2016 Drummoyne Public School Annual Report...In 2016, our students have demonstrated the school...

Drummoyne Public SchoolAnnual Report

2016

1774

Printed on: 19 June, 2017 of 21 Drummoyne Public School 1774 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Drummoyne Public School as an account of our school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school's strategic plan.

The Annual Report outlines the findings from self–assessment that reflect the impact of key school strategies forimproved learning and the benefit to all students from the expenditure of resources, including equity funding.

School contact details

Drummoyne Public SchoolRawson AveDrummoyne, 2047www.drummoyne-p.schools.nsw.edu.audrummoyne-p.School@det.nsw.edu.au9181 2636

Message from the Principal

It is my pleasure to present the 2016 Annual Report for Drummoyne Public School.

The report presents an overview of the school and provides parents and the wider community with information about theschool’s educational performance, self–assessment, development and future goals. Our progress and achievements arereported against the school’s 2015–2017 strategic directions including a summary of the use of school finances.

Throughout the year, I have taken great pride in the exceptional qualities and achievements of our students that haveenhanced the standing of Drummoyne Public School as a school of excellence throughout the wider community.

In 2016, our students have demonstrated the school values of respect, responsibility and resilience. This has beenevident in respecting the rights of other students, taking responsibility for their learning and behaviour, and developing a‘growth mindset’ enabling them to become resilient learners.

To reflect on the achievements of the school is an important process and has highlighted the strong, collaborative effortsand professional commitment of our executive, teachers and staff that have enabled our students to experiencewonderful success in their learning and considerable enjoyment in their lives.

Our teachers have demonstrated their professionalism, pastoral care and commitment to the school throughout the year. This has been evident in the time devoted to their professional learning spending many hours consolidating theirteaching skills to support the strategic directions of the school.

As a team, the staff provided a variety of learning experiences in addition to their teaching responsibilities and specialistroles to enrich the lives and learning of students. In addition, our administrative staff supported the smooth operation ofthe school and provided quality customer service to the parent community.

Our staff were well supported by an active Parents and Citizens Association and a committed parent community whoworked closely with the school to further enrich school programs.

Finally, I certify that the information in this report is the result of a rigorous school self–evaluation process and is abalanced and genuine account of the school’s achievements and areas for development.

Brian J Dill

Principal


Message from the students

The year was a very productive and successful one for the students of Drummoyne Public School. We were wellrepresented by the Student Representative Council (SRC) with 49 elected councillors participating in Semester 1 and59 councillors in Semester 2.

Under the guidance of the school prefects, the SRC represented their classes with pride and helped to make positivechanges to the school community. We had the important role of discussing school issues and coming events atfortnightly meetings and liaising with our classes on the decisions reached.

During the year, the SRC led initiatives that supported students’ health and wellbeing including Clean Up Australia Day,Walk Safely to School Day and Nude Food Fridays. We also actively supported the implementation of the PositiveBehaviour for Learning (PBL) program by conducting school wide surveys in relation to the school values, playgroundmarkings and PBL mascots.

In addition, the SRC supported a variety of charities including raising $428 for the Sydney Children’s Hospital through a5c challenge and $274 for Stewart House by selling ice–cream spiders.

Thank you to Ms Price and Mrs Thomas for strengthening the student voice and giving us the opportunity to make adifference at our school.


School background

School vision statement

At Drummoyne Public School we are committed to providing quality teaching and learning for all students in a nurturing,inspiring and challenging environment.

We promote equity, respect and excellence through diverse opportunities that enable our students to be confident andcreative individuals, successful learners and active and informed citizens (The Melbourne Declaration on EducationalGoals for Young Australians).

School context

Drummoyne Public School is a dynamic kindergarten to Year 6 inner west primary school which has been educatingstudents for 125 years. It has an enrolment of 696 students including 46.7 percent from language backgrounds otherthan English. There are over 40 languages or cultural groups identified.

The school is dedicated to maximising student learning outcomes through quality teaching across all key learning areas. The community languages of Greek and Italian further enrich curriculum delivery.

