NSW Department of Education & Training
2010 Annual School Report
Hill Top Public School
NSW Public Schools – Leading the way
2166
In 2010 HTPS had an enrolment of 210 students
being 115 boys and 95 girls. The enrolment
situation should remain with a slight increase in
growth anticipated in the next few years. 94.4%
of students attended school on average each day.
This is above the Illawarra South East Region
(ISER) and on par with the state average. In 2010
nine classes were formed.
Our school at a glance
Hill Top PS (HTPS), founded in 1884, is located in
the semi-rural village of Hill Top in the Southern
Highlands of NSW. Situated in an attractive bush
land setting, the existing modern school buildings
offer outstanding facilities for computer and
technology education with open classrooms.
There is a well equipped library, hall, computer
lab, special purpose cooking centre and canteen
with spacious grounds providing a combination of
shaded and open playing areas for students. HTPS
has been a grateful recipient in the Building the
Educational Revolution (BER) receiving a
computer lab, special purposes room (SPR) and a
covered outdoor learning area (COLA).
Staff
Teachers at HTPS are experienced and are
dedicated to providing differentiated learning
programs catering for a wide range of talents and
abilities. Parents are encouraged to be involved
with their children's progress at every level. This
includes involvement in classroom, sporting and
social activities, as well as in policy and decision
making through the P&C. Parents support healthy
food choices for children by running a successful
canteen. The school is dedicated to providing
quality teaching and learning programs to all
students. All teaching staff meet the professional
requirements for teaching in NSW public schools.
The school supports around 220 students from
the local community and surrounding areas. It
works in close partnership with the community
and local organisations. HTPS boasts a proud
heritage of educating many generations of some
families.
The school offers excellent programs for gifted
and talented and special needs students,
performing arts and sport with a strong emphasis
on student welfare. There is a well attended after
school activities program.
Student achievement in 2010
NB: All results are compared with HTPS in 2009
NAPLAN results in reading: Yr 3 – 67% of students
were in the top 3 bands as compared with 49%.
Yr 5 – 40% of students were in top 3 bands as
compared with 52%. We followed both State and
regional trends in this area.
Writing: Yr 3 – 77% of students were in top 3
bands as compared with 53%. Yr 5 – 47% of
students were in top 3 bands as compared with
52%.
Grammar & Punctuation: Yr 3 – 62% of students
were in top 3 bands as compared with 59%. Yr 5 47% of students were in top 3 bands as compared
with 67%.
Spelling: Yr 3 - 62% of students were in top 3
bands as compared with 62% but worth noting
that the majority of students in band 4 for
spelling moved mainly into bands 5 and 6 and
also overall performed extremely well compared
with regional results. Yr 5 – 67% in top 3 bands
compared with 48%.
The majority of students in Yr 3 scored in the top
three bands in overall numeracy. Continued focus
is needed in 2D and 3D space, division and time.
The school's motto "Honour and Trust" is a key
component in the everyday life of the school.
Students
Student attendance rates
100
90
Attendance rate
80
70
60
50
40
30
20
10
0
2007
2008
2009
2010
Year
School
Region
State DET
1
Numeracy: Yr 5 students performed below the
state average in Numeracy. 24% of students
scored in the two top bands, compared with the
32% in the state. Students in Yr 5 performed
significantly better in number, patterns and
algebra than in data, measurement, space and
geometry.
unit for front office foyer;
Kindergarten
orientation morning teas; $500 donation to a
family in need at school; and Easter Eggs
purchased for students.
Mrs Vanessa Beasley
(P&C President)
Student representative’s message
Messages
Principal’s message
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.
Brian Reakes JP
At the beginning of term 1 the students in each
class chose two class representatives for the
Student Representative Council (SRC). We have,
as a whole K-6 group, conducted the SRC
assemblies at our fortnightly assemblies. We
have also met regularly to make decisions for the
school and organised fund raising events such as
mufti days. We raised money to help support
Alpha. Our current SRC leaders were elected by
student votes resulting in President: Melissa
Greenfield, Vice President: Georgia Henry and
councilors Bianca Clark and Daniel Leahy.
P & C message
Meetings were in weeks three and eight of term.
Input into the general running of school:
Introduced paint smocks into school uniform
order form; Letter written to Education Minister
regarding changes to “Funding and allocation of
Aides in Public Schools”; Changes to Uniform –
Decisions on girls’ shorts and pricing changes;
Solar scheme input; Vegetable garden input;
Bullying and teasing suggestions; Class sizes and
allocation; President involved in application
process for new AP’s position; Joint decision with
staff on what BER items school would apply for new classroom and COLA over basketball court;
Purchase of pens with names engraved as gifts
for outgoing Yr 6 students; and Math and English
text book inclusion in classes this year.
School context
Student information
Student enrolment profile
Enrolments
Fundraising Events for the year:
300
Individually named ‘pavers’ for the memory path;
Three discos; One Bunning’s BBQ; Hosting
interschool Touch Gala Day canteen; Introduced
fruit and vegetable boxes; and Mother’s Day and
Father’s Day stalls.
Students
250
Goods purchased with fundraised dollars:
200
150
100
50
School Ambulance Cover Insurance; $600 for
library books; Public liability insurance cover;
$2,000 for Peer Support Scheme funds donated;
$3,000 for air conditioning in new classroom;
Purchased new hot water urns; Television/DVD
0
2006
2007
2008
Year
Male
2
Female
2009
2010
Student attendance profile
Class sizes
In March, 2003 the Government announced its
commitment to publish primary class sizes in
annual school reports in order to provide parents
with as much local information as possible.
Student attendance rates
100
90
80
70
60
50
40
30
20
10
0
Attendance rate
The following table shows our class sizes as
reported at the 2010 class size audit conducted
on Wednesday 17 March 2010.
Staff information
2007
2008
2009
Staff establishment
2010
Year
School
Region
Position
Principal
Assistant Principal(s)
Classroom Teachers
Teacher of Reading Recovery
School Learning Support Teacher
Teacher Librarian
Counselor
School Administrative & Support
Staff (SASS)
Total
State DET
Management of non-attendance
Number
1
3
6
0.5
0.8
0.6
0.3
Student non-attendance is managed with a
proactive Learning Support Team interaction.
Attendance rolls are regularly checked and
unauthorised non-attendance detected. Contact
is made via phone, email or mail with
parents/caregivers. If reasons given are
unacceptable the principal commences the Home
School Liaison Officer’s protocols.
No members of the current HTPS staff have
Aboriginal or Torres Strait Island descent.
Structure of classes
Staff retention
Roll Class
K BS
KK
1/2 P
1/2 P
1/2 W
1/2 W
2D
3/4 W
3/4 G
3/4/5/6W
3/4/5/6W
3/4/5/6W
3/4/5/6W
4/5 G
4/5 G
5/6 TF
5/6 TF
Year
Total per Yr
K
K
1
2
1
2
2
3
4
3
4
5
6
4
5
5
6
18
17
19
6
18
6
23
16
10
6
6
7
14
15
9
14
12
1.9
14.1
1n 2010 HTPS had one AP, Mrs Tomlin, leave
through promotion. One teacher resigned.
Class
Total
35
Teacher qualifications
25
All teaching staff meet the professional
requirements for teaching in NSW public schools.
24
23
Qualifications
Degree or Diploma
% of staff
100
26
Financial summary
33
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
24
26
3
Date of financial summary:
Income
30/11/2010
$
School performance 2010
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
136,978.15
113,511.27
101,332.34
81,882.17
8,105.32
2,229.50
-______
444,038.75
Achievements
Expenditure
Teaching & learning
Key learning areas
Excursions
Extra curricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
24,299.73
13,324.00
60,254.50
7,010.67
113,369.99
25,782.19
31,123.59
17,012.00
9,374.02
2,190.86
303,741.55
140,297.20
Arts:
Visiting Artists: Brainstorm is an award winning
in-school performance. The production that
visited our school this year was “The Magic
Words” show. Students enjoyed and were
engaged in a presentation and performance that
highlighted some of the complex issues involved
in how we develop our values and how our
behaviour affects others. This work was
continued in classrooms and was an ongoing
teaching issue.
Musica Viva: During the year HTPS experienced
Sirocco and Chambermaids from Musica Viva.
Sirocco expressed the concept of “Australia in
Asia” by producing dynamic eastern sounds with
a distractive Australian flavour. The concert
provided students with the opportunity to
celebrate our diverse cultural heritage as well as
sample a wide range of sounds and instruments.
The Chambermaids (an all-female wind quintet)
was one of Australia’s premier chamber music
groups. Their repertoire ranged from the classics
through to contemporary music. They played on
instruments (both familiar and foreign) ranging
from flute, piccolo, oboe, clarinet, bassoon and
French horn to a noisy hosepipe horn. Both
groups provided students with educational
experiences relating to their studies.
A full copy of the 2010 financial statement is
tabled at the annual general meeting of the P&C.
Further details concerning the statement can be
obtained by contacting the school.
Dance Program: In term 4 students
enthusiastically participated in the Sport for Life
Dance Program learning a variety of dance styles
including bush, hip hop funk, Irish, rock and roll
