 designs in Week 6 of Term 4, with the Year 6 Year 3 NAPLAN results sustain students able to participate in its completion by over 70% of students in top two filling the gardens beds and planting the herbs and NAPLAN bands in writing. vegetables.
Qualitative data shows Year 5 worked in groups to design a sensory improvement in staff capacity to garden for an area within school grounds using embed Critical and Creative Minecraft Education software. One group's design Thinking skills through the was submitted to a landscaper to turn the design ACARA Learning continuum. into a workable plan for submission to the Department of Education Assets Management Unit. 100% of students will be able to Stage 3 also completed design tasks such using identify their literacy and circuits within a model as well as trialling the numeracy goals against the STEMShare unit 'Let's Dance' that enabled progressions. students to program EV3 robotics in a 'dance–off'.
Students have also seen success in the utilisation of a STEMShare 3D printer in Term 3 for students in select classes in 3 – 6, to participate in a 3D 'Toy Story' design program. Lane Cove West Public School has been recognised by the STEMShare coordinators for leading exemplary practice and were filmed by the team, for use within the Department of Education for other schools to view how the STEMShare programs could be implemented.
Stage 2 completed two design and make STEM units in Semester One, the first being the design of a Bee Hotel to complement their science unit, and secondly a 'Shelters' unit where the students researched a space within the school grounds that they felt needed a shelter. Students then consulted community building experts, researched materials, created a budget and designed a model. Their shelters were showcased in the Term 2 STEM Showcase Evening. Stage 2 have also utilised Minecraft Education software in a geography unit in Semester 2, by using the software to replicate a landmark from a country they were studying.
Stage 1 students completed an integrated STEM unit called 'Tiny Towns' to complement their HSIE unit that allowed them to design and make a town, then program a floor robot to navigate the town. Stage 1 have also had team–teaching support with the incorporation of touch–typing as well as robotics and coding. Early Stage 1 students were supported through the incorporation of two STEM design and make units 'That's My Hat' and 'The Magic Beanstalk' where students conducted scientific inquiries and created a design solution. Early Stage 1 were also supported in their development of laptop and mouse skills as well as robotics and simple coding.
In the school's Visible Learning initiative, 100% of classrooms use the Learning Pit, Learning Dispositions, Learning Intentions and Success
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Improve the overall percentage of Criteria as part of their learning of mathematics, students working at or above with 100% of students ensuring their learning is expected growth in Year 5 visible. Success Criteria are 'I can' statements NAPLAN writing directly linked to the Mathematics Syllabus and Numeracy Progressions. Walk throughs and Year 3 NAPLAN results sustain student forums indicate an inconsistency across the over 70% of students in top two school in students being able to articulate their NAPLAN bands in writing. learning goals and journey in mathematics and this is a priority for 2019. Qualitative data shows improvement in staff capacity to Students in Years 1–6 were surveyed with the embed Critical and Creative following results: Thinking skills through the ACARA Learning continuum. 74% of students could explain where they were in their learning journey; 100% of students will be able to identify their literacy and 61% of students could explain their next learning numeracy goals against the steps; progressions. 78% of students got feedback on how they went in a learning activity;
75% of students got advice from their teacher regarding where to next in their learning;
81% of students thought their teachers used a range of assessment tasks;
93% of students said their teachers used Learning Intentions in writing and mathematics and 89% used Success Criteria in writing and mathematics;
75% of students felt that they were encouraged to seek feedback from their teacher and 61% of students felt that they were encouraged to seek feedback from their peers.
Learning Intentions and Success Criteria being used consistently in writing and mathematics has been a milestone goal to achieve whole school which is reflected through the 93% of teachers using Learning Intentions and 89% using Success Criteria.
The aim for Term 4 will be to further refine our practice by ensuring Learning Intentions and Success Criteria are used throughout the lessons by students to 'check in' on how they are progressing and at the end of lessons by teachers so students evaluate their success and plan their new learning goals.
Next Steps
The school will continue the Visible Learning journey through partnership with Corwin University to 'build and develop visible learners' and provide 'effective feedback' through the feed up, feed back, feed forward Model of Feedback to further develop in all students visible learning. Students will be able to articulate their learning journey in writing, mathematics, history, geography and creative arts using Success Criteria and will be able to articulate when they are in the learning pit and what disposition they are using to support their learning. Effective teacher, peer and self feedback will be a focus so it is timely, specific and actionable.
In 2019, the school will be implementing a new scope and sequence K–6 in mathematics. This will allow all students to
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focus on a sub strand of the mathematics curriculum each week and ensure time is spent consolidating or revising key concepts throughout the year. Every lesson will have a clear learning intention and success criteria that will be based on the numeracy learning progressions, with the use of, 'I can' statements so that students are able to take ownership of their learning. All lessons in K–6 will incorporate number sense and explicit teaching and differentiation to support and improve learning of all students. Open ended tasks will be integrated into mathematics lessons to allow students to better show their knowledge, be extended and develop problem–solving skills.
In writing, all students will participate in the Self Regulated Strategy Development program through a team teaching model. SRSD provides a framework for delivering instructions for teachers that develop student ownership, confidence and allows students to take responsibility in their learning. The explicit teaching of audience, paragraphing and ideas will also be a focus in teaching and learning programs to improve student ability to incorporate these criteria more effectively into their writing.
