2017 Chipping Norton Public School Annual Report · development goals matched to specific standard...

Chipping Norton Public SchoolAnnual Report

2017

1560

Printed on: 8 April, 2018 of 22 Chipping Norton Public School 1560 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Chipping Norton Public School as an account of the 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 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.

In preparing this report, the self–evaluation committee has gathered information from evaluations conducted during theyear and analysed other information about the school's practices and student learning outcomes. The self–evaluationcommittee has determined targets for the school's future development.

Shelley Diamond, Principal

Sarokhan Malla, Assistant Principal

Necia Armstrong, Teacher

Chris Hannan, Teacher

Lauren McEachran, Teacher

Nicole Millar, Teacher

School contact details

Chipping Norton Public SchoolCentral AveChipping Norton, 2170www.chippingno-p.schools.nsw.edu.auchippingno-p.School@det.nsw.edu.au9724 1565


Message from the Principal

It has been an absolute pleasure to have led Chipping Norton Public School as Principal in 2017.

Chipping Norton Public School leads the way in developing a warm and welcoming environment for all – students, staff,parents and community members. 2017 saw many changes in staffing at the school, including a newly appointed schoolprincipal, the retirement of Assistant Principal Allison Bartlett and the introduction of many new teaching staff andadditional School Learning Support Officers. Mrs Melanie Binaggia replaced Mrs Bartlett as Assistant Principal and tookon the important role of leading the early years.

We worked collaboratively with all stakeholders in the final year of the three year school plan and achieved many greatsuccesses along the way. Our P&C membership grew to over 25 members by the end of 2017, parent forums were heldtwice a term attracting over 20 attendees, quality partnerships were developed with local businesses, Aboriginal eldersand other local public schools as part of Moorebank Community of Schools.

2017 brought about significant changes to school funding and as a result, additional funding to the school has meant anincrease in resources to meet the needs of all learners. iPads, laptops, improved WiFi across the school, additionalSchool Learning Support Officers, flexible furniture to suit future–focused learning needs and extensive professionallearning opportunities for all staff have been possible because of the additional school funding.

I want to publicly thank the dedicated and passionate staff at Chipping Norton Public School for their continuedcommitment to improving the outcomes of all students and their relentless focus on professional learning to continuouslyimprove what we do each day.

Shelley Diamond

PRINCIPAL


School background

School vision statement

Chipping Norton Public School's vision is to provide a safe, challenging, highly engaging and creative learningenvironment for its students and staff. We will achieve this through high quality teaching and learning programs thatcater for the diverse needs of all students, enabling them to reach their academic, social and emotional potential.

By building strong and purposeful partnerships, we will inspire the development of confident, creative andinnovative 21st Century learners. Our school is committed to the values of respect, tolerance and inclusiveness toensure a supportive, collaborative culture and meaningful parent and community partnerships.

School context

Chipping Norton Public School is a dynamic learning community that provides a quality education for all students. Theschool's heritage dates back to 1920 and its motto, 'Deeds Not Words' is reflected in all aspects of school life. The schoolis situated in the Chipping Norton Lakes area and is surrounded by parklands and Georges River.

Our highly dedicated and professional staff provide challenging and supportive programs that promote high expectationsand nurture individual talents and needs. The academic, social, physical and emotional needs of our students areachieved through the delivery of engaging and challenging learning experiences. Our school population is currently 332students, who are all encouraged to connect, thrive and succeed in a supportive and enabling environment.

Our school promotes and values student wellbeing and parent partnerships. Tolerance, respect and inclusivenessunderpin school life. Our school has 218 families of which 62% have a Language Background Other Than English(LBOTE). The main identified languages are Arabic, Vietnamese and Greek. We have 11 Aboriginal students.

Opportunities for student leadership are fostered from Kindergarten to Year 6. Other key enrichment programs include:Student Representative Council, Maths Olympiad and Maths Games, Public Speaking, Dance, Choir, Sport (includingPSSA) and Debating. Information and Communication Technology is used extensively by our students and teachersto experience learning content in engaging, innovative and interactive ways.

Our parents and community members are active partners in our students' education.

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,school achievements and the next steps to be pursued.

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 nine out of 14 elements in the School Excellence Framework, our schoolshowed evidence to be validated at Sustaining and Growing This included the element of Leadership under thedomain of Leading, where the External Validation panel felt that the evidence our school presented was beyond ourschool–based judgement of Delivering. Additionally, our school was validated at Excelling in the elements ofCurriculum and Learning (under the domain of Learning), Effective Classroom Practice and Collaborative Practice(both under the domain of Teaching). We were validated as Delivering for the elements of Student PerformanceMeasures, under the domain of Learning, and School Resources, under the domain of Leading.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Leaders effectively develop and provide ongoing support for the learning community.

Purpose

School leaders actively facilitate the engagement of students, teachers and community members to ensure that theydevelop effective skills and capabilities through communication, organisation, mentoring and management. Leaders alsoenable a school community that is self–sustaining and self–improving.

Overall summary of progress

Key achievements have included: a newly appointed Assistant Principal, all executive staff provided with leadershipdevelopment and professional learning to implement Spirals of Inquiry, expanding the role of the Student RepresentativeCouncil and Prefect body, as well as continuing to increase parent participation and engagement in school events.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Leadership opportunities areconsistently offered and taken upby students throughout eachterm.

The role of the SRC was expanded this year toinclude a greater focus on building leadership skillsand values of responsibility. This was in the contextof weekly meetings. Year 6 students were onceagain provided with a range of opportunities to leadinitiatives and develop their skills throughout theyear.

