Yennora Public School 2019 Annual Report
3986
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Introduction
The Annual Report for 2019 is provided to the community of Yennora 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
Yennora Public School Ellis Pde Yennora, 2161 www.yennora-p.schools.nsw.edu.au [email protected] 9632 8660
Message from the principal
Yennora Public School had many highlights in 2019. The community supports and regards the school highly, which meant an increase in enrolments in mainstream as well as the support unit.
The school had an increase in staff in the mainstream and support unit. The staff work as a team and is enthusiastic and committed to improving the learning outcomes for all out students. In 2019 there were four early career teachers, who became successfully accredited.
Throughout the year the staff attended a series of professional learning opportunities endeavouring to improve their teaching practices as well as increasing their capacity to assist the students in the school further.
The support unit has increased in numbers and the continued appointment of the assistant principal has brought leadership to the unit. A number of resources have been bought, which will need to be increased in 2020. The school was successful in receiving a grant from the local clubs to establish a sensory room for the students.
The Assistant Principal from the Support Unit initiated a new program together with the Year 4 teacher, where the students where the students from both departments were buddied up. This increased the understanding in the students in regards to having a disability. The students also attended workshops on disabilities, which culminated for the students in participating in a basketball games in wheelchairs.
Our main aim is still Literacy and Numeracy for the year and our expectations are still high yet achievable. The Literacy and Numeracy programs are well supported through the employment of extra staff.
The students at the school are keen to learn and are excited when new topics and learning experiences are presented to them. These were provided through technology, books, excursions, clubs on Monday and special days such as Science Day.
The P&C and our school community supported the students yet again in the "Learn to Swim 2019" program through fundraising, stalls and Jumble Sales.
I take pride in all the school's and staff's achievements and the work that we do to support and improve the students' learning outcomes along with the valuable work we do with our community.
Ms Anja Schuette
Principal
Message from the school community
The P&C completed another successful year in 2019. The P&C group meets twice a term discussing the activities and
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events for the term. These meetings allow the school community to be informed on the activities and events hopefully supporting our school continuously in regards to programs, communication and educational opportunities for all.
The fundraising provided enough funds for the Swim Program 2020. The P&C is also managing the Breakfast Club and assisted the Kids Committee with their Science Day.
The P&C would like to thank those who have taken the time from work and home to participate and contribute in the P&C and school programs. Any time you can assist us is much appreciated.
The P&C Committee
Message from the students
The Prefecture and Kids Committee members had a successful year. As every year the senior students started out being the "Buddies" for the new Kindergarten students. That is always a very busy time as they have to chase and introduce the students to the school. The senior students also assisted with serving food on Harmony Day. That was much appreciated. The Science Day and Science Stall were a great success as the aliens landed in the playground and were hiding in the school grounds. Unfortunately no one caught an alien.
The Year 4 students became "Buddies" with students from the support unit and started great friendships. The students were playing either in the support unit or the playground.
The senior students also participated in Peer Support training and then had to teach several lessons to a younger group. It was certainly an experience for everyone. It definitely helped with their leadership and organisational skills.
The students collected and recycled bottle through the "Earn and Return" program. The money was used for the Senior Farewell, which was a Harbour Cruise in Sydney.
The Kids Committee
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School background
School vision statement
Yennora Public School is committed to delivering excellence in the areas of learning, teaching and leading.
Yennora Public School is:
– a safe and caring place of excellent learning where students are encouraged to achieve their academic as well creative, personal, social, physical and moral outcomes.
– a place of excellent teaching where a collective and collaborative team strives for student improvement through observation, evaluation and reflective practices resulting in a strategic and transparent learning culture.
– a place of excellent leadership where the levels of learning will be supported resulting in a self–improving educational and school community.
Our Strategic Priorities are:
1. Literacy, numeracy and KLAs
2. Quality Teaching and Leadership
3. Community and School Wellbeing
School context
Yennora Public School is a small P4 school established in 1955 and is in the Fairfield Education Group in South Western Sydney.
The school serves a culturally and linguistically diverse community with 98.4% from non–English speaking backgrounds mainly Arabic, Karen, Pacific Islanders and Vietnamese with over 20% refugees.
