2016 Kempsey South Public School Annual Report · Introduction The Annual Report for€2016 is...

Kempsey South Public SchoolAnnual Report

2016

4196

Printed on: 2 May, 2017 of 17 Kempsey South Public School 4196 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Kempsey South Public School as an account of theschool's operations 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 plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Andrew Kuchling

Principal

School contact details

Kempsey South Public School21 Queen StKempsey, 2440www.kempseysth-p.schools.nsw.edu.aukempseysth-p.School@det.nsw.edu.au6562 7033

Message from the Principal

We pride ourselves on lighting the little candle of wonder inside each of our students, guiding and supporting them sothat no wind ever blows it out. We are proud of the ambitious goals our students set for their own learning and of theresearch–based teaching approaches used to great effect in each classroom. Our school is heavily focused on being acentral figure in the lives of our students and their families, encouraging maximum community participation in all aspectsof each child's education.


School background

School vision statement

Inspiring students to become confident adults with empathy, self–worth and aspirations.

School context

Kempsey South Public School was established in 1960. The school currently has a mix of new and older buildings, all ofwhich are well maintained. The school currently serves a highly disadvantaged community, comprised of 75% ATSIstudents and a FOEI of 199.

The school enjoys very strong support from the community, working closely with a range of families and organisations toprovide the maximum benefit to all students.

Kempsey South Public School currently has 141 students including 2 Multi–Categorical support classes.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Wellbeing we achieved our commitments of having the Family Referral Service work within our schooland community. The Family Referral service supported families of students in our school. Eleven families were targetedand supported in this process. The Family Referral Service also worked with students in Stage 2 and 3 with the Rock andWater program. This program provided students with self–confidence through self–awareness and personal strategiesagainst bullying.

The Wellbeing committee evaluated our current behaviour ratings process and developed a new format to incorporateour school values along with individual learning goals. Students are rewarded throughout the year with Pencils fordisplaying the five core school values. These values are explicitly taught to each student through the BounceBack!program. Students who receive all five Pencil value awards receive the BounceBack! award.

Students are taught self–regulation through the Bronze, Silver, Gold and Diamond behaviour recognition program. Thiscriterion–based approach allows students to actively participate in monitoring their own behaviour and mapping a pathtoward aspirational levels.

Our Numeracy and Literacy focus was around continued implementation of evidenced–based learning programs. Ourplan involved the delivery of programs such as L3, Reading Recovery, Literacy and Numeracy groups, Quick smart, andALNF to provide structured programs to specific groups of students. Additionally, a focus was established to introduceand implement learning intentions and formative feedback as a specific evidenced–based teaching practices into eachclassroom. Professional learning and defined collaboration times were delivered to teachers through the vehicle of theProfessional Walks program. We hold these programs in very high regard due to the excellent results they help ourstudents to achieve.

Our Community focus has resulted in the creation of a Community Engagement committee who focus on creating andmaintaining tangible partnerships between the home and school. We create a number of opportunities for sharing theeducational journey of each child with their families and work hard to provide an additional layer of supports forvulnerable households to ensure each child has full access to the curriculum.

Our self–assessment process will assist the school to refine the strategic priorities in our School 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

Wellbeing

Purpose

Wellbeing

Our school promotes positivity so that students feel safe to aspire.

Resilient students who feel safe to take challenges with their learning are most likely to succeed at school and in theirpost–academic lives. Having a positive self–image builds self–esteem, confidence and resilience in addition to buildingAffective Engagement in students who undertake challenges and engage in higher–order tasks.

Overall summary of progress

Our Parent survey has informed us that 93% of parents feel the school is a warm and welcoming place where their childreceives a quality education, “A small school but it gives the students more quality time with teachers which helps themexcel a lot more.” 92% of parents agreed that the school tries hard to include families, community and local media intothe school.

Our TTFM student surveys informed us that 94% of the boys in this school had a high sense of belonging.

Students have been involved in a number of learning and wellbeing opportunities this year. During Term 1 Circus Ozcame and did a 4 day workshop with students in Stage 2 and 3. Students were taught various acrobatic and gymnasticroutines. It culminated in a performance for parents and the school. During the year students had the opportunity tochoose activities for innovative afternoons. These activities included coding on computers, art, dancing, sensory play,numerous sporting activities,cooking, sewing and other STEM related activities. Some students were then sent to theHastings Macleay Public Schools STEM day to showcase technology and its uses in the classroom.

