Lyneham Primary School
Board Report
2014
1 The entrance to Lyneham Primary School
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Lyneham Primary Annual School Board Report 2014
This report supports the work being done in the ACT Education and Training Directorate, as
outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It
complies with reporting requirements detailed within the Education ACT 2004 and the
National Education Agreement.
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© Australian Capital Territory, Canberra, 2014
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is http://www.lynehamps.act.edu.au.
Inquiries about this publication should be directed to:
Lyneham Primary School
Hall St.
Lyneham ACT 2602
General Inquiries:
Telephone (02) 6205 6511
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Lyneham Primary Annual School Board Report 2014
About our school
School Board
The School Board has worked collaboratively with the school executive, staff and parents
and carers, which comprise the Lyneham Primary School community. It has been rewarding
to work in partnership with Annamaria Zuffo and staff, to shape the development and
implementation of policies that underpin the achievements of the school, including
reviewing Directorate policies and procedures. Specifically: attendance procedures, Gifted
and Talented Programming Policy review, with additional procedures for challenge groups
and the Sun Smart Policy. The Board acknowledges Business Manager Keren Williams for
her outstanding contribution to the governance and operational matters associated with
the functioning of the Board in 2014. Keren’s experience and thoroughness greatly assisted
the Board to closely oversee the expenditure of the school over the past year. In particular,
the Board has ensured that planning for capital improvements and upgrades to the learning
environments, grounds and buildings of the school have been possible, while also ensuring
that there are sufficient funds held in reserve for 2015 and beyond.
The Board is also pleased to have supported the professional development of staff, namely
the Australian Literacy Educators Conference in 2015 and Stage 2 of the Sensory Garden.
The Board acknowledges the close relationship with the Parents and Citizens Association
and the strong community engagement with the parent community of Lyneham Primary.
Camille Carroll
Board Chair
Introduction to School
Lyneham Primary School is proud of the diverse talents, backgrounds and cultures which
form the rich tapestry of our school community. Our school welcomes families from all
over the world.
In 2014 our student population increased in relation to previous years’ trends in terms of
total enrolments. Preschool enrolments were steady overall with four groups, across two
sites. With the increasing enrolments we have been welcoming from our priority
enrolment area there has been an increase in class size, from 17 in 2013 to 18 for 2014.
Our school values the range of family types and backgrounds from which our children
come. This is a feature many enrolling families articulate they are seeking.
Student Information
Student enrolment
In 2014 there was a total of 439 students enrolled at this school.
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Lyneham Primary Annual School Board Report 2014
Table: 2014 Student Enrolment Breakdown
Group
Number of Students
Male
228
Female
211
Indigenous
10
LBOTE
136
Source: Planning and Performance, August 2014
With 36% of our student population having English as a second language or dialect we
focus on targeting the specific needs of these students.
Student attendance
The following table identifies the attendance rate of students by year level during 2014.
Student attendance rate is the percentage of school days attended by students in each year
level at the school. Student attendance is measured over two school terms; that is from the
first day of the school year for students in term one to the last day of term two.
Table: 2014 Semester 1 attendance rates
Year Level
Attendance Rate %
K
92.4
1
93.3
2
91.2
3
93.8
4
93.9
5
90.7
6
93.1
Source: Planning and Performance, July 2014
At Lyneham Primary, we recognise the importance of regular attendance at school. Parents
and carers are required to provide written notification of student absences including
reasons for absences. Team leaders work closely with classroom teachers to monitor the
attendance of all students.
Lyneham Primary values close partnerships with families in improving outcomes for
students. Where the attendance records indicate cause for concern, or parents/carers have
not provided written notification, families are contacted. If deemed necessary, meetings
are held with families, and attendance plans are negotiated.
In some instances, Individual Learning Plans will include the improvement of attendance
as a goal, with accompanying strategies and measures of improvement. Where applicable,
the school also works collaboratively with other supporting agencies, and the Education
and Training Directorate (the Directorate).
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Lyneham Primary Annual School Board Report 2014
In 2014 we developed new procedures to manage attendance and late arrival to school.
These procedures were endorsed by the Board.
Staff Information
Teacher qualifications
All teachers meet the professional requirements for teaching in an ACT public school.
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate
qualification is shown below.