and ballroom. Students loved learning the new
dances and immersed themselves in the theme of
the dance by adding accessories like cowboy hats
to their school uniforms. K-6 performed their
favourite dances at the end of the term.
Sport:
Swimming Carnival: Our annual swimming
carnival was held at Mittagong Pool.
Congratulations to the eager group of
competitors and supporters who braved the cold.
There were many fine efforts and it was great to
4
see the young ones have a go. Congratulations to
the seventeen students who represented our
school at district. Unfortunately no one qualified
to progress to area. Our thanks to Mrs Donna
Johnson who has assisted for over a decade with
swimming carnivals at HTPS and is retiring.
Thanks also to Jo Tregannon, recorder and
manager of our district team.
David Hastings, Ryley Wiltshire, Sebastian
Burgess, Nathan Thomson, Anthony Risteski,
Joshua Harrison, Daniel Leahy, Matthew Byrne,
Lochlan Fraser, Bianca Clarke, Sinead Campion,
Rebecca Frank, Melissa Greenfield, Zara
Hamilton, Alexandra Pearce, Lillian Simpson,
Caitlin Stevens, Kahlua Varga and Paige Worden
made up our AFL side in this year’s Paul Kelly Cup.
The competition took place in Bowral in March.
Well done to all who participated. The boys ran
into some tough competition in their three
matches with two of their pool going on to
region. The girls lost their opening two rounds
but were triumphant in their final match. Lillian
Simpson and Cameron Malcolm won a free
membership to the local AFL competition. We are
indebted to David and Ryan Bottin-Noonan who
assisted with training.
District Cross Country Carnival: HTPS students
represented at Robertson in this event. Special
mention to: Amy Winnel (9th 8/9 yr division),
Barton Greenfield (6th 10 yr), Cameron Malcolm
(8th 11 yr), Daniel Leahy (1st 12 yr) and Anthony
Risteski (4th 12 yr).
Athletics Carnival: HTPS had a combined day
where all attending students completed track and
field events at the one centre.
5/6/7 year olds had invaluable experience
attempting the field events which will hold them
in good stead for carnivals in the years ahead.
Ribbons and house winner trophies were
presented at a whole school assembly. Successful
athletes went to Eridge Park. Three students
were invited to attend regional: Simone Fedele
(shot put); Liam George (discus) and Anthony
Risteski (200m).
Sport for Life: In term 1, students participated in
Sport for Life’s athletics program. Students
enjoyed experiencing many athletics events in
preparation for our carnival in term 2. Skilled
instructors modified the equipment and activities
depending on the grade. Students also
participated in the Sport for Life dance program
in term 4. They were able to experience the
many genres of dance which were incorporated
in a dance performance in December.
Touch Football: This major Highlands sporting
event for the Wingecarribee P.S.S.A was
organised by HTPS in conjunction with the Touch
Association of NSW. We had four teams: girls,
two boys and a mixed team. There was an
emphasis on skills and fitness. HTPS had the
canteen rights to this event on the last day of
term three. Our thanks to Bruce Nicholson (bbq),
Karen Johnson, Vanessa Beasley, Kim Mercieca,
Therese Bird, Melissa Willebrand and Darlene
Bishop who handled the canteen. This was a
major P & C fundraiser and raised around $1700.
Thanks also to the parents who acted as team
mangers.
Hindmarsh Cup and Noble Challenge: Twenty
students represented HTPS. Thank you to Bob
Hall for his expertise and willingness to train our
teams. The Hindmarsh Cup and Noble Challenge
were held at Robertson in May. HTPS teams,
with the help of players from Colo Vale PS (CVPS),
made a gutsy effort against more experienced
teams from local schools. Everyone put in their
best effort. Congratulations to all of the players
who are to be commended for their great
behaviour and sportsmanship.
Soccer Gala Day: 56 Yr 3/6 students attended
soccer fields at Moss Vale for a Wingecarribee
PSSA soccer gala day. The day was run to
promote sport and healthy lifestyles to students
in public schools. It was a non-competitive day
where students were encouraged to participate,
AFL: The Paul Kelly Cup team consisted of David
Armstrong, Cameron Malcolm, Nicholas Bird,
5
learn some new skills and most of all have fun.
Good sportsmanship was encouraged. The junior
teams participated in a skills clinic run by Soccer
NSW. Special mention is given to Alexander
Bates, Lochlan Fraser and Melissa Greenfield on
their sports person ship.
affirmative (away) and Dylan Gibbens, Liam
George and Tara Joseph representing the
negative at home. The topic was, “that cats make
better pets than dogs”. Staff used these
interschool debates to select our Premier’s
debating team in term 2.
Sydney Excursion: In term 2, St 2 had a
wonderful culmination to their unit “Colonial
Australia”. Students went to Sydney Rocks
beginning their day with a historical tour of Old
Sydney. Students dressed up for their tour and
were given the name and life of a convict or free
person from the first fleet. During the tour they
learnt about their first fleet characters and the
events that shaped their lives. The excursion
finished with a walk up the Sydney Harbour
Bridge pylon.
OzGreen Program: In term 3, twelve Yr 5/6
students went to Bowral HS to participate in an
Oz Green workshop. The workshop focused on
sustainability, caring for the Earth and its
biodiversity. These students then became Oz
Green leaders in presentations at HTPS. One
presentation was for students and one was for
teachers and parents. The parents picked up the
initiative and formed a garden committee with
the aim of establishing a vegetable garden at the
school.
Premier’s Sporting Challenge: All classes have
participated in the Premier’s Sporting Challenge
to promote a high level of activity, better health
and fitness levels. Classes all achieved the top
levels in the program. HTPS has been selected to
participate in the Premier’s Sport leadership
program. In term 4, twelve student leaders and
one teacher were trained to lead a mentor sports
groups in 2011.
Bowral HS Science Fair: The Bowral HS Science
Spectacular was held in August and had a theme
of biodiversity. The following students submitted
science projects: Chloe Waddell, Lilly Lacava,
Racquel Morris, Nathan Johnson, Paige Worden,
Zara Hamilton and Georgia Henry. The projects
were displayed in the Bowral High School (BHS)
hall. We also had a visit from two BHS science
teachers who gave some interesting lessons to
our students.
Other:
Interschool Debating: In term 1 HTPS
commenced the Interschool Debating Program.
3/4/5/6 Wattle was the first cab off the rank. Our
affirmative team of Daniel Leahy, Georgia Henry
and Emilia Tortorella travelled to Buxton PS to
challenge on the topic, “that reading is better
than watching a movie”. The negative of Dayle
Kurovsky, Jonathon Tortorella and Nathan
Johnson took on Buxton’s affirmative at Hill Top.
In round two 5/6 Tree Frogs took on Bowral PS
the topic is, “that canteens should sell junk food”.
Our affirmative team consisted of Nick Bird,
Tatiana Johnson and Simone Fedele. Our negative
team of Lillian Simpson, Lochlan Fraser and
Lachlan Critchley was at home at HTPS to
Bowral’s affirmative.
The last interschool debate had Yr 4/5 Goannas
up against CVPS with Chloe Alcorn, David
Hastings and Chloe Waddel representing the
6
Anzac Day Service: At the end of term 1 HTPS
held our ANZAC assembly. Representatives from
HMAS Albatross, LCM Knoll and FLT Bagg,
attended along with Mr Parker (Scottish piper)
and Mr Jeffery (Hill Top ANZAC Committee
President). The SRC addressed the assembly on
the meaning of ANZAC, reveille and the Last Post.
The SRC (Melissa Greenfield, Georgia Henry,
Daniel Leahy and Bianca Clark) also attended the
Dawn Service at Hill Top memorial hall on ANZAC
Day, where a wreath was laid.
Easter Hat Parade: K-2 students participated in
the Easter Hat Parade. Students and their
parents spent many hours creating wonderful
and impressive hats. It was a great success and
was well attended by community members.
L3 Literacy Program: Kindergarten students at
HTPS were involved in the literacy program,
“Language, Learning and Literacy”. L3 is a very
successful program which provided students with
the opportunity to achieve outstanding results in
all aspects of Literacy. L3 is one component of the
Best Start initiative that aims to ensure all
students are on track in their literacy and
numeracy learning by Yr 3. L3 is a research-based,
cost
effective
Kindergarten
classroom
intervention, targeting text reading and writing. It
has been designed to complement the daily
Literacy program for students who enter school
with diverse literacy backgrounds.
Book Week Celebrations: Celebrations of Book
Week this year centred round the theme, “Across
the Story Bridge”. The library monitors expertly
performed the readers’ theatre, “The Three Billy
Goats Gruff” and the teachers’ humorous
rendition of, “The Story Teller’s Dilemma’ was
well received. Other events included a book fair,
which raised valuable funds for the library and a
competition to guess the teachers’ favourite
books.
The program’s goal is to reduce the need for
more intensive and resource demanding
programs in future years, including Reading
Recovery. L3 expectations for reading results by
Kindergarten student for the end of the year are
as follows: reading levels: 1/2 - 5%; 3/4/5 - 20%;
6/7/8 - 25% and 9 - 50%
Easter and Halloween Discos: Two discos were
hosted by HTPS P&C and teachers during 2010.
The themes were Easter and Halloween. Both
discos were extremely successful with students
embracing the themes through costumes and
excellent behaviour. The P&C was able to raise
funds to be used at our school at both discos.
Premier’s Reading Challenge: This year thirteen
students: Tayla Gilkes, Rhys Gilkes, Brody Gilkes,
