2018 Chester Hill North Public School Annual Report...Chester Hill North Public School Campbell Hill...

Chester Hill North Public SchoolAnnual Report

2018

3981

Printed on: 2 May, 2019 of 18 Chester Hill North Public School 3981 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Chester Hill North Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Helen Colquhoun

Principal

School contact details

Chester Hill North Public SchoolCampbell Hill RdChester Hill, 2162www.chesterhin-p.schools.nsw.edu.auchesterhin-p.school@det.nsw.edu.au9644 1512


School background

School vision statement

School Motto Truth through Reason

Our Vision

To prepare our students to lead rewarding and productive lives in a complex and dynamic world.

About us

At Chester Hill North Public School we have high expectations and standards for all school community members. Weembrace and celebrate our multicultural and diverse community. We engage and motivate all school communitymembers to value their education in their journey as life long learners.

Our Goals:1. All children make a strong start in life and learning and make a successful transition to school.2. Every student is known, valued and cared for in our school.3. Every student, every teacher and every leader improves every year.4. Every student is engaged and challenged to learn.5. All students have a strong foundation in literacy and numeracy, deep content knowledge and confidence in their

ability to learn, adapt and be responsible citizens.6. Our school enables future–focused learning and teaching.

Values

Excellence:

We have high expectation of students and staff. We strive to excel. We use and share evidence, research and data tounderpin policy and practice.

Equity:

We teach all children. We respect the diversity and views and contributions of others. We treat people fairly.

Trust:

We embrace collaboration and learning with others. We build relationships based on mutual respect. We support eachother.

Integrity:

We act professionally with honesty and consistency. We communicate clear expectations. We are transparent withinformation and decisions.

Accountability:

We allocate resources efficiently and effectively. We review and monitor performance to drive improvement.

Service:

We work openly in partnership with parents, communities and organisations.

School context

Chester Hill North PS is situated in a residential area in South–West Sydney. The school was established in 1958 andprovides enrolment for students from a range of cultural backgrounds. Most students live within walking distance of theschool.

There are 535 students enrolled. Students from 40 different cultural backgrounds including refugee students recentlyarrived in Australia and 8 students from Aboriginal background attend the school and make up (86% LBOTE) of thestudent population. In 2018 there are 23 classes from Kindergarten to Year 6. There are three classes for most grades


and four classes for Kindergarten and Year 2. Classes are organised with a range of student ability groups in each classfrom those students who were very capable to those needing support in all areas of the curriculum.

The Principal is supported by a team of seven executive, twenty three classroom teachers, twelve support staff includingEAL/D, support teachers for learning difficulties, relief from face to face teachers, four ancillary staff, one generalassistant and eight school learning support officers.

We believe Chester Hill North Public School caters for the needs of our diverse student population. The individuality of allstudents and their specific learning needs is recognised by all staff.

The school is on a large site with upgraded classrooms, a dedicated music room, a newly furnished staff centre and aspecial purpose building with two classrooms used for Mathematics and Technology. The school grounds have anattractive park like presentation boasting gardens, trees and grass play areas with fitness and play equipment.

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.

For more information about the School Excellence Framework:

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

Learning

Learning Culture – Delivering

Well–being – Sustaining and Growing

Curriculum and Learning – Sustaining and Growing

Assessment – Sustaining and Growing

Reporting – Delivering

Student Performance Measures – Delivering

PBL lesson plans are implemented across all stages demonstrating consistency of universal language used in explicitlessons. Positive data demonstrates that all students are taking responsibility to achieve expectations usingself–motivation. Professional dialogue and workshops with colleagues ensure open and regular communication and aclear understanding of PBL priorities across the school. Students demonstrate responsibility for their ongoing learningand effectively demonstrate positive behaviour choices that have been explicitly taught across a variety of settings,reflecting a positive learning culture.

The National Literacy and Numeracy Learning Progressions were implemented across the K–6. Classroom teachersattended weekly sessions to build a shared understanding of these progressions.

