2018 Strathfield South Public School Annual Report · 2019-05-31 · Introduction The Annual Report...

Strathfield South Public SchoolAnnual Report

2018

3124

Printed on: 31 May, 2019 of 19 Strathfield South Public School 3124 (2018)

Introduction

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

Karen Mortimer

Principal

School contact details

Strathfield South Public School457 Liverpool RoadSTRATHFIELD, 2135www.strathfies-p.schools.nsw.edu.austrathfies-p.school@det.nsw.edu.au9642 1359

Message from the Principal

Welcome to the Annual Report of 2018. This report provides an opportunity to showcase and celebrate the learning of allstudents at Strathfield South Public School.

The programs and progress in 2018 outlined in this report reflect the school community's commitment to accessingengaging, authentic curriculum that embeds 21st century learner characteristics, skills and experiences.

Our collaborative learning culture firmly focuses on our students flourishing, our teaching being dynamic and ourpartnerships prospering. We commit to every student connecting, succeeding, thriving and learning.

We value our supportive parents and wider community who partner closely with us in the educational journey.

I thank our dedicated staff who continue to go above and beyond in their commitment to professional development,systems leadership and continual improvement. It is with sincere pride I present this report of achievements.

I thank the students, staff and community for their ongoing commitment to our wonderful school.

Karen Mortimer Principal


Message from the school community

What Have P&C Raised Funds Supported in 2018 – $99,796.00

Through the annual P&C voluntary donations, canteen, uniform shop, school banking commissions and money raised atSchool Club events it has enabled the P&C and it's sub committees to support the school financially. We are proud toshare below what you have achieved as a community in 2018. To continue to support the resources required to maintainthe quality of our school and accommodate the growing number of students at the school, our fundraising target for 2019will be determined at the P&C General Meeting in February in collaboration with the School Executive.

Stage 2 Reading Program $12,000

Stage 1 Reading resources $9,913

Whole School Technology Support $15,000

Stage 3 Ukuleles $525

Speech Pathology – focus on Kindergarten, but extended 1–6 $20,000

Whole School Office Administration $1,400

Kindergarten Indoor play equipment $7,200

K–2 Playground toys/ games $2,909

Stage 3 Science / English reading material $10,000

Whole School Quiet Area Upgrade Contribution – Car Raffle $5,849

Whole School Senior student toilet renovation $15,000

Thank you to our generous community and the SSPS teachers and staff,

The 2018 P&C Executive Team


School background

School vision statement

Our vision at Strathfield South Public School is for all students to access engaging, authentic curriculum that embeds21st century learner characteristics, skills and experiences. Students maximise their opportunities within dynamic andcontemporary learning environments that support the wellbeing of all. Staff members are committed to demonstratingimprovement in their teaching practice and are confident in their use of evaluative practices, data and assessment,feedback and collaboration, driving student and school improvement. School leaders are highly visible instructionalleaders, effectively resourcing and supporting the highest levels of learning. Strategic and effective leadership is thecornerstone of school excellence. Significant engagement with parents and the broader community is planned andproactive. The school community utilises contemporary resources to maximise educational partnerships.

School context

Strathfield South Public School caters for students from K–6, in a medium density urban setting, within the StrathfieldPublic Schools Network, acknowledging Aboriginal connections to the Wangal Clan, Daruk Tribe. The school wasestablished in 1881 and now comprises 800 students, 93% from culturally diverse backgrounds. The main languageother than English groups within our school are Cantonese, Mandarin, Korean, Arabic, Tamil and Vietnamese.

Strathfield South Public School fosters strong partnerships with our parents and the broader community. Our thrivingP&C are dedicated in supporting school resourcing, voluntarily managing a healthy, popular canteen and well–stockeduniform shop. They support reading, speech and Occupational Therapy programs, improved quality learning spaces andtechnology upgrades.