Luca Squires, Laura Anderson, Rebecca Risteska,
Anthony Risteski, Kirilly Fitzpatrick, Kalinda
Fitzpatrick, Jayden Winnel, Amy Winnel, Jasmine
Moscrop & Emily Hindley successfully completed
the Challenge appropriate to their age group.
National Young Leaders’ Day: In March thirteen
student leaders (Dayle Kurovsky, Sinead
Campion, Daniel Leahy, Ryley Wiltshire, Lochlan
Fraser, Anthony Risteski, Simone Fedele,
Chantelle Unwin, Jonathon Tortorella, Emillia
Totorella, Melissa Greenfield, Bianca Clarke and
Georgia Henry) ventured to the Sydney
Entertainment Centre as part of National Young
Leaders’ Day.
Best Start: The Best Start Kindergarten
Assessment helped teachers identify the literacy
and numeracy knowledge and skills that each
child brought to school as they entered
Kindergarten. This informed the development of
quality teaching and learning programs.
These were SRC, debaters and Sports Captains
from Yr 6. It was a thought provoking day with
Melissa Doyle (Seven’s Sunrise), Nikki Bart
(mountaineer) and Bill Harrigan (author and NRL
referee) as our speakers.
7
Stage 3 Overnight Canberra Excursion: As part of
our Civics and Citizenship unit on the
Government of Australia, St 3 went on an
overnight excursion to Canberra in May 25. They
visited many places of interest including The
National Portrait Gallery, Parliament House,
Questacon and The War Memorial. They stayed
overnight in Canberra and also had a fun night
out at the ice-skating rink.
1/2 Excursion to Killalea National Park: In term
2, 1/2 Wallabies and 1/2 Possums investigated
Wet and Dry Environments in HSIE. As part of
their unit they had an excursion to Illawarra
Environmental Education Centre at Killalea State
Park. They enjoyed exploring the park, making
shelters for clay figurines in the rainforest,
listening and watching water birds at the lagoon
and making sand castles on the beach.
Reading Recovery: The Reading Recovery
allocation this year enabled four students to have
daily half hour lessons. Generally, each student is
on the program for a maximum of 20 weeks. This
year, nine students entered the program. Six
students successfully discontinued at reading
levels above their class average. One student was
referred off due to learning difficulties; one other
student was referred off because of attendance
issues and one student due to a change of school.
All students returned to class reading groups and
have maintained or improved their reading levels.
Monitoring of previous students from Yr 2 and Yr
3 was also carried out during the year.
Awesome Aussies : 3/4/5/6 Wattle embarked on
an individual Awesome Aussie project. They had
to choose a well known Australian who was
inspirational to them in some way. Their
individual projects included a variety of creative
and informative tasks including research,
presentation of a biography and learning how to
write a bibliography, creating artistic portraits,
fashion design and personal emblems. They had
to design and create an exhibition stand. In
September we held an open exhibition for all
other students and parents to attend in our hall.
The students in Wattle came dressed as their
‘Awesome Aussie’. Trivia style questions were
written by the students and asked on the day by
the visitors. Souvenirs were also made by the
class and distributed on the day.
Cybersafety: HTPS received a $5000 grant from
the Alannah and Madeleine Foundation towards
implementing a Cyber Safety program as a part of
their Cybersafety and Wellbeing Initiative. The
program aimed to make cyber safety a normal
part of every young person's life by equipping
them to use technologies in ways that are
positive and that protect them from the
associated risks. In term 1, as a part of the
Personal Development program, all classes trailed
the Cybersmart programs endorsed by the
Australian Government. Teachers also received
Interactive Whiteboard training to enable them
to use the boards effectively while implementing
the programs and to become more proficient in
the use of technology.
8
Percentage of students in bands:
Year 3 writing
50
Percentage of students
45
40
35
30
25
20
15
10
Academic:
5
In the National Assessment Program, the results
across the Yrs 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 assessments. Yr 3: from Band 1
(lowest) to Band 6 (highest for Yr 3) Yr 5: from
Band 3 (lowest) to B and 8 (highest for Yr 5)
0
1
2
3
4
5
6
Band
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Literacy – NAPLAN Year 3
Percentage of students in bands:
Year 3 reading
Percentage of students in bands:
Year 3 spelling
30
35
30
20
Percentage of students
Percentage of students
25
15
10
5
25
20
15
10
5
0
1
2
3
4
5
6
0
1
Band
2
3
4
Band
Percentage in band
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
9
5
6
Literacy – NAPLAN Year 5
Percentage of students in bands:
Year 3 grammar and punctuation
45
Percentage of students in bands:
Year 5 reading
40
35
30
30
25
Percentage of students
Percentage of students
35
20
15
10
5
0
1
2
3
4
5
6
25
20
15
10
5
Band
Percentage in band
0
3
School average 2008 - 2010
4
5
6
7
8
Band
SSG average 2010
State DET average 2010
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
Numeracy – NAPLAN Year 3
Percentage of students in bands:
Year 5 writing
35
40
30
35
Percentage of students
Percentage of students
Percentage of students in bands:
Year 3 numeracy
25
20
15
10
30
25
20
15
10
5
5
0
1
2
3
4
5
0
6
3
Band
4
5
6
Band
Percentage in band
School average 2008 - 2010
Percentage in band
SSG average 2010
School average 2008 - 2010
State DET average 2010
SSG average 2010
State DET average 2010
10
7
8
Numeracy – NAPLAN Year 5
Percentage of students in bands:
Year 5 grammar and punctuation
Percentage of students in bands:
Year 5 numeracy
35
35
30
Percentage of students
Percentage of students
30
25
20
15
10
5
25
20
15
10
5
0
0
3
4
5
6
7
3
8
4
5
6
7
8
Band
Band
Percentage in band
Percentage in band
School average 2008 - 2010
School average 2008 - 2010
SSG average 2010
SSG average 2010
State DET average 2010
State DET average 2010
Progress in literacy
Average progress in reading
between Year 3 and Year 5
Percentage of students in bands:
Year 5 spelling
120
45
100
Progress
40
Percentage of students
35
30
80
60
40
25
20
20
0
2006 - 2008
15
10
School
5
0
3
4
5
6
7
8
Band
Percentage in band
School average 2008 - 2010
SSG average 2010
State DET average 2010
11
2007 - 2009
SSG
2008 - 2010
State DET
Progress in numeracy
Average progress in writing
between Year 3 and Year 5
80
70
Average progress in numeracy
between Year 3 and Year 5
Progress
60
50
100
40
90
30
80
20
70
Progress
10
0
2006 - 2008 2007 - 2009 2008 - 2010
School
SSG
60
50
40
State DET
30
20
10
0
2006 - 2008
Average progress in spelling
between Year 3 and Year 5
School
86
2007 - 2009
SSG
2008 - 2010
State DET
Progress
84
82
Minimum standards
80
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for Yrs 3 and
5. The performance of the students in our school
in the National Assessment Program – Literacy
and Numeracy is compared to these minimum
standards. The percentages of our students
achieving at or above these standards are
reported below.
78
76
74
2008 - 2010
School
SSG
State DET
Percentage of Year 3 students achieving at
or above minimum standard
Reading
95
Writing
90
Spelling
90
Punctuation and grammar
100
Numeracy
86
Average progress in grammar &
punctuation between Year 3 and Year 5
96
Progress
95
94
93
Percentage of Year 5 students achieving at
or above minimum standard
Reading
90
Writing
97
Spelling
97
Punctuation and grammar
93
Numeracy
100
92
91
90
2008 - 2010
School
SSG
State DET
12
Many thanks, to all of our parents who prepared
delicious food from each of the various countries.
We all enjoyed eating the food and raising funds
for our school through the sale of the food using
food tokens. This day was a great success.
Significant programs and initiatives
Aboriginal education:
Our NAIDOC celebrations were held at school
over three days in August. Aboriginal rangers led
students through various workshops about:
mens’ and womens’ business; bush tucker and
bush craft; weaving friendship bracelets; face
painting; boomerang throwing and Aboriginal
dance. The SRC held a red/black/yellow mufti and
showed films from the Aboriginal film group.
Additional NAIDOC activities were held for St 3 at
BHS with the emphasis being on our local
heritage. Bush tucker was enjoyed by all. Our
Aboriginal councilor on SRC, Joey Forster, proudly
read the Welcome to Country at each assembly.
Multicultural education:
Across the school K-6 all stages studied a unit of
work on a different country. ES1 studied Australia
and the other stages all studied an Asian country
and compared and contrasted a variety of
different cultural aspects with the Australian way
of life. These countries included India, China,
Thailand, Philippines, Indonesia and Vietnam.
Throughout the units, all Key Learning Areas were
integrated. Creative Arts included exploring the
cultural aspects of dance, music, art and crafts of
each country.
Respect and responsibility:
SRC Executive: Our current SRC was elected by
student vote resulting in President: Melissa
Greenfield; Vice President: Georgia Henry and
Councilors Bianca Clark and Daniel Leahy.
Class Representatives for 2010 were:
Koalas:
Jade Grose/Jake Zagoridis;
Black Swans: Brooke Maddock/Thye Hamilton;
Wallabies:
Levi Merceica/Tyler Platten;
Possums: Jakob Simpson/Jasmine Schoonenberg;
Dolphins:
Andrea Ayoub/Abbie Zwickl;
Waratahs:
Kaleb Bell/Caitlin Everett;
Goannas:
Racquel Morris/Dylan Gibbens;
Wattle:
(see above executive names) and
Tree Frogs:
Lochlan Fraser/Corissa Ludlow.
The SRC successfully organised assemblies, Anzac
Day ceremonies and Mufti Days.
Connected learning
Students used computers to create slide shows,
pamphlets, posters and graphic information
reports to present what was discovered about
each country. Each class decorated their