All students K–6 will continue to participate in STEM through innovative, authentic and challenging units of work that promote creative and critical thinking skills, project–based learning, high expectations and student engagement. Enrichment opportunities will be provided to students through the provision of extra–curricular activities including the FIRST Lego League Competition, the Australian Museum Sleek Geeks Competition, Tournament of the Minds, MindQuest and weekend enrichment workshops.
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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.
Overall summary of progress
Partnerships with the Department of Education mathematics Consultants, Anita Chin (mathematics expert) and other local schools has ensured that staff have engaged in professional learning to reflect and improve teaching and learning programs for students in mathematics. Observation lessons, delivered by Anita Chin, supported teachers to improve differentiation for all students. A whole school scope and sequence has been developed and implemented. The school engaged the parent community in demonstration lessons so that parents now have a more comprehensive understanding of how and why mathematics is taught to their children. All Mathematics lessons include Learning Intentions and Success Criteria.
The school introduced two dedicated STEM teachers to develop authentic and challenging teaching and learning programs which was in line with the new Science and Technology Syllabus and promoted integration, inquiry and project–based learning. The initiative involved a team teaching model to build staff capacity to teach high quality STEM lessons which focused on the general capabilities of the syllabuses including creative and critical thinking, information and communication technology capability and personal and social capability.
All staff continued our whole school journey on Visible Learning. The Visible Learning Leadership Team involving 11 staff members engaged with significant professional learning with Corwin University to develop an action plan to drive the whole school aspiration: All students make one year's progress in all Key Learning Areas and exhibit the characteristics of an assessment–capable visible learner. Professional Learning included 'Leading Self', 'Leading Others', 'Leading Teaching and Learning' and 'Leading for Sustainability'. All staff participated in professional learning from Minds Wide Open to develop whole school understanding on what makes an effective learner and this led to 'Learning Pits' and 'Learning Dispositions' introduced and explicitly taught to all students K–6.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Our school demonstrates growth Corwin University A STEM Post Professional Learning Survey was towards 'exceling' in the 'teaching' partnership for four completed by staff with the following results: and 'learning' domains in the leadership days on School Excellence Framework. implementing Visible There was an increase from 13 to 20 staff Learning whole school with responses who value STEM as 'critical for Current and aspiring leaders a leadership team of 11 preparing students to be 21st Century learners'; develop their leadership capacity staff – $32000 for innovation and best practice in The survey indicated that there was a shift in teaching and learning to become STEM Teacher Professional confidence and readiness to teach the new Science dynamic facilitators of student Learning in robotics and and Technology syllabus with over 50% of teachers learning. coding – $11500 indicating this;
Minds Wide Open 'Creative There has been an increase from 80% of teachers and Critical Thinking' Staff not confident programming or teaching digital Development Day – $10000 technologies to 61% with a good to thorough understanding and confidence to teach digital Differentiating in the technologies; Mathematics Primary Classroom and There was a significant improvement in the number Demonstration Lessons of teachers selecting 'very confident' across all K–6 by Anita Chin – $14000 digital technologies aspects;
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Our school demonstrates growth 69% of teachers are considering themselves towards 'exceling' in the 'teaching' Literacy/Numeracy somewhat to very confident in programming and 'learning' domains in the Professional Learning from lessons to teach coding and algorithmic thinking. School Excellence Framework. SBAR covered some of the above costs – $18592 Staff survey in Visible Learning journey at the end Current and aspiring leaders of Term 3 showed the following results: develop their leadership capacity for innovation and best practice in 100% of staff agreed that our strategic plan teaching and learning to become incorporated a focus on developing visible learners; dynamic facilitators of student learning. 96% agreed that our leaders promoted visible learning within the school;
92% agreed that the data we have collected about our learning characteristics of our students informs and drives our professional learning program;
72% of staff agreed that our team and staff meetings focus on how to develop the characteristics of visible learners leading to a change in the way team meetings will be structured next year;
72% of staff agreed that the Visible Learning team carry out regular walkthroughs and observations and evaluating this aspect of the survey the Visible Leadership team needs to communicate regularly the data collected from walkthroughs and observations to the whole staff;
92% of staff agreed that the Visible Learning team carry out walkthroughs and observations that focus on how the learners are learning;
96% of staff agreed that the impact we are having and aspire to have on student achievement is reflected in strategic planning documents;
96% of staff agreed our school self–review is based on what we know about our impact on student achievement at the class, teacher and school level;
Only 72% of staff agreed that they systematically use data and evidence to plan lessons and next learning steps and 40% agreed that we routinely analyse the impact we are having on individuals and groups of students (using effect size) at staff or team meetings and this will be addressed through restructuring our team meetings next year;
100% of staff agreed that lesson plans help make the Learning Intentions and Success Criteria clear;
88% of staff agreed that we use data from walkthroughs and observations to inform our professional learning program;
92% of staff agreed that our strategic plans show a deliberate strategy for raising teacher capability based on research of what makes the greatest difference to student learning;
100% of staff agreed that they use information from
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Our school demonstrates growth student assessments as feedback about the towards 'exceling' in the 'teaching' effectiveness of their teaching; and 'learning' domains in the School Excellence Framework. 92% of staff agreed that they plan lessons which allow for regular feedback to students and 84% Current and aspiring leaders agreed that they have the opportunity to learn about develop their leadership capacity the different levels of feedback and how to build a for innovation and best practice in culture in the classroom where feedback is teaching and learning to become welcomed and valued. dynamic facilitators of student learning. 11 staff members were trained throughout 2018 in partnership with Corwin University to drive the whole school Visible Learning Strategic Direction for the next two years to ensure the school has challenged, visible learners. In Stage teams, overarching Learning Intentions and Success Criteria were collaboratively written for Key Learning Areas. Each classroom designed their own 'Learning Pit' and students were explicitly taught the meaning of our 'Learning Dispositions': I am a Risk Taker, I am Open–minded, I am Flexible, I am Resourceful, I am Reflective, I am Patient and Persistent and I am an Obiquitous Learner.
