Helensburgh Public School

Annual Report

2015

2153

Introduction
The Annual Report for 2015 is provided to the community of Helensburgh Public School as an account of the
schools operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational
opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that
reflect the impact of key school strategies for improved learning and the benefit to all students from the
expenditure of resources, including equity funding.
Christopher Connor
Principal

School contact details:

Helensburgh Public school
11 Fletcher Street
Helensburgh NSW 2508
www.helensburgh-ps.com
helensburg-p.school@det.nsw.edu.au
Phone: 02 4294 1332 Fax: 02 4294 3676

Message from the Principal

2015 has been a year of consolidation and refocussing of school energies to lift the schools profile in the
community and to build teacher capacity. I need to acknowledge the dedication of our teachers and nonteaching staff and the commitment of our parents and grandparents who have instilled in our students the
love of learning. Improved educational opportunities are the greatest gift one generation can pass on to the
next. We certainly see that here at Helensburgh Public School. An educational community dedicated to seeing
the next generation of children receive the best possible education, locally at their local school.
This year our school community launched into the implementation of our new three year strategic plan which
included a new school vision statement and strategic directions for our school. The local community and
parent body were deeply involved in the process through surveys, information evenings and focus groups. The
new school plan guides all that we do and has clear milestones that measure points of success.
Our teaching staff has exhibited a strong commitment to school improvement by their steadfast participation
to weekly training and development to improve their teaching and so improve student outcomes.
This year we revamped our awards system with the introduction of a Principals Afternoon Tea held for all
students who achieve a Principals Award each term. These events are highly prized and students love the idea
and enjoy their time having tea and biscuits in the library.
Student leadership is an important component of school life and I wish to thank our School Captains, Prefects
and House Captains for their excellent leadership this year.
Academically, 2015 has been a great year for our school with our NAPLAN results continuing to show great
improvements and upward trends that have the school performing above State standards.
Our Lego Robotics group, Komplete Kaos, continued to post amazing results in regional and national
competitions. The team once again was extended an invitation to represent Australia at an International
competition - this time in the USA.
Innovative programs go beyond robotics with students engaged in enrichment programs that challenge
students to grow in their area of talent. The school is also committed to building student resilience with
Bounce Back and Boys Club programs providing activities that are engaging yet socially beneficial.
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Our Environmental programs still remain at the forefront of innovation at our school with our Green Team,
teachers and volunteers working together to secure regional awards and grant funding for our many projects.
Science has been a real focus of our school this year with whole school science days, a CSI Science Show and
the implementation of the new NSW Science syllabus.
This year our beloved P&C President, Mrs Sandy Szewcow, Treasurer, Mrs Catherine Ryan, and Secretary, Mrs
Gemma Williams, all retired from their executive roles. The combination of this wonderful team has helped
shape a new direction for parent involvement in our school. We are also saying goodbye to Mrs Jan Hill who
has been working at our school canteen for 27 years. We hope you enjoy your retirement and reflect back on
the enormous contribution you have made to the daily lives of many students at Helensburgh Public School.
Christopher Connor, Principal

Message from the P&C

And another year draws to a close and my fourth and final year as President. Actions can often speak louder
than words and that can also apply to our childrens education. Being involved in our P&C is one way to show
our kids how much you value their education. It can also help parents better understand the functioning of our
school and allow parents to contribute. More can be achieved when a P&C group and the school work
together towards common goals. Over the past 4 years I believe we have made great progress in this area and
we are providing a valuable contribution to our school community. The more people involved in the school the
more exciting and successful it can be.
The year for HPS P&C has been busy and productive one. We have seen numerous activities that have raised
funds for the school and provided great entertainment for the whole school community. These have included
curries, multiple raffles, traditional Mothers and Fathers Day stalls, Walk-a-thon, Grandparents Day and
comedy night. We have worked with the SRC, staff and parents to plan for improvements to the school
playground equipment. As a group we assist in providing facilities and equipment for the school and promote
the welfare and recreation of the students. This year we installed the exciting first stage of playground
equipment in the Infants playground.
I would like to thank all the members of the executive team of the P&C for their continued contribution and
commitment. Without this team of people many of the great initiatives would not succeed. I would like to
specially mention Terese Merchant, who has been a familiar face for many years in the P&C. She has
contributed many hours of work over the years in supporting the school we thank you.
I also need to thank the many other parents that support where and when they can. Be it canteen, working
bees, classroom help, panel members, meetings, BBQs, cake stalls, bakers .. the list seems endless. It is a
school community effort for all our children. It has been a privilege and a pleasure to be involved with such a
diverse and enthusiastic group of parents, teachers and kids.
Mrs Sandy Szewcow, President

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Message from the Student Representative Council

Helensburgh Public School has an active SRC. The school parliamentary model is used and takes the form of a
School Cabinet led by the Prime Minister and Deputy Prime Minister.

