Oran Park Public School Annual Report

Oran Park Public School Annual Report 2015

Introduction The Annual Report for 2015 is provided to the community of Oran Park 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. Donna Shevlin Principal School contact details: Oran Park Public School 390 South Circuit Oran Park, 2570 oranpark-p.school@det.nsw.edu.au oranpark-p.schools.nsw.edu.au (02) 4632 4651 School background School Vision Statement Oran Park Public School community encourages a love of learning in an inclusive, safe and supportive environment where students are valued as individuals. All children are engaged in quality differentiated and future focused learning. Staff work in partnership with families and the wider community to set high expectations for success, ensuring students achieve their full potential as lifelong learners. Innovative, engaging educational programs inspire and prepare students to become productive, organised and proud global citizens. School context Oran Park Public School provides quality teaching and learning programs. We have a strong academic focus with programs that challenge our students. A major emphasis is on the development of literacy and numeracy to ensure all students are provided with the skills for future success. We have excellent support programs for students with special needs. All students are provided with teaching and learning programs that encourage them to achieve their full potential. We have a strong student welfare approach, driven by our Positive Behaviour for Learning program. Established in 2014, our school is positioned in a new fast growing suburb. The school and the local township are constantly evolving and exciting opportunities are regularly accessed. We are a welcoming and friendly school within a culturally diverse community. The school population at the conclusion of 2015 was 313 students. There were 37% of students with language backgrounds other than English (LBOTE), speaking 36 languages. We promote a healthy, active lifestyle and encourage lifelong fitness through our innovative health and sport programs. Students compete regularly in a wide selection of local and state competitions. Our students enjoy participating in a range of extracurricular activities in performing arts, choir, public speaking and debating to develop their confidence and talents.

Parents are actively involved in school programs and offer vital support within our classrooms. Our students enjoy additional benefits and support due to the fundraising and commitment of our very active Parents and Citizens committee who play an integral role and provide input into our school s decision making process. Our staff and students enjoy a supportive environment and a range of outstanding facilities and opportunities. Students learn in comfortable and well-resourced classrooms. They use state of the art technology to engage them in their learning. At Oran Park Public School, we promote A love of Learning. 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. During 2015, our staff at Oran Park Public School used the School Excellence Framework as a tool to inform, monitor and evaluate our teaching practice. During Professional Learning sessions throughout each term, including Staff Development Days in Term 4, teams of teachers examined the School Plan 2015-2017 and the School Excellence Framework to determine areas of strength and development as we continue to build our school. Learning In the domain of Learning, our school has primarily focused on creative and innovative teaching and learning. Teachers engage in the development of structured assessment and consistent tracking and reporting procedures. This will ensure accurate information is shared and there is an effective transition for every student. Quality teaching practices and creative, innovative learning experiences are embedded within an engaging curriculum. Individuals are encouraged to develop technological competencies and work collaboratively and creatively to achieve success. This year we developed school wide assessment and reporting systems and support structures, to ensure consistent teacher judgment processes. Assessment and planning identified student individual learning requirements. Learning needs were identified and catered for through the implementation of support, extension and enrichment programs. The parent community share responsibility for student learning and wellbeing through strong collaborative partnerships with the teaching staff. Teaching In the domain of teaching, our focus has been to improve student achievement in literacy and numeracy. Our focus has been on positive engagement in rich teaching and learning through an integrated approach and the implementation of Synthetic Phonics, Morning Routine and Targeting Early Numeracy. Stage based scheduled assessment and reporting practices, school data, ongoing program evaluation and consistent teacher judgment, drive teaching and learning. Teachers are engaged in ongoing peer observation, mentoring, reflection and team teaching to improve practice. Teachers are engaged in professional learning in quantitative and qualitative assessment practices through modeling and mentoring. Data is used to accurately inform the design of school programs and to deliver a differentiated and integrated curriculum. Teaching and learning sequences are designed and implemented using an integrated approach, reflecting a comprehensive understanding of the Australian curriculum.

