2016 Oran Park Public School Annual Report - Amazon S3 · Oran Park Public School Annual Report ......

Oran Park Public SchoolAnnual Report

2016

4651

Printed on: 8 May, 2017 of 19 Oran Park Public School 4651 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Oran Park Public School as an account of the school'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.

Donna Shevlin

Principal

School contact details

Oran Park Public School390 South CircuitOran Park, 2570www.oranpark-p.schools.nsw.edu.auoranpark-p.school@det.nsw.edu.au4632 4651


School background

School vision statement

Oran Park Public School community provides a love of learning in an inclusive, safe and supportive environment wherestudents are valued as individuals. All children are engaged in quality differentiated and future focused learning. Staffwork in partnership with families and the wider community to set high expectations for success, ensuring studentsachieve their full potential as lifelong learners.

Innovative, engaging educational programs inspire and prepare students to become productive, organised and proudglobal citizens.

School context

Oran Park Public School provides quality teaching and learning programs. We have a strong academic focus withprograms that challenge our students. A major emphasis is on the development of literacy and numeracy to ensure allstudents are provided with the skills for future success.

We have excellent support programs for students with special needs. All students are provided with teaching andlearning programs that encourage them to achieve their full potential. We have a strong student welfare approach,Positive Behaviour for Learning.

Established in 2014, our school is positioned in a new fast growing suburb. The school and the local township areconstantly evolving and exciting opportunities are regularly accessed. We area welcoming and friendly school within aculturally diverse community.

We promote a healthy, active lifestyle and encourage lifelong fitness through our innovative health and sport programs.Students compete regularly in a wide selection of local and state competitions. Our students enjoy participating in arange of extracurricular activities in performing arts, choir, public speaking and debating to develop their confidence andtalents.

Parents are actively involved in school programs and offer vital support within our classrooms. Our students enjoyadditional benefits and support due to the fundraising and commitment of our very active Parents and Citizens’committee who play an integral role and provide input into our school’s decision making process.

Our staff and students enjoy a supportive environment and a range of outstanding facilities and opportunities. Studentslearn in comfortable and well–resourced classrooms. They use state of the art technology to engage them in theirlearning. At Oran Park Public School, we promote 'A love of Learning'.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework 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.

During 2016, our staff at Oran Park Public School further developed their knowledge of the School ExcellenceFramework and continued to use it as a tool to inform, monitor and evaluate our teaching practice. During ProfessionalLearning sessions throughout each term, including School Development Days, the school leadership team led teams ofteachers to examine the School Plan 2016 and the School Excellence Framework to determine areas of strength anddevelopment as we continue to build our school.

Learning

In the domain of Learning, our school has primarily focused on creative and innovative teaching and learning. Teachersengage in the development of structured assessment and consistent tracking and reporting procedures. This will ensureaccurate information is shared and there is an effective transition for every student. Quality teaching practices andcreative, innovative learning experiences are embedded within an engaging curriculum. Individuals are encouraged todevelop technological competencies and work collaboratively and creatively to achieve success. In 2015 we developed


school wide assessment and reporting systems and support structures, to ensure consistent teacher judgmentprocesses. Assessment and planning identified student individual learning requirements. Learning needs were identifiedand catered for through the implementation of support, extension and enrichment programs. In 2016 we haveconsolidated and further improved the use of these assessment and reporting practices to ensure that the school hasexplicit processes to collect, analyse and report on internal and external student and school performance data. Theparent community share responsibility for student learning and wellbeing through strong collaborative partnerships withthe teaching staff.

Teaching

In the domain of teaching our focus has been to improve student achievement in literacy and numeracy and to provideteaching staff with tools to identify, understand and implement the most effective teaching method for their students. Ourfocus has been on positive engagement in rich teaching and learning through an integrated approach and theconsolidation of Synthetic Phonics, Morning Routine and Targeting Early Numeracy. Stage based scheduled assessmentand reporting practices have been further developed and improved, school data analysed and programs evaluatedaccording to student achievement. A focus on consistency in teacher judgment has also been a priority. Teachers havecontinued to engage in ongoing peer observation, mentoring, reflection and team teaching to improve practice. Teachersare engaged in professional learning in quantitative and qualitative assessment practices through modeling andmentoring. Data is used to accurately inform the design of school programs and to deliver a differentiated and integratedcurriculum. Teaching and learning sequences are designed and implemented using an integrated approach, reflecting acomprehensive understanding of the Australian curriculum and an understanding that explicit, specific and timelyformative feedback assists students to learn how to improve.