The SRC was comprised of representatives from Years 2 to 6 (elected by their classmates), school captains
and prefects.
The School Cabinet was made up of the members of the SRC who assumed various cabinet ministerial
portfolios.
SRC representatives elected ministers for a small number of ministries and committees that included
representatives from each grade.
The model contained elements of both participatory and representative democracy.

A Crazy Socks Day was held to raise funds to purchase new sand for the K 2 sandpit and to repair the
sandpit cover. A working bee included the replacing the old sand with the new sand.
The SRCs wider community project involved helping a small school in Zimbabwe. Over 3,500 books and
reading resources that were not being used at our school were donated. These books and resources will be
shipped to the school by booksforzim.com, an initiative of a past student from the school in Zimbabwe, now a
PHD professor at Wollongong University.
The SRC and the Green Team assisted in the Lego Robotics teams project to restructure the schools waste
incorporating recycling, composting and reducing the schools general waste. This has been a successful
initiative and will continue throughout 2016.
School Captains 2015

School Background
School Vision Statement

A quality school, working with its community, to inspire all students to be lifelong
learners, through dynamic educational experiences.
School Context
Our students are drawn from the town of Helensburgh and surrounding areas of Stanwell Tops and Darkes Forest.
Traditionally a coal mining town, the area has seen an influx of professional and semi-professional people who commute
to Sydney. There has also been a noticeable increase in those who work part-time and/or from home.
Situated in the Northern Illawarra, but at the southern gateway to Sydney, our students have the benefit of selecting
secondary education from both the Illawarra and Southern Sydney suburbs.
The school has had a long history of healthy, active, lifestyle programs and wide ranging interschool sport programs. This
has been supplemented with a range of creative and performing arts initiatives including public speaking, debating, school
band and choir. Academically challenging co-curricular activities form part of the schools ongoing program.
Our students enjoy the additional benefits and support received from a highly active and motivated P&C and who play an
integral part in the schools decision making processes.
Students with special needs are supported through a variety of learning support programs and a multi-categorical class.
The school is an active member of both the Sea Cliff Community of Schools based around Bulli High School and the
Community of Schools on the Park based around Heathcote and Engadine High Schools. In 2015 the school population was
450 students.

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Self-Assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence
Framework, our school achievements and the next steps to be pursued. The Framework supports public
schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice
across the three domains of Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework.
From that assessment we identified that the school has through its Strategic Directions - A Culture of
Learning, Partnerships and Community and Dynamic Teaching lifted student performance, staff
capacity and parental involvement achieved across the domains of Learning, Teaching, and Leading.

Learning
The school has committed resources to the development of teacher professional practice in the fields of
early learning, numeracy and reading comprehension. These areas have been targeted with innovative
educational programs that are researched based and with proven results across the state. Language
Learning and Literacy (L3) results measured by Reading Text data show that in 2014 Kinder 32% of students
performed at Cluster 5 and above while in 2015, 50% of students achieved at Cluster 5 and above. An 18%
improvement. Taking Off with Numeracy (TOWN) There has been a considerable improvement in the
performance of Year 5 students in Numeracy as measured by NAPLAN. In 2015 only 1% of students
performed below National Minimum Standards as compared to 11% in 2012. Focus on Reading (FoR)
School Plan Data indicates that in 2014, Year 4 comprehension results for Cluster 10 and above accounted
for 70% of students while in 2015, 87% of students performed at Cluster 10 and above. A 17%
improvement.

Teaching
During 2015 the school began its journey to improve the delivery of differentiated learning experiences and
hence assessment strategies through the contracting of Ms Bronwyn McLeod from UNSW to lead our staff
through a series of professional learning sessions. Our commitment to recording PLAN data reached our
100% K 6 target during the year and teachers began to trial reflective and quality feedback strategies
throughout the year.

Leading
A school Leadership team was established comprising the Executive Team and aspiring curriculum team
leaders to evaluate school performance against our agreed milestones. The new History/Geography
syllabus was introduced ready for unit writing and implementation in 2016. Parental involvement in
decision-making greatly increased with the construction of focus groups to discuss the schools Strategic
Direction and Vision Statement. Students also had their say on the Vision for the school using word
mapping software and across the school students began to set their own learning goals. The school has
been focussing on developing community partnerships and to this end a new Facebook page was
developed to better inform and communicate with parents and the community.
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan
leading to further improvements in the delivery of education to our students.