During Term 3, all staff revisited and clarified their explicit understanding of Learning Intentions and Success Criteria, unpacked the Numeracy Progressions, linked the progressions to the Mathematics Syllabus and used the progressions to create the 'I can' Success Criteria statements for the K–6 Mathematics program K–6.
7 new staff members were trained in the Visible Learning Foundation Day.
In Term 4, staff professional learning focused on sharing success stories relating to Visible Learning across the school. 100% of classrooms explicitly taught the Learning Pit and Learning Dispositions. 93% of staff used Learning Intentions and 83% were using Success Criteria in writing and mathematics. 100% of classrooms had visual displays of Learning Pits and Dispositions.
Survey results from the Professional Learning held throughout 2018 with Anita Chin showed that:
90% of teachers either agreed or strongly agreed that the content was engaging;
85% of teachers either agreed or strongly agreed that the content was appropriate for their stage;
95% of teachers either agreed or strongly agreed that the professional learning has supported them to better differentiate;
85% of teachers either agreed or strongly agreed that they feel more confident teaching maths due to the professional learning;
90% of teachers either agreed or strongly agreed that they feel more confident to differentiate in the
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Our school demonstrates growth classroom; towards 'exceling' in the 'teaching' and 'learning' domains in the 10 teachers either agreed or strongly agreed that School Excellence Framework. they would use the activities from the professional learning in the classroom; Current and aspiring leaders develop their leadership capacity 100% of teachers either agreed or strongly agreed for innovation and best practice in that they would use the resources from the teaching and learning to become professional learning in the classroom. dynamic facilitators of student learning. The Anita Chin parent presentation was extremely well attended with 77 parents being involved. The feedback from the survey showed that:
100% of parents either agreed or strongly agreed that the presentation was engaging;
100% of parents either agreed or strongly agreed that the presenter was engaging;
100% of parents either agreed or strongly agreed that the presenter was knowledgeable;
100% of parents either agreed or strongly agreed that the presentation was helpful;
100% of parents either agreed or strongly agreed that the information was clearly presented;
100% of parents either agreed or strongly agreed that they have a better understanding of how the school teaches mathematics;
Over 90% of parents rated the event as either very good or excellent;
100% of respondents indicated that they would like to see another mathematics session run for parents.
Next Steps
In 2019, there will be a school focus on professional learning in the explicit teaching of writing with Quality Teaching Successful Students Initiative funding used to employ an instructional leader to team teach with all K–6 classes in the Self Regulated Strategy Development. Staff will engage in in–depth analysis of writing samples through stage–based and whole school consistent teacher judgement sessions using the NAPLAN marking criteria to monitor, track and report on student progress. Staff will also undergo professional support to effectively implement the Literacy Progressions with a focus on the creating texts sub–element.
The school will continue to work with a mathematics expert to develop open–ended mathematics tasks to pre–test and post–test student ability in sub strands to differentiate the curriculum for all learners. The teaching and learning programs will be reviewed to embed weekly open–ended questions and all staff K–6 will be routinely involved in analysing student work samples across a grade to ensure consistency in teacher judgement to differentiate the curriculum for every learner.
2019 will see the implementation of the second year of the school's new two–year Science and Technology scope and sequence, incorporating all of the outcomes of the new Science and Technology K–6 Syllabus (2017). The cross–curriculum priorities of 'Aboriginal and Torres Strait Islander Histories and Cultures' and 'Sustainability' will be integrated into inquiry–based Science and Technology units of work across all stages and a continuum of learning for Information and Communication Technology capability developed and implemented. The school's two full–time STEM teachers will continue to work to build the capacity of classroom teachers to teach integrated STEM programs through a team teaching model, as well as providing whole–school professional learning in the utilisation of the school's significant
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technologies resources, including floor robots, virtual reality equipment and 3D printers. The focus will be on developing teacher's understanding of the new content in the Science and Technology Syllabus, including the Digital Technologies strand and teaching of the specific thinking frameworks of computational, design and systems thinking. Community links will continue to be developed through a whole–school 'Science Day' involving parent led science demonstrations, establishment of new partnerships through the CSIRO STEM Professionals in Schools program and formation of STEM networking groups with local schools.
