The Sir Henry Parkes Memorial Public School Annual Report

The Sir Henry Parkes Memorial Public School Annual Report 2016 3182 Page 1 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Introduction The Annual Report for 2016 is provided to the community of The Sir Henry Parkes Memorial 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. Anna Starcevic Principal School contact details The Sir Henry Parkes Memorial Public School 75-79 Wood Street Tenterfield, 2372 www.sirhparkes-p.schools.nsw.edu.au sirhparkes-p.school@det.nsw.edu.au 6736 1401 Message from the Principal At The Sir Henry Parkes Memorial Public School we are building a strong collaborative vision with staff, students and parents. We are making the time and space for having the right conversations with each other. Our school s motto Learning for Life reinforces a broad and enriching curriculum which not only focuses on strong literacy and numeracy programs but also on the social and emotional wellbeing of our students, whilst respecting the cultures of our community. I am proud that we are creating challenging learning environments that encourage high expectations along with the fostering of students self esteem. This path is developing each student to acquire the knowledge, skills and core values necessary to achieve personal success and to enrich our community. The Sir Henry Parkes Memorial Public School students are building relationships and making strong connections on many levels. Our school values of Learning, Safety and Respect are highly visible each and every day in our school. Our school vision will continue to be based on high quality teaching and learning founded upon high quality interpersonal relationships. Successful schools are also learning schools. At The Sir Henry Parkes Memorial PS we understand the value of self improvement and we continually strive to improve teaching quality. Anna Starcevic Principal Message from the school community The Sir Henry Parkes Memorial School P & C Report 2016 2016 has again been another busy year for the P&C, as we have continued to support our students and school as a whole. Firstly I would like to thank our small but very passionate P&C committee. All these people play an important role in our P&C and I am very thankful for their help and support. The year started with the 'Welcome BBQ' which saw many new faces to our school. It was nice to welcome these families to our school community. Our fundraising events this year saw us hold a street stall and wood raffle, a Mother s Day stall, a Father s Day stall and our major fundraiser was the Variety Club bash. Our fundraising this year has mostly been focused on providing financial support to the North West Sporting Representatives, a school table cover and the Page 2 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

purchase of the cooktop to go intothe canteen. We have also spent a large amount of time discussing the newschool shirt and we are happy with the end product. Hopefully in the next fewweeks you will be able to purchase the new navy shirt at Flannagans. This year also saw the Variety club bash come to our school and it was such an awesome day for the kids. There was much excitement in the air and a lot of fun had. Iwould sincerely like to thank all the families that donated goods or money tothe baking and to those that helped cook, serve and clean up you were amazing. Overall the school received over $6000 via goods for the sunshine room, money for the lunch and donations in balls and books. We are hopeful that we can experience their generosity again soon. With Vicki Petrie retiring last year we went through the rigorous process of finding a replacement for her and we were fortunate enough to employ Jennifer Sutcliffe who has been exceptional in the job. Jen has been very flexible to work with and has tried to continue to steer the ship as Vicki had it but with some tweaks of her own. Unfortunately though I think that half of the equipment must have thought if Vicki has gone so are we, as wehad the security system blow up which saw us having to replace that at a large cost, replace the toasted sandwich maker, replace the large drinks fridge, and replace the oven. The oven has been our major focus this year with a larger industrial one being purchased and installed into a more effective position inthe kitchen. The canteen only makes enough to cover its costs and we keep the prices as low as possible as webelieve that the canteen is a lovely service that this school has available to its students. But without parental help we might have to consider making other changes. I know I say this each year but if you areable to help out once or twice a term for a couple of hours it would be greatly appreciated. Jen is very easy to work with and is really appreciative of anyhelp, donations or home bake that anyone can provide. This year saw Ms Anna Starcevic take the lead of the school and we have had a very good working relationship with Anna. We know that we represent the parents and citizens of our school so we have had lots of interesting conversations with Anna over issues that we know are bothering us and many other parents in our school. We have found out that Anna has good basis behind her decisions and sometimes change is hard for us but we the P&C are supporting Anna with her decisions for the school as we believe that she has the school's best interests at heart. My advice for you would be that if you have any issues with any school related things make an appointment and go and talk to Anna as she listens to you and tries to help sort out your concerns. The Sir Henry Parkes School is run fabulously and we are very thankful for the excellent educational opportunities that