The school enjoys a cohesive mix of experienced and early career teachers who have high expectations of theirstudents.

School priorities include literacy, numeracy, formative assessment and curriculum differentiation with an emphasis onstudents using future focussed learning methods.

The school provides a range of extracurricular programs including choir, band, strings, debating and sport.

Our core values of respect, responsibility, kindness, fairness and personal best are embedded across the school. Ourparents are valued partners and are actively involved in the life of the school with high expectations of teaching andlearning and high aspirations for their children.

The NSW School Family Occupation and Employment Index (FOEI) for 2016 was a value of 3 or less, compared with theNSW average of 100. Our school's FOEI is among the lowest of FOEI values across NSW government schools. Thismeans that parent education levels, occupation and income levels are high by comparison. As a result the schoolreceives minimal additional equity funding.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that in the School Excellence Framework domains of Learning, Teaching andLeading the following was achieved.

1. Learning

In relation to Learning, we believe that all students can learn and understand the critical importance of sustaining highexpectations. To achieve this, we implemented a number of key strategies to support student learning.

Formative assessment has been embedded into classroom practice to enable students to take responsibility for theirlearning. In particular, this is evident in the whole school use of learning intentions with success criteria. The use oftransparent criteria for student assessment has enabled students to reflect on and assess their learning and that of theirpeers. Bump It Up walls or student friendly continuums in classrooms have enabled students to monitor and track theirprogress towards achieving learning outcomes.

The learning and wellbeing of students was enhanced through implementing the Positive Behaviour for Learning(PBL) process. The process has helped to clearly define behavioural expectations and created a positive learningenvironment in the school. This planned approach to wellbeing has been effective in involving students, staff and theparent community in creating a supportive learning environment.

Learning has been further enhanced through differentiated teaching to meet the needs of individual students. This isbased on the consistent tracking of student achievement on the literacy and numeracy continuums and the earlyidentification of students requiring learning adjustments. Our Learning Support Team provided personalised support tomany students to enable greater access to a differentiated curriculum.

In addition, the school provided a range of extra–curricular programs including choir, band, strings, sport, chess,debating and public speaking that supported student development and a 'growth mindset'. These opportunities werecentral to the culture of the school.

2. Teaching

In the domain of teaching, effective classroom practice was supported by close collaboration with colleagues whichimproved teaching and impacted on student learning.

All staff were actively involved in practices such as cooperative planning sessions, joint programming, lesson studies,demonstration lessons, mentoring, providing feedback and reflecting on student outcome data. Our teachersdemonstrated a genuine commitment to improve their practice through working collaboratively with colleagues andengaging with evidenced based teaching and learning.

Building the capacity of teachers was a high priority for the new leadership team. To this end, a carefully plannedprofessional learning program based on school priorities, student performance data and staff identified need wasimplemented. Feedback through discussion and surveys was actively sought from staff on the effectiveness of theprogram and suggestions for future learning.

In consultation with the leadership team and colleagues, all teachers developed a Professional Development Plan(PDP) reflecting the Australian Professional Standards for Teachers and implemented their plans to achieve their goals. Teachers were also encouraged to participate in external professional development that supported the implementation oftheir PDP's.

The school has a strong commitment to provide a broad comprehensive education that ensures high levels of studentengagement in classrooms and across the school. This was achieved through the professionalism of staff and awillingness to share their expertise and practice with colleagues.


3. Leading

In the domain of Leading, the leadership team prioritised leadership building, high expectations and authenticrelationships. We believe that sustaining high expectations is challenging and can only be sustained whenrelationships between students, staff and parents are authentic, supportive and respectful.

During the transition to a new leadership team, opportunities were taken to build the leadership of executive and staffthrough relieving executive roles. In addition, teachers welcomed the opportunity to lead new strategic planning projectteams and contributed to a well distributed leadership model. This involvement generated greater staff ownership of theschool plan and a commitment to the strategic directions.

