Chatswood Public School Annual School Report 2015

Transcription

1 Chatswood Public School Annual School Report 2015 <School logo> 7409

2 Introduction The Annual Report for 2015 is provided to the community of Chatswood Public School as an account of the school 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 for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Tim Dodds Principal School contact details: Chatswood Public School Pacific Highway Chatswood chatswood-p.school@det.nsw.edu.au ph Message from the Principal Chatswood Public School continues to provide excellence in a caring and enriching environment. I would like to thank the exceptional students, teachers and parents that make up the Chatswood Public School Community saw the school continuing to operate over two campuses with great success. The school provides outstanding educational outcomes for all students. The high standard of extra-curricular activities continues with Music, Sport, Clubs and much more being offered. All students move between both campuses undertaking activities suited to the nature of each site. At Chatswood Public School 85% of our students come from a non-english speaking background. I am proud of the fact that our school is culturally responsive and promotes inclusivity as we celebrate the differences amongst our student population. It is these differences that give us strength. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school s achievements and areas for development. Tim Dodds Principal

3 School background School vision statement Excellence in a caring and enriching environment Chatswood Public School is committed to delivering excellence in the spheres of learning, teaching and leading. Chatswood Public School is: a caring place of excellent learning, where students are encouraged to achieve their full potential in their academic, creative, personal, physical and moral development; a place of excellent teaching, where collective responsibility for student improvement is achieved through the observation and evaluation of colleagues practices resulting in a strategic and transparent learning culture; and a place of excellent leadership, where the highest levels of learning will be supported in the future via the creation of a self-sustaining and self-improving educational community. Our school leaders are dedicated to fostering a school-wide culture of high expectations and collaborative responsibility for student engagement, learning, development and success. School context Chatswood Public, established 132 years ago, is a dynamic school catering for a diverse student population from Sydney s North Shore. The school enjoys close ties with its community and its range of programs acknowledges both community and individual student needs. Special programs for gifted and talented students are conducted, including Opportunity Classes (OC), and individualised programs for students with varying intellectual and physical disabilities are followed throughout the school. The school has a proud tradition of achievement in the Creative Arts with outstanding established programs in Visual Arts and Music. More recently, opportunities for students to participate in the Performing Arts have expanded in the areas of Dance and Drama. The school also has extensive LOTE programs in both Chinese and Korean. Our key programs are hugely successful, providing our students with challenging and rewarding experiences. These include: 1. an outstanding academic program with 60% of Year 6 students accessing Selective High Schools and the school performing at the highest level in NAPLAN; 2. music programs(instrumental and choral)earning the Director-General Excellence Award; 3. visual arts and physical fitness programs for all students taught by specialist teachers; 4. enriching Gifted and Talented program; 5. a commitment to Asian Literacy with all students learning either Chinese or Korean; 6. teacher exchange program with Coonamble Public School; 7. multicultural education earning the Director-General Excellence Award; 8. well-established Confucius Classroom to support neighbouring schools; 9. extensive Sister School program (Korea, China and New Zealand), including visits from principals, staff and students; 10. overseas student excursion to visit Korean sister school; 11. a comprehensive and engaging extra-curricular program. At Chatswood Public School, 85% of our students come from non-english speaking backgrounds (NESB), and we are proud that our school is both culturally sensitive and responsive to student and community needs. This emphasis on inclusivity, celebrating the differences existing throughout our student population, continues to strengthen our school. Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework.