In 2019 there are 211 students enrolled at Yennora Public School. Our staff is enthusiastic and committed to improving the Literacy and Numeracy outcomes of all our students. There are 30 school based personnel including executives, classroom, specialist staff and School Learning Support Officers.
In 2018 a support unit was established with 4 multi–categorical classes for students with autism, severe intellectual and physical disabilities.
Yennora Public School has strong links with community agencies, University of Western Sydney, South West Connect, Anglicare, St Vincent de Paul and health services.
Yennora Public School is committed to provide a caring, learning environment for our students and encouraging our parents to be involved in our school.
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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/school–excellence
Learning
In the Domain of Learning the results of the self evaluation indicated that, we are rated as Sustaining and Growing across the Learning elements. Yennora PS has always made learning a priority and a main focus in the School Plan. The school takes particular pride in the professional learning for the staff that is being offered. The continuation of the support unit has added an additional dimension of professional learning.
The staff at the school have participated this year in an on–line course on Dyslexia and other reading difficulties, CPR, L3 (Language, Learning and Literacy) and participated in a joint program with the University of Newcastle in Peer Observation.
Yennora PS is part of the Early Action for Success program and in conjunction with the Instructional Leader have continued to gather data in Literacy and Numeracy to analyse the progress of the students.
Teaching
In the Domain of Teaching, the results of the self–evaluation indicated that, we are rated at Sustaining and Growing across the Teaching elements. The focus has been on the staff participating in professional development and improving their teaching and lesson delivery in order to deliver high quality teaching.
In 2019 there were four staff members who successfully completed their accreditation process. To follow that process the more experienced staff undertook professional learning in the accreditation process by analysing their own skills and preparing their evidence for accreditation.
The staff completed an online program in Dyslexia and other reading difficulties to understand the issues some of the students are facing in the school. In the areas of Literacy and Numeracy the Instructional Leader continued to work with the staff in providing accurate assessments, differentiated learning activities and a relevant teaching/ learning program.
Leading
In the Domain of Leading, the results of the self evaluation indicated that, we are rated mainly as Sustaining and Growing across the Leading elements. Our self–assessment process will assist the school to refine the school plan, leading to further improvements in the delivery of education to the students in the school.
Several members of staff took up opportunities to show their leadership skills in taking the leading role in presenting to the staff ( Quality Teaching Rounds), organising events (Harmony Day, Jumble Sale), taking part in committees (Positive Behaviour Learning– PBL, Learning Support Team Meetings – LST, Work, Health and Safety – WHS) and leading program such as the Coding Club, Band and Choir.
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Strategic Direction 1
Literacy, numeracy and other KLAs
Purpose
The purpose for the school community is to provide a whole school approach to the delivery of quality learning thereby enabling all students to develop confidence and capacity in literacy, numeracy and all other key learning areas.
Improvement Measures
* Increased proportion of students achieving expected growth in literacy.
* Increased proportion of students achieving expected growth in numeracy.
* Established a consistent approach for implementing differentiating activities/ programs.
* Provision of appropriate PLPs (PLASPs) for students with specific learning needs.
* Increased proportion of students completing STEM–based activities and tasks
Overall summary of progress
Literacy and Numeracy Improvements:
The L3 (Literacy, Language and Learning) program has proven successful and in conjunction with Jolly Phonics have improved the outcomes for the students in K–2.
In Years 3–6 the teachers needed to continue with the Guided Reading Program as well as implement the Jolly Grammar Program.
Differentiated Activities in Class:
The staff have implemented a more consistent approach to differentiating activities in class in order to reach all students and cater for their abilities.
PLPs for Students:
In the support unit and the mainstream staff have developed individual learning plans for students with specific needs. This has made learning more achievable. In the support unit these plans are discussed with the parents.
Stem–based activities:
All staff are more aware and are implementing STEM–based activities in the KLAs such as Science, Maths and History. This has been successful and students are faced with more problem solving and authentic activities.
Progress towards achieving improvement measures
Process 1: Literacy/ Numeracy: Implement a whole school approach to supporting students to develop literacy skills through differentiated learning activities, using self–assessment strategies to determine prior learning.
Implement learning support programs and create PLPs (PLASPs) for students with specific learning needs as well as providing intervention for specific learning targets (SMART goals).
