2012 Annual School Report - Gordon West Public School

3943 

Gordon West Public School 

2012 Annual School Report 

1

CONTENTS 

PRINCIPAL'S MESSAGE 

Reflecting on the Principal’s Annual Report comments I have 

penned over the past 23 years, a number of Gordon West 

strengths became apparent. Our school is an exciting, dynamic 

centre of learning, with hardworking, cohesive, dedicated 

teachers, great students and a wonderfully supportive community. 

In 2012 Gordon West has continued to maintain these fine traditions 

with students being provided an extensive range of opportunities 

in cultural, sporting and academic domains. 

Gordon West parents generously support a range of extra curricula 

activities ensuring our students are not only exposed to 

best practice pedagogy but also receive a comprehensive and 

varied educational experience. Community assistance encompasses 

additional specialist dance, physical education, tennis, 

learning support and technology teachers. Our extensive Band 

program employs 2 band directors and 7 tutors. A variety of 

school excursions and visiting school performances selected 

by teachers to complement the teaching of the 6 Key Learning 

Areas are also funded by the Gordon West parent body. 

commitment to the school and its values. 

The recent annual Year 12 Reunion, where the majority of Gordon 

West students returned to the school to celebrate the last 

day of the HSC, is indicative of the close association and commitment 

Gordon West students have to their school, now and 

in the future. 

Currently we find ourselves in a period of educational change. 

We look forward to the challenges that the future may bring 

and remain confident of our ability to embrace new directions, 

ensuring that Gordon West remains a centre of learning excellence 

with a definite purpose and direction. 

Congratulations to the staff, students and school community on 

its achievements in 2012. 

Jim Huckerby B.A. 

Principal 

With the introduction of the NAPLAN testing program in 2009 

there was concern that we would not be able to perform at the 

highest levels of academic expectations and still offer this large 

number of extra curricula activities. 

Our NAPLAN results have consistently shown that a balance 

can be achieved between academic successes and providing 

a variety of opportunities which meet the diverse needs and interests 

of students. In fact in 2011 Gordon West was ranked as 

one of the top comprehensive schools in the state for NAPLAN. 

. 

Although noted for its academic, cultural and sporting success, 

the primary aim of Gordon West is to develop a well rounded 

student who is a respectful member of society with a genuine 

2

P&C MESSAGE 

Gordon West P&C has had another successful year. From 

a financial standpoint we raised more than enough funds to 

meet our budgetary commitments to the school. We contributed 

$30,000 to the schools Learning Support program. We 

also funded the installation of air conditioning in the Library 

and Special Programs Room and the 3 classrooms above the 

Library. 

We’ve also fulfilled our non financial commitments to the parent 

community in a number of different ways. 

Fund Raising and Social Committee 

The FRASC committee raised over $42,000 through a number 

of successful fund raising initiatives. The team has also 

organised a number of social events which contribute valuable 

funds, but also help to maintain the social fabric of our school 

community. 

OOHSC 

The P&C continued to manage the delivery of Outside Of 

School Hours Care, in collaboration with the school. A survey 

was conducted during the year which revealed that overall; 

parents were satisfied with the centre. Some issues were 

raised and will continue to be monitored. The centre’s contract 

is up for renewal next year. 

STUDENT REPRESENTATIVE'S 

MESSAGE 

This year 2012, has been a wonderful year for the student representative 

council (SRC). It was an amazing honour to be 

selected as the school captains this year. We will never forget 

the great things we have been involved in and achieved as 

student representatives. We have learnt many things that we 

can apply to our life in high school next year. 

One of the best highlights this year was venturing out to Milson 

Island for our annual camp, with the rest of Stage 3. Some 

of the activities we participated in were the challenge ropes, 

archery, fencing, bushwalks to the “haunted” nurse’s quarters, 

boomerang throwing and even a cook off! It will be disappointing 

to leave such a great school after 7 years of being together 

as one big, happy family, but we will always have our friends 

and memories which we will treasure forever. 

We would like to wish Jessica Wicks and Jake Pospech and all 

the prefects good luck for 2013. We hope they do a good job. 

Hamish White & Rachel Down 

School Captains 2012 

Canteen 

Our canteen has been operated this year by a new Canteen 

Manager. Mrs Finnegan has introduced some new menu 

choices and has also introduced an online payment and ordering 

system. This system ensures that correct food quantities 

are prepared thereby cutting back on waste whilst saving Mrs 

Finnegan and her team of volunteers a lot of time counting 

orders and coins. We encourage all families to sign up and 

order online. 

Uniform Shop 

During the year we decided to change the name from clothing 

pool to uniform shop. Mrs McPartlin continues to innovate and 

bring new ideas. Although the P&C has resolved to setup a 

new uniform committee to consider some uniform changes, 

this has not commenced at the time of writing. The uniform 

shop has also introduced new technology and will continue to 

do so in the coming year. 

N.B. Our canteen and uniform shop are operated on a not-forprofit 

basis. The P&C operates these functions on behalf of the 

parent body so we aim to cover our costs with a small margin. 

Staff Presentations 

We continued our quarterly series of staff presentations, with 

very information sessions on subjects including: 

• Maths; 

• Science & Technology and 

• an overview of the school’s NAPLAN results. 

Once again a huge number of Gordon West parents have volunteered 

their time and effort. On behalf of all parents I thank 

those of you who have contributed your time to the school. 

Tom Lineen 

P&C President 

STUDENT REPRESENTATIVE 

COUNCIL 2012 

The 2012 SRC enjoyed the year in their leadership roles. As 

part of their role they ran the first assembly of the year, looked 

after lost property and carried out weekly energy audits on 

each classroom. 

The SRC’s annual fundraising supported the charities of “The 

Deafness Foundation” which raises public awareness and 

funds to support the deaf and hearing impaired community. 

Each morning over 6 weeks, SRC members sold butterfly 

badges to raise money for this charity. Our second fundraising 

event was “Red Kite Day” which supports families who have 

been affected by cancer. Everyone had lots of fun dressing up 

in red for the day. This was followed by “Genes for Jeans Day”. 

In total the SRC raised $1669. 

The SRC also organised the collection of second hand books 

from K-6 students which were sent to Rotary. Rotary generously 

forwarded them on to needy children in other parts of 

Australia. 

3

SCHOOL CONTEXT 

Student information 

Student attendance is very good at Gordon West. All absences 

must be explained in writing. The school implements the 

Department of Education School Attendance Policy (2005). 

STUDENT ENROLMENT PROFILE 

2007 2008 2009 2010 2011 2012 

Male 217 231 220 222 228 242 

Female 194 194 201 228 245 268 

Students 

600 

500 

400 

300 

200 

100 

0 

Enrolments 

2007 2008 2009 2010 2011 2012 

Year 

Male 

Female 

STUDENT ATTENDANCE PROFILE 

Year 2008 2009 2010 2011 2012 

K 95.9 95.9 96.2 96.1 

CLASS SIZES 

The following table shows our class sizes as reported at the 

2011 annual class size audit. 

Roll Class/Year Total/Year Total in Class 

6E 6 66 33 

6D 6 66 33 

5W 5 63 31 

5G 5 63 32 

4T 4 85 28 

4R 4 85 29 

4D 4 85 28 

3H 3 68 29 

3D 3 68 30 

2/3C 3 68 25 

2/3C 2 79 25 

2K 2 79 25 

2F 2 79 25 

1/2P 2 79 24 

1/2P 1 77 24 

1S 1 77 22 

1F 1 77 22 

1B 1 77 22 

KN K 81 21 

KL K 81 20 

KE K 81 19 

KA K 81 21 

1 96.0 96.4 96.5 96.3 

2 96.8 95.8 95.6 95.8 

3 96.2 96.5 96.8 96.8 

4 97.0 96.5 96.3 96.1 

5 97.8 96.0 96.4 97.1 

6 96.7 97.0 96.5 95.9 

Total 96.1 96.6 96.3 96.3 96.3 

4

STAFF INFORMATION 

It is a requirement that the reporting of information for all staff 

must be consistent with privacy and personal information 

policies. 

Position 

Number 

Principal 1 

Deputy Principal(s) 0 

Assistant Principal(s) 4 

Head Teachers - 

Classroom Teachers 16 

Release from Face to Face Teachers (8 

3 

days/week) 

Sport Specialist Teacher (2 days) 1 

Computer Specialist Teacher (2 days) 2 

Teacher of Emotional Disabilities - 

Teacher of Mild 

- 

Intellectual Disabilities 

Teacher of Reading Recovery - 

Support Teacher Learning Assistance 1 

Teacher Librarian 1 

Teacher of ESL 1 

Counsellor 1 

School Administrative & Support Staff 

7 

(SASS-3) (GA-1) (SLSO-3) 

Total 38 

There are no indigenous members of the Gordon West staff. 