4 Learning Learning Culture Excelling - Chatswood Public School has an excellent learning culture across the school community. There is a shared, high value of learning between staff, students and parents. This is supported by positive and respectful relationships. Wellbeing Sustaining and Growing - Throughout the school there is a commitment to providing an environment where students are able to connect, succeed and thrive. Classroom teachers are supported by a highly effective Learning Support Team and EAL/D Team. There is a school wide value and pride in the cultural diversity of the community which is demonstrated in whole school events such as harmony day and the Moon Festival. The Student Representative Council has also been instrumental in raising money for charities (such as the movie night in support of the Nepal earthquakes) as well as implementing new leadership initiatives for students such as lunch time monitors. Curriculum and Learning Sustaining and Growing Fortnightly Teaching and Learning Cycles meetings allow for teachers to regularly discuss and plan curriculum, teaching and learning experiences, and assessment and reporting. The North Harbour Learning Community provides enhanced learning opportunities for teachers and students. There are joint staff professional development days between primary and high school teachers which allows for greater sharing of curriculum knowledge and improved transition arrangements. Students have the opportunities to learn with students from other schools through Problem Based Learning projects such as the Cardboard Challenge and performing arts concerts. The initiative with Coonamble Public School will also add to this. Assessment and Reporting Sustaining and Growing Internal and External assessment and student performance data is extensively used as the basis for school planning and priorities. All staff are part of the process of analysing data through their stage based Teaching and Learning Cycle meetings and Curriculum Committees. This analysis then feeds directly into whole school planning. Parents and students receive regular feedback on progress through semester based reports and parent teacher interviews. An increasing number of classes are using online learning environments such as schoology which also allows for more immediate feedback to students and parents. Student Performance Measures Excelling Student results both internal and external are outstanding. There is excellent value adding results and students achieve high levels of performance in external performance measures. For % of students were at/above national minimum standard in Year 5 NAPLAN Reading and 99% in Numeracy. At the same time 71% of tracked students were in the top two NAPLAN bands at Year 7 for Reading and 74% for Numeracy. Teaching Effective Classroom Practice Sustaining and Growing Teachers effectively use student performance data to inform their teaching practice. Stage and Year based Teaching and Learning Cycle meetings and mentoring programs allow teachers to critically evaluate their teaching programs. Data Skills and Use Delivering All teachers are using student assessment data to target student needs. All staff are involved in discussions and analysis of data during Curriculum Committee meetings which then inform the school plan and management plans. This analysis is then regularly reported to the school community. More professional development in data analysis for all staff is being factored into future planning.

5 Collaborative Practice Sustaining and Growing The fortnightly Teaching and Learning Cycles meetings ensure that teachers are able to effectively collaborate to improve teaching practice and the outcomes for their students. Initiatives such as the peer mentoring program (2014) and Quality Teaching Rounds (2015) have further enhanced a collaborative culture across the school. Formal mentoring and coaching programs are provided to staff across the North Harbour Learning Community. Learning and Development Delivering All professional development is aligned with school priorities and targets. Processes are in place for teachers Performance and Development Plans and beginning and early career teachers are provided with guidance and additional support. Teachers regularly share their professional knowledge with other staff and a network of professional sharing has been established across the North Harbour Learning Community. Professional Standards Sustaining and Growing Teachers at Chatswood Public School are active, professional members within the school community. Teachers feel supported in achieving and maintaining the professional standards and support a culture of ongoing improvement. Working beyond the classroom is widely evident by the fact that there is such a wide and extensive range of extra-curricular activities provided to students and the involvement of teachers in community events such as the Moon Festival. Leading Leadership Excelling The school is recognised as excellent and responsive by the community and is evidenced through positive community surveys and continually increasing enrolments. Strategic partnerships are in place with organisations locally and abroad, in order to provide resources and expertise to provide improved learning opportunities for students, teachers and parents. School Planning, Implementing and Reporting Sustaining and Growing There is a shared understanding across the school community of the strategic directions as outlined in the School Plan. There are clear timelines and performance measures in place and input from all members of the community. School Resources Sustaining and Growing School resources are used effectively and innovatively. New staffing positions have been created such as an additional Learning and Support Teacher and a Writing Teacher in order to provide further support to students as identified through the school evaluation processes. Learning spaces are increasingly flexible and the continued investment in innovative mobile technologies has enhanced this. Management Practices and Processes Sustaining and Growing All staff are members of the curriculum and management committees which directly inform the school strategic directions and targets through careful analysis and evaluations. Processes are in place for regular student input through the Student Representative Council and for parents through the P&C and regular community events such as the Have a Chat morning teas. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

