Oran Park Public School Annual Report 2016 4651 Page 1 of 19 Oran Park Public School 4651 (2016)
Introduction The Annual Report for 2016 is provided to the community of Oran Park 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. Donna Shevlin Principal School contact details Oran Park Public School 390 South Circuit Oran Park, 2570 www.oranpark-p.schools.nsw.edu.au oranpark-p.school@det.nsw.edu.au 4632 4651 Page 2 of 19 Oran Park Public School 4651 (2016)
School background School vision statement Oran Park Public School community provides 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, Positive Behaviour for Learning. 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 area welcoming and friendly school within a culturally diverse community. 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 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 across the three domains of Learning, Teaching and Leading. During 2016, our staff at Oran Park Public School further developed their knowledge of the School Excellence Framework and continued to use it as a tool to inform, monitor and evaluate our teaching practice. During Professional Learning sessions throughout each term, including School Development Days, the school leadership team led teams of teachers to examine the School Plan 2016 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. In 2015 we developed Page 3 of 19 Oran Park Public School 4651 (2016)
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. In 2016 we have consolidated and further improved the use of these assessment and reporting practices to ensure that the school has explicit processes to collect, analyse and report on internal and external student and school performance data. 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 and to provide teaching staff with tools to identify, understand and implement the most effective teaching method for their students. Our focus has been on positive engagement in rich teaching and learning through an integrated approach and the consolidation of Synthetic Phonics, Morning Routine and Targeting Early Numeracy. Stage based scheduled assessment and reporting practices have been further developed and improved, school data analysed and programs evaluated according to student achievement. A focus on consistency in teacher judgment has also been a priority. Teachers have continued to engage 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 and an understanding that explicit, specific and timely formative feedback assists students to learn how to improve. Leading In the domain of Leading, our school has focused on collaboratively developing our school plan and communicating its purpose to all staff and the wider community. The leadership team actively sought to ensure that all staff were clear on the school s strategic directions and actively working towards their achievement. It has remained a priority to nurture our partnerships with parents and the community. In 2016, we scheduled parent workshops to aid our community in understanding our teaching of synthetic phonics and established a Parent Café as a forum for delivering information on school initiatives in a non threatening environment. We have continued to facilitate information courses provided by external education training providers, such as Macarthur Disability. Again in 2016 parents were surveyed to determine what information they want to be provided in 2017 through the Tell Them From Me survey initiative. 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 assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about the department/our reforms/school excellence framework Page 4 of 19 Oran Park Public School 4651 (2016)
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 School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and develop each school priority. Throughout 2016, the Learning Team sustained and grew its focus on our priority of creative teaching and innovative learning. The team s objective was to further improve student achievement and growth in literacy and numeracy beyond results achieved in 2015. This was further supported by the development of creative, innovative and quality literacy and numeracy lessons with a focus on increased content differentiation. Teacher professional learning and the implementation of key school programs continued to be a key priority. The commitment to Synthetic Phonics, Morning Routine and The Early Numeracy program (TEN) has continued to see improvement in student results. To support the growth of improved learning outcomes for every student through the delivery of a differentiated and integrated curriculum, teachers continued to engage in ongoing peer observation. Mentoring, reflection and team teaching to improve practice was refined to ensure it remained a priority. The Learning Team also focused on refining and consolidating school wide assessment and reporting systems and support structures put in place in 2015, to continue to ensure consistent teacher judgment processes. Sustained focus on assessment and planning continued to allow for the identification of each student s individual learning requirements. Learning needs were identified and catered for through the implementation of additional support, extension and enrichment programs. Teachers have refined their practice in the development of structured assessment and consistent tracking and reporting procedures. This has continued to ensure accurate information is shared and that there is an effective transition for every student. The team sustained and built upon its efforts to use data from internal and external student assessments to analyse and evaluate strengths and areas for improvement and to inform future teaching practice. Teaching and learning sequences continued to be designed and implemented using an integrated approach, reflecting a comprehensive understanding of the Australian curriculum. All teachers are now confidently implementing the K 6 English, Mathematics, History and Science syllabus and are developing their knowledge of the new Geography syllabus for full implementation in 2017. New and emerging technologies are continuing to be 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, remained the key drivers of teaching and learning. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Comprehensive school data will track and measure individual student performance and growth. Students will achieve growth in all key learning areas in school based assessments. Proficiency standard in NAPLAN Literacy will increase to 55% in Progress achieved this year Throughout 2016, the school continued to consolidate its implementation of the TEN program, the teaching of Synthetics Phonics, the consistent, school wide delivery of Morning Routine, and the implementation of Core Teaching Programs across the school. The year also saw the introduction of Learning Intentions and Success Criteria. Both TEN and the Synthetic Phonics Program had an assessment schedule accompanying them and the associated data was collected, centrally stored and used to inform teaching and learning. The school also conducted kindergarten Best Start assessments with the data used to develop kindergarten groupings early in the year. 33% of Year 3 were at proficiency in Reading 43% of Year 3 were at proficiency in Writing Funds Expended (Resources) $5100 Justin Caban (data analysis) $10 200 Justin Caban (observation and implementation of morning routine, comprehension and core teaching programs) $0 Page 5 of 19 Oran Park Public School 4651 (2016)
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Year 3 and 30% in Year 5 (2016). Proficiency standard in NAPLAN Numeracy will increase to 45% in Year 3 and 20% in Year 5 (2016). NAPLAN assessment data will provide significant comparisons to local and state student assessment results. 70% of kindergarten students will attain the expected cluster level on the Early Literacy and Early Numeracy Continuums. 70% of Year 1 students will attain cluster 6 in Literacy and Numeracy. Progress achieved this year 41% of Year 3 were at proficiency in Spelling 37% of Year 3 were at proficiency in Grammar and punctuation 15 % of Year 3 were at proficiency in Numeracy 14 % of Year 5 were at proficiency in Reading 6% of Year 5 were at proficiency in Writing 22% of Year 5 were at proficiency in Spelling 32% of Year 5 were at proficiency in Grammar and punctuation 10% of Year 5 were at proficiency in Numeracy The Literacy and Numeracy Continuums were not used consistently by all teaching staff in 2016. This will be a focus for professional development in 2017 and beyond. The Literacy and Numeracy Continuums were not used consistently by all teaching staff in 2016. This will be a focus for professional development in 2017 and beyond. Funds Expended (Resources) $0 $0 Next Steps Maintain the practice of ongoing peer observation, mentoring, reflection and team teaching to improve teaching and learning and seek out further opportunities such as Spirals of Inquiry to aid in this process. Continue to 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. Build staff capacity to begin the process of implementing the practice of tracking students using Planning Literacy and Numeracy (PLAN) software in literacy and numeracy. Provide school wide professional learning in the Mathematics Building Blocks of Numeracy initiative to improve pedagogy in mathematics teaching and improve student results in all aspects of mathematics. Page 6 of 19 Oran Park Public School 4651 (2016)
Strategic Direction 2 Quality Leadership, 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 School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and develop each school priority. Throughout 2016, the Teaching Team sustained and grew its focus on our priority of quality leadership and professional practice. This focus continued to build teacher capabilities through professional learning. Teachers were engaged in further 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 continue to be scheduled to enhance teachers understanding of each of our key programs and have become part of the teaching culture across the school. Clear expectations remain a priority in the application of the Performance and Development Framework and The Australian Professional Standards for Teachers. School leaders continued to support teachers through a process of feedback, regular reflection time, classroom observation, modeling, professional dialogue, coaching and mentoring. All teaching staff have clear understanding of the Performance Development Framework which has continued to lead to improved staff engagement in, and a clear knowledge of, the priorities and directions of the school. All teachers develop a Performance and Development Plan (PDP), which is regularly reviewed and evaluated with their supervisors. These professional learning plans continue to drive the delivery of quality educational programs. Teachers, with the guidance of the school executive and support of their colleagues, identify their own professional learning goals to achieve higher levels of accreditation and to align with school priorities. The Teaching Team sustained and grew its focus on prioritising ongoing professional development and reflection opportunities to ensure the continued success of the dynamic teams and networks established in 2015. Executive teachers sustained and grew their focus on providing and supporting leadership, coaching and mentoring opportunities in their respective fields of expertise. School leaders continued to built the collective capacity of teachers to evaluate the effectiveness of school programs and initiatives, informing the strategic directions of the school and to ensure that improvement measures are met. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) The successful implementation and ongoing maintenance of teachers professional learning portfolios will meet accreditation requirements of the Australian Teaching Standards by 2018. Participation in Mount Annan COS Classroom Observation and sharing sessions to improve teacher quality will be measured through feedback evidence. Progress achieved this year Beginning Teachers are encouraged to attend local Beginning Teacher Professional Learning days and are provided with extra professional learning to develop their understanding of the current programs undertaken at Oran Park Public School. Staff were consulted during their professional development plans to establish clear goals to work towards across the school year which were linked to the Australian Professional Standards for teachers. These goals were reviewed at the end of Terms 1, 2 and 4. Two stage three teachers worked closely with the local high school staff and other local public school staff to engage in professional discussion to evaluate practice in the primary and high school setting. This process improved practice and made the transition between primary school and high school smooth. Contributing to this network built productive links between the local high school and other teaching staff to improve student learning in Mathematics. Staff reported that the process of Funds Expended (Resources) $0 $2000 Page 7 of 19 Oran Park Public School 4651 (2016)
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Participation in Mount Annan COS Classroom Observation and sharing sessions to improve teacher quality will be measured through feedback evidence. Work with an outside facilitator to improve the teaching of reading, comprehension and teacher differentiation practice. All PDP s are developed and implemented across the school. Progress achieved this year networking, built their capacity in identifying effective strategies on how students learn based on sound research in Mathematics The school has undertaken regular professional learning with an Independent Literacy Consultant which has included extensive critiquing of research underpinning the morning routine program and the implementation across the school. Teachers have also undertaken training in the Synthetic Phonics program and implemented a variety of scope and sequences into their stage based planning. Throughout the year all staff engaged in training that covered the ten comprehension strategies. This incorporated teacher observations and feedback to improve on the delivery and practice. As a result PLAN data has indicated improvement in the areas of vocabulary, phonics, concepts of print across K 2. The school conducted and scheduled professional development meetings three times during the school year. The first meeting was held at the end of Term 1 and, a review meeting was held at the end of Term 2 with the final meeting held in Term 4. Supervisors analysed various descriptors of the Australian Standards for Teachers to plan personal development goals and support colleagues in identifying and achieving these goals that were linked to our school s three strategic directions. Funds Expended (Resources) $53,887 Justin Caban $14, 490 Casual relief $0 Next Steps Continue to facilitate and strengthen the beginning teachers and highly accomplished teacher support groups established in 2017. Maintain involvement in the Observation Program with Mount Annan Community of Schools in 2017. Facilitate ongoing teacher observations of Stage 3 and Stage 4 teaching and learning between OPPS and a local high school. Continue to work with an outside facilitator to improve the teaching of reading, writing, comprehension and teacher differentiation practice. TEN facilitator continues to provide ongoing teacher professional learning. Implement the Mathematics Building Blocks of Numeracy initiative so that the advocated teaching practices are evident in all classrooms. Page 8 of 19 Oran Park Public School 4651 (2016)