Teacher Retention 

Staff retention remains high at Gordon West. Over the course 

of 2012, 1 teacher went on extended leave and 2 teachers 

retired. Through the Merit Selection process in 2012, 2 classroom 

teachers, the school librarian and the Learning and Support 

teacher (3 days), were appointed to permanent positions. 

Teacher qualifications 

All teaching staff meet the professional requirements for 

teaching in NSW public schools. 

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: 30/11/2012 

Income $ 

Balance brought forward 134,305.76 

Global funds 207,117.85 

Tied funds 69,541.40 

School & community sources 329,596.21 

Interest 6,156.66 

Trust receipts 16,454.35 

Canteen 0.00 

Total income 763,172.23 

Expenditure 

Teaching & learning 

Key learning areas 127,592.16 

Excursions 46,959.96 

Extracurricular dissections 120,843.31 

Library 8,758.26 

Training & development 2,026.18 

Tied funds 58,786.62 

Casual relief teachers 43,902.23 

Administration & office 70,558.20 

School-operated canteen 0.00 

Utilities 51,072.65 

Maintenance 38,681.97 

Trust accounts 17,054.19 

Capital programs 964.00 

Total expenditure 587,199.73 

Balance carried forward 175,972.50 

A full copy of the school’s 2012 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. 

Qualifications 

% of staff 

Degree or Diploma 90% 

Postgraduate 10% 

5

SCHOOL PERFORMANCE 

2012 

ACHIEVEMENTS 

CREATIVE ARTS 

The school continues to emphasise and excel in the creative 

arts. 

Visual arts continues to be a priority at Gordon West Public 

School with learning experiences embedded in the COGs 

(Connected Outcome Groups) units used across the school 

together with a variety of techniques taught for expressive artworks 

K-6. 

Dance and Drama components of the Creative and Performing 

Arts syllabus are integrated in COGs units across all classes 

K-6. Dance is also a component of the Personal Development, 

Health and Physical Education (PDHPE) syllabus with 

an aim to develop the ability of students to communicate and 

express themselves through movement. 

Music and Performing Arts groups continued in Years 3, 4, 

5 and 6. These rotating groups provide a variety of enrichment 

activities and learning experiences for students. 

Creative arts and music appreciation continued in Years K-2. 

All students K-6 engaged in a variety of dance programs 

throughout the year. Students from Year 1- 6 benefited from 

the expertise of professional dance teacher, Julie Gunn from 

Ceroc and Modern Dance Jive Dance Company. 

The Gordon West School Choir 

This year, Gordon West choristers had an opportunity to be 

part of 4 different choirs. The various choirs included the Ryde 

Spectacular Choir, the Festival Choir, the Concert Choir and 

the Senior Singers. 

The Festival Choir consisting of 30 Year 4 students, performed 

with a massed choir of 400 Public School students at the Festival 

of Children’s Music at the Concourse Concert Hall in 

Chatswood in September. 

The Year 3 Ryde Spectacular Choir performed at the Sydney 

Opera House in Term 4 as part of a group of 600 students 

from schools in the Ryde district. This choir consisted of 27 

auditioned students who learnt a 14 song repertoire. 

Festival of Children’s and Choral music repertoires. All students 

have displayed superb musicianship throughout the 

year and have been fantastic musical ambassadors for Gordon 

West Public School. 

Mrs D. Garland and Mrs Z. Davies 

Choir Teachers 

The Gordon West Bands 

The Gordon West band program 2012 was made up of 117 

students playing in 4 bands. Each student has a weekly half 

hour lesson with an instrument specific tutor. 

There are 2 training bands in Semester 1 (brass and percussion/woodwind) 

which join together in Semester 2. The remaining 

students play in Concert Band 2 (students with 1 year 

of experience) and Concert Band 1 (students with 2 or 3 years’ 

experience). Jazz Band is a more challenging ensemble for 

gifted students with entry by audition. 

The bands have performed at the Yamaha festival, special assemblies, 

Showcase, Band Breakfast, Speech Night and the 

Christmas Concert. 

Catherine Walmsley 

Director of Bands 

The Gordon West Senior Dance Group 

In 2012, 20 dancers from Year 6 were selected to represent 

Gordon West in dance. Under the expert tuition of 2 teachers 

and professional dance teacher Julie Gunn, the group learnt a 

fabulous dance choreographed to the music “Strictly not Ballroom”. 

At the end of Term 2 the group danced in 3 performances 

in the Metropolitan North Dance Festival at Glen St Theatre. 

This was a terrific opportunity for them to experience dancing 

in a professional situation with students from other schools. 

The dance group also performed in the Gordon West Showcase. 

The group’s final performance was at the Ryde Schools 

Spectacular at The Sydney Opera House in Term 4. 

Mrs R. Dudley and Miss D. Papic 

Dance Coordinators 

Our Senior Singers sung as a part of the Turramurra Community 

of Schools in Ku-ring-gai Council’s Children's Voices 

for Reconciliation in May and also visited two nursing and retirement 

homes in December to entertain the residents with a 

variety of popular songs and Christmas carols. 

All choirs performed at our annual Open Day Showcase, entertaining 

the Gordon West community with a compilation of 

exciting and challenging material from the Ryde Spectacular, 

6

year with the emphasis being placed on a balanced sports 

program. Activities include indoor soccer, continuous cricket, 

king and queen ball, indoor hockey and rounders. 

Snowsport 

Two children represented the school at the Northern Interschool’s 

Snow Sports Championships. 

Tennis 

Over 100 children received private coaching from Tennis 

Advantage, our resident tennis professionals. Children were 

entered into the Kuring-Gai zone tennis trials with 1 child progressing 

to State. Teams of children competed in the Northern 

Suburbs Tennis Association Primary School Challenge. 

SPORTS 

The school entered teams in the Ku-ring-gai Primary Schools’ 

Sports Association (PSSA). 

Soccer 

The school fielded 2 teams in the Division 1 competition and 4 

teams in the Division 2 competition with the Senior 1 and Junior 

2B teams reaching the finals and the Junior 2B becoming 

Premiers. One child became a Zone and Area representative. 

Cricket 

Both Junior and senior teams played in the Division 1 competition. 

Netball 

Four of our 8 teams reached the Grand Finals with the Senior 

1 and Junior 2 becoming Zone Premiers. 

Modball 

The junior and senior teams played in Division 1 competition. 

Swimming 

Our team finished 6th in the overall points score at the Zone 

Carnival. Six students represented our zone at the Area 

Carnival. 

Cross Country 

Our school team participated in the Zone Cross Country Carnival 

at St Ives Showground. Two children progressed to the 

Sydney North Area Carnival at Gosford. 

Athletics 

Our school finished 1st in the Handicap Point Score and 3rd in 

the overall point score. Seventeen children progressed to the 

Area Carnival at Homebush. 

Rugby League 

Children in Year 2 to 4 participated in clinics run by the ARL 

Development Team and over 30 children completed the Kids 

to Kangaroos Coaching Clinic. 

Touch Football 

The school fielded boy and girl teams for both the junior and 

senior competitions. The junior competition is played as only 

1 division. The senior teams were selected in Division 1. The 

senior boys’ team and both junior teams reached the semi 

finals, with the Senior 1’s advancing to the finals, becoming 

runners up. 

Intra School Sport 

The intra school sporting programs had another successful 

7

ACADEMIC 

In the National Assessment Program, the results across 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 understanding demonstrated in 

the assessments. Year 3 students can achieve to Band 6, while Year 5 students can attain to Band 8. The Commonwealth Government 

sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9. 

The performance of our students is compared to a National Minimum Standard (NMS). The percentages of our students at or 

above these standards are reported below. 