The school has a highly professional, collaborative, committed staff and enjoys a strong reputation for excellence.Strathfield South Public School is a 'Kids Matter' school, and provides a safe, welcoming environment that promotes astrong sense of belonging and self–worth.

Strathfield South Public School offers Chinese and Korean Community Language Programs and Italian LOTE. Theschool is embarking on a global connection communication program with educational institutions in Korea, China andItaly.

Strathfield South Public School offers enriching learning opportunities beyond the classroom, including; orchestra, musictuition, stage band and strings, dance, Greek and Telugu classes, martial arts, basketball, art, Chinese calligraphy,chess, speech and drama, choir, engineering, keyboard, physical education and sports.

Strathfield South Public School has strong established partnerships with multiple community organisations. ProfessionalExperience University partnerships contribute significantly to initial teacher education programs within our WingaraCommunity of Schools.

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.

This self–assessment involved collating feedback and information from staff, the community and students over thecourse of 2018. The following information is a collation of the NSW Department of Education (DoE) survey on the SchoolExcellence Framework and summarises our responses. This year, our staff at Strathfield South Public School havediscussed the School Excellence Framework Version 2 and its implications for informing, monitoring and validating ourjourney of excellence. Time was dedicated at executive meetings and stage–based meetings to thoroughly examine theSchool Excellence Framework to determine our progress in each element as either Delivering, Growing and Sustainingor Excelling. Staff reflected on achievements made across the school based on the expectations identified in theframework and considered this document when formulating their own professional learning goals..

In the domain of Learning, our feedback shows that all staff at Strathfield South Public School understand that studentengagement and learning are related. We have focused primarily on building a strong learning culture and curriculum.


Teaching and learning programs are dynamic, showing evidence of revisions based on feedback on teaching practices.Student progress and achievement is tracked continuously. Behaviour expectations are taught explicitly and consistentsupport measures are in place. Positive, respectful relationships are evident among students and staff, promotingstudent wellbeing, thus ensuring optimal conditions for learning. The fundamental importance of wellbeing is reflected inthe improved use of school, system and community expertise and accessing of community resources to supportindividual learning. Strathfield South Public School engages in a strong support system for student transition points.

Our major focus in the area of Teaching has been on the collaborative and reflective practices of teachers, with a newfocus on a structured approach to self–driven reflective practice. Our teachers participated in differentiated professionallearning which incorporated individual, pair and group experiences into teaching and learning activities. All teachers wereinvolved in inquiry learning strategies to continually improve their classroom practices. External experts, includingUniversity partners, were invited to share best–practice strategies. Teachers employed evidence–based effectiveteaching strategies as a whole–school approach. Inter–school relationships continued to provide instructional leadership,mentoring and coaching support to ensure the ongoing development of all staff. We actively evaluated professionallearning activities and aligned them to the School Plan, Australian Professional Standards for Teachers and version 2 ofthis framework.

In the domain of Leading, our priorities have been to maintain a focus on distributed instructional leadership in order tosustain a culture of effective, evidence–based teaching and ongoing improvement for students. Our school continued toincrease community connections resulting in strengthened consultative practices. The use of school facilities continues togrow within the local community, to best meet student and community needs. Administrative practices have beenstrengthened as the school makes informed choices about administrative practices and systems, based on costeffectiveness and evidence, and in response to our local context and needs.

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

Flourishing Students

Purpose

To achieve excellence and promote high levels of engagement through effective, equitable learning opportunities within adynamic learning environment that supports the wellbeing of all.

Overall summary of progress

Our ongoing school wide focus on Positive Behaviour for Learning (PBL), the continuation of the KidsMatter Frameworkand the focus on reflective practices within the Community of Schools (CoS), has enabled Strathfield South PublicSchool to achieve significant progress through a holistic approach to student wellbeing and learning culture.

The continuation of a whole school, social and emotional learning program, BounceBack, involving Professional Learningof all teachers, weekly meetings and collaborative planning, has led to an increased awareness of student wellbeing,student voice and academic success. The growth of these programs is reflected in the addition of communityrepresentatives to the Kidsmatter Team.

