Helensburgh Public School

Annual School Report 2014

[school code]
2153

School Context Statement

An Aboriginal focus program was established for

our Aboriginal students. This program involved
students exploring Aboriginal ways of living and
connection to country. Students had amazing
opportunities to use traditional resources in a
contemporary context. All students involved
displayed emotional growth with opportunities to
connect with our Community Elder.

Our students are drawn from the town of

Helensburgh and surrounding areas of Stanwell
Tops and Darkes Forest. Situated in the Northern
Illawarra, but at the southern gateway to Sydney
our students have the benefit of selecting
secondary education from both the Illawarra and
Southern Sydney suburbs. In 2014 the school
population was 478 children, consisting of 227
boys and 251 girls.

Another worthwhile initiative involved groups of

students from Years 3 to 6 participating in the
Bounce Back Resilience Program. This program
provides practical strategies to help young people
cope with the complexities of their everyday
lives.

Principals Message
2014 was an excellent year of academic growth at
Helensburgh Public School. Our fundamental aim
was to continually ensure that our students and
teaching and learning were the central purpose
of our school.

Students embraced the theory of 21st Century

education in 2014 and no other program
exhibited this greater that Lego Robotics. Our
Lego Robotics team proudly represented
Australia at the 2014 Lego League Open
European Championships in Pamplona, Spain.
Our Lego Robotics team won the prestigious
Innovative Solutions Award, which is all about
inquiry based learning, and problem solving.
Helensburgh Public School competed against 96
teams from 42 countries and to win this award at
their first attempt at an international competition
was an amazing achievement for our school and
public education.

In 2014, Helensburgh Public School invested

heavily in professional learning because we
recognise that teacher quality directly impacts on
the learning outcomes of students.
The schools ongoing significant investment in
time and funds for professional learning,
especially in the targeted programs of L3, Focus
on Reading and the new syllabus introduction has
resulted in improved academic results for 2014.
Our school priorities for 2014 were designed to
build a strong foundation for learning. We
worked hard to consistently secure a two-hour
uninterrupted learning block of time for English
and a one-hour block for Mathematics every day.
This required changes in school routines and
Release from Face to Face schedules.

Our parent community continued to support the

school through many activities. This culminated
in a Read-a-thon and Halloween evening that was
a huge success. Staff, families and friends had a
great night that brought the school community
together and raised funds for the school.

The students have again worked extremely well

to record excellent results in all Key Learning
Areas. This has been supported by continuing
outstanding results in school-based assessments
and is also reflected strongly in external tests
such as the NAPLAN and ICAS tests.

The entire Helensburgh Team strives to

consistently deliver results for students and
families that are accountable and delivered with
integrity and transparency.
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
schools
achievements
and
areas
for
development.

During 2014 we focused on further enhancing

student wellbeing with many exciting programs.
This ensured that student wellbeing programs
and policies were integrated and always
underpinning academic achievement.

Bronwyn Jeffree
Relieving Principal 2014

We further strengthened student welfare and

student development with the introduction of
the Boys Club program. This program aimed to
mix students who needed some extra support
socially and a strong role model.
1

In 2014, Year 6 went to Camp Wollstonecroft for

a school camp. It was a great camp and Year 5
went to Canberra. Years K2 had an amazing
Easter Hat Parade. They walked under the COLA
to show their awesome hats and participated in
fun Easter activities.

P&C Message
The P&C vision for 2014 has been all about
communication and connection with the school
community. Its important that everyone knows
what is going on (i.e. communication) and feels a
part of the school community ( i.e. connection)!
The 2014 P&C year has been another busy and
productive one. This year we have seen
numerous activities that have raised funds for the
school and provided great entertainment for the
whole school community. These have included
multiple raffles, traditional mothers and fathers
day stalls, Read a thon, Grandparents Day and
our hugely popular Spooky Carnival.

2014 School Captains

These achievements have been made possible

due to assistance from school staff, parents,
students, local businesses and the community. As
a group, we assist in providing facilities and
equipment for the school and promote the
welfare and recreation of the students.

Student information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.

By investing time and effort into our children we

are investing into the future of our local
community at Helensburgh.
On behalf of the P&C, we wish the Year 6 of 2014
all the best in the new phase of their school lives.
We hope your time at Helensburgh Public School
has set you up with a sound base to build your
school careers on!
We would like to thank all the members of the
school community and the executive team of the
P&C for their continued contribution and
commitment. We also thank the many other
parents that turn up, help out and pitch in where
and when they can. It has been a privilege and a
pleasure to be involved with such a diverse and
enthusiastic school community!

