Connells Point Public School Annual Report

Transcription

1 Connells Point Public School Annual Report Page 1 of 21 Connells Point Public School 1613 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Connells Point 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 towards the provision of high quality educational opportunities for all students, as set out in the School Plan. It outlines the findings from self assessment sessions utilising the School Excellence Framework that reflect the impact of key school strategies on student learning. It reports on resource allocation and equity funding. Therese Corben Principal School contact details Connells Point Public School Riverview Ave South Hurstville, connellspt-p.school@det.nsw.edu.au Page 2 of 21 Connells Point Public School 1613 (2016)

3 Message from the Principal It gives me great pleasure to present the 2016 Annual Report to the Connells Point Public School community. This document will outline the achievements, academic progress and significant events of the school for the year. In 2016 staff, students and our community worked together towards achieving the milestones in our School Plan, focusing on quality pedagogical practices, authentic data collection and community engagement. Staff members participated in whole school training on the implementation of the new History and Geography syllabuses. Classroom practice was refined when the Quality Teaching Framework was revisited and the Quality Teaching Rounds project was implemented. Teachers shared research and lesson observations, focused on the elements of the framework and collegially evaluated and reflected upon practice. This resulted in exemplary planning and practice, and increased collegiality, benefiting all students. Our NAPLAN results were consistently above state average, particularly in Year 3, and data showing these results can be accessed on the My Schools website. With the whole school community supporting the fund raising endeavours of the P&C, new furniture was purchased for all classrooms with some classrooms and the library being completely refurbished. This future focused environment ensured increased motivation and engagement for children and teachers, with the skills of collaboration, communication and explicit teaching being the central focus. Learning spaces were also created outside the Kindergarten rooms and the Year 4 rooms. The P&C was able to gain a grant of $40000 from the State Member, Mr Coure, to ensure the new outdoor learning area/playground would be completed in As a school we celebrated with our community on special days such as Harmony Day, ANZAC Day, Easter Hat Parade, Book Week, Education Week Open Day, Notables and, for the first time, Diversity Day, where we all celebrated the amazing and valuable cultural diversity at Connells Point Public School. We also shared with the community our outstanding annual Showcase, parent forums, information sessions, sports days, and the St George Performing Arts Festival. The partnerships built between the school and the community are invaluable, and we, as a staff, thank all parents and carers for their ongoing support of our school. I would personally like to acknowledge all staff at Connells Point Public School, both teaching and SASS staff, who continue to show commitment and give so freely of their time and expertise to ensure the best all round education is provided for our students. Currently, as well as receiving wonderful educational opportunities, many extra curricular opportunities such as, Band, Dance, Chess, Drama, Photoshop, Coding Club and sporting teams, are available for students to either further a passion or learn a new skill. This is entirely due to the generosity and expertise of our teachers. I would also like to acknowledge our wonderful School Administration Staff for their unwavering support of our staff at all times. As a staff we have continued to self evaluate our practices against the School Excellence Framework in the areas of Learning, Teaching and Leading. This allows us to constantly share reflective feed back on our practices and programs, to further improve the learning for all students. I would like to thank everyone in the school community for their exceptional contributions to our school s successes in 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. Mrs Therese Corben Principal Page 3 of 21 Connells Point Public School 1613 (2016)

4 Message from the school community 2016 was a very successful year for the P&C. We raised well over $70,000 for our school, which was a massive achievement. This is all because of the generosity of our members, our volunteers, the great work from our canteen and uniform shop and all the parents, grandparents, teachers, friends and community members who donated and supported all of our events. What makes our P&C so amazing is that we are made up of parents and community members that genuinely care about what happens in our school. We all come from different cultural and working backgrounds and have different beliefs. It is through this respectful blend of ideas, commitment and collaboration that we work towards further improvements for our school, which ultimately benefit our children. I would like to take this opportunity to thank all of our families, community groups, our teachers and local businesses for their ongoing support of the P&C Committee and activities. Highlights from this year include: Our Welcome barbecue Our Comedy Night Fundraising event Family Movie Night Cupcake Day Tennis lessons before school Visual Arts lessons after school Basketball lessons after school Cupcake Days The P&C Committee has also been successful in obtaining support for our playground upgrade for Our application for additional funding has been supported, with the State Member for Oatley, Mr Mark Coure, assisting us secure $ for the much needed capital works program upgrade for the primary playground. In combination with the revenue raised through the P&C Uniform shop and Canteen, we aim to continue to support the school directions and priorities in In closing, I would like to thank all of our Committee Executive, members and volunteers who so generously offer their time and skills. Your input is greatly appreciated in helping Connells Point Public School continue to be a leader in providing quality programs for all students. Albert Pastura P & C President. Page 4 of 21 Connells Point Public School 1613 (2016)