Table: 2014 Qualification of Teaching Staff
Qualifications
Teaching staff (%)
Certificate/Diploma/Degree
100
Postgraduate
11
Source: School Data, 10 February 2015
Workforce Composition
In 2014 the workforce composition of the school is highlighted in the following table. The
data is taken from the school’s verified August pay report. For reporting purposes It includes
all school staff including preschools if applicable, staff absent for a period of less than four
consecutive weeks, staff replacing staff absent for more than four consecutive weeks. It
does not include all casuals and staff who were not paid in this period and staff absent for a
period of four consecutive weeks or longer nor unfilled vacancies.
Table: 2014 Workforce Composition Numbers
Role
Total
Administrative Service Officers
7
General Service Officers & Equivalent
1
School Leader A
1
School Leader B
1
School Leader C
2
Teachers
26
TOTAL
38
Source: Workforce Management, August census 2014
Note: This table includes pre-school staffing
There is one indigenous staff at this school.
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Lyneham Primary Annual School Board Report 2014
Volunteers
During 2014 the school community offered approximately 6900 volunteer hours across the
school, from Preschool to Year 6. These hours related to the following areas:
classroom assistance, organisation and work at school events (Ride-a-thon, Family Fun
Evening, School Concert barbeque), organisation and management of school disco, P&C
Executive, Working Bees, fundraising committee and meetings, Breakfast club, Uniform
Shop, library assistance, enrichment programs, School Board membership and policy
development, Preschool Associations and fundraising, experts and speakers, school banking,
and Wakakirri.
School Review and Development
In 2014, the ACT Education and Training Directorate’s Strategic Plan 2014-2017 provided
the framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2014 and the School Improvement
Framework which are the overarching documents providing support to achieve high
standards in student learning, innovation and best practice in ACT public schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self assessments against
their school plans. In the fourth year schools undergo an external validation process. This
process provides an independent and unbiased assessment of the school’s progress towards
achieving system and school priorities.
Lyneham Primary School will be validated in 2016. A copy of their most recent validation
report can be found on the school website.
School Satisfaction
Schools continually use a range of data collection tools to gain an understanding of the
satisfaction levels of their parents and carers, staff and students. In August/September
2014 the school undertook a survey to gain an understanding of school satisfaction at that
time. Staff, parents and students from year 5, and above, with the exception of students in
special schools, who were invited to take part in an online survey.
Overall Satisfaction
In 2014, 60 parents, 37 staff and 92 students responded to the survey. Where less than five
responses were received the results were not reported due to concerns about participant
privacy.
In 2014, 92% of parents and carers, 97% of staff, and 86% of students at this school
indicated they were satisfied with the education provided by the school.
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Lyneham Primary Annual School Board Report 2014
As well in 2014, 14 national parent survey items and 12 national student survey items were
included in the surveys. These items were approved by the Standing Council on School
Education and Early Childhood (SCSEEC) for use from 2014. The following tables show the
percentage of parents and carers and students who agreed with each of the national items
at this school.
Table: Proportion of parents and carers in agreement with each national opinion item
Item
Teachers at this school expect my child to do his or her best.
Teachers at this school provide my child with useful feedback about his or her
school
work.
Teachers
at this school treat students fairly.
This school is well maintained.
My child feels safe at this school.
I can talk to my child’s teachers about my concerns.
Student behaviour is well managed at this school.
My child likes being at this school.
This school looks for ways to improve.
This school takes parents’ opinions seriously.
Teachers at this school motivate my child to learn.
My child is making good progress at this school.
My child's learning needs are being met at this school.
This school works with me to support my child's learning.
(%)
88
90
95
75
90
93
78
97
95
80
95
87
83
78
Source: 2014 School Satisfaction Surveys, September 2014
Table: Proportion of students in agreement with each national opinion item
Item
My teachers expect me to do my best.
My teachers provide me with useful feedback about my school work.
Teachers at my school treat students fairly.
My school is well maintained.
I feel safe at my school.
I can talk to my teachers about my concerns.
Student behaviour is well managed at my school.
I like being at my school.
My school looks for ways to improve.
My school takes students’ opinions seriously.
My teachers motivate me to learn.
My school gives me opportunities to do interesting things.
Source: 2014 School Satisfaction Surveys, September 2014
(%)
96
89
78
67
82
69
53
82
82
57
91
81
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Lyneham Primary Annual School Board Report 2014
This information can be considered alongside information available on the My School website
(http://www.myschool.edu.au).
These results as well as the continual review of school performance contributed to the
evaluation of our school plan and the development of annual operating plans. The school
plan is available on the school website.