During Term 3, Stage 2 and 3 students were involved in an initiative with Kempsey Shire Council and Melville HighSchool. Students from both schools collaborated with Moorganics and Wire MC to produce a rap song and video clip.Students learnt through writing poetry to create a rap about living in Kempsey. They then learnt dance moves and filmeda video to go with the song. They performed their rap at the River Bank Festival in September. Their video and song canbe viewed on YouTube.

During Term 3 we had a local artist come into the school and work with the students to develop murals around theschool.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Welfare data reflects improvements in lunch behaviourattributable to Play Partners andAll Stars programs

Students engage in school basedactivities to highlight AffectiveEngagement

Kempsey South Public School is committed toensuring our students are able to engaged andworking with high expectations. To achieve thisallocated funds for the purchase of technology inthe classroom. this included iPad's, Laptops andSTEM resources.

To reinforce our well–being and Bounce Backprogram murals were painted around the schoolillustrating positive messages around the school.

School funds subside Lunch orders purchasedbefore 9 am. Morning breakfast program is stillrunning from the canteen.

School funds subsidised the cost of the seniorcamp and infants excursions to maximiseparticipation. The school subsidised the cost of therewards days at the end of year to make the Goldand Diamond award cost effective.,

$ 28800

cost of paintings

$2000 canteen subsidy

Class rewards vouchers$300

Senior camp $600

Infants excursions $900

Rewards Day $ 600

Leadership conference$200





Welfare data reflects improvements in lunch behaviourattributable to Play Partners andAll Stars programs

Students engage in school basedactivities to highlight AffectiveEngagement

Attendance at leadership conference.

Next Steps

Our School has undertaken significant changes in the past, both in people and practices. As such, considerable attentionwill be focused on embedding these cultural changes within our student population and community.

In addition we will: • Continue to review and refine wellbeing policy and rewards for positive behaviour. • Continue to make deliberate and strategic use of our partnerships and relationships to access resources for the

purpose of enriching the school's standing with the community. • Develop partnerships with local universities to encourage future learning . • Continue Kids Matter as our Wellbeing program . Department of Health will run a program " Got it" through our

Early Stage 1 and Stage 1 classrooms. This program will support students and families requiring speech therapyand paediatrician appointments.

• Continue to have Family Referral Service work within the school supporting students and families. Family ReferralService will continue delivering the " Rock and Water" Program to stage 2 and will implement " Drum Beat " withStage 3 these programs support belonging and a sense of purpose.

• The Dhalayi Doctors program will be delivered to Stage 2 students in Terms 1 and 2. • The Life Education van will be coming back to school after a 4 year break. They will be working on new programs

that they have developed to support the students in making healthy life style choices.



Literacy and Numeracy

Purpose

Literacy and Numeracy

Our school differentiates the curriculum to individualise learning for all students.

Modern classrooms are learning spaces comprised of many individuals who learn best when each of their specific needsare accounted for. Highly trained teachers and SLSOs play a central role in delivering the best possible standards ineducation. We aim to develop learning programs that explicitly include strategies which require students to think deeplyand logically, obtaining evidence to reinforce their opinions.


Our school is highly focused on implementing a range ofschool improvement initiatives and on continuing to lead theregion in Instructional Leadership processes. A range of systems and practices are utilised to ensure we reach theseaims.

Our students are continuing to achieve by focusing on individualised goals and supporting them with a pathway for thefuture. Students have an individualised plan and goals are set throughout the year with high expectations that thesegoals are met. Parents and families are encouraged to help set these goals with their children. We continue to employadditional staff to keep our staff: student ratios low while running numerous intervention programs which will supportthose children who are not meeting national benchmarks.

We use funding strategically to ensure our Teachers, Student Learning Support Officers and Aboriginal EducationOfficers all receive up to the minute training. In 2016 we hosted the Australian Literacy and Numeracy Foundationtraining providers and two of our staff, 1 teacher and 1 SLSO, received 4 days training. Our K/1 teacher received L3training and our Kindergarten teacher continued with her training in L3. All our staff participated in a workshop onengaging boys in education and Building Blocks for Numeracy. We trained 1 staff member in Reading Recovery and inTerm 4 she was trained in Mini Lit.

We continue to provide QuickSmart maths and reading Recovery to our students in addition to employing two staffmembers to support the class teachers with Numeracy and Literacy. We saw the need to train a staff member for Mini Litas another reading intervention. This will commence in 2017.

Staff members had the opportunity to take up leadership roles this year by relieving in higher positions for a considerableamount of time. New committees were formed to increase the leadership capacity of staff by increasing their input intothe running of special programs and the day to day running of the school.