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 School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and develop each school priority. Throughout 2016, the Leading Team sustained and grew its focus on our priority to build strong foundation partnerships. This focus built upon clear learning connections between home and school established in 2015. The school community, staff and parents have continued to work together to develop positive and respectful relationships which underpin productive learning environments for our students and to seek out further opportunities for collaborative decision making. Positive partnerships, with a joint commitment to high expectations for learning outcomes exists, and is continually being strengthened across the entire school community. Staff have continued to work collaboratively with the parent community, to further develop an 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 have continued to ensure a shared approach towards achieving quality educational outcomes for all students. The school has continued to seek out 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 such as the Parent Café. Our community remains well informed on all school matters. Communication to the whole school community is maximised through improved and continually evolving technological systems, which are in place to inform parents and update calendar events. Written communication in newsletters, the use of the Skoolbag application, 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 parental input remains highly valued. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 2016 Tell Them From Me survey results will be analysed for future improvement and directions. Recommendations are investigated and actioned. There is evidence of teachers and parents sharing professional learning to support the development of strong partnerships between home and school. The school leadership team nurtures community relationships and encourages and values parent participation in extra curricular activities. Progress achieved this year Tell Them From Me (TTFM) surveys were offered to all stakeholders in 2016. Results were analysed and the data used to inform future directions. In 2016, the school offered structured opportunities including, a meet the teacher afternoon, phonics training sessions, multi grade class information sessions, parent helper workshops and P&C meetings. The school also introduced a parent café initiative. This project will be further consolidated in 2017. In 2016, the school initiated several opportunities for teachers and parents to engage in extra curricular activities. These included, an Easter hat celebration, a variety of sporting events, a P&C bingo night, public speaking competitions, an Anzac Day ceremony, Education Week Open Day, a whole school concert, kindergarten orientation sessions and grandparents' day. The school also encouraged parental participation in formal events such as parent / teacher interviews and end of year presentation day ceremonies. Funds Expended (Resources) $0 $2000 Justin Caban (TPL) $1100 (Presentation Day resources) Page 9 of 19 Oran Park Public School 4651 (2016)
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 80% or more parents regularly participate authentically in school activities. Progress achieved this year In 2016, anecdotal evidence suggests that there was a significant increase in parent participation across all school activities. In 2017, formal collection of data will occur to identify numbers of parents who attend school activities. This will allow the school to design opportunities that best meet the needs of its parent community. Funds Expended (Resources) $0 Next Steps The school will continue to 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, with the establishment of further initiatives such as the Parent Café. Formal collection of data will occur to identify numbers of parents who attend school activities. 2016 Tell Them From Me survey results to be shared with the school community. 2017 Tell Them From Me survey results will be analysed for future improvement and directions. The Environmental Committee including parents and students will continue in 2017. Page 10 of 19 Oran Park Public School 4651 (2016)
Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading English language proficiency Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Support for beginning teachers Funding was used to support students to attend Junior AECG excursions and toward resources. An additional part time School Learning Support Officer was employed to assist newly arrived students transition to the school. The Learning and Support teacher also delivered class and individual support for students along the EAL/D Scales. All students requiring adjustments and support are catered for within the school. The funding was used to fund a part time School Learning and Support Officer to provide in class support. The funding was also used to provide time for teachers to make adjustments to curriculum and programs to benefit all students. This allocation was used to support and mentor temporary early career teachers as there was no beginning teacher support for them in 2016 with a specific emphasis in numeracy. The funding was used to increase learning and support time with the Learning and Support teacher. It was also used to support families in paying for students to attend excursions to enable them to fully access the curriculum. All beginning permanent teachers in the first two years of their career were provided with access to additional support, professional development and mentoring time with their mentors. $5,078 $19,396 $27,060 Nil $15,182 $53,511 Page 11 of 19 Oran Park Public School 4651 (2016)
