As we move into the last three weeks of Term 3, we again are enthralled with the opportunities and experiences before us. Typically, it is a time when many of our traditional events occur throughout September. It is also a time of great celebration of events that continue to evolve and add to the curriculum provision and experience of our school.

$400 School Saving Bonus for every student

Yesterday you will have received a communication from me concerning the $400 School Saving Bonus. All parents of Government School students are able to access this initiative. I would urge you to read the communications provided by the Minister for Education and the Information Sheet and refer to the web links provided. Importantly, it is crucial that your contact details at the school are up to date. The Department of Education will use the email you have provided previously to update you directly with further information. A proforma will be provided to all parents in the coming days to confirm contact details including email contact.

Fathers' Day Breakfast and Fathers’ Day Stall

This was a magnificent experience and the level of energy and preparation to bring this to fruition was wonderful. At the time of writing, we are preparing also for the Fathers’ Day Stall on Friday. I hope all dads enjoy a wonderful Fathers’ Day this Sunday. Our appreciation is conveyed to Kate James and the many parent volunteers who assisted with the breakfast and Pam Nasiakos and Lisa Almond and others who assisted with the Fathers’ Day Stall. We also recognise the extraordinary generosity of David Winter, Bread Street, Mont Albert who provided foodstuffs for our breakfast and has donated so much in the past.

Curriculum Development and Professional Learning for Teachers

The significance of ongoing professional learning is crucial to the effectiveness of high performing schools. Over the last two years we have been fortunate to gain the services of a number of senior Department of Education personnel with high level skills and capacities in the areas of Mathematics and English. In more recent times our teaching staff have been focussing on the new Victorian Curriculum in Mathematics and English. In the Mathematics and English area there is an increasing focus upon more explicit teaching and high levels of nuanced instruction at various stages through the Chatham Instructional Model. This is very much based on the new Victorian Teaching and Learning Model and our teaching staff continue to hone and develop their practices in relation to this approach.

NAPLAN Results – Year 3 & 5

As a Principal I am always circumspect about putting too much gravitas on NAPLAN results. This is because the results are based on the performance of a student on a single day who at any level may have all manner of distractions occurring in their lives, and not the least, the results are based on an online experience that might not always be reliable in terms of sustained internet access or timing. Our usual approach is to review the data and to triangulate it against other test instruments used at that level. Sometimes there is a consistency and at other times a complete mismatch in performance. For some students this can be a highly stressful and anxious time, despite the lengths teachers go to assuage the situation.

The individual student NAPLAN results arrived during the first week of Term 3 for students in Years 3 and 5. Again, the information provided in these reports are expressed in terms of four levels of proficiency: Exceeding, Strong, Developing and Needs Additional Support. The timing of the Parent-Teacher Discussions enabled these Individual Student Reports to be distributed at the scheduled Parent-Teacher Discussions. Over the last month our teaching staff have been reviewing the results and identifying areas for further remediation and extension. Overall, the results were the following and are expressed in terms of the percentage of students either exceeding or strong in each of the domains.

Year 3	Chatham Primary School	Similar Schools
Reading	84%	84%
Writing	82%	88%
Spelling	58%	69%
Numeracy	87%	81%
Grammar and Punctuation	61%	70%
Year 5
Reading	88%	88%
Writing	86%	84%
Spelling	65%	77%
Numeracy	86%	83%
Grammar and Punctuation	84%	80%

The results in bold reflect the results where Chatham is at, or well-above similar schools of a like socio-economic status.

What is perhaps also very interesting is the data on the student cohort that is at the level of ‘Developing’ or ‘Needing Additional Support'. Please note the following:

Domain	Developing	Needing Support
Year 3
Reading	16%	0%
Writing	11%	8%
Spelling	39%	3%
Numeracy	13%	0%
Grammar and Punctuation	34%	5%
Year 5
Reading	8%	4%
Writing	9%	5%
Spelling	19%	16%
Numeracy	9%	5%
Grammar and Punctuation	9%	8%

Before we extrapolate too much, we need to recognise this analysis is somewhat misleading if taken out of context. Two students at any level and their levels of achievement can very much skew the overall results. Nevertheless, whilst the results in relation to Mathematics are exceptional, we have had significant concerns in relation to student performance regarding Spelling.