Student Enrolment Profile

Enrolment throughout the year has averaged 477
students with 226 boys and 251 girls.
Student Enrolment
Gender
Male
Female

Cassandra Szewcow
P & C President 2014

Student Representatives Message

This year has been a fantastic year in 2014. All
students have had so many great opportunities to
learn so much and be involved in so many
activities. We are very lucky to have great
teachers and staff to give us these opportunities.
Years 36 have participated in PSSA sport, choir
and so many fun activities.
2

2008
256
218

2009
247
227

2010
239
223

2011
241
232

2012
228
249

2013
228
248

2014
226
251

Workforce Composition

Student Attendance Profile

Position
Principal
Assistant Principal(s)
Classroom Teacher(s)
Teacher of Reading Recovery
Learning and Support Teacher(s)
Teacher Librarian
School Counsellor
School Administrative & Support Staff
Total

State DEC

School

Student attendance continues to be well above

state averages with a 96.2% attendance rate.
Most absences were for long-term family
holidays.
Year

2009

2010

2011

2012

2013

2014

95.5

95.4

95.3

95.5

96.6

95.8

94.2

94.7

95.0

95.0

95.7

96.3

95.1

94.9

94.8

93.9

94.8

96.3

93.6

95.1

94.2

95.9

94.8

95.9

94.1

95.3

94.0

94.5

95.7

95.5

94.6

94.2

93.2

94.7

94.2

95.3

93.6

94.7

92.7

93.9

94.7

94.4

Total

94.4

94.9

94.2

94.8

95.2

95.7

94.3

94.7

94.7

94.3

95.0

95.2

93.7

94.2

94.2

93.9

94.5

94.7

94

94.4

94.2

94.2

94.7

94.9

94.1

94.5

94.4

94.4

94.8

95.0

94

94.5

94.3

94.3

94.7

94.9

94

94.4

94.2

94.2

94.5

94.8

93.6

94.0

93.8

93.8

94.1

94.2

Total

92.1

94.4

94.3

94.2

94.7

94.8

Number
1
4
15
0.5
1
1
1
3.432
27.932

In addition to the staff outlined above, we also

have three regular part-time School Learning
Support Officers who support targeted students
with specific needs.
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Presently, the school has two teachers on staff
who have identified as Aboriginal.

Management of Non-Attendance
Class teachers, school executive and the Home
School Liaison Officer monitor student
attendance. Students who are beginning to show
excess absences are contacted. This monitoring
helps families realize the number of absences
their children may have experienced. The school
involves the H.S.L.O to organise meetings at
school with both parents and children to support
them to access outside agencies if necessary.

Teacher Qualifications
All teaching staff fulfill the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers Accreditation

Professional
Accreditation

Learning

and

% of staff
100%
35%
25%

Teacher

The School Plan for 2014 contained a number of

Initiatives for professional development of staff.
Kindergarten
started
the
successful
implementation of the Language, Learning and
Literacy Program called L3. Year 2 to 6
participated in initial training in Focus on
Reading.

Workforce Information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
3

The new English syllabus was implemented in

2014 with all staff involved in regular meetings
reviewing the schools scope and sequence and
learning activities. Also on the School Plan for
2014 was staff preparation for the introduction of
two new syllabus documents in 2015 - Maths and
Science. School Leaders took responsibility for
leading staff in unpacking the new syllabi and
creating school plans to ensure the seamless
integration of these new syllabi in 2015.

Financial Summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning

Significant professional learning activities were

undertaken to prepare teachers for the inclusion
of the new syllabus throughout the year. This
included all staff participating in multiple on line
learning
modules
and
intensive
staff
development sessions designed to introduce the
new syllabus into classroom learning programs.

Key learning areas

Excursions
Extracurricular dissections

Our Seacliff Community of Schools also worked

towards this target with focus groups of staff
from each feeder school participating in Network
Focus Groups. These groups played a vital role in
coordinating the professional development of the
new Science syllabus in each school in a
concerted effort to bridge the gap between
primary and high school education. In particular,
our Science Focus group was very successful with
plans developed to ensure consistency of
teaching in this area between and across schools.
All schools also participated in a combined COS
School Development Day held at the beginning of
Term 3.

Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward

30/11/2014
$
252,065.71
293,564.76
238,193.12
165,149.51
7,884.32
37,273.50
0.00
994,130.92

24,837.39
51,356.52
64,825.89
5,854.55
15,361.62
191,837.29
150,318.07
70,759.95
0.00
48,092.94
19,903.57
41,248.64
42,305.19
726,701.62
267,429.30

A full copy of the schools 2014 financial

statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.

2014 has been a year of great change with a

move towards the introduction of a new Board Of
Studies Curriculum. This state-based initiative has
seen teachers at our school heavily involved over
the last few years in the preparation for the
implementation of a staged introduction of this
curriculum. English was implemented in 2014
with the implementation of Maths and Science in
2015. This will be followed by the other new
syllabi in 2016. As such, teachers have been
preparing for this with intensive professional
learning activities.

In 2014, the band took part in the Wollongong

Combined Schools Instrumental Festival at
Wollongong Town Hall and the Big Band Blow
In at Engadine West Public School. We
performed at Grandparents Day and school
assemblies. A number of students from the
Helensburgh Band took part in the Illawarra and
South East Region Junior Band (ISER), which
commenced with a three day/two night band
camp in May. Some of our students are currently
taking part in ensembles at the Wollongong
Conservatorium. In 2014, a HPS student
represented at the ISER Music Camp.

