Mona Vale Public School Annual Report 2015 2593
Introduction The Annual Report for 2015 is provided to the community of Mona Vale 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. Greg Jones BA Macq MA Ed Macq Member Macquarie University Council Board Member Macquarie University Hospital Principal School contact details: Mona vale Public School Waratah Street Mona Vale 2103 www.monavale-p.schools.nsw.edu.au monavale-p.school@det.nsw.edu.au 9999-3481 Message from the Principal Welcome to Mona Vale Public School. As a school community we are proud of our academic, cultural and sporting achievements. Mona Vale is an outstanding example of all that is good and great about public education; enquiring, happy students, dedicated, professional staff and a supportive and engaged parent body. In consultation with our community we have developed the school s strategic direction for the next three years and as a community we have endorsed the following 3 areas, Excellence, Innovation and Community. The following statements of intent will underpin each area, Excellence- 21 st Century Learners Students demonstrate growth socially, emotionally and academically, Innovation- Innovation Lives Here To promote a culture of forward thinking and risk taking, and Community- Building Social Cohesion To engage with our school and the wider community to provide opportunities to support student and staff learning. The Mona Vale community is well placed to take advantage of a national move to more localized schooling where decision making, resource allocation and determining what is best for our students will be developed by us as a community. This devolved model will require all groups within the community to work together in the interests of students and their learning. It will require trust, respect, commitment and strong shared governance if we are to be successful, and we will be! School background
Mona Vale Public School is committed to Excellence, Innovation and Community. As a school community, we share the responsibility for ensuring that our students are well-educated, happy and responsible young Australians. Our school is characterised by: the pursuit of academic excellence; a commitment by the school community not to accept learning failure among our students; the recognition of a wide range of student, staff and community talent and achievements; the fostering of students cultural and sporting talents; and the promotion of personal growth through the development of confidence and positive self-esteem for all. At Mona Vale, Teaching and Learning programs are highly student-focused. The school, in partnership with its community, has set out the following expectations: We expect students to: be responsible for their own learning; be responsible for their actions; enjoy their schooling; be competent in English and Mathematics; be confident in all aspects of their learning; be kind and caring towards each other; be confident in using technology; and be involved in a variety of school activities. We expect that staff will: never give up on a student; have high expectations of students and themselves; constantly update teaching knowledge and expertise; plan to meet the needs of all students and carefully document their progress; and work as a team and support school-community initiatives. Consistent with the expectations we have of staff and students, we seek active parent and community involvement in achieving the school s aims through: the planning and evaluation of school programs to determine the school s priorities and direction; class-based programs that support learning i.e. reading parents; and promoting and supporting inclusive Public Education. At Mona Vale we offer a wide range of additional programs for all students including: band, dance, choir, drama, chess, music, art, debating, environmental education, leadership training, public speaking, school-wide buddy groups, and critical and creative thinking skills training.
Students, staff and the community also share a common belief that competence in the use of technology is vital to success at school and beyond. School vision statement A school of learners committed to excellence, innovation and community. School context Mona Vale is situated on the Northern Beaches of Sydney and is a member of the Peninsula Community of schools within the Northern Sydney Region. The school is a P1 school, with current enrolments of 1088 students. Most of the students come from the local area. The talented teaching staff reflects a wide range of experience, from a significant number of beginning teachers seeking accreditation to those approaching retirement. Staff are hardworking and supported by an active school community. A special feature of the school is the diversity in the educational services that are provided for primary aged students. There are two classes for students with a moderate intellectual disability (IO) and one for students who have Autism Spectrum Disorder (AU). The school has two opportunity classes (OC) for students in the gifted range and entrance to the two opportunity classes is by way of state-wide testing conducted by the Department of Education.