Improved opportunities forparents and community membersto engage in and contribute toschool practices and initiatives,as measured by the 2016 TellThem From Me – Partners inLearning parent survey.

$2594 CommunityPartnerships project

The opportunities for parents/carers, grandparentsand other members of the school community wereexpanded once again this year. In addition to yearlyevents such as Grandparents Day and EducationWeek, we also held Mothers Day and Fathers Daybreakfasts and utilised "Facebook Live" in order toallow those who could not attend to engage in theevent online live or watch it back later on ourschool's Facebook page.

School leadership team ensurethat the allocation of resourcesand professional learning isstrategically managed throughthe implementation of a financecommittee.

The finance committee continued to meet regularlyto ensure that funds were being strategicallymanaged and that adequate funding was providedto the purchase of resources and professionallearning for teachers.

School leadership team ensurethat Professional DevelopmentPlans (PDPs) are formed, andsupport their implementationthroughout the year.

PDP implementation took on a greater emphasis atour school this year, with the executive teamtracking PDP goals across the school and using thisinformation to target professional learning prioritiesaccordingly. Staff were encouraged to take anactive role in collecting evidence towards their PDPgoals through visually displaying their goals withintheir classrooms or offices.

School leaders activelyencourage and promote the useof learning spaces across theschool in flexible and innovativeways, and that technology isaccessible to staff and students.

$30 000 Socio–economicBackground (for purchaseof flexible furniture)

We continued to build on the flexible furniture toexpand the development of innovative spacesacross the school. This included purchasing flexiblefurniture for all Stage 3 classrooms, continuing todevelop the 21C room as a future–focused learningconcept space, as well as refurbishing the library toallow for flexible seating and future focused learningexperiences.


Next Steps

• Ensure that all PDPs are mapped against the Australian Professional Standards for Teachers, with professionaldevelopment goals matched to specific standard descriptors, in order to better target both internal and externalprofessional learning to suit the particular needs of all teaching staff.

• Ensure that all PDPs contain goals linked to a system priority, a school plan priority, as well as a personal goal,and the professional development goals are identified as such.

• Leaders continue to utilise Lesson Study and Spirals of Inquiry as a key professional learning strategy to meetspecific goals in our school plan.

• Continue to support teachers across the school in implementing futures–focused teaching practices and strategiesby making futures learning a permanent feature of the Wednesday afternoon PL calendar.

• Continue to expand on student leadership programs.



Creating a high performing and dynamic learning school.

Purpose

To ensure that learning is personalised and differentiated for every student. Teachers will provide a high standard ofeducation, combining quality teaching and learning programs and curriculum resources. Teachers will also engage inhigh quality professional learning to inspire themselves and every student to excel to their full potential.


Key achievements have included: the expansion of futures learning being implemented across the school – acoordinated effort through the Futures Learning project team, teachers continuing to build on and develop their formativeassessment strategies, as well as their differentiation strategies.





All class teachers begin toexplore the use of futureslearning practices and trialelements of flexible learningspaces in their classrooms.

All teaching staff have added to their pedagogicalrepertoire and begun to utilise future focusedteaching practices, including STEM, coding,inquiry–based learning, flexible learning spaces and"app smashing." The Futures Learning project teamhas led the professional learning, resourceprocurement and development to support allteachers in developing and implementing innovativeteaching practices in all classrooms.

All teachers, including classteachers, release and supportteachers, utilise formativeassessment strategies as part oftheir teaching and learningpractices.

$5770 Whole SchoolAssessment project

The Whole School Assessment team continued todeliver professional learning on Dylan Wiliam'sformative assessment strategies, and teachers arenow using the teaching ideas introduced in thesesessions to elicit evidence of student learning andprovide quality feedback that moves their learnersforward within English and mathematics lessons.

All teaching and learningprograms are differentiated andshow evidence learningadjustments that support thevariety of needs for each studentin every classroom.

$474 Teaching andLearning

Teachers have continued to utilise a range ofstrategies, as well as continuous assessment andanecdotal observations, allow for fluid and flexiblegroupings within their English and mathematicslessons, ensuring that their students' preciselearning needs are being met within certain areas ofthe English and mathematics syllabuses –particularly in reading and number.

Next Steps

• Introduce a school–wide consistent coding system and provide teachers with symbols to show how they areembedding 4Cs in their teaching and learning programs.

• Continue to invest in flexible learning spaces by purchasing flexible furniture and student seating for classesacross the school.

• Continue to embed project–based learning (PBL), inquiry–based learning, STEM/STEAM and SOLE in all greaterby making these future–focused teaching practices and strategies a feature of all team meetings and collaborativeplanning sessions.

• Continue to invest in technology such as coding programs and resources, laptops and tablets to enable greaterinteractivity and engagement in learning experiences across the school.

• Use the individual learning goal writing process and implement across all other KLAs. • Continue to monitor student achievement through the Class at a Glance tracking tool and other whole school

assessment reporting methods.


• Teachers have high expectations of students in all KLAs and use WALT/WILF strategies to support this. • Develop a consistent approach to implementing differentiation practices across the school.



Creating an inclusive, supportive and quality teaching school.

Purpose

To increase support of our students, staff and community through a school wide focus on quality teaching programs.Teaching and learning opportunities will be engaging and evidence–based. Teachers will work collaboratively andinclude all members of the school community to support students in achieving their potential.


Key achievements include: increase in teachers taking up external professional learning opportunities linked to their PDPgoals, continuation of collaborative planning days for each stage team each term, increased consistency in teachingwriting across the school, greater personalisation of learning goals and teaching strategies with a consistent approach todesigning PLASPs (Personalised Learning and Support Plans) and PLPs (Personalised Learning Pathways), teachersengaged in new learning based on the specific needs of their students through collaborating as part of Spirals of Inquiry.





