here - Drummoyne Public School

Drummoyne Public School
Annual School Report 2014
1774
[school code]
School context statement
Principal’s Message
Drummoyne Public School is a dynamic and
innovative Sydney Metropolitan Public School.
We have 45% of students from Language
Backgrounds Other Than English (LBOTE). These
include Greek, Italian, Chinese and Spanish. The
dedicated staff promote a love of learning by
providing a caring, stimulating and secure
environment within a context of a highly
supportive and engaged school community.
Our students are empowered to confidently
demonstrate our school values by displaying
respect
and tolerance. Whilst
taking
responsibility for their learning and behaviour,
students are always encouraged to strive for their
personal best and to demonstrate kindness and
fairness in their relationships with others.
Personal worth is consistently recognised and
learning is highly valued.
A major achievement of 2014 has been the WiFi
upgrade to support the connectivity of mobile
devices across the school. This necessary upgrade
will support the 2015 roll out of iPads into all
classrooms and enhance opportunities for the
modern learners of Drummoyne.
This year also saw the introduction of a new
school report. The introduction of the report
required extensive consultation with Momentum
ESR, a company that provides a reporting
framework using a cloud platform service. Staff
are now able to record marks, write comments
and prepare reports easily at school or at home.
The new report also features learning goals for
students in literacy and numeracy. These goals
provide parents and students with meaningful
feedback and future directions for learning.
The Parents and Citizens Association (P&C) fund
the employment of additional staff to further
enhance the learning of students with additional
learning needs. This encompasses students
requiring additional support in learning and
identified gifted and talented students.
I would like to thank the wonderful students,
teachers and parents that make up the
Drummoyne Public School community.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school’s
achievements
and areas for
development.
Drummoyne Public School is a Kindergarten to
Year Six Inner West primary school which has
been educating students for over 125 years. It
has an enrolment of 665 students including 45%
from a non-English speaking background, and is
dedicated to maximising learning outcomes
through quality teaching across all key learning
areas. The school enjoys a cohesive mix of
experienced and early career teachers who have
high expectations of their students. Current
priorities across the school include literacy,
numeracy, curriculum differentiation and
formative assessment with an emphasis on
engaging students using 21st Century learning
methods and tools. The school provides a range
of extracurricular programs including choir, band,
debating, chess, sport and after-school Mandarin.
The parent community is actively involved in the
school and has high expectations for teaching and
learning. There is a strong ethos of inclusion,
student wellbeing and teamwork.
Student enrolment profile
Gender
Male
Female
2011
294
320
2012
310
302
2013
328
319
2014
336
329
State DEC
School
Student attendance profile
Year
K
1
2012
97.0
95.2
2013
96.3
95.5
2014
96.4
96.7
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
94.7
95.5
95.1
95.7
94.6
95.4
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2
96.0
94.8
96.5
95.7
95.5
95.7
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7
96.4
95.9
95.3
96.2
95.8
96.1
95.2
94.7
94.9
95.0
94.9
94.8
94.2
94.8
1
P&C Message
Workforce information
2014 was another great year for the P&C working
in collaboration with the school. There were
significant milestones in the areas of fundraising,
school services and community engagement.
It has been wonderful to see P&C funds continue
to be invested in technology including laptops,
iPads and WiFi, plus our ongoing support of
literacy resources and learning support.
A comprehensive calendar of events was
delivered throughout the year. The annual School
Fete is the largest community event on the P&C
calendar and our most significant fundraiser. In
2014 the P&C continued to engage broadly with
the business community to support the event
which resulted in a greatly improved financial
outcome. In particular, our thanks and gratitude
must go to the committee, volunteers and
supporters who made the day such an
outstanding success.
Other
significant
events
including
the
Activitython, Cancer Council Morning Tea,
Champagne Night, School Disco, Trivia Night and
Picnic in the Playground continue to be hugely
successful and it has been great to see
participation of students, parents, school staff
and the broader community. We are fortunate in
having such a dedicated group of committees and
volunteers ensuring these events are successful.
The P&C also continued to provide the important
services of the Uniform Shop and Canteen. The
Canteen continues to thrive under the
management of Dominic Blasonato, our Canteen
Manager. A special thank you is extended to the
volunteers and coordinators of both the Uniform
Shop and Canteen who continue to keep these
valuable services open every school day.
We would like to recognise the hard working
coordinators, volunteers and school staff
supporting our other activities including the
Mother’s and Father’s Day stalls, Entertainment
Book, Kindergarten Orientation, Class Parents
initiative, Band/Entertainment, Newsletter and
Playground Development.
These significant
initiatives of the P&C contribute greatly to the
vitality of the school.
Our final thank you must go to our dedicated
teachers, staff and executive at Drummoyne who
support the P&C so generously and, of course, for
everything they do in the interests of our
children’s education and wellbeing.
The high level of professionalism, dedication and
commitment by our staff members, combined
with strong support from our parents, ensures
that all students are provided with opportunities
to maximise their potential.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Workforce composition
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
RFF & PT Teachers
Classroom Teacher(s)
Teacher of Reading Recovery
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
Community Languages
School Administrative & Support Staff
Total
Number
1.0
1.0
4.0
2.318
23.0
0.525
0.5
1.2
1.8
2.0
4.262
41.605
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Our teaching staff come from culturally diverse
backgrounds, however none are from an
indigenous background.
Teacher qualifications
Qualifications
Degree or Diploma
Postgraduate
Professional
accreditation
% of staff
100
25
learning
and
teacher
Teaching staff at Drummoyne are committed to
ensuring they are actively involved in professional
learning.
School and external professional
learning opportunities are linked to school
improvement targets. Administrative staff
participate in professional learning activities to
support them to effectively meet the demands of
their roles and responsibilities.
Mr Chris Gough, President, and the P&C
Executive
2
In 2014 professional learning included:

All staff trained in the use of PLAN
software.

Training of staff on the new Mathematics
and Science curriculum

Cooperative planning included the
development of English units of work that
meet the requirements of the new
syllabus.

Collaborative development of whole
school scope and sequences for
Mathematics and Science.

Release for teachers and associated costs
to attend courses in areas such as
literacy, numeracy, technology, student
engagement, music, sport and visual arts.


This summary covers funds for operating costs
and includes, as a 229 school, expenditure areas
such as permanent salaries. The full cost of
building and major maintenance is not included
in this summary.
2014 Actual ($)
Opening Balance
Mandatory training in First Aid, Child
Protection Update and Code of Conduct
for staff.


Financial summary
Revenue
(5,212,971)
Appropriation
(4,847,795)
Sale of Goods and Services
Grants and Contributions
Investment Income
All staff were trained in the use of the
school’s new reporting system using
Momentum ESR software.
Stage based professional learning
included cooperative programming and
the writing of report indicators and
learning goals for students.
In Term 4 staff engaged in planning for
the new 2015-17 school plan.
-
Expenses
5,187,975
Recurrent Expenses
5,187,975
Employee Related
4,513,589
Balance Carried Forward
3
(7,499)
Other Revenue
Surplus/Deficit for the Year
In 2014 there were two teachers in their first year
of permanent employment. They each received
funding equivalent to two hours extra relief a
week and an additional hour a week for the
mentor. This funding was used to provide
teachers with time for planning, programming,
reporting, working with their mentor and
attending professional development.
(356,476)
-
Capital Expenses
Under the Great Teaching, Inspired Learning
Initiative additional professional learning funds
were received for our Beginning Teachers.
(1,200)
Gain and loss
Operating Expenses
Beginning Teachers
(194,854)
674,386
(24,996)
(219,850)
Funds received through the Resource
Allocation Model
Student Representatives’ Message
Component
This year has been a very successful one for the
SRC. The prefects were allocated leadership
roles, and were responsible for preparing the
agenda prior to each meeting, running meetings
and coordinating fundraising and school events.
Class representatives attended regular meetings,
voicing issues and making requests that had been
raised during class discussions. These included
the possibility of getting bike racks and higher
barriers for handball. Decisions made and actions
to be taken were then recorded so they could be
reported back to the class.
Base
Equity
RAM
4,109,420
4,109,420
261,555
-
Location
821
Aboriginal
821
Socio- Economic
5,838
Language
178,550
Disability
76,345
Targeted
174,917
174,917
257,801
257,801
Other
Total
5,838
178,550
76,345
In 2014 the SRC supported ‘Walk to School Safely’
Day, hosted the Anzac Ceremony, promoted Kid’s
Trivia Night, assisted at the Fete, helped establish
the Environmental Club and collected class
donations for the Exodus Christmas Food Drive.
4,803,693
The SRC addressed concerns about playground
littering and assisted students in finding solutions
to other playground issues raised by class
representatives such as inconsiderate behaviour,
canteen lines and respect for school property.
In 2014 over $60 000 was spent ensuring our
beautiful heritage listed building with very thick
walls was enabled for WiFi connectivity
throughout the school. This was a priority to
enhance and enable 21st century learning in all
classrooms.
School performance 2014
Academic achievements
The school also purchased a wide range of
resources including iPads to ensure equity of
mobile devices across the school.
NAPLAN
In the National Assessment Program, the results
across the Years 3 and 5 literacy and numeracy
assessments are reported on a scale from Band 1
to Band 8.
The support of funds from our P&C was used to
deliver a numeracy enrichment program focused
on students in Years 1 to 3. This highly successful
program utilised PLAN data to tailor
individualised and small group support.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Future spending priorities include building the
teaching capacity of all staff, to effectively
implement future focused learning and embed
formative assessment strategies across the
school.
Year 3: from Band 1 (lowest) to Band 6 (highest)
Year 5: from Band 3 (lowest) to Band 8 (highest)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.
4
displayed in Drummoyne’s biennial Visual Arts
exhibition. Each class also created ‘Respect’
paper chains which were decorated with poems,
drawings and reflections of their Indigenous
learning. These chains were joined together to
create the Aboriginal National Flag which was
hung in the school hall for the remainder of the
school year.