Professional Learning
In 2014 Lyneham continued to refocus on access and opportunity for staff to attend
professional learning, aligned with our Strategic Plan, Operating Plan, Directorate
priorities and Professional Pathways for teachers. At Lyneham Primary School (LPS), we
recognise that a commitment to a culture of professional learning is central to the
improvement of student outcomes.
Building teacher capacity continues to be a central platform of our work. Our commitment
to professional learning also regularly sees teachers sharing their work, collaborating and
observing each other’s learning spaces, reading professional journals and texts,
researching their work, analysing student learning data, coaching others and receiving
coaching.
During 2014, staff at Lyneham Primary School participated in a range of professional
learning opportunities with a view to improving student outcomes. These included:
•
•
•
•
•
•
•
•
•
•
•
•
•
Australian Curriculum including English, Maths, Cross Curriculum Perspectives
Assessment and Moderation
English as an Additional Language or Dialect (EALD)
Early Childhood Education
Assessment and Reporting workshops; Individual Learning Plan workshops
Principals as Literacy Leaders individualised workshops and 18 month cycle
Intensive workshops on reading and connections to writing
Numeracy workshops and in-classroom coaching
Quality Teaching Model
Disability Education-including Dyslexia, Individual Learning Plans and SMART goals
Gifted and Talented education
ALEA (Australian Literacy Educators’) Conference
Mathletics
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Lyneham Primary Annual School Board Report 2014
Learning and Assessment
Performance in literacy and numeracy
Early Years Assessment
Students in kindergarten undertake an on-entry assessment of their early reading and
numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student
results are reported against five performance bands at the end of semester one and two.
The following table shows the comparison of the school against the ACT on raw scores in
reading and mathematics.
Table: Lyneham Primary School PIPS 2014 mean raw scores
Test Domain School School ACT
Start
End Start
ACT
End
Reading
55
127
51
124
Mathematics
41
53
39
54
Source: Planning and Performance December 2014
Our kindergarten students on entry to school were above the ACT in reading and ended the
year above the ACT. The growth in reading was approximately the same as the growth of
all ACT students. . In Maths our students’ results on entry were above the ACT but were
slightly below by the end of the year. The growth in maths was less than the ACT.
NAPLAN Assessment
Students in years 3, 5, 7 and 9 in all ACT schools participated in the National Assessment
Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing,
spelling and grammar and punctuation and numeracy.
In 2014, 1.50 % of year 3 students and 0.00 % of year 5 students were exempt from testing
based on nationally agreed criteria.
Results are not reported when there are fewer than five students with NAPLAN results. This
rule is applied to protect the privacy of students in small schools.
The following table shows the 2014 mean scores achieved by our students compared to the
ACT. It shows our areas of strengths in year 3 are Reading, Grammar and Punctuation and
Numeracy, all being above the ACT mean, while areas of strength in year 5 are across all
areas.
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Lyneham Primary Annual School Board Report 2014
Table: Lyneham Primary School 2014 NAPLAN Mean Scores
Test Domain
Year 3 School
Year 3 ACT
Year 5 School
Year 5 ACT
Reading
459
440
544
523
Writing
384
405
483
474
Spelling
405
413
507
502
Grammar & Punctuation
467
441
556
520
Numeracy
437
415
519
499
Source: Performance and Planning December 2014
Detailed analysis of our school’s academic achievement is incorporated into the
information related to reporting against our progress against our priorities. This is found
later in the report.
Performance in other areas of the curriculum
This year Science has played a leading role at Lyneham Primary School. With the
introduction of Science taught across the school a focus on thinking scientifically, with the
offering a Science Club has led to awards with CSIRO and partnerships with the ACT
Astronomy Association. This is focusing on a futures driven approach for educating our
young learners.
Lyneham Primary School has a strong Performing Arts program with dance tutors, a choir
and bands in years 5 and 6. Again we performed at “Limelight” with our items being
showcased at other events, including the cluster performances in term 4 at Lyneham High
School. A highlight each second year for our senior students is “Wakakirri”, the National
Story/Dance competition. Our performance won several awards including Best Adapted
story and led us to participate in the ACT Final. Our music tuition program partnership
with the ACT Academy of Music, Bellchambers and other tutors offers individual music
tuition as well as school group demonstrations and after school programs.
Progress against School Priorities in 2014
Priority 1
Improve literacy and numeracy outcomes for all students
Targets
•
•
Achieve the ETD target, which includes a four point loading for improvement
for year 3 and 5 in literacy and numeracy.