All teachers are provided withopportunities to collaborativelyplan teaching and learningexperiences with their colleagues,as well as access to internal andexternal professional learningopportunities.

$22 371 ProfessionalLearning

Staff were provided with opportunities to engage ina range of internal and external professionallearning linked to their PDP goals, and wereencouraged to take part in external professionallearning opportunities as part of their project teamwork.

All class teachers utilise wholeschool data tracking processes tomonitor their students'achievements and progress.

The Class at a Glance tracking tool was usedconsistently by all class teachers to track theirstudents' progress in literacy and numeracy. Theexecutive team worked together to analyse thisdata and identify areas of need in reading, writing,mathematics as well as student wellbeing. Wholeschool data walls were established in order tovisually track this information and provide a catalystfor professional discussions around targetedstudents and strategies to support future growth.

All teachers, including releaseand support teachers, begin toutilise inquiry–based learningexperiences as part of theirteaching and learning programs,and embed learning of the 4Csacross all KLAs.

$13 027 Futures Learningproject

Teachers were supported, through professionallearning provided by the Futures Learning projectteam, to develop and implement project–basedlearning and inquiry–based learning into theirteaching and learning programs.

All teaching and learningexperiences show evidence ofquality differentiation andadjustments for studentsrequiring support or extension.

$28 032 Low LevelAdjustment for Disability(employment of SLSOs)

A consistent approach to implementing PLASPsand PLPs was established. Teachers worked withtheir supervisors in order to embed differentiationand learning adjustments within their programs,particularly in English and mathematics. This wasfurther supported by the employment of SchoolLearning Support Officers (SLSOs) to work withstudents in classrooms with identified complexadditional learning needs and ensure that they haveequitable access to the curriculum.


Next Steps

• Expand on data walls by introducing "bump it up" walls in every classroom, with students using the language of thewall.

• Use writing rubrics across K–6 for each type of text to ensure consistent teacher judgement. • Regular monitoring and review meetings for all students on PLASPs and PLPs to occur each semester. • Extend G&T students and provide more opportunities for them to succeed. • Spirals of Inquiry to continue in 2018 with all support staff involved in the process, and with common themes

across the school (such as reading, writing, numeracy). • Ensure that the focus students identified as part of the Class at a Glance analysis by the executive team are

supported with specific teaching strategies and become the focus of the Spirals process for each stage team.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7174

Teacher–casual wages

Teachers ran an after school Homework Clubfor Aboriginal students to provide them withadditional support in literacy and numeracy.Teachers were also provided with release inorder to support them in forming eachAboriginal students' PLP in conjunction withstudents and their parents/carers.

English language proficiency $48 681

SLSO positions; Guidedreading and home readingresources

Additional SLSOs were employed to supportstudents in improving their reading outcomes.Guided reading texts and home readingbooks were also purchased to further expandthe resources available to support students'English language learning.

Low level adjustment for disability $28 032

SLSO positions established

Two SLSOs were employed to supportstudents who were identified through theLearning Support Team as requiringadditional support . These students showedimproved engagement in their learning andwere able to complete modified tasks with theone–to–one assistance.

Quality Teaching, SuccessfulStudents (QTSS)

$24 784

QTSS teacher allocation

This allocation was used to allow AssistantPrincipals and experienced teachers duringTerm 1 to mentor beginning teachers.Throughout Terms 2–4, this allocation wasused to support our school's implementationof Spirals of Inquiry, providing teachers withrelease to meet in teams and work together toimprove their professional practice.

Socio–economic background $43 192

Future–focusedfurniture; Technologyincluding iPads andlaptops; Sonia Byrnes –early career teacher andaccreditation mentor (AP0.1 FTE)

Students were supported through thecontinued development of flexible learningspaces – enabled through the purchase offlexible furniture. Our school's technologicalcapability was further enhance through thepurchase of additional laptops and iPadswhich allowed all students' in–class learningexperiences to be enhanced and made moreinteractive. Sonia Byrnes was engaged 1 dayper fortnight as an early career teachermentor and worked with staff to support themin completing their accreditation at Proficient.

Support for beginning teachers $36 198

Teacher release forbeginning teachers

Beginning teachers were provided withadditional release time on our weeklytimetable. This allowed them to furtherdevelop and refine their professional practiceand consolidate their professional learning.They also had the opportunity to work withSonia Byrnes as an early career teachermentor support their development asteachers, as well as through the accreditationprocess.

Targeted student support forrefugees and new arrivals

$3412

Resources, excursion

Resources were purchased to support ourrefugee and new arrival students, includingBilingual storybooks and other resources tosupport their English language learning. Ourrefugee students were also able to attend anexcursion to Symbio Wildlife Park to providethem with an engaging and enrichingexperience to immerse them in Australian life.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 156 155 168 172

Girls 152 164 165 154

Our student population remained fairly stablethroughout 2016, with few students leaving orcommencing during the year. Overall, our numbersremained between 320–340 students. We anticipatethat student numbers at Chipping Norton Public Schoolwill increase in 2018.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.2 94.5 93.3 93.4

1 95.8 93.9 92.9 93.2

2 95.4 94.1 96 93.7

3 96.5 93.6 93.8 94

4 95.7 94.7 93.6 92.7

5 95.4 93.8 94.8 93.6

6 95.7 94.2 93.5 93.8

All Years 95.6 94.1 94 93.5

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Overall attendance at Chipping Norton Public Schoolremains pleasing, falling close to state averages. Atargeted intervention for a small number of studentswho had high numbers of unexplained absences wascarried out by relevant class teachers, with the supportof the Principal and the Home School Liaison Officer(HSLO). Attendance and targeted interventions for

these students were monitored through a Lateness andAttendance Monitoring Program (LAMP) and thisresulted in fewer unexplained absences for most ofthese students, with attendance improving for some.