5 Message from the students 2016 has been a wonderful year. We d like to start by congratulating everyone on their achievements and efforts this year. Representing our school in sports, public speaking, debating, cross country, swimming, athletics and achieving wonderful results in classes with homework, tests and projects. We would like to thank Mrs Corben, all the teachers and all the office staff for nurturing us and teaching us. We truly appreciate it. Many of the schools highlights this year were Education week, Diversity day, school discos, notables, movie nights, year six fete and the outstanding performing arts showcase. Congratulations Connells Point Public School on making 2016 such a wonderful year and we congratulate the 2016 leadership team. We would also like to wish the 2017 leadership team the best of luck. 7 years ago we walked through the school gates for the first time, as tiny 4 and 5 year olds, with uniforms that were far too big, feeling very nervous about big school. Since then, we have learnt many things, had countless opportunities and made lots of great friends. Classmates have come and gone and we ve had a variety of great teachers. Next week, we will walk through those same gates for the very last time as much taller 11 and 12 year olds, with uniforms that no longer fit us, once again feeling nervous about what s to come. However, the one thing that will never change, is the amazing memories that we have made throughout those 7 years. As they say Good times come and go, but memories last forever. As we get ready for high school, the nervous feelings will return. But just remember, we still have many new things to learn, new friends to make and lots of new memories to create. As Dr Seuss once wrote: Today was good. Today was fun. Tomorrow is another one. The Final CPPS 12 The average age of students in our grade 11 The score that we would give our teachers, out of , the year we started school 9 The number of values our school has 8 Is what we did with all that canteen food! 7 The number of years we ve attended this school 6 Is the best grade at Connells Point Public School 5 The grade that will find it difficult to fill our shoes 4 Forever we will remember this school 3 The number of amazing days we spent at camp 2 The number of Principals we ve had at Connells Point 1 Is the number of weeks we have left in primary school 0 The number of bad days we have had at Connells Point Oliver C. and Anna Maria P. School Captains. Page 5 of 21 Connells Point Public School 1613 (2016)

6 School background School vision statement Connells Point Public School s vision is to provide an inclusive learning environment for all, within a culture of Equity, Growth and Sustainability. We value and respect the individuality of teachers, students and community members and aim to empower and engage all in our learning community. School context Connells Point Public School, located in Sydney s south, has a student enrollment of 543 students including 73% from non English speaking backgrounds. The school focuses on developing excellent skills in literacy and numeracy through challenging and enriching learning programs in a well resourced environment. Important priorities include student wellbeing, creative and performing arts and the development of critical and creative thinkers who are active, informed and successful members of society. The school offers a Greek Community Language Program one day per week and Mandarin and Greek classes for students after school. Central to all programs is building a trusting and respectful relationship between students and teachers and an effective and supportive partnership with parents and carers. Connells Point Public School has a dedicated and collegial staff focused on quality teaching and learning. Whole school programs such as Focus on Reading and Bounce Back have been undertaken by all staff members and implemented in all classrooms. Parents are positively engaged and there is a supportive Parent s and Citizen s Committee and School Council. 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 supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice. Our staff evaluated practice within each element of the three domains of Learning, Teaching and Leading at staff development days, stage meetings and professional learning sessions. Staff members worked collaboratively on gathering evidence that reflected the school's progress towards achievement measures within our School Plan. In Learning, Connells Point Public School had a strong focus on wellbeing and curriculum. The introduction of whole school behaviour plans and the implementation of programs to address positive social interactions for the playground resulted in less behaviour incidents. The practice of collaborative planning ensured the continuation of a strong teaching and learning culture in all classrooms, within a safe and engaging learning environment. Students are viewed as individuals with individual learning needs, and strong support is provided within our structured and supportive Learning Support Team process. Within the Teaching domain, we have addressed collective teacher efficacy within an environment of Visible Learning for students and teachers. Classroom observations with Quality Teaching Rounds, effective feedback, and reflection on practice had a positive impact on student learning and engagement. Formative assessment processes became a whole school focus and are visible in all classrooms. In the domain of Leading, we have focused on distributive leadership for staff with all staff members accepting leadership opportunities in different areas of responsibility. Executive members and aspiring leaders have been given opportunities to grow and mentor New Scheme Teachers towards achieving and maintaining BOSTES Accreditation. This platform has provided a strong leadership base across the whole school, which is central to achieving school excellence. Projects outlined in this report are all led by not only the leadership team, but also aspiring leaders. This is to build capacity and grow an even stronger culture of leadership within the school. Our self assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of quality education for all students. For more information about the School Excellence Framework: the department/our reforms/school excellence framework Page 6 of 21 Connells Point Public School 1613 (2016)