Leading

In the domain of Leading, our school has focused on collaboratively developing our school plan and communicating itspurpose to all staff and the wider community. The leadership team actively sought to ensure that all staff were clear onthe school’s strategic directions and actively working towards their achievement. It has remained a priority to nurture ourpartnerships with parents and the community. In 2016, we scheduled parent workshops to aid our community inunderstanding our teaching of synthetic phonics and established a Parent Café as a forum for delivering information onschool initiatives in a non–threatening environment. We have continued to facilitate information courses provided byexternal education training providers, such as Macarthur Disability. Again in 2016 parents were surveyed to determinewhat information they want to be provided in 2017 through the Tell Them From Me survey initiative. We have builtrelationships with businesses in the local area to assist our school with Positive Behaviour for Learning signage,technology and P&C fundraising. We regularly attend Oran Park Town Community meetings. We have a commitment toOran Park Public School being involved in the development of Oran Park Town community.

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

Creative, innovative Teaching and Learning

Purpose

Quality teaching practices and creative, innovative learning experiences are embedded within an engaging curriculum.Individuals are encouraged to develop technological competencies and work collaboratively and creatively to achievesuccess.

Overall summary of progress

School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and developeach school priority. Throughout 2016, the Learning Team sustained and grew its focus on our priority of creativeteaching and innovative learning. The team’s objective was to further improve student achievement and growth in literacyand numeracy beyond results achieved in 2015. This was further supported by the development of creative, innovativeand quality literacy and numeracy lessons with a focus on increased content differentiation. Teacher professionallearning and the implementation of key school programs continued to be a key priority. The commitment to SyntheticPhonics, Morning Routine and The Early Numeracy program (TEN) has continued to see improvement in student results.

To support the growth of improved learning outcomes for every student through the delivery of a differentiated andintegrated curriculum, teachers continued to engage in ongoing peer observation. Mentoring, reflection and teamteaching to improve practice was refined to ensure it remained a priority.

The Learning Team also focused on refining and consolidating school wide assessment and reporting systems andsupport structures put in place in 2015, to continue to ensure consistent teacher judgment processes. Sustained focus onassessment and planning continued to allow for the identification of each student’s individual learning requirements.Learning needs were identified and catered for through the implementation of additional support, extension andenrichment programs.

Teachers have refined their practice in the development of structured assessment and consistent tracking and reportingprocedures. This has continued to ensure accurate information is shared and that there is an effective transition for everystudent. The team sustained and built upon its efforts to use data from internal and external student assessments toanalyse and evaluate strengths and areas for improvement and to inform future teaching practice.

Teaching and learning sequences continued to be designed and implemented using an integrated approach, reflecting acomprehensive understanding of the Australian curriculum. All teachers are now confidently implementing the K–6English, Mathematics, History and Science syllabus and are developing their knowledge of the new Geography syllabusfor full implementation in 2017. New and emerging technologies are continuing to be embedded in all key learning areasto engage and support student learning. Stage based scheduled assessment and reporting practices, school data,ongoing program evaluation and consistent teacher judgment, remained the key drivers of teaching and learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Comprehensive school data willtrack and measure individualstudent performance and growth.Students will achieve growth in allkey learning areas in schoolbased assessments.

Throughout 2016, the school continued toconsolidate its implementation of the TEN program,the teaching of Synthetics Phonics, the consistent,school wide delivery of Morning Routine, and theimplementation of Core Teaching Programs acrossthe school. The year also saw the introduction ofLearning Intentions and Success Criteria. Both TENand the Synthetic Phonics Program had anassessment schedule accompanying them and theassociated data was collected, centrally stored andused to inform teaching and learning. The schoolalso conducted kindergarten Best Startassessments with the data used to developkindergarten groupings early in the year.

$5100 – Justin Caban (dataanalysis)

$10 200 – Justin Caban(observation andimplementation of morningroutine, comprehension andcore teaching programs)

Proficiency standard in NAPLANLiteracy will increase to 55% in

• 33% of Year 3 were at proficiency in Reading • 43% of Year 3 were at proficiency in Writing

$0





Year 3 and 30% in Year 5 (2016).Proficiency standard in NAPLANNumeracy will increase to 45% inYear 3 and 20% in Year 5 (2016).NAPLAN assessment data willprovide significant comparisonsto local and state studentassessment results.