The school will continue to implement our Visible Learning Action Plan, in partnership with Corwin University. Two Staff Development Days are dedicated to professional learning on 'Building and Developing Visible Learners' and 'Effective Feedback' through the feed up, feed back, feed forward Model of Feedback. Ongoing term data collection will include surveys, walkthroughs and focus groups to monitor whole school progress and will be shared with the community. Parent workshops and a parent handbook will introduce Visible Learning to the community.
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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.
Overall summary of progress
Wellbeing has been a focus in 2018 with staff engaged in professional learning by the 'Accidental Counsellor', the school counsellor, GOT IT and The Resilience Centre to support staff wellbeing. These professional learning opportunities have supported staff to reflect on their own wellbeing practices. All staff received training in the schools Positive Behaviour Engaging Learners (PBEL) Student Welfare Program so that consistency in behaviour management and positive reinforcement is reinforced across the school. 95 transition meetings were held at the commencement of the school year involving the 2017 and the 2018 teachers, parents and a member of the learning support team to support student learning and wellbeing. Medical meetings were held with parents for any student with anaphylaxis, severe allergies or asthma. Personalised Learning and Support Plans were reviewed and updated from 2017 to address student learning, wellbeing, behaviour and safety needs.
All teachers were trained in QuickSmart with 3–6 students participating in the program and K–2 teachers modifying the program to support students in Mathematics. All staff completed the Disability Standards 1–8. Staff identified students that needed adjustments for NAPLAN and reading tutors were trained to support the Reading Tutor program. MiniLit, MulitiLit and Spelling Mastery targeted students to support learning. Kindergarten teachers received professional learning on and implemented the Effective Reading Strategies. All Kindergarten teachers were trained in InitialLit and observations of 2019 Kindergarten students were conducted to support transition to primary school.
Preschool Readiness to School presentations were held for Kindergarten parents of 2019. Parent Information night was held for K–6 parents with parent teacher interviews at the end of Term 1. Kindergarten Orientation Days were held to transition 2019 Kindergarten students into the school environment over 4 weeks. The P&C held functions and fundraisers to build community connectedness. These events included: Kindergarten Welcome Drinks, the Masquerade Evening which involved the Art Auction which was supported by each class creating a class artwork, Movie Night, the Spring Fair, P&C Father's Day Breakfast, P&C Mother's Day Breakfast, Band Showcase and Grandparents Day.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Whole school community surveys Low level adjustment for Staff wellbeing was a priority in 2018 with 100% of indicate a high level of disability ($81336.00) staff attending Professional Learning in Getting on satisfaction in relation to whole Track in Time, The Accidental Counsellor and Self school approaches to wellbeing, Targeted Funding Care. Focuses included giving advice, effective clearly defined core value ($117088.00) communication, empathy, person–centred therapy, expectations and teaching and motivational interviewing, the power of language learning environments 6100 ($140000.00) and self care. The Leadership team participated in three whole day professional learning sessions on Wellbeing self assessment tool to 6300 ($150000.00) The Resilience Donut. 100% of the leadership team provide evidence that programs feel empowered to develop and implement a whole support students across all Beginning Teacher Funding school program for 2019, commencing on Term 2 domains of wellbeing – $13000 Staff Development Day for staff, and Term 3 for all students K–6 through a Peer Support Model, Students identified as having a Community Engagement allowing Stage 3 students leadership opportunities. disability or additional learning Movie Night, Art Auction – needs under the National $5000 95 transition meetings held at the beginning of the Disability Data Collection have year between parents, 2017 and 2018 classroom learning adjustments teachers and a member of the Learning and implemented Support team to discuss and update adjustments for students for the commencement of the 2018 100% successful implementation school year. 86 students (15%) were identified as
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources) of whole school, class and requiring adjustments and were included in our individual wellbeing programs National Consistent Collection of Data of students with Disabilities, 4 students requiring extensive adjustments, 5 students requiring substantial adjustments, 61 students requiring supplementary adjustments and 16 students requiring quality differentiated teaching practices. Adjustments were updated every 10 weeks.
34 students participated in the early literacy MiniLit program in Years 1 and 2 that used a practical, systematic and explicit model to improve letter/sound knowledge, decoding skills and word attack knowledge. 16 students from Years 2–5 participated in the MultiLit Reading Tutor program that improved their phonics, sight word recognition and supported the reading process. 60 students from Years 3–6 participated in the Spelling Mastery program which improved long term retention of spelling through understanding the relationship between sounds, word parts and spelling patterns.
Quicksmart, a mathematics intervention, was trialled in Year 5 this year with 8 students identified. Students improved recall of basic number facts, prompt scaffolds to solve mathematical problems and consolidated their use of strategies for calculating number facts. Small group intervention in mathematics and comprehension across the school was supported through three Learning and Support teachers and five Student Learning Support Officers. Students were also supported through Integration Funding Support. Staff Professional Learning targeted Vision Impairment, Downs Syndrome and the leadership team were trained in 'Managing Aggressive and Potentially Aggressive' students.
Parent survey results on school programs indicated that: the STEM program, specialist Creative Arts and Physical Education programs were supported by the community, students enjoyed the programs and wanted these programs to continue. Additionally, Learning and Support initiatives were highly valued. Mindfulness, P&C Band and Lunch Time Clubs were also highly valued. Parents, overall, were not supportive of the Mandarin program and alternative programs will be explored in 2019.