7 Strategic Direction 1 To grow and sustain pedagogical practices and extend quality, differentiated educational programs to cater for all students. Purpose To improve student learning outcomes, through the delivery of consistent high quality teaching practices, within a culture of educational challenge, change and relevancy. Students at CPPS consistently perform well in class, state and national assessments. The goal for our teaching staff is to sustain and improve these achievements, by providing ongoing differentiated teaching and learning programs, focussing on improving the use of technology, which will expand our students thinking skills beyond the classroom and cater for the changing school demographic. Overall summary of progress The school has continued to make significant and ongoing progress towards achieving our improvement measures. All Milestone targets have been met, on time and in full. These have also assisted our school in identifying short term objectives to be met in The implementation of PLAN software has been a major achievement in All staff are now using the Literacy and Numeracy continuums to support the syllabus documents in English and Mathematics. Through professional learning and regular stage meetings, the staff have developed a strong understanding of the objectives, content, and processes required for student mastery in each cluster. The result has been the development of greater consistency across the school with identifying student learning needs, planning and programming, instruction, and formative and summative assessment. From the introduction of the Performance and Development framework in 2015, all staff members at Connells Point Public School have been provided with ongoing professional learning to support them in setting goals that have been aligned to the Australian Teaching Standards and the Strategic Directions developed in our School Plan. This impacted on students with teachers delivering quality teaching programs enabling students to show marked progress along continuums of learning. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) More students achieving outcomes at, or above, expected levels in all learning areas. Progress achieved this year ICT has complimented Teaching & Learning Programs. Equitable distribution of technology has ensured high student access to technology for learning. One bank of Netbooks (30 laptops) has been made available per primary classroom with charging stations; 90 ipads are now available for K 2 classrooms with use of ipads embedded in classroom practice K 2 with flexible borrowing in Yrs 3 6; Protocols have been established and successfully implemented for use of BYOD in Year 6. BYOD in Year 6 at 89% student uptake; Introduction of 'Scratch' in Years 1 6, EV3 Robotics in Stage 3, WeDo 2.0 in Years 1 & 2; Coding Club Introduced as an extra curricular extension program; History and Geography syllabus documents have been implemented K 6 with a sustained focus on use of Inquiry based learning projects. Students introduced to Wushka K 6 with online resources used to support and monitor in class and at home reading with results showing high student engagement and progress. Funds Expended (Resources) 90 ipads, 4 Banks of Netbooks, established ICT committee roles and additional release time, staff. EV3 kits, WeDo 2.0 kits, scratch online resources. Page 7 of 21 Connells Point Public School 1613 (2016)