The leadership team employed systems to ensure the implementation of the school plan including time for staffcollaboration and systems for monitoring the effectiveness of programs and initiatives. The milestones monitoringdocuments were regularly reviewed by the executive and project teams.

Opportunities to engage in refining the vision, values and purpose of the school took place with students, staff andparents. The Student Representative Council provided a strong voice for the student body and built student capacity forleadership through biannual councils.

The school was well organised with students, staff and parents supported through the systems, structures and processesin place. In addition, the school’s resources were strategically used to support teaching and learning. As a ‘229 school’,the school’s financial resources were well maintained through sound and strategic financial management and regularfinance meetings. The daily functioning of the school was supported through LMBR student finance, student wellbeingand attendance.

The P & C and parent community worked in partnership with the school fulfilling governance roles and providingexcellent leadership of the community and financial support for the school. Regular tutorials were implemented tostrengthen this partnership with parents and build the capacity for leadership.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Promote learning success for all students.

Purpose

To improve student engagement and achievement through quality teaching across the curriculum, ensuring learning ispersonalised and differentiated.

To motivate students to reach their full potential through creative and innovative teaching and with the effective use ofnew technologies.

To help students to develop the capacity to learn through taking an active role in independent and collaborative learningcontexts.

Overall summary of progress

Differentiation and Formative Assessment

Teachers differentiated curriculum delivery to meet the needs of individual students. This was achieved through: • Using the Planned Literacy and Numeracy (PLAN) continuums to explicitly program and teach literacy and

numeracy skills. The PLAN data was updated on a term basis. • Implementing formative assessment strategies across all stages in particular Learning Intentions and Success

Criteria. Teacher professional learning was provided for all staff on using formative assessment to differentiatestudent learning.

• Students negotiating learning goals with their teachers and sharing these with parents in term 1 during 'three–way'parent –teacher interviews for primary students.

• Implementing whole school standardised tests including Progressive Achievement Tests (PAT) and theWaddington Diagnostic Test. Analysis of the data was used to inform teaching and learning and drivedifferentiated teaching and learning programs.

• Analysing 2015 SMART data to guide school planning. • Referring students to the Learning Support Team for assessment and early intervention including through learning

adjustments and Personalised Learning and Support Plans (PLaSP's) in partnership with parents. • Specialist staff including Reading Recovery, EAL/D and Learning and Support Teachers (LaST) worked

collaboratively with teachers in classrooms to build the capacity of teachers to personalise student learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• 80% of students achieve at orabove expected achievement onthe DoE Literacy and NumeracyContinuums.

Students have achieved expected growth oninternal school performance measures. Evidencefrom PLAN continuums indicated that the largemajority of students were showing expected growthin reading and numeracy through achieving 'sound','high' and 'outstanding' grades in the 2016 A–Einternal school assessments .

• Reading Recovery$53,561 • EAL/D $204,042 • LaST $61,213

• Increase the percentage ofstudents achieving at or aboveexpected growth from Year 3 toYear 5 in Literacy and NumeracyNAPLAN.

Value–added results indicated that the majority ofstudents from years 3–5 and years 5–7 achievedequal to or more than expected growth in NAPLANreading and numeracy from 2014 – 2016.

Student data indicates that 50% – 70% of studentsin years 3, 5 & 7 consistently achieve in the top 2bands in NAPLAN reading and numeracy.

• Formative assessmentstrategies are embedded acrossthe school and evident in everyclassroom. Students reflect on,

Classroom observations, lesson studies andprofessional dialogue indicated that formativeassessment strategies have been implemented inall stages in particular Learning Intentions and





and take responsibility for theirlearning, monitor progress anddesigning personal learninggoals.

Success Criteria, learning goals and effectivefeedback to and from the learner.

Next Steps

• Implement the NSW Literacy and Numeracy Strategy 2017–2020 focussing on the explicit teaching of literacy andnumeracy skills and early intervention.

• Provide professional learning for teachers on using NAPLAN data and Planned Literacy and Numeracy (PLAN)continuums to track student learning and use this data to differentiate teaching and learning particularly in writingwith a focus on growth.

