2016 Mount Annan Public School Annual Report...Mount Annan Public School Annual Report 2016 4597...

Mount Annan Public SchoolAnnual Report

2016

4597

Printed on: 24 March, 2017 of 18 Mount Annan Public School 4597 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Mount Annan Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Annette O'Neill

Principal

School contact details

Mount Annan Public SchoolStenhouse DriveMount Annan, 2567www.mountannan-p.schools.nsw.edu.aumountannan-p.School@det.nsw.edu.au4647 2380

Message from the Principal

I am pleased to present Mount Annan Public School's 2016 Annual Report detailing our work towards achieving ourshared goals as outlined in our new School Plan 2015-2017.

Mount Annan Public School is a stimulating environment, where students are provided with a wide variety of learningopportunities, aimed at nurturing respectful, motivated learners. Key programs and initiatives in each of the threeStrategic Directions within the 2015-2017 School Plan were successfully delivered and evaluative processes indicate thata high-level of outcomes was achieved. Our dedicated and committed teaching staff has collaboratively developed anddelivered stimulating programs in all Key Learning Areas and worked hard to enhance their understanding and practicein English, mathematics, assessment and reporting, inquiry based learning, the new Geography syllabus, which wasimplemented this year and Positive Behaviour for Learning (PBL).

The efforts of staff to continue to engage with our school community have been commendable. We conductedcommunity forums each term to facilitate positive engagement with our community. Our new Facebook page has beenpositively received by parents and carers and enables us to communicate promptly and celebrate our achievements andactivities in an alternative forum with the community.

I would like to acknowledge and celebrate the work of the P&C. This year, as well as supporting additional teachers forgala days to enable more students to participate in teams, they have purchased $10,000 worth of Infinity laptops fromfundraising throughout the year. These laptops have been placed in the library for use by all students. Helping Hands,our OOSH provider, donated $40,000 towards the purchase of Infinity laptops and these have been allocated to Stage 1.One Education donated 100 XO laptops which were gratefully accepted and are being used in Kindergarten. We haveallocated Chromebooks which were part of the Department of Education rollout (2015 and 2016) to Stage 2, and Stage3 students are participating the the Bring Your Own Device (BYOD) program. With these additional digital devices,teachers are embedding technology into contemporary learning.

I would like to publicly thank the leadership team, teachers, support staff and office staff for their contributionsthroughout the 2016 school year and for their ongoing personal and professional commitment to the students of MountAnnan Public School.

Annette O'Neill

Principal


School background

School vision statement

Our vision is to provide quality teaching and learning in a safe, caring and supportive environment thatpromotes excellence and lifelong learning to develop confident, active and informed global citizens within acomplex, changing world.

School context

Opened in 1993, Mount Annan Public School is located in the residential suburb of Mount Annan which is situatedbetween the suburbs of Camden and Campbelltown. Our well landscaped, generous school grounds provide ourstudents with the opportunity to enjoy large, open, green spaces in which to play, learn and develop.

The well-being of our students is supported by strong student welfare programs. We provide quality teaching andlearning programs that cater to the students’ backgrounds and cultural heritage and are tailored to meet the individualneeds of all students.

Our commitment to the development of the whole child is evident through our teaching and learning, which incorporatesa range of technology to engage and inspire.

Our experienced, dedicated and caring staff consistently provides learning experiences that encourage students to reachtheir full potential.

Staff undertakes planned, systematic professional learning to ensure effective delivery of programs and to maximisestudent outcomes.

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 supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning

Our achievements and internal monitoring processes were mapped by our staff against the School ExcellenceFramework through an extensive self evaluation process where we identified evidence to support our self assessment.

In the area of Learning, the elements of Learning Culture, Wellbeing, Curriculum and Learning, Assessment andReporting and Student Performance Measures were closely examined to determine where the our school is currentlyperforming. In the area of Learning Culture evidence was provided to indicate that we are Sustaining and Growing.Evidence included professional learning plans, parent and student forums, Tell Them from Me survey results and anumber of action learning projects. In the Wellbeing element we provided evidence that included Positive Behaviour forLearning change process that involved students, staff and the community; embedded NAIDOC and Harmony Dayprograms; and staff compliance with Child Protection updates. Our evidence indicated that the school is Sustaining andGrowing. In Curriculum and Learning and Assessment and Reporting our evidence supported Sustaining and Growing.Our evidence included a number of strong alliances we have with other schools through action learning projects,transition to school and high school programs and explicit processes for identifying and supporting needs of students. Inaddition, our school now has improved reporting procedures as well as more explicit analysis and tracking of studentperformance data. In the area of student performance measures our evidence reflected 56% of Year 3 students and 27%of Year 5 students achieved at high levels of performance on external measures.