The Learning Support Team has been enhanced to monitor and plan student progress through changed allocation ofresources, systems and procedures including the school community and external support. All teachers have and willcontinue to be trained in implementing comprehensive strategies to support the cognitive, emotional, social, physical andspiritual wellbeing of all students. so that all students are known, valued and cared for.

Teachers focused on collecting quality data that demonstrated evidence and impact of the reflective practise focus. Theynoted an increase in self–reflection and personal goal setting as well as, an increased awareness of how to utiliseevidence and data to drive practise.

All staff use consistent school–wide Scope and Sequences for all KLAs, based on the current curriculum.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Most students articulate theirlearning and understand whatthey need to learn next.

$500 All students can articulate their SMART goals.

100% of teachers collect dataand use evidence to direct futureteaching.

$500 All K–2 staff meet regularly to discuss data trendsfor literacy and numeracy.

Teaching programs are registered and includeteacher reflections for future learning.

Annual increases in individualstudent achievement on internaland external data sets in literacyand numeracy.

$1000 Formative assessment strategies are consistentacross all stages. These practices ensure studentsare progressing and achieving their individuallearning goals.

Most teachers use the WellbeingSelf–assessment Tool to identifycurrent practices and evaluateimpact.

$5000 All staff continue to implement the ProfessionalLearning around KidsMatter and BounceBack.

The executives reviewed the school's Wellbeingprocedures and practices to support the cognitive,emotional, social, physical and spiritual wellbeing ofall students.


Next Steps

• Our focus will be on working with an expert to lead professional learning for all staff around Choice Theory, InternalPsychology and Raising Responsibility of all students. . This professional learning will help executives inimplementing a new school wellbeing policy where each student is known, valued and cared for. This learning willthen be implemented to all staff.

• Staff to develop a deep understanding of future– focused learning, effective evidence–based pedagogy andcontemporary curriculum. All teachers will be trained in the 7 dispositions for critical and creative thinking. This newlearning will then be implemented into the classrooms with a stage based approach.

• Staff will undergo Professional Development on the Creative and Critical Thinking Capability and the Personal andSocial Capability of the NSW Curriculum.

• There will be a strong collaborative focus on implementing effective evidence–based, future–focused learningstrategies.

• Continue to work with staff to examine student data, analyse it and provide effective feedback to students that isrelevant, timely and effective. This data analysis is to also further improve future teaching and learning.

• Our focus will be on data skills and use, up–skilling teachers in the understanding, analysis and interpretation ofdata to cater for different learning needs.



Dynamic Teaching

Purpose

Every student experiences excellence in high quality teaching programs and every teacher builds their capacity toimprove practice.


All staff engaged in a variety of professional learning to achieve our goals this year. All staff completed 2 terms of SelfDriven Reflective Practice projects based on current evidence based research. Teachers participated in peerobservations providing feedback to colleagues. QTSS time was used for teachers to be able to complete their Self DrivenReflective Practice.

All staff engaged in the PDP process. Executives lead and facilitated the process, incorporating the standards andSchool Plan. All leaders completed observations, gave feedback and lead mentoring conversations with teachers.

Early Career Teachers were supported through an in school induction, mentoring and coaching program. The schoolinstructional leader took part in delivering regular professional development meetings and ongoing observations andmentoring opportunities, giving regular feedback to teachers.

In 2018, six teachers gained their accreditation at the Proficient Level. Accreditation meetings were held once a term withexamples of evidence shared and joint annotations constructed, network meetings and DoE support sessionscommunicated and attendance encouraged. Assistant and Deputy Principals worked collaboratively to observe, providefeedback and write reports.

Aspiring leaders were given the opportunity to develop their leadership skills by attending professional development andjoining the Community of Schools network through CoSLead and Leading 4 Impact. Aspiring leaders participated in oneon one coaching sessions with external mentor, Annette Udal. Two executive members also participated in the Art ofLeadership Masterclass and two completed the whole training program.