8 Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) More than 75% of students achieving expected growth level in NAPLAN in years 3 and 5. 80% of students at the expected cluster on PLAN K 6. All students and teachers to have knowledge and understanding of 4Cs. 100% of classroom teachers to engage in Instructional Rounds to improve pedagogy and collaboration resulting in improved student outcomes. Progress achieved this year NAPLAN results show 94% of students have achieved in the middle and top quarters; with particularly strong student gains made in numeracy and writing from Year 3 to Year 5. Whole school review of SMART data to ensure teaching and learning programs K 6 match our student learning needs. Stage meetings developed CTJ with moderating tasks in literacy and numeracy, with student results entered and tracked in PLAN K 6 each term. Use of PLAN as assessment of and for learning. Rubrics developed for reports with greater personalisation for students. PLAN results indicate 79% of students are achieving at or beyond their anticipated cluster band. BEAR results reviewed for the year indicate positive student growth continued after exiting the program with a result range of RR levels Evaluation of Wushka program. This program will remain on offer in Use of Stage meetings to evaluate student progress and enter PLAN data has now been embedded in school practice. There is a high level of consistency among grade teachers with student results. Development and use of rubrics to report student acquisition of 21st century skills. Explicit teaching for new playground procedures, detailing consequences. Classroom posters used to inform students and provide a consistent approach by all teachers. Games room evaluated, opportunities to model positive interaction and high attendance rates indicate this has been a successful program. Sharing of units of work and student samples across the school highlighting the new History and Geography syllabuses. All classroom teachers have completed the Quality Teaching Rounds project. The outcomes of this have been: strong uptake by staff members, use of the Quality Teaching Framework elements to ensure learning programs embed both high expectations and best practice, provision of quality feedback to enhance teaching and learning programs, and teacher reflection on demonstration lessons to enhance professional practice. Funds Expended (Resources) (See My Schools website) Staff release and training, PLAN software. New Playground Discipline program with supportive resources. Quality Teaching Rounds information and staff release, PDPs. Next Steps PLAN Further TPL focus on consistency along the continuum from Stage to Stage is a future goal. Games Room: The consistently high attendance rates at the lunchtime Games Room has indicated this program should remain in place for Evaluation of Wushka program has led to the decision this program will remain on offer in Page 8 of 21 Connells Point Public School 1613 (2016)

9 Strategic Direction 2 To grow and sustain leaders who promote and practise effective and purposeful use of data and feedback across the school community. Purpose To develop quality leaders who use qualitative and quantitative data and quality feedback, providing evidence that will address the School Excellence Framework. Use of a range of data and feedback to assess the complexities of our operations. All teachers to be provided with quality, explicit data to inform whole school planning, teaching and learning within a culture of effective feedback. This will ensure a culture of evidence based accountability. Overall summary of progress Please see information below for detail on our progress towards achieving our improvement measures in Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Staff supported to achieve professional goals & develop constructive feedback processes addressing the new Performance & Development Framework. Progress achieved this year Evaluating progress on PDPs were discussed first by the Executive team, then in Stage Teams. This allowed for greater efficiencies in providing feedback and empowered staff to reflect on learning at an individual, team and whole school level. Funds Expended (Resources) PDPs, Australian Teaching Standards, Leadership Standards. All staff members are provided with leadership opportunities. A range of data sources is evidenced in programming & in driving better outcomes for student improvement & equity. We have: closely identified the resources available within the community developing a proposal to hold a school event in celebration of the resources. Example: Celebrating Diversity Day. Teacher support for BOSTES accreditation, including regular meetings for mentoring. Stage 3 & 4 teaching and learning transition to become a focus utilising our local high school as a resources. G&T Days with Blakehurst High School have commenced, with teachers sharing knowledge and skills in order to develop greater consistency between our programs and expectations. Kindergarten interviews continue, providing the school with valuable information for planning needs. All student information collected & entered, resulting in full and accurate record keeping. All student Health Care Plans updated, entered into ERN, & communicated to all staff. This resulted in staff having up to date knowledge of student health care needs. Use of Sentral to store records, including information from student records, school staff, external sources and DEC systems (ERN) has enhanced student welfare practices by centralising data and improving accessibility. EAL/D survey undertaken after Stage discussions of the ESL scales and work samples illustrating differing English language acquisition levels. The result was that teachers were more informed in identifying EALD learners and their differing needs. Survey submitted with results indicating higher EALD needs, particularly K 2. This has resulted in Leadership courses within the school setting and as a part of local connections. Sentral software, ERN software, Health Care Plans, EAL/D survey, LBOTE survey, NCCD survey, Departmental support documents and resources. Page 9 of 21 Connells Point Public School 1613 (2016)