Teaching

In the domain of teaching, the school provided evidence that we are Sustaining and Growing in the elements of Collaborative Practice and Learning and Development. Our evidence included: teachers regularly using student


performance data both formative and summative to evaluate the effectiveness of their teaching and improve studentlearning outcomes. The school has in place systems for teacher collaboration that include collaborative planningmeetings each week, instructional leadership, coaching and mentoring teachers, sessions for program feedback andmonitoring and discussion of performance and development plans. Teachers use the Classroom Practice Continuum toassist with development and assessment of their personal professional goals taking responsibility for maintaining anddeveloping their professional standards. Sharing of teacher expertise through classroom observations anddemonstration is evident throughout the school and beyond the school within our various learning communities. We selfassessed the school as Delivering in the elements of Effective Classroom Practice, Data Skills and Use as well asProfessional Standards.

Leading

Our self assessment of the Leading domain indicated that we were generally Sustaining and Growing. Our evidenceindicated that we sought feedback on school performance from the Tell Them From Me survey, parent and studentforums and P&C. We are building a culture of extended and aspiring leaders as well as relationships with externalagencies. Our school plan and milestones that are regularly reviewed reflect evidence based practices.We haveextended our opportunities to communicate with the community through a school Facebook page as well as applicationssuch as Seesaw and Google Classroom. In the element of Leadership we provided evidence to indicate that we aremainly Delivering although we have provided some evidence indicating we are moving towards Sustaining and Growing.

Our self-assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements 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


Strategic Direction 1

Excellence in Teaching and Learning

Purpose

To ensure that all programs are founded upon quality educational delivery and that all members of the school communitywork in partnership within a supportive and dynamic learning environment to provide consistently high quality learningexperiences and outcomes.

Overall summary of progress

In 2016 Mount Annan Public School has promoted and enhanced excellence in teaching and learning through a varietyof programs and initiatives. Our focus has been on:

• Enhancing Curriculum Delivery • Assessment and Reporting • Quality Teaching and Educational Leadership.

Enhancing curriculum delivery in literacy and numeracy has focused on professional learning to support quality literacyand numeracy teaching that is differentiated to accommodate student identified needs. The Geography syllabus wasintroduced to staff and was trialled within an inquiry based learning approach.

Assessment and reporting encompassed setting of grade targets in reading, comprehension, writing and numeracy. Halfday data days each term were utilised to enable teachers to examine data and place students accurately on the LiteracyContinuum K-10 and the Numeracy Continuum K-10. Problem solving in mathematics and the implementation offormative assessment strategies have been a focus across the school and an assessment draft policy was developed forimplementation in 2017.

Quality teaching and educational leadership encompassed the development of early career teachers through regularmeetings with a teacher mentor. The focus was to gather evidence for accreditation at proficient standard. 50% of beginning teachers have submitted portfolios documenting their evidence for accreditation. Development of aspiringleaders is ongoing and in 2016 two of our aspiring leaders successfully gained executive level positions in other schools.All teachers set personal goals as part of the Performance and Development Framework. These were reflected uponthroughout the year and a final report was written by supervisors at the end of the year. Executive teachers were allinvolved in personal coaching sessions and developed their understanding and experience with instructional leadershipto improve the quality of teaching.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

By 2019, 7% increase in thenumber of students achieving inthe proficiency NAPLAN Bandsfor Year 5 Reading based onbenchmarks established in 2016.

Literacy-NAPLAN scores - Year 3 -56% of studentsachieved proficiency; Year 5 - 26.9% achievedproficiency; Year 7 - 21.2% proficient. ProgressiveAssessment Test Reading (PATR) has beenutilised to as a diagnostic tool in reading for Years2-6. Benchmark scaled scores have beenestablished to measure improvement in 2017. Allstudents K-5 have been profiled on a spreadsheetto be utilised at the beginning of 2017.

Instructional leaders 4 daysper week were fundedthrough Socioeconomic and Quality TeachingSuccessful Studentsfunding sources. 1/2 daydata days and classroomobservations were fundedby Literacy and Numeracyfunding. • Socio-economicbackground ($38000) • Quality Teaching,Successful Students ($25400)


Numeracy - NAPLAN - Year 3 - 28.4% of studentsachieved proficiency; Year 5 - 18.5% of studentsachieved proficiency; Year 7 - 24.7% achievedproficiency. Progressive Assessment Test Maths(PATM) has been utilised as a diagnostic tool. All

Instructional leaders 4 daysper week were fundedthrough Socio-economic and Quality TeachingSuccessful






students have been profiled in numeracy inpreparation for 2017.