Other KLAs: Implement STEM–based activities to promote confidence, skills and self–motivation in students.
Learning in all KLAs will be enhanced through embedded technology, the implementation of innovative, high interest and self–directed learning experiences.
Evaluation Funds Expended (Resources)
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Progress towards achieving improvement measures
The additional staff assisted with the delivery of the literacy and numeracy L3 training and lesson delivery programs to improve learning outcomes for the students. Jolly Phonics and Jolly Grammar The phonics and grammar books assisted the staff with succinctly teaching books phonics and grammar in a logical sequence. Guided reading resources and multiple The L3 training ensured that staff delivered successful and succinct lessons copies of reading books in reading and writing to K–2. additional staff – Learning support teachers, SLSOs, CLOs
Funding Sources: • Socio–economic background ($140000.00) • Low level adjustment for disability ($80000.00) • Socio–economic background ($60000.00)
Next Steps
1. Continuation with programs such as L3, Jolly Phonics and Jolly Grammar.
2. Continuation with PLPs for students with specific needs in the support unit and mainstream.
3. Continuation with STEM–based activities for all grades.
4. Technology is further integrated in the classroom with laptops, self–directed activities.
5. Continuation of maths groups with slight changes to the composition.
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Strategic Direction 2
Quality Teaching and Leadership
Purpose
Staff and leaders learning through building leader quality and staff capacity. The purpose of the staff at Yennora PS is to provide quality teaching programs and lesson delivery to all students thereby enabling teachers' capacity to continually improve their ability to successfully plan, implement and evaluate programs and reflect on their teaching practices with a focus on continuous improvement. Continuous participation in professional learning and opportunities for aspiring leaders to take on responsibilities.
Improvement Measures
Professional learning plans (PDPs) show increased evidence of understanding of the teaching standards.
All identified aspiring leaders build their capacity through mentoring and coaching by assuming leading roles within the school.
Increased opportunities to promote professional growth of all teaching staff focusing on instructional collaboration and reflective practices.
Overall summary of progress
Professional Development Plans:
All staff will devise their professional learning plans with the School and their own professional goals. These they will discuss with the supervisor and formulate a way to achieve.
Leadership:
The four early career teachers have completed their accreditation successfully. One staff member has taken on the role of Relieving Assistant Principal in the mainstream. The role of the Assistant Principal in the Support Unit has been filled and will become a Deputy Principal in 2020. One temporary staff member became permanent through the interview process.
Professional Growth:
The staff is presented with opportunities to take on roles/ positions of responsibilities. Many staff members had taken on roles eg Band, Choir, Coding Club, PBL.
Staff had the opportunity to learn about Peer Observation, which will be expanded into Quality Teaching Rounds in 2020.
Progress towards achieving improvement measures
Process 1: Undertake collaborative programming and reflective practices to provide challenging rich learning environments.
Grade teams/ partners share best practice in programming and assessment.
Targeted teacher professional learning utilising the expertise of internal staff as well as external in mentoring/ coaching opportunities.
Provide opportunities for aspiring leaders to take on responsibilities and tasks.
Innovative lesson delivery for students to set goals and develop a sense of high expectations.
Evaluation Funds Expended (Resources)
Successful accreditation completion by 4 early career teachers. They were Meeting with early career teachers given support with several meetings each term and time to plan each several times a term. fortnight, explanation of standards and the requirements for accreditation.
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Progress towards achieving improvement measures
Opportunities to take on leadership Peer Observation conference and planning for Term 1 planned with roles eg Assistant Principal inservices organised. Professional Development Plans Teachers successful in gaining AP position in other support units for a period of time. Conference for team for Peer Observation followed by staff meetings 100% of staff completing their PDPs including goals from the School Plan. Funding Sources: • Socio–economic background ($5000.00) • Quality Teaching, Successful Students (QTSS) ($38000.00) • Support for beginning teachers ($28000.00)
Next Steps
1. Continuation of professional learning opportunities, courses and online learning.
2. Provide staff with opportunities to expand their skills and talents.
3. Work jointly with the University of Newcastle on the Quality Teaching Rounds Project.
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Strategic Direction 3
Community and School Wellbeing
Purpose
The purpose for school and community is to promote and embed a sense of positive values and wellbeing thereby creating a school community with a strong social conscience, life–long learners and inclusivity of students with specific learning needs. The student learning will be empowered and strengthened through effective community partnerships.