10 Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) A range of data sources is evidenced in programming & in driving better outcomes for student improvement & equity. Assess cluster levels each term ensuring consistent teacher judgement. Specifically target identified needs using relevant data in literacy & numeracy. Assess relevant data collecting. Identify the best practices promoting growth. Progress achieved this year the school EAL/D staff allocation increasing by 0.4 for Review meetings held in conjunction with external support agencies and DoE Properties to support students receiving funding support. LST progream: Progress towards mastering individual social and academic goals (ILPs) used to assist planning for 2016 with transition goals for 2017 successfully negotiated and communicated to all stake holders. PLAN data entered in Week 9 for all students K 6, with Feedback to Parents sheet distributed to inform parents of student skill progression and supportive activities to consolidate learning in the home environment for students K 4. Feedback to Parent sheets used in Parent Teacher interviews to discuss student progress was well received, with parents providing positive feedback on receiving additional information. Use of PLAN exit data from 2015 and PLAN entry data from 2016 has been used to assist with determining appropriate teaching and learning activities. Student data used to create 2016 academic, social and emotional goals in student's Individual Learning Plans and Personal Learning Plans (ATSI students). Outcomes and measures created in collaboration with specialist staff, parents and community members, and where possible, with individual students. Collaboration with HSLO, District office staff and school LST members to support entry to school for two students. Funds Expended (Resources) PLAN software, student work samples, feedback from parents and staff. PLAN software, student baseline data, student wellbeing data (Sentral, ERN), Departmental policy and implementation guidelines. Next Steps In 2017, we aim to undertake the following measures: Preparation of staff to transfer skill set to use in LMBR student wellbeing program. Introduction of Synergy (LMBR student welfare at whole school TPL) to identify processes for monitoring student wellbeing. Formation of support group for a network of beginning teachers to achieve BOSTES Accreditation. This will be needed as in 2017 we anticipate staff changes will lead to more beginning teachers employed in a variety of roles. Assets Management to implement capital works project for ramping to school hall, buildings, and construction of new disability toilet to ensure our school meets compliance codes. Page 10 of 21 Connells Point Public School 1613 (2016)

11 Strategic Direction 3 To grow & sustain a culture of authentic community collaboration & communication within a changing school demographic. Purpose To contribute positively to student learning by building partnerships within an educational community, aligned to the social and educational goals of Connells Point Public School. To work together as a learning community at a local and international level to build capacity of all and to develop knowledge, understanding and expertise about the importance of authentic partnerships, which provide equitable access to quality education for all students. Overall summary of progress Please see information below for detail on our progress towards achieving our improvement measures in Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Students engage in active learning and leading opportunities which are facilitated by staff. Positive parent feedback, supportive of programs and policies within the school. Stronger links to our CoS with all visions shared with school community. Progress achieved this year Students have been involved in leadership opportunities within the community thorough the following programs: Student Representative Council; interaction with community groups participation in the Young Leaders Hallogen Conference; School Leadership Team faciliate ANZAC day, Diversity Day and other community events; Interaction with local High School programs. Support from P&C for three major school funding goals for 2016 have included updating furniture, developing outdoor learning spaces in Kindergarten and Year 4, and fundraising for the 2017 primary playground development; School polices need to be updated with the assistance of the whole staff and shared with the school community. School update of 'Working With Children' and 'Child Protection' policy implementation and procedures tabled with School Council and P&C members. Both of these policies have been made available to our community through our school website; School polices need to be updated with the assistance of staff and school community. School Council Constitution is out of date. Initial meeting to discuss the role of the School Council and how this differs from P&C. Further investigation on role statements to be undertaken by P&C and School Council Presidents, in conjunction with advice from P&C Association. Teacher exchange program for staff to share staff skills and knowledge with CoS. International Trends in Education over a 2 week period (see information below as this project included a wide group of participants) Engagement in Community of Schools Project, led by Steve Francis, for 7 staff members with focus on 5 Strategies for Improving School Culture. Funds Expended (Resources) SRC, Hallogen Conference, Blakehurst HS Implementation Processes and Procedures at CPPS for Working With Children and Child Protection policies, A Z policy tool. School Councillors, P&C President, Parental Advisory Boards. CoS information package, teaching and learning programs, student work samples, external TPL providers, Quality Teaching Framework and research articles. Page 11 of 21 Connells Point Public School 1613 (2016)