Self-assessment using the School Excellence Framework In 2015, an External Validation was conducted at Mona Vale Public School on 18 November 2015, and led by Ms Karen McSpeerin and Mr Neil Worsley from the Learning High Performance and Accountability Unit. The school team consisted of Mr Greg Jones (Principal), Mrs Leesa Martin and Mrs Shirlee-Ann Curtis (Deputy Principals), Mrs Simone Rizzuto ( Assistant Principal), Mrs Sarah Bryce (R/Assistant Principal) and Mrs Erin Comino (L&ST). The external validation process is an important component of a system-wide approach to school excellence. Schools regularly self-assess their improvement efforts using evidence to support their reflections. Every five years, an external validation panel considers the school s evidence providing assurance to the school and the system, that the progress being made aligns with the standards articulated in the School Excellence Framework. On the basis of evidence submitted by the school and subsequent discussion, the validation panel supports the school s self-assessments in the following elements of the School Excellence Framework: The Learning Domain of: Excelling for the elements: Learning Culture; Wellbeing Sustaining and growing for the elements: Curriculum and Learning; Assessment and Reporting; Student Performance Measures The Teaching Domain of: Excelling for the elements: Collaborative Practice Sustaining and growing for the elements: Effective Classroom Practice; Data Skills and Use; Learning and Development; Professional Standards The Leadership Domain of: Excelling for the elements: Leadership; School Planning, Implementation and Reporting; School Resources; Management Practices and Processes Learning Domain At Mona Vale we nurture and support a culture of enquiry based learning. The school has an explicit Gifted and Talented identification process in place as well as a High Order Thinking Skills Scope and Sequence to ensure engagement and success for all students. The school keeps detailed documentation and intervention plans to support students who require adjustments to their learning due to a disability or identified learning need. We have a strong connection with our local aged care facility, where we work collaboratively and have regular visits to interact with the senior citizens of Mona Vale House. Community volunteers also work with students in the Read To Me and Kids Hope programs which foster positive and respectful relationships. The school has comprehensive and inclusive programs to support and improve the wellbeing of our students. An external agency delivered a Mindfulness program with our Year 3 classes and our staff are encouraged and supported to use the Mindfulness app with their classes K-6. The Dancesport Program for Year 5 and 6 students was implemented to develop respect and encourage positive interaction between the boys and girls, and the Support Classes are involved in Nippers, which encourages physical activity, water and surf safety, personal hygiene and road safety, as they walk to the beach and back, and living skills.
In the Curriculum and Learning element, Mona Vale works collaboratively to deliver quality teaching and learning programs through professional learning with our community of schools, the Peninsula Community of Schools. We have successful transition programs in place for Kindergarten, High School and Support Class students to ensure continuity of learning and support for students during transition. The school involves the student and parents in the planning for their learning through Review meetings, Personal Learning Plans and parent interviews. In the element of Assessment and Reporting, Internal assessment data is monitored and tracked through TORCH, SPIN and Dalwood testing and plotted on PLAN. The school is continuing to refine the use of external assessment data to support improved student outcomes and school performance. Student progress is reported to parents via school reports and parent teacher interviews. An area of growth for 2016 is in the element of Student Performance Measures. Teaching Domain Mona Vale as part of our school plan milestones this year, we delivered several professional learning sessions on best formative and summative assessment practices, including the use of PLAN data. This included sessions where staff collaboratively developed student self-assessment rubrics and the modelling of setting explicit criteria for students at the commencement of lessons. Year 1 staff delivered a session on PLAN data analysis and curriculum planning to track student performance, leading to all grades incorporating these strategies into their grade curriculum planning. The school leadership team has introduced formal lesson modelling and observations in 2015, with a specific focus on supporting early career teachers in effective classroom management to ensure access to curriculum with minimal disruption. Data Skills and Use continues to be an area of further development for Mona Vale as indicated by our overall ranking of Delivering in this area. Whilst several professional learning sessions have targeted data analysis of PLAN and SMART data further work needs to be done by staff in using this data to inform the teaching and learning sequence. This will form part of our milestones in 2016, to allow growth in learning from our initial understandings in 2015. In 2015 the school has implemented a comprehensive mentoring program for 9 early career teachers which has involved explicit mentoring, modelling, team-teaching and feedback on a fortnightly basis from an experienced, nonexecutive colleague. This program has been very successful as evidenced by pre and post survey data and will be expanded in 2016 to include all staff. Support for teaching staff is also evident in weekly grade planning sessions where collaboration occurs across stage and grade groups to ensure consistent development and delivery of teaching and learning programs, supported by inter-school relationships within the Peninsula Community of Schools. Program sharing across the PCS has occurred for the first time in 2015 and this opportunity will continue to expand in 2016 via the DP network. The school has a comprehensive professional learning schedule which is directly related to our strategic plan milestones and linked to the Australian Professional Teaching Standards. All staff have a negotiated Performance and Development Plan, which is specific to their individual needs, and is reviewed by their supervisor when exploring professional learning opportunities for individual staff. The school s work in the implementation of the Professional Standards remains an area of growth for 2016 as we plan to broaden the staff s understanding of the standards as part of their ongoing development. Staff are highly engaged in broader school programs related to expertise and now need to take more ownership over their accreditation status and maintenance.
