2019 Hillvue Public School Annual Report
Hillvue Public School2019 Annual Report4437Page 1 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
IntroductionThe Annual Report for 2019 is provided to the community of Hillvue Public School as an account of the school'soperations and achievements throughout the year.It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.School contact detailsHillvue Public SchoolHillvue RdTamworth, ol@det.nsw.edu.au6765 7446Page 2 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
School backgroundSchool vision statementOur aim is to further the development of each student by providing a happy and safe environment where everyone isencouraged to be the best person they can be. Innovation, Opportunity and Success are a key focus at Hillvue PublicSchool.Established core values such as personal pride, respect for self, family, school and community and a rigorous curriculumunderpinned by strong welfare and aspirational programs support students with their learning journey.We encourage our community to respect the past, value the present and aim high for the future. Student success inlearning is the only option at Hillvue Public School.School contextHillvue Public School has an enrolment of 302 students, with 78% of students identifying as Aboriginal or Torres StraitIslander. The school, located in Tamworth has well maintained expansive grounds and is one of 15 ConnectedCommunities Schools in New South Wales.The Connected Communities strategy positions schools as community hubs. It broadens the influence of the communityand school leadership, to play a role in the delivery of key services and in supporting children and young people frombirth through school into further training, study and employment.Hillvue Public School has a strong focus on student welfare, community engagement and quality teaching and learning.Key initiatives such as Early Action for Success, Stephanie Alexander Kitchen Garden Program, Differentiated LearningEnvironments, boys and girls groups and the teaching of the Gamilaraay Language are examples of the developmentand implementation of innovative programs that cater for the needs of students from Aboriginal and Torres Strait Islanderand low socio–economic backgrounds.This is also supported by our close links with the University of Newcastle Rural Health, the University of New England,the Opportunity Hub, TAFE New England, Tamworth AECG and St Peters Anglican Church Volunteers.Hillvue Public School has a genuine focus on children and the provision of a diverse and innovative curriculum supportedby two Instructional Leaders and quality classroom teaching. Our enthusiastic, approachable staff are highly trained andexperienced professionals who provide the foundation for our motto of Innovation, Opportunity and Success. We worktogether to ensure our teachers, students and families are supported and recognised as important members of ourschool community.Page 3 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Self-assessment and school achievementThis section of the annual report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.Each year, we assess our practice against the Framework to inform our school plan and annual report.Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.For more information about the School Excellence ability/school–excellenceSelf-assessment using the School Excellence FrameworkElements2019 School AssessmentLEARNING: Learning CultureSustaining and GrowingLEARNING: WellbeingSustaining and GrowingLEARNING: CurriculumSustaining and GrowingLEARNING: AssessmentSustaining and GrowingLEARNING: ReportingSustaining and GrowingLEARNING: Student performance measuresDeliveringTEACHING: Effective classroom practiceSustaining and GrowingTEACHING: Data skills and useSustaining and GrowingTEACHING: Professional standardsSustaining and GrowingTEACHING: Learning and developmentSustaining and GrowingLEADING: Educational leadershipDeliveringLEADING: School planning, implementation andreportingDeliveringLEADING: School resourcesSustaining and GrowingLEADING: Management practices and processesDeliveringPage 4 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Strategic Direction 1Future Focused LearningPurposeTo provide students with learning opportunities which are significant and connected to their lives. Students will beengaged in high quality and relevant learning experiences which develop resilience, capacities and skills where everystudent can learn and grow with confidence.Improvement MeasuresIncreased percentage of students in the top 2 bands for NAPLANStudents will achieve at least 1 year's growth for 1 year's instructions. (NSW syllabus documents and Literacy andNumeracy Learning Progressions)Reported growth and progress as measured in the Tell Them