Leading In the domain of Leading, our school has focused on our partnerships with parents and the community. We have developed parent workshops to aid our community in understanding our teaching of phonics. We have facilitated information courses provided by external education training providers, such as Macarthur Disability. Parents will be surveyed to determine what information they want to be provided in 2016. We have built relationships with businesses in the local area to assist our school with Positive Behaviour for Learning signage, technology and P&C fundraising. We regularly attend Oran Park Town Community meetings. We have a commitment to Oran Park Public School being involved in the development of Oran Park Town community. 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. Strategic Direction 1 Creative innovative teaching and learning Purpose Quality teaching practices and creative, innovative learning experiences are embedded within an engaging curriculum. Individuals are encouraged to develop technological competencies and work collaboratively and creatively to achieve success. Overall summary of progress In 2015, the school formed teams aligned with the School Excellence Framework to promote and develop each school priority. The Learning Team focused on our priority of creative teaching innovative learning. The focus was to improve student achievement and growth in literacy and numeracy. This was supported by the development of creative, innovative and quality literacy and numeracy lessons. Teacher professional learning and the implementation of key school programs were a priority. There was a whole school commitment to Synthetic Phonics, Morning Routine and The Early Numeracy program (TEN). To support the growth of improved learning outcomes for every student through the delivery of a differentiated and integrated curriculum, teachers were engaged in ongoing peer observation. Mentoring, reflection and team teaching to improve practice was a priority. The Learning Team focused on the development of school wide assessment and reporting systems and support structures, to ensure consistent teacher judgment processes. Assessment and planning identified each student s individual learning requirements. Learning needs were identified and catered for through the implementation of support, extension and enrichment programs. Teachers engaged in the development of structured assessment and consistent tracking and reporting procedures. This was to ensure accurate information is shared and there is an effective transition for every student. The team decided that data from internal and external student assessments would be analysed and evaluated to identify strengths and areas for improvement and to inform future teaching practice. Teaching and learning sequences were designed and implemented using an integrated approach, reflecting a comprehensive understanding of the Australian curriculum. All teachers implemented the new K-6 English, Mathematics, History and Science syllabus. New and emerging technologies are embedded in all key learning areas to engage and support student learning. Stage based scheduled assessment and reporting practices, school data, ongoing program evaluation and consistent teacher judgment, drive teaching and learning.

Progress towards achieving improvement measures Improvement measure Students will achieve growth in key learning areas in school-based assessments. Meaningful and comprehensive school data will track and measure individual student performance and growth. Proficiency standard in NAPLAN Literacy will increase to 50% in Year 3 (2015). Proficiency standard in NAPLAN Numeracy will increase to 30% in Year 3 (2015). Proficiency standard in NAPLAN Literacy will increase to 12% in Year 5 (2015). Proficiency standard in NAPLAN Numeracy will increase to 20% Year 5 (2015). Progress achieved this year Stage based scheduled assessment and reporting practices, school data, ongoing program evaluation and consistent teacher judgment, drive teaching and learning. Review of all programs and scope and sequences across all stages ensured a creative and differentiated approach across the school. 58% of Year 3 were at proficiency in Reading 52% of Year 3 were at proficiency in Grammar 44% of Year 3 were at proficiency in Spelling 44% of Year 3 were at proficiency in Writing 35% of Year 3 were at proficiency in Numeracy 19% of Year 5 were at proficiency in Reading 35% of Year 5 were at proficiency in Grammar 31% of Year 5 were at proficiency in Spelling 12% of Year 5 were at proficiency in Writing 12% of Year 5 were at proficiency in Numeracy Resources (annual) Funds Expended $7016 Teacher release $10 000 Professional Learning Synthetic Phonics Morning Routine TEN $9927 Literacy Resourcing $2585 Numeracy Resourcing Next steps Continue to build on the practice of ongoing peer observation, mentoring, reflection and team teaching to improve teaching and learning. Engage the whole staff in data collection and tracking systems to improve our assessment and reporting practice and to better track and measure student learning growth. Use of PLAN for literacy and numeracy. Teacher trains as TEN facilitator and works with a group to track TEN data. Strategic Direction 2 Quality leadership and professional practice Purpose Teacher capabilities are strengthened through professional learning with a focus on building teacher expertise to deliver a differentiated and inspiring curriculum. Teacher capacity is developed through ongoing leadership opportunities to guide new and innovative practices. Overall summary of progress The Teaching Team focused on our priority of quality leadership and professional practice. The focus was to build teacher capabilities through professional learning. Teachers were engaged in quality professional learning with a focus on Positive Behaviour for Learning (PBL), Reading and Comprehension, Morning Routine, Synthetic Phonics, and Targeting Early Numeracy program (TEN). Lesson demonstrations and observations were scheduled to enhance teachers understanding of each of our key programs. Clear expectations were set though the application of the Performance and Development Framework and The