Increase the percentage of students achieving expected growth in PIPS Reading
from 88.6% in 2013 to 90% in 2014 and in Maths from 72% in 2013 to 80% in
2014.
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Lyneham Primary Annual School Board Report 2014
•
Increase the percentage of students achieving 60% or better in PAT Maths tests65% in Year 3 from 63% in 2013, 90% in Year 4 & 5 from 84% & 86% respectively in
2013 and 70% in Year 6 from 66% in 2013.
Directorate Priority areas covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High
performance, Connecting with Families and the Community
Progress
In 2014 the school continued its focus on the key improvement strategy of developing a
whole school best practice approach to the teaching of literacy and numeracy with
teachers articulating consistent pedagogical practice.
This year we have continued to focus on reading across the school. The amount of time
each day that children were actively engaged in reading activities and practice increased
with a change in timetable and structure of the morning. To support this program,
‘shoulder to shoulder’ support and modelling from experienced teachers was provided to
all classroom teachers. Peer observations with structured reflections were also
introduced this year. This led to open conversations about practice. Resources were also
distributed by off lining one staff member each Friday to be a coach to three staff,
assisting with the development of their teaching strategies. Notable improvements to
practice and classroom organisation were made.
Students at all year levels were involved in a cohesive reading programme for 45-60
minutes on a daily basis. The effectiveness of this approach was that all students were
engaged in reading either in groups, peer tutoring or at an individual level. Morning
reading groups were implemented for years K-6; for 15-20 minutes each day based on
ability groups. These were fluid, depending on student need and also expanded across
year levels, catering for different abilities.
A focus on literacy for professional learning in staff meetings has provided teachers with
ways to organise their classrooms for optimum literacy teaching and learning.
Professional learning in First Steps Writing provided a platform for professional pathways
both as a whole school goal and specific team goals. Strategies for First Steps have been
implemented across the school, as well as explicit teaching of writing structures. The
school has been engaged with the PALLs (Principals as Literacy Leaders) comprehensive
program for 18 months. This has influenced the consistency in literacy practices across
the school. All teachers were involved in a two day intensive professional learning
program in January with national and international speakers. This was a platform for a
whole year’s focus on developing beliefs, changing practice and positively affecting
student outcomes. Students’ reading strategies were expanded and teachers anecdotally
recorded improvements in reading behaviours. Teaching practices were self-evaluated at
the beginning of the year and then revisited in term 3. Notable comments were made
about improvements in confidence, classroom environment and understandings about
strategies.
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Lyneham Primary Annual School Board Report 2014
This year changes to resources and practices have been made in numeracy. A need was
identified for increased differentiation and expansion of best practice strategies including in
program delivery. This was evident in some programs and delivery but not all.
A survey was distributed, discussed and a decision made for student texts not to be used in
years 1-4 for 2014. Kindergarten had decided this at the end of 2012. Classroom teachers
have access to online Go Maths resources and "enrich-e-matics" which are linked to the
Australian Curriculum. The ‘N’rich’ and ‘Enrich-e-matics’ resources have been aligned with
the Australian Curriculum so that teachers are supported in providing differentiation of the
mathematics curriculum. Professional learning was also provided to all teachers to support
these resources.
Rob Vingerhoets, a national and international consultant delivered comprehensive
professional learning for one day to teachers about differentiating, planning and teaching
numeracy without a text. This was followed up by a parent workshop and teachers team
teaching with Rob in term 2. The numeracy team has also developed planning documents
linked to this professional learning and a comprehensive scope and sequence document
aligned with the Australian Curriculum. All teachers tried the ideas from the professional
learning sessions, and K-4 teachers have embraced the different ways of planning without
having to use a text.
Other English and mathematics opportunities continued with ‘extension maths
withdrawal’ groups facilitated by two parents for years 5 and 6. We extended this to years
1,2 and 4 with positive feedback from students and families. This year we introduced the
inaugural Literacy festival; a three-week focus and celebration across the school. This
enabled parents and the community to be involved with our whole school focus on
enrichment in literacy. Participation in ‘Rostrum’ and ‘ICAS Competitions’ and the
‘Australian Mathematics Trust Challenges’ supported the school’s Gifted and Talented
programming policy in the areas of literacy and numeracy. The school’s P&C Association
also provided financial support for all children from kindergarten to year 6 to have both
home and school access to the Internet based numeracy application Mathletics.