School Performance 2014

Achievements in the Arts, Sport and
Other School Programs
Art
Art created by four of our students was selected
for the Operation Art exhibition at Armory
Gallery, Sydney Olympic Park.
Natalie Look, Naomi Payne, Alison O'Driscoll and
Katherine Callaghan used mixed media; fibres,
found items from nature, and paint, glues, and
dyes to create stunning pieces, which will hang in
our school library from 2015.
Operation Art, an initiative of The Childrens
Hospital at Westmead in collaboration with the
Department of Education and Communities,
involves school students from Kindergarten to
Year 10 in NSW schools in creating artworks for
hospitalised children.

The school band consists of woodwind

instruments (flute, clarinet, bass clarinet, and alto
saxophone), brass instruments (euphonium,
trumpet and trombone), string instruments
(guitar and bass guitar), and percussion (drums,
percussion
instruments,
keyboard
and
glockenspiel). The children learn in a large group
(band) environment and have additional tuition
in small same instrument groups.

Band

Participation in a school band helps children learn

self-discipline, the skills of working together as a
group, and, most importantly, to play music.

The Helensburgh Public School Band re-formed in

June 2007 after receiving a Government Grant to
purchase musical instruments.

2014 was a busy year for the instrumental

musicians at Helensburgh Public School and 2015
will be even busier!

For more than 7 years we have been building the

band at Helensburgh Public School. The band is
comprised of over 50 students playing 13
different types of instruments. It is fun and the
kids are really playing music!

Choir
The school choir has experienced yet another
wonderful year. The choir members range from
Years 3 to 6. Our most important performance
was held in August at the Wollongong Town Hall,
as part of the Wollongong School Choral Festival.
The choir has also delighted local community
members singing at the Helensburgh Tradies
Club.

Helensburgh Public School Band has been

recognised as a musical force in the community
and has been asked to play the opening music
brackets for various community events, such as
Buzz in the Burgh, the Helensburgh Country
Fair, Santa Is Coming To Town and the
Festival of Flight.

In July and December the children performed at

the Northern Illawarra Neighbour Aid, as part of
our outreach into the wider community.
Additionally, the choir performed at Education
Week, Grandparents Day and various K 6
Assemblies. A small choral group also performed
with distinction on Remembrance Day at the
Helensburgh Cenotaph.
The choir is both
talented and committed!

At the National Championships our team finished

2nd in the Robot challenge, won the Programming
Award and finished 5th overall. They have once
again been invited to compete in an international
competition next year and we wish them all the
best in their next competition.

Debating
This year our school placed a greater focus on
debating than in previous years. We once again
competed in the Seacliff Community of Schools
Stage 3 Debating Competition, finishing equal
first before losing out on a count back. Debating
workshops for interested Stage 3 students were
held in the library each Friday of Terms 2 and 3
and were well attended.
We also sent ten Year 4 students to the Seacliff
COS Debating workshops held at Thirroul Public
School in Term 2.We plan to further develop the
debating skills of our students in future years.

Academic Achievements
LEGO Robotics
As a result of our excellent results (second
overall) in last years FIRST LEGO League (FLL)
National Championships, our LEGO Robotics team
this year had the honour of representing
Australia at the Open European Championships in
Pamplona Spain.

NAPLAN
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.

Our team competed in four disciplines. They were

a Research Project, Robot Game, Programming
and Core Values. We did well in all areas and
managed to exceed our own expectations by
taking out first place in the innovative solution
section of the research project.

Year 3: from Band 1 (lowest) to Band 6 (highest

for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest
for Year 5)

In this years FLL our team has again realised

success, winning the robot challenge and the tech
judging award at the Regional Competition and
progressing to the National Championships.

The My School website provides detailed

information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.

Student results in Spelling indicate that the

majority of students are performing in Bands 4
and 5 which is above the expected level of
achievement for Year 3.

NAPLAN Year 3 - Literacy (including Reading,

Writing, Spelling and Grammar and
Punctuation)

Percentage in bands:
Year 3 Reading

Percentage in bands:
Year 3 Spelling

40
30

Percentage of students

Percentage of students

40

20
10
0
1

3
Bands

30
20
10

0
1

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

3
Bands

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

There has been an upward trend in Year 3

Reading results with the majority of children
achieving within the highest bands.

Percentage in bands:
Year 3 Writing

50
Percentage of students

50
Percentage of students

Percentage in bands:
Year 3 Grammar & Punctuation

40
30
20
10

40
30
20
10
0

0
1

3
Bands

3
Bands

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014

More students are achieving excellent results in

the top bands of Grammar and Punctuation for
Year 3.

Year 3 students are performing at an expected

level in Writing.