Communication with parents continued through SchoolBag App, Sentral email notifications, class parents, updated school website, presentations of school initiatives at P&C meetings and parent workshop in mathematics. Community Connectedness was enhanced through Kindergarten Welcome Evening, Movie Night, Grandparents Day, P&C Social Evening and Art Auction, Trivia Night, Kindergarten Orientation Program and STEM Classroom Community Project.
Next Steps
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In 2019, transition meetings will enable a smooth handover process between 2018 and 2019 classroom teachers, with parents having a valuable opportunity to contribute to the learning goals and adjustments in place for their children. Students Years 1–6 will participate in PAT testing to provide teachers with accurate assessment data in Literacy and Numeracy. This data, together with NAPLAN analysis, will also inform our Learning Support and Enrichment priorities for 2019. Students will be supported through our learning and support programs, including MiniLit, MultiLit and QuickSmart Maths. This year, we will implement a new, class–based phonics program in Early Stage 1, InitiaLit, which links directly to our current MiniLit and MultiLit programs, offered in Stages 1–3. Our staff will continue to receive professional learning across a range of areas, including Selective Mutism and Autism Spectrum Disorder. Teachers will continue to collaboratively develop Personalised Learning and Support Plans and Adjustments with relevant stakeholders, including parents, carers, the Learning and Support Team, School Psychologist and External Agencies.
Enrichment opportunities will continue to be provided to all students through differentiated teaching and learning programs in literacy and numeracy, inquiry based learning in history and geography, an authentic, integrated and innovative STEM program K–6 and specialist creative arts and physical education programs. Additionally, opportunities will be provided through Gifted and Talented weekend workshops, Science Day and through extra–curricular opportunities including First Lego League, Australian Museum Sleek Geek Competition, Tournament of the Minds, MindQuest, Maths Olympiad, Debating and Public Speaking. Community Connectedness will be promoted through parent expertise during Science Day, Gifted and Talented Weekend Workshops, as well as opening the school library before and after school to the community.
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Key Initiatives Resources (annual) Impact achieved this year
Low level adjustment for disability Low Level Adjustment for 95 transition meetings successfully Disability $90343.00 determined adjustments for learning, behaviour and social and emotional support SBAR $180000.00 for students. Adjustments are reviewed every 10 weeks. 86 students (15%) were identified Targeted Funding as requiring adjustments and were included in $117088.00 our National Consistent Collection of Data of students with Disabilities, 4 students requiring SBAR 0.5 teacher extensive adjustments, 5 students requiring allocation $50787.00 substantial adjustments, 61 students requiring supplementary adjustments and 16 students 6300 $16000.00 requiring quality differentiated teaching practices. Adjustments were updated every SBAR Additional LST 10 weeks. $84000.00 34 students participated in the early literacy MiniLit program in Years 1 and 2 that used a • Low Level Adjustment for practical, systematic and explicit model to Disability ($90 343.00) improve letter/sound knowledge, decoding • SBAR ($180 000.00) skills and word attack knowledge. • Targeted Funding ($117 16 students from Years 2–5 participated in 088.00) the MultiLit Reading Tutor program that • RAM 0.5 teacher improved their phonics, sight word recognition allocation ($50 787.00) and supported the reading process. • 6300 ($16 000.00) 60 students from Years 3–6 participated in • SBAR Additional LST the Spelling Mastery program which improved ($84 000.00) long term retention of spelling through understanding the relationship between sounds, word parts and spelling patterns. Quicksmart, a mathematics intervention was trialled in Year 5 this year with 8 students identified. Students improved recall of basic number facts, prompt scaffolds to solve mathematical problems and consolidated their use of strategies for calculating number facts. Small group intervention in mathematics and comprehension across the school was supported through three Learning and Support teachers and five Student Learning Support Officers. Professional Learning provided to all staff in Accidental Counsellor: topics included values and the helping relationship, giving advice, effective communication, referral, empathy, person–centred theory, motivational interviewing, the power of language and self–care.
Quality Teaching, Successful SBAR 0.99 Staffing A STEM Post Professional Learning Survey Students (QTSS) Allocation $100000 was completed by staff with the following 63000 ($100000) results:
P&C Contribution $50000 There was an increase from 13 to 20 staff responses who value STEM as 'critical for • 63000 ($250 000.00) preparing students to be 21st Century learners';
The survey indicated that there was a shift in confidence and readiness to teach the new Science and Technology syllabus with over 50% of teachers indicating this;
There has been an increase from 80% of teachers not confident programming or teaching digital technologies to 61% with a good to thorough understanding and
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Quality Teaching, Successful SBAR 0.99 Staffing confidence to teach digital technologies; Students (QTSS) Allocation $100000 63000 ($100000) There was a significant improvement in the number of teachers selecting 'very confident' P&C Contribution $50000 across all digital technologies aspects;
• 63000 ($250 000.00) 69% of teachers are considering themselves somewhat to very confident in programming lessons to teach coding and algorithmic thinking.
The areas for further development indicated through the survey are: collaborative writing of Science and Technology programs, complex coding, cloud sharing and robotics.