Strategic Direction 1
A Culture of Learning

Purpose
Building individual and collective capacity to provide stimulating and challenging teaching that fosters in
both the teacher and the learner, lifelong learning.

Overall Summary of Progress

Our continued school wide focus on improving student outcomes has driven teacher professional learning
around innovative educational programs such as L3, TOWN and Focus on Reading as well as the tracking of
student progress using a variety of data sets. The analysis of NAPLAN, school based assessments and PLAN
data has led to a better understanding and application of differentiated program development. Student
progress is monitored and teachers engage in reflective practices. Student performance results indicate
that Reading Text data show that in 2014 Kinder 32% of students performed at Cluster 5 and above while in
2015, 50% of students achieved at Cluster 5 and above and Year 3 NAPLAN results in writing show a 22%
increase in the number of students in the top bands from 2014 to 2015.Year 5 NAPLAN Numeracy results
show a 24% improvement in the number of students performing in the top two bands from 2013 to 2015.
Workshops were held for parents to understand how they can help their child with homework, thinking
mathematically, transitioning to high school as well as strategic planning focus groups.

Progress Towards Achieving Improvement Measures

Resources
(annual)

Improvement measure
(to be achieved over 3 years)

Progress achieved this year

Funds expended

Improved achievement in literacy

and numeracy as measured by
school based assessment data,
PLAN and NAPLAN for both
Aboriginal and Non-Aboriginal
students

Staff enthusiasm and increased knowledge around

early learning through L3 and L2.
Enhanced teacher expertise in Best Start data
collection.
Student results in PLAN data show an upward
trend in Text reading levels.
Teachers referring to PLAN data to inform class
literacy programs.
Use of TOWN kits and resources purchased used
effectively by teachers.
Quality assessment practices maintained to ensure
student progress and teacher programming.

$12,923.95 L3 TPL
funding

Classroom walls will now display and demonstrate

the students work and posters derived from the
explicit teaching of the six comprehension
strategies in the Focus on Reading program.
Teachers will be collaboratively discussing and
comparing student work samples, teaching ideas
and their implementation of the program.
Evidence of Extended, core and adjusted
strategies/ lessons in teacher programs.

$ 4316.17 for TPL

funding

Evidence of differentiated
curriculum enables every student to
become successful learners who
engage positively and
independently in quality learning
programs to achieve their personal
learning goals.

$191.70 L2 TPL
funding
$5742.95 TOWN TPL
funding
$766.80 TEN TPL
funding
$26,853.93 RAM
PLAN Literacy and
Numeracy funding

Next Steps
The school will continue with the implementation of three key initiatives - L3, TOWN and FoR for 2016.
The next steps required for 2016 to ensure Strategic Direction 1 (A Culture of Learning) will be;

Ongoing Professional Learning for Kindergarten and Year 1 teachers in L3

New Kindergarten teachers and year 2 teachers to receive training in L3
Evaluation of program annually using TOWN matrix to plan and maintain sustainability for the future.
PLAN data and the numeracy continuum used effectively by staff to enhance student progress and
determine teacher programming.
Place Value data walls evident and utilised in classrooms
Stage meetings to be held monthly to visit classrooms, view Focus on Reading displays, work
samples and teaching ideas. These meetings will be held either during Tuesday (Stage 3) or Thursday
(Stage 2) lunchtimes.
Ongoing Professional Learning for Stages 1 3 in FoR to complete Phase 1 Comprehension modules

6|Page

Strategic Direction 2
Partnership and Community

Purpose
Building stronger relationships as an educational community by leading and inspiring a culture of
collaboration, empowerment, reflective practices and instructional leadership. Fostering leadership

across the school community to empower innovative learning.

Overall Summary of Progress
The school will continue to value and encourage leadership development as a key factor for whole school
improvement. Student leadership related to setting individual learning goals was commenced this year with
limited application. It is hoped that 2016 will be a focus year for teachers to take up student learning
intentions as a prime focus in their classrooms and learning programs. Parent involvement was at an alltime high during 2015 with focus groups and parent workshops well attended. Teachers continue to take
on leadership roles across the school particularly in the implementation of the new History/Geography
syllabus and various enrichment programs.