Our self-assessment and the external validation 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. Leadership Domain Mona Vale is highly focused on developing leadership capacity in all groups within the school. Students, staff and the community are provided with opportunities to develop and refine their skills in a supportive positive environment. The Leadership Pipeline Project is an innovative and outstanding program that supports staff in building their capacity to lead at their level and provides management with the framework to assess and support staff targeted for leadership at a higher level. Community partnerships are an important aspect of the school s vision of Excellence, Innovation and Community. Our Support Unit has strong links with Quays Marina who sponsor our Unit, providing opportunities to use their facilities, services and personnel to support our learning goals. In 2015, 15 laptops were donated to the Unit by Coca Cola as a direct result of this partnership. Our Student Council has been providing feedback to Pittwater Council on playground development and students and staff have been involved in a joint Pittwater Council PCS Project Take 3 for the Sea focusing on environmental sustainability. Macquarie University and the school have a long standing strategic relationship focusing on opportunities for students and staff to engage with both the University and University Hospital. Pittwater Council and the school are currently exploring the opportunity to build a Performing Arts Centre on the school site with joint school community use. School Planning, Implementation and Reporting - The school s planning process involved all stakeholder groups in the development of the school vision, values and Plan. School Survey data 2015 indicated high levels of satisfaction by parents and staff in the school directions and opportunities to contribute to the Plan. Staff and parents hold high expectations of student learning with a culture of success for all being a key driver, School Survey 2015. The school plan is regularly reviewed and key aspects reported to both parents and staff. While we are pleased with our process and reporting we believe we need to further refine opportunities for parent, staff and student feedback on school performance and ideas for improvement. School Resourcing - Workforce planning has focused on two aspects to bring the staff mix back into balance with a mixture of early career, mid-career and end of career staff. Secondly ensuring a mix of staff skills that align with the school Plan. Sound financial management has allowed the school to strengthen our Core IT info structure, providing 21 st Century technology access for staff and students and the deployment of BYOD from Years 2-6, in excess of 800 students. The school is in the 2 nd year of a 3 year plan to refurbish and air-condition all classrooms and learning spaces. Currently 90% of classrooms are air-conditioned. Management Practice and Processes - Communication and Administrative practices have been reviewed to provide high quality service to the school community. Parents and staff commented positively in the 2015 Survey. The school leadership team works closely with both the Executive of the P&C and School Administration to ensure systems and process are aligned to the school Plan and provide efficient service to our community.
Strategic Direction 1 Excellence Purpose To work together as a learning community to build knowledge, skills and attitudes around quality assessment practices that promote achievement of both educational and personal goals for successful lives in the 21 st Century. Overall summary of progress Pleasing progress was made towards our 3 year goals in 2015. Staff have developed a range of formative and summative assessment strategies which have been trialled. Teachers have an understanding of the English Curriculum with clear evidence of syllabus outcomes and appropriate quality teaching strategies in their programs. The executive team have developed a clear understanding of the strategic planning process. Teachers introduced rubrics for student self-reflection and discussed success of this process in grade teams. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Growth of students in all aspects of Literacy and Numeracy is above DEC and Peninsula Community of Schools average in NAPLAN assessment. 80% of students are achieving at or above expected cluster level in Literacy and Numeracy using PLAN. Progress achieved this year $80,700 Professional learning sessions and grade workshops on effective formative and summative assessment practices to use to enhance report writing in literacy and numeracy. 98% of Year 5 students were at or above the National minimal standards for Reading and Numeracy. 100% of Year 3 students were at or above the National minimal standard for Reading and Numeracy. Professional learning sessions on using PLAN in conjunction with the literacy continuum for literacy data collection. Grade teams engaged with the English Curriculum to develop quality teaching and learning programs with the inclusion of formative assessment. Executive team met regularly to discuss planning and implementation of Strategic plan, evaluating progress to date. Professional learning sessions focussed on developing student self-assessment strategies in writing eg: rubrics for writing. Cross-grade units were evaluated in teams. Executive team meets to discuss planning and implementation of the Strategic plan and evaluating progress to date. Stage 2 worked collaboratively to develop quality teaching and learning programs for Literacy & Numeracy. $7,700 P & C funds to the school: Library $10,000 Numeracy $20,000 Literacy $20,000 Ram funding for Literacy & Numeracy $23,000
All students are able to identify and articulate personal learning goals in Literacy and Numeracy. Next steps To ensure that we meet our 3 year goals, the following strategies will be employed in 2016: Each grade will begin to develop a process for ongoing PLAN data entry in literacy and numeracy and student self-reflection/goal setting. All grades will implement the Science, Geography and History syllabuses with integrated literacy elements. Each grade will develop a process for ongoing student self-reflection and goal setting linked to the literacy and numeracy continuums. Community forums will be implemented to address changing curriculum and teaching strategies.
