2017 Hinchinbrook Public School Annual Report€¦ · Page 2 of 19 Hinchinbrook Public School 4613...

Hinchinbrook Public SchoolAnnual Report

2017

4613

Printed on: 10 April, 2018 of 19 Hinchinbrook Public School 4613 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Hinchinbrook 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.

K. de Falco

Principal

School contact details

Hinchinbrook Public SchoolCnr Hinchinbrook Dr & Keppel CircuitHinchinbrook, 2168www.hinchinbro-p.schools.nsw.edu.auhinchinbro-p.School@det.nsw.edu.au9826 7344

Message from the Principal

Our school is very fortunate to have a highly dedicated staff who work together to provide an inclusive environment,where all students are nurtured and encouraged to achieve their personal best. Our students are motivated to learn andparticipate in the range of educational opportunities provided for them at school. We have continued targetedprofessional learning for all our staff, with an intensive focus on the improvement of Literacy. This year we haveimplemented Morning Routine in every classroom, which provides rich and rigorous recall and practice of important facts,vocabulary development, talking and listening and the development of writing skills. The introduction of theComprehension Keys to support the development of reading as part of the Get Reading Right initiative, is becoming akey component of all classrooms.

A strong team approach to the introduction of the Positive Behaviour for Learning program is supporting consistentapproaches to school wide processes to improve student wellbeing and quality learning in all classrooms. We areconfident this will assist in our continued development of a vibrant school learning culture.

Creative and performing arts continues to be a main feature of success for our school. Our school based dance groupsperform at many well respected events beyond our school, including Western Liverpool Festival of Performing Arts andSchool Spectacular. A small group of talented dancers were also selected to be members of the Community of SchoolsDance Ensemble.

Public Speaking, debating and Premier’s Spelling Challenge are on offer to students at a class, stage, school level.Finalists then proceed to higher levels of competition and are acknowledged for their success. One Year 4 student wassuccessful was a finalist at State level of the Premier’s Spelling Challenge. Sport also features as an importantcurriculum and skill development program, with students provided the opportunity to participate in competitive PSSAteams, or skill based school sport. As a school we celebrated the success of a Year 6 student, who competed in theNational Athletics Carnival in South Australia, and was placed 4th in her age group in high jump.

I would like to thank all parents and community members who have positively supported school initiatives. Particularappreciation goes to the small group of dedicated parents in our Parents and Citizens committee. They providesignificant resources to advance student learning and wellbeing across the school, and I thank them on behalf of ourstudents.

I certify that the information provided in this report is the result of a rigorous school self–assessment and review processundertaken with staff, parent and student leaders, and provides a balanced and genuine account of the school’sachievements and areas for development.

Mrs K de Falco


Message from the school community

2017 was an eventful year for the P&C with many activities and events organised by the committee for the schoolcommunity. Thank you to the staff, parents and community members that contributed. These events included raisingfunds with an Easter raffle, Mother’s and Father’s Day stalls, school banking and the bi–annual Mega Fete.

The P&C is always happy to help and support activities happening in the school. Funds raised were used to providetransport for all of Year 6 to Wooglemai, as well as the ScopeIT program for Stage 3. Both were hugely valuable andsuccessful experiences for the children and will continue in 2018.

The Bi–annual Mega Fete turned out to be the most successful with profit to date, making more than $14,000 profit.

The P&C were present at the parent teacher interview night, Book Parade and the School Musical with a cake and coffeestall. All parents that helped out had a very enjoyable time and the feedback from parents and friends purchasing itemswere delighted.

Our P&C view parents as partners in education who have the right and responsibility to play an active role in theirchildren’s education. We look forward to growing our P&C in 2018 and having future success and support.

With activities such as school disco at the end of each term and a Colour Run planned for later in 2018, we are sure itwill be another successful year of fundraising and helping the students and teachers in the school.

Rachael Northcott

P&C President

Message from the students

The 2017 Student Representative Council (SRC) consisted of students elected by their peers to represent the schoolcommunity.

One student from each class attended fortnightly meetings to discuss their fellow students’ concerns on a wide variety ofschool issues. Some of the students upheld leadership roles within the council such as treasurer, secretary andchairperson. However, all students were active members of these meetings and it was an environment in which, allrepresentatives could voice their opinions.