Students funding sources.See funding for literacy.

By 2017, formative assessmentstrategies are evident in 100%of classrooms.

Formative assessment strategies including learningintentions and success criteria have been evident ingrade collaborative planning and are visuallyevident in at least 80% of classrooms.

By 2017, 95% of teachersactively participate incollaborative planning in Englishand Mathematics

Collaborative planning for English and Mathematicshas been scheduled each Wednesday afternoon toenable 100% of teachers to plan programs of worktogether as a grade.

By 2017, 35% of teachers areactively involved in leadershipinitiatives.

100% of beginning teachers reported benefit fromattending network meetings. At least 50% ofbeginning teachers have finalised evidence foraccreditation at Proficient level. 100% of teachersfinalised performance and development plans.Surveys of instructional leadership by staff identifieda need for an instructional leader 5 days per week.40% of teachers have engaged in leadershipinitiatives.

Some release time for thedevelopment andevaluation of Performanceand Development Planswas allocated from theLiteracy and Numeracyfunding budget. $21,000

Next Steps

Future directions for 2017 have been developed for literacy and numeracy in line with the Bump It Up Strategy. There willbe a further focus on quality teaching and data analysis utilising instructional leadership to support the development ofstudent outcomes in literacy and numeracy. Target groups of students will be monitored and supported through qualityteaching and regular data analysis. The Spirals of Inquiry will be utilised in collaborative planning sessions to supportstrategic and personalised professional learning aimed at developing student outcomes in identified areas of need.

Target setting in Guided reading levels, reading texts, comprehension, writing, EAS, place value and multiplication anddivision utilising the Literacy and Numeracy continuums will continue. This data will be regularly monitored at half daydata days to evaluate student progress and collaboratively plan teaching and learning activities that will support studentprogress. Collaborative planning and consultancy support will also support further development of the English sessionutilising the syllabus.

A draft Assessment and Reporting policy will be implemented with the formative assessment cycle as focus in allclassrooms. Stages will collaborate on learning goals and success criteria during collaborative planning. Staff will alsobecome more familiar with the formative assessment cycle as the year progresses. The PILOT group from 2016 andconsultancy support will assist teams with formative assessment implementation.

Development of quality teaching and leadership will continue in 2017. One teacher was successful in gaining a relievingAssistant Principal position and two teachers successfully attained positions on the extended leadership team. A numberof teachers will be involved in leadership initiatives. Coaching, mentoring and shadowing will form part of the leadershipdevelopment.



Holistic and Enriching Programs and Practices

Purpose

To engage learners in purposeful and equitable curriculum within a dynamic and inclusive learning environment foundedupon secure, respectful and reciprocal relationships.


Throughout 2016 Mount Annan Public School has continued to ensure students are engaged in purposeful and equitablecurriculum incorporating inclusivity, security, respectfulness and reciprocal relationships through:

• Student Wellbeing • Inquiry based learning • Community partnerships.

The focus for student wellbeing in 2016 has been the development of the Positive Behaviour for Learning (PBL)Framework and the adjustment and development of a draft student welfare policy incorporating the PBL framework. Staff, students and the wider school community have worked together to develop a new reward system for theplayground and classroom as well as new school rules and a school mascot. The PBL framework is ready to belaunched in 2017.

With further support from an external consultant to enhance staff understanding of Inquiry Based learning, classes havebeen developing and implementing units of work and inquiry teaching methods across various learning areas. PILOTgroup staff have been further trained in the Kath Murdoch Inquiry Cycle model to gain further understanding to supporttheir teams with Inquiry learning. The group has continued to support each other and interested staff to engage in inquirylearning methods with their students on a regular basis. A partnership with Robert Townson Public School is assistingstaff from both schools to further develop their knowledge and understanding of the effective implementation of inquirylearning as teachers visit each others' classrooms.

The school continues to work with the community to further develop relationships and share ideas around teaching andlearning as well as policy implementations. Several parent forums have been held to provide an opportunity for parentsto further develop their understanding of how to help their children at home with reading and homework. Parents havealso been involved in forums to redesign the school reward system and gain an understanding of the new technologybeing utilised in the school, which the P&C purchased. To further enhance communication with parents, iPads werepurchased using community partnership money to facilitate the development and enhancement of links between homeand school via applications such as See Saw and Google Apps. A school facebook page has also been developed as adirect result of parent feedback in the Tell Them From Me Survey. There has been very positive feedback from parentsabout the implementation of these initiatives.

