Toongabbie West Public SchoolAnnual Report

2016

4364

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Introduction

The Annual Report for 2016 is provided to the community of Toongabbie West 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.

Brian Firth

Principal

School contact details

Toongabbie West Public SchoolBallandella RdToongabbie, 2146www.toongabwst-p.schools.nsw.edu.autoongabwst-p.School@det.nsw.edu.au9631 3610

Message from the Principal

It is with great pleasure that I present the Toongabbie West Public School 2016 Annual Report. The report gives ageneral overview of the school and gives parents and the community information about the school’s educationalperformance, implementation of the NSW curriculum and the programs provided to enhance students learning in allareas. I am proud of the academic achievement of our students and the ongoing programs being implemented to furtherimprove these. We have a vibrant growing community where academic, creative, cultural and sporting achievements aredemonstrated throughout the year. Toongabbie West has a highly dedicated staff who work together to provide aninclusive environment where all students are encouraged to achieve their personal best. Our students are motivated tolearn and actively encouraged to participate in a range of extra–curricular activities provided for them. At ToongabbieWest our school’s improvements are monitored by staff, parent and community involvement and with student’sparticipation in evaluating the success of our school. In 2015 we began a journey over three years, involving strategiesand programs to improve learning outcomes for all students;

• A Focus on Reading program was implemented with two staff being trained as ‘teach the teachers’ trainers, phase onewas completed in 2015 and the teaching strategies are now being taught from year 1 to year 6

• Language Learning and Literacy continued in Kindergarten and the improvements from this in literacy are beingdemonstrated in all areas

• The Positive Behaviour for Learning program is a cornerstone of our school welfare student behaviour system andcovers all areas of the school, a review and renewal of its goals and implementation was implemented and changesplanned for early 2017

• The school environment and garden areas are being further improved as resources become available

• The P&C continue to support the school and their financial help in areas of welfare, sport and our honours and rewardssystem is appreciated by staff and students. As we move into 2017 our future is demanding different approaches toteaching and learning, teaching strategies and encouraging our students to independent, critical thinkers who takeresponsibility for their own learning is causing changes to happen in school. The strengths of our staff and enthusiasticstudents with support from willing parents and the engagement of the community will continue to enable our students toreach for their highest heights. Much of this success can be attributed to the assistance and support given to the wholeschool by the parents and community in addition to the staff at our wonderful school. In some ways we have toencourage our children to succeed. There are no secrets to success: It is the result of preparation, hard work andlearning from failure.

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Message from the school community

Thank you to everyone on the P&C for all your hard work this past year. It has been a pleasure and honour to lead thecommittee. Everyone’s support, experience and advice have been invaluable. Thank you to the Executive team, AlisonWall (Vice President), Shylee Green (Secretary and Uniform Shop Coordinator) and Julia Leahy (Treasurer, FundraisingCoordinator & Uniform Shop Coordinator). Also to our School Banking expert Terry Harris, Jim Irvine our GroundsCoordinator and Marta Irvine our Book Club Coordinator. We have a fantastic canteen. Thank you to Michelle Gage andour canteen volunteers for all that you do to keep tummies fed and children happy Once again, the P&C’s major eventwas the Halloween Carnival. A special thank you to Cassie Tension who worked so hard as our Carnival Coordinator andto our Carnival Committee and all our helpers before, during and after the Halloween Carnival. The day would not havebeen as great a success without you. Thank you also to the office staff Anita, Ruth and Shannon, for their expert officesupport especially at Carnival time. Mr Firth and the Toongabbie West teachers continue to be regular guests at P&Cmeetings keeping us informed about the school and discussing a wide range of topics each month. I would like to thankthem and the parents and carer’s who regularly attend our monthly meetings for their dedication.2016 Summary Thispast year has seen us involved in many activities including:

Continued financial support of the school grounds maintenance

Launch of our P&C Facebook Page

An amazing Halloween Carnival. Overwhelming community support where the whole school and local community pulledtogether for a successful event, earning us over $11,000 in profit

Donation of the school’s sports and academic medals for Presentation day and the student lucky door prizes

Thank you for your support of our P&C, our school, our students and our teachers.