NAPLAN Year 3 - Numeracy

40

60
Percentage of students

Percentage of students

Percentage in bands:
Year 5 Writing

Percentage in bands:
Year 3 Numeracy

30
20
10

50
40
30
20
10

0
1

3
Bands

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

A strong result has been achieved in Spelling due

to a consistent approach to teaching spelling
from K-6.

NAPLAN Year 5 - Literacy (including Reading,

Writing, Spelling and Grammar and
Punctuation)
Percentage in bands:
Year 5 Reading

Percentage in bands:
Year 5 Spelling

40
Percentage of students

Percentage of students

5
Bands

Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014

A strong result in Numeracy concentrated in the

middle bands.

30

20

10

30
20
10
0

0
3

5
Bands

5
Bands

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

Year 5 writing results indicate that students have

made progress on school writing targets. This
further identifies that Writing is a continuing
focus area for improvement.

Year 5 reading results reflect a marked

improvement due to a focus on improving
reading skills and strategies used across K-6.

Percentage of students

30

parents providing morning tea and speaking

about important information for new school
parents, child minding supervision for siblings,
health information from Live, Life Well and 2014
Captains and Prefects completing a speech about
highlights from their time at Helensburgh PS. The
Prefects were also involved in a candid question
and answer session that the parents received
specific information from a childs point of view.
The new model of Kindergarten orientation was
highlighted as excellent school promotion by all
parents involved.

Percentage in bands:
Year 5 Grammar & Punctuation

20

10

0
3

5
Bands

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

Results in Grammar and Punctuation indicate an

increased performance for the majority of
students.

NAPLAN Year 5 - Numeracy

Percentage in bands:
Year 5 Numeracy

Percentage of students

40

Parent and Community Workshops

Helensburgh Public School was excited to offer
parent workshops as requested in 2013
community survey results. This included
informing parents about the new Science
syllabus, Spelling strategies, How to Help your
Child with Reading and How we Teach Maths in
the 21st Century Classroom. Education Day and
Grandparents Day showcased quality programs
and the diverse range of extracurricular
opportunities on offer.

30
20
10
0
3

5
Bands

Language, Learning and Literacy

During 2014 Kindergarten started the successful
implementation of the Language, Learning and
Literacy Program called L3. Kindergarten staff
participated in ongoing professional development
throughout the school year. End of year
assessments of students reading, resulted in
marked improvement in the number of
Kindergarten students at level 9 or above and
students attaining a sight word vocabulary of 40
or more words. The Best Start website was used
by staff to place and track student progress in
Literacy. Staff continued to utilise the K-2
Continuum for literacy. During team planning
days and other team meetings, student
assessment results were placed on the
continuum with teachers utilising this
information to inform teaching and learning
programs for early Stage one.

Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014

There has been an improvement in numeracy

results with a significant shift from Band 5 to
Band 6. There is still a need for a strong focus on
building numeracy capabilities.

Significant Programs and Initiatives

Policy & Equity Funding
Kindergarten Transition
Helensburgh Public School had a new vision for
2015 kindergarten orientation. This included a
warm welcome to our school community for all
new kindergarten parents with 2014 kindergarten
9

The aim of the program is to assist Stage Three

students to develop the following skills:

Chinese Language
To extend our childrens knowledge of other
cultures and languages and prepare them for
future liaisons with the Asia Pacific Region,
Chinese (Mandarin) lessons have continued to be
available after school hours. These are facilitated
by the South Coast Chinese Language School and
organised by a P&C subcommittee.

Bounce Back Program

This year, groups of students from years 3 to 6

have participated in the Bounce Back Resilience
Program. The program provides practical
strategies to help young people cope with the
complexities
of
their
everyday
lives.
Our students have enjoyed drama, stories,
discussion, construction and team building
activities to explore topics including optimistic
thinking, finding courage, using humour, prosocial skills and strategies and attitudes for being
successful.

Orderly and timely independent movement

around the school.
Moving from class to class with their bags.
Following a varied weekly program and
timetable.
Responsibility for their belongings and
equipment in another learning environment.
Being prepared with the correct equipment.
Working with a different peer group.
Adapting to various teaching styles and
expectations.
Following classroom rules and adapting
behaviour and attitudes to suit new learning
environments.

This year the students participated in the

following subject areas: History (Ancient Rome,
the Incas, the Aztecs, Australian Immigration,
World War One), Geography (Ancient Australia,
Early Australian Exploration, Landforms, the
Northern Territory, Volcanoes), Design &
Technology (Woodwork, knitting, sewing, paper
mache`, sculpture), Visual Art (Photography,
Printing, Painting, Picasso, Ceramics).

Joint Initiative with Local High Schools

Throughout 2014 our school has enjoyed
participating with our local high schools on many
levels.
Our
students
attended
a
Leadership
Development Day and PALS program at
Heathcote High School. The staff and students
from Heathcote High also assisted with our
Sports Carnival this year.

High School Transition Program 2014-2015

Once again our school has implemented an
extensive High School Transition Program.