12 Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Stronger links to our CoS with all visions shared with school community. All interested members of the community, P&C, School Council and wider community have the opportunity to be engaged in school priorities. Increased level of participation in workshops, surveys, meetings, focus groups, volunteers and contribution. Progress achieved this year PEN Annual Conference TPL for 4 staff members on "Change" resulted in redesigning our school year commencement program for 2017 to begin with grade based learning projects. Four executive staff attended the Dean Fink Macquarie Univeristy Masterclass on "Trust and Verification" with strategies to develop staff potential & capacity discussed and appropriate scaffolding to support teachers implemented. International Trends in Education Open Forum Meeting for Parents & Community with Guest Finnish Principal. Open Forum Meeting included over 100 guests from our community, staff, Community of Schools, District Office personnel, and Education Directors. The Finnish Education Model and how it is implemented in schools was presented. Questions on what aspects of high performance could be incorporated to our schools were presented and discussed for a range of contexts, encouraging further reflection. Two Parent Forums: Kindergarten 'An Introduction to Reading'; Year 6 'BYOD at CPPS'. Both these forums were extremely well attended (over 90% parents of ES1 students; over 85% parents of Year 6 students. The result has been greater links between home and school for reading in the first years of school and greater clarification of learning milestones and expectations. Strong understanding and uptake for the introduction of BYOD. 89% of Yr 6 students have taken part in this program. Parent forum to be arranged allowing staff to inform parents on the use of Sentral and PLAN. Four staff members presented information on PLAN, showing student samples of how markers and clusters progress over Stage 2 and 3. Attended by approximately 35 parents. Funds Expended (Resources) Finnish Principal (Marjo Rantanen), Finnish presentation including International League tables and PISA results. TTFM survey questions on specific school improvements, BYOD procedures, Beginning to Read presentation, CPPS staff. Next Steps In 2017, we aim to: Complete our building program to develop a quality learning space in the primary playground; Repeat our information session at Meet The Teacher night in 2017 to further disseminate information. Page 12 of 21 Connells Point Public School 1613 (2016)

13 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading SLSO support is provided to ensure Aboriginal students are making progress across the literacy and numeracy continuums. During whole school attendance at NAIDOC Day incursion with the Koomurri group, students had the opportunity to learn about indigenous culture and artefacts; actively engage in art, dance and music workshops; and create a mural for our school. English language proficiency EAL/D students are supported 3 days per week by incorporating a multilayered approach to address specific learning needs. EALD included: identifying and tracking trends throughout the school; EALD teachers supporting students and classroom teachers via in class/team teaching; withdrawal of targeted students; and collegial planning to build all staff capabilities in supporting EALD needs within regular classroom programs. EALD student progress was reported to parents using appropriate ESL scales. Staff reviewed the learning progression for English Language acquisition for EAL/D students. Using this Professional Development aligned to the ESL scales, gave staff greater confidence and accuracy in matching student needs to language acquisition. This has assisted with more personalised and specific program delivery. This has resulted in an increase in EAL/D support of 0.4 for $ Equity Aboriginal Background. $4 906 Student contributions for NAIDOC Day. $ Equity English Language Proficiency 0.6 teacher allocation in EFT Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Students supported with various equity programs. All students identified through our Learning Support Team are provided with quality programs and resources to support them to become the most successful learners they can be. SLSOs work collaboratively with teachers to ensure inclusivity. Student data indicates strong individual and collective growth across the school and national assessments for over 87% of these students. Support for all students requiring differentiated instruction, accommodations and adjustments to curriculum or school setting is provided via development of Individual Learning Plans (ILPs), provision of additional Student Learning Engagement Officers (SLSO) and additional LaST time. EFT allocated and extra LaST time has been used to support identified students in separate Stage 1, Stage 2 and Stage 3 Numeracy sessions three times per week. LaST training for SLSOs and parents in the implementation of the BEAR program supported 15 students in the area of reading acquisition. $ Equity Low Level Adjustment for Disability. 0.8 EFT Teacher Allocation for LaST. Socio economic background Support of all student K 6 with adjustments and provisions made to school programs. Page 13 of 21 Connells Point Public School 1613 (2016) $ Equity Socio Economic