Progress Towards Achieving Improvement Measures

Resources
(annual)

Progress achieved this year

Funds Expended

Increased number of
student led
individualised learning
goals and active
decision making
opportunities across
the school

Student Empowerment

$1,399.15 Peer
Support funding

% increase in the
number of staff
demonstrating
confidence in their
capacity to lead
and/or share their
curriculum expertise

Leadership Development

% increase of parent
feedback and
participation showing
success of the schools
educational programs
K-6

Parent Involvement

Improvement measure
(to be achieved over 3
years)

Next Steps

Students actively involved in decision making through SRC,

Prefects, house captains, Library Monitors and Green
Group.
Class teachers lead students to develop individual learning
goals.
Students representing their school in a variety of settings
and domains.

Team leaders take on key areas of responsibility in school

management and curriculum delivery.
History/Geography syllabus implementation and unit
writing.
QTSS and G&T leadership to identify students, develop
units and differentiate the curriculum across the school.

Parent Information Sessions well attended.

Improved communication channels news Blog, Facebook
and direct SMS to parents.
Parent Focus groups as part of the development of school
vision and strategic directions.
Opportunities for parent participation in classroom
learning and school events.
P & C forum for school policy discussions and information
exchange.

$2626.61 TPL funds

$2919.30 school G&T

funding

$2500 Community
Consultation funding

Students are active participants in their learning setting learning goals

Students evaluate their own learning on a regular basis
Student personal evaluation of their School Reports
Students provide feedback on school life via Tell Them For Me survey tool
Curriculum based parent information sessions and workshops
Parent membership on the school evaluation and finance committees
Parent Focus groups for ASR feedback and School Plan feedback.
Parents engaged in student learning through Seesaw app
Parents to contribute to student learning preferences
History/Geography syllabus implementation and unit writing
QTSS and G&T leadership to identify students, develop units and differentiate the curriculum across the school

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Strategic Direction 3
Dynamic Teaching

Purpose
Designing and utilising educational programs and initiatives that are responsive and flexible to
differentiated teaching and learning for a range of learning needs. Meeting every child at their point of
need and lifting student outcomes and levels of engagement.

Overall Summary of Progress

During 2015 the school continued to focus on the application of quality feedback and reflective practices as
part of all teacher professional learning sessions, stage meetings and curriculum team workshops. Teachers
have found this most beneficial professionally and it has guided their review of classroom practice and
lesson planning. Two teachers are now working towards Highly Accomplished professional standard and
new model of Teacher Professional Development Plans were introduced.
Student reflection on their own learning guided by quality teacher feedback will be a further goal for 2016
with an aim to target Literacy lessons and student reports.

Progress Towards Achieving Improvement Measures

Resources
(annual)

Improvement measure
(to be achieved over 3
years)

Progress achieved this year

Funds Expended

Every teacher will show

strong evidence of
performance against
the Australian Teaching
Standards.

$1308.24 school funds

Quality reflective
practices will be evident
across teaching and
learning with all staff
engaged in regular
reflection and the use of
formal and informal
feedback.

Student reflection and teacher quality feedback not fully

implemented but teachers are learning to apply.
Some reflection in TPL presentations, professional
learning sessions and stage meetings and teachers
programs.
Evident at LST and Student Wellbeing meetings

Introduced PDPs for all teaching staff.

Teacher mentors for beginning teacher assigned.
Lesson Observations as part of the school culture.
Teachers moving towards Proficient and Highly
Accomplished Teacher.

$1917.00 School
funds History
syllabus
implementation

Next Steps

Analysis of NAPLAN & PLAN data informs planning, teaching and assessing.
Greater take up of ICAS testing.
Rollout of COGAT testing Year 2 and 4.
TPL on evidence informed consistent Teacher judgements.
TPL on Reflection as a teaching tool for individualised learning and goals.
Feedback in literacy (writing), TOWN, L3, FoR & RR lessons programmed by teachers.
Students given time and tools to reflect on their learning and their quality of work.
Teacher self-assessment from the AITSL site to guide their professional self improvement.
Strengthen teacher capacity to assess against the ATS and to develop challenging learning goals in their PDPs.
Teachers recording against the Australian Teaching Standards (ATS).

9|Page

Key initiatives and Other School Focus Areas

Key initiatives (annual)

Impact achieved this year

Resources (annual)

Aboriginal students received in class support

targeting literacy and opportunities to
experience cultural activities at school and at
community events.

$8306.00 RAM
Aboriginal background
funding

Targeted students received additional literacy

assistance through specialist LaST and in class
support.