From Me and School Satisfaction surveysExcelling in the wellbeing element of the Learning Domain (SEF2)Progress towards achieving improvement measuresProcess 1:WellbeingProactive initiatives which measurably improve individual and collective wellbeing are embedded inschool practice as a whole school focus.EvaluationFunds Expended(Resources)Develop Family Partnerships afternoon tea were successful in enablingauthentic connection between parents/carers and members of the schoolteam.LaSTsTeaching staffThe participation numbers of family/carers, feedback from teachers andschool staff grew as the initiative grew.Participation numbers of parents/carers remain steady at 15–18 approx. Inthe last weeks of term, positive feedback received from community members:they would like the initiative to continue until the end of the term and havesuggested a Christmas party at which they would like to contribute. Thisdemonstrates gentle/positive success in engagement. Participating teachershave commented that although low numbers, the interactions that theinitiative has enabled have been very positive and beneficial. The finalafternoon tea at the end of 2019 was planned and hosted by the parents andwe had approximately 80 parents attend.Continue with Family Partnerships afternoon teas until the end of 2019 and in2020 to build consistency and participation. Monitor and continue to evaluate.Continue and sustain so that this can be a springboard for future FamilyPartnerships initiatives.Process 2:Teaching and LearningLearning environments reflect and support quality teaching, effective student grouping and collaborativelearning.School scope and sequence documents reflect current NESA requirements, current research, data andinnovative thinking while supporting cross curriculum links.EvaluationFunds Expended(Resources)Visible learning is obvious in the classrooms and positive student results arePage 5 of 17Hillvue Public School 4437 (2019)SMART Spelling 97 x 4Printed on: 25 May, 2020
Progress towards achieving improvement measuresevident. Work samples are collected.Most classes began implementing Smart Spelling and reported satisfaction inthe program. Students are using the language correctly and enjoying theformat of lessons. The Instructional Leader reports satisfaction at theimplementation of the program.The numeracy scope and sequence will require professional learning to staffas it is implemented.The "think, share, draw, write" project has been a resounding success. Staffreport great satisfaction and student writing and drawing has improved a s adirect result of the learning. Student oral language has also improved asstudents engage in discussions. Interactive writing is also reported asimproving student accuracy in writing and is an explicit teaching tool.Staff will be reporting on transference of spelling skills into student writing butexpect this to take time. There will also be a roll on effect to reading asstudent spelling becomes more accurate and fluent.The writing project will continue to grow across K–3 in 2020.Process 3:Differentiated LearningStudent profiles are utilised by all staff to assess, plan, differentiate and monitor progress according tostudents' individual level of need.EvaluationFunds Expended(Resources)A number of students at Hillvue Public School were identified as having veryhigh underlying learning potential. The LaST teacher worked with classteachers and individual students to develop individualised learning programsand initiatives to further enhance and tap into the learning of the identifiedstudents. The students grew in confidence and staff differentiated theirlearning to meet their identified learning potential.Class teachers and LaST teachersspend time together before/afterschool to develop individualisedlearning plans to enhance and nurturethe talent identified with the targetedstudents.Page 6 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Strategic Direction 2Leading LearningPurposeTo provide diverse opportunities to build the capacity of all staff to take ownership of their professional learning andbecome leading learners across all career stages with a focus on continuous improvement and innovation.Improvement MeasuresProfessional dialogue that occurs during formal and informal meetings indicate that a culture of high expectations existacross the school.The School Excellence Framework validates the school is excelling in a culture of high expectations, professionallearning and assessment.All professional learning opportunities are differentiated and mapped to the Australian Professional Standards.All teachers are familiar with and implement assessment for, as and of learning to gather evidence and makejudgments about student achievement. This will be evidenced through professional learning and