14 Socio economic background There was a full school data update to ensure accuracy of student information; monitoring wellbeing. In conjunction with parents, ILPs for students from low socio economic backgrounds with low level learning needs were developed and implemented. Staff and leader learning release time provided for staff to meet with parents, carers and community organisations to develop and strengthen respectful relationships and share necessary and relevant information. Feedback via Tell Them From Me provided evaluations on our educational and wellbeing programs. $ Equity Socio Economic Background. Support for beginning teachers Targeted student support for refugees and new arrivals No funding was received for this program in New Arrivals Program Teaching Support obtained for supporting one student at Beginning Phase in English Language Acquisition. Additional staff employed to support one Year 5 student with language acquisition as both in class and withdrawal support. $0 0.1 allocation from Term 3 Week 9 to Term 4 Week 11 (Half a day a week for 13 weeks) Page 14 of 21 Connells Point Public School 1613 (2016)

15 Student information Student enrolment profile Enrolments Students Boys Girls It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance Our school has strong emphasis on positive student attendance. Support is also provided through the Home School Liaison Officers to ensure all our students have very high levels of school participation. Page 15 of 21 Connells Point Public School 1613 (2016)

16 Class sizes Class Total K ORANGE 22 K GREEN 21 K RED 23 1 BLUE 22 1/2 ORANGE 24 1 PURPLE 22 1 GREEN 21 2 RED 24 2 YELLOW 22 2 WHITE 24 3/4 ORANGE 27 3 GREEN 29 3 BLUE 28 4/5 GREEN 27 4 YELLOW 30 4 RED 29 5 PURPLE 28 5 YELLOW 27 6 RED 28 6 BLUE 28 Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teacher(s) Learning and Support Teacher(s) 0.9 Teacher Librarian 1 Teacher of ESL 0.6 School Administration & Support Staff 3.96 Other Positions 0 *Full Time Equivalent The Australian Education Regulation (2013), requires schools to report on Aboriginal composition of their workforce. Connells Point Public School currently has no teachers identifying as Aboriginal or Torres Strait Islander. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Postgraduate degree Professional learning and teacher accreditation Teacher Professional Learning at Connells Point Public School is a core component throughout our Strategic Directions. In 2016, funding has predominantly been allocated to support teacher learning through the Quality Teaching Rounds and our Community of Schools projects. One staff member completed BOSTES Accreditation at Proficient level; with 5 staff members continuing BOSTES Accreditation at Maintenance level. Page 16 of 21 Connells Point Public School 1613 (2016)

17 Financial information (for schools using both OASIS and SAP/SALM) Financial information The three financial summary tables cover 13 months (from 1 December 2015 to 31 December 2016). The financial summary consists of school income broken down by funding source and is derived from the school Annual Financial Statement. Our school completed a full financial and Student Wellbeing audit in July 2015; with results showing 100% compliance to financial and Wellbeing management processes and governance structures to meet financial and Wellbeing policy requirements. In 2016, Connells Point Public School has been part of the Group 4 cluster of schools to transition from using the OASIS financial system to implement the new Department of Education SAP/SALM finance software package. The information provided in the financial summary includes reporting from <insert date> to 31 December Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above Actual ($) Opening Balance 0.00 Revenue (2a) Appropriation (2b) Sale of Goods and Services 0.00 (2c) Grants and Contributions (2e) Gain and Loss 0.00 (2f) Other Revenue 0.00 (2d) Investment Income Expenses Recurrent Expenses (3a) Employee Related (3b) Operating Expenses Capital Expenses 0.00 (3c) Employee Related 0.00 (3d) Operating Expenses 0.00 SURPLUS / DEFICIT FOR THE YEAR Balance Carried Forward Actual ($) Base Total Base Per Capita Base Location 0.00 Other Base Equity Total Equity Aboriginal Equity Socio economic Equity Language Equity Disability Targeted Total Other Total Grand Total A full copy of the school s 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. There is no opening balance recorded in the SAP finance table. The opening balance for the school for this reporting period is recorded as the Balance Brought Forward in the OASIS table. The OASIS Balance carried forward amount (ie, funds on date of migration) is included in the (2a) Appropriation amount in the SAP table. Any differences between the OASIS Balance carried forward and (2a) Appropriation amount is the result of other accounts and transactions being included in the (2a) Appropriation amount. Page 17 of 21 Connells Point Public School 1613 (2016)