Australian Professional Standards for Teachers. School leaders support teachers through a process of feedback, regular reflection time, classroom observation, modeling, professional dialogue, coaching and mentoring. The implementation of the new Performance Development Framework has led to improved staff engagement in the priorities and direction of the school. All teachers have a Performance and Development Plan (PDP), which is regularly reviewed and evaluated. These professional learning plans drive the delivery of quality educational programs. Teachers identify their own professional learning goals to achieve higher levels of accreditation and to align with school priorities. The Teaching Team focused on prioritising ongoing professional development and reflection opportunities to ensure the establishment of dynamic teams and networks. Executive teachers focused on providing and supporting leadership, coaching and mentoring opportunities in their field of expertise. School leaders built the collective capacity of teachers to evaluate the effectiveness of school programs and initiatives, informing the strategic directions of the school. Progress towards achieving improvement measures Improvement measure 100% implementation and ongoing maintenance of teachers professional learning portfolios will meet accreditation requirements of the Australian Professional Teaching Standards 100% of teachers implement our focus teaching programs Join new Mount Annan Community Of Schools. Priorities are aligned to our school direction. Progress achieved this year All teachers have a Performance Development Plan aligned with the new Department policy. Teachers are building their capacity to develop their plans and to actively seek feedback and mentoring as part of their professional growth. Weekly Professional Learning Meetings are implemented Teachers worked with facilitators to improve the teaching of mathematics, literacy and teacher differentiation practice. Teachers have a deeper understanding of the new English and Mathematics syllabuses. Teachers are leading and supporting others through an effective implementation strategy. Participation in Mount Annan COS. Classroom Observation and collegial sharing sessions improve teacher quality as measured through feedback evidence. Teachers reflect on their practice through a structured collaborative model. Resources (annual) Funds Expended $1000 Professional Learning $10 000 Professional Learning $12 000 Literacy and Numeracy Next steps Implement beginning teachers and highly accomplished teacher support groups for 2016. Involvement in Observation program with Mount Annan Community Of Schools in 2016. Teacher observations of stage 3 and stage 4 teaching and learning between OPPS and local high school. Continue to work with an outside facilitator to improve the teaching of reading, comprehension and teacher differentiation practice. TEN facilitator continues to provide ongoing teacher professional learning. Strategic Direction 3 Strong foundation partnerships Purpose Positive school culture and strong foundation connections are developed through building community relationships, mutual responsibility, respect, trust and a shared vision. Community engagement is developed through establishing effective communication processes, and building supportive, collaborative partnerships to provide students with a quality learning environment.