The SRC also enjoyed organising a variety of fundraising events for their fellow students to participate in. Some of thesefundraisers included: Crazy Hair Day, Jeans for Genes Day, Footy Colours Day and Jump Rope for Heart. Students ofthe council were required to relay important information to their class teachers and peers as well as, designadvertisements such as posters to promote the fundraisers.

Throughout the year, student members of the SRC took part in the design process of the school’s new PositiveBehaviour for Learning Program (PBL). Students assisted teacher facilitators in creating mascots as well as, choosingdisplays for different areas of the school. This enabled the SRC to work together to improve our school environment andpromote the values of Safe, Respectful Learners at Hinchinbrook Public School.


School background

School vision statement

‘Learning together’ to provide each student with the opportunity to achieve their personal best through engaged,meaningful learning, that creates inspired 21st Century learners, in a safe, respectful and supportive learningenvironment.

School context

Hinchinbrook Public School was established in 1995 and currently has a population of 611 students (PP2), 82% comingfrom a language background other than English. The school is a member of the Liverpool Network of Schools as part ofthe Ultimo Group. Our school community shares a commitment to a supportive learning environment that places studentsfirst and focuses on quality welfare practices and skilling students to be successful and competitive citizens on a globalscale.The school staff vary in experience from New Scheme Teachers, to those of extensive teaching service. All staffare supported and led by a motivated Leadership Team comprising of the Principal, a class free Deputy Principal andfour Assistant Principals. Support staff and EALD teachers make a valuable contribution to the programs offered to ourstudents. As a learning community we are committed to providing quality learning opportunities for all students within apositive safe and supportive learning environment. The areas of Literacy and Numeracy continue to be a major focus.

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. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

School Excellence Framework – Learning

As an on balance judgement against the SEF, we assessed the school as Sustaining and Growing. Hinchinbrook PublicSchool has primarily focused on wellbeing, curriculum and learning and assessment and reporting.

Through the Positive Behaviour for Learning and Kids Matter Programs, we strive towards creating a positive learningculture amongst the whole school community. Expectations of our students are explicitly taught through the use ofconsistent language.

Hinchinbrook Public School is committed to developing and promoting excellence to meet the learning needs of allstudents. There has been a strong emphasis on developing programs to cater for the differentiated needs of studentsthrough the Get Reading Right (GRR) literacy program. The Targeted Early Numeracy (TEN) program was introducedinto all Early Stage 1 classes. The Learning Support Team works collaboratively with staff to provide adjustments forstudents who have been identified as requiring additional support e.g. learning support, EAL/D, transitions etc.

The importance of assessment to inform programming and giving student feedback has impacted on explicit teachingwithin the classroom. This was achieved in conjunction with the introduction of learning intentions and success criteriaacross all K–6 classes.

School Excellence Framework – Teaching

As an on balance judgement against the SEF, we have assessed our school as Sustaining and Growing. In 2017, amajor focus in the domain of teaching has been effective classroom practice and collaborative practice.

Through the Get Reading Right and Targeted Early Numeracy Programs, differentiated, explicit and needs basedprograms were developed through collaborative planning and professional learning sessions. The teaching and learningcycle highlighted the use of assessment data, feedback and the ongoing reflection and evaluation of programs. Staffwere involved in peer observations, modelling of best practice and 'walkthroughs' that promoted professional dialogue,reflection and giving feedback.


Performance and Development Plans (PDPs) continue to be linked to the Strategic Directions and professional goals ofeach staff member. Professional learning is recorded in learning journals and are closely linked to the AustralianProfessional standards for teachers.

School Excellence Framework – Leading

As an on balance judgement against the SEF, we have assessed our school as Sustaining and Growing.

The reviewed current school plan derived from the vision of the school community and was driven by the main strategicdirections of Learning Together. Excellence in Leadership and Performance, and Enhancing a Positive Learning Culturebased on strong connections and informed communication. The implementation of the strategic directions are the core ofcontinuous improvement efforts across the school and have led to high expectations and improved student outcomes.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

Learning Together

Purpose

To provide opportunities for students to acquire Literacy and Numeracy skills through explicit teaching. These skills willbe utilised in authentic learning opportunities across the school. This will be evident in teaching programs and high levelsof student engagement.