In relation to our strategy of implementing consistent practices in planning and
assessment of/for learning the assessment and data collection schedule was reviewed. A
decision was made to modify what data is collected and when it is collected for summative
assessment. Grade Xpert, a software tool, was implemented in 2014. This allowed for more
consistent and comprehensive data to be collected and analysed. In relation to our
indicator we can report that the percentage of teachers collecting and analysing student
data using a consistent approach increased from 75% at the beginning of the year to 95% by
December, 2014.
Through data analysis and use of the diagnostic teaching method, some students in
participated in an intensive Literacy intervention project. This involved explicit teaching and
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Lyneham Primary Annual School Board Report 2014
practising through an in-class team-teaching model by a Literacy and Numeracy coach. Of
the 20 children identified, all except one are now reading at or above school based
benchmarks; ten have increased nine or more reading levels and seven have increased
levels by less than 9 levels.
The school also continued to action its strategy of developing links for meaningful homeschool partnerships in 2014. Families were involved in promoting reading through holding
workshops on home reading and reading groups. Times of workshops were changed to
mornings. Compared to 2013 when eight parents attended workshops, in 2014 100 parents
attended workshops. The numeracy workshop provided by Rob Vingerhoets attracted 16
parents. With the introduction of morning reading groups each day parental engagement has
increased from two on average in all K-2 classrooms to four to five per day. Peer tutoring has
proven to be an excellent program with years 5 and 6 students working with years 1, 2 and
3 students. We observed a general increase in the number of parent participation in some
classrooms, namely kindergarten and year 1. This was for guided reading and individual
reading.
In relation to parent satisfaction in community partnerships being valued, in 2014, 83% of
parents indicated that they feel community partnerships are valued and maintained. This
was a decrease from the 2013 result of 86% although anecdotal evidence suggests a more
positive balance between school and parent initiatives is being achieved. We have also
been involved in the Artist-in-Schools program with all students having access to an expert
artist. Parents have also been involved in this program through parent workshops.
The school also continued to action its strategy of developing a process to deliver, analyse,
reflect and act on constructive feedback on teaching practice at all levels incorporating
standards, Professional Pathways and professional discussions/learning. In 2014
executive staff have provided comprehensive written and verbal feedback to staff with a
new Professional Pathways and mentoring cycle. All staff met with team leaders in term 1
and term 3 with a team reflection in term 4. In term 2 staff met with the Principal and
aligned their goals with the National Professional Standards, as well as future planning. This
involved interviews and observations of teachers in mentoring sessions. Comprehensive
professional learning and feedback has been delivered to all staff using the Quality Teaching
Model. This has resulted in improved practice and provided an area of improvement for
teachers to focus on. It has also provided a consistent language for staff to use when
discussing practice. In the 2014 staff satisfaction survey 83% of staff said they get
constructive feedback about their practice. This was the same as the 2013 result for this
survey question.
These actions under our four strategies in 2014 have assisted in the school’s progress
to meet its identified targets.
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Lyneham Primary Annual School Board Report 2014
•
Reading and Numeracy targets were met or exceeded in both year 3 and year 5 when
taking the confidence intervals into account. See the table below.
Table: Lyneham Primary School 2014 NAPLAN Targets
Year
3
5
Reading Target Reading Actual
Result
459±24
459
519±20
544
Numeracy
Target
429±20
496±18
Numeracy Actual
Result
437
519
Source: Performance and Planning December 2014
•
In 2014, 75% of Kindergarten students reached at or above expected growth in PIPS
reading and 58% at or above expected growth in PIPS Maths. These were below our
set targets of 90% for PIPS reading and 80% for PIPS maths. After further individual
analysis of our data we have put interventions in place and looked at trend data to
assist us in looking at average growth over time as each cohort is different.

In numeracy PAT Maths, a standardised test, was completed in term 3. Teachers saw
this as a fair and consistent way to gather whole school data. The table below shows
the numeracy results. Our target was met in PAT Maths by the years 3 and 6 cohorts.
When individual items were analysed they showed areas for targeting individual
student need.
Table: Percentage of students at or above 60% in PAT Maths
Year
3
4
5
6
Target
65
90
86
70
Actual-2014
76
76
81
76
2013 baseline data
63
84
86
66
Source: School Data December 2014
Lyneham Primary is also proud of the achievement of our students, who are identified
as being Indigenous, having met or exceeded our school based targets for literacy and
numeracy.