Overall summary of progress The Leading Team focused on our priority of building strong foundation partnerships. The focus was to establish clear learning connections between home and school. The school community, staff and parents worked together to develop positive and respectful relationships to underpin productive learning environments for our students and the development of collaborative decision-making. Positive partnerships, with a joint commitment to high expectations for learning outcomes exist Staff worked collaboratively with the parent community, to develop a broad understanding of school systems, directions and expectations to improve student outcomes. Teachers and parents collaboratively plan, and engage in professional learning and skill sharing forums that ensure a shared approach towards achieving quality educational outcomes for all students. The school provides ongoing opportunities for consultation and evaluation of strategic directions with parents and the wider school community, through P&C meetings, parent training workshops and discussion forums. Our community is well informed on all school matters. School communication is maximised through improved technological systems in place to inform parents and update calendar events. Written communication in newsletters, Skoolbag, the school website and emails, regularly informs parents of current events, teaching methods and shares innovative ways of supporting children s learning. Early advice, structured events, and defined roles ensure that parent input is valued. Progress towards achieving improvement measures Improvement measure 80% or more parents regularly participate authentically in school activities. There is evidence of teachers and parents sharing professional learning to support the development of strong partnerships between home and school. Progress achieved this year There is evidence of increased community participation in school activities with visible parent involvement in assisting teachers and the student community in school initiatives. We had over 80 parents attend our 100 Days of Learning Celebration and the Education Week Open Day. We had over 100 parents attend the Easter Hat Parade, Book Week and Grandparents Day. 20 parents attended the Parent Volunteer Workshop 18 parents attended the Synthetic Phonics information session Links established with a parent to work with us in promoting environmental education and establishing a school garden. Resources (annual) Funds Expended $1500 $800 Next steps The school will provide ongoing opportunities for consultation and evaluation of strategic directions with parents and the wider school community, through P&C meetings, training workshops and discussion forums, such as the introduction of the Parent Café. 2016 Tell Them From Me survey results will be analysed for future improvement and directions. An Environmental Committee including parents and students will be established in 2016.

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 All students have an Individual Learning Plan (ILP) Each ILP has a focus on improving learning in literacy and numeracy. All parents were involved in the development and monitoring of the ILPs. Aboriginal students are making sound progress. Cultural significance and social skills are included in the ILP. Funding was used to engage in Professional Learning for teachers to develop and improve their knowledge and understanding of EAL/D learning and the ESL Scales. A whole school audit of EAL/D student data was completed to determine the areas of need. Specialist teachers focus on English language and social skills for all students. They also provide in class and mentor support for classroom teachers. A range of strategies has been incorporated to develop and improve communication with parents/carers and community members from culturally diverse backgrounds. These included; initiation of contact made by teachers, use of interpreters, celebration of Harmony Day. These strategies are strengthening parent and community engagement in school activities. Additional classroom teachers and School Learning Support Officers are employed to support classroom programs. Funds were allocated for professional learning in Literacy-Get Reading Right. All students requiring adjustments, learning support and curriculum accommodations are catered for within the school. 100 students were referred for Learning Support this year. 22 students required adjustments to cater for learning difficulties. 37 students required adjustments to cater for a disability. Their needs were catered for through a variety of school initiatives. The whole school Positive Behaviour for Learning Program ensured that every class was involved in PBL lessons. Individual and small group intensive literacy support was provided. A whole school program Morning Routine was implemented to provide differentiated instruction for all students. A social skills program was used in the small playground. A lunchtime football and soccer group was established. All beginning teachers receive additional support in the first two years of their career. Two teachers in their second year were provided with additional teaching release time to access a variety of support. Professional development, mentoring time with their supervisors and lesson $960 $25 229 $7296 $12 548 $8040

observations were provided. Support was provided for the teachers to gather and annotate appropriate evidence to contribute to their accreditation. Both teachers are now at proficient standard. Other school focus areas Impact achieved this year Resources (annual) Synthetic Phonics Program Quality teaching is evident in all literacy $ 19500 programs through a whole school approach to the implementation of quality teaching and learning in literacy practice. Synthetic Phonics training for all staff K-6 has been ongoing to improve teaching of explicit skills in phonics and reading. Teachers clearly identify syllabus outcomes relevant to the different needs of students in their class and differentiate classroom programs accordingly. Teachers collaboratively plan and write systematic and explicit literacy programs with a focus on modelled, guided and independent learning. This program is valued by teachers and there is 100% commitment to continue to develop our teaching skills to improve student outcomes. Positive Behaviour for Learning Throughout 2015, Oran Park Public School's Positive Behaviour for Learning (PBL) team worked with staff, students, parents and Department of Education personnel to achieve our student welfare goals. There is a recognized whole school approach to student well being through the Positive Behaviour System consolidated within all classrooms. $ 6000 Weekly social skills lessons are designed for teachers to implement with students, addressing areas of need from school data. These social skills lessons provide increased communication to students about whole school behaviour expectations. Learning Support Team meetings have been adjusted to include a focused section primarily on behaviour concerns in relation to referrals and/or Sentral behaviour data, from all settings. Sentral tracking data indicates a decrease in behaviour referrals across the school.