• 41% of Year 3 were at proficiency in Spelling • 37% of Year 3 were at proficiency in Grammarand punctuation • 15 % of Year 3 were at proficiency in Numeracy • 14 % of Year 5 were at proficiency in Reading • 6% of Year 5 were at proficiency in Writing • 22% of Year 5 were at proficiency in Spelling • 32% of Year 5 were at proficiency in Grammarand punctuation • 10% of Year 5 were at proficiency in Numeracy

70% of kindergarten students willattain the expected cluster levelon the Early Literacy and EarlyNumeracy Continuums.

The Literacy and Numeracy Continuums were notused consistently by all teaching staff in 2016. Thiswill be a focus for professional development in 2017and beyond.

$0

70% of Year 1 students will attaincluster 6 in Literacy andNumeracy.

The Literacy and Numeracy Continuums were notused consistently by all teaching staff in 2016. Thiswill be a focus for professional development in 2017and beyond.

$0

Next Steps

•Maintain the practice of ongoing peer observation, mentoring, reflection and team teaching to improve teaching andlearning and seek out further opportunities such as ‘Spirals of Inquiry’ to aid in this process.•Continue to engage the whole staff in data collection and tracking systems to improve our assessment and reportingpractice and to better track and measure student learning growth.•Build staff capacity to begin the process of implementing the practice of tracking students using Planning Literacy andNumeracy (PLAN) software in literacy and numeracy. •Provide school wide professional learning in the Mathematics Building Blocks of Numeracy initiative to improvepedagogy in mathematics teaching and improve student results in all aspects of mathematics.



Quality Leadership, Professional Practice

Purpose

Teacher capabilities are strengthened through professional learning with a focus on building teacher expertise to delivera differentiated and inspiring curriculum. Teacher capacity is developed through ongoing leadership opportunities toguide new and innovative practices.


School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and developeach school priority. Throughout 2016, the Teaching Team sustained and grew its focus on our priority of qualityleadership and professional practice. This focus continued to build teacher capabilities through professional learning.Teachers were engaged in further quality professional learning with a focus on Positive Behaviour for Learning (PBL),Reading and Comprehension, Morning Routine, Synthetic Phonics, and Targeting Early Numeracy program (TEN).Lesson demonstrations and observations continue to be scheduled to enhance teachers’ understanding of each of ourkey programs and have become part of the teaching culture across the school.

Clear expectations remain a priority in the application of the Performance and Development Framework and TheAustralian Professional Standards for Teachers. School leaders continued to support teachers through a process offeedback, regular reflection time, classroom observation, modeling, professional dialogue, coaching and mentoring. Allteaching staff have clear understanding of the Performance Development Framework which has continued to lead toimproved staff engagement in, and a clear knowledge of, the priorities and directions of the school. All teachers developa Performance and Development Plan (PDP), which is regularly reviewed and evaluated with their supervisors. Theseprofessional learning plans continue to drive the delivery of quality educational programs. Teachers, with the guidance ofthe school executive and support of their colleagues, identify their own professional learning goals to achieve higherlevels of accreditation and to align with school priorities.

The Teaching Team sustained and grew its focus on prioritising ongoing professional development and reflectionopportunities to ensure the continued success of the dynamic teams and networks established in 2015. Executiveteachers sustained and grew their focus on providing and supporting leadership, coaching and mentoring opportunities intheir respective fields of expertise. School leaders continued to built the collective capacity of teachers to evaluate theeffectiveness of school programs and initiatives, informing the strategic directions of the school and to ensure thatimprovement measures are met.




The successful implementationand ongoing maintenance ofteachers’ professional learningportfolios will meet accreditationrequirements of the AustralianTeaching Standards by 2018.

Beginning Teachers are encouraged to attend localBeginning Teacher Professional Learning days andare provided with extra professional learning todevelop their understanding of the current programsundertaken at Oran Park Public School. Staff wereconsulted during their professional developmentplans to establish clear goals to work towardsacross the school year which were linked to theAustralian Professional Standards for teachers.These goals were reviewed at the end of Terms 1,2 and 4.