Kathy Pinchbeck

P&C President 2016

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School background

School vision statement

We as a collaborative learning community seek to promote a safe, compassionate and stimulating school environment inwhich everyone is inspired to think critically, while developing the necessary skills to become empowered to achieve totheir potential as a caring, resilient and productive citizen in the twenty first century.

School context

Toongabbie West Public School serves a diverse community with regular, strong support from an active parent body.There are over 240 students from a diverse population with 50% LBOTE from 31 language speaking backgrounds, thefour highest being Arabic, Guajarati, Tamil and Hindi. Projected school growth of school–age children is expected tocontinue in Toongabbie West in the next few years. While this is a positive trend, it brings challenges. Currently there isan increasing mobility rate with the construction of large numbers of medium density housing.

Toongabbie West Public School has a highly dedicated staff that focuses on providing quality educational programs.Staff work in three teams to develop teaching and learning programs led by teaching Assistant Principals. Excellence ispromoted across all areas of the curriculum and an emphasis is placed on providing abroad range of learningopportunities to meet the needs of all students. The school is committed to continuous improvement in teaching andlearning and accordingly has identified several strategic priority areas for the basis of the 2015–17 school plan. Schoolimprovement goals are identified as a direct result of extensive evaluations. This is developed through staff, parent andstudent consultation. There is an active P & C Association which meets on a regular basis

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW inthe pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

This year, our school undertook self–assessment using the elements of the School Excellence Framework.

Our present plan is based over three years and so our achievements are planned to provide achievement andimprovements over that time cycle.

Our school executive were given dedicated time to thoroughly examine the school plan to determine the elements of theSchool Excellence Framework that the plan most strongly addressed. The executive reflected on the progress beingmade across the school as a whole based on the expectations identified in the Framework.

In the domain of Learning, our efforts have primarily focused on the dimensions of learning culture, curriculum andlearning and student performance measures. We looked at evidence based practice to further develop a learning culturethat meets the evolving needs of our school community. We continue to be mindful of the need for both explicit teachingand constructivist learning.

Further, we wanted to look at how we could go about advancing innovation and creativity in student learning from anabstract goal to a reality in our school.

At Toongabbie West we believe that learning is child centred with deep learning through authentic learning contexts,problem based learning and inquiry processes.

Learning communities featuring collaborative practice in the development and delivery of literacy and numeracyprograms.

In the domain of Teaching, our efforts have primarily focused on the dimensions of effective classroom practice,collaborative practice and learning development. The inclusion of all staff to develop plans, include Strategic Directionsfor TWPS, TWPS Accreditation, Future Pedagogies and the TWPS Learning Assessment System. An importantopportunity has continued to be provided to staff members in terms of planning, teaching and growing as stage teams.Teachers work in collaboration to construct connected units that allow for deep learning that promotes the developmentof creativity, innovation and self–direction which has a strong flavour of constructivist learning. Involvement in theToongabbie Learning Community has allowed staff to engage in discussion and professional learning and dialogue with

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a wide range of staff from other schools.

Teachers work together to improve teaching and learning in their year groups, stages or for particular student groups.Teachers take responsibility for changes in practice required to achieve improved learning outcomes and schoolpremeasured performance. There is a particular emphasis on improved teaching methods in literacy with professionaldevelopment focussed on comprehension and understanding of effective teaching strategies in these areas.

In the domain of Leading, our efforts have again focused on the dimensions of leadership, school planning,implementation and reporting. We believe that all members of school community can be leaders. The focus on redefiningour teaching and learning through technology, critical and creative thinking, the development of expertise in vital literacyand numeracy programs and in new syllabuses highlights a future focused learning culture. Our teaching staff aredeveloping their own evidence based practice which supports our collective vision. 

The school has strong bonds with the parents and wider community with practices and processes which are responsiveto school community feedback.

The new approach to school planning is making a real difference to our progress as a school. All members of the schoolcommunity have a clear understanding of our school vision. Our self–assessment process will further assist the school torefine the strategic priorities in our school plan leading to further improvements in the designing or relevant education forour students.