Percentage of Year 3 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
100.0
99.0
99.0
98.0
99.0
The Maluerindi Clan
from the Daingatti
tribe was invited to
work
with
K-6
students in small
workshops
concentrating
on
different aspects of
their
culture.
Students
worked
together in teams to
create their own
animal dot paintings. They participated in animal
dances and learnt about the significance of each
dance. They viewed demonstrations of how to
make bush sounds using traditional musical
instruments such as the didgeridoo and clapping
sticks. They heard dreamtime stories and
participated in question and answer discussions
about artefacts, history and culture.
Percentage of Year 3 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
100.0
99.0
99.0
98.0
99.0
Percentage of Year 5 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
100.0
98.6
100.0
Grammar & Punctuation
100.0
Numeracy
100.0
Teachers continued to integrate Aboriginal
perspectives into classroom teaching and
learning programs. Respect is shown to the
traditional owners of the land at each Infants and
Primary
assembly
by
including
an
Acknowledgment of Country at the beginning of
each school assembly.
Other achievements
Aboriginal education
The
school
celebrated
NAIDOC Week in
July by selling
‘Respect’
armbands
to
fundraise for the
‘Koori
Kids’
Foundation.
‘Koori Kids’ promote public awareness,
reconciliation, cultural diversity as well as equal
opportunity for Indigenous children. K-6 students
explored Aboriginal and Torres Strait Islander
culture and achievement by studying artworks,
music, dance, and history and dreamtime stories
in their classrooms. Students created their own
Indigenous-inspired artworks which were
Community Languages
2014 has been a successful year for Community
Languages.
Kindergarten was given the opportunity to attend
both languages for a semester each. The students
will then begin their learning in that chosen
language from Year 1 through to 6.
A new fulltime Greek teacher started in Term 2
this year, Mrs Ashley Nouris. Greek students were
attending lessons full of Greek culture, traditions
and were immersed in the importance of the
Greek language. This included grammatical
importance as well as etymological.
5
The Italian extension program continued again
this year. This is a class offered once a week
before school to students of Italian background in
Years 3 to 6. The program focuses on
conversational Italian. In Term One, Year 2 and
Year 3 Italian students attended a Commedia
Dell’arte play immersing them in the culture of
Carnevale. In Term Three, Years 4 and 5 Italian
had a school incursion to integrate the topic of
‘Food’. An Italian chef from ‘Piatto Perfetto’
made an Italian dessert with the students.
debates,
including
meeting and
greeting
visiting teams,
chairing,
timekeeping
and
hosting
afternoon tea.
Debates took place every three weeks with an
away and a home team arguing either side of the
case. The topics covered a wide range of issues in
the context of the Stage 3 PDHPE, HSIE and
Student Welfare curriculums. These included
‘Fast food advertising should be banned’, ‘The
punishment should fit the crime’ and ‘Recycling is
not enough’.
In Term Four, both Greek and Italian Year 6
students attended an excursion to an Italian and
a Greek restaurant and gelateria. The students
ate traditional Italian and Greek cuisine and
communicated in the language.
Multicultural education and anti-racism
Training sessions were held on Wednesdays
before school and at lunchtimes when required.
Students researched topics and collaborated as a
team to create logical and coherent arguments.
They developed confidence and skill in presenting
their point of view in a convincing and sincere
manner.
Students in Years 3-6 participated in the
Multicultural Perspectives Public Speaking
Competition, which aims to heighten awareness
of multicultural issues and promote democratic
values in the context of the family and the wider
community. All students were given an
opportunity to explore topics related to cultural
diversity and voice
their opinion on
issues of concern to
them.
These
included
asylum
seekers,
stereotypes, racism
and religion.
Premier’s Spelling Bee
This year several students from Years 3-6
participated in Drummoyne Public School’s
annual Premier’s Spelling Bee. Heats were held
over two days and the winners from each stage
were selected to represent our school at the
District Finals at Meadowbank Primary School.
Candidates
were
nominated
from
each class to enter
the school competition where they delivered a
prepared and impromptu speech. Four students
were selected to compete at the local final.
James S from 6F excelled, winning at both local
and regional levels, and going on to compete at
the state finals held at the ABC Centre in
November. A group of senior students attended
this event, accompanied by Miss Charlier and