Teaching

Effective Classroom Practice – Sustaining and Growing

Data Skills and Use – Sustaining and Growing

Professional Standards – Sustaining and Growing

Learning and Development – Sustaining and Growing

All K–2 teachers received L3 training in 2018. The EAFS Numeracy program continued to develop teachers to maintaineffective teaching practices and establish a learning environment that establishes positive mathematical learning. Allclassroom teachers engaged with the Instructional Leaders to ensure that learning needs are identified and addressed


through professional learning with the National Literacy and Numeracy Learning Progressions. Teachers in K–2 engagedin regular analysis of data with the Instructional Leaders. Results were tracked and analysed every five weeks to ensurestudent deficits were identified and appropriate support was provided. This data also drives differentiation across Literacyand Numeracy programs.

Performance and Development plans are reviewed biannually. Supervisors lead team members in establishing theirprofessional goals and direct them to appropriate professional learning to improve teacher quality.

Leading

Educational Leadership – Sustaining and Growing

School Planning, Implementation and Reporting – Sustaining and Growing

School Resources – Sustaining and Growing

Management Practices and Processes – Delivering

Our School Plan is updated annually based on reflections of achievements of targets, ensuring responsiveness toemerging needs of students. Our School Plan outlines processes and intentions for resource allocation based onstrategic directions. Specific funding for targeted programs is outline in Key Funding initiatives. Within our School Planwe ensure educational equity by allocating programs and resources to address the academic and well–being needs oftargeted students and school focus areas. Our self–assessment process will assist the school to refine our school plan,leading to further improvements in the delivery of education to our students.


Strategic Direction 1

Connections

Purpose

School connectedness refers to students' sense of belonging, commitment to school, relationships with peers, teachersand opportunities to actively participate in the school community. Our vision is to increase the connectedness of ourstudents, staff, parents and the wider community, so that our students connect, succeed, thrive and learn. This will beachieved through Social and Emotional Learning and Positive Behaviour for Learning.

Overall summary of progress

Social Emotional Learning

In 2018, we implemented the You Can Do it program to teach our students social and emotional skills to becomeresilient, confident, organised, persistent and get along better. On SDD Term 2, Staff were presented with a brief on theWhat works best CESE document about bullying. Teachers completed the online PL. The AntiBullying Plan and Posterwere shared with staff. Information about this direction was placed in the Bulletin for parents and community of CHNPSto raise awareness.

Positive Behaviour for Learning (PBL)

PBL continued in 2018. We purchase passive games for the playground. Set up playground teacher visibility whensupervising students with new 'pocket' vests. Some members of staff from the PBL committee attended the reloadtraining and 3 other team members attended Advance Tiered Intervention training. The whole school moved onto a newclass reward system, this is now administered on SENTRAL to streamline tracking of student information.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase by 5% the number ofparents providing feedbackthrough the Tell Them From Me(TTFM) survey.

No fund spent during 2018. In 2018, we had more parents providing feedbackthrough the Tell Them From Me survey.

Increase the number of studentsin Years 4–6 with a positivesense of belonging from 74% to78%

$1000 for resources 69% of students in Years 4–6 feel accepted andvalued by their peers and by others at their schoolas measured from the TTFM with students apositive sense of belonging.

Increase the number of studentsin Years 4–6 with positiverelationships from 72% to76% (as measured in TTFM).

75% students have friends at school they can trustand who encourage them to make positive choicesas measured from the TTFM with students positiverelationships.

PBL improvement measure willbe taken from data on SENTRALand the Tiered Fidelity Inventory(TFI) and demonstrate anincrease of the implementation ofthe school expectations anduniversals.

$5000 for passive games,class merit awards weeklyprizes and badges forstudents.

10 casual days forprofessional learning $4500

With a change of staff on the PBL committee, thetiered fidelity inventory early 2019 to measureschool progress.

Next Steps

In 2019, focus will be on implementing the Department's strategic direction: Every student is known, valued and caredfor. On Staff Development Day Term 1 staff evaluated our current school programs strengths and areas for improvement.In 2019, there will be a focus on attendance, focusing on identifying and understanding attendance patterns , create awelcoming place for everyone, and embed proactive strategies to address students' needs. In addition to this weenvisage building positive relationships with our parent community.