Active participation by staff inCommunity of Schools initiatives

School Excellence Frameworkreports continue to indicatehigher than expected growth instudent outcomes and attainment

Students participate in regularfeedback sessions with teachersand peers.

Our school is taking an increasingly large role onthe MPS stage with KSPS coordinating the localcomputers Coordinators Days and the Hastings/Macleay STEM day in term 4. KSPS also facilitatedthe Macleay Staff Development day in term 3.

Professional Development in :

Leadership

Instructional leadership

Ongoing L3 training

ALNF training

Mini Lit Training

Art of leadership $L 3training $3291

Computers CoordinatorDays $120

Combined StaffDevelopment Day $881

8 Ways pedagogy $2742

L3 training $2652





Active participation by staff inCommunity of Schools initiatives

School Excellence Frameworkreports continue to indicatehigher than expected growth instudent outcomes and attainment

Students participate in regularfeedback sessions with teachersand peers.

Reading Recovery training

8 ways pedagogy and Connecting to Country.

Set up of an addition Multi category class for 2017

Additonal support teachers employed in classroomsto promote the professional learning of teachersand support staff via professional observations andteam teaching.

Expenditure on classroom resources

Next Steps

Our School has undertaken significant changes in the recent past, both in people and practices. As such, considerableattention will be focused on embedding these cultural changes within our student population and community.

In addition, we will: • Support Early stage 1 and stage 1 staff to work collaboratively with our Early Action for Success Instructional

leader to improve Literacy and numeracy outcomes. • Increase our L3 training to include Early Stage 1 and Stage 1 teachers. • Train two stage 1 staff members in ALNF to support Literacy outcomes in the classroom. • Embed Learning intentions and success criteria into classroom practice so that students are more aware of what

they are learning and how to achieve. • Train a staff member in Mini Lit to support those students who continue to have difficulties in reading. • Leading the training and development across the region by organising the Macleay Educational Community of

Schools Staff Development Day in Term 3 2017. • Have funding available to set up innovative classrooms with flexible seating to better engage the students in the

class. • Fund another MC class to support students who require significant support and cope better in a smaller class size. • Develop a scope and sequence for spelling to ensure all spelling rules are being taught.



Community

Purpose

Community

Ou rschool works hand in hand with our community to support our students.

To eTo ensuree Kempsey South Public School hasreal–world significance for our students and their families so that sothat the education process ishighly valued. Developing and maintaining genuine and productive relationshipskey tobecoming literate, environmental, ethical and socially aware citizens.


Our School Community encourages parent participation and involvement. This year a committee was formed withthesoul reason to encourage and involve parents throughout our school. In ourparent surveys parents valued coming intothe school to watch special events atthe school. “It’s great to see the whole school including the staff takingpart.” Parentsare encouraged to attend PLP meetings and feel comfortablecoming to the school and discussing the concerns of theirchildren.

Our School has continued to havestrong links with the local AECG. We have continued to run the Small SchoolsNaidocDay for the Macleay Valley and have worked alongside Kempsey ShireCouncil with Circus Oz and Moorganics MC Wire.More info needs to be put in here.

personal leave and long service. New committees were formed toincrease the capacity of staff. Making staff accountablefor the success of thecommittees and allowing them to have input into the running of special programsand day to dayrunning of the school.




The school

Is recognised as a central hub forthe community and hasproductive relationships withexternal agencies

Continuing strong participationfrom parents and carers in Schooland Community Open Days

100% of students have PLPs

The school is a central feature of the widercommunity which is evidenced by our positivefeedback and the strong commitment of parents toour school and community open days.

We work closely with the local AECG to supportfamilies in completing PLP's.

NAIDOC day celebration

$169'402 Aboriginalstaffing, used to improvecultural awareness in bothcontent and pedagogydelivered while reducinglearning group sizes

$1'642 Small SchoolsNAIDOC day

Next Steps

We are committed to making our school a centrepiece in the community and an integral part of the lives of each student.Success can be measured by helping students to develop a strong sense of purpose, belonging and family.

We will continue to maintain our focus on making our school a positive place for students, their families and our staffthrough the implementation of caring and empathetic practices and processes.

Our Community engagement team will continue to encourage family and community to come into the school for variousdays, meet and greet, Harmony Day, Easter Hat parade etc

Parents are also encouraged and welcomed to support their child's learning through PLP meetings which are held inTerm 1. Some classes will be trailing "M goals" a computer based program which parents can interact with from home.


Additionally, our close partnership with the AECG will be maintained in order to provide our students with the highestpossible educational standards.