Ms Hill.
Our representatives did extremely well at this
stage and we should be proud of the high
standard of spelling skills demonstrated at our
school as shown at district level and the school
heats.
Sustainability
The active and committed group of staff,
students and parents worked hard throughout
the year to implement environmental and
sustainability programs. Students participated in
several workshops throughout the year,
developing skills in sustainable living, waste
reduction, composting and kitchen gardens. We
were visited by ‘Seed, Harvest, Grow’ and ‘Tim
Silverwood’. Our Year 5 students were lucky
enough to be involved in the Eco Summit at
Homebush, with the help of the Council.
Debating
In 2014 the school entered two teams in the
Inner West Friendly Debating Competition.
Eleven students were rotated to gain experience
in each position on the team. They were also
responsible for the setting up and running of the
6
Student representatives from Years 3-6
participated in the weekly Environmental Club.
These keen students assisted with maintenance
of outdoor learning areas, clean playground
initiatives and promotion of environmental
issues. They also took part in lessons about seed
raising, vegetable gardens and worm farming.
Recycling bins, with weekly collections, were also
introduced to the school and participating
classrooms.
Staff attended local environmental network
meetings providing an opportunity for teachers
to share resources and network in their local
community. Our committed P&C organised and
coordinated regular school working bees. These
were appreciated by staff and students.
Band
Drummoyne Public School P&C has offered a
Band Program for students in Years 3 through to
6 for many years. Children are encouraged to
consider learning an instrument at the end of
Year 2 ready for the commencement of tutorials
and band practice for Year 3. The band program
helps students to develop musical ability, while
helping them to forge new social connections and
team work, thereby giving them a skill for life.
Band practice and individual tutorials are run
outside of direct teaching periods. Our DPS P&C
Band consists of 3 bands – Junior, Senior and
Stage Bands. Junior band is predominantly for
beginners and senior band is for students with
one or more years of experience. Membership of
the band includes a half hour small group tutorial
session with professional music tutors and a one
hour band session every week. The following
instruments are available as part of the Band
program: flute, clarinet, saxophone, trumpet,
drums, trombone, euphonium and percussion.
Creative and Performing Arts
Art Show
Drummoyne Public School held their biennial Art
Show in the school hall with an outstanding
display of the depth and breadth of talent of its
teachers
and their
students.
All students
were able
to
participate
in an artistled
workshop
facilitated by four professional practicing artists;
Sally Mowbray, Ochre Lawson, Rachel Fairfax and
Linda Bowden. This experience gave students an
opportunity to learn new skills and enriched their
creative expression. A select group of Stage 3
students were chosen to attend a series of gifted
and talented art workshops at Dulwich Hill High
School of Visual Arts and Design to further their
engagement with the arts and students from the
local community.
In 2014 both junior and senior band members
participated in the “Big Gig”, (day long program
and evening performance) along with many other
schools under the “Directions in Music” Team led
by Ms Jane-Marie Talese.
Other highlights include performances at our
fete, a Winter Soiree and an end of year concert
that showcased the school’s music program.
Many of our concerts throughout the year have a
theme and children are encouraged to “dress-up”
for the evening’s performance. Learning an
instrument at Drummoyne Public School is FUN!
Senior Singers
2014 was in the inaugural year for the Senior
Singers Vocal Ensemble. 38 students participated
in weekly rehearsals and in-school performances
at the Stage 3 performance, Grandparents’ Day,
the School Fete, the Music Evening and the Stage
3 Presentation Assembly. 36 singers performed at
the Festival of Children’s Music, an interschool
music festival held at The Chatswood Concourse.
Our students sang in the massed choir and a
smaller ensemble of 20 singers also performed
‘The Circle of Life’ at the festival as an individual
item.
Four of our students had work displayed at the
Armory Gallery, Sydney Olympic Park, as part of
the ‘Operation Art’ initiative to brighten
children’s lives at Westmead Hospital. We were
especially proud of Lucy B in Year 6, whose
artwork ‘Our City’, was selected to be
permanently displayed at a regional hospital.
7
16 students form Year 6 participated in the
Primary Choir of the NSW Schools Spectacular at
the Qantas Credit Union Arena.