To provide opportunities for students to develop the fundamental skills required to be competitive in the modernworld:–

Critical, informed and effective communicators

Creative and critical thinkers and problem solvers

Collaboratively work as a part of a team

Overall summary of progress

Hinchinbrook Public School has continued to build the capacity of staff in literacy with the support of an off class LiteracyLeader. Professional development has enhanced staff understaning on the explicit teaching of literacy across the school.Through the continuation of Get Reading Right and the implementation of TEN into Early Stage 1 classes, there hasbeen a focus on giving feedback, and the inclusion of learning intentions and success criteria.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the proportion of NSWstudents in the top two NAPLANbands by 8%

$35,000 The percentage of Year 3 students in the top 2bands has increased across all NAPLAN areasassessed. Writing (23.4%)Spelling (13.5%) andGrammar and Punctuation (23.7%) have increasedmore than 8%. For Year 3 students, Numeracyincreased by 7.2%.

Year 5 students in the top 2 bands also increasedacross all areas assessed. Spelling (18.2%),Grammar and Punctuation (17.5%) and Numeracy(9.6%). Reading and writing increased 3.9% and6.8% respectively.

Staff demonstrating increasedconfidence in implementing avariety of assessment anddifferentiation strategies wherestudents are afforded theopportunity to demonstrate theirknowledge and skills, using avariety of assessment tools.

$35,000 Staff demonstrate growth in using differingassessment and differentiated strategies within theclassroom. Teachers are including learningintentions and success criteria in literacy andnumeracy sessions. 100% of staff are using studentsamples and ongoing assessments e.g. unaidedwriting books and SENA , during collaborativeplanning and CTJ meetings.

All staff continue to be actively involved inprofessional learning to enhance the literacystandards of all students particularly in the areas ofcomprehension and guided reading.

Classroom walkthroughs and peer observationsindicate staff are better equipped in giving studentfeedback linked to personal goals. Tell Them fromMe surveys indicate 86% of students feelimmediate feedback helps them learn.


Next Steps

Next steps for 2018: • Literacy Leader will continue to support staff and build on the explicit teaching of literacy across the school, with a

focus on writing development. • Introduction of Targeted Early Numeracy (TEN) into Year 1 classes and continued implementation in Kindergarten

classes with a strong focus on numeral identification and early arithmetical strategies (EAS). • NAPLAN data and internal data sources will be used as evidence of impact to guide the 2018–2020 School Plan.



Excellence in Leadership and performance

Purpose

To enable staff to rise to the challenge of teaching and learning in a ‘Futures School’ by engaging in professional learningaimed at achieving personal teaching goals and improved practices.

To develop shared responsibility for student improvement and transparent learning culture including the observation ofeach other’s practices.


Throughout 2017, staff continued the collaborative development of Performance and Development plans based on theSchool Plan, staff need and aligned with Department of Education policy. Staff have continued to use and valueProfessional Learning Journals and link their learning to the Australian Professional Standards for Teachers. Beginningteachers were mentored through a Beginning Teacher Program. There was continued support for staff members workingtowards gaining and maintaining accreditation.





All staff will be flexible in theirapproach by drawing on a varietyof strategies to implementprograms and assessment toolsto create high quality classroomsthat reflect a change inpedagogy.

$90,000 Staff continue to be committed to create high qualityclassrooms that reflect a change in pedagogy andpractice that is sustainable. Staff have attendedliteracy and numeracy professional learningsessions that enhance teaching and learningstandards across the school.

All staff working towardsachieving their professionallearning goals as outlined in theirPerformance and DevelopmentPlan.

$85,000 All staff have Performance and Development Planslinked to their own needs, school and stage goals.Mid year reviews were completed and adjustmentsmade. Final reviews initiated discussions for 2018PDPs.

All staff will reach theirappropriate accreditation level,measuring their performanceagainst the AustralianProfessional Standards forTeachers

As listed above Teachers are recording learning experiences andaligning them against the Australian ProfessionalStandards for Teachers. Increasing numbers ofstaff members continue moving towards gainingand maintaining accreditation.