Improvement Measures
Increase in integration opportunities from the support unit and cross mainstream for integration.
Increase proportion of staff understanding the specific needs of students regarding disabilities and challenging behaviours.
Increased proportion of students setting goals and using reflections on their learning
Increased proportion of students showing positive, resilient behaviour.
Increased proportion of parents engaged purposely in supporting their children's education and in the life of the school.
Increased proportion of awareness in students regarding future aspirations and a desire for life–long learning.
Overall summary of progress
Integration:
Students from the support unit integrated into the mainstream classes for several sessions throughout the week. This gave the students confidence and students from the mainstream a greater understanding. The Buddy Program and the Workshop on Disability made our students even more aware of the challenges faced by some of our students.
Goal Setting for Students:
Teachers started goal setting with some of our senior students. This will need to be extended next year.
Teachers are setting individual goals for students in the support unit with parents.
Positive Behaviour:
Our Perfect Possums are a popular incentive for positive behaviour. The PBL committee will continuously assess the program and develop new lessons.
Future Aspirations Program:
Our students enjoy the visits to the workplaces and the university, where we are offering students alternative future aspirations. The parents are engaged and happy for staff to present choices. The students are experiencing what work and learning is like after primary school.
Progress towards achieving improvement measures
Process 1: Using a variety of professional learning to build capacity in staff in supporting students with challenging behaviours.
Developing goal setting skills in students for life–long learning.
Display of understanding and empathy to integrate students from the support unit into school activities.
Engaging parents in contributing towards school life, student learning via workshops, surveys, forms, feedback, consultation and reflection.
Evaluation Funds Expended
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Progress towards achieving improvement measures
Evaluation (Resources)
Excellent progress has been made for the Buddy Program and the students Buddy System with support unit have enjoyed spending time together. Friendships and understanding of disabilities have increased. Setting goals and reflection activities for students. Continuation of PBL with new lessons and activities, continued data collection. PBL lessons, data collection on behaviours in all areas. Survey for parents regarding engagement in school. Engagement of parents in school activities.
Funding Sources: • Socio–economic background ($5000.00)
Next Steps
1. Continuation of integration of students from the support unit into mainstream.
2. Continuation of students setting their learning goals and reflecting on their own learning.
3. Continuation of PBL lessons, encouraging students positive behaviour and data collection.
4. Continuation of Aspiration Program for senior students.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading The Smoking Ceremony The Smoking Ceremony was the highlight of the garden opening. The staff and students Purchase of Bush Tucker were very excited. The staff and students Plants worked hard on the garden with planting, mulching and completing the murals. The Books for the library NAIDOC Day organisation is always well–organised and the activities were Resources for NAIDOC interesting and appropriate for the day. Day
Garden grant from the Council
Funding Sources: • Aboriginal background loading ($1 010.00) • Socio–economic background ($500.00)
English language proficiency Readers for students The newly arrived students were catered for with extra support and individual assistance. Additional EALD support Extra work was prepared for them in class as well. Students were also supported in class Funding Sources: according to the policy guidelines. Class • English language teachers appreciated the assistance the proficiency ($30 000.00) EALD in class working in groups to support individual students with literacy and numeracy.
Low level adjustment for disability additional days for LaST The additional employment of the teacher teacher was used for assisting students in class with literacy and numeracy activities. resources
Funding Sources: • Low level adjustment for disability ($25 000.00)
Quality Teaching, Successful Meetings/ discussions Time was used to assist supervisors with time Students (QTSS) to supervise and further help staff with their Release time for staff and PDPs, lesson delivery, program discussion supervisors and other professional learning.
Funding Sources: • Quality Teaching, Successful Students (QTSS) ($41 619.00)
Socio–economic background Additional teaching staff The additional staff employed by the school is employed vital in implementing the literacy and numeracy programs offered. Additional Additional SLSO staff teaching resources is purchased to cater for employed the wide variety of abilities in each class.