School partnerships have continued to be developed and enhanced in 2016 with the Stage 3 Maths Project involving theCommunity of Schools. Strong partnerships continue with Narrabri West PS, Ruse PS and Colyton PS as part of theOPaL project. The 2016 project has allowed staff to engage in reflective practices to support teaching and learningspecifically around problem solving and formative assessment strategies. Evidence based research was utilised as abasis of this project including: What Works Best; Education Changemakers; and Visible Learning: Maximising TeacherImpact.




Improve community participationand feedback. 10% improvementin high levels of satisfaction withschool programs and practices.

Baseline data was established from the Tell ThemFrom Me survey that reflected a positive communityattitudes. Community participation at forums hassteadily improved.

Professional learning andsupport has been providedby the Positive Behaviourfor Learning consultant.Local schools were utilisedas a resource. An externalexpert in inquiry basedlearning was utilised forinschool professionallearning. Teachers have





Improve community participationand feedback. 10% improvementin high levels of satisfaction withschool programs and practices.

Baseline data was established from the Tell ThemFrom Me survey that reflected a positive communityattitudes. Community participation at forums hassteadily improved.

attended professionallearning focusing on theinquiry cycle. This has beenfunded by school sources.

85% of students believe that theaward system fairly recognisesand celebrates their achievementand behaviour.

Initial feedback on new Positive Behaviour forLearning procedures has been obtained from staffand community. Playground token system has beenevaluated and will be discontinued in 2017.Feedback will be sought from students, staff andcommunity in 2017 regarding awards and thediscipline system.

Professional learning andsupport has been providedby the Positive Behaviourfor Learning consultant.

80% of staff are confidently usinginquiry learning inHistory/Science/Geography.

General feedback has reflected a growingconfidence with staff implementation of inquirybased learning. 100% of staff have attemptedplanning and teaching using inquiry based learningapproach.

Local schools were utilisedas a resource to supportinquiry based learning. Anexternal expert in inquirybased learning was utilisedfor inschool professionallearning. Teachers haveattended professionallearning focusing on theinquiry cycle. This has beenfunded by school sources.

Next Steps

The school will continue to provide opportunities for parent participation through events such as parent informationevenings, parent forums, P&C, opportunities for open classrooms and more frequent opportunities for parents to attendwhole school assemblies. We will continue our online profile through Facebook, enews, the school website and MountAnnan Public School email. We will continue with the implementation of Tell Them From Me survey and we will useFacebook polls to obtain feedback. We will continue to monitor parent satisfaction and respond to valuable feedbackfrom parents and the community.

We will implement Positive Behaviour for Learning (PBL) for a full year. The student wellbeing team will continue to meeton a regular basis and evaluate the implementation of PBL. The student leadership team will remain a focus point toseek feedback from students in classes from Year 2-6 regarding implementation of PBL.

Our association with Robert Townson Public School to support our implementation of the Inquiry Cycle will continue in2017. External professional learning in the Inquiry Cycle will be attended by teachers from Mount Annan Public School.This will facilitate our ongoing development of inquiry based learning skills - both for teachers and for students. Tosupport the implementation of inquiry based learning the P&C has pledged again in 2017 to purchase additional laptopsfor student use and the school will utilise school based funds to also purchase laptops. Bring Your Own Device is in itssecond year of implementation for Stage 3 students.

The rural project: Opportunity, Partnership and Leadership (OPaL) will continue in 2017 with a focus on incorporatingtechnology into classroom practice within the English session so that students can collaborate between schools and toassist in developing the peer and self assessment components of the formative assessment cycle.

Our association with the local Community of Schools - Mount Annan High School, Currans Hill Public School and OranPark Public School will continue in 2017 and focus on improving transitions between settings.

We have commenced a linkage program with Camden Public School, Mawarra Public School and Camden South PublicSchool. The focus has been on instructional rounds to further improve the quality of teaching within our schools. In 2017,we will train more people in instructional rounds and implement 'rounds' within all our schools.



Engaged and Productive Global Citizens

Purpose

To develop leadership potential as an integral part of school operations and foster within the school community thedesire, skills and capabilities to continuously learn, confidently face challenges, and make positive contributions to theirown, community and world wellbeing.