classroom thematically.
Due to our BER program not being finalized in
2010 the installation of our Connected Classroom
was deferred until 2011.
The unit of study in term 3 culminated in a
Multicultural
Day
where
parents
and
grandparents were invited to join us for a walk
around the different classrooms and also join us
for a Multicultural Food Festival in the hall.
13
discussions. In 2010 staff used some of our TPL
funds to assist us in this process. It also meant
that we reflected on quality teaching practices in
terms of our literacy teaching and learning
programs.
Progress on 2010 targets
Targets for 2010
Target 1 Literacy K-6 student writing
achievement will measurably improve as
teacher knowledge in quality teaching and
assessment practices in literacy are explored.
Our achievements include:
All teachers were to trial and implement a writing
scope and sequence based on social purpose
In 2009 all teachers successfully implemented our
Writing scope and sequence (based on Paula
Sindry’s model using social purpose) and
continue to use it as a successful tool today. It
has also been introduced regularly to new staff.
We are now successfully planning engaging units
of work more thoroughly based on just four social
purposes so students have a greater
understanding and transfer of use between
different types of texts as the language and
grammatical use remains similar when grouped
by social purpose. We now need to look more
carefully at the actual grammar and punctuation
embedded in this scope and sequence and
develop it further as a staff.
We were an original trial school for Best Start. In
2009, 2010 and 2011, we have implemented Best
Start. We began in Kindergarten and have had
the support of our community to start
Kindergarten a week later than other students to
assess all of our students successfully before
entry to school. We have continued plotting our
students across the literacy continuum each year
and now have ongoing data to Yr 2. This has
assisted teachers in identifying individual
student’s needs and informing their programing
and practice. We have also since 2010, been
fortunate enough to be included in the L3
training from Ruth Goldstein at Bundanoon P.S.
This has involved our Kindergarten teachers
receiving ongoing training and support in
implementing this innovative and successful
program based on small groups of three students
for Literacy and using some of the highly effective
strategies of the Reading Recovery program. This
has led to pleasing gains and a higher starting
point for Yr 1 students this year (2011).
NB: All results are compared with HTPS in 2009
Increase students in top 3 NAPLAN bands for
writing: Yr 3 – 77% of students were in top 3
bands as compared with 53%. Yr 5 – 47% of
students were in top 3 bands as compared with
52%. Grammar and Punctuation: Yr 3 – 62% of
students were in top 3 bands as compared with
59%. Yr 5 - 47% of students were in top 3 bands
as compared with 67%.
Teacher knowledge in quality teaching and
assessment in literacy would increase
Increase skill development indicated on CTJ
rubrics: In 2009 and 2010 we as a staff, spent a
lot of staff meetings developing rubrics for
assessing student progress and development
across the literacy continuum in all three strands
of English and in general literacy development
across all KLAs. This was successful in assisting us
as staff in accurately assessing students on an
ongoing basis to inform our teaching as well as
for reporting using CTJ to guide collegial
Increase students in top 3 NAPLAN bands for
Spelling: Yr 3 - 62% of students were in top 3
bands as compared with 62% but worth noting
that the majority of students in band 4 for
spelling moved mainly into bands 5 and 6 and
also overall performed extremely well compared
with regional results. Yr 5 – 67% in top 3 bands
compared with 48%.
14
Classroom programs would include a wide variety
of quality teaching strategies and resources
students were in top 3 bands as compared with
52%. We followed both State and regional trends
in this area.
This is an area that we need to focus on in 2011
and into our new 2012-2014 management plan. It
was an area that was identified as a high need
both in terms of student progress and teacher
professional development. It was identified
through collegial discussions and staff meetings
that many of our current staff did not have a
common understanding of the current
expectations of teaching spelling as indicated in
the 1998 State Literacy Strategy document e.g.
four forms of spelling knowledge, assessing
spelling and effective classroom practice in this
area. In fact many current staff members had not
seen this document and were using a range of old
spelling programs and individual ideas.
Collection and collation of reading record data
incorporating comprehension
Throughout the duration of this school
management plan we have been collecting and
collating all reading record data each semester,
which had not previously been done here at
HTPS. This has assisted in providing valuable
information for teachers on individual progress
and also as a whole school monitoring system to
establish needs and progress. We have also
factored in comprehension into leveling our
students using the PM benchmark kits using a
reading level calculator for comprehension. In
2009 all staff were involved in collegial meetings
to rewrite all of the questions from the PM
Benchmark kits to ensure their quality and
quantity for this purpose. This has been
extremely effective in consistently assessing
student progress and determining needs.
In 2010 we had several staff meetings to
collegially discuss our current spelling programs
and pedagogical understandings in this area. We
‘broke the spine’ on a few Teaching Spelling K-6
documents and explored some common
understandings. We then had a look at several
spelling scope and sequences from other schools
(Cowan PS/Booragul PS) which are both based on
this document. We allocated a large amount of
time at one of our SDDs to collaboratively
develop and plan a HTPS spelling scope and
sequence and look at effective teaching/learning
strategies based on the quality teaching model.
Teachers using a variety of quality resources and
strategies
We also completed some training on CATS
(Comprehension Across the Stages) which we
hope will bring a continued improvement to our
students reading for meaning and being able to
gain literal, inferential and evaluative meaning.
The latter two types of comprehension need to
be continued as 2011 priority areas.
Our Literacy budget has been used each year
extensively to purchase leveled texts and quality
reading resources. This has mainly been in the K2 area as this was established by all staff as a
priority and because of the Kindergarten L3
program. 2011 and following years will need to
prioritise the purchasing of quality texts for St 2
and St 3.
The successful L3 program last year has lifted our
students’ reading levels and capabilities in
reading from the onset i.e. Early St 1. Yr 1
teachers have been given some training on this
program and so we hope to see an extremely
positive flow on effect in years to come.
HTPS has been using the S.A. spelling test for the
last three years on K-6 collecting ongoing data to
reflect on student progress and needs in this
area.
Increase students in top 3 NAPLAN bands for
reading: Yr 3 – 67% of students were in the top 3
bands as compared with 49%. Yr 5 – 40% of
Develop oral language skill development for
students in line with social purpose continuum
15
We organised K-6 presentations to be presented
at assemblies based on our writing scope and
sequence e.g. persuasive texts. We have been
developing and using rubrics for assessment of
talking and listening skills and plotting
development on the Best Start Continuum K-2.
This is an area we need to further develop in our
up and coming school management plan as
strong oral language development is fundamental
along the mode continuum for all aspects of
literacy, especially in writing. (2011 priority area)
NAPLAN results guide the school in the
development of teaching programs.
Numeracy: Yr 5 students performed below the
state average in Numeracy. 24% of students
scored in the two top bands, compared with the
32% in the state. Students in Yr 5 performed
significantly better in number, patterns and
algebra than in data, measurement, space and
geometry. Yr 5 students performed better than
the state in the questions relating to addition
money/add coins.
K-6 student achievement in talking and listening
will measurably improve
Teachers’ knowledge in quality teaching and
assessment of numeracy will increase. Teachers
planning and assessing together more effectively
using a school designed scope and sequence.
HTPS is plotting students’ progress using ILPs and
the Best Start Literacy Continuum. Our SLSTs
have both been active in collaboratively writing
ILPs for individual students based on a variety of
curriculum based assessments, NAPLAN results
and standardised tests, etc. These are currently
being implemented by class teachers, SLSOs and
parent helpers in the classroom and are regularly
being monitored and updated. All Aboriginal
students have also had a PLP written for them
and these are implemented in the classroom.
We have trialed as a staff in the last two years,
several scope and sequences including the DET
one, one modified by CVPS and one from Rozelle
P.S. There is still no complete staff consensus as
to which one to use or further adapt. ES1 liked
the DET model and many other staff liked using
the Rozelle one but recognised the need to
further adapt it to suit the needs of HTPS. The
2011 priority area is to develop as a whole school
to ensure continuum of skills, understandings and
knowledge across the school K-6.
Provide differentiated curriculum catering for the
individual needs of all students in Literacy