Year 3 NAPLAN - Reading 

Year 3 NAPLAN - Numeracy 

School SSG State DEC 

Average score, 2012 483.5 476.9 419.6 

Skill Band Distribution 

Band 1 2 3 4 5 6 

Number in Bands 0 1 6 7 19 29 

Percentage in Bands 0.0 1.6 9.7 11.3 30.7 46.8 

School Average 2008-2012 0.3 1.2 7.3 15.2 27.4 48.5 

SSG % in Bands 2012 0.5 2.8 7.9 15.7 27.6 45.5 

State DEC % in Bands 2012 4.3 11.7 16.8 20.5 22.3 24.5 




Band 1 2 3 4 5 6 






60 

Percentage in bands: 

Year 3 Reading 

50 


Year 3 Numeracy 

Percentage of students 

50 

40 

30 

20 

10 


40 

30 

20 

10 

0 

1 2 3 4 5 6 

Bands 

Percentage in Bands 

School Average 2008-2012 

SSG % in Bands 2012 

State DEC % in Bands 2012 

0 

1 2 3 4 5 6 

Bands 





8

Year 3 NAPLAN - Spelling 




Band 1 2 3 4 5 6 






Year 3 NAPLAN - Grammar and Punctuation 




Band 1 2 3 4 5 6 






60 


Year 3 Spelling 

60 


Year 3 Grammar & Punctuation 


50 

40 

30 

20 

10 


50 

40 

30 

20 

10 

0 

1 2 3 4 5 6 

Bands 





0 

1 2 3 4 5 6 

Bands 





NOTE: SSG = Statistically Similar Group 

The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 

students. 

State average band distributions do not include students who were exempted from the tests. 

9

Year 3 NAPLAN - Writing numeracy 

\ 




Band 1 2 3 4 5 6 

Number in Band 0 0 1 3 24 34 

Percentage in Band 0.0 0.0 1.6 4.8 38.7 54.8 

SSG % in Band 2012 0.4 0.9 6.5 16.3 48.3 27.6 

State DEC % in Band 2012 2.2 6.0 15.4 22.9 39.2 14.2 

60 


Year 3 Writing 


50 

40 

30 

20 

10 

0 

1 2 3 4 5 6 

Bands 




10

Year 5 NAPLAN - Reading 




Band 3 4 5 6 7 8 






Year 5 NAPLAN - Numeracy 




Band 3 4 5 6 7 8 






40 


Year 5 Reading 

40 


Year 5 Numeracy 


30 

20 

10 


30 

20 

10 

0 

3 4 5 6 7 8 

Bands 





0 

3 4 5 6 7 8 

Bands 





NOTE: SSG = Statistically Similar Group 

The 'Percentage in Band' and 'School Average' columns are not shown if results are available for less than 10 

students. 

State average band distributions do not include students who were exempted from the tests. 

11

Year 5 NAPLAN - Spelling 



\ 


Band 3 4 5 5 7 8 






Year 5 NAPLAN - Grammar and Punctuation 




Band 3 4 5 6 7 8 

LSGs (Like School Groups) are schools from a similar socio 

Number in Bands 0 1 economic 5 area. 13 14 25 





50 


Year 5 Spelling 

50 


Year 5 Grammar & Punctuation 


40 

30 

20 

10 


40 

30 

20 

10 

0 

3 4 5 6 7 8 

Bands 





0 

3 4 5 6 7 8 

Bands 





12

Year 5 NAPLAN - Writing 


Average score, 2011 527.0 522.3 479.8 


Band 3 4 5 6 7 8 

Number in Band 0 0 12 21 15 10 

Percentage in Band 0.0 0.0 20.7 36.2 25.9 17.2 

SSG % in Band 2011 1.5 3.7 22.2 31.0 22.0 19.6 

State DEC % in Band 2011 6.8 9.7 35.3 27.4 13.1 7.6 

40 


Year 5 Writing 


30 

20 

10 

0 

3 4 5 6 7 8 

Bands 




Learn and Advance 

13

Average progress in Reading 

between Year 3 and 5* 

2008-2010 2009-2011 2010-2012 

School 

\ 

90.0 85.4 75.6 

SSG 88.0 76.3 79.3 

State DEC 83.7 74.0 79.2 

Average progress in Spelling 


2008-2010 2009-2011 2010-2012 

School 95.9 75.8 104.2 

SSG 82.8 73.4 92.7 

State DEC 84.5 75.4 95.4 

Average progress in Reading between 

Year 3 and 5 

Average progress in Spelling between 

Year 3 and 5 

100 

150 

Progress 

80 

60 

40 

20 

0 

2008-2010 2009-2011 2010-2012 


Progress 

100 

50 

0 

2008-2010 2009-2011 2010-2012 


Average progress in Numeracy 


2008-2010 2009-2011 2010-2012 


SSG 97.0 104.6 107.9 

State DEC 89.6 95.8 98.2 

Average progress in Grammar and 

Punctuation between Year 3 and 5* 

2008-2010 2009-2011 2010-2012 


SSG 100.6 90.0 90.7 

State DEC 96.6 82.7 81.3 

Average progress in Numeracy between 

Year 3 and 5 

150 

150 

Average progress in Grammar & 

Punctuation between Year 3 and 5 

Progress 

100 

50 

Progress 

100 

50 

0 

2008-2010 2009-2011 2010-2012 


0 

2008-2010 2009-2011 2010-2012 


* Average progress data is for matched students 

from within the school. 

Note: Average progress for Writing is not displayed due 

to the change in the Writing scale from Narrative. 

14

National Benchmarks 

The Commonwealth Government sets minimum desirable 

standards for reading, writing and numeracy at particular ages. 

These are referred to as national benchmarks. 

Percentage of Year 3 students achieving at or above 

minimum standard 

(exempt students excluded) 

Reading 100.0 

Writing 100.0 

Spelling 100.0 

Grammar and Punctuation 98.4 

Numeracy 100.0 

Percentage of Year 5 students achieving at or above 

minimum standard 

(exempt students excluded) 

Reading 100.0 

Writing 100.0 

Spelling 100.0 

Grammar and Punctuation 100.0 

Numeracy 100.0 

SIGNIFICANT PROGRAMS AND 

INITIATIVES 

• participation in an overnight Year 4 visit to the Sydney Academy 

of Sport at Narrabeen; 

• participation in a Year 5 & 6 excursion to the Sport and Recreation 

camp on Milson Island; 

• participation in a Year 5 & 6 excursion to the Nicholson Museum, 

Sydney University to learn about Egyptian history and art; 

• Year 6 participated in movie making and digital animation as 

part of their computer and technology program; 

• participation and high level of achievement of senior students 

in the University of NSW Science and Computer competitions; 

• participation and high level of achievement in district, state 

and national competitions, including Australian Schools English 

and Mathematics competitions and the Maths Olympiad; 

• celebration of Book Week with Mike Zarb, book illustrator (K- 

2) and author, Cameron Daddo (3-6) in August; 

• Year 3 travelled to the Maritime Museum to learn about Captain 

Cook and the Endeavour; 

• Year 3 excursion to Ku-ring-gai National Park as part of our 

HSIE topic “State and National Parks”; 

• Year 4 went on a walking excursion across the Sydney Harbour 

Bridge, through the Rocks to the Botanical Gardens as 

part of the HSIE unit “Australia; You're Standing in it” 

• Year 1 and 2 attended an incursion presented by the Australian 

Guide Dogs Association as part of the Stage 1 HSIE unit 

“Transport” 

• Kindergarten to Year 2 visited Calmsley Hill Farm; 

• a continuing high profile for the Student Representative 

Council (SRC) in fundraising for The Deafness Foundation, 

Red Kite Day, Genes for Jeans Day, offering support for Rotary 

and by fostering leadership and peer support; 

• full school participation in the celebration of Public Education 

Day; 

• presentation of a Performing Arts Showcase during Education 

Week where every child in the school was involved in this 

wonderful display of performing arts; 

• as part of the Creative and Performing Arts program, Ceroc 

and Modern Jive Dance Company worked with children from 

Years 1-6; 

• continuation of the very successful school reunion celebration 

for children completing their Year 12 in 2012 who attended 

Gordon West Public School; 

• implementation of our ever popular Easter Hat Parade, 

where a fabulous collection of hats, baskets, sandwich boards 

and masks were on display for the very large number of parents 

and grandparents in attendance; 

• continuation of our very successful Grandparents' Day where 

many grandparents visited the school; 

• celebration of Harmony Day by children participating in a variety 

of activities; 

• presentation of an Opera Australia performance of Hansel 

and Gretel for all students; 

• attendance at an Aboriginal performance by Ryka and Aka 

who played the didgeridoo and encouraged student participation 

in traditional Torres Strait Island dances; 

• Year 6 participated in Murder under the Microscope an exciting 

online environment project; 

• Yr 6 student, Madison Unicomb received an award for the 

Best Short Story from a Primary School as part of the Children’s 

Charity Network Young Australian Art and Writers 

Awards 2012. 

