2018 Greystanes Public School Annual Report

Greystanes Public SchoolAnnual Report

2018

2086

Printed on: 9 May, 2019 of 20 Greystanes Public School 2086 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Greystanes 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.

Elizabeth Gledhill

Principal

School contact details

Greystanes Public SchoolMerrylands RdGreystanes, 2145www.greystanes-p.schools.nsw.edu.augreystanes-p.school@det.nsw.edu.au9631 4000


Message from the Principal

Our school vision states, Greystanes Public School is committed to providing quality education in a nurturing innovativeenvironment, so that all students can become active, confident learners., with our strategic directions of Leaning forImpact, Future Focused and Wellbeing underpinning all school priorities and planning. As I reflected over the events andachievements for this year, I was amazed at what an incredibly remarkable and fulfilling year this has been for ourstudents.

This year as part of the Pemulwuy Learning Community we have focused on embedding peer and self–assessment intoour daily practice and as part of the Fair Action Project with the Vincent Fairfax Foundation we are focusing on improvingtransition points and further enhancing community participation.

Our academic results this year have been outstanding with an increased number of students gaining entry into SelectiveHigh Schools & Opportunity Classes for 2019. As a school we have received excellent results in the InternationalCompetitions – receiving in total 233 Distinctions and 68 High Distinctions. Three students were presented a medal foroutstanding achievement in the International Competitions and Assessments for Schools 2018, and two studentspresented at the state final of the Multicultural Perspectives Public Speaking.

Throughout the year our students have had the opportunity to participate in numerous enrichment programs such as theMaths Olympiad, Premier's Reading Challenge, Premier's Spelling Bee, Premier's Sporting Challenge and Big Day In.Students have represented our school and showcased their talents in the performing arts events such as State DramaFestival, PULSE, Sydney Eisteddfod, Celebrating the Arts Festival, Schools Spectacular, Choral Concert, HillsSpectacular & Synergy just to mention a few. Through our school Award system two hundred students have beenawarded a Principal's Award this year, including 116 principal's awards, 65 bronze principal awards, 17 silver principalawards and 2 gold principal's awards.

In the sporting arena we have had a number of students represent our school in PSSA teams, at zone, regional & statecarnivals for swimming, cross country, softball, AFL and athletics. As a school community we have supported worthwhilecharities this year such as Stewart House, Buy a Bale and have provided hampers and donations of food and toiletries toAnglicare Toys & Tucker.

I would like to acknowledge the talents and enthusiastic commitment of our dedicated staff and thank them for workingpassionately to create a quality learning environment for all students at Greystanes Public School. They have touchedthe lives of hundreds of students and families & have sincerely made a difference.

We have achieved many successes for our students this year– thanks to the wonderful support provided by our parentsand caregivers. Support is provided in so many ways from helping with classroom programs to support & encouragementof students, school events & enthusiastic support of all school fundraising initiatives. In particular I would like to take thisopportunity to recognise the efforts of the P&C for their outstanding commitment to providing the vital services of theschool canteen and uniform shop, school banking, leading fundraising initiatives and their enthusiastic support of everyschool program and initiative.

This year we have endeavoured to offer a wide range of workshops and training for parents, which have been very wellattended. The successful partnership between staff, parents, students and extended school community working togetherto create opportunities maximises student outcomes for our students. We will continue to strive to make GreystanesPublic School the best school it can be for our students.

As I retire from the position of Principal at Greystanes Public School, I would like to thank all students, parents, staff andthe extended school community for welcoming me so warmly into your community. Thank you immensely for making mytime at Greystanes Public School the absolute highlight of my teaching career. I have had the honour and delight ofworking with so many beautiful students and families, as well as working alongside such a talented passionate staff. Ihave absolutely loved being part of this incredibly diverse, supportive and positive school community for the past sixyears, and feel extremely privileged to have had the opportunity to lead as principal at Greystanes Public School.