Quality Teaching and Learning

Purpose

Teaching and learning is our core business. Our vision is that all students in our care to be actively engaged inevidenced based approaches for quality teaching, learning and assessment practices that meet the needs of all learners.Staff are using assessment data to identify student achievements and progress in order to reflect on teachingeffectiveness. This will be achieved through a focus on explicit teaching of all Key Learning Areas and Quality teaching ofLiteracy and Numeracy.


Literacy and Numeracy

K–6 classroom teachers had regular fortnightly meetings to build an awareness of the National Literacy and NumeracyLearning Progressions. In addition, staff meetings were held to demonstrate how to profile students on ALAN. 100% ofclassroom teachers profile their students for the 4 areas of literacy and 3 areas of numeracy in Term 1 Profiles wereestablished by following a common thread through the progressions. Further communication provided by Early Action forSuccess we then focused on Creating texts with the National Literacy Learning Progression and Numbers, Pattern andAlgebraic Thinking with the National Numeracy Learning Progression for the rest of the school year.

Regular data meetings with Stage teams focused on analysis of data. Specific areas were examined to ensure consistentteacher judgement and building shared understanding of these focus areas. . In addition to this from Term 2, staffregularly worked with Jan Farmer Hailey to improve programming quality talk for quality writing.

Analysis of NAPLAN 2018 has been conducted for Literacy and Numeracy. Results were shared at a LST meeting..Feedback to all staff on areas of strength and areas for improvement occurred at whole school admin meetings and inStage teams for IL meetings.Key Learning Areas

At the start of 2018, we focused on NSW Educational Standards Authority requirements. New scope and sequenceswere implemented. New programming standards for teaching and learning programs were established.

In Term 3, all stff began to evaluate the scope and sequences for Key learning areas. This was achieved with staffselecting a KLA committee.

Staff further participated in professional learning about formative assessment and assessment for learning. We have aschool wide focus on Learning Intentions and Success Criteria. Critical friends were used to conduct peer observationsof this strategy and provide feedback for improvement.





Increase expected growth inNAPLAN Numeracy (Years 3 to5) by 4% from 43% to 47%.

$360,000 for employment of6 school learning andsupport officers to assiststudent learning inclassrooms.

Expected growth in NAPLAN numeracy (Years 3–5)rose from 43% to 45%.

Increase expected growth inNAPLAN Writing (Years 3 to 5)by 4% from 65% to 69%.

$210,000 for theemployment of 2 additionalclassrooms teachers toassist student learning byenabling smaller class sizesand personalised learningplans.

Expected growth in NAPLAN writing (Years 3–5)rose from 65% to 71%.

Increase expected growth inNAPLAN Reading (Years 3 to 5)by 4% from 56% to 60%.

$50,000 for the purchase ofresources and furniture toeffectively implement L3 for

The growth in NAPLAN reading (Year 3–5)decreased from 56% to 40%.






Increase expected growth inNAPLAN Reading (Years 3 to 5)by 4% from 56% to 60%.

K–2 The growth in NAPLAN reading (Year 3–5)decreased from 56% to 40%.

Increase the number of studentsin Year 2 at or above GuidedReading Level 22 by the end ofSemester 2 from 79% to 83%.

The number of students in Year 2 at or aboveGuided Reading Level 22 by the end of Semester 2rose from 79% to 84%.

Increase the number of Year 1students at or above GuidedReading Level 18 by the end ofSemester 2 from 68% to 72%.

The number of students in Year 1 at or aboveGuided Reading Level 18 by the end of Semester 2fell from 68% to 64%.

Increase the number ofKindergarten students reading ator above Guided Reading level 9by the end of Semester 2 from41% to 45%.

The number of students in Kindergarten at or aboveGuided Reading Level 9 by the end of Semester 2rose from 41% to 63%

Have 80% of students in Year 2achieving Additive Strategies 6and Quantifying Numbers 7 onthe National Numeracy LearningProgressions by the end ofSemester 2.

$20,000 for the purchase ofteaching resources formathematics activities.