Next Steps

Next steps for 2018: • Continue the collaborative development of the Performance and Development Plans based on staff need , school

plan and aligned with DoE policy. • Continued use of Professional Learning Journals and link to the Australian Professional Standards for Teachers. • Beginning Teacher Mentoring Program.



Enhancing a positive learning culture based on strong connections and informed communication

Purpose

To enhance strong connections for an engaged community partnership where a positive culture is fostered and diversityvalued.

To foster a school wide culture of self– improvement and shared responsibility for student engagement, learning andsuccess.

To encourage genuine, open and informed communication and provide opportunities for promoting consultative decisionmaking.


Throughout 2017, there were opportunities for staff to network with other schools that implement similar programs. GRR,TEN and PBL were areas of focus while specialist staff engaged in specialist meetings. Students were involved intransition programs to HPS and local high schools. Parent involvement in school activities has increased: the Meet theTeacher Barbecue in Term 1 saw 70% of families in attendance.





Increase in the number of parentsaccessing information from theschool and taking everyopportunity to get involved in theirchild’s learning.

Increased parent participation inwhole school events.

$10,000 There have been 1,323 downloads of the Skoolbagapp where parents are able to access schoolinformation. There have been 10,000 views withinthe last 60 days. 274 community members arefollowing HPS on Facebook.

TTFM survey indicated 80%of parents attendedmeetings or school functions throughout the year.Increased parent attendance at Coffee Club andP&C Meetings.

Staff develop strong networks toenhance professional goals.

$ 25,000 Classroom teachers, EAL/D and L&ST werenetworking with other schools for GRR, TEN,Instructional Leader, TEN Trainer Training, EAL/Dand L&ST network meetings. Connections werecontinued with local pre–schools and high schoolsto provide additional opportunities for students, e.g.Yr 4 Science program, Debating, transitionprograms and Children's Parliament.

Next Steps

Next steps for 2018: • Provide parent workshops linked to literacy and numeracy practices within the school e.g. presentations at Coffee

Club and parent workshops. • Continued networking opportunities for staff. • Strong connections with local pre and high schools, providing additional programs and transition opportunities.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading 5,340 All students from an Aboriginal backgroundhave an individual learning plan and havestrived toward achieving their goals for 2017.SLSO support is available for studentsrequiring additional support.

Year 3 NAPLAN data reflects ATSI studentsin the top 2 bands for writing and grammarand punctuation. NAPLAN data for Year 5reflects 33% of ATSI students in the top 2bands for reading, writing, spelling grammarand punctuation and numeracy.

English language proficiency 269,630 2.4 EALD specialist teachers team teach inclassrooms and withdraw students to supportliteracy and numeracy development.Teaching and learning programs weredeveloped through collaborative planningsessions based on student need. Throughout2017, specialist staff were working with theEAL/D School Evaluation Framework.

Low level adjustment for disability 196,490 Low level adjustment for disability was usedto provide in class support for studentsidentified through the Learning SupportTeam. The Learning and Support Teachersprovide assistance when developingindividual education plans for students.Learning Support Officers were engaged tosupport students in the classroom and on theplayground.

Quality Teaching, SuccessfulStudents (QTSS)

41,645 QTSS funding enabled an off class AssistantPrincipal to lead literacy across the school.The role supported TPL, planning, assessing,reporting, demonstration lessons, teamteaching and lesson observations to enhancethe explicit teaching of literacy K–6.

Socio–economic background 311,640 Throughout 2017, there was a continuedfocus on literacy and numeracy development.Focus areas targeted comprehension andguided reading for literacy. Targeted EarlyNumeracy was implemented across all ES1classes to support early numeracydevelopment. Additional support hours SLSOwere funded to implement IEPs and wholeschool English and stage based mathsprograms.

Support for beginning teachers 25,639 Teacher mentors supported beginningteachers with fortnightly meetings based onareas of need. Individualised instruction andfeedback on identified areas was given tosupport programming, assessment andreporting, behaviour management strategiesetc. Beginning teachers were released fromclass each term to work with their mentor.The teacher mentor role included guiding thebeginning teachers through the accreditationprocess and gathering evidence linking to theAPST.