6 Strategic Direction 1 Quality Teaching and Leadership Purpose To build and support a collaborative workplace; To evaluate and reflect on current pedagogy and practices; To affirm, share and celebrate our successes; To identify our learning goals where and how we can improve individually and collaboratively; To build on what we have discovered; and To improve the learning outcomes for students. Overall summary of progress During 2015 seven teachers were formally trained in Quality Teaching Rounds. Initially through working with and observing Chatswood High School teachers involved in Quality Teaching Rounds they were able to see how this highly effective process allows teachers to focus on the Quality Teaching Framework as well as the Professional Teaching Standards to improve their practice. This was supported by each teacher completing a two day course through the University of Newcastle. After coming back to school and completing a cycle of Quality Teaching Rounds within this group over the following weeks, each of these seven teachers have branched out to form groups involving two other teachers. Teachers across the North Harbour Learning Community have also been involved in observing the Quality Teaching Rounds at Chatswood Public School during As a result, by the end of 2015, fourteen additional teachers have been exposed to the processes involved with Quality Teaching Rounds. All of these teachers have reported the significant benefits in Quality Teaching Rounds as a means for well supported critical self and peer to peer evaluation of teaching practice. It is anticipated that by the end of 2016 we will have half of the teaching staff at Chatswood Public School having experience in Quality Teaching Rounds and that these will form a central part of the Performance and Development Plans of staff. All staff received training in the Performance and Development cycle during the Term 2 School Development Day and developed and implemented individualized plans for In literacy there was a focus in training Stage 2 and 3 teachers in using PLAN and the Literacy Continuum. The committee produced examples of writing covering all clusters for K-6 and also evaluated the whole school writing program against PLAN clusters from K - 6. Students who were identified as gifted and talented writers worked with the specialist writing teacher, achieving outstanding results in poetry and other literary competitions. New and existing K-2 teachers received support and additional professional learning to develop expertise in the implementation of L3. Both in-school and external mentoring was implemented to support this. Kindergarten and Year One teachers have reported greater confidence in implementing L3 in the classroom. All teachers continued to successfully implement the New Curriculum with aligned assessment and reporting. The creation and implementation of the Mathematical Language Progression was used to improve student language and understanding in all areas of Mathematics. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> An increased number of teachers accredited by 80% of teachers at CPS were accredited at proficient at the beginning of During 2015 an additional 6 Support for Beginning Teacher

7 the Board of Studies and Teacher Education Standards (BOSTES) at proficient and highly accomplished level; Tell Them From Us teacher survey results show increasing levels of satisfaction Professional development plans show increased evidence of understanding and adoption of the annual performance and development cycle. teachers were accredited at proficient. A further 13 teachers are currently working towards achieving proficiency. Two teachers have begun working towards becoming accredited at Highly Accomplished. From those teachers who responded to the survey, overall satisfaction results were at 80%. All teachers completed Professional and Development Plans in teachers trained in Quality Teaching Rounds. 14 teachers gained experience by taking part in Quality Teaching Rounds. funds $55,991 $20,000 TPL funds $10,000 School based funds Next steps Quality Teaching Rounds will continue to be a focus. It is anticipated that by the end of 2016 we will have half of the teaching staff at Chatswood Public School being trained in and/or having experience in Quality Teaching Rounds and that these will form a central part of the Performance and Development Plans of staff. The expansion of Quality Teaching Rounds across the North Harbour Learning Community will continue to grow as will the involvement of Chatswood Public School staff. During 2016 all staff will become more confident in utilising Performance and Development Plans. All staff will continue to work towards achieving or maintaining accreditation at proficient. By the end of 2016 two staff will have become accredited at Highly Accomplished. A greater response from staff in the Tell Them From Us survey and increasing levels of overall satisfaction.