Due to the change of directions from state office.Staff profiled students in Numbers, Patterns andAlgebraic Thinking instead of Additive Strategies.

Have 80% of students in Year 1achieving Additive Strategies 4(Counting by ones) on theNational Numeracy LearningProgressions by the end ofSemester 2.


Have 80% of student inKindergarten achieving AdditiveStrategies 2 (Perceptual) on theNational Numeracy LearningProgressions by the end ofSemester 2.


Next Steps

In 2019, we will implement the new Science and Technology syllabus scope and sequence. We will look at incorporatingSTEM and digital technologies into our teaching and learning programs.

In addition to this we will working on a new scope and sequence for Personal Development, Health and PhysicalEducation to commence implementation in 2020.

We will also develop new numeracy targets in line with State office directions.



Staff capacity building

Purpose

Our vision is that we are creating a culture of high expectations for all and developing a self improving culture. This willbe achieved through induction and coaching using the Spirals of Inquiry.


Coaching

Executive met with their team members individually and gave feedback about programs in line with the AustralianProfessional Standards for teachers. All executive received professional learning on practice analysis conversations.

The Instructional Leaders continued to coach staff and move through ongoing cycles of investigation to enhanceteaching practices. A whole school collaborative inquiry about formative assessment was conducted in Term 4. This willbe a continued focus in 2019.

Induction

Six beginning teachers and one staff member transferred into the school received support through the school inductionprocess. In 2018, we began to look at the Department of Education new strategic direction for induction.





Staff provide evidence of impactof their coaching andreflection measured against theirperformance and developmentgoals.

$300,000 for salary costsfor 2 Instructional Leaders

All staff met with their supervisors as part of thePerformance Development plan process. It will bean ongoing expectation that teachers provideevidence of their impact.

Staff are involved in professionallearning communities that aredriven by teacher identified needand link to Performance andDevelopment goals.

$9,000 20 casual relief daysfor professional learning.

Staff met regularly in stage teams to conduct alearning sprint on a common learning need forstudents. In addition to this we had a teachmeetsession with Jan Farmer Hailey focusing on qualityprogramming for English.

Next Steps

In 2019, we will continue to look at implementing the new induction model for new staff to Chester Hill North PublicSchool. Staff will continue to be coached and move through ongoing cycles of investigation to enhance teachingpractices.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7,782 Effective delivery of the curriculum specificallytargeting the learning needs of Aboriginalstudents. Learning, attendance and behaviourtargets are discussed and reviewed withparents and students on a regular basis.

NAIDOC Day is celebrated in the schoolcommunity with the performance byKoormurri.

Aboriginal Cultural groups, elders and guestspeakers are invited to the school fortalks/performances through the partnershipswith Bankstown Communities for childrenfacilitated by the Smith Family.

English language proficiency $229,049 for 2.2 FTEteaching staff

$48,683 for resources

EALD staff support teachers in addressing thelearning needs of New Arrivals, Refugees andEALD students.

Teachers track and identify students on theEALD progressions.

Teachers collaborate with EALD teachers toplan strategies for meeting the needs ofEALD students in teaching and learning.

Low level adjustment for disability $208,226 for 2.0 FTEclassroom teachers

$101,075 for 2 SchoolLearning Support Officers

The Learning Support team meet fortnightly todiscuss students "at risk".

The Learning and Support teachers' focus onstudents nominated through the LearningSupport meeting.

School Learning Support Officers assisttargeted students to access the curriculumthrough identified strategies in thePersonalised Learning and Support Plans.

Quality Teaching, SuccessfulStudents (QTSS)

$88,808 for 0.8 Classroomteacher

Additional Class room teacher to supportteacher professional learning for all staff aspart of the Early Action For Success strategy.

Socio–economic background $210,000 2 classroomteachers

$100,00 Speech/Occupational therapy

$315,890 School LearningSupport Officers (5)

Feedback on the Speech and Occupationaltherapy programs indicate that theseprograms assist students in their language,fine and gross motor skills. These strategieshave focus on the National Literacy LearningProgression for the areas of PhonemicAwareness.