$1454.00 RAM English

language proficiency
funding

Targeted students from Years 3-6 had

improved resilience skills in playground and
classroom interactions.
Students more readily identified and
monitored in Learning Support Team (LST)
meetings.
Suspension rates reduced as seen in Sentral
data.
Targeted students feedback was positivestudents & families identified both programs
as the best part of their week.
Teacher survey results confirm that both
wellbeing programs successfully met the
ongoing needs of students.

$29,243.26 RAM
Socio-economic
funding

Teachers more readily skilled in creating and

adjusting IEPS for students.
Liaising between teachers, SLSOs, LST better
affected with meetings and communication.
Improved engagement of targeted students.
Utilisation of outside agencies effectively
utilised.
Funding applications successful and
streamlined.
Students involved in support programs
benefitting by improved outcomes,
documentation and follow up.
Two beginning teachers were supported during
the development of their Applications for
Accreditation, Beginning Teacher Conferences
and teacher mentoring.

$ 33,326.00 RAM Low

level adjustment for
disability funding

Other school focus areas

Impact achieved this year

Resources (annual)

Environmental education projects

Sustainability was embedded into weekly

learning activities.
All Stage 2 students were involved in hands
on sessions about permaculture, renewable
energy, water, soil PH and plant life cycles.
Students experienced seed to plate
germination, harvesting and preparing food
for the outdoor garden.
Healthy lunches was evidence of impact.
Outdoor kitchen created and utilised in
learning.

$7664.90 school and

grant funding
$693.73 Climate
Clever Funding
$15,000.00
Environmental
Education Grant

Aboriginal background funding

English language proficiency funding

Socio-economic funding

Low level adjustment for disability

funding

Support for beginning teachers

$27,095.06 Beginning
teacher support
funding

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Student Information

Principal

It is a requirement that the reporting of information

for all students be consistent with privacy and
personal information policies.

Assistant Principal(s)

Classroom Teacher(s)

15

Student enrolment profile

Total school enrolment for 2015 was 450 students
Enrolments
600

Students

500

Teacher of Reading Recovery

0.798

Teacher RFF

0.882

Teacher Part time

0.8

Learning and Support Teacher(s)

Teacher Librarian

School Counsellor

1
4.489

Total

30.969

300
200

The Australian Education Regulation, 2014 requires

schools to report on Aboriginal composition of their
workforce.

0
2009 2010 2011 2012 2013 2014 2015
Year
Male
Female

Student attendance profile

School attendance rates continue to be above the
state in every grade.

School

School Administrative & Support Staff

400

100

State DoE

Teacher multi-categorical

Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total

2010
95.4
94.7
94.9
95.1
95.3
94.2
94.7
94.9
94.7
94.2
94.4
94.5
94.5
94.4
94
94.4

2011
95.3
95.0
94.8
94.2
94.0
93.2
92.7
94.2
94.7
94.2
94.2
94.4
94.3
94.2
93.8
94.3

2012
95.5
95.0
93.9
95.9
94.5
94.7
93.9
94.8
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2

2013
96.6
95.7
94.8
94.8
95.7
94.2
94.7
95.2
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7

2014
95.8
96.3
96.3
95.9
95.5
95.3
94.4
95.7
95.2
94.7
94.9
95.0
94.9
94.8
94.2
94.8

2015
97.3
94.3
95.5
96.0
95.1
94.8
94.7
95.3
94.4
93.8
94.0
94.1
94.0
94.0
93.5
94.0

Workforce Information
Reporting of information for all staff must be
consistent with privacy and personal information
policies.

Three members of staff identify as Aboriginal.

Teacher Qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications

% of staff

Undergraduate degree or diploma

100%

Postgraduate degree

35%

Professional Learning & Teacher Accreditation

Two teachers successfully reached Proficient Level
accreditation and two teachers commenced Highly
Accomplished Teacher (HAT) accreditation level.
New History Syllabus Professional Training
2015 saw the mandatory training of the new English
syllabus for all teachers. During 2015, one teacher
undertook training in the new History syllabus with
the view of passing on this training to the rest of the
teaching staff. Teachers undertook three training
sessions during Terms 2 and 3 culminating in
collaborative planning to write units of work to be
implemented in 2016.
The new Geography syllabus will also be
incorporated into the units of work that will be
trialled throughout 2016. Towards the end of 2016
teachers will evaluate the units covered over the
year and develop a whole school scope and
sequence for History/Geography in the following
years.