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Oran Park Public School has one Aboriginal teacher. Oran Park Public School enjoys a close relationship with our local junior Aboriginal Educational Consultative Group. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 65 Postgraduate degree 35 Professional learning and teacher accreditation Student attendance profile Student Attendance State DoE School Workforce information Year 2010 2011 2012 2013 2014 2015 K #N/A #N/A #N/A #N/A 95.6 94.6 1 #N/A #N/A #N/A #N/A 96.6 93.3 2 #N/A #N/A #N/A #N/A 92.1 93.6 3 #N/A #N/A #N/A #N/A 95.0 94.0 4 #N/A #N/A #N/A #N/A 95.4 93.0 5 #N/A #N/A #N/A #N/A 94.6 93.5 6 #N/A #N/A #N/A #N/A 92.6 92.7 Total #N/A #N/A #N/A #N/A 94.6 93.5 K 94.7 94.7 94.3 95.0 95.2 94.4 1 94.2 94.2 93.9 94.5 94.7 93.8 2 94.4 94.2 94.2 94.7 94.9 94.0 3 94.5 94.4 94.4 94.8 95.0 94.1 4 94.5 94.3 94.3 94.7 94.9 94.0 5 94.4 94.2 94.2 94.5 94.8 94.0 6 94 93.8 93.8 94.1 94.2 93.5 Total 94.4 94.3 94.2 94.7 94.8 94.0 Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Assistant Principal(s) 4 Classroom Teacher(s) 11 Learning and Support Teacher(s) 0.6 Teacher Librarian 0.6 School Counsellor 0.3 School Administrative & Support Staff 6 Other positions 1 Total 24.5 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The teaching staff at Oran Park Public School participated in a number of professional learning activities designed to build the capacity of staff to achieve our key priorities as identified in our School Plan. Professional learning opportunities have been ongoing to provide support and to build the capabilities of early career teachers. Teachers have participated in leadership programs to build the capacity of teachers who are aspiring or existing leaders and to investigate accreditation as a Highly Accomplished or Lead Teacher. Oran Park Public School has two new scheme teachers working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation. One teacher is working towards Highly Accomplished accreditation. Apart from compliance training, many professional learning activities were provided for the staff as part of the School Plan. Professional learning supported the School Plan priorities for 2015 in Literacy, Numeracy, Positive Behaviour for Learning and the ongoing implementation of the new Australian Curriculum. All teachers participated in Synthetic Phonics literacy training and establishment of our core program, Morning Routine. Early Stage One implemented TEN (mathematics) program and the Australian curriculums were either implemented or consolidated.