The PEX Hub continued into it's fourth year. Ten schools were part of the initiative within the Community of PracticeModel. Approximately fifty pre service teachers were mentored by teacher mentors from our PEX Hub partnershipschools. In 2018, approximately ten new teachers were trained to be PEX mentors. The training promoted successfulinitial teacher induction processes.

School wide scope and sequences were developed in 2018 to be implemented consistently across the school in theareas of Science, Georgraphy and History.





All teaching programs andindividual ProfessionalDevelopment Plans (PDPs)reflect authentic engagement withwhole school professionallearning.

$5000 – relieving AP's forPDP meetings

$10 000 – PEX mentoring

* Every teacher was allocated time with theirmentor/supervisor to develop their personalisedProfessional Development Plan. As a result,teachers planned the professional learningopportunities that they attended and shared theirlearning with staff during stage and whole schoolmeetings. Learning was evaluated through a rangeof methods, such as feedback surveys and exitslips.

* Instructional leader and supervisors providedfeedback and guidance to teachers during lessonobservations. This encouraged teachers to reflecton their practice and implement improvements totheir classroom pedagogy.

* Early Career Teachers provided successes,challenges and future directions for mentoring,






All teaching programs andindividual ProfessionalDevelopment Plans (PDPs)reflect authentic engagement withwhole school professionallearning.

coaching, induction and instructional leadershiproles during mid point evaluation meetings and atthe end of the year.

An increased number of teachersand leaders engage with higherlevels of the AustralianProfessional Standards forTeachers and Principals in theirProfessional Development Plans(PDPs).

$7780 – CosLead AspiringLeader Sessions

$20 000 – InstructionalLeader to assist and guideaccreditation

* An increased number of teachers participated inthe COSlead coaching sessions that revolvedaround the use of the Australian ProfessionalTeaching Standards. As a result, teachers becamemore familiar with the standards and applied thesein the development of their PDP and to evaluatetheir teaching practice.

* The instructional leader developed professionaldevelopment sessions for teachers to guide them intheir Accreditation journey. This resulted in teachersbeginning to collect evidence and align these to theteaching standards. Six teachers used thesesessions and the knowledge gained to collate andannotate their evidence, successfully submitting itfor accreditation.


Next Steps

• All teachers to undergo other reflective practises such as lesson study and instructional rounds • Teachers to complete Higher levels of accreditation • Our school received funding to continue the partnership with ACU for the next three years, broadening the

numbers of schools involved in the PEX Hub model. • Continue the Early Career Teacher Induction and mentoring program. • A new group of teachers participating in the COSLead program. • Continuing opportunities for aspiring leaders to participate in the Leading 4 Impact program. • Begin implementing youth empowerment programs and incorporating this into reflective practices.



Prosperous Partnerships

Purpose

To build and sustain a dynamic, contemporary learning environment through effective, mutually supportive, collaborativeand trusting relationships with all stakeholders.


The established Wingara and Cooks River professional learning communities continued to work collaboratively at alllevels involving Principals, executives, aspiring leaders and other staff. An ongoing commitment to engagement inreflective practices and professional learning undertaken around current research, built a deep understanding of highimpact strategies.

The school organises and manages the staff to ensure effective learning environments, where resources are strategicallyused to improve student outcomes and support high quality educational practices. The implementation of Sentral:attendance, resource allocation including facilities, student wellbeing (KidsMatter), WH&S, ICT, general maintenance,reporting, profiles & student information benefit the school and the community.

Developing all students by promoting rich learning opportunities through BYOD and ongoing training for classroomteachers for cyber safety and its appropriate use, quality student learning through the support of a technology teamensuring its efficient use, integration & maintenance.

Community partners understand and have confidence in the purpose and objectives of contemporary practices andpedagogy. Curricular programs; new multipurpose court & additional financial benefits to support new programs &resources.