Class sizes

Class Total

KB 21

KA 22

1A 21

1B 21

2B 21

2A 19

3_4A 27

3A 31

4A 28

4_5A 30

5_6B 30

5_6A 29

5_6C 28

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.29

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.8

Teacher of ESL 1.2

School Counsellor 0

School Administration & SupportStaff

2.87

Other Positions 0

*Full Time Equivalent

We do not have any staff members that identify asAboriginal or Torres Strait Islander.


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 50

Professional learning and teacher accreditation

A targeted approach to ongoing professional learningwas facilitated for staff through five key projects –Whole School Assessment, Futures Learning,Quality Writing Project, Spirals of Inquiry andBuilding Teacher Capacity. Staff in each of theprojects participated in external professional learning,undertook professional readings and worked togetherto develop teaching resources and deliver professionallearning to all staff across the school. These PLsessions were a key feature of our Wednesdayafternoon professional learning program.

A significant number of Wednesday afternoon sessionswas also dedicated to stage teams of teachers workingtogether on stage–specific professional learning aroundEnglish and mathematics syllabus implementation,moderating work samples, data tracking using theliteracy and numeracy continuums, as well ascollaborative planning days. The entire staff alsoparticipated in mandatory professional learning,including the Code of Conduct, Child Protection, CPRand anaphylaxis.

Once again this year, a major investment was made inproviding individual teachers, as well as project teams,with opportunities to attend external professionallearning, where the PL was linked to a school planfocus and/or one of their Performance andDevelopment Plan (PDP) goals. These included: • Spirals of Inquiry – NSW Network of Inquiry and

Innovation (NOII) • Excellence in School Leadership –

Educhangemakers • Improving Community Engagement • LEAP Masterclass • ARCO Training • Leadership for Learning • PEN Conference – Primary English Network • Differentiation for Teaching and Learning • NAPLAN Online Training • Aboriginal Education Conference • GROWTH Coaching • Minds Wide Open – Critical and Creative Thinking • Supporting Staff with Lesson Observations • Early Stage 1 Conference – Centre for

Professional Learning • Coding in the Classroom • Aboriginal Education modules

• STEM in a Box • Future Focused Immersion Expo • Early Career Teachers Conference • 7 Steps Writing workshop • Project–Based Learning – at Hilltop Road PS • 'Not Just a Brush' workshop (visual arts) • Vocabulary Course • Reading Strategies for Years 3–6 • EAL/D Orientation • Refugee Student Support • Beginning EAL/D course • STARS training • Schools of the Future conference • White Ribbon training • Oliver Training • Library Stocktake training • STEM in the Classroom K–2 • Liverpool Library Conference

Chipping Norton Public School continues to commit tothe NSW teacher accreditation processes stipulated byNSW Education Standards Authority, in order to ensurethat we have the highest quality teachers in each of ourclassrooms every day. Several beginning teachersworked towards completing their accreditation atProficient Teacher status, including three classteachers and one casual teacher submitting theiraccreditation at the end of the year. Other teachers areworking towards completion of their first or secondcycle of maintenance. At least two members of staffhave indicated an interest in commencing theiraccreditation at either Highly Accomplished or Lead,with one staff member commencing the evidencecollection process for accreditation at Lead.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 157,834

Revenue 2,977,867

Appropriation 2,770,077

Sale of Goods and Services 290

Grants and Contributions 204,462

Gain and Loss 0

Other Revenue 0

Investment Income 3,038

Expenses -3,059,037

Recurrent Expenses -3,059,037

Employee Related -2,511,065

Operating Expenses -547,972

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-81,170

Balance Carried Forward 76,664

Chipping Norton Public School received funding fromthe NSW government, allocated by the NSWDepartment of Education. The school also receivedsignificant funding from community sources, includingschool fundraising and the Parents & CitizensAssociation (P&C). The school managed its financesand budget with due diligence and appropriate financialresponsibility.

The finance committee continued to ensure that budgetaccrual and spending was managed in line with NSWDepartment of Education policies and procedures, andsupported the implementation of our School Plan. Thefinance committee consisted of the Principal, twoAssistant Principals, a teacher representative and theSchool Administrative Manager. Accrual financialaccounting was monitored and reviewed during financecommittee meetings. Budgets were formulated by theschool leadership team and acquitted by the SAM andthe Principal.

The P&C were updated on financial matters at eachmeeting and were given regular opportunities to

contribute to decision making pertaining to majorexpenditure. Annual funding was committed againstRAM loadings as determined for our school by theNSW government and always spent in keeping withthese priorities. During 2017, we continued to expendsurplus funding accrued in the years prior to 2016, inalignment with school plan strategies and targets, thelearning needs presented by our students, as well asNSW Department of Education priorities.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,213,623

Base Per Capita 50,891

Base Location 0

Other Base 2,162,732

Equity Total 303,743

Equity Aboriginal 7,174

Equity Socio economic 43,192

Equity Language 152,797

Equity Disability 100,580

Targeted Total 41,921

Other Total 72,841

Grand Total 2,632,128

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 reading results indicate that 34% of students arein the top two bands. Writing results indicate 24% ofstudents are performing in the top two bands. InSpelling, 46% of Year 3 students are performing in thetop two bands. Grammar and punctuation resultsindicate that 58% of Year 3 students are in the top twobands.