8 Strategic Direction 2 Real World Connection Purpose To work across the school community to embed a positive culture and promote diverse cultures; To enhance understanding of indigenous and rural communities (Teacher exchange program between two schools Chatswood PS and Coonamble PS shares teachers expertise); To better understand and prepare for the world around us; and To prepare our students to be world-class active and informed citizens. Overall summary of progress A relationship with Coonamble Public School was established in order to increase the resources sharing and cultural understanding between two very different schools. It began with a joint leadership training day for the student leaders of both schools in Sydney. Two teachers took part in an exchange program for one week with Coonamble PS. They along with a Kindergarten teacher also formed three buddy classes between the schools. Online contact between teachers and students and sharing of resources occurred. Twenty students from Chatswood PS joined a day of celebrations during NAIDOC week at Coonamble PS. Twenty students from Coonamble PS participated in the Moon Festival at Chatswood PS in September. Feedback from teachers, students and parents involved at both schools has been overwhelmingly positive. Existing relationships with sister schools in Korea and China were further enhanced through teacher and student exchange programs. A significant effort was made to increase community involvement in school programs and decision making. With surveys being translated into various languages, face to face surveys being conducted by students in various languages, help desks being established for clubs and music registration, bi-lingual information sessions and appointments of Chinese and Korean Community liaison parents, we have seen an increase in the participation rates of parents especially those from a non-english Speaking Background. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Increased involvement of NESB parents and English speaking background parents. Progress achieved this year <$> Increased number of parents attending P & C meetings from an average of 8 per meeting in 2014 to 11 per meeting in % of surveyed parents who responded felt they had input into school planning process and policy development. EALD students, new arrivals students and the parents of NESB satisfaction level high in the survey. A majority of NESB parents reported satisfaction in the Tell Them From Me Surveys completed in 2015.

9 Increase student and teacher awareness of rural and indigenous experiences. All teachers who took part in the exchange program or setting up buddy classes found they had a much greater understanding of Indigenous and Rural culture and issues. All students (and their parents) involved in the exchange reported much greater understanding and appreciation of Indigenous culture. $5500 Next steps In 2016 the Coonamble Connection will be extended. A further two teachers will take part in an exchange program. We will continue to work with Coonamble PS to address technical issues that were found to put limitations on the online sharing. A shared Edmodo page will be established for students and teachers from both schools. Students will continue to be given the opportunity to visit Coonamble PS during NAIDOC week. In 2016 we will be taking one of our string music ensembles to share music experiences. A group of twenty students will be travelling to Seoul, Nanjing and Beijing to visit the sister schools. A number of musicians will be part of this group and will perform with several other schools from around the world in a joint concert in Nanjing. Further efforts will be made to increase the level of volunteer work being done by our students in the local community will continue to see a sustained effort to increase the number of NESB parents involved in the school. This will involve getting as much school based information as possible translated into Chinese and Korean and continuing to engage parents directly though bilingual teachers and students. blank

10 Strategic Direction 3 Shaping Creative Life Long Learners Purpose To develop critical and creative thinking; To create effective problem-solvers; To increase motivation; To encourage lateral thinking; and To improve communication and networking skills. Overall summary of progress The Assistant Principal Stage 3 received TPL in Problem Based L earning (PBL) by attending the Future Schools Conference. This was presented to the Stage 3 team to further develop their understanding of the PBL approach to cover the curriculum. Stage 3 teachers developed a new scope and sequence based on the new History and Geography syllabuses that have a text based English focus and incorporate PBL where possible. As the units were implemented in Semester 2 teachers identified further problem based learning activities within the units and shared these amongst the Stage 3 team. Two year 6 classes have been working on developing alternative learning environments that are better suited to group work and collaborative learning. Teachers have visited these rooms to observe the setup and discuss how it is changing the type of learning taking place and how it can encourage collaborative learning and PBL activities. Two classes (a stage 3 class and a stage 2 class) participated in the North Harbour Learning Community (NHLC) Cardboard Challenge, a PBL activity where students designed arcade style games from cardboard and recycled materials. Their work was presented at the Day of Play where students from Chatswood PS and Chatswood High School attended and used their games. The continued employment of a specialist writing teacher has further improved student results in writing. This is evident in improving NAPLAN writing results and also outstanding results in external writing competitions. A continued emphasis on differentiated learning opportunities being provided for in teaching and learning programs is having a positive effect. Students (particularly in Year 6) are increasingly engaged and strong results in NAPLAN assessments across all domains, reflects this. Strong extra-curricular music and clubs programs all make significant contributions to the creative culture being fostered at Chatswood Public School. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Improved average NAPLAN performance: more students in the top bands, fewer in the bottom bands. Progress achieved this year <$> % of Year 3 students in top 2 bands for Reading and 1% in the bottom 2 bands. 77% for Numeracy and 4% in the bottom 2 bands % of Year 3 students in top 2 bands for Reading and 5% in the bottom 2 bands. 67% in top 2 bands for Numeracy and 3% in the bottom 2 bands.