P&C and School Club provide financial support for a variety of projects eg. Multi–Purpose facilities, bathrooms, teachingresources, quiet area sensory garden; community partnership with Lendlease. Also supported by P&C and School club isthe PEX HUB initiative; community sponsorship & grants & submissions; budget meetings with financial administrativemanager; beginning teacher funding; SBAR (overall budget & distribution financial & HR); audit report; meeting withstages to discuss priorities for teaching resources.

The P&C and School Club meetings' anecdotal records, discussions and feedback from parents about the PATHprogram indicated the PATH program increased partnerships with staff, parents and the wider community.

Flexible staffing, Instructional Leader role, WH&S officer, Community Language teachers, SLSOs, flexible timetables,Learning Support Team and additional SASS staff are all used strategically to support the students and staff.

The school builds, sustains and grows effective communication with parents and the school community, ensuringaccessibility to our multicultural and indigenous partners. The K–6 Indigenous Education Team's ongoing professionaldevelopment to effectively build students' cultural awareness of how to be respectful and well informed citizensrecognising significant Aboriginal customs and traditions. In 2018, this Indigenous Team introduced a CommunityAfternoon Tea throughout the whole year to help build positive relationships and trust with our Indigenous families.

The school continues to allow for Quality Learning Environments which are flexible, inspiring both indoor and outdoor,modelled on contemporary teaching approaches used to maximise student learning. Outdoor spaces such as the quietarea on our school grounds presents the opportunity to contribute to important aspects of a student's outdoor, schoolingexperience. These include socialisation, formal and informal learning, imaginative games, taking risks, running,competing in organised sports, and contemplative time in nature. Significant community partnerships that enhancelearning programs collaborate with the school by giving opportunities to access the school facilities and resources and tobenefit the school community. The Wellbeing and KidsMatter team recognise the importance of creating a welcominglearning environment that is inclusive, for all of our students and the community through signage, playground equipmentand quality learning environments.





Increased number of learningspaces refurbished into quality

Quiet area Quote:$60000.Phase one Cost: Synthetic

Action teams assessed different learningenvironments and resources within the school and






and dynamic learningenvironments.

Grass $22830+$5415

New furniture of Block Aclassrooms. $6256.

ICT resources (ICT Budget,Xenontech, GTIL)

$142492

developed a plan to prioritise the update ofresources.–

– New purchase of iPads made so that the latestiOS and app updates could be supported

– New Touch Panels installed in classrooms witholder and dimming projectors

– External provider of ICT support

.

Increased parent involvement,responsiveness and connectionto school events and programs.

Kidsmatter $1000

PATH $1000

Indigenous committee

P&C

PATH

Two parent member for Kidsmatter Action team

Increased capacity across theschool community to optimisehuman and financial resources.

Quiet Area $20000 Lendlease volunteers for the quiet area project

Tree Planting

Next Steps

• Our teachers will collaboratively maximise the effective use of future focused quality learning environments. Theindoor and outdoor environments will be 'activated' by our staff, students and community members as learningopportunities.

• Commencement of quiet area project – Phase One. • KidsMatter team partnerships with parents in continuing to develop and implement whole school wellbeing

initiatives for our students. Phase one – school welcome signs, welcome signage in other languages, clear buildingsigns, cultural recognition, acknowledgement to country signs, floor pavement indigenous prints, Indigenousartworks.

• Increased number of learning spaces refurbished into quality and dynamic leaning environments. • Collaborative focus on parent involvement, responsiveness and connection to school events and programs such

as Easter Hat raffle tickets and, Colour Run • Increase capacity across the school community to optimise human and financial resources through fund raising

and facilities hire. • Continue to facilitate the PATH program with parent community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4 674 Strategic Direction 1

Students have a Personalised Learning andSupport Plan (PLaSP) and are makingprogress across the literacy and numeracycontinuums.