5 School learning support officers havesupported a range of programs catering forstudent's individual learning needs.

2 additional classroom teachers have enabledgreater student engagement as class sizesare smaller. The focus has been onsupporting individual student learning.

Support for beginning teachers Funding was used towardscasual relief days tosupport the mentoringprogram and professionallearning.

The professional growth of teachers ismonitored through the application ofPerformance and Development Plans PDPs.

Teacher identified strengths and areas fordevelopment are identified through


Support for beginning teachers Funding was used towardscasual relief days tosupport the mentoringprogram and professionallearning.

professional learning.

Our beginning teachers met regularly with amentor to support them in the profession.

Targeted student support forrefugees and new arrivals

$4,125 All teachers received professional learning onsupporting refugee students.

Targeted students received additional supportin the classroom to assist their transition toschool.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 265 261 266 260

Girls 242 259 251 276

Student attendance profile

School

Year 2015 2016 2017 2018

K 93.5 92 92.5 93.2

1 94.2 93.9 91.3 92.4

2 92.7 94.3 93.8 91.7

3 94.1 94.8 91.3 91.7

4 92 96.4 93.4 92.1

5 92.5 92.9 94 94.4

6 95.3 95.3 89.1 92.2

All Years 93.4 94.1 92.2 92.5

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

All parents in the school are advised through regularcommunication of the importance of school attendance.Class teachers record absences in class rolls on a dailybasis with students required to bring an "absence note"on their return to school.

Support from the Home School Liaison Officer (HSLO)is provided for incidents of frequent or prolongednon–attendance at school. Records for late arrivals andearly departures are accurately maintained.

Class sizes

Class Total

K4 19

K3 20

K2 21

K1 21

11 21

13 21

12 21

22 23

21 25

24 25

23 25

33 26

32 26

31 24

43 27

42 24

41 27

51 27

53 27

52 25

63 25

62 25

61 26


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 20.54

Teacher of Reading Recovery 0.74

Learning and Support Teacher(s) 2

Teacher Librarian 1

Teacher ESL 2.2

School Administration and SupportStaff

3.96

*Full Time Equivalent

The Australian Education Regulation, 2014, requiresschools to report on the Aboriginal composition of theirworkforce. 4% of staff at Chester Hill North PublicSchool identify as being Indigenous.

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 4

Professional learning and teacher accreditation

In 2018, 5 new scheme teachers completed theiraccreditation at proficiency. All teaching staff our nowregistered with the NSW Education StandardsAuthority.

Professional Learning was held regularly for all staff:

– at fortnightly staff professional learning meetings,

– on school development days.

– Instructional Leadership sessions.

In Term 4 we moved to weekly professional learningmeetings.

The focus for all teachers were in the following areas:

– National Literacy and Numeracy LearningProgressions

– Positive Behaviour for Learning (PBL)

and the new Science and Technology syllabus.

We formed curriculum Key Learning area committees inTerm 3, these committees meet every three weeks toevaluate school practice.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 995,406

Revenue 5,945,935

Appropriation 5,776,163

Sale of Goods and Services 15,445

Grants and Contributions 145,137

Gain and Loss 0

Other Revenue 200

Investment Income 8,990

Expenses -5,879,843

Recurrent Expenses -5,890,107

Employee Related -5,435,635

Operating Expenses -454,473

Capital Expenses 10,264

Employee Related 0

Operating Expenses 10,264

SURPLUS / DEFICIT FOR THEYEAR

66,092

Balance Carried Forward 1,061,497

Chester Hill North Public School has a team to monitorthe budget consisting of the Principal, Deputy Principal,School Administrative Manager. They meet regularly tooversee the budget.

The 2018 budget was prepared in Term 1 and isregularly monitored through

– school overview report

– employee level salary cost report

– free characteristic report including commitments.