It is with great pleasure that I can confirm with you that the much anticipated building infrastructure upgrade willcommence at our school in 2019 including twenty four future focused learning spaces and a new Administration building.

Our school will continue to pursue excellence in student achievement by providing quality teaching and learning tosupport and encourage students to achieve their personal best.

Elizabeth Gledhill

Principal


Message from the school community

During 2018, our kids have not only grown just older and a little bit taller but a lot smarter, and thanks to the dedicatedstaff at Greystanes Public School.

Throughout last year I have had the pleasure of working with some dedicated parents and carers who collectivelyvolunteered well over 5500 hours of their time running the canteen, uniform shop and coordinating fundraising events.

That hard work has also allowed us to contribute approximately $50,000 towards school resources.

So, to the P&C and all those people who have volunteered their time, I say thank you.

To the staff at Greystanes Public School, I say thank you, thank you, thank you for caring for our kids, letting them grow,letting them have fun and being so dedicated to your profession. Every morning we as parents drop our kids off at theschool gate, and every afternoon they come home that little bit wiser thanks to you.

To Mrs Gledhill it has been a pleasure working with you, your dedication to the school and Greystanes community is trulythat of inspiration.

On behalf of the P&C congratulations, not just for 7 years here at Greystanes Public School but a 39–year career takingcare of our kids and dedicating your life to teaching.

Andy Ektoros

P&C President


School background

School vision statement

Greystanes Public School is committed to providing quality education in a nurturing, innovative learning environment, sothat all students can become active, confident learners for life.

School context

Greystanes Public School provides a friendly and welcoming environment with strong community partnerships. Theschool has an enrolment of 763 students, including 67% from a non–English speaking background. It is a dynamicschool staffed by professional and dedicated teachers with a wide range of experiences, who deliver highly effectivequality teaching and learning programs to enthusiastic learners. The school culture promotes collaborative differentiatedprofessional learning with current priorities that include learning for impact, future focussed learning and wellbeing.

Two Opportunity Classes (OC) for gifted and talented students are based at the school. A committed staff offer a widerange of extracurricular activities that are highly regarded by the school community including choir, dance, publicspeaking, debating, guitar, Enviro Rangers and student leadership. The school is strongly supported by an active parentbody.


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.

Learning

Sustaining and Growing

Our school demonstrates a commitment to differentiate the curriculum delivery to meet the needs of students at differentlevels of achievement, including adjustments to support learning or increase challenge. Teachers use assessments tocapture information about student learning and inform teaching and learning programs. We have implemented practicesto support wellbeing and engagement.

Teaching


Teachers collaborate regularly within and across stage teams to share curriculum knowledge, data, program evaluationsand feedback related to student progress and achievement. Teachers create positive learning environments for theirstudents. Teachers engage in professional learning targeted to school priorities, the needs of their students, andachievement of their professional goals.

Leading


The leadership team actively supports change that leads to improvement, creating opportunities where feedback aboutthe impact of change can be shared and monitored. Leadership and professional learning in our school emphasises thedevelopment of effective instructional leadership, management skills and leadership attributes to facilitate whole schoolimprovement.

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 for Impact

Purpose

At Greystanes Public School we provide opportunities for everyone to be life long learners through challenging,innovative and creative experiences.

Overall summary of progress

Throughout 2018 a number of initiatives in quality teaching and learning practices were maintained across the school.Targeted kindergarten and year 1 staff participated in L3 training. Years 2–6 staff participated in the Focus onReading–Phase 2. In 2018, K–6 staff engaged with A Learning Place A Teaching Place and Carol Spencer. Staffsuccessfully completed professional learning sessions around the research and vocabulary that is taught explicitly inmathematics programs. Staff completed activities around lesson strategies and sequential scope of learning that buildson prior learning. They engaged in mathematics demonstration lessons which allowed for staff to reflect on theirunderstanding of the syllabus content.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased proportion of studentsachieving in the top two NAPLANbands in reading and numeracy.