Two teachers participated in AboriginalEducation Professional Learning..

Some staff have undergone ProfessionalDevelopment around writing PLSPs forstudents with Aboriginal backgrounds.


All teachers and support staff that havestudents with Aboriginal backgrounds in theirclasses, have met with their families threetimes this year to build home/schoolrelationships.

English language proficiency $549 157 Strategic Direction 1

All teachers implemented data–informed,innovative programming, incorporating thenew syllabus documents.

All teachers K–6 tracked students in literacyand numeracy using the continuums

Learning Support Team successfullynegotiated weekly class support from externalspecialists. This included speech lessons forKindergarten and fortnightly occupationaltherapy for Stage 1 classes, funded by ourP&C .

Improved English as an Additional Language/Dialect (EAL/D) processes involving theeffective allocation of human resources andtimetabling.


2 teachers engaged in guidance ofexperienced practitioners in L3..

9 Stage 1 – Stage 3 teachers engaged inguidance of experienced practitioners in FoR.

11 Early Stage 1 and Stage 1 teachersengaged in guidance of experiencedpractioners in TEN

11 Early Stage 1 and Stage 1 teachersengaged in guidance of experiencedpractioners in Beyond TEN

The rest of the staff engaged in guidance orpractioners in Beyond FoR.

Low level adjustment for disability $167 897 Strategic Direction 1


Low level adjustment for disability $167 897All students requiring adjustments andlearning support were catered for within classprograms and using other whole schoolstrategies.

Students have a Personalised Learning andSupport Plan that address their needs.

Teachers and SLSOs identify and regularlymonitor and review individual student learningneeds, in consultation with parents/carers.

Identified students accessed MultiLit, Speechand Occupational Therapy to improveoutcomes.

Quality Teaching, SuccessfulStudents (QTSS)

$140 761 Strategic Direction 2

Quality Teaching, Successful Studentsfunding allowed our leadership team toenhance professional practice by usingevidence–based strategies to improve thequality of classroom teaching throughcollaboration, mentoring and reflectivepractice. This resourcing has increased ourlocal decision–making authority and has beenutilised to support teachers at all stages oftheir careers. By developing, supporting andinspiring quality teachers we are in turn,improving student engagement andoutcomes.

Socio–economic background $21 285 Strategic Direction 1

A music specialist was employed to work withStage 2 and 3 to offer performing artsopportunities for students to think creativelyand be challenged in their learning.

Support for beginning teachers $139 436 Strategic Direction 2

Induction provided to all new to site staff andvolunteers.

Provision of relief for early career staff toaccess targeted professional learning andprovide casual relief for these purposes.

In 2018, the new in–school appointedInstructional Leader role led the Early CareerTeacher program, facilitating 3–4 regularworkshops throughout each term to guide andmentor beginning teachers. Regular one onone classroom observations took place withEarly career teachers receiving explicitfeedback and support to improve theirclassroom practice.

Professional Experience Hub Project(PEX)

$95 000 Our school is partnered with the AustralianCatholic University in order to build expertisein high quality professional experienceprograms for teacher education students.

In its fourth year, we continued to makestrong connections with our University andcreate an innovative plan to deliver highquality support and supervision, whilst


Professional Experience Hub Project(PEX)

$95 000 building mentoring capabilities of staff andenhancing teacher expertise in our schooland schools in our Wingara Community ofSchools.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 400 413 395 413

Girls 414 392 395 388

It is a requirement that the reporting of information forall students must be consistent with privacy andpersonal information policies. The school's enrolmentnumbers remain constant each year.