Priority 2
Provide diverse curriculum to meet the learning needs of all students
Targets
•
•
•
80% of surveyed parents believe the school is delivering relevant and consistent
practice of high quality curriculum from 74% in 2013
90% of students state they have access to technology as a learning tool from 88%
in 2013.
60% of parents state they believe learning technology is integral to teaching
and learning at the school, from 55% in 2013
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Lyneham Primary Annual School Board Report 2014
•
80% of parents state they believe the learning needs of their child are met from
73% in 2013
Directorate Priority areas covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High
performance, Connecting with Families and the Community, Business Improvement &
Innovation
Progress
In 2014 we have made significant progress in developing our curriculum.
In 2014 in relation to our improvement strategy of developing capacity of staff to
implement the Australian Curriculum, including assessment against achievement
standards we redesigned our scope and sequence for our Inquiry units, linking all these
specifically to the achievement standards.
Teams had planning days each term to match assessment against the achievement
standards. The staff have completed professional learning in reporting and assessment and
comprehensively designed, implemented and reviewed documents in 2014. Records
indicate reflection has taken place and the curriculum is amended accordingly on teaching
programs, with specific annotations recorded.
Proformas for planning in literacy, numeracy and Inquiry have been completed. These
documents are discussed at Professional pathways meetings and annual professional
discussions.
Progress is being made in evaluating the school’s curriculum to ensure it is relevant. There
is still work to be done on student voice in negotiating the curriculum but links to the high
school curriculum are in place. Students’ involvement in the curriculum negotiations is a
positive one as students were involved in inquiry questions and developing their own
areas of interest.
As part of the expansion of our extension Maths groups the board reviewed the Gifted
and Talented Programming Policy, in line with the new Directorate Policy. Procedures for
making the process more transparent were completed and endorsed. The new
Directorate Policy has also highlighted the role of the GATLO (Gifted and Talented Liaison
Officer) and the options we present to students at Lyneham.
A major part of our work in 2014 related to the strategy of developing and implementing an
ICT plan involving infrastructure and pedagogy. Planning with the ICT coordinator and the
Principal occurred during a set time each fortnight. Lyneham Primary School has made
significant investments in ICT infrastructure in past years. All classrooms are equipped with
an interactive whiteboard and each classroom has several desktop PCs with a number of
ethernet ports available. Futures’ planning means that desktop computers will need to be
replaced in 2015. Wireless access is available throughout the school, however with cold
spots. Professional learning workshops have been presented by staff with anecdotal
evidence suggesting positive feedback and a wish to continue in 2015.
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Lyneham Primary Annual School Board Report 2014
Our students have access to both Windows and Apple interfaces. The school’s
Macbooks are available for all classes to use via a booking system. These machines can
access the network using either the wireless or wired network.
The purchase of iPads for the school allows adoption of more mobile learning
opportunities for students. The two iPad trolleys are shared between the junior and
senior school and are configured with apps relevant to the learning needs of the
students in each area.
The addition of netbook computers in 2014 enhanced the classroom opportunities for
integrating ICT with classroom programs.
The success of this strategy is evident in:
•
•
participation in Mathletics has seen 3,500 ‘sign ins’, that is the number of students
signing in (330 students at the school) with improvement of concepts at 30% overall. A
positive indication for the second year of participation.
91% of students stating they have access to laptops/tablets as a learning tool; an
increase of 3 percentage points from 2013 and surpassing our target, and
66% of parents state they believe learning technology is integral to teaching and
learning at the school; an increase of 11 percentage points and surpassing our
target. Consistent communication to our parent community is assisting us in
engaging them in the work we are doing.
As part of our journey in developing a connected learning environment involving indoor
and outdoor spaces and providing diverse curriculum for all students, there has been a lot
of work in enhancing our outdoor space. There have been working bees to enhance the
garden, with two classes using the garden to connect with curriculum, by making links to
Maths, Science and Health. Volunteers have made a huge impact on our space. The
connections to sustainability have been improved with the work of a student environment
team led by a staff member. This year the team had a low key approach with a focus on
recycling with a “Nude Food Day”, promoting less packaging. The hope is to enhance the
team’s role again in 2015.
Our successful Disability Education Grant in 2013 enabled us to consult on plans for a
sensory garden and outdoor learning space. Students, staff and the community were
consulted through workshops on ideas for a concept plan. We then employed a landscape
architect to draw up a concept plan. The first stage of this, a sandpit, was established in
January 2014 and was officially opened in term 1. Students have enjoyed being creative in
this space. School funds were used for equipment and will also be used for Stage 2 to be
started in 2015.