Drama Performances

In 2014 the emphasis of the Drama program was
skill building for performance. As part of that
process the students of Stage 3 and Year 4
rehearsed and performed short plays. All
students
were
involved on stage.
The Stage 3 plays
were themed on
bullying and the Year
4 plays were based
on the book 'My
Place'
by
Nadia
Wheatley.
Parents
were
invited
to
attend an afternoon
performance.


Significant programs and initiatives –
Policy and equity funding
Aboriginal background
There were two students from an Aboriginal
background at the school in 2014. Funding was
used in the development of Individualised
Learning Plans as well as ensuring support in the
classroom and excursions.
Socio-economic background
Year 1 Dance Group
Funding for students identified as being from a
low socio-economic background was utilised by
enhancing student access to a wide range of
educational experiences. Extra assistance was
also provided in the class learning environment.
This resulted in increased student participation
and engagement leading to an improvement in
learning outcomes.
In 2014, the Year 1 Dance Group learned a dance
to the popular Arabic song Hopa Tito Balaha, by
Sayed Balaha. The group performed at school
events, including the Drummoyne Public School
Fete, the Sounds of Summer Concert and school
assemblies.
Year 4 Dance
This year the enthusiastic Year 4 Dance group
danced to the popular Pharrell Williams song,
‘Happy’. The group successfully performed at
several school events including the Drummoyne
School fete, the Sounds of Summer Concert and
various school assemblies.
English Language Proficiency
Students from non-English speaking backgrounds
form 45% of the population. The English as an
Additional Language or Dialect (EAL/D) allocation
includes three part time teachers each week. As a
result of the dedication of all our teachers,
students from a NESB continue to achieve
pleasing progress.
Respect and Responsibility
Students are taught respect and responsibility
through our school welfare and leadership
programs and through the care, respect and
dedication of staff. We believe that everyone has
the right to feel safe and happy.
English Language Programs are provided by
teachers who specialise in the teaching of
language acquisition and literacy skills. Students
who learn English as an additional language are
supported with learning programs to develop
language skills and knowledge for improved
academic outcomes. This includes targeted
language groups where tasks are scaffolded to
integrate speaking, reading and writing in a
meaningful context.
Our achievements include:




have a Year 6 Buddy who provides support
and leadership throughout the school year.
Anti-bullying program “Bounce Back” for
Kindergarten students.
Cyber-bullying program provided by an
outside professional.
Year 6 students held a County Fair to raise
funds for their parting gift to the school.
Continued emphasis by staff on our school
values of Respect, Responsibility, Fairness,
Personal Best and Kindness.
Year 6 optional participation in the
Interrelate – Moving into the Teenage Years
program.
Year 5 program – Minding Me.
Young Leader’s Conference for prefects.
The Kindergarten - Year 6 Buddy program
which ensures that Kindergarten students
8
In Stage 1 and 2 the EAL/D and classroom
teachers have worked cooperatively to develop
lessons that differentiate to accommodate
language learning needs of students. Within the
class, smaller groups were formed when
necessary to concentrate on specific skills.
Reading Recovery
Reading Recovery is
a school program
offering special help
to Year 1 students
to enable them to
become
better
readers and writers.
A specially trained
Reading Recovery
teacher, who is
externally
supervised, worked
with five students individually for 30 minutes
each day. Fourteen students from the total Year 1
enrolment of 115 were involved in the program
(12%). Text levels for entry to the program
ranged from 0-8 (Semester 1) and 10-15
(Semester 2). Twelve students were successfully
discontinued, one student transferred to another
school and one student was referred for further
learning support. The completed text levels of
successful students were 18 in Semester 1 and
ranged from 17- 24 in Semester 2. Students
required between 5 and 18 weeks to reach the
class reading level before exiting the program.
Learning and Support
Throughout 2014 the Learning Support Team
provided support aimed at catering for the
diverse learning needs of our students. Those
students identified as having additional learning
needs had targeted learning plans that supported
and extend their learning. Initiatives included:

The Reading Recovery Program that
supported the literacy needs of 14 Year One
students

Additional teacher time was provided to
implement targeted literacy and numeracy
programs. This enabled students to work in
small groups led by Mrs Landi. The program
was collaboratively planned with classroom
teachers.

Mrs Ross, our Learning and Support Teacher
provided specialised learning and behavioural
support for our students. In particular
Mrs Ross implemented the MULTI LIT
program for identified students.


School planning and evaluation
2012—2014
School evaluation processes
A Stage One numeracy program was
implemented in Semester Two. This program,
funded by the P&C, addressed the numeracy
needs of targeted Years One and Two
students. It was implemented by Ms Cowen
and included small targeted groups, concrete
materials and games.
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
Mrs Keating worked 3 days a week and
coordinated the School Learning Support
Officers (SLSO). Our dedicated and highly
professional SLSOs work with identified
students in the classroom and playground.
Students who receive integration funding
have Personalised Learning Plans and these
are reviewed each semester with parents and
the school.
9

Analysis of school based data for English and
Mathematics by all teaching staff at the end
of each semester to inform decision making
regarding individual student needs and to
evaluate the effectiveness of teaching and
learning programs.

Presentation to all staff of NAPLAN results
using SMART data, in order to identify
individual student needs and whole school
areas that are in need of further
investigation.

Student, teacher and parent surveys.

Parent discussion groups provide the
community opportunities to give feedback
and
discuss
school
initiatives
and
organisation.
Year 3 and Year 5 compare to 48% the
previous year.
School planning 2012-2014:
School priority 1

To increase the proportion of expected
growth by Year 5 students in NAPLAN
numeracy by an average of 2% per year.
In Spelling the school’s overall scaled score of
Year 5 students has increased – 532.7 (2012),
540.5 (2013) & 552.0 (2014).