Kindergarten to Year 4 students are grouped in sameage classes. Year 5 and Year 6 students are groupedin stage classes with a focus on leadership andtransition to high school programs.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.3 96.8 96.5 93.8

1 95.2 95.4 96.1 95.1

2 95.8 96.3 95.7 96

3 96.2 95.8 95.4 95.4

4 95.2 96.3 96.4 96

5 96.2 95.3 96.4 96

6 95.8 95.2 93.6 94.5

All Years 95.7 95.9 95.7 95.3

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

Attendance is monitored in a structured and systematicmanner at Strathfield South Public School. TheAttendance Policy is constructed in alignment with theDepartment of Education's (DoE) Policy and

communicated to all staff members. Additionalflow–charts are also provided to assist staff withprocedures to ensure consistency and accuracy acrossthe school. A Deputy Principal (DP) works closely withthe Home and School Liaison Officer (HSLO) tomonitor, track and review the attendance of allstudents. Attendance is monitored through an onlinesystem called SENTRAL and updated to EBS on afortnightly basis

Parental roles and responsibilities are communicatedfrequently via our school newsletter and duringorientation programs. Parents or caregivers areexpected to explain any absence within seven days.Fortnightly letters are sent home to parents for anyunjustified absences and once returned, classroomteachers are responsible for entering explanations ontothe electronic roll. A LAMP sheet is scheduled for anystudent who has an attendance rate that is less than orequal to 85%. These students are monitored closelyand all communications are recorded. Any cases thatdo not improve once the LAMP sheet has commenced,are followed up by the Deputy Principal. A Letter 1 issent home and the HSLO is notified. Meetings areconducted by the Deputy Principal and HSLO forongoing attendance concerns.

Attendance rates at Strathfield South Public are above

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 30.04

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1

Teacher Librarian 1.4

Teacher ESL 4.8

School Counsellor 1

School Administration and SupportStaff

4.67

Other Positions 2.2

*Full Time Equivalent

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 67

Postgraduate degree 31

Professional learning and teacher accreditation

Performance Development Plans (PDPs) werereviewed and modified, allowing staff the flexibility todifferentiate professional learning goals. All PDPs werewritten in alignment with the School Strategic Directionsand Australian Professional Standards forTeachers(APSfT). The Professional DevelopmentFramework implementation was overseen by theexecutive team with guidelines, timelines and meetingsscheduled throughout the year.

All staff engaged in a variety of differentiatedProfessional Learning (PL) initiatives throughout 2018.Explicit Literacy and Numeracy programs in teachingand learning included Targeted Early Numeracy(TEN),Beyond TEN, Language, Learning & Literacy (L3) andFocus on Reading (FoR). In addition, reflectivepractices were undertaken in the structured form of SelfDriven Reflective Practices where staff collaborated,evaluated and modified teaching practice. OurCommunity of Schools (CoS) also participated in jointPL workshops and networks at various SchoolDevelopment days and Twilight sessions.

Teacher accreditation remained a strong focus ofprofessional growth and development throughout 2018.Assistant Principals worked with Deputy Principals toconduct observations, provide feedback and holdreflective conversations with teachers at differentstages of their careers. Several early career teacherssuccessfully completed accreditation at Proficient levelwhile others completed their Maintenance report. Onestaff member has also embarked on working towardsHighly Accomplished.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 185,322

Revenue 7,483,206

Appropriation 6,898,975

Sale of Goods and Services 3,563

Grants and Contributions 570,265

Gain and Loss 0

Other Revenue 775

Investment Income 9,627

Expenses -7,171,921

Recurrent Expenses -7,171,921

Employee Related -6,243,341

Operating Expenses -928,580

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

311,284

Balance Carried Forward 496,607

This summary covers funds for operatingcosts and does not involve expenditure areas such aspermanent salaries,building and major maintenance.

A full copy of the school's 2018financial statement is tabled at the annual generalmeetings of the P&C. Further details concerning thestatement can beobtained by contacting the school.

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 5,156,800

Base Per Capita 152,762

Base Location 0

Other Base 5,004,039

Equity Total 743,013

Equity Aboriginal 4,674

Equity Socio economic 21,285

Equity Language 549,157

Equity Disability 167,897

Targeted Total 55,172

Other Total 544,817

Grand Total 6,499,802

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.