Socio–economic background English Language English Language Proficiency and Proficiency $58278 Socio–economic Background funding used to Socio–economic employ an EALD teacher three days a week. background $2787 Due to an increase in international students throughout the year, an additional 0.2 • 6100 ($60 506.00) allocation was provided to the school in Semester 2 to support new arrival students. Funding was used to support students to access areas of the curriculum and increase student level of participation and level of engagement.
Support for beginning teachers Support for beginning Four staff members completed accreditation teachers $13000 at proficient through NESA. • Support for beginning Seven new scheme teachers supported teachers ($13 000.00) 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 Workforce information
Student enrolment profile Workforce composition Enrolments Position FTE* Students 2015 2016 2017 2018 Principal(s) 1 Boys 337 325 324 322 Deputy Principal(s) 1 Girls 258 254 264 267 Assistant Principal(s) 4 Classroom Teacher(s) 22.04
Student attendance profile Learning and Support Teacher(s) 0.5 School Teacher Librarian 1 Year 2015 2016 2017 2018 School Administration and Support 4.06 Staff K 96.8 96.9 96.3 96 1 96.8 96.5 95.7 95.7 *Full Time Equivalent 2 95.7 96.6 96.2 95.8 3 96.8 96.5 97.2 95.4 One staff member is of Aboriginal decent. 4 96.8 96.5 96.1 95.8 5 96.2 95.3 96.2 93.2 Teacher qualifications
6 94.9 96 96 94.7 All teaching staff meet the professional requirements All Years 96.3 96.4 96.3 95.3 for teaching in NSW public schools. State DoE Teacher qualifications Year 2015 2016 2017 2018 Qualifications % of staff K 94.4 94.4 94.4 93.8 Undergraduate degree or diploma 100 1 93.8 93.9 93.8 93.4 Postgraduate degree 30 2 94 94.1 94 93.5 3 94.1 94.2 94.1 93.6 4 94 93.9 93.9 93.4 Professional learning and teacher accreditation
5 94 93.9 93.8 93.2 All staff at Lane Cove West Public School participate in 6 93.5 93.4 93.3 92.5 regular whole school, stage and individual Professional Learning and Stage collaborative Planning Days. The All Years 94 94 93.9 93.4 Professional Learning links directly with the school's Strategic Directions and Performance and Development goals. Focus areas for 2018 included Visible Learning (What is an Effective Learner?, Management of non-attendance Learning Dispositions, Learning Intentions, Success Criteria, Leading Visible Learning), Mathematics Attendance at Lane Cove West Public School is (Unpacking the Mathematics Syllabus, Differentiating consistently high. Non–attendance is managed in line Mathematics for the Primary Classroom, QuickSmart, with the Department of Education Attendance and link Numeracy Progressions to Learning Intentions and Procedures Guidelines. Success Criteria), STEM (Building Understanding and Practical Knowledge of the new Science and Technology Syllabus, Robotics, Coding), PDHPE, Minds Wide Open Creative and Critical Thinking, GOT IT – I've Got a Feeling, The Accidental Counsellor and Staff Wellbeing. All staff also participated in mandatory training in Anaphylaxis, Asthma, Child Protection, Emergency Care and CPR.
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Financial information 2018 Actual ($) Base Total 3,925,105 Financial summary Base Per Capita 113,701 The information provided in the financial summary includes reporting from 1 January 2018 to 31 Base Location 0 December 2018. Other Base 3,811,404 Equity Total 142,400 2018 Actual ($) Equity Aboriginal 0 Opening Balance 960,336 Equity Socio economic 2,787 Revenue 5,673,632 Equity Language 58,278 Appropriation 4,522,028 Equity Disability 81,336 Sale of Goods and Services 82,956 Targeted Total 117,088 Grants and Contributions 1,052,751 Other Total 104,312 Gain and Loss 0 Grand Total 4,288,905 Other Revenue 2,307
Investment Income 13,590 Figures presented in this report may be subject to Expenses -5,704,879 rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. Recurrent Expenses -5,704,879 A full copy of the school's financial statement is tabled Employee Related -4,608,127 at the annual general meetings of the parent and/or Operating Expenses -1,096,752 community groups. Further details concerning the statement can be obtained by contacting the school. Capital Expenses 0 Employee Related 0 School performance Operating Expenses 0 NAPLAN SURPLUS / DEFICIT FOR THE -31,247 YEAR In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and Balance Carried Forward 929,090 numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills The majority of SBAR funding was spent on teacher and understandings demonstrated in these and administration staff salaries, including an additional assessments. 0.6 learning and support teacher, 3.0 additional Student Learning and Support Officers and 2.0 STEM teachers. From 2018 to 2020 NAPLAN is moving from a paper Major expenditure in 2018 included the Year 6 test to an online test. Individual schools are migrating to Sustainable Area project, purchase of STEM the online test, with some schools attempting NAPLAN technology resources, relocation and refurbishment of on paper and others online. Learning and Support room, futures focused library refurbishment and outdoor blinds for the hall COLA. Results for both online and paper formats are reported Funding has been dedicated for the Sensory Garden on the same NAPLAN assessment scale. Any Project and STEM Classroom build. comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and Financial summary equity funding are discouraged during these transition years. The equity funding data is the main component of the 'Appropriation' section of the financial summary above. In Grammar and Punctuation, Year 3 students achieved 74% in the Top 2 Bands, 42% above state average. In spelling, Year 3 students achieved 79% in the Top 2 Bands and 84% achieved the Top 2 Bands in Reading, 30% and 35% above state average respectively. In Grammar and Punctuation, Year 5 students achieved 87% in the Top 3 Bands, 26% above state average. In spelling, 85% of students achieved in the Top 3 Bands,
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and in reading 90% achieved in the top 3 Bands, 20% and 32% above state average respectively.