Year 6 also enjoyed a visit from the Year 7 2015

advisor and student leaders of Heathcote High as
preparation for high school. The head teacher
welfare also visited our school for extensive
discussions with Year Six teachers in regards to
each Year Six childs specific needs.
Bulli High hosted all of our Year 6 students at
their Discovery Day where the students attended
high school lessons for the day. Our school also
participated in a Leadership Day and Year 5
Adventure Program at Bulli. Bulli High staff also
met and liaised with our staff to ensure a smooth
transition for Year 7 2015.

Through this program the students experienced

various opportunities to assist them with making
a smooth transition to high school. The program
commenced in Term 2 and concluded week 8
Term 4 and again proved to be an invaluable
preparation for transition to high school in 2015.
10

School Ethos & Environment:

School has promoted and implemented
nutrition campaigns such as Fruit & Veg
Month and Fruit Break.
Individual classes and the environmental
group (students) and committee (teacher and
volunteers) have worked tirelessly to continue
to extend and maintain our outside garden
classroom.
Our bottom oval has been open and available
to all classes throughout 2014. It has
supported our Sports in Schools, Backyard
League, Fitness, Class Sport, Athletics Training
and Fundamental Movement Skills programs
as well as daily use during recess and lunch
breaks.
Sports equipment is available daily at recess
and lunch in both the infants and primary
playgrounds with ownership of the equipment
taken over by our 2014 sport captains.

Helensburgh staff worked closely with both

Corrimal and Engadine High as well. Both
schools provided transition programs for our
students and liaised with Year 6 staff.

Teaching & Learning:

Students learn about healthy eating and
physical activity through our comprehensive
PDHPE curriculum
Students participate in hands on nutritional
learning experiences, supported by our ever
so helpful canteen staff!
All classes 2 6 were involved in a 4 week pre
athletics carnival, athletics skills program.
This taught and familiarised students with the
skills required at the carnival to further
encourage and promote participation in all
events on the carnival days.
Food or PE related topics are linked across the
KLAs and canteen
Fundamental Movement Skills taught in all
years.

High School Placements

This year one child was accepted into a selective
high school and five were successful in being
accepted into selective classes within their local
high school. This is a fantastic outcome for all
students concerned.
This year also saw 5 students successfully gain
placement in integrated specific needs classes
within local high schools. This is a wonderful
opportunity for all of these students.

Sport
Live Life Well @ Helensburgh
Helensburgh
Public
School
has
been
implementing the Live Life Well @ School
program this year to take a whole school
approach to the nutrition and physical activity of
our children. This has included:

Sport & PDHPE at Helensburgh PS In 2014

Helensburgh Public School had another fantastic
year during 2014 with many sporting
achievements.

School Community Partnerships:

Encouraging active transport
The use of our school highlights to promote
and educate the wider community about
healthy eating, physical activity and limiting
small screen recreation.
The inclusion of parents, local sporting groups
and Heathcote High students to support the
effective running of nutritional learning
experiences within the school grounds and the
effective running of our sporting carnivals.
11

PSSA Sport
This year we had an overwhelming response
during team trial selections from students across
Years 3-6, with many students included in the
PSSA sporting experiences for the first time.
Representing our school proudly was:
Touch Football 2 x Junior Girls, 1 x Junior
Boys, 1 x Senior Girls and 1 x Senior Boys
Soccer 1 x Senior Boys, 1 x Senior Girls, 1 x
Senior Boys, 1 x Senior Girls
Netball 2 x Mixed Seniors (both team
making the grand final, taking a win for
Helensburgh!!) and 1 x junior girls
Oz Tag - 2 x Junior Girls, 1 x Junior Boys, 1 x
Senior Girls and 1 x Senior Boys
Softball- 1 x Junior Girls
T-Ball- 1 x Senior Girls
Cricket 1 x Junior Boys and 1 x Senior Girls

Regional Sport
Congratulations to Krystal who was selected to
play in the NSW state touch football team, her
behavior and efforts during training and
competition were outstanding!
External Sporting Agencies
Our PDHPE/Sport curriculum has been enhanced
through by the Sport in Schools, Dance2bFit, and
Backyard League and NRL Dragons Tackle Bullying
programs.

Swimming
It was a great day with beautiful weather, action
packed races and team spirit! Mitchell was the
overall top point scoring house of the day. At the
zone level we had 37 students proudly
representing our school with a selection of
students advancing to the regional level.

PDHPE Curriculum
Our school engaged in a 4 week pre athletics
carnival, sporting skills program.

Cross Country
Our carnival ran smoothly with all students
showing their house spirit and sportsmanship, we
had 64 students represent us at the zone carnival
with 12 students representing our school at the
regional level.

The development of a whole school scope and

sequence for the PDHPE curriculum was
designed.

Professional Pre-service Teachers

Helensburgh Public School has pledged an
ongoing commitment to support the training of
pre-service teachers by offering a variety of
placements at our school each year for students
from the University of Wollongong.