• Expand the teacher's use of formative assessment strategies into each key learning area through developingschool and stage specific goals and strategies for differentiation and formative assessment. These goals will beincorporated into Professional Development Plans (PDP's) of all teachers.

• Create classroom environments that enable students to track their progress in literacy and numeracy through datawalls and student friendly continuums.



Build a collaborative and dynamic professional learning community.

Purpose

To inspire a collaborative and dynamic professional learning community that supports teachers in their delivery of qualitylearning experiences.

To develop each teacher's skills to promote high quality, effective teacher performance that improves student learningoutcomes aligning with the Australian Professional Standards for Teachers.


• All teachers used the Performance and Development Framework and the Australian Professional Standards forTeachers to guide their PDP's to develop team and personal goals and record activities and resources to supportthe achievement of their professional goals. This was achieved through team planning and individual meetings. Evidence was gathered by staff to indicate progress towards achieving their goals.

• All teachers were involved in classroom observations through lesson studies and participated in structuredconversations with executive to review progress towards their professional development goals.

• All teachers participated in professional learning which was aligned with the school plan and their professionallearning needs (see Professional Learning report). In addition, teachers actively shared learning from targetedprofessional development with staff.




All teachers annually focus onachieving 3–5 professional goals(SMART) that reflect DoE andschool priorities, personal/careeraspirations and accreditationrequirements. Set goals aredocumented on Performance andDevelopment Plans (PDPs) andprogress annually reviewed.

This year all teachers developed and focussed onachieving their 3–5 professional development goalsthat reflected school and departmental priorities. Inparticular goals focussing on implementingformative assessment strategies and thedifferentiation of student learning. Planned goalswere documented by all teachers in PDP's andprogress reviewed throughout the year.

• Professional Learning$33532

Curriculum programsdemonstrate knowledge andunderstanding of FutureFocussed learning principles andteaching practices are evidencebased.

Curriculum delivery utilised future focussedpedagogies and new technologies to engagestudents in developing 21st century skills across thecurriculum. This was evident in a shift in teachingand learning towards more student– centredlearning and collaboration.

• $92 474 for the purchaseof iPads – School and P&Cfunding

Next Steps

• Establish a new executive structure with an executive on each grade and encourage executive and aspiringexecutive to participate in the Lead4Success leadership project with schools in the Strathfield network.

• Establish a mentoring and coaching system across the school and better utilise teacher expertise and experienceto build teacher capacity.

• Formalise executive and staff leadership training and fully utilise the Australian Professional Standards forTeachers, Leadership Pathways and Profiles to support teachers to pursue higher levels of accreditation.

• Utilise Quality Teaching Student Support (QTSS) funding to identify and systematically promote the most effectiveteaching strategies and maximise the performance and development of staff.

• Support non–teaching staff in developing PDP's.



Provide a student wellbeing program that promotes a safe, respectful and empowering learning environment.

Purpose

To provide a student wellbeing program that promotes a safe and inclusive learning environment.

To work in partnership with the community to give our students the knowledge, skills and experiences to becomeconfident, creative, respectful and resilient citizens.


Positive Behaviour for Learning (PBL) program • A school–wide focus on the implementation of the Positive Behaviour for Learning (PBL) program has achieved

significant progress in strategic direction 3. There has been a co–ordinated and consistent approach to the explicitteaching of appropriate student behaviours relevant to various school settings. As a result, there have beenobservable changes in student behaviour and more positive and respectful relationships across the schoolcommunity.

• Teachers have engaged in thorough professional learning on the PBL program driven by the PBL staff projectteam.

• Teachers have utilised the ebs4 student tracking software to record student behaviour. • A continued focus on core school values has contributed to a positive learning culture in the school.




Trend data reflects improvedstudent and communityengagement, wellbeing andeffective teaching strategies.

• Data from the 2015 Tell Them From Me studentsurvey indicated that 91% of students believedthey have positive behaviours that support learningand in 2016, 94% of students believed they havepositive behaviours that support learning. • Data from the 2015 and 2016 Tell Them From Meparent surveys indicated that most parents feelwelcome at the school and are engaged in theirchild's learning.