In writing, 66% of students in Year 3 achieved in the Top 2 Bands, 23% above state average. In Year 5, 20% of students achieved in the Top 2 Bands; however; only 4% achieved in Band 8. NAPLAN analysis identified audience, paragraphing and ideas as areas for improvement. As a result, Quality Teaching Success Students funding will be used in 2019 to employ an instructional leader to team teach in writing K–6 in the Self–Regulated Strategy Development Program to develop consistency across the school in explicitly teaching writing. Additionally, the instructional leader will provide ongoing Teacher Professional Learning in the Self–Regulated Strategy Development Program and Online NAPLAN Marking.
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The numeracy results over the last 3 years show The My School website provides detailed information steady improvement. 77% of students in Year 3 and data for national literacy and numeracy testing. Go achieved in the Top 2 Bands, and 53% of students in to http://www.myschool.edu.au to access the school Year 5 achieved in the top 2 Bands. Results are in line data.> with similar school groups and well above state average. All students K–6 receive a Semester 1 and Semester 2 school report which reports to parents the progress of their child. Ongoing assessment data is collected throughout the year, as well as student work samples, observations and anecdotal comments.
Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are represented below.
Parents:
89.41% of parents surveyed were appreciative and supportive of the school STEM program, 94.13% in
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Creative Arts, 84.71% with the Mindfulness program, 85.89% with the P&C Band program and 89.41% with extra–curricular opportunities provided for students;
Parents indicated that they would like to see the school's enrichment program further enhanced and this is a priority for 2019;
52.94% of parents were not satisfied with the school Mandarin Program and alternative model for Languages will be explored for 2019.
Teachers:
Want to continue to develop students into resilient, persistent Visible Learners; Multicultural and anti-racism education
Our students are encouraged to learn about the Provide a positive environment for students to develop customs and beliefs of other nations and to respect and critical and creative thinking skills, as well as futures celebrate the differences through events, including focused capabilities. Harmony Day and community partnerships with
organisations such as the House of Welcome Asylum Students: Seeker Centre and Stewart House. Multiculturalism and
anti–racism is embedded in teaching and learning Enjoy being in the learning pit and using the learning programs across the school and is promoted through dispositions in class; the school's code of conduct and core values of
Respect, Responsibility and Endeavour. Enjoy the extra–curricular opportunities provided to them.
Other school programs
Student Leadership
The Lane Cove West Student Representative Council (SRC) strives to nurture positive and proactive leadership within students at Lane Cove West Public School. In 2018, the enhanced opportunity to join the SRC due to the creation of the Junior SRC in 2017 continued. Students from Years 3–6 continued to lead the school with a boy and girl student from each class being elected into the SRC. Student elections were held at the beginning of Term 1.
The SRC is responsible for representing the student body, deciding on fundraising ideas and coordinating Policy requirements special events such as the Stewart House mini fete. SRC members are recognised as an important part of Aboriginal education the school community and are involved in important decision–making processes within the school. In 2018, All staff are trained and follow the Aboriginal Education the SRC supported a variety of charities through Policy and teach all students about indigenous culture fundraising events including The House of Welcome, through history, geography, art, music, dance, literacy Cancer Council's Biggest Morning Tea, World's and incursions. Although we do not have any students Greatest Shave, Anglicare's 'Toys 'n' Tucker' and who identify as Aboriginal we celebrate Reconciliation Stewart House. Week and participate in the local Cameraygal Festival. All fundraising activities encouraged school spirit and pride, building empathy for others within the wider Sydney community. Members of the SRC also had the opportunity to represent the school at the Anzac Day Service and Remembrance Day Service coordinated by Lane Cove Council. They also attended Our Big Kitchen, inspiring people to come together to help those in need.
Science, Technology, Engineering, Mathematics (STEM)
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In 2018 the school and P&C funded two STEM extended selection of creative and performing arts teachers to effectively integrate STEM into teaching programs that they were able to participate in. These and learning programs as well as classroom practice included but were not limited to; visual arts, band, choir, through a team–teaching model. The STEM teachers dance, musical theatre and art club. In Term 1, each also led professional learning sessions throughout the class also produced a class artwork to support the P&C year, giving staff the opportunity to enhance their skills Social Night and Art Auction raising valuable funds for in robotics, coding and cloud sharing software. the P&C to support the school.