$0

Participation in Mount AnnanCOS Classroom Observation andsharing sessions to improveteacher quality will be measuredthrough feedback evidence.

Two stage three teachers worked closely with thelocal high school staff and other local public schoolstaff to engage in professional discussion toevaluate practice in the primary and high schoolsetting. This process improved practice and madethe transition between primary school and highschool smooth. Contributing to this network builtproductive links between the local high school andother teaching staff to improve student learning inMathematics. Staff reported that the process of

$2000





Participation in Mount AnnanCOS Classroom Observation andsharing sessions to improveteacher quality will be measuredthrough feedback evidence.

networking, built their capacity in identifyingeffective strategies on how students learn based onsound research in Mathematics

Work with an outside facilitator toimprove the teaching of reading,comprehension and teacherdifferentiation practice.

The school has undertaken regular professionallearning with an Independent Literacy Consultantwhich has included extensive critiquing of researchunderpinning the morning routine program and theimplementation across the school. Teachers havealso undertaken training in the Synthetic Phonicsprogram and implemented a variety of scope andsequences into their stage based planning.Throughout the year all staff engaged in trainingthat covered the ten comprehension strategies. Thisincorporated teacher observations and feedback toimprove on the delivery and practice. As a resultPLAN data has indicated improvement in the areasof vocabulary, phonics, concepts of print acrossK–2.

$53 ,887 – Justin Caban

$14, 490 – Casual relief

All PDP’s are developed andimplemented across the school.

The school conducted and scheduled professionaldevelopment meetings three times during theschool year. The first meeting was held at the endof Term 1 and, a review meeting was held at theend of Term 2 with the final meeting held in Term4. Supervisors analysed various descriptors of theAustralian Standards for Teachers to plan personaldevelopment goals and support colleagues inidentifying and achieving these goals that werelinked to our school’s three strategic directions.

$0

Next Steps

• Continue to facilitate and strengthen the beginning teachers and highly accomplished teacher support groupsestablished in 2017.

• Maintain involvement in the Observation Program with Mount Annan Community of Schools in 2017.

• Facilitate ongoing teacher observations of Stage 3 and Stage 4 teaching and learning between OPPS and a local highschool.

• Continue to work with an outside facilitator to improve the teaching of reading, writing, comprehension and teacherdifferentiation practice.

• TEN facilitator continues to provide ongoing teacher professional learning.

• Implement the Mathematics Building Blocks of Numeracy initiative so that the advocated teaching practices are evidentin all classrooms.



Strong Foundation Partnerships

Purpose

Positive school culture and strong foundation connections are developed through building community relationships,mutual responsibility, respect, trust and a shared vision. Community engagement is developed through establishingeffective communication processes, and building supportive, collaborative partnerships to provide students with a qualitylearning environment.


School teams formed in 2015, and aligned with the School Excellence Framework, continued to promote and developeach school priority. Throughout 2016, the Leading Team sustained and grew its focus on our priority to build strongfoundation partnerships. This focus built upon clear learning connections between home and school established in 2015.The school community, staff and parents have continued to work together to develop positive and respectful relationshipswhich underpin productive learning environments for our students and to seek out further opportunities for collaborativedecision–making. Positive partnerships, with a joint commitment to high expectations for learning outcomes exists, and iscontinually being strengthened across the entire school community.

Staff have continued to work collaboratively with the parent community, to further develop an understanding of schoolsystems, directions and expectations to improve student outcomes. Teachers and parents collaboratively plan, andengage in professional learning and skill sharing forums that have continued to ensure a shared approach towardsachieving quality educational outcomes for all students. The school has continued to seek out opportunities forconsultation and evaluation of strategic directions with parents and the wider school community, through P&C meetings,parent training workshops and discussion forums such as the Parent Café.

Our community remains well–informed on all school matters. Communication to the whole school community ismaximised through improved and continually evolving technological systems, which are in place to inform parents andupdate calendar events. Written communication in newsletters, the use of the Skoolbag application, the school websiteand emails, regularly informs parents of current events, teaching methods and shares innovative ways of supportingchildren’s learning. Early advice, structured events, and defined roles ensure that parental input remains highly valued.




2016 Tell Them From Me surveyresults will be analysed for futureimprovement and directions.Recommendations areinvestigated and actioned.

Tell Them From Me (TTFM) surveys were offered toall stakeholders in 2016. Results were analysedand the data used to inform future directions.