Year 5 reading results indicate that 24% of students areperforming in the top two bands. In writing, 12% of Year5 students are achieving in the top two bands. Year 5spelling results indicate that 24% are performing in thetop two bands. In grammar and punctuation, 22% ofstudents are performing in the top two bands.


Year 3 results show 31% of students are in the top twobands in numeracy and Year 5 students are at 19%,which is a slight increase on 2016 results.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Premier's Priorities: Improving education results

The Premier’s priorities call for an increase by 8% ofstudents performance in the top two bands. Year 3grammar and punctuation has increased from 53% ofstudents in the top two bands in 2016 to 58% in2017. Year 5 reading results increased from 19% in2016 to 24% in 2017. Other results did not indicate anygrowth from 2016.

State Priorities: Better services – Improving Aboriginaleducation outcomes

The Premier's priorities call for an increase theproportion of Aboriginal and Torres Strait Islanderstudents in the top two NAPLAN bands for reading andnumeracy by 30%. In 2017, we had no Aboriginalstudents complete NAPLAN in Year 3, however we hadthree Aboriginal students complete NAPLAN in Year 5,compared with one Aboriginal student in Year 5completing NAPLAN in 2016. As such, we are unableto provide a statistically valid measure of Aboriginalstudent growth in performance from 2015 to 2017 bythis measure.


Parent/caregiver, student, teachersatisfaction

Chipping Norton Public School is proud to have strong,positive links with our parents/carers, as well as thewider school community. We recognise and value theimportance of student, parent and teacher feedback asa crucial aspect of school improvement and thepathway to school excellence. The school elicitsfeedback through both qualitative and quantitativemeasures to assess aspects such as school climate,student learning experiences, connectedness,curriculum implementation and positive relationships.The data that we collected was invaluable inunderstanding and responding to our community'sideas about the way forward for continuousimprovement in our school. Chipping Norton PublicSchool is held in high regard by its students, parentsand the local community. There is a strong sense ofcommunity within the school, and the students andparents/carers report that staff are knowledgeable,passionate, dedicated and caring.

The community appreciated and highly valued the widerange of extracurricular activities that are provided bythe staff, with 20 different extracurricular opportunitiesprovided throughout each school week.

Parents/Carers

Overall, parent/carer participation remains high, andthis is evidenced through all staff memberscontinuously developing authentic positive relationshipswith parents/carers, as well as through the following: • An average of 15–20 parents attend the school's

bi–termly P&C meetings • An average of 40–50 parents attend the school's

fortnightly whole school assemblies • High numbers of parent/carer, grandparent and

community attendance at whole school specialevents, such as Harmony Day, NAIDOC Weekcelebrations, Grandparents Day, EducationWeek/Open Day, Fathers Day breakfast andMothers Day breakfast which had over 100 mumsand grandmothers attend.

• The school's newsletter is being electronicallydelivered through our eSchoolNews app

• Parent/carer and community engagement in oursocial media presence on Facebook and Twitter,as well as through the Seesaw app

• Our electronic sign and message board at thefront of the school, which regularly displaysmessages about current events and schoolachievements, as well as parent/carer reminders

• A regular and committed group of parents meteach Friday morning to run a Playgroup for theirtoddlers and preschool aged children.

Parent/carer satisfaction remains above state average,according to the Tell Them From Me – Partners inLearning parent survey conducted in October. Amajority of parents/carers feel welcome at our schooland believe that they are well informed about theirchildren's schooling. A high majority of parents statedthat they can easily speak with their child's teachers. Amajority of parents/carers also stated that they feel thatthe teachers inform them immediately about concernswith their child's academic progress or behaviour. Ahigh majority of parents believe that our school hasstrong supports in place for positive behaviour andin–class student engagement, and feel that theirstudents are safe at our school. We will continue tobuild our relationships with parents/carers andcommunity members during 2018 through continuingour online social media presence, welcomingparents/carers and community members to more wholeschool special events, as well as investigatingstrategies to enhance the scope for parents/carers andcommunity members to become more involved inschool life and classroom experiences.

Qualitative data was also collected, seeking feedbackfrom parents/carers about what areas they feel theschool does well in and what important issues need tobe addressed. The collated data indicated the following: • Communication and positive school environment

– quotes included: "Everyone is treated equallyand there is no racism. Children have a goodrelationship with teachers", "My child's teacher islovely. She is warm and engaged and my childloves her", "The lovely friendly environment in ourschool is amazing"

• Students' schooling experiences – quotesincluded: "The school has moved forward in itscollective vision of what the students need forfuture learning", "(The Principal) is clearlysupportive of the development of the school andstaff", "We are extremely proud of how... (our son)has progressed and grown in his first year ofschool."

• Addressing learning needs – quotes included:"(The school is) taking care of the special needsof the children", "(The school is) attending tochildren who need that extra help in theclassroom."

The main issues that parents/carers identified asneeding to be addressed were concerning: • More emphasis on reading, writing and numeracy

and less on extracurricular activities • Student resilience programs • More opportunities for students requiring


extension • Modernising the curriculum – coding, critical and

creative thinking, problem solving skills

Students

In 2017, Chipping Norton Public School sought theopinions of students through the completion of the TellThem From Me student survey tool. The student surveywas completed by the majority (more than 90%) ofstudents in Years 4, 5 and 6. The surveys werecoordinated by the NSW Department of Education'sCentre for Education Statistics and Evaluation (CESE).The survey questions were grouped to assess eight ofthe most important drivers of student learning:leadership, collaboration, learning culture, datainformation practice, teaching strategies, technology,inclusive school and parent involvement.