Student information Student enrolment profile Enrolments Students 2014 2015 2016 Boys 70 173 252 Girls 54 117 217 Student attendance profile School Year 2013 2014 2015 2016 K 96.4 95.2 95 1 96.4 93.6 94.6 2 93.3 93.4 95.3 3 96.1 94.5 93.1 4 97.6 93.1 92.1 5 94.4 93.8 92.3 6 96.9 92.9 95.3 All Years 95.8 94 94.1 State DoE Year 2013 2014 2015 2016 K 95.2 94.4 94.4 1 94.7 93.8 93.9 2 94.9 94 94.1 3 95 94.1 94.2 4 94.9 94 93.9 5 94.8 94 93.9 6 94.2 93.5 93.4 All Years 94.8 94 94 Class sizes Class Total BAHAMAS 19 CANADA 18 BRAZIL 20 NETHERLANDS 19 SWEDEN. 23 FRANCE. 24 JAPAN 24 ITALY 23 GREECE 23 SWITZERLAND 23 GERMANY 23 SPAIN 28 USA 27 NEW ZEALAND 27 MEXICO 26 CHINA 29 SOUTH AFRICA 27 Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 4 Classroom Teacher(s) 17.81 Learning and Support Teacher(s) 0.6 Teacher Librarian 1 Teacher of ESL 0.4 School Counsellor 0 School Administration & Support Staff 6.17 Other Positions 0 *Full Time Equivalent There were no Aboriginal staff employed at Oran Park in 2016. Teacher qualifications All teaching staff meet the professional requirements Page 12 of 19 Oran Park Public School 4651 (2016)
for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 75 Postgraduate degree 25 Professional learning and teacher accreditation In 2016, Oran Park Public School continued to develop and enrich its staff in their professional learning. Professional learning was aligned to the school s strategic directions. All teachers and executive staff developed a Professional Development Plan to assist with setting goals and reflecting on the achievement of these goals and their impact on their own and student performance. All teachers were involved in professional development activities during 2016. These activities were designed to develop the skills and understanding of staff to improve their impact as teachers and to improve student outcomes. Professional development included whole school staff development days in Literacy and staff welfare, courses in curriculum areas, behaviour management and Positive Behaviour for Learning. The Staff also completed all other mandatory professional learning courses. All staff willingly share their acquired knowledge from professional learning with the staff, which assists us with developing a culture of shared professional learning and teacher leadership. Financial information (for schools using OASIS for the whole year) 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. Financial information (for schools using both OASIS and SAP/SALM) Income $ Balance brought forward 172 584.07 Global funds 251 538.79 Tied funds 316 096.94 School & community sources 123 952.87 Interest 4 392.14 Trust receipts 1 492.50 Canteen 0.00 Total income 870 057.31 Expenditure Teaching & learning Key learning areas 33 721.29 Excursions 24 219.09 Extracurricular dissections 24 697.18 Library 9 782.94 Training & development 14 858.84 Tied funds 223 662.04 Short term relief 33 558.11 Administration & office 47 114.27 School-operated canteen 0.00 Utilities 40 690.81 Maintenance 28 732.02 Trust accounts 2 712.95 Capital programs 7 741.13 Total expenditure 491 490.67 Balance carried forward 378 566.64 The information provided in the financial summary includes reporting from 1 November to 31 December 2016. 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. The information provided in the financial summary includes reporting from 29 January to 30 October 2016. Page 13 of 19 Oran Park Public School 4651 (2016)
2016 Actual ($) Opening Balance 0.00 Revenue 440 697.81 (2a) Appropriation 413 874.64 (2b) Sale of Goods and Services 1 545.38 (2c) Grants and Contributions 24 973.21 (2e) Gain and Loss 0.00 (2f) Other Revenue 0.00 (2d) Investment Income 304.58 Expenses -157 521.69 Recurrent Expenses -157 521.69 (3a) Employee Related -86 903.09 (3b) Operating Expenses -70 618.60 Capital Expenses 0.00 (3c) Employee Related 0.00 (3d) Operating Expenses 0.00 SURPLUS / DEFICIT FOR THE YEAR 283 176.12 Balance Carried Forward 283 176.12 2016 Actual ($) Base Total 2 724 405.06 Base Per Capita 17 016.56 Base Location 0.00 Other Base 2 707 388.50 Equity Total 168 737.00 Equity Aboriginal 5 077.65 Equity Socio economic 15 182.13 Equity Language 60 204.70 Equity Disability 88 272.53 Targeted Total 629 762.60 Other Total 23 156.32 Grand Total 3 546 060.99 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. Financial information (for schools fully deployed to SAP/SALM) 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. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 2016 Actual ($) Opening Balance 0.00 Revenue 440 697.81 (2a) Appropriation 413 874.64 (2b) Sale of Goods and Services 1 545.38 (2c) Grants and Contributions 24 973.21 (2e) Gain and Loss 0.00 (2f) Other Revenue 0.00 (2d) Investment Income 304.58 Expenses -157 521.69 Recurrent Expenses -157 521.69 (3a) Employee Related -86 903.09 (3b) Operating Expenses -70 618.60 Capital Expenses 0.00 (3c) Employee Related 0.00 (3d) Operating Expenses 0.00 SURPLUS / DEFICIT FOR THE YEAR 283 176.12 Balance Carried Forward 283 176.12 Page 14 of 19 Oran Park Public School 4651 (2016)
Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 2016 Actual ($) Base Total 2 724 405.06 Base Per Capita 17 016.56 Base Location 0.00 Other Base 2 707 388.50 Equity Total 168 737.00 Equity Aboriginal 5 077.65 Equity Socio economic 15 182.13 Equity Language 60 204.70 Equity Disability 88 272.53 Targeted Total 629 762.60 Other Total 23 156.32 Grand Total 3 546 060.99 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. 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. School performance Page 15 of 19 Oran Park Public School 4651 (2016)
The following graphs show our performance in NAPLAN literacy assessments in 2016. Page 16 of 19 Oran Park Public School 4651 (2016)
Page 17 of 19 Oran Park Public School 4651 (2016)