Strategic Direction 2 Innovation Purpose To provide opportunities for the whole school community to engage in a wide range of innovative teaching practices and learning experiences that develop a culture of enquiry, creative thinking and collective responsibility for improving school and student performance and wellbeing Overall summary of progress The following achievements were attained in 2015 towards our 3 year strategic goals: Staff have a greater understanding of higher order thinking skills and the use of graphic organisers and have demonstrated them in their teaching/learning programs. All staff completed a Personal Development Plan which was reviewed at the end of the year. History and Geography unit were developed in preparation for implementation in 2016. 3 staff members completed their accreditation at proficient level. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year $79,700 100% of teaching and learning programs reflect the Quality Teaching Framework and Higher Order Thinking skills. Performance and Development plans for all staff demonstrate reflection on teaching practice, identification of learning goals and links to the Australian Professional Standards for Teachers. All BOSTES syllabus documents are effectively Literacy units embed explicit quality criteria and metalanguage (rubric & goal setting). Principal and Fed Rep present staff inservice on Performance and Development Plan. Executive to workshop PDP goals with teachers in their grades for implementation. A comprehensive early career mentoring program was implemented involving 9 early career staff and 9 highly experienced non-executive staff. History, Geography & Science units planned for implementation in 2016 during grade planning time. Identified teachers are measured against Australian Professional Standards for Teachers Grade supervisors completed a survey with their grade on HOTS across the curriculum. Staff implementing HOTS and GOS through school server and shared Prezi. Rubrics are being used K-6 and shared in school server. HOTS and GOS K-6 scope and sequence revised. Deputy Principal implemented an executive development program with executive team. Early career mentoring program $52,000 Professional learning $27,700
implemented K-6. Learning experiences and school plans are developed which reflect student input. Next steps To ensure that we meet our 3 year goals, the following strategies will be employed in 2016: Higher order thinking skills and graphic organisers to be embedded in all key learning areas in 2016. Personal development plans will be re-developed at the beginning of the year, with GROWTH coaching strategies being used by executive staff to develop their teams. History and Geography units will be implemented K-6. Interested staff will begin the process of accreditation at Highly Accomplished and Lead levels. A Sharing Classrooms program will be introduced to facilitate combined goal setting, collegial discussion and lesson observations/feedback. blank
Strategic Direction 3 Community Purpose To strengthen existing relationships with our community partners to develop understandings around quality teaching and learning practices. Overall summary of progress Progress towards our 3 year strategic goals included the following: SRC students worked with Pittwater Council to plan a new community playground in Mona Vale. The school worked with community partners to deliver effective programs. The community were surveyed with regard to a number of curriculum initiatives. The school participated in the External Review process, incorporating the School Excellence Framework. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year $3,000 Students from all grades are involved in external programs delivered by; community partners, Macquarie University and the Peninsula Community of Schools. Staff are involved in high quality, differentiated Teacher Professional Learning aligned to our School plan New community facilities and events are established in the local community based on students input and design. Increased New community facilities and events are planned based on SRC students input and design. Student engagement in programs delivered in conjunction with community partners: PCS Green Sea Turtle OC combined program with Manly Selective Campus Transition from preschool to school PCS Science Club Mona Vale House Quays Marina Surf Life Saving Scientists from Macquarie University, who are parents, work with Kindergarten students. The Learning and Support team initiated a comprehensive community volunteers program. Community survey on BYOD for K-2 Survey on Mathletics & Spellodrome Analysis of survey and used for our school review against the Schools Excellence Framework. SRC leading teacher release $3,000
number of parents attending school run workshops and the P&C. A performing art centre is built on our school site which reflects school community consultation and is being used for school and community purposes. Next steps To ensure that we meet our 3 year goals, the following strategies will be employed in 2016: Continue working with community partners to develop effective programs in the school. Re-establish conversations with the council post amalgamation. Next Steps