Consistent school wide practiceacknowledges achievement andcitizenship. This is reflected in a5% growth in students receivingvalue badges.

• 2014 – 90 students received values badges • 2015 – 150 students received values badges • 2016 – 218 students received values badges

$2526 was spent on valuesbadges and Principalawards

School systems includingSynergy and ebs4 are utilised byall staff to record information andtrack student wellbeing.

• In 2016 executive, staff and the Learning SupportTeam utilised Synergy and ebs4 to record studentreferrals and incidents of student behaviour. • The Learning Support Team used Synergy torecord Reading Recovery, LaST and EAL/Dinterventions

Improved student behaviour asmeasured by a 10% reduction inTime Out referrals to theexecutive team by 2017 end.

• 2014 – 255 timeouts • 2015 – 235 timeouts • 2016 – 204 timeouts


Next Steps

• Streamline PBL practices to enhance consistency of expectations of students and refine the school's values andmerit award system.

• Further promote PBL to the parent community. • Utilise the student wellbeing software to regularly monitor and track student learning adjustments. • Broaden student leadership opportunities and provide training to build the leadership capacity of students. • Train students in social and emotional learning and the importance of resilience and support them to establish a

growth mindset.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Indigenous students (less than 1% ofenrolment) have Personalised LearningPathways developed in partnership withparents to engage the students in discussingtheir academic goals and aspirations takinginto account the student’s spiritual, emotional,social and physical health and wellbeing.

• Aboriginal backgroundloading $1,327

English language proficiency The English language proficiency flexiblefunding was used to employ an additionalEAL/D teacher one day per week. Thisteacher supported the EAL/D programthrough collaboratively planning teachingstrategies to support student progressthrough the EAL/D learning progressions. This initiative improved student learningoutcomes and teaching practice.

• English languageproficiency funding$223,249 for salaries • Resources for newarrivals ($1000)

Low level adjustment for disability Learning support was provided for studentswith additional educational needs through lowlevel adjustment for disability funding. Thisincluded:

1. Learning and Support Teacher (LaST)funding

2. Learning and Support Flexible funding

In addition, the school received targetedIntegration funding ($153,263). The fundingsources were used to: • employ the LaST three days per week toprovide learning support for identifiedstudents • employ Student Learning Support Officers(SLSO's) to provide in–class and playgroundsupport. Lunch Buddies was implementedutilising SLSO support to offer alternateactivities for students • provide teachers with support to developpersonalised learning and support plans andlearning adjustments and utilise theSignposting tool (PLASST) • hold annual review meetings with parentsand specialist staff to evaluate the supportgiven to students throughout the year and toplan new goals for 2017 • implement Making Up for Lost Time InLiteracy (Multilit) and Minilit programs foridentified students to improve literacy skills • supported staff to attend professionallearning courses on dyslexia, behaviourmanagement, autism and attend specialistnetwork meetings. • employ a special education consultant totrain the Learning Support Team and staff inprocesses related to the Nationally ConsistentCollection of Data (NCCD) on students withdisability. • As a result of these initiatives, there was animprovement in student learning outcomesand an increase in the level of studentparticipation and access to the curriculum forstudents with additional learning needs.

• Low level adjustment fordisability funding $99,842for salaries • LaST salaries $61,213


Quality Teaching, SuccessfulStudents (QTSS)

The Quality Teaching, Successful Students(QTSS) initiative provided an additionalstaffing resource to improve the quality ofteaching at the school.

The allocation was used to createcollaborative practices in the school byallowing teachers to develop and sharelesson plans, observe each other's lessons,provide feedback to individual teachers onlesson delivery and support teachers todevelop, implement and review PDP's.

• QTSS funding $22,176

Socio–economic background Socio–economic background fundingprovided a small proportion of students withgreater access to the curriculum. Supplementation was provided to families tosupport participation in school programs andexcursions. This support enabled students tohave equal opportunities and facilitated apositive and inclusive school culture.