DEBATING 

This year, we were very fortunate to have a strong, hardworking 

debating team who represented Gordon West Public 

School. The team consisted of 6 students; Molly Finnegan, 

Tom McEnearney, William Wheatley, Kristen Mihalarias, 

Lachie Basten and Maddy Unicomb. They competed in 4 

debates during Terms 2 and 3. The first was against a skilled 

Beaumont Road Public School team who were the better team 

on the day. We had a bye in the 2nd round and therefore did 

not debate. In Round 3, a home debate against Linfield Public 

School, Gordon West put forward some very clever, convincing 

arguments and was successful in winning the debate. The 

4th round was against Lindfield East Public School and once 

again the Gordon West team were successful in convincing 

the adjudicator of our arguments. We had everything to play 

for in the final round which was against West Pymble and a 

win could have taken us into the finals. However the opposition’s 

arguments were stronger than ours and West Pymble 

achieved a well deserved victory. This was a very successful 

debating season and we were very proud of the efforts and 

achievements of the team. Well done to the team! 

Mrs Z Davies and Mrs D Garland 

Debating Coordinators 

15

ABORIGINAL EDUCATION 

Aboriginal Education remains an important part of the curriculum 

taught at Gordon West Public School. We aim to complement 

and reflect the elements of the Aboriginal Education and 

Training Policy including building increased knowledge and 

understanding of Aboriginal Australia. 

In 2012 K-6 students were provided with opportunities to develop 

deeper understandings of Aboriginal histories, cultures 

and languages through cross curriculum content including literature, 

Creative and Practical Arts and Human Society and 

its Environment. During Term 3 all children were provided with 

the opportunity to attend an Aboriginal and Torres Strait Islands 

cultural show. Songs and dances were performed by Ryka 

and Aka who demonstrated Australian native animal sounds 

with the didgeridoo and traditional Torres Strait Island dances. 

Children participated in movement and dance activities and 

dressed in traditional costumes and body paint. 

During weekly flag raising assemblies and other formal occasions 

staff and students were provided with opportunities to 

show respect for the Aboriginal community past and present 

through the Custodianship of Country Acknowledgement. 

MULTICULTURAL EDUCATION 

Multicultural Education is embraced in the school’s curriculum. 

ESL students are learners from language backgrounds other 

than English who are learning English as a second or additional 

language as well as developing literacy skills in English. 

They need to simultaneously learn English, learn in English 

and learn about English in order to successfully participate in 

informal social interactions as well as in more formal and academic 

contexts. 

ESL Students at Gordon West have a diverse range of backgrounds 

and English language learning needs as they commence 

school with varying levels of prior education and knowledge 

of English. 

intensive ESL support. Many of these students have recently 

arrived at the school. 

TECHNOLOGY 

Technology remains an integral part of the curriculum at Gordon 

West Public School. The school has a dedicated computer 

laboratory and each classroom has at least one additional PC 

for individual class use. The library is also well equipped to support 

technology at the school. 

All students have regular access to (ICT) through: 

• weekly, timetabled lessons in the computer laboratory with the 

specialist ICT teacher; 

• additional class time in the computer laboratory with their 

classroom teacher; 

• access to 32 PCs in the library; 

• use of computers in their own classrooms. 

All students have access to digital cameras, webcams, scanners 

and printers and a variety of software programs. 

The Gordon West Public School technology teaching and learning 

plan ensures skill development from Kindergarten through 

to Year 6. This plan covers the areas of word processing, use 

of databases and spreadsheets, multimedia applications, Internet 

usage and ethics of computer use. The integration of these 

skills into all KLAs has continued through collegial planning and 

programming. Technology is used to: 

• access the Internet for skill development, student inquiry and 

research across all KLAs (K-6); 

• create slide shows and PowerPoint presentations for Human 

Society and its Environment (HSIE), science and personal development, 

health and physical education (PD/H/PE) (1-6); 

• apply graphical representations for mathematics using 

spreadsheets (4-6); 

• reinforce number, space and measurement skills (K-3); 

• create and publish children’s writing using word processing 

skills (K-6); 

• create and manipulate images for Visual Art (K-6); 

• add recorded narrations, custom motion and transitions to 

imported images when presenting a display using Photostory 

(Yr4); 

• creatively utilise a Microsoft programming and game creation 

application, Kodu (Yr5) 

• support their curiosity and develop rational and creative thinking 

while ensuring any research was validated by proof when 

involved in an online environmental competition, Murder under 

the Microscope (Yr6); and 

• using software programs to design and create animations, 

movies and commercials (Yr6). 

The ESL program at Gordon West aims to meet the diverse 

needs of students at various stages of learning English. In 

2012, ESL teachers conducted the ESL program 3 days each 

week collaborating with class teachers to ensure individual students 

were catered for. Currently the school has 160 students 

enrolled with a language background other than English, with 

the most common languages spoken being Mandarin and Korean. 

Twenty eight of these students are in the ESL program. 

Due to the number of new enrolments late in 2012, the school’s 

ESL allocation will increase in 2013. 

Twenty six of these students are Phase 1 students, needing 

16

PROGRESS ON 2012 TARGETS 

Target 1 

Numeracy K-6 Working Mathematically 

Students will increase their knowledge, skills and understanding 

to apply higher order thinking skills when working mathematically 

in numeracy using the five interrelated processes 

(questioning, applying strategies, communicating, reasoning 

and reflecting) 

Retain or increase the percentage of students in the higher 

bands in NAPLAN numeracy by maintaining expected growth 

from Year 3 to Year 5 at 75% (2011) and Year 5 to Year 7 at 

72.5% (2011). 

Our achievements: 

Following the review of 2011 NAPLAN results, teachers at 

Gordon West identified a weakness in the ability of students to 

confidently approach and accurately complete questions which 

required the application of a range of mathematical concepts to 

higher order thinking, problem solving questions. Teachers developed 

a shared vision and understanding of the importance 

of the working mathematically processes to the teaching and 

learning across all mathematical strands. 

To increase staff confidence, knowledge and skills in the teaching 

of working mathematically processes, Maths committee 

members prepared professional learning experiences for K-6 

staff, addressing each of the five processes of working mathematically. 

Committee members were encouraged to partner 

with a colleague from a different Stage in order to facilitate 

awareness of outcomes and indicators appropriate to the various 

Stages. Presentations on Applying Strategies, Questioning, 

Communicating, Reasoning and Reflecting occurred during 

Semester 2 staff meetings. 

Initial discussion focused on approaches presently used K to 

6 to teach the working mathematically processes and the positive 

and negative attributes of these current teacher practices. 

Research completed by George Pólya, a professor of mathematics, 

noted for his work in mathematics education (Pólya’s 

‘Four Stages to Solve Problems’) was introduced to teachers to 

broaden their knowledge. DET Curriculum Support documents 

highlighting effective teaching strategies were explored, with 

teachers identifying and collating a list of successful strategies 

to use in maths lessons. 

During the presentation on ‘Questioning’, the distinction between 

open and closed questioning was discussed. This led 

to the introduction of Australian educator, Anne Newman’s 

Prompts (1977). Newman devised five basic steps and a set 

of questions to ask students whilst they are engaged in solving 

mathematical problems in order to establish where and why 

problems occur. The findings which showed that students need 

to be able to read and comprehend 90% of the question resonated 

strongly with the staff. 

The final staff presentation introduced maths journal writing as 

a valid, effective teaching tool. Staff were highly motivated by 

this innovative approach. They expressed a strong interest in 

embedding this tool into classroom practice in 2013. 

Staff identified the following aspects of the target as requiring 

further development in 2013: 

- identification and collating of Stage appropriate mathematical 

terminology for these processes across all strands; 

- implementation of more open, flexible approaches to problem 

solving lessons; 

- increased opportunities for teacher modeling of the selection 

of the most efficient strategies; and 

- engagement of students in meaningful dialogue with their 

peers using language and strategies specific to the task. 

To empower staff to implement these strategies thoroughly, the 

processes of working mathematically will form the basis of the 

Numeracy Target for 2013. 

Target 2 

Literacy K-6 Writing – Persuasive Text 

Students will continue to increase their knowledge, skills and 

understanding of persuasive texts, building on their existing 

comprehension and abilities. Kindergarten to Year 2 teachers 

will be using Best Start Software to plot students on the 

continuum. 