The area of Spelling has been of increased attention by my Staff in 2024. In recent times we have undertaken two approaches which we believe will have a significant bearing on our results into the future. Whilst we have always incorporated phonemic awareness into our curriculum provision, the renewed focus on this area will provide greater outcomes. At Foundation to Year 2, the ‘Little Learners Love Literacy’ program, whilst providing a platform for Reading will also assist in the development of Spelling. During Term 2 our Teaching Staff trialled a highly prescribed program entitled ‘Sound Waves’ and we are now implementing the program with considerable consistency across Years 3 – 6. Additionally, there is also a heightened sense by our students and staff that we need to focus more deliberately on this area. Again, the messaging and opportunities provided to our students will reflect our enduring focus upon this area.

Additionally, I continue to review the results of every student in Years 3-6 in these areas and most poignantly Spelling. I am very confident and assured about the steps we are taking as a school in this area.

The positive results in relation to Numeracy are reassuring and so positive. We have a strong and enduring Mathematics culture which continues to thrive and develop. Our teaching staff under the leadership of Mr Zac Barry and our Department of Education personnel have honed their approach and curriculum provision in relation to this area. Additionally, the notion of certificates for mastery of times tables and the four operations over an extended period has also created a great sense of anticipation and self-driven behaviour by many of our students. Over a period of time, this becomes quite infectious and impacts not only Mathematics but all areas of student endeavour.

Student Attitudes to School Survey – Years 4-6

Recently we received comprehensive data as a result of the survey undertaken last term. This survey seeks student feedback on such matters as Effective Teaching Practice for Cognitive Engagement; Teacher Student Relations; Learner Characteristics and Disposition; Social Engagement; Student Safety; Experience of Bullying and amongst other dimensions, Individual Social and Emotional Wellbeing. Over the coming weeks my Staff will be reviewing this data and considering approaches going forward. The results at Year 5 and 6 were overwhelmingly positive and reflect a high degree of teacher connection, engagement and student confidence and belief. The following are some of the results expressed as positive responses:

Dimension	Year 5	Year 6
My teachers help me to do my best	95%	90%
My teachers ask questions to check we understand	93%	94%
My teachers expect students to pay attention / My teachers expect me to listen	98%	97%
My teachers set clear rules for classroom behaviour	98%	93%
My teacher makes the work we do interesting in class	90%	84%
My teachers expect me to do my best	93%	100%
My teacher believes I can do well at school	93%	97%
My teacher cares about how I am feeling/ My teacher looks after me	83%	87%
I always try to attend school	95%	93%
My parents, care givers believe that going to school is important	98%	97%
I like this school	93%	90%

Over the coming weeks we will be reviewing the complete data from this survey to consider its significance as we implement programs in Term 4.

Swimming Program

I am delighted that we will be in a position to conduct our Swimming Program at Bialik College in Hawthorn East from Friday 13th September to Thursday 19th September inclusive. This is a marvellous venue for our students and affords us complete and secure access to the facility as a school. Bialik is a key school in the Kooyong District Sports Association and we are grateful that we can access this facility at reasonable rates. Information regarding the Swimming Program will be provided shortly.

Right to Disconnect Legislation

I am obliged to inform you about the new provisions of the Fair Work Legislation Amendment Act 2023 which came into effect on 26th August 2024. The new provisions will be adopted alongside the Department of Education’s existing industrial and employment obligations, including occupational health and safety commitments. Basically, the legislation makes explicit that all employees have the right to refuse contact from their employer or a third party (such as a parent) outside of their normal working hours, unless that refusal is unreasonable. This means an employee can refuse to monitor, read or respond to contact that occurs outside their normal hours of work. This legislation of course not only affects work in schools, but all areas covered by employment relating to the Federal jurisdiction.

I expect that more information will be in the media in the coming days.

Christopher Cotching

Principal

Chatham Primary School

Respect • Responsibility • Resilience • Honesty • Partnership • Learning

2024 Term 3 Issue 16 · 30 Aug 2024

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