The survey showed that students at Chipping NortonPublic School value their schooling outcomes and havea strong understanding of how their education impactstheir future. The majority of students believed that theirbehaviour is positive and that they do not get in troublefor disruptive behaviour. Our students indicated thatthey try hard to succeed in their learning and themajority of students indicated that they are interestedand motivated in their learning.

In regards to drivers of student outcomes, studentsreported they are taught important concepts well andthat they believed that their time in class is usedefficiently. Students also reported that they findclassroom instruction rigorous, that they feel supportedand consistently encouraged at school, and that theirteachers are responsive to their needs and have highexpectations of them to succeed. These were all aboveNSW government norms.

Teachers

All teachers completed the Tell Them From Me – Focuson Learning survey in October. The survey, coordinatedby CESE, grouped questions to assess the eightdrivers of student learning, as with the student survey.Teachers reported rates above NSW governmentnorms in all of the eight drivers. Four of these drivers;leadership, collaboration, teaching strategies andparent involvement were rated well above NSWgovernment norms by teachers. Technology was ratedabove NSW government norms by teachers for the firsttime in 2017.

Teachers reported that school leaders helped toimprove their teaching and supported them duringstressful times. They stated that they highly valuecollaboration as an important strategy to developquality teaching, learning and assessment programs,as well as talking with other teachers about strategiesthat increase student engagement. With regards tolearning culture, teachers reported that they set highexpectations for student learning and monitor theprogress of individual students, as well as providingwritten feedback to students on their work. They utiliseassessments to help them understand the areas of the

curriculum where their students are having difficulty,and use formal assessment tasks to inform their lessonplanning. Teachers reported that they link newconcepts to previously taught skills and knowledge thattheir students have mastered, and provide studentswith feedback that brings them closer to achieve theirlearning goals. They help students to overcomepersonal barriers to using interactive technology andprovide students with opportunities to use computersand other ICT to enhance their learning experiences.With regards to inclusive school practices, teachersstated that they establish clear expectations forclassroom behaviour and create opportunities forsuccess for students who are learning at a slower pace.They develop and use personalised learning andsupport plans for students requiring adjustments to theirlearning, and regularly inform parents about theirchildren's progress.

At the end of the year, all teachers also engaged in afocused conversation with the relieving Principal toreflect on their achievement of their PDP goals, howthey contributed to the whole school vision,opportunities for further development and their futureaspirations. Collated qualitative data indicated thefollowing: • Improved pedagogy – quotes included: "Our

commitment to quality teaching in English hascontinued to grow from strength to strength", "Ithink we are really good at reflecting on ourteaching and making changes to improve it", "Weare willing to try new things for the benefit of staff,students and the community."

• Enhanced school culture and communityengagement – quotes included: "We providemany and varied opportunities for the (students)","The implementation of Seesaw across the schoolhas been fantastic and something that... makesour school stand out", "...working towardsachieving a common vision for our school","students seem happy and achieving theirlearning goals in a more positive learningenvironment", "we are building up our parentcommunity and involving parents more in their(children's) learning."

• Greater collegiality – quotes included: "We workwell as a team and teachers are willing to shareideas and resources with each other", "We are anextremely collegial staff and all get along well, wesupport each other and give each other advice allthe time", "We are supportive in many ways, notonly to the students but to each other."

• A shift towards future focused learning – quotesincluded: "We are moving into providing moreopportunities for 21st Century learning throughproject–based learning, Seesaw, flexible learningenvironments, STEM...", "We have made bigchanges to technology and a move toward(s)future focused learning in classrooms", "Theamount of ICT within the school strengthens ourability to teach the 4Cs."


Policy requirements

Aboriginal education

Chipping Norton Public School is committed toimproving Aboriginal and Torres Strait Islanderstudents’ educational outcomes by providing studentswith additional support in areas of need based onPersonalised Learning Pathways (PLPs) andparticipation in a range of cultural activities.

In 2017, 16 Aboriginal students participated in NAIDOCDay celebrations where they engaged in Aboriginal andTorres Strait Islander dance, stories, artefacts and art.Students attended an Aboriginal cultural experienceexcursion to Mt Annan Botanic Gardens where theyhad the opportunity to connect and learn about culture.Acknowledgment of Country was recited by mostAboriginal students and included in whole schoolassemblies and important occasions including HarmonyDay.

Throughout 2017, we worked extremely hard topromote respect, understanding of culture andacademic growth in the following ways: • All Aboriginal students had a Personalised

Learning Pathway (PLP) developed incollaboration with the classroom teacher,parent/carer and student. Review meetingoccurred early in Semester 2 with the Principaland class teacher.

• Providing all Aboriginal students withopportunities to lead the school in saying theAcknowledgement of Country at each wholeschool assembly and at special events.

• Aboriginal students achieving below gradeexpectation in reading and writing receivedweekly support through a homework centre, ledby classroom teachers in meeting goals set inPLPs.

• All Aboriginal students attended weekly artsessions with Aboriginal Elder Aunty Margaret.They all entered artworks in the Mil–Pra AECGand KARI Art Competition and Exhibition at theCasula Powerhouse Arts Centre.

• Sharneil Biljabu, one of our most talented artists,was the lucky student chosen to participate in theDjamu Junior visual arts program at the SydneyMuseum for Aboriginal students. She experiencedmaking artworks with some inspirational artists,and was exposed to some fantastic artworks atthe Museum. Later in the year, Sharneil went onto win a prize for her artwork at the Mil–Pra AECGArt Competition.