Athletics
We had a huge 2 day carnival with a Year 10
PDHPE elective class from Heathcote High
attending to assist with the running of our
carnival. The winning house was Hargraves!

2014 saw first year pre-service teachers placed

with three teachers, third year students placed
with two teachers and fourth year interns placed
with three teacher mentors.

Most impressively Helensburgh Public School

came 2nd overall at the zone carnival!

The school was impressed with the calibre of

students we received this year and we were
pleased to hear that one of the interns had been
short-listed for the Targeted Graduate Program
and another intern actually secured a permanent
position through the program.

Congratulations to Beau and Krystal who

progressed to the state level for varying events. A
huge achievement!

Helensburgh Public School has already

committed to accepting pre-service teachers in
2015.
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To aid with this, staff have produced a resource

page that can be accessed on the internet, which
provides many sources of quality book lists,
activities, teacher resources and units of work in
English.

Enrichment Group Drama/ Filmmaking

During Terms 3 and 4 a number of students from
Stage 2 and 3 were offered the opportunity to
participate in a Drama/Filmmaking Enrichment
Group.

Aboriginal Education
All classes were involved in an activity for
NAIDOC Week Art, Craft, music or singing. We
continue to attend North Illawarra AECG
Meetings and were visited by the Regional
Aboriginal Contact person. We were able to show
her our HSIE units, where children are involved in
Artwork, Dance, Drama, History, Cultural and
World recognition of our indigenous people.

The group was separated into two units the

actors and the filmmakers. The actors spent six
weeks honing their craft. With the aid of Ms
Sarah Mills (a parent and Drama teacher), they
undertook warm up activities, study of the
elements of Drama and then performed a series
of freeze frames based on a series of
photographs and visual recounts of life during
World War I.
The following four weeks saw the filmmakers
study the elements of visual literacy and film
techniques. They then filmed the actors,
considering setting and lighting to build the mood
of the piece. Once filming was completed the
group worked together to edit the piece and add
a sound track. The finished piece was exhibited at
a K-6 assembly in Term Four.
All students reported that they had enjoyed the
opportunity to participate in the group and had
learned many new skills.

New English Syllabus Implementation

2014 saw the mandatory implementation of the
new English syllabus based on the Australian
Curriculum. During 2013, two teachers undertook
training in the new syllabus with the view of
passing on this training to the rest of the staff.
Staff undertook four sessions during 2013
culminating in stage based planning days.

Our sixteen students of Aboriginal and/or Torres

Strait heritage made up our Aboriginal Focus
Group during 2014.
The class enjoyed painting, etching, drawing,
sewing and weaving, and probably most favourite
of all cooking and eating foods such as
Paperbark wrapped baked potatoes, Lemon
Myrtle pancakes, and Wattleseed damper. The
group studied traditional methods of living and
use of natural resources such as Lomandra and
Lillipilli, and adapted these in contemporary
ways. Our students planted more bush tucker
plants in our garden to increase ingredients
available for future cooking.

Teachers continued this training during 2014,

through a number of mentoring days during the
year, aiding staff in the process of writing English
units of work and selecting quality texts to
support them. On the Term 4 staff development
day, staff evaluated our journey during 2014 and
plan towards 2015.
It has been proposed that staff continue to trial
four new units in 2015. Towards the end of 2105
staff will evaluate the units covered over the two
years and develop a whole school scope and
sequence for English in the following years.

They appraised Aboriginal art works, and

participated in a workshop at the Wollongong Art
Gallery, exploring the Murrimal exhibition.

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We participated in the fabulous Koori Kids in the

Park family day at Reids Flat, where we met up
with met up with students and families from
other schools flanking the Royal National Park. All
enjoyed a glorious day bushwalking, making
music, playing traditional games, creating art,
cooking Johnny cakes and fishing. Year Six and
our group later enjoyed an incursion from Elder,
Aunty Fay, who enthralled us all with her stories.

In addition to the academic and social nurturing

provided by the students teachers and peers.
The students are supported through a
concentrated ESL teaching program.
Our Year 3 student has enjoyed activities related
to the topic Solar System, for example creating
various forms of poetry, about space, and making
mathematical calculations of own weight on
differing planets. She has also shared most
interesting aspects of her home culture and we
have been able to incorporate these into literacy
and numeracy activities.

It was wonderful seeing our K-6 students, from

Aboriginal nations all over Eastern Australia,
connecting with, knowing and understanding
more about their family, the traditional owners of
Australia.

The ESL focus has been on building on listening

and speaking foundations to develop reading and
writing, looking at the way words sound, and
look, as well as their context everyday language
and texts. Literacy and numeracy activities have
been mostly based on the topics of Growth and
Change as well connecting aspects of Hindu
religion and Tamil Nadu culture with varying
Australian ways.

Multicultural Education and Anti-Racism

The children in all stages throughout the school
develop understandings, attitudes, values and
knowledge
of
Multiculturalism
through
integrated units linking studies in HSIE, English,
Personal Development and CAPA. These units
focus on the cultural diversity, acceptance and
respect for personal differences.