Retain or increase the percentage of students in the higher 

bands in NAPLAN Writing, by maintaining Year 3 % age proficiency 

at 96% (2011) and increasing Year 5 % age proficiency 

above 32% (2011) 

Our achievements: 

Following intervention and the post test assessments, the 

teachers’ responses highlighted the need for further development 

in the higher order skills of persuasive writing. These 

include Audience Awareness, Text Structure, Ideas and 

Persuasive Devices. While students are currently exposed to 

these aspects of persuasive writing, further development is 

required. 

In Stage 1, ‘Ideas’ was identified as the category as the area 

where students best performed. While they were able to form 

an opinion on a topic and formulate simple sentences, they 

had difficulty elaborating their ideas to persuade the audience. 

Students also require greater awareness of the topic in order 

to clearly distinguish fact from opinion. Students required 

greater exposure to persuasive devices, in particular using 

correct modality and writing complex sentences. 

In Stage 2, ‘Conventions’ and ‘Text Structure’ were identified 

as the categories where students best performed. Students 

had a good understanding of grammatical structures and 

correct use of basic punctuation. Students consistently demonstrated 

a sound knowledge of appropriate text structure, 

successfully using a teacher provided scaffold to present their 

ideas. Post tests highlighted the need to further develop a 

deeper knowledge of the theme and topic enabling them to 

fully address and support their position. Further to this, students 

require exposure to appropriate vocabulary to support 

their argument with greater impact. 

Stage 2 teachers identified ‘Audience’ as an area requiring 

further development. To better involve the audience, future 

student learning needs to focus on providing teaching and 

learning activities enabling students to select deliberate language 

choices and persuasive techniques that both support 

their argument and engages and persuades the reader. 

In Stage 3, ‘Text Structure’ and ‘Conventions’ were again 

identified as strengths, with the majority of students having 

a good understanding of correct punctuation and grammar. 

While some persuasive devices were successfully employed, 

rhetorical questions and modality required further development. 

The higher order skills need growth including the ability 

to establish a strong credible voice and influence the reader 

by using precise and sustained language choices and persuasive 

techniques. 

17

Target 3 

Quality Teaching 

To increase staff confidence, knowledge and skills in using 

Quality Teaching as a model of pedagogy that relates quality 

teaching practice to the enhancement of students’ achievement 

outcomes staff were inserviced in the areas of curriculum 

implementation, classroom practice and assessment design. 

Staff discussed the importance for all students to work with a 

curriculum that is modified or differentiated and which provides 

students with an appropriate level of challenge. Differentiation 

was determined by staff to range from slight to major modifications 

of the curriculum through adjustments to content, 

processes and products and the learning environment. By 

providing a planned, documented and challenging curriculum 

the diverse abilities of all students could be readily met. Educational 

theories and frameworks including Bloom’s Taxonomy 

and the Maker Model were discussed during peer lead staff 

development meetings as methods by which teachers could 

modify the curriculum and support the learning needs of all 

students. 

Staff recognised that they all to some degree use a range of 

organisational and affective strategies currently in their classrooms 

including using graphic organisers, flexible groupings, 

independent study and by providing opportunities for students 

having freedom of choice in some aspects of their learning. 

It was noted that more staff development was needed in the 

areas of critical and creative thinking, the provision of rich, real 

world problems for student to solve and the use of peer and 

self evaluation across all Key Learning Areas. 

KEY EVALUATIONS 

Educational and Management 

Practice 

The learning environment was evaluated using the following 

best practice descriptors: 

• learning opportunities are provided within a stimulating and 

secure environment; 

• relationships between home, school and the community enhance 

learning and teaching and are actively supported and 

developed by the teacher and relevant school support structures; 

• the learning needs of all students are addressed through the 

use of a wide range of appropriate resources; and 

• expectations of individuals are understood and promote excellence. 

Student learning was evaluated using the following best practice 

descriptors: 

• students take responsibility for their learning; 

• students work independently and collaboratively in a range 

of learning activities; 

• students take risks as part of their learning; and 

• students reflect on their learning and engage in self assessment. 

Teacher learning was evaluated using the following best practice 

descriptors: 

• teaching practice is supported by critical reflection and an 

understanding of effective practice and current research; 

• the teacher is committed to ongoing professional training and 

development; and 

• the teacher collaborates with colleagues and shares ideas 

and experience to improve teaching practice. 

Responses were collated under Almost Always, Usually, 

Sometimes and Rarely. 

Learning 

Background 

Enhancing the quality of the school’s management practices 

and improving the learning outcomes of all students are key 

educational objectives. 

The survey tool SchoolMap, developed by the Department of 

Education and Training (DET) was used to collect information. 

The primary purpose of the SchoolMap best practice statements 

is to provide a framework for analysis of the operation 

of schools in 6 key areas. The statements are based on the 

findings of research and the views of a wide cross section of 

teachers, parents and students about current practices and 

potential best practice in schools. 

As a learning community one of our main goals is to utilise 

the very best learning practices to help our students achieve 

excellence. SchoolMap best practice statements were used to 

evaluate Gordon West’s school learning practice with regard 

to school planning and implementation, assessment, reporting, 

reflection and evaluation. Definitions for the areas of focus 

were discussed by teachers in relation to best practice learning 

statements and descriptors. 

The SchoolMap evaluation instrument survey was used to 

evaluate the learning environment, student learning and 

teacher learning. 

18

Finding and Conclusions 

Parents 

The SchoolMap evaluation instrument was used to evaluate 

whether: 

1. My child's classroom is an interesting place to learn. 

2. Teachers talk to me about my child's learning. 

3. My child has access to good equipment that helps him/her 

to learn. 

4. People other than my child's teacher help him/her to learn. 

5. The school expects students to achieve to the best of their 

ability. 

6. Students at the school demonstrate pride in their learning. 

7. In class, my child's teachers provide a balance of independent 

and group learning activities. 

8. My child tries to do things in the classroom that are new 

and different. 

9. My child looks at samples of his/her work over time to see 

how he/she has improved. 

10. Teachers at the school are continually upgrading their 

skills. 

11. Teachers share ideas about teaching and learning with 

other teachers. 

A total of 98 parents responded to the SchoolMap best practice 

survey. Parent responses were mostly positive. The 2 

statements which rated most highly were “The school expects 

students to achieve to the best of their ability” (86%) and “My 

child's classroom is an interesting place to learn.” (97%) Less 

positively judged statements were “My child looks at samples 

of his/her work over time to see how he/she has improved.” 

(45%) and “Teachers talk to me about my child's learning.” 

(51%) 

These results indicate that the school’s vision “to be seen as a 

school of excellence, with a definite purpose and direction” is 

well supported. Both parents and students acknowledge the 

school’s high expectations for student learning, with an emphasis 

on all students striving to achieve their personal best. 

The importance of schools providing interesting, challenging 

environments is recognised by all stakeholders. Students' beliefs 

about their ability to learn are shaped by messages and 

experiences at home, at school, and in the community. At Gordon 

West, staff aim to provide a balance of cooperative and 

independent learning activities and challenging, relevant instruction 

which helps to engage and foster student motivation. 

Some parents surveyed (19% of responses were Rarely) believe 

the school could further improve in the area of student 

self evaluation. In order to become lifelong learners, teachers 

need to both model and teach students the importance of self 

evaluation and provide regular opportunities for meaningful 

self assessment of learning outcomes. Reflection of one’s own 

performance allows students to evaluate themselves, 

assess what they know or do not know and give vital feedback 

to teachers which can help determine future goals. In 2012 

as part of the Numeracy target teachers discussed the importance 

of self evaluation and the need to encourage students 

to be more active participants in their education. In 2013 each 

Stage will adopt the self evaluation strategy of maintaining a 

reflection journal. Through targeted questioning, students will 

be asked to appraise themselves, to become more familiar 

with their own strengths and weaknesses and be able to set 

individual, realistic goals that they feel they can attain. 

Gordon West is always looking at ways to improve and refine 

its existing processes and practices. Greater student self 

responsibility towards their own learning and behaviour is 

an area we will continue to develop. The school is also keen 

to build a more productive relationship between home and 

school through continuing to advance open, clear communication. 

In 2013 the school will trial conducting parent teacher 

interviews at the conclusion of Term 1 rather than after school 

reports are distributed in Term 2 which has been the tradition 

over past years. This will provide a formal occasion for parents 

and teachers to discuss concerns earlier in the school year. 