our children receive whilst they are at this school. Sadly this year we see a massive change in staff with a few retiring and a few moving on to other places but we wish you all the best in your futures and hope that your memories of Sir Henry Parkes are filled with good times. Thank you teachers for all the hard work you put into your lessons and the extra curricular opportunities you provide as well. The P&C provides you with the opportunity to be informed and to contribute to educational matters relating to the school including fundraising, school policies, canteen, uniform, special projects and more. We meet about once a month and it is a really good opportunity to be involved on a school level with your child and school community. I fully understand that people have busy lives and the last thing most people want to do is go out at night to a meeting but without the few people who are willing to do this then our children wouldn t get these extra opportunities that we can offer via our fundraising efforts and also to have input into decisions that are made on aschool level. I know that people don t like to take on executive type positions, but just being a general member on the P&C and getting your input would be fantastic. Once again I sincerely thankall the P& C members for their hard work in 2016 and encourage anyone to join the P&C and help have a say in your child s educational experience. Have a merry Christmas and a restful holiday. Lou Holley P & C President Message from the students Message from the 2016 School Leaders We have had a great experience over our time at this school which has given us the opportunity to participate in many sporting events such as netball, soccer, hockey, swimming, athletics, cross country, cricket, football and many more. Throughout the year there have been a wide range of academic opportunities including debating, extension group, Tournament of the Minds, E gats, University of NSW testing and school leadership opportunities. We have attended many leadership roles over our time this year as school leaders, including Remembrance Day, the ANZAC Day march and Dawn Service ceremonies, hosting and preparing assemblies, receiving a cheque for the school, Variety Bash and Grandparents Day. We have also completed numerous other simple day to day responsibilities. Our class teachers have supported us throughout this amazing year. The rest of the school's staff members have also been a large part of our learning in class and we would like to thank them very much. Page 3 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

This year as school leaders, we have realised how much responsibility school leaders have, how important it is to work together as a team and communicate with each other. We have also realised how much we appreciate all the things that the teachers, staff, office ladies and Principal do for us. We have to lead by example and be role models to all the students of our school. We would like to thank all of the teachers who have taught and supported us this year and helped us get ready for high school. We have loved representing our school to our highest standard and contributing towards making this school a proud school. We have the amazing privilege to be a school leader and have loved our time doing all the functions that school leaders are able to complete. We would like to thank all of the teachers who have taught and supported us this year and helped us get ready for high school. We have loved representing our school to our highest standard and contributing towards making this school a proud school. We have the amazing privilege to be a school leader and have loved our time doing all the functions that school leaders are able to complete. Nikkala Hillier, James Ibbett, Bree McCowen, Braith Clark, and Georgie Duroux. Page 4 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

School background School vision statement At The Sir Henry Parkes Memorial PublicSchool our students will: grow into confident, responsible andrespectful community members who know their own self worth, have a strong senseof identity and value the process of learning be equipped with a broad range of personalresources for future success, and know how to work both independently andcollaboratively Our staff will hold high expectations,providing appropriate and challenging learning experiences that promotelifelong and sustained learning, within a safe and nurturing schoolenvironment. School context Our school is named after Sir Henry Parkes, who had a deep and abiding belief in the power of public education. Our school is proud of its history in providing education for all. The school is located inthe small town of Tenterfield which also hosts a high school and onenon government primary school. The student population of approximately 260 is diverse with around 20 per cent of the students identifying as Aboriginal. Wehave a strong staff cohort inclusive of a range of experiences, backgrounds and skills, blending together to provide quality educational opportunities for ourstudents. Planning & Demography projections indicate that enrolments at the school are likely to remain steadyuntil at least 2019. The school Family Occupation and Education Index Value for 2014 is 118, compared with the state average of 100 (the range falls between 0and 300). Approximately 36% of our students fall into the lowest socio economic status quartile compared with 15% in the highest quartile. Australian EarlyDevelopment Index figures from 2012 show that 17.5% of students beginningschool in the Tenterfield area were developmentally vulnerable in school based language and cognitive skills, compared with 4.8% in NSW. This reflects asignificant proportion at lower