11 Problem based learning aligned to the new NSW National Curriculum embedded in all programs. Through NAPLAN writing data and internal assessment students demonstrate critical and creative thinking skills increased motivation, engagement and ability to think laterally % of Year 5 students in top 2 bands for Reading and 2% in the bottom 2 bands. 75% for Numeracy and 1% in the bottom 2 bands % of Year 5 students in top 2 bands for Reading and 3% in the bottom 2 bands. 80% in top 2 bands for Numeracy and 2% in the bottom 2 bands. Training of Stage 3 teachers in Problem Based Learning. Stage 3 teachers using Problem Based Learning in their programs. Specialist writing teacher employed from Evidence of differentiated learning opportunities for students in teaching programs and in the classroom through QTR PDP Best Start K-2 In 2015 a 10% increase of students in top 2 bands for writing in Year 3 and 12% increase in Year 5. $2000 TPL funds Within existing staffing allocation $2000 TPL funds training teachers in data analysis. Next steps Stage 3 teachers will consolidate their current approach in 2016 and continue to develop their understanding of the PBL approach. Teachers from Stage 1 to Stage 2 will observe PBL learning taking place in Stage 3 classrooms. Presentation of current progress and development of a path forward to incorporate PBL into Stage 1 and 2 during the staff development day in Term 3, Expand the Cardboard Challenge to 2016 to include more classes within the NHLC. Continue and expand the role of the specialist writing teacher. Need to maintain the improvement in NAPLAN scores. There was a slight drop in the Year 5 results for 2015 for the top 2 bands. Continue to provide a wide range of extra-curricular experiences for students. Next Steps

12 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding English language proficiency funding Socio-economic funding Low level adjustment for disability funding Support for beginning teachers] Next Steps All Aboriginal students have an Individualised Learning Plan and are making sounds progress across the Literacy and Numeracy Continuums. Students from non-english speaking backgrounds form 85% of the school population. The English as an Additional Language or Dialect (EALD) allocation included three full time teachers plus additional teachers four days per week. Students are supported in the classrooms with extra resources to enhance their attainment of English Language. Students from a NESB continue to achieve very highly in NAPLAN tests and Australian Schools Competitions. Enhancing student access to a wide range of educational experiences. Extra assistance was also provided in the class learning environment. This resulted in increased student participation and engagement leading to an improvement in learning outcomes. Additional SLSO Support to supplement teacher aide timetable. Time for staff to develop IEP s for identified students. All students requiring adjustments and learning support are catered for within class programs. In 2015 there were six teachers in their first year of permanent employment. They each received funding equivalent to two hours extra release a week and an additional hour a week for their mentor. There were two teachers in their second year of permanent employment who each received funding equivalent to an additional hour release a week. This funding was used to provide teachers with time for planning, programming, reporting, working with their mentor and attending professional development. $898 $7702 $6240 $36388 $72439