Teaching programs indicate increased use of connected learning spaces with all
kindergarten and year 1 classes having dedicated times of 45 minutes in the
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Lyneham Primary Annual School Board Report 2014
environment centre. These learning spaces have been incorporated in inquiry units and
connect time, including structured social play.
These combined actions in 2014 realised the following outcomes against our targets:
•
There were 90% of surveyed parents believe the school is delivering relevant and
consistent practice of high quality curriculum. This is well above our target of 80%
and 16 percentage points above 2013 results. This data comes from specific school
designed questions.
•
There were 91% of students state they have access to laptops/tablets as a learning
tool. This is above our target of 90%.
•
There were 66% of parents state they believe learning technology is integral to
teaching and learning at the school. This exceeds our target by 6 percentage points.
•
In the parent satisfaction survey 83% of parents stated they believe the learning needs
of their child are met. This is an increase of 8 percentage points from 2013 of parents
stating they believe the learning needs of their child are being met and 3 percentage
points above our target of 80%. Anecdotal comments, emails and conversations with
parents have certainly indicated a positive culture in the school.
Preschool Unit- Quality Improvement
The National Quality Framework which has been agreed by the Council of Australian
Governments (COAG) has put in place a new National Quality Standard to ensure high
quality and consistent early childhood education and care across Australia. The National
Quality Standard assists the school in identifying preschool unit strengths, and areas that
require improvement. The school has identified the following preschool unit strengths using
the National Quality Standard. Areas for improvement will be identified in the School’s
Operating Plan.
Education program and practice
Educational programs reflective of early literacy and numeracy experiences planned for and
explicitly taught and linked to Early Years Learning Framework (EYLF) outcomes with print
rich teaching and learning environments and quality literature utilised to scaffold key inquiry
areas. Early intervention has been a priority with referrals to speech drop-in clinics and
Individual Learning Plans developed for students requiring modified learning programs.
There are some iPADS at the preschool but this is an area for future development and
resourcing. Reflection of learning is incorporated into planning days and fortnightly planning
documents. Teacher attendance at NQS network sessions assists with developing best
practice knowledge of curriculum implementation and system requirements. Student
interest areas / voice have been accommodated in response activities and individual
journals.
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Lyneham Primary Annual School Board Report 2014
Children’s health and safety
We have had regular visits from a range of health and safety community resources e.g.
police (Constable Kenny), fire brigade, outside experts. There is an explicit investigation
of inquiry taught each year on personal safety and health. Gross motor programs are
planned, taught and implemented (including fundamental motor skills program, group
games, and planned outdoor play program) with physical activity for all children on a daily
basis.
Relationships with children
Warm, trusting and reciprocal relationships with children are nurtured through our
respectful relationships framework. We ensure that the interests, abilities and culture
of every child and their family are understood, valued and respected and encourage
children as active participants for sustainability, influencing the quality of life now, and
for future generations. We respect the views and feelings of each child and provide
safe and stimulating environments for children, through circle time and one-on-one
conferencing. We build on children’s prior learning and experiences to build
continuity for their learning and development.
Staffing arrangements
There are highly experienced staff across all units with all educators trained to required
NQS standards. Executive staff have provided release for teachers and learning assistants
have also provided lunch release for preschool assistants. Music programs have been run
by specialist staff as well as experts in cultural experiences and art.
Leadership and management
Weekly preschool team meetings have been held to bring together staff across three sites.
Attendance at Early Years team meetings on a fortnightly basis to discuss curriculum has
seen a focus on EYLF. Regular NQS meetings and planning days have been provided to
document and plan for compliance with standards. Documentation for this has been
comprehensive. NQS evidence is collated across seven areas of practice (ongoing) to inform
the Quality Improvement Plan.
Physical environment
We provide safe and stimulating environments for children. The upgraded preschool unit
has enabled a harmonious indoor environment and led to increased enrolments. The
feedback from community and staff has been very positive. There has been over $5000 in
new resources purchased through the parent associations including digital equipment,
replenishing of games, puzzles and books. Indoor and outdoor play environments have been
planned for, and considered, equally with sensory garden projects approved by Lyneham
and Downer PPAs. The school has purchased equipment to support the indoor/outdoor play
program and sustainable practices have been incorporated into program at both sites for
recycling and composting. There was also a purchase of safety tint to aid lockdown at the
Lyneham Preschool site.