Stage 3 students participated in purposeful project During class lessons, students received in–depth, rich, based learning experiences looking at redesigning quality instruction from specialist creative arts teachers areas within the school to improve their functionality that provided all students with a variety of experiences and accessibility. Year 5 researched and designed a to extend and enrich their knowledge and Sensory Garden using Minecraft Education software, understanding of creative art. which was transferred in a submissible plan by a landscaper to the Asset Management Unit within the The Stage 3 performance required students in Years 5 Department of Education. Year 6 examined areas and 6 to create a short performance based on a within the school that could be improved on children's story book. The students were responsible for sustainably, and researched, designed and proposed a creating their script and choreographing the budget for the redesign of an underutilised space into a performance. Mrs Campbell and Mrs Deane supported Sustainable Area. This project was completed in the Stage 3 students through the teaching and learning November 2018 using the student's designs and ideas, cycle. containing student–planted garden beds, flexible outdoor log seating for outdoor learning as well as an The school choirs were supported and trained by Ms aquaponics system complete with koi fish. The P&C Adams, Miss Monardo, Mrs Stepcich and Ms Wynne supported the Stage 3 initiatives by donating all funds and all the Kindergarten teachers. The Chorals choir raised in the annual Spring Fair to the projects. performed at the Sydney Opera House in front of a packed out crowd and the Primary Proms choir In Term 2, a STEM Showcase evening was held for the performed at the Sydney Town Hall. The Kindergarten community to experience the integrated STEM units 'Toothless Choir' entertained us at a number of school that all stages had been developing over Semester 1. functions, including Kindergarten Orientation and K–2 All stages exhibited their design tasks in open Presentation Day. classrooms that included beanstalk towers, robot–navigating tiny towns, shelters and models with Our Senior Dance Group, trained and organised by working electrical circuits. The community also Miss Kennedy, Miss Horsfall and Mrs Butler, performed experienced the many types of robots, coding software 'Brave' to the song 'This is Me' at the Sydney North and programs that students have developed skills in Dance Festival at the Glen Street Theatre in June. throughout their learning. The school band program, which is organised and run Lane Cove West Public School was also selected as a by the P&C, continues to offer students opportunities to pilot school for the Department of Education's new three training bands; Junior, Senior and Concert, and STEMShare initiative and trialled the 3D printing kit and the Jazz Band. All bands perform at various community accompanying 'Toy Story' unit with 5 classes. The events and compete in Band festivals. In the NSW school was also successful in applying for a $5000 Band Festival, Junior and Concert Bands received a MakerSpace Grant in order to set up a permanent silver award and the Senior and Jazz Bands received MakerSpace in the library including two 3D printers and gold awards. a class set of Sphero robots. Achievement in Sport During Science Week, the whole school engaged in Rube Goldberg Day, where students partook in Lane Cove West Public School has continued to excel practical experiences exploring simple machines. Using in the sporting arena, showing great persistence, this knowledge, students worked collaboratively to determination and sportsmanship whilst doing so. develop their own Rube Goldberg machines, where Students have the opportunity to participate in a they turned a simple task (popping a balloon) into a number of team and individual sports, with students complex machine process. being encouraged to give their best at school carnivals, or take a risk and trial for any number of Zone teams. A variety of STEM enrichment and extracurricular Gala Days, such as touch football and league tag, are activities were offered to students throughout the year, always a popular form of sporting participation for our including robotics, young engineers, science and students, encouraging them to try something new and Minecraft Clubs and excursions to the 'Big Day In' and exposing some to a sport they may not have tried 'The Australian Centre for Field Robotics.' A group of otherwise. twenty Stage 3 students participated in the FIRST Lego League Challenge, with one team progressing to the Throughout the year there were some notable State Lego League finals. performances across a number of sporting domains. Special mention should go to the Paul Kelly Cup AFL Achievements in the Arts team who made significant progress in the competition, with the girls team reaching the final of the competition. All students at Lane Cove West Public School had an Our swimmers also had a successful year in the pool,
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with several making it on to the Regional Carnival and further.
As a support to our school sports curriculum, students participated in a number of specialist sporting programs including Zumba and Sport in Schools programs. A notable inclusion last year was the introduction, as supported by the P&C and in response to school–wide parent surveys, of a Mindfulness program designed to give our students practical strategies to deal with conflict as well regulate their emotions during challenging situations. Students in K–2 were engaged in a two–week intensive swim school program, while Years 3 and 4 were involved in the Surf Education program hosted by Surf Education Australia.
Sustainable and Environmental Education
Our school acknowledges that education in and about the environment are important and even more critical is education for the environment in developing critically thinking and acting as environmental citizens. This is achieved through the embedded environmental practices that promote sustainability. Stage 2 students participated in a STEM unit to design and make a 'Bee Hotel' in order to attract more bees to the school vegetable gardens. Students collaboratively worked in groups to research and plan for their bee hotel and used recycled materials to create their finished product. Installation of the bee hotels were finally placed into the gardens and were publicised to the school community during assembly.
During Gardening Club, the students were engaged in cooking sessions where they collected the produce from the school gardens and eggs from the school chickens to prepare nutritious recipes.
Composting continues to be a part of the school environmental practice. Each class collected food scraps throughout the week. Twice a week, supervised by a teacher from the Environment Committee, students empty their scraps into the school compost bin. This waste is then broken down and then used by the school's Garden Club to help fertilise the school gardens.
Council grants, from Lane Cove Council, were utilised to provide opportunities for students to be involved in guided environmental walks through Blackman Park by the Field of Mars. The students were inspired by the 'Digital Woodlands' topic and learnt about local flora and fauna.
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