No unusual spending was noted in the 2018 AnnualFinancial Statement

The amount of $1,061,497 is the balance carriedforward and has been targeted in the 2019 schoolbudget. These funds will be used for:

– replacement of interactive whiteboards (5 year plan of$125,000)

– replacement of air conditioners (10 year plan

$140,000)

– employ additional classroom teachers (2 x $105,000)

– technology resources $20,000

– library furniture $20,000

Financial summary equity funding

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

2018 Actual ($)

Base Total 3,677,528

Base Per Capita 99,972

Base Location 0

Other Base 3,577,556

Equity Total 1,290,658

Equity Aboriginal 7,782

Equity Socio economic 695,890

Equity Language 277,686

Equity Disability 309,301

Targeted Total 80,486

Other Total 460,589

Grand Total 5,509,262

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

40% of our Year 5 students achieved greater than orequal to expected growth in Reading. 71% of our Year5 students achieved greater than or equal to expectedgrowth in Writing. 55% of our Year 5 students achievedgreater than or equal to expected growth in Grammarand Punctuation. 57% of our Year 5 students achievedgreater than or equal to expected growth in Spelling.

Year 3 Literacy

Areas of Strength:

Reading – Identifies contrasted information in apersuasive discussion and evaluates the purpose of asubheading in a magazine article

Grammar and Punctuation – Pronouns and pronounreferencing

Opportunities for improvement:

Reading – Locates directly related information in anarrative, Identifies the author's purpose at the end of apersuasive discussion and locates directly relatedinformation in an informative text

Grammar and Punctuation – Prepositions and Verbs

Year 5 Literacy

Areas of Strength:

Reading – Identifies the author's assumption in anadvertisement and interprets directly stated text in anarrative

Grammar and Punctuation – Adverbs and questions

Opportunities for improvement:

Reading – Identifies the main purpose of a personalletter and Identifies the author's intent in persuasive

discussion.

Grammar and Punctuation – Connectives and commas


NUMERACY

45% of our Year 5 students achieved greater than orequal to expected growth in Numeracy.

Year 3 Numeracy

Areas of Strength:

Patterns and Algebra, Length and Volume

Opportunities for Improvement:

Multiplication and Division, Volume and CapacityandThree Dimensional Space

Year 5 Numeracy

Areas of Strength:

Position, Whole Number and Money

Opportunities for Improvement:

Multiplication and Division, Two Dimensional Spaceand Chance


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In 2018, there were 12 Aboriginal students enrolled atChester Hill North Public School making up 2% of ourtotal student enrolments. Each student had their ownindividualised personalised Learning Plan developed inconsultation with their teacher and family.

In NAPLAN 2018, our Year 5 Aboriginal studentsperformed slightly below their non–Aboriginal peers andour very small number of Year 3 Aboriginal studentsperformed slightly below their non–Aboriginal peers.

Parent/caregiver, student, teachersatisfaction

Chester Hill North Public School uses Tell Them FromMe surveys to provide valuable information on varioustopics about student, teacher and parent/carersatisfaction with our school.

Parent survey results confirmed that parents:

* feel welcome at school and are well informed aboutschool activities. .

* are well informed about their child's progress in schoolsubjects

* the school supports their child's learning and teachersencourage their child to do their best work

* strongly feel their child is clear about rules for schoolbehaviour

Policy requirements

Aboriginal education

Chester Hill North Public School received AboriginalBackground Funding in 2018. The funds wereexpended on the effective delivery of curriculumspecifically targeting the learning needs of Aboriginalstudents.

Personalised Learning plans focused on learning,attendance and behaviour targets developed inconsultation with parents and students on a regularbasis. NAIDOC day was celebrated by the schoolcommunity with a performance by Koormurri withcultural awareness activities in the classroom. Studentsdeliver the Acknowledgement of Country at assembliesand school events.Aboriginal Cultural groups, eldersand guest speakers are invited to the school for talksand performances through the partnership withBankstown Communities for Children facilitated by theSmith Family.

Multicultural and anti-racism education

Chester Hill North Public School ensures that teachingand learning programs are culturally inclusive. Furtherto this, our programs foster students' understanding ofculture, cultural diversity, racism and active citizenshipwith a democratic, multicultural society. In 2018, wecelebrated Harmony Day and in Term 4, MulticulturalDay was well attended by the community. AnAnti–Racism Contact Officer (ARCO) is on staff to buildan understanding of cultural diversity and Anti–racisminitiatives within the school community.


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