Socio–economicbackground funding($5,324)

Support for beginning teachers Under the Great Teaching, Inspired Learning(GTIL) initiative funding was provided forpermanent beginning teachers in the first twoyears of their teaching. The funding wasused to:

assist with the new teacher's induction

provide additional release from face to faceteaching

engage in professional learning and

achieve accreditation at the level of ProficientTeacher.

Executive and experienced teachersmentored beginning teachers in their firstyear.

Permanent beginning teachers utilised theiradditional release time to observe the lessonsof other teachers, engage in professionaldiscussions, prepare lessons and resources,compile evidence for accreditation, teamteaching and in structured feedback meetingswith supervisors and mentors.

• GTIL funding forbeginning teachers $3257


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 328 336 348 347

Girls 319 329 347 355

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 96.4 96.4 95.7

1 95.5 96.7 95.8 96.2

2 96 96.4 95.7 95.8

3 94.8 95.9 95.8 96.2

4 96.5 95.3 95.3 96.3

5 95.7 96.2 96 96.7

6 95.5 95.8 95.4 95

All Years 95.7 96.1 95.8 96

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Student attendance is monitored by class teachers,executive and the Home School Liaison Officer(HSLO). Parents provide a note explaining a student’sabsence. Contact is made with a family when there is apattern of poor attendance of three or moreunexplained absences.

Class sizes

Class Total

KS 19

KR 19

KC 19

KB 20

KA 20

1MG 24

1X 23

1T 23

1R 24

2A 23

2T 24

2P 24

2M 23

2L 24

3A 28

3P 28

3O 28

3J 26

4/5P 30

4Z 29

4S 27

4B 28

5D 27

5A 25

5H 26

6W 28

6F 30

6C 28


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 27.32

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.6

Teacher Librarian 1.2

Teacher of ESL 2

School Administration & SupportStaff

4.26

Other Positions 0

*Full Time Equivalent

The Australian Educational Regulation, 2014 requiresschools to report on the Aboriginal composition of theirworkforce. Drummoyne Public School has noIndigenous staff members.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 25

Professional learning and teacher accreditation

Throughout the year, our specialist and teaching staffwere strongly committed to their professional learning. School based and external professional learningopportunities reflected school improvement targets andstaff professional learning goals. In addition,administrative staff participated in professional learningto support them to effectively meet the demands of theirroles and responsibilities.

In 2016 professional learning included: • Training of staff on the new Geography syllabus

from the National Curriculum • Collaborative planning of English, Mathematics

and Science units of work that met the

requirement of the new syllabuses • Mandatory training of e–Emergency Care, Child

Protection Update and Code of Conduct for staff • Teacher participation to attend courses in areas

such as literacy, numeracy, technology, studentengagement, music, sport and visual arts

• Training in the use of the student wellbeingtracking software and development ofPersonalised Learning and Support (PLaSPs) andLearning Adjustments

• Stage based professional learning includedcooperative programming and the writing of reportindicators, learning goals and general commentsfor student reports.

All staff engaged in the development, implementationand review of Professional Development Plans (PDP's)and in implementing the school’s Teaching inPartnership (TIP) 2016 initiative.

Accreditation Levels

In 2016, the number of staff for each level ofaccreditation were:

Lead – 1, Proficient – 22, Provisional – 5, Conditional –3, Existing – 22.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 520 601.77

Revenue 5 780 299.65

(2a) Appropriation 5 106 749.58

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 660 929.74

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 12 620.33

Expenses -5 698 068.62

Recurrent Expenses -5 698 068.62

(3a) Employee Related -4 843 235.49

(3b) Operating Expenses -854 833.13

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

82 231.03

Balance Carried Forward 602 832.80

The Principal is responsible for the financialmanagement of the school to meet policyrequirements. The School Administration Managerunder the guidance of the Principal, performs the day today management of the school's finance.

School project teams have been established under theschool's strategic directions to develop strategies andimplement these within their budgets.