Targeted student support forrefugees and new arrivals

5,305 Refugee support Leader worked closely withthe EALD team and staff to enhance theenrolment process for students and their


Targeted student support forrefugees and new arrivals

5,305 families who are newly arrived in Australia.Professional learning for all staff e.g. STARS.

Additional in class support and regulardiscussion with the classroom teacher andparents provided scaffolded support forstudents. Bi–lingual SLSO supported familiesthroughout the year.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 271 252 263 288

Girls 274 274 307 339

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.7 94.2 94 94.6

1 95.6 94.3 93.1 93.6

2 95.7 94.9 94.4 93.4

3 94.9 94.9 93.5 94.8

4 96 93.7 94.5 94.5

5 95.5 95.6 91.7 93.8

6 95.3 94.4 94 93.5

All Years 95.7 94.6 93.6 94.1

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

Hinchinbrook Public School is proactive in managingstudent attendance. Student attendance is monitoredtogether by the staff and the Home School LiaisonOfficer. Attendance is monitored through: • Attendance Reports • Communication with parents – Letters, phone and

interview • Adhering to HSLO procedures

Class sizes

Class Total

KP 20

KD 20

KB 21

K/1T 21

KS 20

1/2V 26

1R 19

1P 23

1J 23

2C 25

2T 25

2N 24

3K 29

3A 27

3/4L 29

3S 29

4K 27

4B 28

4/5Q 29

5S 29

5G 28

5/6Z 28

6V 28

6D 28


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 22.5

Teacher of Reading Recovery 0.63

Learning & Support Teacher(s) 1.3

Teacher Librarian 1.2

Teacher of ESL 2.4

School Counsellor 1

School Administration & SupportStaff

4.06

Other Positions 0

*Full Time Equivalent

In 2017, there was one member of staff who identifiedas Aboriginal 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 85

Postgraduate degree 15

Professional learning and teacher accreditation

The staff at Hinchinbrook Public School partook inprofessional learning directly aligned with the 2017School Plan and Performance and DevelopmentPlans.

Literacy continued to be a focus throughout 2017. EarlyStage 1 had a numeracy focus with the implementationof TEN.

All staff met mandatory requirements including ChildrenProtection, CPR, First Aid, anaphylaxis and updates onthe Code of Conduct.

There were 3 new scheme teachers working towards

NESA accreditation. Eleven staff members weremaintaining accreditation at proficient.

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 825,581

Revenue 5,439,575

Appropriation 5,217,649

Sale of Goods and Services 54,918

Grants and Contributions 163,144

Gain and Loss 0

Other Revenue 0

Investment Income 3,864

Expenses -5,077,136

Recurrent Expenses -5,077,136

Employee Related -4,477,817

Operating Expenses -599,319

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

362,439

Balance Carried Forward 1,188,020

The financial management processes are reviewedeach month by the School Administrative Manager,Principal and Deputy Principal. These financialmeetings review the budget and funds availability.There are no substantial over spending orunderspending patterns.

Funds available will continue to upgrade technologythroughout the school, replace literacy and numeracyresources and support additional professional learning.


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 3,952,745

Base Per Capita 87,111

Base Location 0

Other Base 3,865,634

Equity Total 783,100

Equity Aboriginal 5,340

Equity Socio economic 311,640

Equity Language 269,630

Equity Disability 196,490

Targeted Total 74,975

Other Total 245,925

Grand Total 5,056,745

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.

Literacy NAPLAN data shows an increasing trendacross all literacy areas assessed since 2015 forstudents in Year 3 and Year 5.


Numeracy NAPLAN data indicates an increasing trendfor Year 3 and Year 5 students since 2015. The My School website provides detailed

information and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.


In accordance with the Premier's priorities:

Improving education results, schools are required toreport student performance for the top two NAPLANbands in reading and numeracy. The percentage ofYear 3 students in the top 2 bands has increasedacross all areas assessed during NAPLAN. Writing(23.4%)Spelling (13.5%) and Grammar andPunctuation (23.7%) have increased more than 8%. ForYear 3 students, Numeracy increased by 7.2%.