In 2018, 115 Year 3 students sat for the NAPLANtest.

In reading, 57% of students achieved the top 2bands.

In 2018, 138 Year 5 students sat for the NAPLANtest.

In reading, 54% of students achieved the top 2bands.

At least 80% of studentsdemonstrate expected growth persemester, as measured againstliteracy and numeracyprogressions.

L3: $18,000

Mathematics: $15,795

ES1 teachers reported that L3 procedures andmentoring enhanced teacher knowledge andimproved student literacy outcomes. 92% ofstudents met expected growth in reading,vocabulary and hearing and recording sounds data.

S1 teachers reported enhanced student growth inliteracy outcomes and expected growth surroundingstudent data was achieved.

Next Steps

Continued implementation of L3 for Kindergarten and Year 1 students, and professional learning as appropriate to staffprofessional learning needs. Years 2–6 staff will continue to embed Focus on Reading pedagogy.

A rigorous focus on mathematics teaching and learning programs, and resources to support the stage programs.

Teachers will ensure they provide explicit, specific and timely feedback to students, explaining how to improve theirperformance. We will continue to work with the Pemulwuy Learning Community of Schools and consolidate LISC,teacher feedback and questioning and focus on peer feedback and self–assessment.

Our school will continue to engage in the Fair Education project which is funded by the Vincent Fairfax FamilyFoundation through SchoolsPlus. The project is looking at transition to school as a Kindergarten student and in Year 6when students are moving off to high school. The aim is to develop consistent practice, support families and developcommunity partnerships. The project includes Greystanes HS, Arthur Phillip HS and Merrylands HS and five primaryschools– Hilltop Road PS, Beresford Road PS, Greystanes PS, Toongabbie East PS and Moree East PS. We lookforward to working together to support our students and families at such an important time in their lives.



Future Focused

Purpose

Future focused learning environments inspire students to be leaders of their own learning. They collaborate and engagecritically and creatively to innovate as global citizens.


During 2018 staff demonstrated willingness to accommodate different learning modes and technologies across alllearning areas. Stage planning days were utilised to plan teaching and learning activities to enable all students toexperience a variety of learning modes. Teachers demonstrated integration of ICT in teaching and learning programs,across all stages. All stages also incorporated STEM and/or STEAM in their semester 2 programs, with many utilisingMaker Spaces. Several Year 6 classes utilised BreakOut Edu across a range of KLAs. The STEMSHARE VR Glasseswere trialled by all students, in the library and classrooms.

Students were surveyed and most students indicated they use computers/laptops weekly and iPads daily. Students areprogressing towards being able to select learning spaces in which they learn best. There were indications that thecomputer room and robotics were beginning to be accessed by all classes.

Staff attended external professional learning opportunities to network with other schools and learning communities. Theyalso facilitated professional learning sessions for school staff in robotics and STEM with picture books, and parentworkshops in robotics. The Police Youth Liaison Officer ran a parent workshop on cyber safety and several workshopsfor students.





Increase the proportion ofstudents demonstrating activeengagement with their learning.

BreakoutEdu kits $433.64

Casual Relief: $2 500

Breakout Edu, EV3 Mindstorms, Bee Bot and Dashand Dot kits were widely and frequently utilised aspart of teaching and learning sequences. Withrespect to student use of devices and accessinginternet, there were less reported cyber safetyincidents in 2018, compared to previous years.

Increase the proportion of staffutilising flexible learningspaces/strategies to providepurposeful engaging learningopportunities for their students.

Nil Stage planning days have been utilised to facilitatediscussions and planning around Maker Spacesand STEM, as well as opportunities to employflexible learning spaces within classrooms and thelibrary whilst accommodating student needs.Networking has begun with the Futures Learningunit, Parramatta Public School and Mowbray PublicSchool to plan staff readiness for the newco–teaching/co–learning infrastructure.