Funds carried forward will be used to pay outstandingaccounts including casual teacher relief and staffsalaries. Savings will expended in 2017 on school andcapital programs.

In 2016, the P&C requested a donation of $60 fromparents for the Learning Enrichment, Technology andInnovation fund.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 4 267 748.31

Base Per Capita 37 556.04

Base Location 0.00

Other Base 4 230 192.28

Equity Total 329 741.94

Equity Aboriginal 1 327.32

Equity Socio economic 5 323.60

Equity Language 223 249.18

Equity Disability 99 841.83

Targeted Total 153 262.85

Other Total 264 264.72

Grand Total 5 015 017.83

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

YEAR 3 LITERACY

For Year 3 the bands range from Band 1 (lowest) toBand 6 (highest). In 2016, 108 Year 3 students sat forthe National Assessment Test in Literacy.

Our results were above the state average in reading,writing, spelling and grammar and punctuation. • 77.8% of students in Year 3 achieved in the top

two bands for reading compared to 51.8% for thestate

• 70.3% of students in Year 3 achieved in the toptwo bands for writing compared to 54.1% for thestate

• 75.0% of students in Year 3 achieved in the toptwo bands for spelling compared to 54.4% for thestate

• 78.7% of students in Year 3 achieved in the toptwo bands for grammar / punctuation comparedto 52.9% for the state

YEAR 5 LITERACY

For Year 5 the bands range from Band 3 (lowest) toBand 8 (highest). In 2016, 86 Year 5 students sat forthe National Assessment Test in Literacy.

Our results were above the state average in reading,writing, spelling and grammar and punctuation. • 44.2% of students in Year 5 achieved in the top

two bands for reading compared to 38.6% for thestate

• 27.9% of students in Year 5 achieved in the toptwo bands for writing compared to 18.7% for thestate

• 38.3% of students in Year 5 achieved in the toptwo bands for spelling compared to 33.2% for thestate

• 53.5% of students in Year 5 achieved in the toptwo bands for grammar / punctuation comparedto 40.8% for the state


YEAR 3 NUMERACY

For Year 3 the bands range from Band 1 (lowest) toBand 6 (highest). In 2016, 108 Year 3 students sat forthe National Assessment Test in Numeracy.

Our results were above the state average in numeracyin all areas.

• 61.2% of students in Year 3 achieved in the toptwo bands for numeracy compared to 38.7% forthe state

• 58.4% of students in Year 3 achieved in the toptwo bands for data, measurement, space andgeometry compared to 35.8% for the state

• 59.3% of students in Year 3 achieved in the toptwo bands for number, patterns and algebracompared to 38.0% for the state

• 17.6% of students in Year 3 were in the bottomthree bands for numeracy compared to 39% inthe state

YEAR 5 NUMERACY

For Year 5 the bands range from Band 3 (lowest) toBand 8 (highest). In 2016, 86 Year 5 students sat forthe National Assessment Test in Numeracy.

Our results were above the state average in numeracyin all areas. • 43.0% of students in Year 5 achieved in the top

two bands for numeracy compared to 30.5% forthe state

• 45.3% of students in Year 5 achieved in the toptwo bands for data, measurement, space andgeometry compared to 30.5% for the state

• 53.5% of students in Year 5 achieved in the toptwo bands for number, patterns and algebracompared to 35.9% for the state

• 30.2% of students in Year 5 were in the bottomthree bands for numeracy compared to 43.0% inthe state


The My School website provides detailedinformation and data for national literacy and numeracytesting. Please click on the linkhttp://www.myschool.edu.au and insert the schoolname in the 'Find a school' and select GO to access the

In 2016, in accordance with the Premier's Priorities:Improving education results, schools are required toreport on their student performance for the top twoNAPLAN bands in reading and numeracy. This data isoutlined in the literacy and numeracy reports above.

Parent/caregiver, student, teachersatisfaction

In 2016 the school sought the opinions of parents,students and teachers about the school using the TellThem From Me surveys. The responses from bothsurveys are presented below.