13 Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. School State DoE Student enrolment profile Gender Male Female Students Enrolments Year Male Female Student attendance profile Year K Total K Total Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Assistant Principal(s) 4 Classroom Teachers 37 Part -Time Teacher 1.8 Teacher RFF 1.89 Teacher Librarian 1.6 Teacher of ESL 3.8 Community Language Teacher 3.4 Itinerant Teacher of Hearing 1.6 Itinerant Teacher of Visual Disability 0.6 Teacher Multi-categorical 1.0 Learning and Support - Primary 0.6 Student Support Executive Release Student Support RFF Itinerant AP Hearing Disabilities 1.0 Total General Assistant 1 School Administrative Officer School Administrative Manager 1 Learning Support Officer 1 Total Non-Teacher Entitlement The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There are no staff of Aboriginal background currently working at Chatswood Public School. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 40 Postgraduate degree 60 % of staff Professional learning and teacher accreditation The school received $76,764 in Teacher Professional Learning funds for This is an average of $1,096 per staff member. These funds were used in the following ways:

14 Training in L3 for teachers in Early Stage 1 and Stage 1. Quality Teaching Rounds with a focus on literacy and numeracy. Release for teachers and associated costs to attend courses in areas such as literacy, numeracy, gifted and talented, drama, music, sport and dance. Allowing teachers to collaborate in the evaluation and refinement of whole school scope and sequences and assessments for English, Mathematics and Science. Training of staff on the new Science and History and Geography Curriculum. Providing training and development on School Development Days. This included mandatory training such as First Aid and CPR. Time for professional learning and feedback for those teachers seeking accreditation at proficiency saw six teachers gain accreditation at proficient. School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from Band 1 (lowest) to Band 6 (highest) Year 5: from Band 3 (lowest) to Band 8 (highest) The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary 30/11/2015 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Perspectives of Parents 97% of parents felt they were welcome at Chatswood Public School. 60% of parents felt well informed about their child s progress.

15 65% of parents said they actively supported their child s learning at home. 92% of parents believe the school strongly supports the learning need of their child. 89% of parents feel that Chatswood Public School supports positive behavior 97% of parents said that Chatswood Public School is a safe school. 92% of parents believe that the school is inclusive of all students. In regards to communicating about their children s progress parents stated they found formal interviews and informal meetings the most useful. In regards to communicating school news and updates parents stated they found the school newsletter and s to be the most useful. Students in Year 4-6 were surveyed on student engagement 90% of students felt socially engaged at Chatswood Public School. 95% of students were identified as being Institutionally Engaged. 89% of students were intellectually engaged. 3% of students displayed signs of early disengagement. The drivers for student engagement in order of significance for students at Chatswood Public School are: 1. Expectations for success 2. Quality Instruction 3. Teacher/ student relations 4. Learning climate 5. Advocacy at school Policy requirements Aboriginal education Aboriginal perspectives are embedded into units of study in many subject areas at the school. This is in line with the Department of Education s Aboriginal Policy, which states that children in NSW should develop a deep understanding of Aboriginal culture and peoples, past and present. In addition to this we have established a relationship with Coonamble Public School where students and teachers have been able to exchange and share cultural knowledge, understanding and experiences. Teachers have been involved in exchange programs as well as establishing buddy classes between the schools Twenty students from Chatswood PS joined a day of celebrations during NAIDOC week at Coonamble PS. Twenty students from Coonamble PS participated in the Moon Festival at Chatswood PS in September. Feedback from teachers, students and parents involved at both schools has been overwhelmingly positive. Multicultural Education and Anti-racism Chatswood Public School prides itself on being a harmonious and multicultural school. The Dragon Boat Festival was an integrated component of the Chinese Program, closely associated with the cultural and historical strand of the language. Chinese and Korean dances also performed at the Festival. The Moon Festival was a highlight of the year s cultural events. Everybody enjoyed a great variety of multicultural food, games and performances. It was a wonderful evening of entertainment provided by our students and the wider community, the highlights of which include the Lion Dance, K-pop dance, classical Chinese instrument performance, Indian Folk Dance, Japanese Dance, Kung Fu demonstration, Korean Fan Dance and our school s dance groups. A highly successful Harmony Day and visits from students from Coonamble Public School and sister schools in Korea and China further enhance the multicultural education of students at Chatswood Public School. The school has a teacher who is appointed as the Anti-Racism Contact Office (ARCO). This officer is the first contact in dealing with any allegations of racism.