To increase by 2% the proportion of students
exceeding Numeracy proficiency standards
per year as evidence by NAPLAN result.
In Reading over 71% of our students in Year 3
achieved the top 2 bands (5 & 6) as
compared to 62% the previous year.

Introduction of a new reporting system that
communicates specific literacy learning goals
for each student.
Evidence of progress towards outcomes in 2014:

Teachers across all stages use the PLAN tool
and Literacy Continuum to plot student
progress and continue with the development
of quality activities that target students’
literacy needs.
Numeracy and Engagement
Outcomes from 2012 - 2014:



In Year 3 54% of our students achieved
proficiency standards (bands 5 & 6)
compared to 43% for the state.

In Year 5 Numeracy 51% of our students
achieved the top 2 bands (7 & 8) compared to
48% the previous year.

Parent/caregiver, student, and
teacher satisfaction
Teachers across all stages use the PLAN tool
and Numeracy Continuum to plot student
progress and develop numeracy activities
that target student needs.

A new reporting system communicates
specific numeracy learning goals for each
student.

A school Scope and Sequence for numeracy
has been planned in preparation for the
introduction of the new 2015 Australian
syllabus for the NSW Curriculum.
In 2014, the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
Background
Parents, students and teachers were asked to
complete online surveys to gather opinions and
attitudes towards teaching at DPS. This
information will be used to guide future planning.
Findings and Conclusions
Over 100 parent surveys were completed and the
responses showed that 82% of parents felt that
teachers usually or almost always provide
challenging activities that engage students. They
also strongly indicated that teachers know their
students
learning
needs.
School priority 2
Literacy and Engagement
Outcomes from 2012 - 2014:

To increase the proportion of expected
growth by Year 5 students in NAPLAN literacy
by an average of 2% per year.

To increase by 2% the proportion of students
at or above Literacy proficiency per year as
evidence by NAPLAN results.

Year 5 boys will achieve at or above the state
average growth in the aspect of reading
90%
of
students
surveyed
usually
or
almost always
felt what they
are asked to learn is important. 80% of students
indicated that their teachers usually or almost
always helped them and gave them useful
feedback on their work.
Evidence of progress towards outcomes in 2014:

In Reading the school’s average scaled score
growth between Year 3 and 5 was 81.5
compared to 77.8 for the state.

In Reading 67% of Year 5 boys made greater
than or equal to expected growth between
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Staff indicate they felt supported in the delivery
of quality teaching programs which catered for
the different needs within their classrooms. They
strongly indicated that cooperative planning with
colleagues was beneficial.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Future Directions
From the data
collected all
stakeholders
strongly felt
that
the
school
encouraged
staff, parents
and students
to take on
leadership roles at the school. Therefore we will
continue to work with all members of our
community to create leadership opportunities
and further develop leadership capacity.
However, it is evident that the school needs to
further develop its communication around how
we demonstrate our interest in and
accountability for student learning outcomes.
Gail Charlier - Principal
Andrew Braiding – Deputy Principal
Marilyn Farr – Assistant Principal
Tessa Harris – Assistant Principal Rel
Lora Cipriani – Assistant Principal
Kellie Douglas – Assistant Principal
Jacqui Hill – Class Teacher
School contact information
Drummoyne Public School
Rawson Ave,
Drummoyne 2047 NSW
Future Directions
2015-2017 School Plan
Ph: 9181 2636
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2 2015.
Email: drummoyne-p.school@det.nsw.edu.au
The three strategic directions are:
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:

Promoting excellence by providing a range of
quality teaching and learning experiences.

Building a collaborative and dynamic
professional learning community to sustain
quality
teaching.

Provide a
wellbeing
program
that
promotes
a safe and
mutually
respectful environment where the school and
community work in partnership for all
learners.
Fax: 9719 8741
Web: www.drummoyne-p.schools@det.nsw.edu.au
School Code: 1774
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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