The majority of parents felt welcomed when they visitedthe school and could easily speak with their child’steacher. Some 20 percent of parents were activelyinvolved in school committees. In addition, manyparents regularly contributed their time in a volunteercapacity. Student learning was supported at home andparents had high expectations for their children.

Over 90% of students reported having highexpectations for success and were supported by theirteachers at school.

Staff highly valued the ongoing support of the parentcommunity and the students’ enthusiasm for learning.They felt supported by the leadership team andcollaborated to improve their own learning. Highexpectations were held for student success and regularcommunication with parents supported student learningoutcomes.

To further improve student wellbeing, staff andcommunity were supportive of the Positive Behaviourfor Learning (PBL) program which has beenimplemented in 2016.


Policy requirements

Aboriginal education

In 2016, our school implemented aspects of theAboriginal Education and Training policy and theAboriginal and Torres Strait Islander Education ActionPlan. Aboriginal Education was integrated into thecurriculum as we supported the need for all students tobe educated about Aboriginal Australia. This wasachieved through cross curriculum priorities in all keylearning areas to support students to engage inAboriginal and Torres Strait Islander histories andcultures.

In keeping with the Aboriginal Education Action Plan,personal learning plans for our Aboriginal studentswere developed and implemented.

Achievements of our Aboriginal students in literacy andnumeracy matched or were better than thenon–Indigenous student cohort and attendance rateswere consistent with the high standards of the school. This was a reflection of the commitment of ourAboriginal parents to the school and activecollaboration with families.

As a result, we have strengthened our partnership withour Aboriginal families and sustained a positive andinclusive school culture.

Multicultural and anti-racism education

In keeping with our strategic plan, this year the schoolreviewed our teaching and learning to ensure thatculturally inclusive classroom and school practiceswere embedded in school programs. With 46.7% of ourstudents from language backgrounds other thanEnglish, teachers included strategies for embeddingmulticultural learning and anti–racism education intotheir teaching and learning programs.

This year there were 6 'Beginning' English students,114 'Emerging' English students, 136 'Developing'English students and 71 'Consolidating' Englishstudents, requiring EAL/D support. EAL/D teachersprovided individual, small group and whole classsupport across all stages. Intensive support wasprovided for Beginning English learners.

Anti–racism played an important part in our studentbehaviour system. Students were taught core values,rights and responsibilities and were encouraged to actin a way that promoted respect, responsibility andkindness. We embraced and celebrated ourmulticultural and diverse community. This wasreinforced through the school's Community LanguagesProgram with the teaching of Greek and Italianlanguages from Years 1 – 6.

Students in Years 3–6 participated in the MulticulturalPerspectives Public Speaking Competition, whichaimed to heighten awareness of multicultural issuesand promote democratic values in the context of all thefamily and the wider community. All students were

given an opportunity to explore topics related to culturaldiversity and voice their opinion on issues of concern tothem. Candidates were nominated from each class toenter the school competition where they delivered aprepared and impromptu speech. One student wasselected to enter the zone competition.

Other school programs

CREATIVE ARTS – ART EXHIBITION

Our school proudly hosts an art exhibition biannually. In 2016, artworks were installed throughout the schooland visitors were encouraged to explore differentspaces as they followed an artist trail. The artist trailcoincided with Education Week Open Day, allowingmany parents, grandparents and friends of thecommunity of Drummoyne to engage with theexhibition.

The theme for the exhibition was Recycling, which eachclass interpreted in a unique way. Some classescollaborated on larger group pieces, while otherstudents contributed individual works. Students worked hard to collect materials that wouldotherwise be thrown away butwere instead transformed. During this process,students learnt about various aspects of consumerismand waste.

The artist trail enabled students to develop messagesabout sustainability and communicate themcreatively to a wider audience. The art exhibition wasan outstanding success!


2016 Drummoyne Public School Annual Report...In 2016, our students have demonstrated the school...

Documents

Transcript of 2016 Drummoyne Public School Annual Report...In 2016, our students have demonstrated the school...