The following graphs show our performance in NAPLAN numeracy assessments in 2016. and insert the school name in the Find a school and select GO to access the school data. Parent/caregiver, student, teacher satisfaction In 2016, parents were asked to complete a survey with a focus on three specific areas. The first question was: Does Oran Park Public School provide a safe, happy learning environment? 41 parents responded to this question. The results are summarised as follows: Always 63.4%, Usually 29.27% Sometimes 7% Rarely 0% These responses indicate that there is an overall impression that Oran Park provides a safe, happy learning environment, however, given that the response rate was very low compared to our parent population, it is difficult to draw accurate conclusions from this. The second question was: What do we do well? Responses to this question varied and provided the school with valuable insight into the things that parents and carers value in our school. These included: I like the way PBL classes are going for safe environment. The children are happy to go to school which shows they feel safe and happy. The teachers are easy to speak with and incidents are generally dealt with quickly. Children are encouraged to report incidents they are not comfortable with Communication, interaction with students on a personal level has made my daughters feel comfortable and confident, which in turn has improved their ability to learn and overall happy they feel welcomed at the school. They feel comfortable enough to approach any teacher. Teachers make themselves available to us Catering to children's needs and making allowances for their differences. Great communication and great safety procedures when it comes to playground and picking the kids from school. The teachers take pride in the children which shows in how much my kids love going to OPPS. The My School website provides further detailed information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au My child comes home happy and always comments on new things he learns and he comes home safe. Teachers & staff are always approachable for any questions. Page 18 of 19 Oran Park Public School 4651 (2016)
Approaching any areas of concern, head on, allowing the kids to earn rewards and a great award system. I love the buddy bench, there are always plenty of teachers watching over, the teachers are very caring. The teachers are caring, compassionate and always put the students first. The third question was: What needs improving? Responses to this question varied and provided the school with valuable feedback on things we might need to improve. These included: Have an extra teacher on duty in the morning. A lot of the little kids like to test the boundaries near the amphitheatre and you wonder if any of them have run around the corner out of site. Not very comfortable with the kiss and drop in the morning view obstructed to see they go in safely. More communication, I find the lack of efficient communication very frustrating. More ways for parents who can't get to school events to participate with the school through other means e.g. technology. More bins. Use of the field more often. Regularity of teacher in the classroom. Flexible curriculum that includes those outside of the box. A crossing guard would be good. I don t like the fact some kids cross without looking both ways before crossing the road. It's not all parents driving around there are a lot of workers who don t understand kids can and will run without thinking. Committee that coordinates educational policies and programs at the school. The committee also liaises with local schools and participates in Junior AECG initiatives. In 2017, there will be significant professional learning for all staff in the area of Aboriginal Education. Multicultural and anti-racism education The school community is represented by a wide range of ethnic groups. The school encourages and supports the contribution of these groups. Oran Park Public School ensures that multicultural perspectives are included into daily teaching and learning practice, to ensure students are respectful and informed of other cultures. 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 inclusive environment for all our students and families. This year we participated in Harmony Day and incorporated multi cultural perspectives throughout the curriculum. 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 no complaints registered with our Anti Racism Officer this year. More structured play opportunities on the playground for younger years/new students. Buddy program with older and younger years. More shelter for the kids to play. The handball areas are in full sun. More communication from teachers. Other schools have internal 'blog' that are accessed by one class only. This allows parents to communicate to teachers if there are issues that could be resolved quickly. Policy requirements Aboriginal education In 2016, Oran Park Public School had over twenty students who identify as Aboriginal and/or Torres Strait Islander descent. All of the students were invited to participate in Junior AECG initiatives throughout 2016. The school promotes respect for the unique and ancient culture of the Aboriginal people by ensuring the integration of Aboriginal perspectives across Key Learning Areas so that students can develop a deep knowledge and understanding about Australia s first people. Oran Park Public School has an Aboriginal Education Page 19 of 19 Oran Park Public School 4651 (2016)