Next Steps

Professional Learning for 2019 will involve robotics and iPads, requested by staff through survey results. Networking willcontinue with the Futures Learning unit and schools already utilising co–learning spaces, to plan staff readiness for thenew co–teaching/co–learning infrastructure. This will be part of the professional learning plan for 2019.

XO and Infinity devices will be relocated across Early Stage 1 to Stage 2 classrooms in 2019 to facilitate more regularuse. Digital Technologies will be embedded across all K–6 teaching and learning programs. A focus for 2019, in line withthe new Science and Technology syllabus will be the incorporation of thinking processes.

In 2019, ICT scope and sequence will be utilised to develop student capabilities and to continue to limit cyber safetyincidents. Future Focused team members will be promoting the regular use of mobile devices in their stage meetings.The computer room will be regularly accessed by students as part of the RFF timetable. Informative articles will continueto feature in the school newsletter. The Police Youth Liaison Officer will be invited to speak to both students and parents.



Wellbeing

Purpose

At Greystanes Public School we work in partnership to build mutually respectful and positive relationships throughmaintaining and strengthening a culture of tolerance and inclusion in a nurturing community.


Throughout 2018 there was a continued strong focus on wellbeing for our students, staff and community. Wellbeing isessential for success and working together to create an enaged, safe and happy school community remains a focus atGreystanes Public School.

We continue to embed our school's core values in our teaching and learning practices, with clear behaviour expectationsconsistently and explicitly taught, reinforced and supported across the school.

All staff are supported to develop a range of skills and strategies to support the positive behaviour and wellbeing of allstakeholders and every member of the school community promotes student wellbeing to ensure optimal nurturingconditions for student learning across all school settings.





Increase students supported byPBL universal measures from92% to 96%.

Nil Throughout 2018 teachers have successfullyimplemented Friendly Schools Plus Lessons withintheir classrooms as well as during RFF lessons.Staff also participated in two differentiated PLsession to build on their professional developmentin this area. As a result of a whole school focus onstudents' wellbeing, 116 students achievedprincipal's awards, 65 students achieved bronzeprincipal's awards, 17 students achieved silverprincipal's awards and 2 students achieved goldprincipal's awards.

Increase all staff capacity inmanaging challenging studentbehaviours across all schoolsettings.

GPS Navigator and PDHPEScope and Sequence andappropriate lessons.

MAPA training

Sensory resources

Staff Professional Learning

Social stories

Casual relief

$11,000.00

All staff engaged in professional learning about aconsistent approach to behavioural expectationsacross the school.

ALL Staff engaged in a MAPA refresher course atthe beginning of 2018. Lessons have been devisedin terms of Playground areas and Buddy Bench forteachers to teach in Term 4, 2018. Funds havebeen allocated for LLW@S to develop a scope andsequence inline with the new syllabus and teachertraining. A LLW@S 3–year maintenance plan wasdesigned targeting Nutrition and Physical Activity.

Improve parent communityengagement and participation inworkshops supporting wellbeingand learning compared to 2017baseline data.

RAM Equity

$12,490

Our Community Liaison Officer provided parentinformation workshops such as literacy, numeracy,homework and Triple P. Every Wednesday morningthe Play Club was held in the Before and AfterSchool Care for children aged 0–5 years.


Next Steps

During 2019 we will continue to have a strong focus on wellbeing across the school. We will continue to reflect and refineour GPS Navigators teaching and learning cycle with continuous evaluation of quality and effective practices across theschool. Students will have one hour per week learning sessions and staff will have repeated opportunities to discusseffective wellbeing practices during whole staff and stage meetings.

Students will continue to engage with a variety of extra curricula activities and parents / families are encouraged to bepart of these experiences by attending performances both at and outside school venues.

Staff will engage with departmental support strutcures, specifically through the Aboriginal Education and Wellbeingofficers, to work through strategies for all students and their wellbeing needs.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading RAM: AboriginalBackground Funds

$7547

Personalised Learning Pathways werecreated for all Aboriginal students. A SchoolLearning and Support Officer (SLSO) wasemployed to provide support to all Aboriginalstudents in the school settings. Aboriginalstudents participated in a communityreconciliation event and led the school wideNAIDOC celebrations. Aboriginal studentsattendance in 2018 increased by 3% from2017 data.