CLOs employed
Teaching resources
Funding Sources: • Socio–economic background ($404 000.00)
Support for beginning teachers Meetings re accreditations Teachers have completed their accreditation requirements successfully. They have Release days/ time for attended the meetings and completed the beginning teacher activities associated with accreditation. The
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Support for beginning teachers beginning teachers were given time to work Activities for beginning on their accreditation, have discussions with teachers to complete their supervisors and observe other teachers' lessons. Completing their accreditation
Funding Sources: • Support for beginning teachers ($28 000.00) • Support for beginning teachers ($28 000.00)
Targeted student support for Additional staff Students' learning were catered for by refugees and new arrivals employing SLSO in the class room and CLOs for interpreting additional support staff to assist with literacy and numeracy activities. The CLO was SLSOs for assisting in class employed to assist with translation of notes, meetings and interviews. Funding Sources: • Targeted student support for refugees and new arrivals ($11 553.00)
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Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 99 103 106 115 Girls 92 91 110 119
Student attendance profile School Year 2016 2017 2018 2019 K 93.6 92 92.3 89.2 1 93.6 92.1 91.7 89.6 2 91.3 90.1 94.9 90.7 3 95.2 93.8 93.7 87.8 4 93.6 93.1 91.2 92.1 5 94.3 94.4 94.3 90.5 6 94.7 91.2 92.6 90 All Years 93.8 92.4 93 89.9 State DoE Year 2016 2017 2018 2019 K 94.4 94.4 93.8 93.1 1 93.9 93.8 93.4 92.7 2 94.1 94 93.5 93 3 94.2 94.1 93.6 93 4 93.9 93.9 93.4 92.9 5 93.9 93.8 93.2 92.8 6 93.4 93.3 92.5 92.1 All Years 94 93.9 93.4 92.8
The enrolment figures for Yennora Public School have steadily rising and the school has had the highest enrolment. The figures include the students from the Support Unit as well. The boy/ girl ratio seems to be fairly even.
Yennora PS is quite pro–active in managing student non–attendance. The school has an attendance program, which rewards students for being punctual and attending daily. Students' absences are being followed up with phone calls, letters and the involvement of the Home School Liaison Office (HSLO). Where high absences of individual students were observed, measures were taken to assist the students to return to school successfully.
Parents were informed of school attendance regulations through newsletters.
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 Assistant Principal(s) 3 Classroom Teacher(s) 12.8 Teacher of Reading Recovery 0.32 Learning and Support Teacher(s) 0.6 Teacher Librarian 0.6 Teacher ESL 1.6 School Administration and Support Staff 6.42
*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, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.
Workforce ATSI Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 7.20% Teachers 3.30% 2.90%
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.
Yennora Public School had several positions advertised mainly in the support unit especially since there will be an increase in classes in 2020.
There were two secondments at the end of the year for two teachers to assistant principal position in other support units.
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There were 4 staff members, who completed the accreditation process successfully with the guidance of appointed mentors and professional learning sessions each term.
IN 2019, 100% of the staff participated in Professional Learning in many areas designed to build capacity and achieve the key priorities in the School Plan.
– CPR, Child Protection, Anaphylaxis
– English and Maths
– Continuation of L3 (language, Learning, Literacy)
– Technology
– Dyslexia and other reading problems online course
– Disability (Introduction and students you may have in your class)
–Peer Observation
–Support unit (PECS, programming, risk assessments, health care plans, health care procedures)
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2019 Actual ($) Opening Balance 528,082 Revenue 3,862,021 Appropriation 3,778,178 Sale of Goods and Services 10,804 Grants and contributions 67,378 Investment income 3,761 Other revenue 1,900 Expenses -3,455,988 Employee related -3,211,809 Operating expenses -244,179 Surplus / deficit for the year 406,033
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.
Yennora Public School has a finance committee, which generates a budget for the school each year. The buildings in the support unit needed a great deal of upkeep as well as technology resources and equipment for students.
Additional staff needed to be employed to assist students with additional needs to support their learning and wellbeing. The school also employed two Community Liaison Officers (CLO) to support our community to understand school procedures, activities and events.
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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.
2019 Approved SBA ($) Targeted Total 918,582 Equity Total 658,974 Equity - Aboriginal 1,009 Equity - Socio-economic 366,444 Equity - Language 205,097 Equity - Disability 86,425 Base Total 1,725,624 Base - Per Capita 53,507 Base - Location 0 Base - Other 1,672,118 Other Total 361,983 Grand Total 3,665,163
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.