Successful consultancy and resource development
We have been working collaboratively as a staff
on developing differentiated curriculum in all
learning areas using the work of Ralph Pirozzo
and using Bloom’s higher order thinking skills and
Gardner’s Multiple Intelligences. This has had a
strong impact on the development of literacy
skills in all KLAs. This will be expanded on in the
evaluation of the G& T area.
There was a lack of consultancy support available
to us at HTPS beyond limited Numeracy network
meetings. Our SLST, Luisa Gurner, who has a
professional interest in the area of Numeracy has
introduced a program called “Key Into Language”
using Newman’s Error Analysis to develop
language into numeracy problem solving. She
presented this to all staff at our term 4, 2010
SDD. All teachers were given resources and a disc
to be used on IWBs in all classrooms on a daily
basis to develop numerate students in problem
solving. All staff are trialing the implementation
of this language based problem solving approach
in 2011.
Target 2 Numeracy Achievement of Quality
teaching and learning in numeracy.
Our achievements include:
Increase students in top 3 NAPLAN bands in all
strands
Effective bank of CMIT resources constructed and
available in Math’s resource room for teacher use
and CMIT activities made and in Math’s
storeroom ready, leveled and labeled for class use
NAPLAN 2010 results– NAPLAN Yr 3 Numeracy
programs have been based on syllabus outcomes,
targeting students’ individual needs. Ongoing
assessment through observations, outcomes
based assessment tasks and external tests and
16
Transient staff including APs and lack of
consultancy access / support has made this one
difficult to achieve. Hopefully we can access more
regional support for beginning teachers and other
teachers who need an update.
Data projectors were not purchased as the IWBs
replaced the need for these. We have been given
a quote for the installation of the data projector
in the hall and will hopefully use our 2011 budget
to install this.
Through T4L and BER/School Pride Funds we
have purchased new computers for each
classroom and have added to our existing lab in
the library. Teachers each have a laptop to
prepare lessons on and then use with their IWBs.
A colour printer was purchased for the staffroom
to make the preparation of work easier for
teachers. Trolleys still need to be purchased for
the laptops to make moving them between
classrooms easier and safer.
Student logins have not yet been streamlined and
this will need to be prioritised on our 2012-2014
SMP. All staff have access to the file server and
have been given training in how to download or
upload documents. This remains an ongoing
priority as new staff arrive and as more
documents are created.
The Computer Co-ordinator budget has been
used to maintain the network.
We are still awaiting a new image for ISER to
maintain a consistent image across all computers.
One computer in the staffroom has been set up
as dual platform Mac/PC
Target 3 Technology and Connected Learning
Our achievements include:
Enhanced access to digital educational resources
for learning and teaching
All classes using multimedia equipment as an
integrated part of teaching and learning
programs. All classrooms were equipped with
IWB Smartboards early in 2010. All staff have
attended training sessions on how to integrate
the IWB and Notebook into their teaching.
Approx 60% of our staff are regularly using their
IWBs in teaching. We are still waiting for the
installation of our Connected Classroom.
Increased access and use of digital technology for
teacher professional learning and productivity;
increased availability and use of computers,
colour printers, data projectors, etc, integrated
into classroom learning activities; student access
streamlined, with less login or software access
difficulties and school resources available from
fileserver for use by all staff
Increased teacher proficiency and confidence in
use of computers for professional use and staff
have attended PL training in IWB use, Connected
Classroom & Video Conferencing, Apple Schools
Day and Connected Learning Conference.
In 2010 we purchased a new server. When
purchased the server was supported by ISER but
it was then decided that the new Mac servers
would not supported. This meant that our staff
were intermittently able to access the server and
as a result many staff lost confidence with using
technology in their classrooms due to the server
problems. In term 3, 2010 ISER re-built the server
and have maintained it since.
TPL remains a priority for the next SMP. Julie
Thomas mentored all staff members in using iLife
software in their teaching.
Increased confidence in teaching of computer
skills in class projects
St 1 staff are currently being mentored once a
week in a team teaching situation. Staff are able
to identify target areas of development and these
are covered in weekly sessions. Late in 2010 we
ran afternoon sessions on IWBs and using Boot
Camp on laptops. In 2012 – 2014 we would like to
make these sessions more regular as well as using
the expertise of different staff members to
mentor other staff. Cheat sheets still need to be
developed to assist staff in everyday tasks such as
orienting the IWB etc.
17
Improve student access and capacity to use
information and communication technologies to
enhance their learning
and The schools composting and recycling
programs have resulted in a significant drop in
material leaving the school via the
Wingecarribee’s waste collection.
The scope and sequence has not yet been
revisited and will need to be a priority for
2011/12. Technology is currently being taught for
RFF and so a sequence and software program
ideas are being developed and integrated into
units of work.
Further sessions on how to integrate IWB into
Literacy and Numeracy will also be a major focus
of 2011/12 as staff become more confident with
using the IWBs in their classrooms.
Some software such as PM reading software, Kid
Pix etc was purchased. As new software becomes
available it will be trialed and purchased if
required.
A catalogue of internet sites with excellent
resources is something that needs to be
developed.
Key evaluations
Target 4 Gifted and Talented Education To meet
the needs of gifted and talented students,
allowing them to fulfill their potential by
monitoring and evaluating effective programs
for Gifted and Talented students.
Educational and management practice
School Leadership: Respect and Responsibility
Background
In 2010, after a period of transiency, particularly
in staffing and Executive positions, it was decided
to focus, evaluate and implement new
procedures and policies for determining key roles
and responsibilities in our school to enhance
leadership qualities and opportunities for all staff,
students and parents to assist in managing our
school more effectively.
Our achievements include:
Continued collegial planning of differentiated
teaching units, action plans and monitoring
strategies using the Quality Teaching Framework
and backward mapping; Implementation of
programs based on a differentiated curriculum
and the purchase of resources to facilitate the
implementation of these programs; and
development of a G & T policy with staff, parents
and the wider school community.
Findings and conclusions
All staff, 90% parents and students surveyed
agreed that the school needed a more active SRC
and agreed that the newly formed SRC
arrangement
including
having
two
representatives from each class all running the
SRC assemblies collaboratively and increased SRC
meetings for decision making were beneficial in
promoting
school
leadership
skills.
All staff (100%) agreed that we needed to identify
more
specifically appointed roles and
responsibilities to enhance school management,
to empower all staff and to foster the
development of leadership skills. These roles and
responsibilities were identified collaboratively by
all staff including our SASS staff, at a SDD, using
Langford tools and written into a new school
document titled Roles and Responsibilities at
Target 5 Environmental Education
Our achievements include:
An energy audit was not conducted as the BER
program was still continuing and increased
electricity had resulted; Classes elected monitors
to take responsibility for classroom electricity
usage. Lights/smart boards and projectors are
disconnected as students leave classrooms for
break times; Initialized pavers were purchased to
complete the Memory Walkway. A further 700
pavers are required to complete this project;
Fruit trees and garden beds are planned for 2011;
18
HTPS. It also resulted in a new staff committee
procedure to empower non executive staff as
leaders by having them as committee leaders
alongside executive staff.
increase student knowledge and skill in the area
of development
Findings and conclusions
All staff agree that there is not a current,
common philosophy or pedagogy to the teaching
and learning of spelling from K to Yr 6 nor is there
a common structure of spelling content from K to
6. All staff agree that there is not currently a
common programing approach at HTPS which
underpins the spirit of the syllabus for utilising
different sources of spelling knowledge.
All staff agree and have evidence through
anecdotal and Best Start assessments, that the
programs ‘LIPA’, ‘LIPI 1’ and LIPI 2’ introduced
progressively in the last three years in K-2 have
had a positive effect on the spelling of St 1
students and that this will have a ‘flow on’ effect
to the older grades as these students progress
into the upper stages.
All staff, 92% of parents and 100% students felt
we needed a leadership strategy for our St 3
students that would also bring about change and
enhance our welfare policy and in particular
address needs for anti-bullying. It resulted in the
P&C providing financial support to implement the