Mount Annan Public School has endeavoured to ensure students become engaged and productive global citizensthrough a variety of programs and initiatives in 2016. Opportunities for student voice to be heard across the school havebeen provided by modification of the School Parliament that was comprised only of stage 3 students to a studentleadership team that included 4 representatives from each class Year 2 to Year 6. Student class leaders would seekfeedback and suggestions on specific topics from all students in their classes. Students have, in 2016, had a significantinvolvement in the development of our Positive Behaviour for Learning. In addition, a student forum was held in term 3 toseek feedback from students about our programs and practices.

The embedding of multicultural and Aboriginal perspectives in key learning areas has remained a priority. All Aboriginalstudents have Personalised Learning Plans that were collaboratively developed between the teacher, student andparent/carer. A number of special activities and excursions were offered to Aboriginal students. The senior executive ofthe school regularly attend local Aboriginal Education Consultative Group meetings (AECG) and some of our Aboriginalstudents were involved in Junior AECG meetings with the local community of schools group.

A Kindergarten teacher skype group was commenced by one of our teachers with teachers across NSW. The aim of thiswas to share ideas and resources for teaching of kindergarten. It was also envisaged to include skype sessions betweenkindergarten students in these schools but this initiative has not been successful at this stage. In addition, a stage 3teacher attempted to create links with a school in the Torres Strait but due to lack of reliability of Internet connections this initiative didn't eventuate.




79.8% of students experience high levels of satisfaction withschool programs and practices.

The Tell Them From Me survey was implementedin 2016 and determined levels of engagement andsatisfaction by students in various areas of schoollife. An average of 85.5% of students experiencedhigh levels of satisfaction with school programs andpractices.

The new student leadership team providedextensive opportunities for students to providefeedback about programs and practices. Fourstudents from each class in Years 2-6 representedtheir peers in the student leadership team. Thisrepresented an increase of 46 students beinginvolved in student leadership initiatives.

Funds raised by leadershipteam were utilised tosupport leadershipinitiatives.

Improved leadership capacity andincreased opportunities forstudents to participate inleadership initiatives.

Evaluated Leadership procedures (students, staffand community) and made adjustments for 2017.

Leadership badges havebeen purchased

85% of Aboriginal studentsachieve personal learning goals.

88% of students achieved Personalised LearningPathways (PLPs). Aboriginal student achievementsin literacy and numeracy have been tracked anddiscussed as part of stage planning. Feedback hasbeen provided to students, parents and carers.

Students from Language Backgrounds other than

Aboriginal funding - $19271

A school learning supportofficer has supported theachievement of individualAboriginal student goals.Funds were allocated to





85% of Aboriginal studentsachieve personal learning goals.

English were tracked and catered for by the Englishas an Additional Language/Dialect (EALD) teacher.

Students did not explore digitally connecting withother students.

Yarning Circle and supportof excursions.

Funds were utilised toemploy an English as anAdditional Language/Dialectteacher.

English languageproficiency funding -$36634

Next Steps

There will be increased opportunities for students to provide feedback and ideas for improved school programs andpractices. This will occur through the student leadership team and will also involve a forum. Additional play equipmentwill be purchased for the school playground and ideas for extra-curricular activities will be sought from other schools anddiscussed through the student leadership team.

The School Leaders for 2017 were inducted in 2016 and Class Leaders will be presented with their badges in stagegroups. This will be repeated in Semester 2 when a second group of Class Leaders are elected. Tell Them From Mestudent survey will provide valuable feedback on school programs and practices. This feedback will again be analysed in2017 to further improve levels of student satisfaction.

Aboriginal students and their parents/carers will again be involved in the development of Personalised LearningPathways. Where parents/carers are unable to attend school for the development of plans, telephone, email andapplications such as See-saw will be utilised to facilitate parent communication and involvement in the plans. At least twoYarning Circles will be held this year with topics suggested by Aboriginal parents and supported by Aboriginal Educationand the local Aboriginal Education Consultative Group. The English as an Additional Language/Dialect teacher willcontinue to work with the staff to support students' proficiency in English.

Teachers will explore using skype sessions within and beyond the school to enable students to digitally connect withother students for a common purpose.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading 88% of Aboriginal students achieved goalsset in their Personalised Learning Pathways.Funding was allocated to support Aboriginalinitiatives and Yarning Circle.

Funds were used to supportthe implementation of theplan.