English language proficiency RAM: English Languageproficiency

$ 45,619

Additional staff across K–6 classrooms toprovide support to students. Targeted EaLDstudents were supported with explicitlanguage programs and in class supportaligned to the EALD scales. Student progresswas measured against the EaLD learningprogression. Staff implemented TeachingEnglish Language Learners practices into theclassroom.

Low level adjustment for disability RAM: Low LevelAdjustment for Disability

$60,331

Staff and parents were involved in thedevelopment of consultative individualisededucation plans for identified students withimplementation supported by StudentLearning and Support Officers (SLSO).Implementation of the multi–lit program,delivered by the LaST teacher and SLSO's.Ongoing support and review of studenteducational goals.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS staffing allocation ofFTE – 1.258

Quality Teaching, Successful Students fundswere utilised to employ staff members torelieve all Assistant Principals – each one dayper week off class to support the professionallearning of staff in their teams. Time was alsomade available to all staff through a flexibletimetable to participate in classroomobservations of best practice and to facilitateobservations of their teaching and theprovision of constructive feedback.

Socio–economic background RAM: Low socio economic

$30,867

In class support for students from a low socioeconomic background was provided by theemployment of Student Learning SupportOfficers. Provision was also made to ensurestudents from low socio economicbackgrounds were able to participate in allschool wide and stage based activities on thesame basis as their peers. Funding andsupport made available to students andfamilies encountering financial hardship, thisincluded but was not limited to, support tofacilitate student participation in curricular andextra–curricular activities. Uniforms and lunchoptions were provided as required. This hasenabled all students to better participate atschool.

Support for beginning teachers Beginning Teacher Support

$ 68,330

Beginning teachers were supported in theirprofessional development by being releasedfrom class to work collaboratively with theirAssistant Principal and stage teams, forwhole days twice per term. Beginningteachers also attended additional professionallearning opportunities throughout the year


Support for beginning teachers Beginning Teacher Support

$ 68,330

related to their professional developmentplans.

Targeted student support forrefugees and new arrivals

Refugee support

$3375

Refugee support funds where utilised tosupport refugee children in their learning withthe provision of in class support and funds toensure inclusion in all school activities.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 378 367 375 369

Girls 380 363 378 386

Student attendance profile

School

Year 2015 2016 2017 2018

K 97.2 95.1 95.2 93.1

1 96 94.9 95 94.2

2 96.6 95 95.2 93.3

3 96.2 95.7 94.4 94.8

4 96.1 94.4 96.2 95.5

5 97.2 94.9 94.8 95.7

6 94.6 94.9 93.1 93.4

All Years 96.3 95 94.9 94.3

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

Student non attendance is managed initially throughregular letters sent home to parents, to explainabsences where an explanation has not beenforthcoming. Phone calls and/or meetings with studentsand parents are then arranged to formulate anindividual plan or program to improve attendance.Twice a term roll checks are conducted by the HomeSchool Liaison Officer and any student at or below 85%attendance rate is monitored closely for improvement.Significant attendance concerns are referred to theHome School Liaison Officer.

The slight decrease in attendance data for 2018 islargely in part due to an increase in approved student

leave for travel overseas with family.

Regular notices regarding attendance and punctualityto school are regularly included in the schoolnewsletters to remind parents and carers of attendanceexpectations.