successful Peer Support program in our school.
All staff, 98% of Yr 6 parents and 100% students
saw the need for Yr 6 parents and students to be
more actively involved in the organisation of Yr 6
special events including the annual Yr 6 Fair and
Farewell dinner. An active body of parents and
students was formed and met regularly to work
alongside teachers to organise these events. This
resulted in stronger links between parents,
students and teaching staff and promoted parent
involvement and leadership opportunities.
Future directions
There is a need for a common philosophy to the
teaching and learning of spelling from
Kindergarten to Yr 6. We have allocated time for
professional learning on our SDDs in 2011 to
‘break the spine’ on our spelling K-6 documents
and to collegially explore this document and
consequently implement its suggested strategies
and content. There is a need to develop a scope
and sequence of spelling content from
Kindergarten to Yr 6 to ensure continuity and
certainty of syllabus exposure and to ensure the
four sources of spelling knowledge are taught
explicitly and systematically at each stage. We
will explore scope and sequences currently being
used by other DET schools and work on
developing a scope and sequence of our own,
relevant to the needs and interests of our
students. We will trial the implementation of this
in 2011.
Future directions
Maintain regular meetings and involvement of
parents in the organisation of Yr 6 events;
Continue to promote whole school student
leadership opportunities through an active K-6
SRC and Peer Support programs in our school;
and Maintain new committee staff structures to
promote leadership and update roles and
responsibilities document for all staff each year.
Curriculum
Spelling
Background
This area was identified as a need through
collegial staff discussion as many staff expressed
concern that they did not share a common
philosophy/pedagogy across the school to
teaching spelling and that many had missed out
on training using the State Literacy Spelling K-6
document. The need for TPL and a cohesive
whole school scope and sequence for spelling
was identified. NAPLAN results from the last two
to three years also identified a need to increase
student knowledge and skill in the area of
development. K-6 testing using the South
Australian Spelling Test also identified a need to
Parent satisfaction
In 2010 we sought the opinions of parents about
HTPS. The questions and responses are presented
below.
What has impressed you most about the school:
The approachability of the staff and their
assurance to provide every student with the 1:1
care and attention required; The facilities and
19
opportunities that are made available to the
students including excursions, enrichment days,
inter school sports and activity days and the
overall teaching of the students; The school is
family orientated and provides great feedback on
your child’s performance; The size and the look –
coming from the Sydney metro area the number
of students were two to three times bigger than
HTPS. I like to idea of a smaller school; What we
find most impressive is the school’s willingness to
embrace specific teaching techniques to assist
with our son’s education. The school works with
us as a partnership taking on aboard suggestions
and ideas that we put forward to help with our
son’s specific learning programs and behaviours;
and The up to date classrooms, the state of the
art library and access to resources for the
children.
Various enrichment days, visiting artists,
education on social issues such as cultural and
ethnic diversity, as well as being a tight knit,
friendly community; One of the main things we
believe makes HTPS great is the principal’s ability
to be across all of the school’s programs and his
involvement with all facets of the school
curriculum; HTPS is a close knit community and
provides the opportunity and encourages local
families to participate in school events. The
school also provides a fantastic opportunity for
the children to participate in a diverse range of
activities from chess and debating to sport
events; The involvement of grand parents for
grand parents’ day. The activities during book
week, after school sports, debating and chess; Is
a smaller community based school where
students, parents and staff all know each other
and work together. We have a dedicated P&C
committee and a great canteen coordinator. We
work together to come up with new programs at
the moment the school is working on a new peer
support program; and Our school is very much a
community school – both involving our local
community and supporting our local events. This
gives the children a sense of pride for the school
and their community.
How would you describe the quality of the
teaching that takes place at the school:
Predominately excellent, my children have
succeeded both academically and socially much
higher than I had dreamed; The quality of the
teaching at HTPS could be best described as
extremely high and experienced. The teachers
have a proven track record and ability of
attending to the needs of the individual student,
whilst maintaining the cohesive class and school
unit as a whole; My children have received a
positive learning experience from dedicated
teachers. I am confident that my children will
continue to enjoy learning as they do now; My
child is achieving well and is performing above
her age at this stage. Therefore I feel that the
quality of teaching is good; The teachers have
always tried to vary learning programs to assist
our son in his individual learning. They try new
programs to assist our son – examples: Lipi
reading sounds, Reading Recovery, Macquarie
reading programs. I have been at a Sue Larkey
conference on Autism and staff from HTPS have
been there (Saturday). The teachers are always
willing to help with our P&C discos, weekend
BBQs, etc, which I feel is great for our children;
and The quality of teaching at HTPS is of the
highest standard. This challenges the students
and encourages them to aim high in all areas of
learning.
How has your child/ren
attending our school?
benefited
from
Primarily their growth in confidence and self
awareness, both socially and academically and an
instilled work ethic creating an attitude where
they “want” to learn and succeed; Our children
have benefited from attending HTPS through the
high level of teaching provided. This has allowed
our childrens’ confidence to grow through
socialising with other students, expanded their
ability at problem solving and set high levels of
achievement through the various reward
programs; My children enjoy going to school and
have made many friends; She is excelling in her
reading, being a local school she has new friends
around her during and after school which helps
her socialize; He has been able to integrate
successfully into a main stream school
environment and has made some nice friends
who have become good role models. The funding
provided has enabled our son to have teacher’s
aids to help him with daily school tasks and
helped him socialise in the playground setting;
and The benefits of attending HTPS are
Can you tell us about any other things that you
believe make our school a great school?
20
numerous. Firstly, the smaller size classes are an
advantage for a more personalised learning. The
location of the school set in a village situation
with peaceful surroundings.
the teacher/ librarian attended courses on the
use of Notebook and interactive whiteboards.
Two teachers attended training for the Music-A
Viva program. Two teachers attended training for
the Peer Support program. Many staff attended
afternoon network meetings for Literacy and
Numeracy as well as for library and technology
staff.
Why would you recommend this school to other
parents?
HTPS is a close knit friendly environment, with
experienced caring staff and a fantastic level of
parental involvement. As a small local
community, all parents and students are
familiarised with each other in school, sporting
and social community events. Everyone strives to
ensure and encourage each other’s success and
fulfillment; We would recommend HTPS simply
due to the fact that our children have benefitted
in all aspects of their education. They are
continually excited at the prospect of learning
something new and applying what has been
learnt today and day activities. I would
recommend parents send their children to HTPS
because each child is a valued member of the
school and the parents receive an open and
honest account of their child’s performance; Yes,
I feel that staff are very approachable and easy to
talk to. Office staff very friendly and answer any
questions that I may have; We find the school to
have a positive forward thinking attitude which is
reflected in the staff and students attitudes. We
would definitely recommend this school to
parents of children with disabilities because of
the availability of funding for assistance which is
not always made available in private schooling;
and For all of the above reasons. My children
over the past ten years have been nurtured and
encouraged to reach their full potential in life. To
understand the importance of having a high
standard of education. To grow in confidence
and respect for others and themselves and their
community.
Three teachers attended NAPLAN Numeracy
training days on ‘Working SMART in Numeracy’
and the NAPLAN Literacy courses on writing. One
teacher delivered four ARCO courses for antiracism education. One beginning teacher
attended a two day ‘Early Career Teacher’
conference. The principal attended SEG
conferences and Primary Principal Conferences.
School development 2009 – 2011
Targets for 2011
Target 1 Literacy K-6 Spelling achievement will
measurably improve as teacher knowledge in
quality teaching and assessment practices in
literacy are explored.
Strategies to achieve this target include:

Provision of time for collaborative
professional learning opportunities to explore
the skill development of spelling;

Development of a common philosophy and
pedagogy to the teaching and learning of
spelling from Kindergarten to Yr 6;

Allocated time for professional learning on
our SDDs in 2011 to ‘break the spine’ on our
spelling K-6 documents and to collegially
explore this document and consequently
implement its suggested strategies and
content;
Professional learning

Our two Kindergarten teachers regularly
attended training courses at Bundanoon PS for L3
(Literacy in Learning) as they embarked on the
first of a two year professional learning course
and accreditation. Yr 1 teachers also attended L3
training to prepare themselves as teachers to
continue to cater for the needs of ES1 students in
2011 and to become familiar with some of the
pedagogical practices of L3. Most teachers and
Develop a scope and sequence of spelling
content from Kindergarten to Yr 6 to ensure
continuity and certainty of syllabus exposure
and to ensure the four sources of spelling
knowledge are taught explicitly and
systematically at each stage; and

Explore scope and sequences currently being
used by other DET schools and work on
developing a scope and sequence of our own,
relevant to the needs and interests of our
students.
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
Our success will be measured by:

Improved NAPLAN results in the area of
spelling with a higher percentage of students
in the top two bands; and
Reliable student and teacher intranet and
internet access.
About this report
Strategies to achieve this target include:
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.