• Aboriginal backgroundloading ($19 271.00)

English language proficiency Monitoring and tracking of students fromLanguage Backgrounds other than Englishhas occurred throughout the year to informappropriate planning to support individualneeds of students.

English LanguageProficiency funds wereutilised to employ anEnglish as an AdditionalLanguage/Dialect teacherfor approximately two daysper week.

• English languageproficiency ($36 634.00)

Low level adjustment for disability Monitoring and tracking of identified studentson the National Consistent Collection of Data(NCCD) occurred. Evaluated student supportduring stage meetings and Learning andSupport weekly meetings. Deputy Principaltracked welfare data on SENTRAL andreported to the Learning and Support teammeeting. School Learning Support Officertime has been adjusted as necessary.

A Learning and SupportTeacher and SchoolLearning and SupportOfficer have been fundedfor in-class support.

• Low level adjustment fordisability ($144 408.00)

Quality Teaching, SuccessfulStudents (QTSS)

Achievement of targets in literacy andnumeracy have been evaluated andmeasured against predicted targets for 2016.

Partial funding for releaseof four Assistant Principalsone day per week. SeeStrategic Direction 1.

• Quality Teaching,Successful Students(QTSS) ($25 400.00)

Socio-economic background Achievement of targets in literacy andnumeracy have been evaluated andmeasured against predicted targets for 2016.

Partial funding for releaseof four Assistant Principalsone day per week. SeeStrategic Direction 1.

• Socio-economicbackground ($38 000.00)

Support for beginning teachers Collection, annotation of evidence foraccreditation at proficient level as part of theAustralian Professional Standards forTeachers has occurred.

Teacher mentors supportedearly career teachers. Oneteacher coordinated theearly career teacher in-school network. Thisoccurred during lunchtimeor after school.

• Support for beginningteachers ($13 000.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 333 331 334 330

Girls 286 296 311 338

Enrolments have continued to rise. In February 2015,the school had 638 students enrolled and in February2016, 672 students were enrolled. This represents anincrease in student enrolments of 5.06%. Theincreased enrolments resulted in one additional classteacher.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 95.4 95.7 95.6

1 95.5 96.6 94.2 95.1

2 96.2 96.1 95.1 94.6

3 93.6 95.8 95 95.2

4 95.8 95 94.8 94.3

5 94.8 94.9 94.9 94

6 94.4 94.4 93.7 91.4

All Years 95.3 95.5 94.8 94.4

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

Student attendance has continued to be monitored byclass teachers, the deputy prinicipal and the HomeSchool Liaison Officer (HSLO). Attendancepercentages have been affected by both families takingholidays during school term and illness in thecommunity thoughout winter and spring. There was asignificant increase in the number of students whocontracted Whooping Cough in term 3.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 25.36

Teacher of Reading Recovery 0.74

Learning and Support Teacher(s) 1

Teacher Librarian 1.2

School Counsellor 1

School Administration & SupportStaff

5.26

Other Positions 0

3.57% of the workforce is made up of staff who areAboriginal.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 44

Professional learning and teacher accreditation

Mount Annan Public School had 8 teachers in 2016working towards Board of Studies Teaching andEducational Standards (BoSTES) accreditation atProficient. Three of these teachers have finalised theiraccreditation this year and have sent their portfolio toBoSTES. All of these teachers held a temporaryposition at the school. There are 7 accredited teachersmaintaining their accreditation at Proficient. Severalteachers have looked into voluntary accreditation atHighly Accomplished or Lead and participated inworkshops to gain a further understanding of thisprocess. Currently no teachers have taken on thisvoluntary accreditation.

Mount Annan Public School held mandatory staffdevelopment days in term 1, 2 and 3. Fouradditional extended staff meetings (until 6.30pm) wereheld in term 1, 2 and term 3 in lieu of the 2 staffdevelopment days in term 4.

Staff Development Day Overviews:

SDD Term 1 - Strategic Directions - An Overview

Positive Behaviour for Learning - Language, expectedbehaviours and explicit teaching


SDD Term 2 – Positive Behaviour for Learning -Reward System development

Sentral Reports

Share the Skills - a variety of small group workshops toupskill teachers in Technology, Reading Pedagogy,Creative Arts and Assessment Practices.

SDD Term 3- Action Learning for Innovation - ProblemSolving

New Geography Syllabus

The Inquiry Pedagogy - An Overview.