Strathfield South Public School has achieved well inliteracy this year with growth in all areas. This data willbe used to guide future areas of need..

Strathfield South Public School has achieved wellabove the state in all areas of numeracy. We will striveto achieve continued success in all areas of Numeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Strathfield South Public School has achieved all targetsin relation to the Premiers policy for improvement.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below. To solicit this feedbackwe utilise P&C and School Council forums, as well asregular surveys, small focus groups and informalconversations. In 2018 parents told us:

* Students feel accepted and valued by their peer sandby others at their school.

* All parents gave positive feedback on the newlycreated Stage Expos, which replaced the ReverseStudent/Parent Teacher Interviews in 2018.

^ Some parents have indicated that they would like toreceive more relevant information from the AcademicReports.

* Most indicated they would like more information abouthow they can support learning at home.

In 2018 students told us:

* There are high expectations for their success and thatthere is a positive learning climate.

* They have a positive teacher student relationship.


*There are high levels of participation in extracurricularactivities, across the KLAs In 2018

In 2018 teachers told us:

* There is a strong learning culture in the school withhigh levels of teacher collaboration.

* They set high expectations, monitor individual studentprogress, and provide students with effective feedbackthat brings them closer to achieving their personallearning goals.

* They would like to feel more connectedness withother members of staff

Policy requirements

Aboriginal education

In 2018 a staff committee was established tospecifically support and encourage our 13 Aboriginaland Torres Strait Islander students. Our ATSI studentsand their families came together each term for a KooriKids afternoon tea. The families and staff yarn and thestudents engage in activities as we developed oursense of community.

During NAIDOC week the whole school investigatedthe question "What is Country?" before consideringwhose responsibility it is now to care for country. OurKoori kids helped to plant 100 native shrubs around theschool during a community volunteer day.

A stocktake of Aboriginal and Torres Strait Islanderliteracy resources throughout the school wasconducted, and a digital website/resource documentwas created and shared with staff to better embedAboriginal perspectives in classroom activities.

A Professional Learning seminar was presented by anAboriginal Education Officer from the Department ofEducation for 12 staff on writing Personalised LearningPathways (PLPs).

Staff connected regularly with the local communitythrough AECG meetings and developed furtherprofessional learning opportunities. The committee alsoengaged with an external organisation to get our Koorikids a back pack for their transition to high school.

Multicultural and anti-racism education

Strathfield South Public School has reviewed itsteaching and learning programs to ensure that culturallyinclusive classrooms and school practices areembedded. Further to this, our programs foster andenhance student understanding of culture, culturaldiversity, racism and active citizenship within ademocratic, multicultural society.

Forty six different languages are spoken across theschool. To cater for this, students and classroomteachers were assisted and supported by the school'sEAL/D teachers who developed specific programs toaddress the needs of students from languagebackgrounds other than English.

Our School's rich multicultural community creates theplatform for students to develop skills, knowledge andattitudes that promote inclusiveness and harmony in amulticultural society. In March, Harmony Day wasembraced as an ideal time to reflect and celebrate themany cultures within our school. The school canteenalso recognises the diverse dietary differences ofstudents and provides cultural foods on a regular basis.

One teacher was trained as the School's Anti–RacismContact Officer (ARCO) and following this training, allstaff were presented with the required information.Strategies for embedding multicultural and anti–racismeducation into teaching and learning programs wereincluded.

A range of methods have been incorporated to increaseand improve communication and involvement withparents and community members from culturallydiverse backgrounds. New signage around the schoolgrounds, the continuation of an online booking systemfor interviews, school events and meetings andlanguage translations of the School Calendar andimportant events have proven extremely popular andbeneficial.


2018 Strathfield South Public School Annual Report · 2019-05-31 · Introduction The Annual Report...

Documents

Transcript of 2018 Strathfield South Public School Annual Report · 2019-05-31 · Introduction The Annual Report...