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

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Strategic Direction 1

To improve student learning outcomes throughhigh quality teaching standards and educational practices across ourschool K–6.

Purpose

We value academic achievement and will maintain our commitment to providing maximum opportunities for all studentsto maximise the potential through excellence in teaching and learning. Toongabbie West has an expectation ofachievement for all. We will build on our tradition of success by continually reviewing and strengthening the quality ofteaching and learning. In doing so all students can improve their performance and further develop their abilities andstrengths. At Toongabbie West we know that a quality education depends on great teaching and the nurturing of all staffand students.

Overall summary of progress

Our primary classrooms are functioning well with impressive growth occurring in all areas. Stage Planning Days wereused  as a means to build on these strengths and ensure consistency across classes. Time to be used to develop unitswith clearly stated learning goals and achievement criteria.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Staff have high expectations ofstudent learning.

Contemporary practices areapparent in teaching andlearning.

Qualitative and quantitative datainform the learning of students.

Feedback to students is regularand informed verbal and written.

Staff demonstrate continuallearning in teaching improvement.

100% of students achievenational benchmarks, in literacyand numeracy using NAPLAN asour measure.

Focus On Reading 1 and 2 has been successfullyimplemented 1–6. We now need to focus onbuilding text sets that allow access for all students.

•             Age appropriate dictionaries andthesauruses to be purchased for 3–6 classrooms

•             Classroom libraries to be extended

•             Continued purchase of school magazineas this has proved to be both popular and extremelyuseful in classrooms.

•             Continued and expanded explicit teachingof vocabulary across all KLAs

Focus on Reading staff trained as trainersprovideprofessional development across the wholeschool.

Literacy/Numeracy funding

$8073

Professional Development

$7683

Next Steps

The school planning for improvements across Literacy will continue with prioritised areas in Early Stage 1 and Stage 1focussing on L3 and Stages 2 and 3 continuing to use Focus on Reading. Improvements across the school will bemeasured using both school assessment and external measures, PLAN changes and growth and NAPLAN results.

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Strategic Direction 2

Education provides the challenges for students to achieve their fullest potential through teachers leading learners.

Purpose

At Toongabbie West Public School we want every student to aspire to his or hers highest potential, and to reach thefoundation literacy and numeracy skills, as well as the personal and social capabilities required for lifelong learning.  Ourpurpose is to support our students to grow to love learning, become lifelong learners. To be confident, generous andresponsible global members, and be capable of facing the future with resilience and optimism.

Overall summary of progress

Staff professional Learning was based upon a priority of development of literacy, staff development in the areas ofLanguage Learning and Literacy and Focus on Reading. The opportunity to reflect on current practice, setting of goals,using evidence based data, peer observations and sharing of manufactured resources and the opportunity to bothreceive and give feedback after peer observation and visits.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

To provide a stimulating learningenvironment for all students byincreasing opportunities forhigher levels of student cognitiveengagement, challenge,independence, self–directedinquiry and deep thinking

 

Standard of student performance,as measured by performance ofstudents in the top two bands inNAPLAN (National AssessmentProgram Literacy and Numeracy)

 

Standard of student performing inNAPLAN as measured bypercentage of students whoexceed national expected growthmeasures for individual students.

 

Year 3 NAPLAN results toachieve a minimum: Reading:400, Writing: 400, Spelling: 420and Grammar: 420

 

Year 5 NAPLAN results toachieve a minimum: Reading:490, Writing: 500, Spelling: 520and Grammar: 490

  

Teaching and Learning

Focus On Reading 1 and 2 has been successfullyimplemented1–6. We now need to focus on buildingtext sets that allow access for all students.

100% of staff participate in TPL and mentoring/ school based observation and feedback sessionsas a part of their Professional Learning Plans.

•             Age appropriate dictionaries andthesauruses to be purchased for 3–6 classrooms

•             Classroom libraries to be extended

•             Continued purchase of school magazineas this has proved to be both popular and extremelyuseful in classrooms.