Extended Staff Meetings

Term 1 Week 10 - Ross Dawson: Inquiry BasedLearning

Term 2 Week 2: Positive Behaviour for Learning

Term 2 Week 7: Literacy professional learning

Term 3 Week 2: Mandatory training:CPR/Anaphylaxis/Oliver

All staff attended these professional learning sessions.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Balance brought forward is reflective of savings overthe past number of years and will be set aside forplanned expenditure.

Significant funding was allocated by Helping Hands, ourOut of School Hours (OOSH) care provider to purchase$40,000 worth of laptops for student use.

Income $

Balance brought forward 354 735.00

Global funds 381 751.00

Tied funds 281 437.00

School & community sources 221 468.00

Interest 7 465.00

Trust receipts 31 809.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 33 197.00

Excursions 23 657.00

Extracurricular dissections 50 365.00

Library 11 250.00

Training & development 14 676.00

Tied funds 203 447.00

Short term relief 65 741.00

Administration & office 65 585.00

School-operated canteen 0.00

Utilities 59 703.00

Maintenance 50 987.00

Trust accounts 24 233.00

Capital programs 68 584.00

Total expenditure 0.00

Balance carried forward 0.00

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.


2016 Actual($)

Opening Balance 0

Revenue 650 212

(2a) Appropriation 624 489

(2b) Sale of Goods and Services 4 091

(2c) Grants and Contributions 21 128

(2e) Gain and Loss 0

(2f) Other Revenue 0

(2d) Investment Income 503

Expenses -289 741

Recurrent Expenses -289 741

(3a) Employee Related -110 752

(3b) Operating Expenses -178 989

Capital Expenses 0

(3c) Employee Related 0

(3d) Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

360 470

Balance Carried Forward 360 470

Financial management processes at Mount AnnanPublic School include overall budget management bythe finance committee. The finance committeecomprises the Principal, the Deputy Principal, theSchool Administrative Manager and the schoolexecutive.

Planned use of surplus funds includes: • Construction of a storage shed for sporting

equipment • Construction of a storage shed for grade

requirements, structured play materials • Painting of classrooms • Purchase of a whole school mathematics program • Purchase of a whole school reading program • Purchase of a Kindergarten phonics program • Positive Behaviour for Learning signs • Student technology equipment • Ongoing replacement of interactive whiteboards

each year (6 per year) • Ongoing replacement of air conditioners each

year (4 per year) • Resource and set up two new classrooms • Purchase of flexible furniture for classrooms

2016 Actual($)

Base Total 4 097 684

Base Per Capita 34 823

Base Location 0

Other Base 4 062 861

Equity Total 238 761

Equity Aboriginal 19 270

Equity Socio economic 38 448

Equity Language 36 634

Equity Disability 144 407

Targeted Total 168 477

Other Total 183 338

Grand Total 4 688 261

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance


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Parent/caregiver, student, teachersatisfaction

8% of eligible students in Years 4, 5 and 6 completedthe survey.

Students • 92% of students had positive relationships at

school • 79% of students had a high sense of belonging • 95% of students valued school outcomes • 94% of students had positive behaviours • 93% of students tried hard to succeed • 84% of students feel good about school culture • 75% of students feel that teachers have a good

understanding of their cultureStudents enjoyed: • Sporting opportunities and sport equipment on the

playground • Extra curricular opportunities like Coding Club • Bring Your Own Device and Chromebooks • Friends

54% of staff completed the survey.

Staff

Teachers generally: • worked with school leaders to create a safe and

orderly school environment • discussed learning problems of students with

colleagues • set high expectations for their students • established clear expectations for classroom

behaviour • believed that school leaders are leading

improvement and changeTeachers valued: • Supportive, collaborative staff • Leadership • Formative assessment • Staff wellbeing • Innovative teaching ideas • Community spirit

Unfortunately, only 13% of parents/caregiverscompleted the Tell Them From Me survey.

Parents/Caregivers

Parents generally: • thought the school’s administrative staff were

helpful • believed teachers expect their child to work hard • believed that staff take an active role in making

sure that all students are included in schoolactivities

• believed that their child’s teacher is easy to speakto

Parents valued: • Social behaviour program • P&C • Sense of community


• Committed staff who are dedicated, friendly andapproachable

• Communication between teachers and parents • Extra curricular opportunities for their children

Future Directions • Seek feedback from student leaders to engage

more students in extra-curricular activities • Focus on student engagement • Promote anti-bullying as part of Positive

behaviour for Learning • Seek feedback from student leaders about the

playground toilets • Provide more playground equipment • Provide additional technology • Provide opt-in sessions for professional learning

that suit teacher’s individual professional needs. • Create more opportunities for cross stage

communication between staff • Provide more opportunities for parents to help at

school during the day

Policy requirements

Aboriginal education

100% of Aboriginal students and their familiesparticipated in developing Personal Learning pathways.