Recognising the importance of parent/teacher communication, 

Gordon West invites parents to attend information nights 

in Term 1 where the expectations for the school year are expressed 

and discussed. Other school events including P&C 

meetings and Kindergarten Orientation are forums for ongoing 

parent/teacher communication. The school strongly encourages 

parents to contact the school and request an interview 

whenever they would like to discuss issues with teachers or 

the principal. Likewise teachers contact parents to notify them 

of concerns and discuss early intervention strategies. 

Student 

A total of 146 students from Year 3 and 4 were surveyed. 

Overall the survey results indicated that the students at Gordon 

West were positive to the school’s teaching and learning 

practices. Students rated most positively to statements regarding 

the school setting high expectations for student learning 

(87%) and student self responsibility to learning. (80%) The 

statement addressing teacher/parent communication scored 

less positively (30%) than all other 10 statement responses. 

Staff 

Staff surveyed consistently and favourably in response to the 

12 statements about Learning. The statements emphasising 

high community expectations of student outcomes, the use 

of a wide range of appropriate resources, students taking responsibility 

for their learning, students having opportunities to 

do things that are new and different and the provision of learning 

opportunities within a stimulating and secure environment 

scored strongly (100%). The statement focusing on the opportunities 

for students to reflect on their learning and engage in 

self assessment (86%) was identified as the aspect requiring 

greater prominence in the future. 

Future Directions 

The evaluation of survey results identified certain areas for 

future development including the need for the school to: 

• implement teaching and learning strategies such as reflection 

journals to allow students greater opportunities to evaluate 

their own learning and provide feedback for future goal 

setting 

• continue to improve the effectiveness of teacher/parent communication 

19

I provide learning opportunities within a stimulating 

and secure environment 

TEACHER SURVEY ABOUT LEARNING 

The school supports communication about student 

learning between home and school 

I use a wide range of appropriate resources to assist 

students with their learning 

My students have access to guidance from people 

other than myself to assist their learning 

The school community has high expectations of 

students 

My students take responsibility for their learning 

I provide a balance of independent and group 

learning activities 

My students try to do things that are new and 

different 

My students reflect on their learning and engage in 

self-assessment 

My teaching practice is supported by critical 

reflection and an understanding of effective practice 

and current research 

I continually upgrade my skills through professional 

training and development 

I share ideas and experiences with colleagues to 

improve teaching practice 

0 2 4 6 8 10 12 14 

Almost Always Usually Sometimes Rarely 

STUDENT SURVEY ABOUT LEARNING 

My classroom is an interesting place to learn 

My teachers talk to my parents about my learning 

Our school has good equipment that helps me to 

learn 

People other than my teacher help me learn 

The school expects me to do my best 

I try to do my best and take pride in my learning 

In class, there is a balance between working on my 

own and working with other students 

I try to do things in my classroom that are new and 

different 

Samples of my work over time help me see how I 

have improved 

My teachers finds new ways to help me 

understand 

My teachers share ideas about teaching and 

learning with other teachers 

0 20 40 60 80 100 120 140 

Almost Always Usually Sometimes Rarely 

20

School Life Student Survey 

My teacher is fair to me 

I learn to get along with other people 

I am a success as a student 

I really like to go each day 

I feel happy 

Other students accept me as I am 

I know how to cope with the work 

I like to be 

The work is a good preparation for my future 

I like to do extra work 

I feel unhappy 

The things I learn are important to me 

Learning is fun 

I feel lonely 

Things I learn will help me in secondary school 

I feel proud to be a student 

I am good at school work 

I feel worried 

My teacher takes an interest in helping me with my work 

People trust me 

I have a lot of fun 

My teacher listens to what I say 

I enjoy what I do in class 

I am popular with other students 

I can learn what I need to know 

I know I can keep up with the work 

I get excited about the work we do 

I know people think a lot of me 

I get on well with the other students in my class 

What I learn will be useful 

The work we do is interesting 

I get enjoyment from being there 

My teacher helps me to do my best 

People can depend on me 

Other students are friendly 

My teacher treats me fairly in class 

What I learn will be useful when I leave school 

I achieve a satisfactory standard in my work 

0% 20% 40% 60% 80% 100% 

Strongly Agree Mostly Agree Mostly Disagree Strongly Disagree 

21

Curriculum 

Literacy – Language, Learning 

and Literacy (L3) 

Background 

L3 is a component of the Best Start Initiative that aims to 

ensure all students are on track in their literacy by Year 3. It 

is a research based, cost effective Kindergarten classroom 

intervention program targeting reading and writing. L3 has 

been designed to complement the daily literacy program in 

the K-6 English Syllabus. It provides rich literacy experiences 

to support all students in Kindergarten to become successful 

readers and writers. 

In Term 1 the Kindergarten teachers began intensive professional 

learning. They were engaged in professional learning 

and collaborative networks to explore aspects of literacy 

learning. The teachers attended 12 half day training sessions 

with other Early Stage 1 teachers from the Northern Sydney 

Region. This included collegial visits to classrooms of 

schools who had already implemented L3. These classroom 

observations were followed up with discussion guided by the 

L3 regional trainer. The teachers extended their knowledge 

and expertise through theoretical discussions grounded in 

research and explored literacy acquisition processes through 

analogy, observation and related tasks. 

Findings and Conclusions 

L3 has significantly impacted and changed the way Kindergarten 

teachers taught literacy in the classroom. The explicit 

teaching strategies and intense reading and writing program 

enabled a higher level of student engagement. Differentiated 

activities allowed students to work confidently at their own 

level and catered for individual student needs. The teachers 

have found that students have become more confident and 

enthusiastic during literacy sessions. L3 has opened up more 

professional dialogue amongst the Kindergarten team. This 

has led to more consistent teacher judgement, better assessment 

of the children through the use of an ongoing, more 

informative tracking system. Teachers found that L3 has 

encouraged independent and enthusiastic learners. 

The L3 program has provided a rich literacy background and 

a wide repertoire of vocabulary and language structures to 

students in their first year of school. The Early Stage 1 teachers 

found the key features of L3 were: 

- Short, sharp, systematic and explicit instruction in reading 

and writing strategies in small groups of 3 students in the 

“Engine Room” 

- A range of carefully selected engaging literacy activities that 

support the explicit teaching from the “Engine Room”. These 

activities are explicitly taught to the whole class during the 

literacy block prior to independent work 

- Monitoring student progress by the collection of data every 

5 weeks (reading level, hearing and recording sounds and 

writing vocabulary) 

- Engagement in analytical talk to accelerate literacy development. 

This is achieved by students participating in the 

reading of quality picture books in small groups to develop 

listening skills. Once good listening behaviours are established 

the teacher moves to whole class reading to develop 

students’ vocabulary and listening comprehension 

- Flexible grouping to ensure each student is learning at their 

own level 

- Setting clear, high and achievable expectations 

The Early Stage 1 teachers have been able to refine teaching 

strategies through exchanging ideas with colleagues 

within the L3 network. Through the explicit teaching of guided 

writing and guided reading in the “Engine Room”, they have 

been able to cater for each student’s individual learning 

needs. High expectations are characteristic of L3 classrooms. 

Gordon West Public School students have become 

independent and self regulated learners. 

On reflection the students have said: 

I like reading in the Engine Room, especially when after 

reading we can make different kinds of words on the whiteboards. 

I like listening to the sounds when I write. 

I like writing because now I know what capitals are and what 

lower case is. 

I loved learning to write because I can now write anything 

that I am thinking. 

I like how the teacher doesn’t look at me when I get stuck 

and I have to work it out. She makes me think. 


The Early Stage 1 teachers look forward to continuing the 

L3 program in 2013. They will continue to link Key Learning 

Areas into the L3 program through Literacy, Creative Arts 

and Technology. The teachers will ensure a smooth transition 

for their students to Year 1 by sharing the L3 strategies and 

the tracking system with the Year 1 teachers in 2013. 

School General Satisfaction Survey 

2012 

Every year a sample of families are surveyed in relation to 

general school satisfaction. Survey results and follow up strategies/plans 

are reported in the school’s fortnightly newsletter. 

A total of 365 parents were invited to respond to the School 

Satisfaction Survey using SurveyMonkey. The survey consisted 

of a set of 10 statements and 2 questions which required 

a written response. 

The following statements were presented for response: 

1. My child is happy and enjoys being at school. 

2. As a parent/guardian I feel welcome at the school. 

3. The school encourages students to achieve their best. 

4. The school is a caring and nurturing place. 

5. The school facilities are clean and well maintained. 

6. The office staff are approachable and helpful. 

7. The school values parents' opinions. 

8. There are effective lines of communication between home 

and school. 