Year 5 students in the top 2 bands also increasedacross all areas assessed. Spelling (18.2%), Grammarand Punctuation (17.5%) and Numeracy (9.6%)exceeded the Premier's Priorities. Reading and writingincreased 3.9% and 6.8% respectively.

In 2017, Hinchinbrook Public School had 1 Aboriginalstudent in Year 3 and 3 Aboriginal students in Year 5 sitNAPLAN. The Year 3 student achieved the top 2 bandsfor Writing and Grammar and Punctuation. The Year 5students were represented (33.3%) in the top twobands for all areas assessed in NAPLAN.

Parent/caregiver, student, teachersatisfaction

Parent/Caregiver

The Tell Them from Me survey indicated the following: • 80% of parents attended meetings or school

functions throughout the year. • 80% of parents who responded to the survey felt

welcome when they visit Hinchinbrook PublicSchool.

• 89% indicated written information from the schoolis clear and easy to understand.

• 78% of parents who responded to the survey arewell informed of their child's progress.

• 82%of parents believe teachers have highexpectations for their child to succeed.

Students

Data collected from the Tell Them from Me surveyindicated: • 92% of students at Hinchinbrook Public School try

hard to succeed in their learning. • Important concepts are taught well, class time is

used efficiently, and homework and evaluationssupport class objectives. Data shows 87% ofstudents believe the school provides effectivelearning time.

• 86% of students feel classroom instruction iswell–organised, with a clear purpose, andimmediate feedback that helps them learn.

• 89% of students indicated the school staffemphasises academic skills and hold highexpectations for all students to succeed.

TeachersIn 2017, staff completed the Tell Them from Mesurvey. • 96% of staff agree or strongly agree the school

leaders at Hinchinbrook Public School are leadingimprovement and change.

• 93% indicated school leaders clearlycommunicate their strategic vision and values forHinchinbrook Public School.

• 86% of staff believe they work with school leadersto create a safe and orderly school environment.

• Students receive feedback on their work thatbrings them close to achieving their goals wasrepresentative of 83% of the staff.

Policy requirements

Aboriginal education

Aboriginal education is embedded within teaching andlearning programs at Hinchinbrook Public School. Wehave 7 Aboriginal students who are supported bystrong partnerships between school and thecommunity. • Students were supported in literacy and

enhancing a positive and culturally inclusivelearning environment for Aboriginal students.

• All Aboriginal students have individual EducationPlans.

• Aboriginal perspectives are included withinteaching and learning programs.

Multicultural and anti-racism education

In 2017, 82% of students came from a Non–Englishspeaking background. The EAL/D program and schoolenvironment is inclusive and encourages anappreciation and acceptance of all cultures. Staffrecognise and respond to the diverse cultural needs ofthe school community. Teaching and learning programssupport the needs of targeted students in a variety ofways, coordinated through EAL/D programs. Theemployment of a Bi–lingual school learning supportofficer enhanced to communication between home andschool.

School events included a Stage 1 MulticulturalCelebration and Harmony Day which acknowledges thedifferent cultural background of our students. Studentsand staff dress in orange and participate in a variety ofactivities to build a culture of acceptance, tolerance andunity.

One staff member is currently trained as the AntiRacism Contact Officer (ARCO). Hinchinbrook PublicSchool is committed to the elimination of racistdiscrimination. We are continually developing andincreasing our understanding of cultural diversity in theschool community.


Other school programs

Arts

Hinchinbrook Public School had another successfulyear in dance and performing arts.

School Musical – Colour My World

The school musical, Colour My World, was a majorperforming arts event for 2017. On Monday 18th &Tuesday 19th September we performed 23 amazingitems to over 1200 audience members. All of theteachers and students worked hard throughout Term 3to put together a showcase of singing, dancing andacting talents. Every student had the opportunity toshine onstage.

"It certainly coloured my world beautifully! The fantasticmusic, the attention to detail in the choreography,costuming, props and lighting, the punchy andseamless scheduling, the witty and clearly executedstudent introductions, the obvious care andprofessionalism of the staff, the smiley, talentedstudents, the buzz in the huge audience – the wholething was simply magnificent!!" Mr Magripilis, Director.