than average in literacy and numeracyunderstandings upon entry to school. We provide a range of quality experiencesand resources to address this need and promote ongoing learning. Here the students enjoy arange of well supported extra curricular offerings, a proud history ofparticipation and achievement and highly welcomed community support. We work with other service providers, community organisations and local businesses to provide students with a range of opportunities to learn and develop academically, socially and emotionally. Self-assessment and school achievement Self-assessment using the School Excellence Framework For all schools (except those participating in external validation processes): 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. In the domain of Learning our efforts have been focussed on student engagement and identification of individual learning needs of students in the early years of Kindergarten to Year 2, as part of the Early Action for Success initiative. Student achievement and engagement is tracked on PLAN. Attention to individual learning needs of all students in our school has been an area of focus and improvement this year. Parents are involved in the planning and supporting of student learning directions through the use of Individual Education Plans. Personalised Learning Plans are created for all Aboriginal students, which are reviewed and celebrated each term. The PLP process has included an increased participation and contribution from the parents/carers of our students. Clear expectations of student behaviour were explicitly taught through the whole school Positive Behaviour for Learning framework. Being safe, respectful learners across all settings of the school, including classrooms, playground, assemblies, canteen area and moving around the school, was an integral part of how students relate to each other and adults. Our school has begun the professional Page 5 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

learning journey of the Stronger Smarter values of honour, courage, patience, challenge and presence, working towards ensuring our learning culture is focused on high expectations and success for all students. This year our school also began our journey with Restorative Practice, an explicit framework that supports our students, teachers and parents in building deeper relationships and connections. This model has provided our teachers and families with a framework of dialogue to encourage higher order communication, both with academic content and when facilitating conflict resolution. Our classroom teachers have included mindfulness and circle time in their classrooms to improve emotional health and well being. Our attendance procedures were systematised and closely monitored in 2016. We created two Attendance Officer positions to support all families and students, both Indigenous and non Indigenous. Greater communication and stronger relationships have been forged with our families to ensure students are at school every day and on time every day. Transition practices here at our school remain strong both for students entering Kindergarten, and Year 7. Our major focus in the domain of Teaching was effective classroom practice and learning and data skills and Use to inform teaching practice. The analysis of data to inform effective literacy and numeracy programs has been a priority over the last 2 years of the school's involvement with the Early Action for Success program. Teachers regularly use student performance data to plan for future teaching and learning opportunities. Explicit feedback to students on their performance is also used to inform children of the next steps in their learning journey. Teachers collaborate to improve teaching and learning in their stage groups, for all students. regular lesson observations, both as part of L3, TEN and the performance and Development Framework, provide constructive feedback from peers and school leaders. NAPLAN data is also analysed to determine areas of improvement in Stages 2 and 3. All teachers participate in systematic targeted professional learning. The school executive team was provided with executive release time to coordinate and design quality professional learning for teachers. All teaching staff have Professional Development Plans (PDPs) with 12 month professional goals linked to the Australian Professional Standards for Teachers and the School Plan. In the domain of Leading our priority has been to improve the school planning, implementation and reporting processes and to improve leadership and management processes. Annual surveys are conducted to gauge a variety of opinions from parents, carers and the wider community. We also undertook the 'Tell Them From Me' surveys to gain further input from the school community. P & C meetings provide a clear link from the parent body to the school. All staff have the opportunity to hold roles and responsibilities in the school. Leadership workshops have been attended by all three Assistant Principals. The school Learning and Support team regularly meet to discuss identified students and analyse data to support the students in our school. The school uses Sentral as a way of communicating effectively, recording and analysing data, and supporting the day to day administrative systems at The Sir Henry Parkes Memorial Public 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 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 6 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Strategic Direction 1 Highly engaged and reflective learners Purpose Creation of a positive environment focused on continuous and reflective evidence based practice that equips all our learners with the skills, knowledge and