Class sizes

Class Total

KP 18

KF 18

KD 19

KB 17

KS 19

1_2H 25

1W 22

1M 24

1L 23

1D 23

2S 25

2N 25

2B 24

3H 30

3D 30

3M 28

3J 30

4F 27

4_5J 30

4K 29

5S OC 30

5A 30

5_6H 28

5_6F 30

5W 30

6C 29

6B 0C 30

6A 29

6S 29


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 27.77

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1

Teacher Librarian 1.2

Teacher ESL 1.8

School Counsellor 1

School Administration and SupportStaff

4.67

*Full Time Equivalent

Currently approximately 6% of our staff identify withbeing 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 100

Postgraduate degree 34

Professional learning and teacher accreditation

Throughout the year staff at Greystanes Public Schoolparticipated in a variety of professional learningopportunities. We had four staff development daysacross the year (one of these days were split intoevening twilight sessions), weekly professional learningsessions after school and a variety of other targetedprofessional learning.

Key areas for school wide professional learningthroughout 2018 were, but not limited to: • Language, Literacy and Learning; • Focus on Reading – Phase 2; • Peer feedback and self assessment; • Professional Learning for Curriculum

Implementation in Science and Geography; • Fair Education; and • Wellbeing and Life Skills

Staff at Greystanes Public School are activeprofessional members of the school and broaderlearning community. 10% of staff were working towardsattaining accreditation at proficiency by the end of2018. All remaining staff were accredited at proficient inJanuary 2018.


Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 608,358

Revenue 5,822,055

Appropriation 5,490,394

Sale of Goods and Services 8,213

Grants and Contributions 314,914

Gain and Loss 0

Other Revenue 4,500

Investment Income 4,035

Expenses -5,775,797

Recurrent Expenses -5,775,797

Employee Related -5,165,650

Operating Expenses -610,147

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

46,258

Balance Carried Forward 654,616

The principal has overall responsibility for financialmanagement, budgeting and monitoring of schoolallocated funds.

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 4,818,281

Base Per Capita 145,607

Base Location 0

Other Base 4,672,674

Equity Total 435,881

Equity Aboriginal 7,547

Equity Socio economic 30,867

Equity Language 233,023

Equity Disability 164,444

Targeted Total 40,832

Other Total 305,366

Grand Total 5,600,361

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.

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.

In 2018, 115 Year 3 students sat for the NAPLAN test. • In grammar and punctuation, 63% of students

achieved the top 2 bands. • In reading, 57% of students achieved the top 2

bands. • In spelling, 59% of students achieved the top 2

bands. • In writing, 47% of students achieved the top 2

bands.In 2018, 138 Year 5 students sat for the NAPLAN test. • In grammar and punctuation, 51% of students

achieved the top 2 bands. • In reading, 54% of students achieved the top 2

bands. • In spelling, 66% of students achieved the top 2

bands. • In writing, 29% of students achieved the top 2

bands.


In 2018, 115 Year 3 students sat for the NAPLAN test. • In numeracy, 52% of students achieved the top 2

bands.In 2018, 138 Year 5 students sat for the NAPLAN test. • In numeracy, 62% of students achieved the top 2

bands.


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 accordance with the Premier's Priorities: Improvingeducation results, schools are required to report theirstudent performance for the top two NAPLAN bands inreading and numeracy.

Year 3 • In reading, 57% of Year 3 students achieved the

top 2 bands. • In numeracy, 52% of students achieved the top 2

bands.Year 5 • In reading, 54% of Year 5 students achieved the

top 2 bands. • In numeracy, 62% of Year 5 students achieved

the top 2 bands.

Parent/caregiver, student, teachersatisfaction

Between 27 August and 17 October 2018, 229 studentsin Years 4 to 6 completed the Tell Them From MeSurvey. • 81% of students are interested and motivated in

their learning compared to the NSW Governmentnorm of 78%.

• 89% of students have friends at school they cantrust and who encourage them to make positivechoices. The NSW Government norm is 85%.

• 94% of students demonstrate positive behaviourfor learning compared to the NSW Governmentnorm of 83%.

• 92% of students try hard to succeed in theirlearning. The NSW Government norm is 88%.