•             Continued and expanded explicit teachingof vocabulary across all KLAs

Year 3 achieved the following average scores:

Reading:   419  ( State 426 )

Writing:    407  ( State 421 )

Spelling:    418 ( State 420 )

Grammar and Punctuation: 

  441 ( 436 )

Year 5 achieved the following average scores:

Reading:   465 ( State 502 )

Writing:   467 ( State 476 )

Spelling:   485 ( State 493 )

Grammar and Punctuation:  

School Funds

$5000

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Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

impacts  can be measured andimprovements demonstrated.

 

Parent Opinion Survey.

476 ( State 505 )

Growth recorded in year 5 as compared to stateNAPLAN results was:

Reading: 8% higher than state

Spelling:  30% higher than state

Grammar and Punctuation

18% higher than state.

The parent survey on understanding the processshowed a 85% response and a 65%comprehension of the impacts on teaching andlearning correlated to the curriculum.

Next Steps

To further develop strategies to improve learning outcomes. Classroom structures and environment will be addressedthrough Focus On Reading and walls that teach, using displays of teaching and learning.

Group approaches through stage peer observation and sharing of pedagogy and resources will allow standardisedenvironments across all stage classes.

NAPLAN average scores to inform results are improving. along with year 3 to year 5 growth.

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Strategic Direction 3

All decisions and actions drive students, their achievements and their wellbeing where staff lead, connecting thecommunity and the learning cycle.

Purpose

Student welfare is central to learning. Centralto our purpose is data driven change and decision making. We aim toreinforceour school and departmental values in developing confident, competent,compassionate and curious learners. Inan increasingly globalised planetrequiring students with the lifelong capacity to learn and adapt, every studentmustfurther develop their wellbeing, while strengthening their leadershipcapacity and ability to be a responsible global citizen.Further we seek tobuild mutually respectful relationships through maintaining and strengthening aculture of tolerance,inclusion and understanding in a welcoming community.

Overall summary of progress

Meetings have been held regularly with the parent representative body and School Representative Council. Staffconsultations were held frequently where school directions and measures for improvements could be discussed.

Strong links with the Toongabbie Learning Community were built upon through the year with joint professionaldevelopment sessions and also a Conference was held in term three where the opportunity to network across peergroups was made available to all staff to connect with the other schools.

Development and sharing of policies and feedback to the parent community on subjects such as changing the schooluniform, NAPLAN and development of the school environment with a PBL 'Passive Play Area' was developed and will becomplete in mid 2017.

Continuing our strong links with the performing arts our dance group attained a State Award for Wakkikiri and the schoolShowcase Production in December allowed all parents to appreciate both the dedication and also the talent of thestudents at the school. 

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Next Steps

Development of the learning environment and the school grounds to make our school a great place to see and to belongto, will continue. Further construction and renovation of the learning process with innovative changes in the classroomfurniture  to incorporate adaptations for 21st Century learning.

To continue the performing Arts program using specialist staff to further develop and extend the program.

The community of Toongabbie West will continue to play an integral part with the P&C supporting environmental andlearning space changes. The passive play area will have contributions from local sponsors, local clubs contributionthrough Club grants and the students and family support with help with the actual structure.

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Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Individualised learning plans developed andimplemented for all students identified. Teacher meetings to discuss plan and setgoals for students.

Learning plans developedin parent/teacher meetings.

In class support foridentified students.

RAM Aboriginal Educationfunding

$16410

English language proficiency EALD students were supported in theirlearning and support used as needed andidentified.

All funds were used to provide SLSO andTeacher;– the SLSO provided additionalsupport in learning programs–. the teacherwas used to enable small groups in literacyand numeracy were able to accessappropriate differentiated learning.

LAST and Disability fundingRAM

$37216

Low level adjustment for disability The community have clear ideas andunderstandings of the process involved. Plansand resources identified to assist in deliveringprograms.

Individual Learning plans and resources havebeen identified, implemented and learningoutcomes are fully identified.

Plans and resourcesidentified to assist indelivering programs.Funding was used toensure that learningresources were available toensure quality teaching andlearning. Learning supportwas available for studentswhose learning wassupported.