Equity funding (socio) was used to employ additional teaching staff as well as School Learning and Support Officers (SLSO) and Community Liaison Officers (CLO) for our Karen and Arabic speaking families.
The funding also supported the staff with teaching resources for the support unit and the mainstream classes.
Equity funding (Aboriginal) was used to assist with the Smoking Ceremony and SLSO time and resources for students.
Equity funding (EALD) was used to support our newly arrived students as well as support students in the classroom.
Equity funding (Disability) was used to support students in the support unit as well as students in the mainstream with specific needs.
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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.
From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in NAPLAN on paper and others online. Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any 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 be treated with care.
NAPLAN Online
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. As schools transition to NAPLAN online, the band distribution of results is not directly comparable to band averages from previous years. While the 10 band distribution available to schools who completed NAPLAN online is a more accurate reflection of student performance, caution should be taken when considering results relative to what was formerly a six band distribution. As the full transition of NAPLAN online continues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth. This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.
Literacy
In NAPLAN Reading, 29% of the 28 students in Year 3 achieved the top two bands. There was a 14% increase in the lower two bands with 25% of students in Band 1 and 2.
In Year 5 NAPLAN Reading, 10% of the 29 students achieved Bands 7 and 8 while 41% achieved Bands 3 and 4.
The main focus for our Year 3 and 5 students will be more succinct reading strategies, vocabulary and comprehension strategies.
In NAPLAN Grammar and Punctuation, 14% of the Year 3 students achieved the top two bands and 19% were in Bands 2 with no students in Band 1.
In Year 5, 30% of the students achieved Bands 7 and 8 and 42% of students achieved Bands 3 and 4.
With an extended grammar program the results should improve in 2020.
In NAPLAN Spelling, 26% of the Year 3 students achieved the top two bands while 11% were performing at the Bands 2 with no students in Band 1.
In Year 5, 34% of students achieved Bands 7 and 8 and above. While 20% of the students achieved Bands 3 and 4.
A phonics program in the K–2 is advocated to improve results.
In NAPLAN Writing, 65% of Year 3 students achieved the top two bands, which is an increase of 24% and there were no students in Band 1 or 2.
In Year 5, 10% of the students achieved the two top bands. 24% of Year 5 students achieved Band 3 and 4.
The school is revising their writing program.
Numeracy
IN NAPLAN Numeracy, in Year 3, 22% of our 28 students achieved Band 5 and 6, which is an increase of 3%. 11% of students achieving Band 2 and there were no students in Band 1.
In Year 5, 4% of our 28 students achieved Band 7 and and above and 33% achieving Band 3 and 4.
The focus for 2020 will be on number, patterns and algebra and problem solving will continue .
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Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions of parents, students and teachers about the school and its programs. In 2019 we increased the programs for our pre–schoolers at Yennora PS. The staff, students and parents indicated their level of support for the "Big Step, Big School", Little Learners at Yennora and our Monday Playgroup. The parents of the students attending these programs attend every Monday and Friday with their children and felt very positive and thought their child is learning a great deal about school. Parents had the opportunity to stay and learn along with their children the importance of play and the early skills needed before entering Kindergarten.
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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.
Yennora Public School is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students. The school promotes respect for the unique and ancient culture of Aboriginal people. Aboriginal perspectives were embedded into the teaching and learning programs of the school.
The school community celebrated Aboriginal culture and history by recognising important annual events such as Harmony Day and NAIDOC Week by organising cultural activities. in 2019, the school opened the Aboriginal–themed garden by inviting an elder to perform the Smoking Ceremony. This was a very exciting event and for most students and staff the first time they had participated in such an event.
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.
A staff member at Yennora Public School has taken on the responsibility of the Anti–Racism Contact Officer (ARCO). ALL teaching and non–teaching staff work collaboratively to promote acceptance of Australia's cultural, linguistics and religious diversity.
The ARCO has informed the staff of the role of the ARCO and the process of registering complaints.
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.