Financial Information
Financial summary

Workforce composition
Position

Number

This summary covers funds for operating costs and

does not involve expenditure areas such as

permanent
salaries,
maintenance.

building

and

major

A full copy of the schools 2015 financial statement is

tabled at the annual general meetings of the parent
and/or community groups. Further details
concerning the statement can be obtained by
contacting the school.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income

30/11/2015
$
267,429.30
224,758.61
235,511.69
219,225.95
6,197.40
39,863.04
0.00
992,985.99

Each year schools are required to seek the opinions

of parents, students and teachers about the school.
Their responses are presented below. A school
constructed parent survey was conducted to
measure parent satisfaction. 80% of parents
surveyed indicated that they were either Very
Satisfied or Highly Satisfied with the performance
and culture at Helensburgh Public School. Examples
of parent comments included:

Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward

Parent/Caregiver, Student, Teacher

Satisfaction

28,261.31
56,337.75
91,355.55
3,759.24
10,522.51
268,640.05
151,801.91
78,842.88
0.00
40,080.29
30,475.08
40,146.18
32,322.27
832,545.02
160,440.97

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

The My School website provides detailed

information and data for national literacy and
numeracy testing. Click on the link My School and
insert the school name in the Find a school and
select GO to access the school data.

Happy smiling faces on kids and parents.

Great extracurricular activities, such as lego,
garden, choir, band, sport and art.
Wonderful, supportive, hard-working P&C.
Great school for my children couldnt be
happier.
Wonderful school with lovely environment and
atmosphere.
Fun activities that involve parents and families.
My children are happy and engaged.
Kinder teachers are amazing, warm and
passionate, always with time for parents.
More enrichment opportunities needed for
range of children.

Teachers were also surveyed and they indicated a

high level of satisfaction with comments that
included:

Work well together.

Great work environment.
Have some great teachers who work very hard.
Connected executive.
Lovely community which is connected.
Well-resourced school.
Strong mental health system & strategies.
Friendly, collaborative staff.
Kids have community feel overall.
Lovely feel from staff and parents.
Beautiful playground.
Up to date with curriculum.
Excellent resources and infrastructure.
Flexibility with funds to pay programs we feel
are important.

Policy Requirements
Aboriginal Education
Fourteen students of Aboriginal heritage, from Years
1-6, met weekly in an Aboriginal Focus Group for
cultural activities such as cooking using bush tucker
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ingredients, gardening, and learning about

traditional Aboriginal ways of treating land, people
and dreaming. Further community connections have
been forged with the Community of Schools on the
Park and students have participated in Koori Kids
family days at the Royal National Park. During Term
4, nominated students have small group literacy
sessions.

The University of Wollongong appreciates the

professional manner that pre-service teachers are
welcomed and mentored at our school.

Multicultural Education and Anti-racism

As a result of this in-service, the school embarked on

a way of programming units of work using a
conceptual framework. By utilising our Quality
Teaching Successful Students (QTSS) funding
allocation, units of work were written collaboratively
in order to be able to clearly differentiate for all of
our students in the new History and Geography
curriculums. The units were written in Google docs
to ensure ease of transference and implementation
for all staff. As a result, Years K-6 will be teaching
these two KLAs at the same time, right across the
school at a specific time once a week. We will follow
this process in order to prepare a whole school bank

Helensburgh Public School celebrated the rich

cultural diversity of its community by embedding
multicultural perspectives within teaching and
learning programs and by commemorating Harmony
Day on 21st March. This year students from Year 5
celebrated all things Japanese as an extension of the
English unit based on the novel Sadako and the
Thousand Paper Cranes. The students participated in
planned activities where they created a range of
beautiful Japanese kites, cooked Japanese miso
soup, sang karaoke and created and displayed
Kokeshi Dolls on paper in the Office Foyer.

Gifted and Talented Programs

This year has seen very significant changes in the
way we identified, programmed and enriched our
gifted and talented students at Helensburgh Public
School. In Term 1, two teachers were given the
opportunity to complete a two day in-service
delivered by Bronwyn Mcleod at UNSW. Bronwyn
MacLeod, has a Certificate of Gifted Education and a
Masters of Education, specialising in Gifted
Education, from the University of New South Wales,
and has undertaken doctoral studies focusing in
Gifted Education and Technology also at the
University of New South Wales. The school was then
lucky enough to secure her to deliver an inservice
about Gifted and Talented education to all staff on
our staff development day in Term 4.

Helensburgh Public School hosted Chinese language

classes each week after school and a growing
number of students are taking the opportunity to
learn another language and learn about Chinese
culture.