100% of students achieved their goals in term 1. 79%of students achieved their goals in term 4 of 2016.

On the last Thursday of term 2 Aboriginal students fromYears 3-6 across 12 local Camden area schools wereinvited to participate in a combined activity day atCamden Park Environmental Education Centre (MAKDay) to strengthen student understanding of traditionalAboriginal and Torres Strait Islanders culture andhistories in line with this year’s NAIDOC theme –‘Songlines the living narrative of our nation’. Studentsparticipated in 5 rotating activities on the day includingdance, Story-telling by Elders, Boomerang Science,looking at a significant site and Indigenous Children’sgames. A number of Community representativesincluding local Elders, Department of Education Staffand the media were present on the day along withsome students from the local High Schools whoassisted with running activities on the day. Studentsreally enjoyed the day. 100% of Aboriginal studentsfrom Mount Annan PS attended the day withenthusiasm and excitement.

In term 3 week 4, 74% of Aboriginal students attendedthe Zoo excursion with Aboriginal students fromCurrans Hill Public School. Students engaged inactivities to further develop their understanding ofAboriginal culture and engage in cultural activities tosupport and develop their understanding of their ownculture.

Yarning Circles have been held in Term 1, 2 and 3 totry to encourage Aboriginal families to connect witheach other and discuss topics of interest to themselves.These have been supported by the Aboriginal LiaisonOfficer and local Aboriginal Elder, Aunty Carol.

In term 1 there were five stage three students whoattended the Heartbeat Signals & Signs program. Therewere 4 students involved in the Heartbeat program forstage 2 students. This is the first time stage 2 studentshave been invited to this program. The program aims toraise awareness of health issues and inspire studentsto consider a career in the fields of science, health ormedicine. It exposes the children to the possibility ofattending university for future studies.

This year saw the establishment of the JuniorAboriginal Education Consultative Group (AECG). Thisinvolved five students from Mount Annan PS, studentsfrom Currans Hill Public School, Oran Park PublicSchool and Mount Annan High School. Students mettwice to discuss what was being done at their school inregards to student participation in Aboriginal education.The meetings also provided the students with theopportunity to plan what they would like to do togetherin the year ahead for all the Aboriginal students in theCommunity of Schools (MAK Day, Taronga Zoo visit &NAIDOC Week celebrations). This initiative issomething that we hope continues each year.

In term 3 there was a NAIDOC celebration held atMount Annan High School. Thirty nine Mount AnnanPublic School students K-6 attended on this day, aswell as students from from Currans Hill Public School,Oran Park Public School and Mount Annan HighSchool. The day provided our students the opportunityto network with students in the local area throughplaying traditional Aboriginal games organised by highschool students, listening to information about nativeanimals presented by Taronga Zoo and a ceremonialpresentation in Celebration of the Week.

In term 4 there was an Aboriginal man (Ryka Ali)provided an incursion for all of stage 2 & 3. He toldstories based on his heritage relating to the Wuthathitribe of Shellbourne Bay, Cape York and the TorresStrait Islands. This performance was interactive for thestudents and gave them an insight into some Aboriginalculture and traditions.

Multicultural and anti-racism education

In 2016, an additional teacher was trained as anEnglish as an Additional Language/Dialect (EALD)teacher. All students were plotted on the LearningProgression and were supported by in-classdifferentiation is specific Key Learning Areas. HarmonyDay was held in term 2 and provided opportunities forintercultural understanding and celebration.

Our Language Backgrounds other than English(LBOTE) students performed well in NAPLAN,comparing favourably with results from all students atMount Annan Public School.

In reading 100% of Year 3 students achieved abovenational minimum standard and 55.5% of studentsperformed in the proficiency bands. 94.7 % of Year 5students achieved above national minimum standards.

In writing 100% of Year 5 students achieved abovenational minimum standards and 70.4% of Year 3


students achieved proficiency. 100% of Year 5 studentsachieved above national minimum standards.

In numeracy 96.3% of Year 3 students achieved abovenational minimum standards and 94.7% of Year 5students achieved above national minimum standards.


2016 Mount Annan Public School Annual Report...Mount Annan Public School Annual Report 2016 4597...

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Transcript of 2016 Mount Annan Public School Annual Report...Mount Annan Public School Annual Report 2016 4597...