18 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. As part of our Strategic Direction 1 in our School Plan, we have implemented a variety of programs, processes and personnel to provide students with the best opportunities to achieve their potential. Our NAPLAN results for 2016 indicate strong success in achieving at high levels in all areas. Of significance has been the growth rates noted for individual students, which indicate greater than average progress particularly for students receiving additional support. This is a strong endorsement showing the impact of both school programs and the power of our ongoing parent school relationships. Page 18 of 21 Connells Point Public School 1613 (2016)

19 Page 19 of 21 Connells Point Public School 1613 (2016)

20 NAPLAN results for Numeracy indicated strong representation in our middle to top bands for both Year 3 and 5. This remains a focus for 2017, with the aim to increase student results to show significant growth from Year 3 to 5. The My School website provides further detailed information and data for national literacy and numeracy testing. Click on the link then insert our school name in the 'Find a School' and select GO to access our school data.. Another reporting requirement from the State Priorities: Better services Improving Aboriginal education outcomes is for schools with significant numbers of Aboriginal students to report the percentage of Aboriginal students in achieving in the top two bands. As Connells Point Public School does not have a significant number of Aboriginal student enrollments, no data will be publicly reported, to ensure the privacy of our students. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2016, all staff, students, and a parent representative group completed the Tell Them From Me surveys. Each group answered questions on the 8 Drivers of Student Learning. The results from these surveys also supported responses from parents and staff from our "Values vs Effort" survey, which focused on school priorities. Our results showed the school continued to score highly on Leadership, Learning Culture, Teaching Strategies, Inclusivity within the School, Parent Page 20 of 21 Connells Point Public School 1613 (2016)

21 Involvement and Collaboration. Parent feedback for further improvement noted that greater personalisation for Stage 3 PLAN data is an area that requires further investigation. This are both part of our Strategic Directions and Milestones in our current School Plan. school, Greek language was taught to Kindergarten and Year 1 students weekly by a specialist Community Languages teacher. Students learnt how to speak and write basic Greek as well as about history and culture. Anna Marie P. was nominated for the Hellenic Awards at Parliament House and received an award in recognition of her outstanding achievements in our Greek Language program. Extra curricular community language classes were offered after school hours and operated four days per week. In 2016, students from our school as well as other local schools accessed the Greek language classes which ran four afternoons per week. Mandarin classes were also offered and proved popular, with four classes in operation one afternoon per week. In 2016, our school celebrated Diversity Day. This was a well supported event by students, community and staff. Our students participated and viewed cultural dances, costumes and traditions; including an informative presentation on Africa from our guest presenter from the Migrant Resource Centre. However, for most, the best part of the day was being able to share the multitude of dishes our parents so kindly provided to enrich this experience. Policy requirements Aboriginal education In 2016, we had one student who identified as Indigenous. Whilst this is a very low representation, our school is committed to ensuring all students are provided with a variety of learning experiences to deepen their knowledge, understanding and respect of Aboriginal and Torres Strait Islander peoples; and develop an awareness of the unique contributions indigenous culture has made, and continues to make, in our country s past, present and future. Considered and focused content of the three concepts of Country/Place, Peoples, and Cultures is developed and embedded within our teaching programs. Led by the Koomurri group during NAIDOC week, students celebrated indigenous culture by participating in a range of activities such as dance, oral stories and histories, viewing artifacts, boomerang throwing, and contributing to a mural for our school. Other school programs Our school is well known and regarded within our community and local area for the wide range of programs we offer to develop leadership opportunities for students with academic, sporting and artistic talents. Programs operate within the regular curriculum, and specialist instruction available is through extra curricular lessons. For a full list of our school programs, please visit our Connells Point Public School website to access photos, stories and event information. p.schools.nsw.edu.au/ Multicultural and anti-racism education Students at Connells Point Public School represent a diverse range of cultures. 73% of our students come from language backgrounds other than English which is a slight increase from Our students represent 24 different languages with our largest language groups being Greek, Mandarin, Cantonese and Arabic. In Page 21 of 21 Connells Point Public School 1613 (2016)