Other School Programs

Pre-service Teaching Experiences
Providing in-school training for university students
completing their Education degree is a fundamental
part of their preparation for entering the teaching
profession.
As in previous years, Helensburgh Public School
hosted pre-service teachers from the University of
Wollongong.

of units, for each grade, for each term.

We also used a wider more specific use of NAPLAN

results and ICAS results in order to clearly identify
students performing at a level of giftedness in
literacy and/ or mathematics and science. This in
turn led to a change of culture in terms of how we
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formed our classes for 2016. We used a cluster

grouping model to ensure that we minimised the
intellectual spread within classes and thus create a
high level of engagement and success for all
students. Following the research presented to us by
Bronwyn Mcleod, we came to the decision as a
school that our gifted children could perform much
better if they are grouped together.

the gymnastics content was based on the dominant

movement patterns which included floor activities
such as rolling, balance beams, springing and landing
safely using mini tramps and soft mats.

The school became involved in forming a team for

Tournament of the Minds and was very well
supported by parents. Lego Robotics continued to
achieve at an exceptionally high level. We also
offered our gifted children the opportunity to
participate in many out of school programs such as
the environmental science camp, Mind Matters
and Learning Labs, school band, sporting events
and stage based enrichment groups and activities.
Reading Recovery
Reading Recovery is an early intervention program
for students who are performing below expected
levels in reading and writing after their first year of
school. The program provides intensive individual
instruction each day for 30 minutes with the aim of
helping the students develop effective reading and
writing strategies. A specially trained teacher
conducts the highly specific individual lessons.
In 2015 thirteen students accessed the program with
twelve
discontinuing
successfully,
having
significantly raised their reading level.
Reading Recovery continues to have a positive
impact on the reading and writing achievement
levels in the school.
PD, Health and PE
Sport has continued to grow at Helensburgh Public
School with a wide variety of sports and activities
offered to students from K-6. The Kindergarten to
Year 2 sports programs focused on movement, gross
motor skills and the development of skills necessary
for participation in physical activities and games. By
improving their fitness and skills they are better
prepared to play sports in later years. K-2 also
participated in a school carnival.

Helensburgh Public School continues to participate

in the Dance2bfit program which allowed students
to demonstrate the skills they had mastered during
the program. K-2 also participated in Gym Sports,

Swimming scheme again took place for two weeks in

Term 4. Students form Years 2-4 participated with all
students swimming abilities improving markedly
throughout the program. In addition, students from
Years K-2 participated in specialised gymnastics
programs during Term 2.
Live Life Well Program
At Helensburgh Public School this year we have
taken a whole school approach to the nutrition and
physical activity of our children.
School Community Partnerships: The inclusion of
parents, local sporting groups and Heathcote High
students to support the effective running of
nutritional learning experiences within the school
grounds and the effective running of our sporting
carnivals.
School Ethos & Environment: Helensburgh Public
School has promoted and implemented nutrition
campaigns such as Fruit & Veg Month and Fruit
Break.
Our top oval infants playground has had new play
equipment added for the children to play and
interact on.
Sports equipment is now available daily at Recess
and Lunch in both the Infants and Primary
playgrounds with ownership of the equipment taken
over by our 2015 House Captains.

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representing our school with a selection of students

advancing to the regional level.
Cross Country
Our carnival ran smoothly with all students showing
their house spirit and sportsmanship, we had over
60 students represent us at the zone carnival with 5
students representing our school at the regional
level.

Helensburgh Public School had another fantastic

year during 2015 with many sporting achievements.
PSSA Sport has had an overwhelming response
during team trial selections from students across
Years 3-6, with many students included in the PSSA
sporting experiences for the first time. Representing
our school proudly was:
Soccer
1 x Senior Mixed, 1 x Junior Mixed (with the Junior
team winning the championship!!)
Netball
2 x Junior Girls, 2 Senior Girls (both team making the
semi-finals and the junior teams both winning the
premiership for Helensburgh!!)
Oz Tag
2 x Junior Girls, 1 x Junior Boys, 2 x Senior Girls and
1 x Senior Boys
Softball
1 x Senior Girls
T-Ball
1 x Junior Girls, 1 x Junior Boys
Cricket
1 x Senior Boys
Successful Swimming, Cross Country and Athletics
Carnivals ran again in 2015. They were held at
Engadine Leisure Centre, Heathcote Oval and Rex
Jackson Oval respectively. The carnivals were
enjoyed by all and encouraged participation from all
students. Trials were held and teams formed to
represent the school at the Sydney East District
Primary Schools Sports Association (PSSA) and then
onto the Sydney East Area.
Swimming
Our carnival was a great day with beautiful weather,
action packed races and team spirit! Hargraves was
the overall top point scoring house of the day. At the
zone level we had many students proudly

