Bellambi Public School
Key features
Implementing smaller class sizes to facilitate improved teaching and learning and the trialling of a range of untested strategies to support low socio-economic status students from K-4.
School context
Bellambi Public School (BPS) is seven kilometres north of Wollongong. It draws from 85% public housing and 15% private housing. Decreasing numbers have resulted in the reclassification of the school and the appointment of a new principal in 2007. There is strong interagency support in the school.
What was the school aiming to achieve?
The school’s aims were to improve literacy and numeracy results, to establish sound pedagogical practices throughout the school and for the staff to enjoy their teaching. The school wanted to bring the average BPS literacy and numeracy achievement in line with state averages in each stage.
The school also wanted to reduce the number of behaviour referrals and to embed quality literacy and numeracy teaching and learning in all classes. This would be achieved by coupling teacher professional learning and reducing class sizes to ensure a better teacher and student ratio. Extra Support Teacher Learning Assistance (STLA) time was provided for students not achieving Stage expectations.
The improvement process
Project planning which began in October 2002, involved all stakeholders including parents. The plan was an extension of an already well established Priority Schools Funding Program (PSFP) funded activity.
The program did not a stand alone but was seen in the whole school context as an activity to ensure that significant training and development was intensively trialled within smaller classes.
The practices adopted were based on sound pedagogy and the strong desire to improve student achievement. The school executive shared the same philosophy on curriculum. This meant that the four senior executive could move the school in a positive direction. The staff also played an important role. The staff comprised classroom teachers who were willing to embrace new practices and treat each individual child with care and consideration and at the same time implement appropriate discipline and boundaries.
Two extra class teachers were employed to reduce class sizes K-3 across the school. This provided additional STLA time for each class K-3. In addition this allowed the school to develop individualised STLA programs for identified students in Years 4-6.
Guided reading groups in Years K-3 were established to provide release time in stages to critically analyse data and plan further improvements. In addition literacy and numeracy programs were established across the school and were embedded in pedagogy using the Quality Teaching framework.
The key feature of the PAS funded program was to embed quality literacy and numeracy teaching and learning strategies with small classes and extra STLA support. For reading each grade was divided into approximately 12 guided reading groups. Each class teacher has three to four groups each, as does the STLA, who streams off those students not achieving stage expectations. One hour is dedicated to all aspects of reading.
This deliberate, safe formula has been very successful, particularly for boys, who continue to achieve above state average in Year 3. An extensive comprehension program is also used to help with the understanding of texts. Computer technology plays an important role in the publishing of students’ work. The library also runs literacy competitions to help students gain even more interest in reading.
Classes have one hour’s physical education in Release From Face to Face (RFF) time. The school community believes this gives the students a good balance of health, exercise and academic success. Students then participate in intensive maths groups. Extra STLA support purchased with PAS program funds has helped students in junior classes to improve their numeracy results.
Each class has maths groups with parent helpers and STLA teachers. Numeracy is a focus with Count Me In Too strategies used widely across the school. The focus on space and measurement has resulted in improvement in Basic Skills Test results.
What were the results?
- improved quality teaching time
- boys in Year 3 are above state average in literacy
- sixty six per cent of students increased one skill band (Years 3-5) in 2004 and 2005
- Bellambi Public School achieved most improved in writing (BST data) in Wollongong North community of schools 2005
- better recognition of factors impeding students’ learning
- more scope and time to develop individual programs for students
- more students being heard to read more often
- more individual attention and support
- quicker identification and intervention of any behaviour problems
- increase of one on one time with students
- students moving through reading levels at a faster rate
- more developed communication skills of students
- greater teacher satisfaction noted in surveys, meetings, informal discussions and decreased teacher absenteeism
- closer connection between the school, individual parents and community organisations
- the number of students being placed on a level and being placed on detention has reduced by 33%
- Suspensions rates have also steadily declined by about 50%. Teachers and teachers’ aides combine to help students achieve and interact safely in the playground.
BPS was awarded the Regional and Director-General’s Award for Excellence in Teaching and Learning in the Early Years in 2006.
Staff dynamics
Employing younger casuals balanced a staff that is experienced and has been at the school for quite a long time. Extra personnel meant that the number of times the staff was on playground duty was reduced. It also enabled the executive to concentrate on detention and social skills programs at lunchtimes. There was a reduction in class stress simply because there were fewer students in each classroom.
Behaviour management in classrooms
Undoubtedly the reduced numbers meant that there were fewer behaviour issues in the classroom. Teachers were better able to identify problems, talk to the students involved and generally identify and resolve any potential issues.
Essential resources
The school purchased three extra staff with PAS funds. This meant that the school was able to reduce class sizes, provide increased STLA support and release stage teachers for planning activities.
Reflections
The program and balance are just right. The school did look at changing the model two years ago but after much consultation it was determined to continue with the current direction.
Contact: Aloma Stewart, Principal