understandings to make informed decisions in their learning. Overall summary of progress All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures as identified in the 2015 2017 School Plan Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) NAPLAN results Increase the proportion of students in the top two NAPLAN bands by 8% in literacy and numeracy by 2019 (As per Premiers priorities) 100% of teachers K 6 using evidence(observations, anecdotal, work samples) to plot data on PLAN every 5 weeks 100% of teachers using PLAN to inform teaching and learning programs In school assessment and survey /interview / work sampling data. Progress achieved this year NAPLAN Growth Top Two Bands Year 3 Reading 2015 22.2%, 2016 41% Year 3 Writing 2015 23.9%, 2016 53.9% Year 3 Spelling 2015 28.3%, 2016 48.7% Year 5 Grammar & Punctuation 2015 9.4%, 2016 25% Year 5 Reading Indigenous Students: 2015 33.3% Band 3, 2016 0 students Band 3 2015 16.7% Band 6 and above, 2016 50% Band 6 and above All teaching staff were supported by executive staff and our L&S AP to write SMART goals in student IEPS and PLPs. K 2 staff attend regular professional learning in L3 and TEN. K 2 teachers are observed by Instructional Leader and work collaboratively to identify effective evidence for assessment. 100% of teachers K 2 utilise PLAN effectively to inform teaching every 5 weeks. 3 6 class teachers are still consolidating their understanding of PLAN data and utilising it every 10 weeks to inform teaching. All staff were provided with professional learning around learning intentions, success criteria and feedback. 80% of teaching staff created explicit learning intentions for daily maths and English lessons. Funds Expended (Resources) Nil Professional learning $31800 Nil in school professional learning from Instructional Leader Nil in school professional learning from Instructional Leader and Assistant Principals. Next Steps As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three year strategic plan 2015 2017. Page 7 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

In addition, using school funds to employ a second Instructional Leader to support and mentor the teachers teaching Years 3 6, and working in alignment with the K 2 Instructional Leader. Page 8 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Strategic Direction 2 High quality educators delivering excellent teaching in every classroom Purpose To ensure high quality instruction in every classroom that meets the individual learning needs of every student. Central to this goal is a commitment by all staff to an environment that fosters high quality teaching and commitment to excellence. Overall summary of progress All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures as identified in the 2015 2017 School Plan. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 100% of teachers using PLAN to inform teaching and learning programs in Numeracy 100% of teachers using standardised assessment for Aspects 2, 4 and 5 of the Numeracy Continuum Progress achieved this year 100% of K 2 teachers regularly and accurately collected, recorded and acted on PLAN data K 6. Targetted professional learning assisting accuracy of PLAN plotting. Implemented Language, Learning and Literacy (L3) to explicitly deliver improved literacy outcomes to Early Stage 1 and Stage 1 students. Teachers were surveyed on high expectations and professional knowledge in numeracy (Aspects 2, 4,5) Whole staff analysis of assessment samples, discussion and reflection on the numeracy continuum. Creation of data walls, learning plans and professional earning on place value. Tiered interventions K 2 aligned with PLAN data. Effective analysis from LST to identify tiered interventions. Professional learning multiplication and division. Funds Expended (Resources) $31800 Additional resources purchased for numeracy $1000 All teachers work towards achieving their PDP goals, reflect and plan for future professional learning to improve on current practice All staff engaged in the PDP process Teacher relief provided Absorbed by school Quality Teaching, Successful Students funding Next Steps As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three year strategic plan 2015 2017. In addition, curriculum teams will be initiated and led by a team leader to ensure curriculum units are aligned and scope and sequences are completed and put into place across the school. Page 9 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Strategic Direction 3 Confident, responsible and resilient citizens Purpose Collaboratively and collectively develop school leader, teacher and student capacity through the implementation of innovative, quality learning opportunities in and beyond the school. Overall summary of progress All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures as identified in the 2015 2017 School Plan Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Positive Behaviour for Learning and Restorative Practice frameworks are fully integrated into student wellbeing practices across the whole school. Increased parent participation at parent meetings, information sessions, PLP creations Increased student participation in planned programs fostering positive personal and social outcomes, and cultural programs Progress achieved this year Consistently implemented Positive Behaviour for Learning (PBL) systems across the school. (Staff explicitly teach and model weekly focus) Restorative Practice framework used in every day practice with staff and students. Mindfulness and circle time happening daily/weekly in classrooms and at staff professional learning. There has been a significant decrease in negative entries on Sentral and a reduction in suspensions. P&C meetings