Learning and Support

The Learning Support Team provides a variety of
services for teachers, students and parents. It
assists classroom teachers to identify students
requiring additional support and provides
relevant support, resources or programs to
students, either individually and/or in small
groups. Reading Recovery is one of our most
valuable programs which is run for students in
Year 1, using a trained teacher to deliver
individual reading instruction one-on-one. The
dedication and professionalism of the LST and
teachers ensure that all students progress is
tracked throughout their primary years.

Socio-Economic Background

In 2014, the school received $22,380 RAM

funding for socio-economic background. This
money was used to provide support to students
and families in the form of assistance with school
costs. The majority of this money was used to
enhance our support programs accessed by many
students. These programs, overseen by our LST
involved the employment of some Learning and
Support Teacher time to conduct group
programs, both remedial and extension with a
range of students from K-6.

In 2014, the school supported students in reading

programs. Any student reading significantly under
the expected age reading level was assisted with
a teachers aide working in a one to one ratio in
the classroom. The program has been successful
with students reading levels improving.

English Language Proficiency

Two wonderful children arrived from India this
year to join our school community. Despite being
in Australia for a short time, our students are
achieving impressively in all aspects of literacy
and numeracy.

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Stage 3 were also involved in a High School

Transition program throughout Terms 2, 3 and 4
which enabled them to practice and develop vital
responsibilities in preparation for high school
such as following a time table and taking
responsibility for their own belongings and
movement around the school.

Respect and Responsibility

Helensburgh Public School students have
participated in many events and opportunities
which have enabled them to develop and
demonstrate the qualities of respect and
responsibility.
Throughout 2014 the students have:
Capably represented the student body
through the Students Representative
Council.
Been involved in the K-6 Peer Support
Program.
Participated in Kindergarten and Year 6
Buddy program.
Participated in ANZAC Day service with visits
from war veterans and distinguished guests.
Captains and Prefects attended the
Helensburgh ANZAC Day Dawn Service.
NAIDOC Day whole school program of
activities and incursion.
Contributed to our annual Grandparents Day
through performing in a concert and
participating in visits to classrooms and
student led conferences with their guests.
Stage 1 participated in a Pet Education
incursion.
Participated in the NRL anti-bullying
incursion.
Overnight camps and excursions.

Other Significant Initiatives

CSIRO Science in Schools
During 2014, class 5/6M entered into a
partnership between a CSIRO Scientist and the
class teacher. The class had the privilege of many
visits by Dr Saharov, challenging our
understanding and knowledge about the human
body and how we actually move and function. Dr
Saharov engaged all the children (and the
teacher) with simple, graphic and fascinating
facts, figures and concepts. The wonderful
partnership culminated with one child, Will M,
being
awarded
a
CSIRO
medal
for
accomplishment.
We look forward to yet
another fascinating year with a Science in Schools
Partnership. Our sincere thanks are extended to
both Dr Saharov and the CSIRO

Peer Support Program

The Peer Support program is a well-recognised
scheme which promotes and develops leadership
skills and teamwork leading to the promotion of a
positive ethos within our school.
After
undergoing training, Year 6 Peer Support Leaders
implemented the program with jigsaw groups of
between 8 to 10 students from every class level
Kinder to Year 5.

Senior
students
also
undertake
many
responsibilities across the whole school including
managing sports rooms, sand pit management,
taking responsibility for playground equipment by
monitoring, collecting and delivering the
equipment during breaks, assisting in the
canteen, running school assemblies and more.

Peer Support took place on Friday afternoons

throughout Term 1. The students engaged in
lessons designed to foster positive relationships,
optimism, resilience, anti-bullying, playground
games and promote Helensburgh Public School
values.
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The program empowers young people to learn

about their fellow students, supporting each
other and to work as a team to contribute
positively and successfully to our school. The
Year 6 students lead the Peer Support groups
with dedication, caring and an exemplary level of
commitment.

Evidence of Progress towards Outcomes in 2014:

Meeting the reading needs of all students
through the organization of classroom
reading comprehension with the program
Focus on Reading.
Identifying students in literacy and numeracy
from 2013 NAPLAN results and providing
them with additional support as required
through the Learning and Support Teacher
(LaST).
Demonstrated improvement in reading
through formal class and grade
assessments.
Demonstrated improvement in numeracy
outcomes in all strands as reflected in formal
class assessments.
Strategies to Achieve these Outcomes in 2015:
Utilise Professional learning, the continuum,
analysis of PLAN data, Reading Recovery, L3,
L2, Seven Super Sentences and Focus on
Reading to explicitly focus on reading and
comprehension.
Continue to implement and revise with new
staff in Early Arithmatic Strategies, across all
stages, with focus on Numeracy Continuum
that will increase teachers capacity to
identify and address students numeracy
learning needs.
Utilising mathematics resources that support
the new Mathematics K-10 syllabus, rich
problem solving tasks using Newmans
analysis,
student-centred
learning
reflection/thinking tools and ICT integration.