Two Aboriginal Education officers and two Aboriginal SLSO's support the implementation of our Aboriginal programs andour Aboriginal students.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading 2 Aboriginal Education Officers and oneAboriginal Education Worker engage withstudents and their families to support learningand embed culturally sensitive teachingmethodologies.

$169'402

Low level adjustment for disability By placing additional SLSO staff members inrooms to support individualised and smallgroup learning as well as innovative teachingpractices, our students have received highlyengaging learning experiences.

$122'690

Quality Teaching, SuccessfulStudents (QTSS)

By providing additional time to seniorExecutive staff to work with staff and buildcapacity, our more highly skilled employeeshave increased their impact on studentoutcomes.

$10'098

Socio–economic background By employing additional SLSOs andpurchasing a number of resources, includinglearning devices and class–based resources,our students have benefited from access tothe learning resources they require.

$284'665

Support for beginning teachers Implementing the Professional Walksprogram, mentoring and coaching programsin addition to providing extra RFF tobeginning teachers has ensured our teachershave the resources to provide our studentswith the highest quality education available.

$26'255


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 50 63 64 58

Girls 67 63 54 66

Student attendance profile

School

Year 2013 2014 2015 2016

K 84.2 90.5 89.8 91.2

1 89.1 89.8 91.3 84.6

2 87.2 90.5 86.8 83.7

3 81.7 87.7 89.6 92.6

4 87.5 88.7 83.7 88.3

5 82.7 87.3 86.9 82.6

6 86.1 83.6 85.7 80.8

All Years 85.5 88.4 87.9 86.9

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

Class sizes

Class Total

K/1F 17

KH 19

1/2B 20

3/4K 20

3-6W 25

5/6D 20

Structure of classes

Our school had a straight Kindergarten class, fivecomposite mainstream classes and one multicategorical support class.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 1

Classroom Teacher(s) 6.49

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.2

School Counsellor 1

School Administration & SupportStaff

4.71

Other Positions 1.5

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report Aboriginal composition for theirworkforce.

Kempsey South Public School is an equal opportunitiesemployer. we employ four Aboriginal staff memberswhich is greater than the number of mandatedpositions.

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 15

Professional learning and teacher accreditation

This year teaching staff and aides have participated ina multitude of professional learning activities. Theseinclude individuals and small groups of staffparticipating in L3 ( Language, Learning and Literacy)training, working with students with Autism, Art ofLeadership, training on Mental Health, ALNF (Australian Literacy and Numeracy Foundation),Science and Technology workshops, High impact


leadership and training on the implementation ofAccreditation standards for teachers.

All staff completed training on Boys education with DrIan Lillico at the Macleay Schools Staff Developmentday in Term 3.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs and does not involve expenditure areassuch as permanent salaries, building and majormaintenance.

Income $

Balance brought forward 622 023.02

Global funds 177 949.87

Tied funds 527 034.85

School & community sources 9 006.96

Interest 12 784.86

Trust receipts 18 437.91

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 17 483.73

Excursions 4 693.05

Extracurricular dissections 37 919.70

Library 2 016.22

Training & development 16 468.00


Short term relief 20 694.66

Administration & office 20 338.83

School-operated canteen 0.00

Utilities 32 686.03

Maintenance 11 453.54

Trust accounts 18 025.12

Capital programs 0.00

Total expenditure 0.00

Balance carried forward 0.00

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning the

statement can be obtained by contacting the school.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

<You may use this text box to comment on: • voluntary school contributions • any significant variation between income and

expenditure • high levels of retained income and retained

income held in trust • significant expenditure on student curriculum

materials, resources and technology.>Delete text not required.


Income $

Balance brought forward 622 023.02

Global funds 177 949.87


School & community sources 9 006.96

Interest 12 784.86

Trust receipts 18 437.91

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 0.00

Excursions 0.00

Extracurricular dissections 0.00

Library 0.00

Training & development 0.00

Tied funds 0.00

Short term relief 0.00

Administration & office 0.00

School-operated canteen 0.00

Utilities 0.00

Maintenance 0.00

Trust accounts 0.00

Capital programs 0.00

Total expenditure 0.00

Balance carried forward 0.00

The information provided in the financial summaryincludes reporting from <insert date> to 31 December2016.

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

Financial summary equity funding

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

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.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from <date> to 31 December 2016.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

Financial summary equity funding

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

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


<You may choose to use this text box to comment onother assessment data including: • Best Start • Literacy and numeracy achievement against the

literacy and numeracy continuums>Delete text not required.

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.