Staff support; teacher andSLSO were used to supportlearning.

$11513

Quality Teaching, SuccessfulStudents (QTSS)

QTSS provides for additional release of staffto allow peer observation, team teaching andindividual support for staff by a mentor.

Funds were used to pay for;– reflection byteachers on various aspects of teachingpractice– observation of identified goodpractice– maintaining and enhancing goodpractice

All school teams have been involved inQTSS, peer observation and improvingquality teaching programs. Improvement ofteaching practice across all KLAs hasdemonstrated involvement by all staff.

Funds were used to payfor;– reflection by teacherson various aspects ofteaching practice–observation of identifiedgood practice– maintainingand enhancing goodpractice

QTSS allocation of 0.1staffing per week till July2016 QTSS allocation of0.2 staffing after July 2016

Socio–economic background Funding is used to support targeted studentsto provide additional resources, supplies,SLSO support and to pay for financialhardship.

Teacher and SLSO provision using Multilitleading to improved literacy outcomes.Teacher and SLSO provision using Multilit has led to improved outcomes in reading andliteracy aspects of spelling and

Teacher

SLSO

Mulitilt

$16608

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Socio–economic background writing. Teacher

SLSO

Mulitilt

$16608

Support for beginning teachers Two beginning teachers receive support asidentified, additional RFF and experiencedMentor to provide support. Identified PersonalDevelopment Plans are met through thissupport.

The teachers identified were supportedthrough additional Professional learning,additional RFF and from an experiencedMentor teacher.

Professional support and learningopportunities are provided for beginningteachers

.Ongoing support, additional RFF and mentorsupport are provided to all identified staff.Ongoing development of PDPs is a mainpriority for assessment of the program. Goalsmet through this program are a measure oftheir success. Staffing support, staff releaseof mentor and professional Learningopportunities..

RFF and mentor release.

Additional ProfessionalLearning in areas of PDP.

$8161

Targeted student support forrefugees and new arrivals

The use of a NAP teacher to provide supportfor identified students allows a focus on theacquisition of English language and socialskills.

All NAP identified students are supportedthrough teacher and SLSO support in theclass setting and in small group supportgroups.

Additional staffing of 0.2 perweek for terms 2 to 4 in2016

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Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 115 116 138 145

Girls 95 90 100 102

Toongabbie continues to see growth of 7% or more peryear. This increase necessitated the installation of ademountable in 2016, and will possibly give the needfor another in 2018.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.9 97.4 94.7 94.3

1 97.2 95.7 95.8 94.5

2 96 97.4 91.6 94.6

3 97.7 95.8 94.9 92.3

4 95.7 95.8 92.4 96.1

5 97.1 95.9 94.6 95.3

6 95.1 96 96 94.6

All Years 96.6 96.3 94.3 94.5

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

Regular attendance is highly valued by staff atToongabbie West Public School. The importance ofregular attendance is advertised in our newsletters. Allteachers are responsible for monitoring regularattendance by students. Class rolls are marked dailyand full and partial absences and late arrivals arerecorded. If a pattern of non–attendance developsparents are contacted. Parents are required to send anote or email to school if a student is absent.

Attendance is recorded on student reports that are sentto parents at the end of each semester. Referrals canbe made to the Home School Liaison Officer whenneeded.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 10.11

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0.4

School Administration & SupportStaff

5.42

Other Positions 0.1

*Full Time Equivalent

Two members of staff identify as being of Aboriginaldescent.

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 40

Professional learning and teacher accreditation

Toongabbie West staff have participated in a variety ofprofessional learning opportunities and learningactivities designed to build their capacity to achieve ourkey priorities as set out in our school plan and whichdirectly impacted on improvements in learningoutcomes.

Three teachers gained accreditation at proficient level.Two beginning teachers received mentoring andadditional release to assist with general classorganisation and extra professional learning..

The major professional learning undertaken by office

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and executive staff was the move into LMBR and forteaching and support staff development in Focus onReading and Language Learning and Literacy 

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. 

In June this year we transferred from OASIS Finance tothe new SAP/SALM system.