School Planning and Evaluation

20122014
School Evaluation Processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:

Staff and community annual review of

School Plan outcomes and targets
School based assessment strategies that
reflect markers and benchmarks related to
the learning continuums
Extensive student tracking and recording
student progress online using PLAN software
External assessment including NAPLAN and
other standardized tests.

School Planning 2012-2014:

School Priority 1
Improved student outcomes in Literacy and
Numeracy
Outcomes from 20122014
Increased
Literacy
and
Numeracy
achievement for all students
Build literacy and numeracy achievement for
Aboriginal students to match Non-Aboriginal
students
Strengthen teacher capacity to improve
students learning outcomes.
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School Priority 2
Continued Improve curriculum delivery and
assessment strategies to lift student
outcomes
Outcomes from 20122014

Prepare for the introduction of the new NSW

Syllabuses (Australian Curriculum).
Improved curriculum delivery through the
application of Learning Continuums.
Redefine and construct a new School
Assessment Framework and Schedule.
Increase the level of online assessment
strategies across all KLAs.

Professional Learning
In 2014, $22030.79 was spent on the professional
development of teachers. This money was spent
on training related to the implementation of the
L3 program, Focus on Reading and the Australian
Curriculum. The remainder of the funds were
spent on supplying casual teachers to replace
teachers when attending courses and
conferences related to the implementation of the
new NSW Mathematics and Science Syllabus,
ICT/Technology, Quality teaching, Best Start,
Student Welfare and career development
conferences.

Evidence of Progress towards Outcomes in 2014:

Review of spelling undertaken with improved
spelling results across the school.
Introduction of the modules for the new NSW
Syllabuses provided for all teaching staff.
Student progress now mapped against the
Years K 10 Learning Continuums;.
All teaching staff recording assessment data
on student files in EduPro.
English syllabus implemented in 2014, as per
scheduled timelines as evidenced in TARS
process.
Intensive staff professional development
activities completed in Science and Maths to
enhance teacher understanding of new
syllabus requirements.

Parent/Caregiver, Student, and

Teacher Satisfaction
In 2014, the school sought the opinions of
parents, students and teachers about the school.
Some of their responses are presented below.

Strategies to Achieve these Outcomes in 2015:

Review and analyse the value of school
tracking. Develop school wide systems to
collect
information
about
students
achievements in English and Mathematics
and shared between teachers. Share
accurate student performance data between
teachers to target teaching.- track
achievements, inform teaching practice,
identify learning gaps and target those
students or groups requiring further
attention and support.
Provide teacher professional learning
opportunities to use and analyse student
data, including NAPLAN and Best Start to
cater to student needs
Literacy and numeracy learning is linked to
the
continuums,
data
walls
and
differentiated activities planned to address
student needs.

I value being part of the Helensburgh School

community. Its a lovely school that is open to
supporting our children to thrive.
Theres a great variety of teacher skills that can
be shared with the students of Helensburgh.
The teachers all work well together to do the
best for their students.
This school has caring people and the teachers
are always willing to help.
Helensburgh Public School is a good school
because we learn
A supportive, happy learning environment which
cares about the students wellbeing and
learning.

17

Its a friendly place where theres no bullying

and everybody fits in.

After a lengthy process in 2014 and 2015, the

three Strategic Directions were decided upon for
inclusion in the School Plan. They are:

Theres always someone there for you and they

respect you

(i)
(ii)
(iii)

Dynamic Teaching;
Partnerships & Community; and
A Culture of Learning.

From our lengthy community engagement

strategy, a new school vision was developed:

A quality school, working with its

community to inspire all students to
be lifelong learners through dynamic
educational experiences.
The School Plan may be viewed by following the
link on the front page of our school website.

Future Directions
2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the schools website from the
beginning of Term 2 2015.
The School Plan 2015-2017 was developed
through close consultation with staff, students,
parents and the community. A School Plan
Committee was established with representatives
from all stakeholders. Data was analysed from
school assessment and NAPLAN sources and
surveys were undertaken in a range of
management and curriculum areas.

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About this Report

In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Bronwyn Jeffree
Chris Connor
Megan Sida
Steve McQueen
Cindy Carter
Tracey Gersback
Louise Murray
Barbara Hanley
Georgia Coleman
Celia Lewis
Alison Garvie
Sandy Szewcow

Relieving Principal
Principal
Assistant Principal
Teacher Librarian
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Music/Band Teacher
Parent Representative

School contact information

Helensburgh Public School
11 Fletcher Street, Helensburgh NSW 2508
Ph: 02 4294 1050
Fax: 02 4294 3676
Email: helensburg-p.school@det.nsw.edu.au
Web: www.helensburgh-ps.com
School Code: 2153
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
https://detwww.det.nsw.edu.au/highperformance/annual-school-reports

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