• Engaged talented Aboriginal artist and NAIDOCArtist of the Year Daren Dunn to work with ourIndigenous students and Stage 3 to paint a muralfor the school garden. The completed muralincluded Aboriginal symbols that arerepresentative of our local area, painted by thestudents and guided by Daren's mentoring. Thestudents had a wonderful experience with Daren,sharing stories about culture and respect acrossthree whole–day visits.

Multicultural and anti-racism education

A review of our Language Background Other ThanEnglish (LBOTE) data this year showed that ourpopulation of students using English as an AdditionalLanguage or Dialect (EAL/D) was 64%. The majority ofthese students came from an Arabic, Vietnamese,Greek, Serbian or Indian background. As a result, wecontinued our focus of providing high level support toEAL/D students across the school through a mix ofwithdrawal groups and in–class support, therebyensuring access to EAL/D instruction from a specialistteacher for a wider number of students. Additionally, wehad one student newly arrived in Australia enrol in ourschool – a new migrant from Ukraine, as well as a newstudent in Kindergarten that arrived in Australia as arefugee from Syria. These students, in addition to twoother students who were new arrivals from Vietnam latein 2016, were provided with specialist withdrawalsupport from our EAL/D teacher in order to participatein the New Arrivals Program (NAP). We have seengrowth in their English language learning so far, as aresult of their participation in the NAP.

Additionally, our school is committed to ensuring thatissues concerning multiculturalism and anti–racism areembedded across all aspects of the curriculum, for allstudents across Kindergarten to Year 6. This year, forthe first time in many years, we celebrated HarmonyDay as a whole school. Students wore traditional dressfrom their cultural backgrounds and brought along foodfrom their cultural background to talk about during alunchtime "multicultural picnic." Classes also joinedtogether in "buddy classes" to complete an activityabout acceptance and diversity. This event was a greatsuccess, and helped to improve all students'understanding of multiculturalism, acceptance of othersand the value of diversity. A further positive outcomewas the enhanced sense of belonging and pride in theircultural heritage that the majority of LBOTE studentsexperienced throughout the day.

One of our Assistant Principals was trained inanti–racism in Semester One, in order to become ourschool's new Anti–Racism Contact Officer (ARCO). Aspart of the training, staff were made aware of the new


complaint handling procedures regarding racism andwere introduced to resources to support their teachingof anti–racism awareness in their classrooms.

All class teachers are expected to embedunderstanding of both difference and diversity,intercultural understanding and anti–racismawareness across the curriculum. We plan to furtherbuild on this during 2018.

Other school programs

Go Blue for Autism Day

For the first time this year, we held a Go Blue forAutism Day event at our school to show our schoolcommunity's support for children and adults with autismspectrum disorder (ASD), as well as to raise awarenessof what ASD is and how the symptoms vary fromperson to person. For a small school, we have asignificant number of students with ASD and thishelped to empower them to be themselves within asupportive community of students, staff andparents/carers. Students and staff were encouraged towear blue and donate a gold coin to Aspect (AutismSpectrum Australia). Naree Guerreri, the parent of oneof our students with ASD, spoke to the staff during a"blue" afternoon tea about her experiences in raising achild with ASD and her family's journey. Studentscompleted activities with their class teachers aboutautism spectrum disorder and what it means for aperson to have ASD. Our wonderful school communityembraced Go Blue for Autism Day, an event whereinclusiveness was truly at its best. Parents/carerscommented that they valued that the sharing ofknowledge led to a better understanding of ASD.

White Ribbon School

In 2017, Chipping Norton Public Schoolembedded White Ribbon values into our alreadyexisting practices and programs, as we have a strongfocus on safe, respectful relationships for all. This wascreated through discussions with the school executiveteam and out of this discussion, the decision was madeto embed the White Ribbon values into our schoolvalues programs and PDHPE learning experiences.Staff engaged in professional learning to buildunderstanding surrounding violence against women.This involved engaging discussions about the effectsthat violence against women have on our students andour community; these discussions proved tobe insightful. This then led to our school's White RibbonDay launch, at which all students and staff took thepledge to create safe, respectful relationships within ourcommunity. Parents/carers and communitymembers were invited to the launch. Students sharedtheir understanding and thoughts on violence againstwomen through discussions and artwork. Stafforganised a range of engaging activities prior to thelaunch time for students. This involved presenting theWhite Ribbon message to all students while beingsensitive and mindful of their ages and life experiences.We encouraged ALL students to wear white and bringalong a gold coin donation. All students and staff

received a white ribbon to wear and the proceeds weredonated to White Ribbon Australia. At the launch,students and staff wore white, and formed a giant whiteribbon in the middle of our back oval while we said theoath. The image of this "human White Ribbon"formation was captured by a drone. Throughout 2018,all staff will continue to embed White Ribbon values intoteaching and learning experiences, particularly as partof our Harmony Day celebrations, promoting safe,respectful relationships for all. We are aiming toparticipate in a White Ribbon March and fosterenhanced community involvement in the program. Wewill continue to promote the values of White Ribbon inall aspects of school life.

Arts

This year, our school greatly enhanced the provision ofquality arts learning experiences across the school. Weinvested funds and time in the establishment of a visualarts storeroom in order to allow teachers to explore allaspects of the visual arts syllabus content with theirstudents. Additionally, one of our teachers coordinatedan arts group during lunchtimes, where students wereexposed to different types of art creation to developtheir existing talents. The series of sessions allowedstudents to create long term art installations, as well asmake artworks for competitions, which enhanced theirengagement by enabling them a genuine audience tocreate artworks for. The premise of the arts group wasto allow students to experiment with different mediums,techniques and skills that they could further use anddevelop themselves both at school and at home. Aselect group of students were targeted through theinter–school Battle of the Arts competition to gainexperience from other experts and peers to bring backconcepts to their fellow students at school. Our artsgroup teacher was selected to be a mentor teacher onthe day of the Battle of the Arts to upskil other localteachers and to support the running of the competition.