This financial information covers funds for operatingcosts to June 2016 and does not include expenditureitems such as permanent salaries, building and majormaintenance.

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

2016 Actual ($)

Opening Balance 0.00

Revenue 263 244.17

(2a) Appropriation 240 827.07

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 21 888.41

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 528.69

Expenses -148 692.00

Recurrent Expenses -148 643.95

(3a) Employee Related -75 431.21

(3b) Operating Expenses -73 212.74

Capital Expenses -48.05

(3c) Employee Related 0.00

(3d) Operating Expenses -48.05

SURPLUS / DEFICIT FOR THEYEAR

114 552.17

Balance Carried Forward 114 552.17

There is no opening balance recorded in the SAP

finance 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.

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 1 762 118.81

Base Per Capita 13 437.66

Base Location 0.00

Other Base 1 748 681.15

Equity Total 191 927.31

Equity Aboriginal 11 513.37

Equity Socio economic 18 336.86

Equity Language 71 736.47

Equity Disability 90 340.62

Targeted Total 536 981.36

Other Total 63 723.53

Grand Total 2 554 751.01

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)

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2016 Actual ($)

Opening Balance 0.00

Revenue 263 244.17

(2a) Appropriation 240 827.07

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 21 888.41

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 528.69

Expenses -148 692.00

Recurrent Expenses -148 643.95

(3a) Employee Related -75 431.21

(3b) Operating Expenses -73 212.74

Capital Expenses -48.05

(3c) Employee Related 0.00

(3d) Operating Expenses -48.05

SURPLUS / DEFICIT FOR THEYEAR

114 552.17

Balance Carried Forward 114 552.17

<

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 1 762 118.81

Base Per Capita 13 437.66

Base Location 0.00

Other Base 1 748 681.15

Equity Total 191 927.31

Equity Aboriginal 11 513.37

Equity Socio economic 18 336.86

Equity Language 71 736.47

Equity Disability 90 340.62

Targeted Total 536 981.36

Other Total 63 723.53

Grand Total 2 554 751.01

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.

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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:

In Reading 32% of Year 3 students achieved in the topband compared to 28% across the state and 32% ofstudents achieved in the top 2 bands .

In Writing 15.4% of Year 3 students achieved in the topband compared to 16.1% across the state   and 43% inthe top 2 bands.

For spelling 28 % of Year 3 students achieved in thetop band compared to 27.4 % across the state  and 48% in the top 2 bands .

In Grammar and Punctuation 36% of Year 3 studentsachieved in the top band  compared to 34.6 % acrossthe state and 48% achieved in the top 2 bands .

Year 5:

In Reading 3% of Year 5 students achieved in the topband  and 24% of students achieved in top the top 2bands.

In Writing 3.2% of Year 5 students achieved in the topband compared to 5.2% across the state and 13% intop 2 bands.

 For spelling 14.7% of Year 5 students achieved in thetop band  compared to 15.5% across the state and35.3% in top 2 bands compared to 33.2% across thestate .

In Grammar and Punctuation 11.8% of Year 5 studentsachieved in the top band  and 26.5% achieved in thetop 2 bands.

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Year 3:

In Numeracy 34.6% of Year 3 students achieved in thetop band compared to 19.7% across the state and 46.1% of students achieved in the top 2 bands compared to38.7% across the state  .

Year 5:

In Numeracy 2.9% of Year 5 students achieved in thetop band  and 14.7% of students achieved in top thetop 2 bands.

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Growth in students performance is an importantmeasure of progress and learning, Toongabbie Weststudents demonstrate a high level of progress asmeasured in their growth;

In year 5 students achieved and average growth of;

In Reading a growth of 88.9 % compared to a stategrowth of 79.6 %

In Spelling a growth of 108.7 % compared to a stategrowth of 78.2 %

In Grammar and Punctuation a growth of 94.7 %compared to a state growth of 78.4 %

In Numeracy a growth of 93.1 % compared to a stategrowth of 92.6 %

In line with the Premier's Priorities: Improving educationresults and State Priorities: Better services – ImprovingAboriginal education outcomes for studentsToongabbie West students identified as Aboriginal allperformed well 4 and were placed in all subjects in thetop 50 % of the NAPLAN bands. Only one studentscored at a band 3 level in Numeracy. and only onescored at a band 3 level in Reading.