Yennora Public School has a 98% non–English speaking background community. The school continually promotes and celebrates this diversity. The staff has incorporated in their Teaching and Learning Programs the multicultural aspects of the units of work. The staff is also aware of the community celebrations eg Ramadan, Chinese New Year. Harmony Day is an important day in our school to come together to strengthen the unity in this diversity.
The school supports newly arrived students with programs specifically targeted to them focussing on the students functioning in the classroom and playground. Individualised programs are created in Literacy and Numeracy as well as support in class is available.
Other School Programs (optional)
OPERATION ART
In 2019 four students from Yennora entered four art works into the competition. They created a piece of art, which then
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was displayed in the art gallery. One of the students' art was chosen to travel around the regional galleries.
PEER SUPPORT
The Peer Support program is designed for Year 5 and 6 students to develop their leadership skills. It starts with a training sessions outlining what is means to be a leader then finishes with the program the students have to teach to the other students in the school. The focus is kindness, acceptance of others, friendship and understanding. This has always been a very successful program in the school.
PUBLIC SPEAKING COMPETITION
Each year every students in the school participates in the the school's public speaking competition. The students chosen then move into the public speaking competitions. In 2019, one of our students made it to the state finals, which was very exciting to see.
THE KIDS COMMITTEE
With the assistance of Parks Community Services, the students in Year 5 were trained for the Kids Committee, which will become our student leadership body for the next year. In 2019 the Year 6 students took up their positions organising meetings, fundraising and organising projects. One of their projects was the Science Day. The Science Day theme in 2019 was "The Aliens have landed...". The Kids Committee also organised a Science Stall with all sorts of scientific items. This was very successful.
RECYCLING AT YENNORA
The Kids Committee also organised the recycling of bottles and cans at school. The students collected the bottles and cans, which were redeemed at one of the local businesses. The money raised was used for their Year 6 Farewell, which was a Harbour Cruise.
SPORTS AT SCHOOL PROGRAM
Staff at Yennora Public School organised the Sport in School Program for the students. The coaches for Gymnastics and AFL came into the school and taught the students skills they would normally have little or no access to.
Yennora PS send several teams to participate in the inter–school sport – PSSA. The Girls' AFL, The Girls' OzTag, the Girls' T–Ball and the Boys' T–Ball all won their Premierships.
The school participated in a Swim Program 2019, in which 120 students took part and improved their swim skills and water safety skills.
Swim Program 2019
In 2019, 120 students participated in the Swim Program 2019. The students learnt not just how to swim but also the water safety needed when out in the community or in the holidays. There is a significant increase of students who are more confident in their swimming and safety skills. This has become a very popular program with the students and the parents.
Dance 2B Fit
The school also offered the Dance 2B Fit Program again this year. This is a popular dance program for all classes and students enjoy attending. It increased not just the dance skills however also the fitness levels as well.
Choir and Band
In 2019, the choir and band program was expanded to let more students join in. The school offers a ukelele/ guitar band as well as choir. Staff members volunteered to teach the students music. The response from the community has been very positive. Both groups had the opportunity to perform together at the Parks Community Centre towards the end of the year for the Children's Day.
Coding Club
Staff members volunteered to host a coding club after school, where the students could learn about coding. The main aim was to enter the coding competition creating moving robotic machines to perform various tasks. The students were very committed to the club and gave up their time to take part in the competition.
The Garden Club
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The staff and students volunteered for the garden upkeep, created an Aboriginal–themed garden with Bush Tucker plants, painted poles, a mural, a seating area and a fire pit. It was opened with a Smoking Ceremony, which everyone found fascinating. The students also assisted with maintaining the vegetable and flower beds around the school. With the help of Westrac, the school was able to extend the vegetable garden. Westrac donated flowerbeds, soils, plants and a concrete footpath so that our students from the support unit could also walk through the garden.
Community Access Program
The students from the support unit have regularly gone on the school bus to various venues in the community. This has assisted the students with gaining further skills in ordering food at McDonalds, participating in activities at Bunnings. The learning that occurred was paramount and will assist the students with life skills and access to community venues even with their parents.
Buddy Program
This year students had to write an application to be a Buddy with a student from the support unit. The Year 4 students were very keen to team up. The results of this program were amazing. Each pair of students would play, talk and walk around in the playground and real friendships were created. The parents were very happy with the program and it will continue next year as there will be even more students needing a Buddy.
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