continue to have a small dedicated team. Approximately 20 parents attended Restorative Practice professional learning. A decrease this year in Aboriginal families attending PLP planning meetings. A small number of Aboriginal families attended PLP celebrations. The school executive held 2 parent information sessions for parent volunteers. An increased number of parents attended these sessions. The school has provided opportunities for a range of groups including Sista Speak, Drumbeat and Woodwork. The school participated in a range of local competitions and workshops, including 'Oracles of the Bush'. Cultural group continued this year, incorporating talented local Aboriginal families to share skills and teach all students through workshops Funds Expended (Resources) $10000 PBL and RP $7500 Stronger Smarter PL for 3 staff members Nil Planned programs were included on school timetables. Nil cost Next Steps As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three year strategic plan 2015 2017. In addition a consolidated approach towards student well being. Beginning to include social skills teaching in classrooms using 'Bounce Back', and restarting the 'Drumbeat' program. 2017 will also have funds allocated to purchase STEM resources and the three Assistant Principals will be attending the Edutech conference to learn about suitable ways to incorporate STEM into our school. Page 10 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Restorative Practice revisit due to high turnover of staff at the end of 2016. Page 11 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Early Action for Success Aboriginal Background funds were used to employ a full time Aboriginal Student Learning Support Officer. The SLSO supported identified low achieving Year 4 and 6 Aboriginal students, and also mentored and supported Aboriginal students socially. Low Level Adjustment for Disabilty funds were used to expand the integration funding program, targeting our most at need students as identified through the Learning and Support Team meetings. Providing time for Assistant Principals to mentor teachers. This time included observations, demonstration lessons, planning time and supporting teachers with classroom management. Funds used to employ 2 SLSOs to support identified students in literacy and numeracy. The Early Action for Success initiative has provided outstanding opportunities for our students. The innovation grant was able to provide additional and improved reading resources for the students in K/1/2. The training grant supplemented the cost of L3 training for Early Stage 1 and Stage 1 teachers, to implement best practice and pedagogy in classrooms. The intervention allocation allowed our school to target the delivery of literacy and numeracy in the K/1/2 classrooms by employing a full time teacher to work with identified students for tiered support Aboriginal Background $9200 $39031 Staffing entitlement 0.1 $73515 Innovation Grant $4962 Training Grant $18000 Intervention Allocation $108785 Page 12 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Student information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 119 121 121 107 Girls 153 156 155 137 Student attendance profile School Year 2013 2014 2015 2016 K 94.8 93 93.5 91.5 1 91.7 93.4 88.8 92.1 2 93.5 92.9 92.2 90.2 3 93.1 93.2 92.1 89 4 92.9 93.8 90.2 93.4 5 93 94.4 91.7 91.5 6 91.1 90.9 90 87.8 All Years 92.9 93.1 91.2 90.8 State DoE Year 2013 2014 2015 2016 K 95 95.2 94.4 94.4 1 94.5 94.7 93.8 93.9 2 94.7 94.9 94 94.1 3 94.8 95 94.1 94.2 4 94.7 94.9 94 93.9 5 94.5 94.8 94 93.9 6 94.1 94.2 93.5 93.4 All Years 94.7 94.8 94 94 Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 3 Classroom Teacher(s) 8.9 Teacher of Reading Recovery 0.5 Learning and Support Teacher(s) 1.2 Teacher Librarian 0.6 School Administration & Support Staff 4.62 Other Positions 0.4 *Full Time Equivalent One permanent member of our staff and two temporary staff members are of Aboriginal descent. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 80 Postgraduate degree 20 Professional learning and teacher accreditation Total expenditure on professional learning was $52185.99. Supporting teacher quality was the focus for out teachers this year. TSHPMPS currently has two teachers in the process of gaining their accreditation at the Proficient stage of the Australian Professional Standards for Teachers and 7 teachers maintaining accreditation at the Proficient stage of the Australian Professional Standards for Teachers. All staff participated in mandatory school staff development days in 2016, including anaphylaxsis training, CPR update, Code of Conduct and Child Protection. Other professional learning for this year included: Geography K 10 Syllabus, ASPIRE leadership, Enhancing Learning Support Teams, Reading Recovery, L3 Stage 1/ES1, TEN and one Assistant Principal completing the Leadership Development Initiative. Page 13 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to November 30 2016, and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward 349 521.73 Global funds 282 528.91 Tied funds 403 350.76 School & community sources 82 168.66 Interest 9 258.41 Trust receipts 6 653.00 Canteen 0.00 Total income 1 133 481.47 Expenditure Teaching & learning Key learning areas 20 393.19 Excursions 49 482.70 Extracurricular dissections 59 553.06 Library 2 201.82 Training & development 52 185.99 Tied funds 347 493.28 Short term relief 55 919.23 Administration & office 54 551.91 School-operated canteen 0.00 Utilities 50 165.82 Maintenance 20 324.16 Trust accounts 7 065.28 Capital programs 49 003.60 Total expenditure 768 340.04 Balance carried forward 365 141.43 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 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. Page 14 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Page 15 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Page 16 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Parent/caregiver, student, teacher satisfaction Each year schools are required to seek opinions of the parents, students and teachers about the school. in 2016 parental input and feedback was sought via the 'Tell Them From me' surveys. A summary of the responses are presented below: 81% of parents can speak easily with their child/ren's teachers and feel welcome when they visit the school. 