supervision practices.Progress towards achieving improvement measuresProcess 1:Professional LearningProfessional learning is sustained, reflected and embedded in school wide explicit teaching practice,teacher accreditation and student outcomes.EvaluationFunds Expended(Resources)All 2019 PDP's signed off and completed as per timeline in Week 7.PDP documentPDP documents to Principal for storage.Proficient Teacher Support DocumentStaff to consider goals that require more evidence to be completed or 2020goals in view of a new class / stage. All staff participated in ProfessionalLearning which has enhanced their teaching capacity to drive improvedstudent learning outcomes in a variety of Key Learning Areas.Australian Professional Standards forTeachersProcess 2:Data – Innovative Teaching PracticeStudent learning data and assessment is evident in innovative teaching practices, consistent teachingjudgement, effective monitoring of student data and formative feedback processes.EvaluationFunds Expended(Resources)Staff are regularly engaged in Professional learning to enhance their ownteaching practice and knowledge of data use, student assessment andcurrent and innovative teaching pedagogy. The staff are engaged throughweekly professional learning opportunities, sessions with field experts andthrough rigorous school based professional dialogue. The importance of allthese process is to ensure we have high impact data and practice drivingteaching and learning at Hillvue Public School.Costs varies according of professionallearning required for engagement ofindividual staff.Process 3:Effective Learning PracticesAssessment for, of, as learning is embedded K–6, developing consistent teacher practice, cross stagecollaboration and deep understandings.EvaluationPage 7 of 17Funds Expended(Resources)Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Progress towards achieving improvement measuresMore work is required to complete.Professional Learning time in staffmeetings and stage groups.Discussion with staff is required prior to implementation of PDHPE andMathematics Scope and Sequences.Scope and Sequences and units of work have been developed throughoutthe end of 2019 and the start of 2020.Page 8 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Strategic Direction 3Stronger PartnershipsPurposeTo provide opportunities for genuine partnerships with parents, community, universities and government and nongovernment agencies to develop a shared responsibility for student learning, innovation, opportunity and success.Promotion of the important role education plays in the provision of increased life opportunities.Improvement MeasuresAttendance rates above 90%Suspensions reduced by 10% in the first year, a further 20% in the second year and 20% in the third and final year ofthe school plan.Hillvue is recognised as proactive and responsive to the needs of our community due to effective engagement andpartnerships. This is clearly evident in Tell Them from Me Surveys, School Satisfaction Surveys , Talking Treeresponses and attendance at parent workshops and community events.Progress towards achieving improvement measuresProcess 1:School and Community InvolvementCultural initiatives, protocols and community involvement are embedded throughout the whole schoolcommunity.EvaluationFunds Expended(Resources)Staff Development Day term 1 2020– 8ways as identified from staffdiscussions and stage meetings (Key Deliverables)RosterTerm 1 family partnerships continuing weekly due to more engagement fromthe community. Roster to be developed to rotate teachers/SLSOs each week.Funding to support FamilyPartnerships afternoon teaFunding for 8way presenter.Process 2:Social Media/Digital TechnologyICT teaching and learning, innovative practice and communication are embedded into all curricular as awhole school initiative.EvaluationFunds Expended(Resources)Rebecca ran PL with some staff but unable to stay for the full duration due tofires in Sydney.Rebecca Venter– T4CCTechnology equipmentT4CC Showcase Day saw community members in the school.AwardsStaff / Community involvementBBQPage 9 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Key InitiativesResources (annual)Impact achieved this yearAboriginal background loading 665121The impact of employing multiple SLSOs inthe classroom has ensured students movethrough the school years supported with afamiliar person who has a positive strongrelationship with them.In 2018 the school fundedthe following programs:NAIDOC ResourcesSLSOsLocal and Major excursionsLocal and state sportingfixturesLow level adjustment for disability 184089The majority of funding wasused to support studentswho have Integrationsupport funding. The restof the initiatives wereschool based and didn'tinvolve a large amount offinancial contribution.NAIDOC week celebrations were enhanceddirectly by inclusiveness of significantAboriginal elders and community members.This created an atmosphere of cohesivenessand solidarity for our school community.A significant amount of money was spent onsupplementing students on Major and localexcursions. The impact of exposing ourchildren to world wide experiences ispriceless to raising an awareness andunderstanding about opportunities andexperiences away from Tamworth.The Learning and Support Team in 2019provided support for teachers, students andparents by ensuring:* Differentiated learning was occurringthroughout the school in all classes.