Key initiatives and other school focus areas This section includes: Key initiatives (from School planning template B). Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education. Initiatives and other school focus areas which may not have been included in the school plan such as Early Action for Success, student leadership, partnerships and projects. Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding Personal Learning Plans and Out-Of-Home- Care Educational Plans developed for Aboriginal students and parent meetings conducted. Aboriginal student performed Welcome to Country at school events. All Aboriginal students attended Peninsula Community of Schools NAIDOC celebrations. $1,556.00 English language proficiency funding Additional teacher employed to support EAL/D students. $364.00 Targeted students support for refugees and new arrivals N/A $ Socio-economic funding Out-Of-Home-Care Educational Plans for OOHC students. Student assistance for excursions and activities. Text, exercise books and stationary supplied to students. $20,928.00 Low level adjustment for disability funding Employment of 2 additional Learning and Support teachers covered through our ESES funding. All students with a record of adjustment are supported by the Learning and Support teachers. Support for beginning teachers Mentoring program established involving 9 early career teachers and 9 highly experienced non-executive teachers. $45,645.00 $ 73,677-00 Other school focus areas Impact achieved this year Resources (annual) Other, including Early Action for Success Next Steps
State DoE School Mandatory and optional reporting requirements It is preferable that mandatory items are integrated as evidence of achievements when reporting on progress in Section 2 of the Annual Report: Self-assessment and school achievements. Section 3 of the Annual Report must then include information not already reported that is mandated as part of the Australian Education Regulation 2013 and Departmental requirements. Schools may report on the list of optional items as appropriate. Further information regarding the Australian Education Regulation 2013: http://www.austlii.edu.au/au/legis/cth/num_reg/aer2013n195o2013384/s60.html 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 Student Enrolment Gender 2009 2010 2011 2012 2013 2014 2015 Male 420 428 475 469 504 536 574 Female 411 400 404 414 447 474 497 Student attendance profile Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Year 2010 2011 2012 2013 2014 2015 K 96.5 95.7 95.9 96.6 96.3 96.4 1 97.1 94.6 94.6 95.4 95.3 95.4 2 96.0 94.7 93.9 95.3 96.2 95.0 3 96.8 95.1 95.6 96.1 96.6 95.7 4 97.6 95.5 94.9 96.0 96.2 95.3 5 96.4 95.2 95.4 95.3 96.9 95.2 6 96.9 96.0 93.2 95.1 95.9 95.7 Total 96.8 95.3 94.8 95.7 96.2 95.6 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 Number Principal 1 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The school currently employs two teachers who identify as Aboriginal. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 94% Postgraduate degree 6% Professional learning and teacher accreditation The school staff reflects a diverse range of experience, with 33 early career teachers; 5 staff gaining accreditation at proficient level and 3 completing their maintenance at accreditation. The school implemented a comprehensive mentoring program in 2015 which involved 9 early career teachers being mentored by 9 highly experienced colleagues who were non-executive staff. Professional learning initiatives for 2015 included extensive development on the new curriculum, the literacy continuum, executive development programs, along with mandatory training for CPR, Emergency Care, Anaphylaxis, Child Protection and training for the National Consistent Collection of Data implementation. Deputy Principal(s) 2 Assistant Principal(s) 7 Head Teacher(s) 0 Classroom Teacher(s) 36 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 0.8 Teacher Librarian 1.6 Teacher of ESL 0.4 School Counsellor 1.0 School Administrative & Support Staff 9.272 Other positions 4.842 Total 64.334
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. How to put data into the financial summary table: Caution do not enter n/a, other text, $ sign, commas or spaces in the $ column as this will prevent the table from calculating the data. Do not press the Enter key. Simply left-click into each cell. To input data: Left click into the appropriate cell and input data to two decimal places To calculate data: Right-click in the appropriate cell (ie Total income, Total expenditure and Balance carried forward) and select Update field. Delete this cell when table is complete. Date of financial summary 30/11/2015 Income $ Balance brought forward 660233.31 Global funds 505587.40 Tied funds 431540.22 School & community sources 802207.09 Interest 19705.97 Trust receipts 186503.48 Canteen 0.00 Total income 2605777.47 Expenditure Teaching & learning Key learning areas 92765.58 Excursions 192817.48 Extracurricular dissections 182066.18 Library 33869.80 Training & development 18005.59 Tied funds 421224.61 Casual relief teachers 156753.36 Administration & office 224172.80 School-operated canteen 0.00 Utilities 89033.30 Maintenance 50959.64 Trust accounts 240457.89 Capital programs 104954.55 Total expenditure 1807080.78 Balance carried forward 798696.69 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. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) and Numeracy The school s academic performance is continuing to strengthen based on a number of literacy and numeracy programs which have been introduced over the past two years. Of particular note is the school s performance against the minimum standards for literacy and numeracy in Years 3 and 5. 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. Their responses are presented below. Students The opinion of students was sort from the Student Representative Council and the Student School Survey Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded) Reading Writing Spelling Grammar & Punctuation Numeracy 98.6 100.0 100.0 100.0 99.3 Percentage of Year 5 students achieving at or above minimum standard (exempt students excluded) Reading Writing Spelling Grammar & Punctuation Numeracy 99.3 98.6 98.6 99.3 100.0 Students indicated the school is a safe place and bulling and harassment was not tolerated. Students commented that teachers are friendly and helpful and made them try their best to achieve success.
Students value highly the schools Recognition of Achievement scheme Students indicated the school rules are fair and just and Mona Vale was a great school, Parents, 87% indicated that the Principal holds high expectations of staff and students, that Mona vale is an excellent school 85%. Students understood and supported the schools core values; Respect, Responsibility and Personal Best, Students indicated that the school has a wide range of have leadership positions that they can participate in. Students 89% indicated that the use of technology engaged them in school learning, Staff Students, 96% indicated they support the schools BYOD initiative and would like to bring their personal device to school to support their learning; and Students, 36% indicated engagement with our community partners supported their learning, 60% were not sure. Staff, 100% indicated that student success is regularly celebrated within the school and that they regularly discuss ways to improve student learning 98%, New staff, 100% indicated they are supported within the school and staff, 87% indicated they were consulted about school planning and management issues, Staff indicated strongly, 91% that they are encouraged to bring ideas forward, that communication within the school is effective, 89% and staff are involved in the purchasing of resources 94%, Staff, 100% indicated the Principal treats staff with respect, and that Executive leadership is focused on ensuring Mona Vale is regarded as a school of excellence, 100%, Overwhelmingly staff 100% indicated that they enjoy their job and feel a sense of loyalty to the school and the community, Staff indicated that community partnerships are valued and support student learning 87% Staff 91% support the schools Bring Your own Device (BYOD) initiative in years 3-6, and Parents Parents, 93% indicated their child is happy at school and the school keeps parents informed of school events and issues 90%, Parents, 89% indicated the school is well managed and projects a clear direction for the future, Parents, 90% indicated the Principal holds high expectations of students and staff and has a strong emphasis on creative and performing arts 83%, Parents, 72% indicated they are involved in school planning through the P&C, Parents 70% strongly indicated that they do not support the BYOD initiative being made available to year 2 students, Parents, 89% indicated staff were approachable, professional and courteous and provide helpful information about their child s progress 66% and Parents 64% indicated they are kept informed of decisions made by the P&C and 91% indicated they would recommend Mona Vale to other parents Policy requirements Aboriginal education Mona Vale Public School works with the PCS to engage in many culturally significant events to promote harmony, inclusivity and acceptance around indigenous education. Aboriginal Education, taught as a perspective across the curriculum, has become a focus for awarenessraising activities and teaching. Mona Vale has a proud tradition in teaching Aboriginal perspectives. The school is highly regarded by the Aboriginal community for the quality of our Aboriginal education initiatives. A survey of students indicated that they have positive attitudes towards Aboriginal and Torres Strait Islander culture and people, with 86% indicating that Aboriginal people should be treated the same as themselves.
Multicultural Education and Anti-racism Mona Vale has a small but growing number of students from backgrounds other than English. The school teaches multi-cultural perspectives across the curriculum with a focus on developing respect and tolerance for the many cultures that make up our diverse Australian society. The Student Representative Council helps organises Harmony Day celebrations and this focus on celebrating our diversity is widely supported by the Mona Vale community.