58 % of students scored in the top 2 bands in allsubjects, a very good result.

Parent/caregiver, student, teachersatisfaction

ach year schools are required to seek the opinions ofparents, students and teachers about the school. Weuse these responses to make adjustments and improvethe learning environment for our students. Responsesare presented below:

Parents and caregivers of students were invited toprovide feedback on the online 'Tell Them from Me'survey. The survey includes separate measures. Someof the responses are shown below. Key findings fromthe survey indicate that parents feel:

•I am well informed about school activities: 

•Written information from the school is in clear, plainlanguage.   

•The school's administrative staff are helpful when Ihave a question or problem 

 •Parent activities are scheduled at times when I canattend: 

•Reports on my child's progress are written in terms Iunderstand:

•My child is clear about the rules for school behaviour: 

•My child feels safe going to and from school

Students from Year 4, 5 and 6 completed the online'Tell Them from Me' survey in Term 2 . The surveyincludes separate measures, . Some of the responsesare shown below. Key findings indicate students feel:

•The school staff emphasises academic skills and holdhigh expectations for all students to succeed

•Teachers are responsive to their needs, andencourage independence with a democratic approach

•They find the classroom instruction is well–organised,with a clear purpose, and with immediate andappropriate feedback that helps them learn Studentsalso indicated

•They take part in sport, art, drama, or music groups;extracurricular school activities; or a school committee:83% of the girls and 70% of the boys in this school hada high rate of participation in extracurricular activities

•They have friends at school they can trust and whoencourage them to make positive choices

•They try hard to succeed in their learning: 94% of thegirls and 87% of the boys in this school tried hard tosucceed.

School staff were asked their opinions about a widerange of operations within the school. They were askedabout what is important, what needs improving and howcan we improve. Some of the main topics coveredincluded: playground organisation/managing ourgrowing student population, professional learning andteacher mentoring, assessment procedures, Learningsupport, Literacy, Numeracy, GAT, PBEL/studentwelfare and budgets for 2017. A review of PBL(Positive behaviour for  of Learning)/ Student Welfarewas undertaken. Teachers believe PBEL is workingwell within the school but recognised the importance ofconsistency with how we manage expectations of ourstudents. Some procedures were revised about how wecollect, maintain and use data. Teachers also saw aneed to revise the procedures across the school andthis was undertaken and a relaunch of the PBLprogram is set down for early 2017.

Policy requirements

Aboriginal education

Toongabbie West Public School promotes the inclusionof Aboriginal perspectives in teaching programs toensure student education opportunities are wellrounded. The school also promotes respect of theunique and ancient culture of the Aboriginal people inthe following forms:

•Acknowledging the traditional custodians of the land inall assemblies.

 •Integration of Aboriginal perspectives across KeyLearning Areas so students can develop deepknowledge and understanding about Australia's firstpeoples.

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This year all students participated in the NAIDOCcelebrations, where story, media, art works and aperformance by an Aboriginal performer highlighted therole they all paly in our lives.

Multicultural and anti-racism education

With over 32 different language backgrounds, we havea diverse student population. Our English as anadditional language or dialect (EALD) teachers workedcollaboratively with classroom teachers, team teachingand with small groups to support students masteringEnglish. We value the range and diversity of the culturalbackgrounds that make up our school and the localcommunity.

Each year students participate in  Harmonycelebrations to show our cultural diversity. This is a daywhere activities and celebrations help students tounderstand how Australians of different backgroundslive together in harmony.  . They wore either red, blackand yellow or orange on the day and brought a goldcoin donation for Aboriginal performers. The school'sAnti–Racism Contact Officer(ARCO) is the contactbetween students, staff, parents and communitymembers who wish to make a complaint regardingracism. The ARCO role involves promoting the valuesof respect for all races and cultures and our schoolrules of showing respect, being a problem solver, beingsafe and being a learner help to support these values.

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