Between 27 August and 25 October 2018, parentscompleted the Tell Them From Me Survey – Partners inLearning. A score of 0 indicates strong disagreement,10 indicates strong agreement. • 7.3 out of 10: Parents support learning at home. • 7.9 out of 10: I am well informed about school

activities. • 9.4 out of 10: My child is clear about the rules for

school behaviour. • 8.3 out of 10: My child is encouraged to do his or

her best work.Between 26 August and 22 October 2018, teacherscompleted the Tell Them From Me Survey – Focus onLearning. A score of 0 indicates strong disagreement,10 indicates strong agreement. • 8.2 out of 10: Teachers discuss with students

ways of seeking help that will increase learning. • 8.8 out of 10: Teachers use two or more teaching

strategies in most class periods. • 8.5 out of 10: Teachers set high expectations for

student learning. • 8.2 out of 10: Teachers in most of their lessons

discuss the learning goals.


Policy requirements

Aboriginal education

Greystanes Public School values and recognises theimportance of enhancing the knowledge andunderstanding of all students about AboriginalAustralia. Our school is committed to implementingprograms and strategies that work towards 'closing thelearning achievement gap' for Aboriginal students inNSW.

The Acknowledgement of Country is an integral part ofschool assemblies and ceremonies. At GreystanesPublic School the Aboriginal and Torres Strait Islanderflags are flown alongside the Australian national flag.

Staff members accompanied our students to aReconciliation event at Prospect Hill, in Greystanes.This event was held to commemorate the anniversaryof Reconciliation. Students were excited to learn aboutAboriginal history and culture though a smokingceremony, storytelling, dance exhibitions and otheractivities. Thank you to Cumberland Council forproviding this opportunity for our students.

In 2018 our key priorities in the area of AboriginalEducation included: • Achievement of educational outcomes by our

students identified as Aboriginal and/or TorresStrait Islander in line with the rest of our studentpopulation.

• Closer connections between Greystanes PublicSchool and our local Aboriginal community,including the families of students identified asAboriginal and/or Torres Strait Islander.

• Continue to increase knowledge, deeperunderstanding and greater appreciation ofAboriginal histories and cultures. Aboriginalperspectives are embedded in Key LearningAreas to provide students with authentic learningexperiences around Aboriginal history, cultureand creative arts. Programs are implemented toeducate all Australians about Aboriginal historiesand cultures and current Aboriginal Australia.

To achieve these targets we have: • Developed Personalised Learning Pathways for

Aboriginal and/or Torres Strait Islander students; • Development of quality teaching programs that

include elements of Aboriginal culturalexperiences;

• Continued the maintenance of the Bush TuckerGarden;

• Ongoing participation in events to highlightAboriginal Education including NAIDOC Week,Reconciliation Week and Harmony Day; and

• Participation of Aboriginal students in communitybased cultural events.

Multicultural and anti-racism education

At Greystanes Public School, we celebrate and valuethe rich and varied backgrounds of our multiculturalcommunity. We promote an inclusive community.

During 2018, students participated in multiculturalevents such as Harmony Day, NAIDOC Week andGrandparents' Day. These events provided studentswith the opportunity to reflect on different culturaldiversity and history which are embedded in our schoolcurriculum. Anti–racism education is embedded into ourschool values and PBL system with lessons gearedtowards the school's expectations in every aspect ofschool life. Our school's core values of Respect,Responsibility and Cooperation help build mutualrespect, tolerance and inclusion.

Helen Huynh, our Community Liaison Officer worked atGreystanes Public School for one day a week. Her rolehas included continuing to provide services for the PlayClub for children aged 0–5 years old, presentingvarious parent workshops and speaking to our parentcommunity at various events such as KindergartenOrientation Days.

The school has 1 trained Anti–Racism Contact Officer(ARCO). An ARCO is the trusted person to whomindividuals and groups initially bring complaints aboutracism which they have experienced or observed in theschool. The ARCO is also a voice in the school andreference person for anti–racism education.


2018 Greystanes Public School Annual Report

Documents

Transcript of 2018 Greystanes Public School Annual Report