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Lyneham Primary Annual School Board Report 2014
Collaborative partnerships with families and communities
A NQS compliant parent handbook was distributed to families at the beginning of the year at
the information session in term four. A transition program was implemented with a parent
information session, and preschool 2014 interviews with teachers in term 1. Programs and
feedback is displayed and actively encouraged with visual displays on entry. All families are
encouraged to participate in and contribute to children’s learning and development such as
learning journeys. The Science Fair this year was a huge success with all families visiting to
learn about science investigations from their children. Regular Parent Association meetings
were held each term involving community, teaching staff and the Principal with the school
reporting on its progress across the domains. The preschool philosophy was reviewed at
both sites and distributed to parents via a survey. The preschool community was engaged
through afternoon social functions and a preschool disco. Parents were encouraged to
participate in preschool programs and on excursions. There have been some excellent
achievements with the reporting process at preschool. Preschool specific portfolios were
established and distributed with reports. Mid-year interviews enabled parents to receive
developmental feedback on progress to date, and teachers initiated take home journals for
children and parents to take student identified learning ideas further.
19
Lyneham Primary Annual School Board Report 2014
Financial Summary
The school has provided the Directorate with an end of year financial statement that was
approved by the school board. Further details concerning the statement can be obtained by
contacting the school.
The following summary covers use of funds for operating
costs and does not include expenditure in areas such as
permanent salaries, buildings and major maintenance.
Financial Summary
31-Dec-14
INCOME
Sel f management funds
Professional learning
Vol untary contri buti ons
The average expenditure at the school level per fulltime
equivalent teacher on professional learning was $3060.
Contri buti ons & donati ons
Voluntary contributions
Subject contri buti ons
External i ncome (i ncl udi ng
communi ty use)
Proceeds from sal e of assets
This school received $28525.50 in voluntary
contributions in 2014. These funds were used to support
the general operations of the school. The spending of
voluntary contributions is in line with the approved
budget for 2014.
Bank Interest
TOTAL INCOME
Name and purpose
Australian Literacy
Educators’
Conference-improving
teacher knowledge
and student outcomes
16298.16
0
8664.83
408264.9
EXPENDITURE
Uti l i ti es and general overheads 98871.44
Cl eani ng
Securi ty
Mai ntenance
Reserves
307977.5
28525.5
33508.53
13290.36
104668.9
807.1
45907.59
Mandatory Mai ntenance
Amount
$25000
Expected
Completion
Admi ni strati on
July 2015
Assets
Staffi ng
Communi cati on
Leases
General offi ce expendi ture
Educati onal
Subject consumabl es
TOTAL EXPENDITURE
OPERATING RESULT
Painting-beautification $2000
of school
Ongoing
Staffing-increasing
numbers-planning
Ongoing
$10000
Actual Accumul ated Funds
16822.73
7200
10366.34
35157.9
1503.38
51183.55
49079.92
7966.63
429535.5
-21270.6
100083
Outstandi ng commi tments (mi nus)2891.68
BALANCE 75920.69
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Lyneham Primary Annual School Board Report 2014
Endorsement Page
I declare that the Lyneham Primary School Board has operated in accordance with the
provisions of the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a
public school, other than the principal of the school ifa) The member is absent from 3 consecutive meetings of the board without reasonable
excuse or leave given by the board or
b) Contravenes section 49 (disclosure of interests by members of school boards)
without reasonable excuse.
46
The members of the school board of a public school must, whenever is necessary,
nominate a member of the board as a member of any selection panel established by
the chief executive to make recommendations to the chief executive about the
appointment of the principal to the school.
47 (2) However, the school board must meet at least four times a year.
48 (10) The school board must keep minutes of its meeting.
49
Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board
otherwise decides, the member (The first member) must nota) be present when the board considers the issue or
b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school
board must give the chief executive a statement of any disclosure of interest under this
section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representative:
Community Representative:
Teacher Representative:
Board Chair:
Principal:
Peter Macfarlane
Tim Courtney
Olivia Neilson
Camille Carroll
Annamaria Zuffo
Adam Sheppard,
Camille Carroll
Leonie Parker
I certify that to the best of my knowledge and belief the data and information reported in
this Annual School Board Report represents an accurate record of the school’s operations in
2014.
Principal Signature: _________________________
Date: _____________
I approve the report, prepared in accordance with the provision of the ACT Education Act,
section 52.
Board Chair Signature: __________________________
Date: ____________