Athletics
We had a huge 2 day carnival with Year 10 PDHPE
elective class from Heathcote High attending and
assisting with the running of our carnival. The
winning house was Hargraves!
NSW State Skiing Championships
We had one student represented Helensburgh Public
School
at
the
Interschools
Snowsports
Championships. This is a series of snow sports
competitions where students compete for their
school as part of a team or an individual.
Science
The new Science curriculum was successfully
implemented and was supported by science
resource boxes in 2015 at Helensburgh Public
School. 'Primary Connections' units were used and
will continue to be used in 2016 from the science
'scope and sequence' created by the Helensburgh
Public School Science team.
A 'Science Fair' was held at school using a grant from
'The Australian Institute of Science'. Students from
Bulli High School and Heathcote High School were
involved along with parents and community
members. Experiments were held and the children
from K-6 were given the opportunity to conduct
experiments and predict outcomes themselves by
using everyday materials such as food colouring,
eggs, water and vinegar.
The day was thoroughly enjoyed by everyone
involved and gave students a 'hands on' experience
to appreciate science by investigation using an
inquiry model.

Band
The Helensburgh Public School Band re-formed in
June 2007 after receiving a Government Grant to
purchase musical instruments.
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For more than 7 years we have been building the

band at Helensburgh Public School. The band is
comprised of over 50 students playing 13 different
types of instruments. It is fun and the kids are really
playing music!
Helensburgh Public School Band has been
recognised as a musical force in the community and
has been asked to play the opening music brackets
for various community events, such as Buzz in the
Burgh, the Helensburgh Country Fair, Santa Is
Coming To Town and the Festival of Flight.
In 2015, the band took part in the Wollongong
Combined Schools Instrumental Festival at
Wollongong Town Hall. We performed at
Grandparents Day and school assemblies. A number
of students from the Helensburgh Band took part in
the Illawarra and South East Region Junior Band
(ISER), which commenced with a three day/two
night band camp in May. Some of our students are
currently taking part in ensembles at the
Wollongong Conservatorium. In 2015, a HPS student
represented at the ISER Music Camp.

The school band consists of woodwind instruments

(flute, clarinet, bass clarinet, and alto saxophone),
brass instruments (euphonium, trumpet and
trombone), string instruments (guitar and bass
guitar), and percussion (drums, percussion
instruments, keyboard and glockenspiel). The
children learn in a large group (band) environment
and have additional tuition in small same instrument
groups.
Participation in a school band helps children learn
self-discipline, the skills of working together as a
group, and, most importantly, to play music.

Choir
The school choir has experienced yet another
wonderful year. The choir members range from
Years 3 to 6. Our most important performance was
held in August at the Wollongong Town Hall, as part
of the Wollongong School Choral Festival.
The choir has also delighted local community
members singing at the Helensburgh Tradies Club.
In July and December the children performed at the
Northern Illawarra Neighbour Aid, as part of our
outreach into the wider community. Additionally,
the choir performed at Education Week,
Grandparents Day and various K 6 Assemblies. A
small choral group also performed with distinction
on Remembrance Day at the Helensburgh Cenotaph.
The choir is both talented and committed!
Tournament of Minds

Our representative seven students worked as a team

on the Tournament of Minds Social Science
Challenge and competed at the South Coast Regional
ToM. The Team created a dramatic performance in
response to the challenge 'You are the Weakest Link
- Goodbye', illuminating the identities and
achievements of historical figures, and their
consequent fictitious removal form the history
pages.
Creative and Practical Arts
Enrichment Art students enjoyed weekly practice of
portraiture, focusing on tone, colour mixing,
perspective, ratios and line using various mediums.
Students studied the art of Archibald finalists and
visited the works at the Art Gallery of NSW.
Students major works were exhibited at the 'Work
in Progress' show during Grandparents Day, and
throughout the Helensburgh Shopping Precinct in
the inaugural 'Window Shopping' Exhibition.
Additionally, the work of one of our students, a
monochromatic study of her grandfather, won the
Artsparks Competition at the Scarborough Art Show.
Nominated Drama Enrichment students 3-6
participated in theatre sports during Term 4, and
performed a reader's theatre of the Jackie
French/Bruce Whatley text 'Shaggy Gully' before the
school.

2015 was a busy year for the instrumental musicians

at Helensburgh Public School and 2016 will be even
busier!
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