Student Achievement

At Eltham North Primary School we acknowledge that continuous improvement cannot take place without a unity of purpose and collaboration within our school community.  The information we gather each year through monitoring and evaluating our practices, tracking student achievement and studying educational research has helped us to create a process for insightful curriculum development.  

An independent reviewer, Mr Peter Fotheringham completed a four year review of the school performance.  In his finding on student acheivement he wrote: "Student learning indicators reveal strong absolute and comparative performance at Eltham North Primary School. This pattern is consistent across all indicators and shows very high proportions of students assessed as achieving at or above the standards expected for their year level. Some indicators also reveal substantial numbers of students at levels well beyond standard, for example, the English Online Interview data show two in every three Year 1 and 2 students to be 12 months or more above the expected State Reading standards. These outcomes have resulted in virtually all school mean indicators being above those for the state, and in often in the top 10% of all schools. Results are generally within or close to levels that might be predicted by the school’s Student Family Occupation percentile range. The targets established in the previous School Strategic Plan (SSP), and for which data are available, have been met". 

To look more deeply at Student Achievement results go to Plans and Reports section or read on .......

"Within this consistently strong performance pattern some indicators reveal where future improvement can be achieved. These are identified in the following discussion and summarised at the end of this section".

Assessment of Reading P-2

The Prep to Year 2 Assessment of Reading indicators reveal consistently strong school performance patterns with very high proportions of students reading with 90-100% accuracy at the highest measured text level for their year level. The data show the school score was consistently above the state mean and in the range that might be predicted by the school’s SFO percentile range indicators.

English On-line Interview (EOI) P-2

The EOI indicators show the school generally performing well above the state and within the school’s SFO percentile range indicators. The vast majority of students were assessed as being in groups three to six at Prep, Year 1 and Year 2 for Reading, Writing and Speaking and Listening. Strengths are observable in both the absolute and comparative performance indicators. These strengths include:

  • More than nine in every ten Prep, Year 1 and Year 2 students (between 93% and 100%) were assessed as being at or above the standard for their year level (that is, in EOI groups three to six)

  • Very high proportions of students more than 12 months above expected levels, for example, four in every five year 2 students were in EOI groups 5 or 6 for Speaking and Listening

  • the school mean scores across the three year levels and three English dimensions were:

  • generally in the top 10% of all schools, with Year 1 and 2 Writing and Speaking and Listening scores in the top 5% of all schools

  • within the range that might be predicted by the SFO percentile range indicators

  • significantly above the state meanscore.

Some variations among year levels and English dimensions are observable within these generally strong performance patterns. Strongest performance is seen in the Year 1 and 2 Speaking and Listening dimension. The Year 1 and Year 2 mean scores were higher than the Reading and Writing means recorded in for the same cohort. The Year 2 mean of 3.18 was significantly higher than that for the state (2.29) – 21 months above the state. Writing means for Year 1 and Year 2 were lower than those recorded for Speaking and Listening and higher than the Reading means.

A small proportion of students performing below expected standards appear in the EOI data, six months or more behind expectations. The highest proportions were 5% in Reading at Year 1 and 2, and 8% of Prep students in Speaking and Listening.

EOI mean scores are well above teacher judgement means for the same year levels.

Teacher Judgement P-6

A whole P-6 measure of achievement (Teacher Judgements against the Year levels Prep-6 combined) reveals high proportions of all Prep to Year 6 students receiving A, B, or C grades (that is, at or above expected standards) in the English and Mathematics dimensions. The proportions were: Reading, 97%; Writing, 97%; Speaking & Listening, 99%; Number, 98%; Measurement, Chance & Data, 99%. These are well in excess of the SSP target of 85%. The majority of students received A or B grades in Reading (65%) and Writing (54%), reflecting other data sets such as EOI and NAPLAN. Proportions for Speaking and Listening, Number, and Measurement, Chance and Data were lower, particularly for A grades.

Analysis of individual year levels reveals:

  • school mean scores have trended upward and are generally above those for the state and within or close to the SFO percentile ranges

  • school mean scores above standards scores appropriate to the year level

  • higher (but relatively small) proportions of student in years 3-6 below expected standards.

NAPLAN

Student Achievement over the review period:  Teacher assessments against the (reading, writing, speaking and listening, number and mathematics) and NAPLAN data (reading, writing, spelling, number and mathematics) indicate that Eltham North students performed above Statewide benchmarks across all year levels. 

The provision of support programs in Literacy and Numeracy were accessible for students with identified learning needs and specific tutoring clearly value added to student performance results

Parent opinion survey results reflect positive shift in opinion of student performance but Student opinion survey reflect areas for improvement in engagement and connectedness.

Teacher Assessments:  Student achievement at all year levels combined was greater than 98% in Reading, 97% in Writing, 99% in Speaking and Listening and greater than 99% for Number and 99% for Measurement Chance & Data. This pattern of reducing the tail at the lower end of the achievement scale is consistently positive in trend data. A focus for the coming year will be to continue to shift upwards all cohort band groups of students. Ie lower, mid range and upper cohort

Summary of NAPLAN Results

These National Assessments were completed in May for literacy and numeracy. 