Mr Brian Reakes - Principal

Improved whole school results as evidenced
by curriculum based assessments, writing
work samples and South Australian Spelling
test results.
Target 2 Numeracy Achievement of quality
teaching and learning in numeracy
Trial and implementation of new K-6
mathematics scope and sequence;
Mrs Vanessa Beasley – P&C President

Increased number of staff with CMIT and
Counting On training; and
Mrs Sarah Leicester - AP

Professional development for staff in
implementing innovative maths language
programs using Newman’s Error Analysis.
Mrs Robyn Griffiths – Rel AP
Our success will be measured by:
School contact information
Improved NAPLAN results in the area of
numeracy with a higher percentage of
students in the top two bands; and
Hill Top PS
Improved whole school results as evidenced
by curriculum based assessments including
Best Start assessments, SENA testing and
anecdotal classroom based assessments.
Ph: 4889 8227


Mrs Sharon Doust – Rel AP
Mrs Rebecca Gee – Rel AP
Linda St, Hill Top 2575
Fax: 4889 8224
Email: brian.reakes@det.nsw.edu.au
Web: hilltop-p.school@det.nsw.edu.au
Target 3
School Code: 1266
Technology and Connected Learning: Enhanced
access to digital technologies and programs for
teaching and learning. Improve student access
and capacity to use information and
communication technologies to enhance their
learning opportunities.
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
http://www.schools.nsw.edu.au/asr
Strategies to achieve this target include:

Installation of an Interactive Whiteboard in
the computer lab;

Installation of the Connected Classroom in
the computer lab; and

Teacher Professional Learning directed at up
skilling all staff in the Connected Classroom.
Our success will be measured by:

All classes using multi media equipment as an
integrated part of teaching and learning
programs; and
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