“We had so much fun watching the show. Thanks forgiving our kids an opportunity to shine in their colours. Ireally hope that we have it every year. Thankseveryone and great performance HPS” HPS parent.

“Enjoyed every performance and the way the show wasorganised by all involved. Thank you HPS staff andstudents for a memorable night featuring Elvis!” HPSparent.

Senior Dance Group

Dazzlers Dance Group: 18 students from years 4–6were selected to participate in the Dazzlers Dancegroup. The group performed a lyrical routine titledBeautiful. They were invited to perform at a fundraisingevent “Love for Saxon.” They were also selected for theUltimo Dance Festival, held at the Seymour Centre inTerm 2. They then performed at the Western LiverpoolFestival of Performing Arts, held at the Marconi Club inTerm 3.

Schools Spectacular: 12 students successfullyauditioned for Combined Dance at the 2017 SchoolsSpectacular, Own the Moment. The group performed inthe segment Imaginarium, with 5 performances overtwo days at Qudos Bank Arena. It was a valuable,memorable experience to be a part of such an amazingshowcase of NSW Public Education talent. Communityof Schools

Dance Ensemble: 1 of our talented students wasselected to participate in the Community of SchoolsDance Ensemble, made up of students from our localnetwork of schools. This student had the opportunity toexcel in dance and participated in the State DanceFestival.

Junior Dance Group

The Junior Groover’s Dance Group consisted of 24students from Year 1 to Year 3. The studentsrepresented Hinchinbrook Public School at the WesternLiverpool Festival of Performing Arts during Term 4.The Groover’s Dance Group enjoyed performing atseveral Blue Award assemblies throughout 2017. Theyrehearsed every Thursday during their lunch break anddemonstrated enthusiasm in preparation for theirperformances.

Choir

In 2017, Miss Quintal and Miss Babic supervised agroup of wonderful students involved in Choir. Twochoir groups were set up consisting of approximately 60students, both boys and girls. These groups included aSchool Choir for students from Years 2 to 6 and aFestival Choir for students from Years 3 to 6 to performat the Western Liverpool Festival of Performing Arts.Throughout the year, the students’ demonstratedenthusiasm and responsibility and in attending weeklychoir practice. The choirs performed at venues withinthe school including whole school Blue AwardAssemblies, Presentation Day Assemblies and out ofschool performances including the Western LiverpoolFestival of Performing Arts.

Debating

At Hinchinbrook Public School, we have two debatingteams. A Junior group consisting of Year 3 & 4students who develop debating skills in an in–schoolprogram. A Senior team made up of Year 5 and 6students who refine their skills in school and go andcompete against other schools in a 6 roundcompetition. Debating is a valuable extra curricularactivity which achieves numerous syllabus outcomes.As well as raising student confidence and self esteemdebating improves students critical thinking skills. Ourschool debating program allows students to participatein a fun and comfortable competition where theysupport one another as a team.

Sport

Hinchinbrook Public School had another successfulyear in sport. Children participated in the AnnualSwimming, Cross Country and Athletics Carnivals.Changes this year included combining with Busby WestPublic School for the Swimming Carnival and holdingour Athletics Carnival at the Ash Road sportingcomplex. Our links with Hoxton Park High Schoolcontinued as they sent along students to support therunning of our carnivals. Eight students represented theschool at the District Swimming Carnival, thirty two atthe District Cross Country and forty five at the DistrictAthletics Carnival. One student went on to the StateCarnival in Athletics and qualified for the NationalAthletics Carnival in Adelaide. Ten students madeDistrict sporting teams.


School Swimming Scheme

During Term 4, Years 2–5 participated in the SchoolSwimming Scheme program that is offered by theDepartment of Education and Communities. Theprogram was offered to students from Years 2 to 6. Atotal of 119 students participated in the program whichcontinued over 10 days. Each lesson was 45 minutes inlength and students were grouped based on theirswimming ability. The students were taught watersafety and survival skills, as well as a range ofswimming skills including blowing bubbles, front glidesand the ability to swim 25 metres unaided in deepwater. The more proficient swimmers were taught skillsto further develop their swimming technique.