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 158327.29 Global funds 218362.80 Tied funds 222635.35 School & community sources 114578.04 Interest 4777.38 Trust receipts 2838.50 Canteen 0.00 Total income 721519.36 Expenditure Teaching & learning Key learning areas 34892.38 Excursions 22413.29 Extracurricular dissections 24538.21 Library 26784.94 Training & development 17016.89 Tied funds 201453.46 Casual relief teachers 34515.88 Administration & office 54161.51 School-operated canteen 0.00 Utilities 38279.00 Maintenance 48584.69 Trust accounts 2520.78 Capital programs 43774.26 Total expenditure 548935.29 Balance carried forward 172584.07 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. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au and insert the school name in the Find a school and select GO to access the school data. 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. In 2015, the school sought the opinions of parents/carers, students and teachers about the school. The two questions were areas for improvement and areas where our school is performing well. The responses are presented below: An area for improvement that was commented on by parents was the lack of parking outside of our school and the queues for the Kiss and Drop area. Unfortunately, these are out of the school s control. Camden Council has designated parking, no parking and no standing zones around the school. The school has no jurisdiction in this area. As with all public roads, there are road regulations and the police monitor these. An issue of concern a number of respondents commented on was that we had too many fundraisers and events that were costly for some parents. As a result of this feedback, we worked with the P&C to limit events. In 2016 we will plan differently and ensure that events are more evenly staggered. Thank you for working with us as we endeavour to provide every opportunity for your children, whilst taking into account our fast growing school. An area of concern a parent made comment on, was for the school to focus more on education rather than on sport. Sport is in fact considered mandatory education for all students K-6. There are mandatory curriculum guidelines that we follow which stipulate the amount of physical education we offer in a primary school, which is two and a half hours per week. These equate to one hour per week for sport and one and a half hours per week for Personal Development and Physical Education. At our school we provide a comprehensive curriculum incorporating all areas of education. We had a majority of positive responses to what we do well at Oran Park Public School.

98% percentage of responses complimented us on our communication. 98% of parents were impressed with the amount and variety of educational opportunities provided for our students in all areas of education. There were a number of comments complimenting our staff and their commitment to our school. Comments such as: I believe you teach and care for our children well. It is easy to tell that all of your staff enjoy their jobs and actually care about the future of our children. 96% of parents believed that our teachers are friendly and approachable. 96% of parents believe that teachers at Oran Park Public School teach and care for our children well. 96% of respondents agreed that our teachers provide excellent experiences for the children, they are qualified teaching professionals and have good values for the children to follow. The majority of the responses regarding what we do well at Oran Park Public School were positive and reaffirming for our staff. In 2016 we will continue to seek advice to improve our practices and provision for students. Policy requirements Aboriginal education Oran Park Public School is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students. Our goal is to provide support for our Aboriginal students. To educate all students, including non- Aboriginal, we include teaching perspectives in our curriculum programs designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. In 2015, we have promoted cultural awareness of indigenous people. This year we invited an Aboriginal Elder to perform a Smoking Ceremony at a special assembly. The sacred smoking ceremony was performed as a welcome to our new school, to cleanse our school and as a sign of respect for people past and present and also the passing over of local elders to rest the spirit. educate students about Aboriginal culture and the meaning behind many Aboriginal traditions. During the year, our indigenous students attended Belonging Day activities with K-12 students from surrounding schools. The day was a great success and allowed students to immerse themselves in their culture and meet other members of their local community. In 2015 we continued working with outside agencies to assist indigenous families in need. These agencies have greatly helped all involved and we hope to continue these relationships into the future. Multicultural education and Anti-racism Oran Park Public School ensures that multicultural perspectives are embedded into daily teaching and learning practice. Students develop knowledge, skills, values and attitudes to truly appreciate and understand our culturally diverse society. Primarily this is delivered through exploring the history and culture that influence Australia s diverse population. Teachers ensure they foster an inclusive school community and provide an anti-discriminatory environment for all our students and families. This year we participated in Harmony Day and displayed a collage of children s pictures in the Administration area. Our kindergarten students held a special celebration of their own cultural background by brining in special cuisines from their cultural background. A member of our teaching staff is a qualified Anti- Racism Contact Officer (ARCO). In her role, she supports the school in ensuring that multiculturalism remains a priority in our curriculum and that any form of discrimination can be dealt with in a concise manner. The ARCO role involves promoting the values of respect for all races and cultures. The ARCO is also the contact between students, staff, parents and community members who wish to make a complaint regarding racism. We had two complaints registered with our Anti- Racism Officer this year. In both cases families were positive and supportive and students had a valuable learning experience with no repercussions. The students participated in a variety of learning activities and experiences for both Reconciliation and NAIDOC weeks. Activities were designed to