In 2018, the Year 3 students have performed exceptionally well and exceeded state in all of the 5 areas. We were at least half a year ahead in all five areas compared to state. Our best results in Grammar/Punctuation and Reading. Our weakest result occurred in our Spelling in 2018 but we were still 19 points above the state average.

Looking at the Gender breakdown we can take away a few things. The girl’s strongest area was in Grammar where they were on average 55 points or one year in advance of the state level and the boys were 2/3rd of a year ahead of the state average +43.  The boys strongest areas were in Grammar/Punctuation and Reading and Numeracy where they outperformed the girls and the state average by approximately two thirds of a year. The biggest differences between the genders were in Numeracy – girls +21 points and the boys were +37 points.

Reading mean scores were ENPS = 489 State = 448

Writing mean scores were ENPS = 449 State = 422

Spelling mean scores were ENPS = 443 State = 426

Grammar & Punctuation the mean scores were ENPS = 490 State = 441

Numeracy mean scores were ENPS = 448 State = 419

Year 5 students: Turning our attention to the Year 5 cohort, we can see that we outperformed state mean across each area except Numeracy which was our weakest result.  Looking more closely at the gender breakdown we can see the boys were stronger than the girls. Our girl’s best results occurred in Reading (Writing and Spelling while the boys best result was in Writing and Spelling.

Reading mean scores were ENPS = 528 State = 521

Writing mean scores were ENPS = 488 State = 479

Spelling mean scores were ENPS = 517 State = 508

Grammar & Punctuation the mean scores were ENPS = 517 State = 512

Numeracy mean scores were ENPS = 502 State = 504

Our general results have been outstanding in Year 3 but less positive in Year 5. Our mean results are significantly higher than State averages in all areas other than Year 5 Numeracy. Our greatest results were achieved in our Year 3 Grammar/Punctuation results, which were almost a full year ahead of the State average. We have continued to excel in our lower performing category which would indicate that our Support programs have made a very positive impact on this range of students. Our higher performing students were above state in all areas in Year 3.

We have trend upwards in most categories across the 3-year period in Year 3 and maintained on level in year 5 other than in Grammar & Punctuation, which is our shining light. Our relative growth data shows that we have made progress in all areas and are well above State in Writing and Grammar & Punctuation but below in Numeracy.

Cogmed: Supporting student to build 'working memory'.  Does your child:

  • Become easily distracted when doing something not highly interesting?

  • Have trouble waiting his/her turn?

  • Struggle with reading comprehension or doing maths calculations in his/her head?

  • Struggle with getting started or with completing a task?

  • Have difficulties when planning and organising something with multiple steps?

  • Lose belongings frequently?

  • Often seem restless and on the go?

If you answered ‘yes’ to most of these questions, it is possible that you child may have difficulties with their ‘working memory’. Working memory is a system for temporary storage and manipulation of information, necessary for a wide range of cognitive tasks. It is the ability to keep information in your mind for a short period of time (seconds) and be able to use the information in your thinking.

The school has been using a computer-based program called Cogmed, a ‘working memory’ training program since 2013. Participants accessed the program for 30-45 minutes daily for a period of 5 weeks - ie. 25 training sessions. Further information about the program can be found on the website: www.cogmed.com.au

The results of the students who have participated in Cogmed have been outstanding. As such, we are offering the program again this year. As the program is quite costly and also requires a staff member to supervise and support their progress, there is a fee for those that are selected to participate. However, the cost is significantly less than the cost of accessing the program privately. If you feel that this program could be of benefit to your child and would like to register your interest, please contact the office via email (through Compass). Before any decisions are made, a comprehensive screening process would be completed to ensure that the program is offered to suitable candidates.

TALi is an early intervention app-based ipad/tablet program designed to help improve core attention skills and improve academic outcomes.

Designed by Monash University and created for children from prep to grade 3 this program has four exercises which are each designed to improve one core skill such as:

Selective attention that helps with listening in class and helping to block out distractions.

Focus to help improve school work.

Control to aid in group work and understanding instructions.

Inhibition to help the student to slow down and think before they do something.

Each exercise is 4 minutes long and there is a game at the end as a reward, the program also uses sticker book as a reward.

The program is completed once a day for 25 sessions.

Other programs we have used at school include: Cogmed a working memory program which was used from prep to grade 6 and ACTIVATE that was to improve executive function and was used for students from grade 3 to 6.

Children in the Tali program play learning based games on an iPad for 25 minutes a day to improve their concentration. It is targeted at children with learning difficulties such as autism and ADHD. Using screen Time in the program is a key feature in keeping the attention of the students. It is important we try to make sure the students have access to programs and apps that will help with their learning. To date, results indicate students making significant gains in their reading level due to their capacity to concentrate and focus on task.