* Behaviour management and riskassessments were completed and followed aspart of the expected processes for studentsrequiring such support. Some staff trained inMicroskills program.* Health care plans included specificinformation to each individual child. Thesewere updates and process reviewed in 2019.* The National Data Collection for all studentswith disabilities were collected and usedappropriately to support the students.Socio–economic background 849155LaST TeamWhole staffFunds for Well beinginitiativesFunds and personnel tosupport students withsocio–economiccomplexities.The Learning and Support Team in 2019provided support for teachers, students andparents by ensuring:* Differentiated learning was occurringthroughout the school in all classes.* Behaviour management and riskassessments were completed and followed aspart of the expected processes for studentsrequiring such support. Some staff trained inMicroskills program.* Health care plans included specificinformation to each individual child. Thesewere updates and process reviewed in 2019.* The National Data Collection for all studentswith disabilities were collected and usedappropriately to support the students.Page 10 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Student informationStudent enrolment 0169185Girls146142145162Student attendance .286.8585.38688.587.5683.176.384.182.4All Years86.185.387.686State .9593.993.893.292.8693.493.392.592.1All Years9493.993.492.8Management of non-attendanceAttendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.Page 11 of 17Hillvue Public School 4437 (2019)Printed on: 25 May, 2020
Workforce informationWorkforce compositionPositionFTE*Principal(s)1Assistant Principal(s)5Classroom Teacher(s)15.31Teacher of Reading Recovery0.53Learning and Support Teacher(s)1.2Teacher Librarian0.8School Administration and Support Staff8.22Other Positions1*Full Time EquivalentAboriginal and Torres Strait Islander workforce compositionThe Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.Workforce ATSIBenchmark12019 Aboriginal and/or Torres Strait Islander representation2School Support3.30%7.20%Teachers3.30%2.90%Staff typeNote 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistic
learning is the only option at Hillvue Public School. School context Hillvue Public School has an enrolment of 302 students, with 78% of students identifying as Aboriginal or Torres Strait Islander. The school, located in Tamworth has well maintained expansive grounds and is one of 15 Connected Communities Schools in New South Wales.
Hillvue Public School is a K-6 school located in Tamworth in the North West area of New South Wales. Seventy per cent of the school’s student population of 310 students identify as Indigenous. The school has a stable staff, each of whom focuses on personalising learning for their students.
Hillvue Public School is one of 15 Connected Communities Schools in New South Wales. The Connected Communities strategy positions schools as community hubs. It broadens the influence of the community and school leadership, to play a role in the delivery of key services and in supporting children and young .
Hillvue Public School (4437) 9/09/2020 3/14 B00A - R0025 - Uniform Shop - 6.63 m2 Ceiling Structures/Linings Flat AC Sheeting 7m2 All surfaces Good Condition (1) Low (1) Low Priority (2-
NORTH ALLEGHENY SCHOOL DISTRICT 200 Hillvue Lane Pittsburgh, PA 15237 SEPTEMBER 28, 2011 REGULAR MEETING Visit our web site at www.northallegheny.org and click on School Board for School Board updates.
HILLVUE PUBLIC SCHOOL TAMWORTH, NSW One of 15 Connected Communities schools in NSW, Hillvue is a ‘community hub’. It is boosting literacy and numeracy data among students – 78% of which are Aboriginal – with an ongoing push towards open and shared learning.
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On Monday I had the pleasure of taking Lis to Tamworth to attend workshops on Public Speak-ing at Hillvue Public School. She was among 130 other students, including students from Woolbrook and Niangala, finding out why Public Speaking is not that scary. Public Speaking is
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