85% of parents encourage their children to do well at school and talk with their children about their feelings towards other children at school. 83% of parents said their child feels sae going to and from school. 76% of parents feel that teachers listen to the concerns they have. 60% of parents indicated that communication informing them of their child's progress could be improved. 27% of parents indicated they were involved in school committees. 10% of parents indicated they assisted the teacher in the classroom. Policy requirements Aboriginal education 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.> TSHPMPS received funding to support students who identify as Aboriginal and/or Torres Strait islander. This funding formed an integral part of providing programs and initiatives including the following: All students who identified as Aboriginal or Torres Strait Islander had a strengths based, aspirational Personalised Learning Plan (PLP), which was collaboratively developed and shared with families once per term. At the end of each term the students celebrated their PLP successes at a celebration afternoon with their families. The school celebrated NAIDOC Day with involvement from members of the local Aboriginal community. The day included bead working, cooking, craft and art work. Three staff members completed the Stronger Smarter Leadership Program. Aboriginal equity funding, as part of the school's Resource Allocation Model (RAM), was utilised to support students in Literacy, Numeracy and cultural awareness Staff members attended monthly AECG meetings, to provide directions for Aboriginal Education. Three staff members completed the 8 Ways Pedagogy professional learning. All students in Kindergarten Year 2 participated in Aboriginal cultural group this year. Students learnt stories of the Dreamtime, participated in art, paper weaving and craft and developing the language of the local and national Aboriginal people. Students have enjoyed building their knowledge and understanding of the Gamilaraay language. Our school believes that it is important Page 17 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

for all students to learn about Aboriginal culture as it is a significant aspect of our both our history and our future. All Year 3 6 students participated in Aboriginal Cultural group this year. Students learnt and drew stories based on traditional art symbols, threw boomerangs, played the didgeridoo, wove baskets and discussed the local and national history of Aboriginal people. We purchased resources including picture story books based on Aboriginal culture and tradition. A range of stationary was also bought so students could create art work using a variety of materials. We invited local community members in to share their traditional knowledge of Aboriginal culture. Our school believes that it is important for all students to learn about Aboriginal Culture as it is a significant aspect of our history and our future. Future directions include whole staff professional learning in 8 Ways pedagogy and a further commitment to the Stronger Smarter Leadership Program. The whole Extension Group worked on the annual school Science Fair. This saw each child research and present a science experiment for all students in the school. This day was a great success with hands on science experiments being presented with confidence. Other projects that the group have worked on include researching natural disasters, preparing movies for the local film festival and a newspaper creation challenge. Multicultural and anti-racism education Multicultural Education is explored through all Key Learning Areas at TSHPMPS. The introduction of Oliver technology to the school library in 2016 allowed staff and students to access multicultural resources, particularly those that support the implementation of the new History Syllabus. In 2016 we: Celebrated Harmony Day and Bullying No Way Day Continued to promote the role of the Anti Racism Contact Officer (ARCO), working with staff and students to maintain inclusive classroom Participated in professional learning for staff to support the implementation of the new Geography Syllabus in 2017 Embedded the new History Syllabus, highlighting the importance of multiculturalism in the development of Australia as a nation. Other school programs Extension Group In 2016 the Primary Extension Group had 16 students from Years 3 to Year 6. These children came together once a week to complete projects that involved higher order thinking and working collaboratively. From this group, seven students were selected to represent the school in Tournament of the Minds. This saw the team go to Tamworth to compete against other teams from around the region. The team represented our school with distinction. Five students were selected to participate in e GATS. This is a New England Region online program for Gifted and Talented students. The program involves the students nominating an area of study and then being assigned a mentor. The children worked online to complete a number of assignments. Page 18 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)