Sport

We achieved great sporting results in 2017. There were96 students from Years 3–6 who represented ourschool in the Summer PSSA competition in cricket,newcombe ball,and oztag. In addition, 108 studentsfrom Years 3–6 represented the school in Winter PSSAcompetitions in netball, boys soccer, girls soccer andfor the first time in the Liverpool Zone’s history, touchfootball. Many of these teams had successful seasons.In particular, the junior touch football team weresuccessful in advancing to the semi–finals in theircompetition. Additionally, skills based sportingprograms were provided for students not participating inPSSA on Fridays for school sport.

All students were given the opportunity to participate inschool swimming, cross country and athletics carnivals.Many of these students went on to represent the schoolat Zone carnivals. Of these, Olivia Pyda and AleksaCvijanovic were selected to represent the LiverpoolZone at a regional carnival in cross country. AlexisGalu, Olivia Pyda, Keara Davis, Briana Sidari andJoshua Crossan represented the Liverpool Zone at theregional athletics carnival in a variety of events.


Akaysha Jones selected to represent the LiverpoolZone at the swimming carnival.

Throughout the year, senior students were given theopportunity to trial for Liverpool Zone teams in a varietyof sports. Ten students from our school were selectedto compete in 22 different places during South WestSydney sporting competitions.

Alexis Galu was named sports girl of the year, afterrepresenting the Liverpool Zone in touch football,hockey, track 100m, track 200m, 4 x 100m senior relayand long jump. Joshua Crossan and Jhye Foat werenamed joint sports boy of the year, representing theLiverpool Zone in soccer, long jump and high jump; andrugby league, rugby union and softball, respectively.

Community Events

2017 was a year of renewal and growth in terms ofcommunity engagement, as the school sought to forgenew relationships with members of the community andstrengthen those relationships that already existed.Throughout the year, parents/carers, grandparents andother family members were given the opportunity toengage in school life in many different ways. Thisincluded our whole school assemblies, held three timeseach term, parent forums where information on avariety of topics were presented to parents/carers twiceeach term, Education Week and Open classrooms Day,Book Week including the book character parade andbook fair, our annual Easter Hat Parade, our annualSpring Fair, and other events such as public speakingfinals, debates that our school hosted and the Premier'sSpelling Bee stage finals, all which our parents/carersand grandparents were invited to attend. In addition tothese events, there were a number of brand newcommunity events that parents/carers and the localcommunity attended and engaged in, and some otherevents that were run differently this year: • Grandparents Day and Remembrance Day – this

year, these two events were combined andprovided a unique opportunity for the wholeschool community to celebrate our grandparents,as well as commemorate those who had servedour country in the armed forces. We hadapproximately 100 grandparents attend, who tookpart in our Remembrance Day ceremony service,visited their grandchildren's classrooms and thenwere treated to morning tea in our school library.

• Mothers Day Breakfast and Fathers DayBreakfast – these two events were brand new toour school this year and were very well receivedby the whole school community. The Mothers DayBreakfast was attended by well over 100 mumsand grandmothers, including some of theteacher's mothers! They were treated to abreakfast buffet and some wonderful games. TheFathers Day Breakfast was also well received andthe dads were treated to a bacon and egg roll anda game of soccer on our back oval. Due to thesuccess of both events in fostering communityharmony and the positive feedback received, weanticipate to continue these events in 2018.

• Creative Arts Showcase – another brand newevent to our school this year, we decided against

having a whole school concert involving everyclass in the school, as this would be too disruptiveto learning time across K–6, and we held a wholeschool concert in 2016. However, we still wantedto give an opportunity for our performance groupsto showcase their talents and hard work, and sothe idea of a Creative Arts Showcase was born –a shorter concert that was free for all familymembers of performing students to attend. Ourschool community, including staff andparents/carers, loved this idea and providedpositive feedback about how much easier theconcert was to run than the full K–6 schoolconcert. Due to this positive feedback, our schoolhas decided to continue this new format in eachyear that a Moorebank Community of Schools(MCoS) combined concert is not held.

• Presentation Day – for the first time this year, weran our Presentation Day as one ceremony ratherthan splitting the awards between two differentceremonies for K–2 and Years 3–6. We made thisdecision based on feedback we received at theend of 2016 where many parents felt that thesecond ceremony made the day too long and a lotof the same items were repeated. The combinedPresentation Day ceremony this year was asuccess, as we borrowed additional seating froma neighbouring school to ensure that allparents/carers, grandparents and other familymembers were able to be seated, and ensuredthat the ceremony itself did not run for longer thantwo hours. All community members who attendedcommented positively on the improved format ofthe ceremony and hoped that we would continuethis in the future.

We hope to continue fostering community spirit andharmony through our community events in the comingyear.

Debating

In 2017, 8 students from Years 4–6 competed againstlocal schools in the Bankstown–East Hills Debatingcompetition. The students debated about currentevents and issues in the community. The ChippingNorton Public School debating team was verysuccessful in the competition, making it to the GrandFinal undefeated. It was in the Grand Final that theywere ultimately defeated and were crowned RunnersUp for the 2017 tournament.


2017 Chipping Norton Public School Annual Report · development goals matched to specific standard...

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