PSSA

Oz Tag

The Junior and Senior Girls Oz Tag teams madeHinchinbrook proud as they played each week atPSSA. They experienced wins, loses and draws as theversed a range of local schools at Whitlam Oval. Allgirls attended a Friday morning training session wherethey were able to build and develop their skills ofrunning, tagging and kicking. They worked very welltogether as a team, encouraging each other and takingturns to ensure everyone had a fair go.

Girls Touch Football

The junior and senior girls football teams were made upof beginner and experienced players that worked veryhard to improve their skills and game play every week.The junior girls won every game and were awardedpremiers by the Green Valley Primary School SportsAssociation for Season 1 2017.The senior girls triedtheir best every week. They played very well togetheras a team, encouraging each other, sharing the ballaround and improving their skills. The senior girls wonmost of their games this season and were fiercecompetitors. A great effort overall and all had funlearning and playing.

Mixed Netball

The junior and senior mixed netball teams were verysuccessful this year. We had a much larger cohort ofstudents trial and make teams, including a larger cohortof boys. The junior team finished the season as minorpremiers, even though they started their season withonly 2 players who knew the rules of the game! Bothteams represented Hinchinbrook proudly and displayeda great attitude at all games.

Mixed Newcombeball

2017 was a very successful year for all 3 junior andsenior Newcombeball teams at Hinchinbrook PS. Allstudents who were tried and selected demonstratedoutstanding sportmanship and skill. Various juniorteams were awarded premierships and 1 team evenfinished the season undefeated. The teams did afantastic job representing Hinchinbrook proudly andalways demonstrated a winning attitude.

School Activities

Scope IT

In 2017, HPS employed ScopeIT Education as aprovider of a course in coding for beginners. Theprogram featured ten lessons of hands–on learning in afun and interactive environment. Students learnedabout the ‘engine’ that drives computers in a way thatrelates to what they already know about technology andtheir devices. The cost of the program for each studentwas $5 per lesson. HPS P&C sponsored the programwith a commitment to contribute fifty per cent of thecost for all stage three students. All Year 5 and 6students participated in the program for one fortyminute session per week with their classroom teacherduring the school day. The sessions were facilitated byScopeIT experts. All hardware and software wassupplied by the provider. The program was run onMondays in the computer lab from Week 10 Term Onethrough to Week 10 in Term Two.

Art Attack Group

At the beginning of Term 4, HPS started a free artgroup for 15 children, their parents and any youngersiblings. Mrs Silva, Mrs Pachiarotta and Ms Rigby ranthis group and we met every Friday afternoon from 3.00– 4.00pm. The children ranged from Kindergarten toYear 4 and the program was very popular. Wecompleted a range of projects like decorating a pillowcase, making decorations for a tree and even makingsomething to do with the theme ‘Space’.

Coffee Club

Coffee Club continued again this year and was run byMrs Silva and Ms Rigby. We met fortnightly on a Fridayafternoon and had a small group of parents whoattended regularly. The purpose of Coffee Club was toget information out to the parents in a relaxed andinformal environment. Topics covered included:– TheTEN maths program, healthy lunchbox ideas and afterschool activities.

Jump Rope for Heart

The 2017 Heart Foundation Jump Rope for Heartprogram was launched in Term 3 Week 6. It is anexciting and non–competitive program whichencourages children to become more active throughskipping, learning new skills and raising vital funds forheart research and community health programs. Allfundraising was done online so as to provide a simpleprocess and avoid cash handling through the office.The total amount of funds raised was $2599. Tenstudents from Kindergarten through to year sixparticipated in the fundraising by gaining sponsorshipand raising between $27 to $1216 individually. Theprogram culminated in a Jump Off Day on Thursday2nd November with each class sharing the playgroundwith a buddy class during the day for a short cardiosession of skipping. Fundraisers were presented withincentive prizes for their valued efforts in raising fundsfor the Heart Foundation.


2017 Hinchinbrook Public School Annual Report€¦ · Page 2 of 19 Hinchinbrook Public School 4613...

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