We have had a steady increase in students achievingband 4 or higher over the years. This year we had 31.5% of year 3 students achieving Band 4 or higher forReading. This was an improvement form 2015 where22..3% of students received band 4 or 5. We had10.5% achieve band 6 in reading which is the first timein many years. Our data also shows that our results aremoving through the bands. This year we had 10.5% ofstudents in band 1 for Reading . This is a decrease of20% from the previous year. Our year 5 results showedthat 22.5% of students achieved band 7 for readingwhich is an increase from 16 % last year. Our studentgrowth was higher than the state for reading with 33.3%experiencing greater growth than expected.

Our writing results continue to improve with 23.5% ofstudents receiving band 5 for writing in year 3. This isan increase on last year. In year 5 we had 18.2% of thestudents achieving bands 7 and 8 for Grammar which isa huge improvement on past years.

This success is largely attributable to programs in placewithin the school including, Reading Recovery, LiteracyGroups, QuickSmart Maths, instructional leadershipand the focus of learning intentions and success criteriain literacy and numeracy in the classroom. Each classhas low staff–to–student ratios to support the learningof all students.


We have seen steady movement through the bands inboth year 3 and 5. My School website provides detailed information and

data for national literacy and numeracy testing. Click onthe link http://www.myschool.edu.au and insert theschool name in the Find a school and select GO toaccess the school data.>


<Use this text box to comment on mandatory reportingrequirements in accordance with the Premier'sPriorities: Improving education results and StatePriorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands>

Delete text not required.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses are presented below.

91.7% of parents surveyed felt that the school was awarm and welcoming place to visit. " It's an excellentschool. The staff are helpful and always pleasant to talkto."

94% of Parents said they would recommend our schoolto family and friends. "We have encouraged our familyover the years to change to Kempsey South."

96% of parents surveyed believe that wearing a schooluniform develops pride and respect. " Too many oftoday's social problems are because of lack of respect.Wearing a school uniform everyday helps a young mindconcentrate on school work, instead of trying to out dothe other kids with the cool clothes. If everyone is thesame they feel equal, doing away with the peckingorder of the trendy kids."

From our Tell Them From Me surveys we have foundthat 100% of the boys surveyed in this school felt a highsense of belonging. 96% of girls and 100% of boyssurveyed valued school outcomes. 91% of girls and65% of boys in the school were interested andmotivated at school. These results were above thestate average.

Policy requirements

Aboriginal education

Kempsey South Public School is committed toproviding quality education to Indigenous students. Weare fully cognisant that a great education is a steppingstone for further success for both the individual and thecommunity. As a school with a significant proportion ofstudents who identify as Indigenous (75%), we receivespecific and non–specific funding to initiate a number ofprograms.

Each year Kempsey South Public School hosts theMacleay Small school NAIDOC ceremony. as detailedin the strategic direction 3, this day involves 9 schoolsand their students in addition to over 150 communitymembers in celebrating Indigenous and Dunghutticulture.

During term 1 and 2 our senior Aboriginal boys whowere targeted in 2015 to participate in the Dunghutti

Dancers troupe. Performed at numerous events suchas the small schools leadership day at Milbank PublicSchool.

During term 1 students who had been involved inPainting Country in 2015 went to the exhibition openingat Melville High school. Students viewed the DVD thatwas produced with the elders of the community andthey were able to see all the art works that the schoolsin the Macleay completed including their own works.

During Term three we sent a group of senior studentsto National Aboriginal and Torres Strait Islander Day.They were involved in a variety of art activities andcelebrations that weer held at the showground.

During Term 4, 3 staff members were involved incultural training. One went to 8 ways of learning and 2went to Connected to Country. This program comprisedof three days of professional development for staff. Itprovided opportunities for participants to develop anunderstanding of and respect for Aboriginal and TorresStrait Islander histories, cultures and languages, anddevelop relationships with members of the localAboriginal community.

Multicultural and anti-racism education

Multicultural perspectives are integrated into Literacyand Human Society and It's Environment programs.This year we have celebrated Harmony day in term 1.Parents were invited to come to school and participatewith their children in a variety of activities that celebrateour cultural diversity. Students could come out ofuniform in orange or in a costume that supportedcultural diversity. Parents stayed for lunch and atefoods from different cultures.

Other activities included our NAIDOC day celebrationinvolving all the small schools in the Macleay. this yearwe also celebrated the Olympics. Students were putinto countries from around the world. they dressed incostume for the opening of the Olympics and theyparticipated in sporting activities throughout the day.


2016 Kempsey South Public School Annual Report · Introduction The Annual Report for€2016 is...

Documents

Transcript of 2016 Kempsey South Public School Annual Report · Introduction The Annual Report for€2016 is...