9. There are always opportunities to raise concerns or issues 

about my child's schooling. 

10. I am kept well informed about school events and activities. 

Responses were collated under strongly agree, agree, neutral, 

disagree and strongly disagree. 

Parents were then given the opportunity to make a written response 

to the questions: 

1. What is the school doing well? 

2. What could the school do better? 

22

SCHOOL SATISFACTION SURVEY 

My child is happy and enjoys being at school 

As a parent/guardian I feel welcome at the 

school 

The school encourages students to achieve 

their best 

The school is a caring and nuturing place 

The school facilities are clean and well 

maintained 

The office staff are approachable and helpful 

The school values parents' opinions 

There are effective lines of communication 

between home and school 

There are always opportunities to raise 

concerns or issues about my child's schooling 

I am kept well informed about school events 

and activities 

0 10 20 30 40 50 60 70 80 90 100 

Strongly agree Agree Neutral Disagree Strongly disagree 

23

The feedback was overwhelmingly positive with responses of 

strongly agree and agree selected for 7 of the 10 statements 

over 84%. The 3 statements which rated less positively 

were “There are always opportunities to raise concerns or 

issues about my child's schooling. (78%), “The school values 

parents' opinions” (72%) and “There are effective lines of 

communication between home and school.” (66%) 

The following questions were asked: 

1. What could the school do better? 

2. What is the school doing well? 

In reply to the question “What could the school do better?” a 

number of parents indicated their desire to see greater assistance 

for students with disabilities and additional learning 

and support needs. In Term 4 2012 Gordon West employed 

a specialist Learning and Support teacher through the merit 

selection process who has extensive experience in the 

field. Mrs Watkins will attend the school 3 days each week 

and be responsible for the Learning and Support program 

K-6, including overseeing the allocation of support teaching 

conducted by 2 School Learning Support Officers who are 

employed for a total of 3 days each week. 

During late 2012 the DEC launched Every Student, Every 

School (ESES), an initiative to provide better learning and 

support for students with a disability, learning difficulties or 

behaviour support needs in our public schools. The ESES 

strategies are designed to establish a new framework for 

learning and support in schools. Funding and staffing resources 

have been allocated to school so that the principal, 

in conjunction with the school's learning and support team, 

can determine how to use the resources to best meet the 

learning and support needs of all students. 

The school has selected Learning and Support as a priority 

for 2013 with aims to increasing the skills, knowledge and expertise 

of teachers and support staff. Through a strong focus 

on professional learning and support the school will: 

• coordinate a whole school approach to implementing all of 

the elements of the learning and support framework, 

• facilitate a whole school approach to the development 

of personalised learning and support in consultation with 

students and parents, 

• deploy available resources to promote effective learning 

and support for students and 

• continue to support the additional professional learning 

needs of staff. 

With the introduction of these initiatives, the withdrawal approach 

to Learning Support which has been the predominant 

model of operation for many years will be balanced by greater 

in class reasonable adjustments to learning. The Learning 

Support teacher and class teacher will collaboratively identify 

and promote appropriate strategies that are implemented in 

class and are relevant to individual learner’s needs. 

Under the new ESES initiative, a greater flexible funding allocation 

has been received by the school for 2013 and along 

with the continued support of the P & C who generously 

contributed $30,000 to the schools Learning Support program 

in 2012, the school endeavours to provide a broader, 

more comprehensive program better suited to the needs of 

all students. 

Another area raised by a number of parents was in regards 

to providing a range of activities for students to extend their 

learning. Quality Teaching and Curriculum Differentiation is 

a priority of the school’s Management Plan 2012 - 2014. In 

2012, teachers undertook professional learning in ways to 

adapt the curriculum in content, process, product and environment 

to provide developmentally suitable opportunities 

with the aim to make available appropriate challenges for all 

students. Teacher responsibilities to select and implement a 

variety of teaching strategies for inclusion in programs to cater 

for the range of capable students in their classes include 

using flexible groupings and in the presentation to students 

of rich tasks which are both stimulating and challenging, encouraging 

students to use high level reasoning skills such as 

analysis, evaluation and creativity. We recognise as a school 

we need to continue to foster, refine and more readily implement 

the development of these skills K-6. To this end, the 

school has recently approached the P&C who have indicated 

strong support to fund a specialist teacher initially one day a 

week in 2013. The specialist teacher will assist the classroom 

teachers in identifying proficient K-6 students across 

the curriculum and provide a range of enrichment programs 

which focus on individual student growth. 

Communication between the school and community is a 

priority that the school is continually looking for ways to 

address and develop its practices. In 2012 the school made 

significant changes to its website by improving the availability 

of school events information. All permission notes and event 

details are now attached as early as possible for independent 

downloading by parents. The school handbook which had 

been archived since the advent of the school’s website has 

been extensively updated and reprinted. This comprehensive 

guide to all school programs and procedures is offered 

to all new and existing parents as a printed or as a web 

version attached to the school’s website. The school warmly 

encourages parents to identify any reasonable changes to 

this document and endeavours to update information on the 

website’s version as soon as practicable. 

Parent suggestions included schedules been available for 

the timing of items in school events. It has been school 

policy for a number of years that performances and special 

assemblies commence directly at the time advised in the 

prior notifications to parents. Unfortunately the time of actual 

items in such lengthy, involved programs is often difficult to 

determine particularly when there may need to be last minute 

adjustments that could cause the times of items to vary. 

Parents and teachers genuinely value opportunities for open 

communication about student’s progress and development. 

Information sharing about the academic and social growth 

of a student is paramount to achieving successful learning 

and behavioural outcomes. Both parties must recognise 

this candid exchange of information is the responsibility of 

both school and home. Aside from the formal parent teacher 

interview process which is held annually, the school welcomes 

parents to contact or meet regularly with teachers at 

mutually convenient times to discuss any concerns they may 

have. Likewise the school will endeavour to contact parents 

promptly with any interview request to ensure early intervention 

can occur where necessary. Parents who wish to use 

email to arrange an interview can contact the school office 

via email. The school’s response time to parent emails is 24 

hours. 

Other means of parent/school communication that the school 

continues to develop is the school policy and practice presentations 

at P&C meetings throughout the year. During 2012 

presentations of Maths, Science & Technology and an overview 

of the school’s NAPLAN results were given with positive 

results. This sharing of knowledge provided by teachers gives 

parents a greater insight and understanding programs and 

procedures followed at Gordon West. 

24

This communication forum is invaluable and the school 

and P&C cordially encourage all school parents to attend 

these monthly meetings. 

To the question “What is the school doing well?” the school 

received 71 responses. It was pleasing to read the wide 

ranging, supportive comments expressed by the school 

community. An overwhelming number of these responses 

noted the approachable, caring atmosphere created at Gordon 

West and the strong commitment of the teaching staff 

to providing consistent, high quality teaching and learning 

programs in a happy, nurturing environment. Comments 

relating to positive aspects of the school also included the 

sense of community, the promotion of citizenship both at 

school and in the community, the encouragement of students 

to achieve their personal best and to learn of respect 

and self responsibility. A number of comments expressed 

an appreciation of the clean, presentable, well resourced 

facilities provided by the Gordon West with its well maintained 

buildings and school grounds. Throughout 2012 the 

school and DEC funded a number of maintenance projects 

including a refurbishment of the school hall, building stairs 

to the lower oval, painting exteriors of 2 buildings and resurfacing 

the asphalt at the Kooyong Street access. 

At Gordon West, we acknowledge that while we continue 

to achieve success in a wide array of educational and community 

endeavours, we recognise the need to continue to 

improve all aspects of school management and aim to address 

the concerns raised by the school community. 


The evaluation of survey results identified certain areas for 

future development including the need for the school to: 

• provide greater assistance for students with disabilities 

and additional learning and support needs 

• provide a range of activities for students to extend their 

learning 

• continue to develop effective, efficient means of parent/ 

school communication 

The school communications committee will follow up all 

suggestions during 2013 and report their findings to the 

school community. 

along with the Literacy and Numeracy targets for 2012. 

Kindergarten teachers involved in implementing the Literacy 

– Language, Learning and Literacy (L3) initiative, 

the Kindergarten classroom intervention program targeting 

reading and writing, undertook extensive, comprehensive 

training and professional development in 2012. 

In 2013, The Australian Curriculum and Leadership to 

enhance teacher quality and student learning outcomes, 

school targets and priorities remain key focus areas for 

professional development. 

The budget for teacher professional learning in 2012 was 

$19915.10. The increase from 2011’s budget was due primarily 

to the funding of the Literacy – Language, Learning 

and Literacy (L3) initiative. 

School Development 

2012-2014 

Gordon West Public School continues to have a long term 

strategic management plan with a 3 year horizon in addition 

to shorter term strategic goals of a 1 year horizon. 

The purpose of the Gordon West School Management 

Plan is to: 

• develop efficient and effective administrative and organisation 

policies; 

• develop educative policies to support relevant and challenging 

learning programs; 

• monitor and upgrade resources to support teaching/ 

learning programs; 

• promote professional growth and development of all 

teaching staff K-6; 

• monitor and reflect on changing trends in education and 

adjust planning accordingly; and 

• provide for longer term school strategic direction. (3 year 

horizon 2012- 2014) 

Longer term school strategic directions are closely aligned 

with school targets through identified needs based on 

analysis of student performance and evaluations in consultation 

with the School Self Evaluation Committee. 

Professional Learning 

To ensure continual professional growth, all teachers participated 

in training and development based on their individual 

needs, as well as school and systemic priorities. 

Individual plans for training and development are negotiated 

with supervisors each year as part of the TARS program, 

the annual review of the performance and development 

of teachers. 

In 2012 a school priority was to further improve individual 

Professional Learning Plans. Through conferences between 

teacher and the principal or supervisor, the observation 

of educational programs and the review of documentation 

such as lesson planning, lesson material and student 

work, plans, evaluations and reports teacher quality and 

student learning outcomes in our school have been enhanced. 

The areas of Quality Teaching and Differentiated Learning 

were the focus of K-6 staff professional development 

25

SCHOOL PLANNING 2012-2014 

School Priority 1 - Literacy 

Outcome for 2012 – 2014 

To improve student knowledge, skills and understanding 

in literacy. 

2013 Literacy Target to achieve this outcome: 

Students will continue to increase their knowledge, skills 

and understanding of persuasive texts, building on their existing 

comprehension and abilities. Through a focus on audience 

awareness, text structure, ideas and use of persuasive 

devices in persuasive writing, students will demonstrate the 

ability to effectively convince the reader of their opinion. 

• The aim for Audience Awareness (student ability to engage 

and affect the reader) in Year 3 is to increase Band 4 (6% in 

2012) to (11% in 2013). 

• The aim for Text Structure (student ability to structure their 

writing appropriately and effectively) in Year 3 is to increase 

Band 3 (34% in 2012) to (39% in 2013). 

• The aim for Ideas (student ability to elaborate relevant 

arguments) in Year 3 is to increase Band 4 (2% in 2012) to 

(7% in 2013). 

• The aim for Persuasive Devices (student ability to use a 

range of devices to enhance their position) in Year 3 is to 

increase Band 3 (23% in 2012) to (28% in 2013). 

• The aim for Audience Awareness (student ability to engage 

and affect the reader) in Year 5 is to increase Band 4 (31% 

in 2012) to (36% in 2013). 

• The aim for Text Structure (student ability to structure their 

writing appropriately and effectively) in Year 5 is to increase 

Band 3 (47% in 2012) to (52% in 2013). 

• The aim for Ideas (student ability to elaborate relevant 

arguments) in Year 5 is to increase Band 4 (14% in 2012) to 

(19% in 2013). 

• The aim for Persuasive Devices (student ability to use a 

range of devices to enhance their position) in Year 5 is to 

increase Band 3 (41% in 2012) to (46% in 2013). 

Strategies to achieve this target include: 

• analysis of NAPLAN data to identify specific areas of 

student need and tailoring programs to address these 

requirements; 

• pre and post persuasive writing assessments Years 2-6; 

• development of quality K-6 teaching strategies, learning 

activities and resources that empower students with the 

skills to effectively orient and persuade an audience, write 

appropriately structured text, devise and elaborate relevant 

arguments and develop a range of persuasive devices to 

convince the reader; 

• exposing students to varied examples of quality persuasive 

texts and encouraging critical evaluation; 

• provide opportunities for students to explain and justify 

the language choices and structural layout of their own 

compositions; 

• provide opportunities for self and peer assessment highlighting 

students’ strengths and weaknesses; 

• continue to develop explicit teaching strategies that promote 

the use of structural and language devices to enhance 

the efficacy of persuasive texts; 

• collegially share student work samples; and effective 

teaching strategies in staff and stage meetings; and 

• professional development opportunities both school based 

and departmental. 

School Priority 2 - Numeracy 


To improve student knowledge, skills and understanding 

in numeracy. 

2013 Target to achieve this outcome: 

Students will increase their knowledge, skills and understanding 

to apply higher order thinking skills when working 

mathematically in numeracy using the five interrelated processes 

(questioning, applying strategies, communicating, 

reasoning and reflecting). 

• Retain or increase the percentage of students in NAPLAN 

bands in numeracy to meet or exceed the average of 4 % 

increase in Year 3 and Year 5 from the 2012 Target. The aim 

in Year 3 is to increase Band 4 (17.3% in 2012) to (21.3% in 

2013) and Band 5 (30.7% in 2012) to (33.3% in 2013) and in 

Year 5 increase Band 6 (24.6% in 2012) to (29.5% in 2013) 

Strategies to achieve this target include: 

• analysis of NAPLAN data to identify specific areas of student 

need and tailoring programs to address these requirements; 

• completion of staff pre and post target questionnaires; 

• continued development of explicit teaching skills that relate 

to working mathematically including promoting Newman’s 

Prompts, learning and applying a broad range of strategies; 

• continued development of quality K-6 teaching and learning 

activities and resources that assist in the investigation of 

the working mathematically processes across all strands of 

mathematics; 

• provision and use maths journals (K-6) where students explain 

and justify their chosen strategies for solving tasks and 

record individual, specific details about their learning; 

• provision of opportunities for self assessment and peer assessment 

highlighting students’ strengths and weaknesses; 

• identification and promotion of the collaborative use of appropriate 

teaching resources relevant to the target; and 

• collegially sharing of student work samples and effective 

teaching strategies in staff and stage meetings. 

26

School Priority 3 - Quality Teaching 


To improve student performance by increasing 

teacher confidence, knowledge and skills 

in providing teaching and learning experiences 

that include all elements of the Quality Teaching 

Framework. 

2013 Targets to achieve this outcome: 

To improve outcomes for students by increasing the teacher’s 

skills, knowledge and expertise by: 

• fostering and implementing Quality Teaching elements in 

all classrooms; 

• providing a differentiated curriculum where teachers 

modify program’s content, processes, products and the 

learning environment to cater for the needs of all students; 

• to improve outcomes for students with disabilities and 

additional learning and support needs by increasing the 

teacher’s skills, knowledge and expertise; 

• coordinating a whole school approach to implementing 

all of the elements of the learning and support framework; 

• facilitating a whole school approach to the development 

of personalised learning and support in consultation with 

students and parents; and 

• supporting the additional professional learning needs of 

staff and deploying available resources to promote effective 

learning and support for students. 

Strategies to achieve these targets include: 

• embedding the Quality Teaching elements across all Key 

Learning Areas; 

• identifying differentiated learning outcome requirements 

for students; 

• modifying the curriculum’s content, process, product and 

learning environment to cater for range of learning styles; 

• analysing of student performance by teachers (in December 

2012 for existing students and early 2013 for new 

enrolments) to identify students who may require additional 

learning support in 2013; 

• commencing student tracking system K-6 for LAST on a 

digital database; Induct new staff on the role of the Learning 

Support Team and current school practices; 

• providing professional Learning opportunities to provide 

staff with increased knowledge and skills in; 

• identifying students who require support; and 

• selecting and implementing appropriate strategies. 

ABOUT THIS REPORT 

In preparing this report information has been gathered 

from evaluations conducted during the year, in addition to 

the analysis of other information relating to school practice 

and student learning outcomes. 

The report encompasses the work of a number of school/ 

parent sub committees. 

Mr Huckerby 

Mrs Kirkpatrick 

Principal 

School Admin Manager 

SCHOOL CONTACT INFORMATION 

Gordon West Public School 

Ryde Rd Pymble NSW 2073 

(02) 9498 4644 

(02) 9498 4436 (fax) 

gordonwest-p.school@det.nsw.edu.au 

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Gordon West Public School, Ryde Rd, Pymble NSW 2073 Phone: (02) 9498 4644 Fax: (02) 9498 4436 Email: gordonwest-p.school@det.nsw.edu.au 

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2012 Annual School Report - Gordon West Public School

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