$0

There is evidence of teachersand parents sharing professionallearning to support thedevelopment of strongpartnerships between home andschool.

In 2016, the school offered structured opportunitiesincluding, a meet the teacher afternoon, phonicstraining sessions, multi–grade class informationsessions, parent helper workshops and P&Cmeetings. The school also introduced a parent caféinitiative. This project will be further consolidated in2017.

$2000 – Justin Caban (TPL)

The school leadership teamnurtures community relationshipsand encourages and valuesparent participation inextra–curricular activities.

In 2016, the school initiated several opportunitiesfor teachers and parents to engage inextra–curricular activities. These included, anEaster hat celebration, a variety of sporting events,a P&C bingo night, public speaking competitions,an Anzac Day ceremony, Education Week OpenDay, a whole school concert, kindergartenorientation sessions and grandparents' day. Theschool also encouraged parental participation informal events such as parent / teacher interviewsand end of year presentation day ceremonies.

$1100 (Presentation Dayresources)





80% or more parents regularlyparticipate authentically in schoolactivities.

In 2016, anecdotal evidence suggests that therewas a significant increase in parent participationacross all school activities. In 2017, formalcollection of data will occur to identify numbers ofparents who attend school activities. This will allowthe school to design opportunities that best meetthe needs of its parent community.

$0

Next Steps

• The school will continue to provide ongoing opportunities for consultation and evaluation of strategic directions withparents and the wider school community, through P&C meetings, training workshops and discussion forums, with theestablishment of further initiatives such as the Parent Café.• Formal collection of data will occur to identify numbers of parents who attend school activities.• 2016 Tell Them From Me survey results to be shared with the school community.• 2017 Tell Them From Me survey results will be analysed for future improvement and directions.• The Environmental Committee including parents and students will continue in 2017.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Funding was used to support students toattend Junior AECG excursions and towardresources.

$5,078

English language proficiency An additional part–time School LearningSupport Officer was employed to assist newlyarrived students transition to the school. TheLearning and Support teacher also deliveredclass and individual support for studentsalong the EAL/D Scales.

$19,396

Low level adjustment for disability All students requiring adjustments andsupport are catered for within the school. Thefunding was used to fund a part time SchoolLearning and Support Officer to provide inclass support. The funding was also used toprovide time for teachers to makeadjustments to curriculum and programs tobenefit all students.

$27,060

Quality Teaching, SuccessfulStudents (QTSS)

This allocation was used to support andmentor temporary early career teachers asthere was no beginning teacher support forthem in 2016 with a specific emphasis innumeracy.

Nil

Socio–economic background The funding was used to increase learningand support time with the Learning andSupport teacher. It was also used to supportfamilies in paying for students to attendexcursions to enable them to fully access thecurriculum.

$15,182

Support for beginning teachers All beginning permanent teachers in the firsttwo years of their career were provided withaccess to additional support, professionaldevelopment and mentoring time with theirmentors.

$53,511


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016

Boys 70 173 252

Girls 54 117 217

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.4 95.2 95

1 96.4 93.6 94.6

2 93.3 93.4 95.3

3 96.1 94.5 93.1

4 97.6 93.1 92.1

5 94.4 93.8 92.3

6 96.9 92.9 95.3

All Years 95.8 94 94.1

State DoE

Year 2013 2014 2015 2016

K 95.2 94.4 94.4

1 94.7 93.8 93.9

2 94.9 94 94.1

3 95 94.1 94.2

4 94.9 94 93.9

5 94.8 94 93.9

6 94.2 93.5 93.4

All Years 94.8 94 94

Class sizes

Class Total

BAHAMAS 19

CANADA 18

BRAZIL 20

NETHERLANDS 19

SWEDEN. 23

FRANCE. 24

JAPAN 24

ITALY 23

GREECE 23

SWITZERLAND 23

GERMANY 23

SPAIN 28

USA 27

NEW ZEALAND 27

MEXICO 26

CHINA 29

SOUTH AFRICA 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 17.81

Learning and Support Teacher(s) 0.6

Teacher Librarian 1

Teacher of ESL 0.4

School Counsellor 0

School Administration & SupportStaff

6.17

Other Positions 0

*Full Time Equivalent

There were no Aboriginal staff employed at Oran Parkin 2016.

Teacher qualifications

All teaching staff meet the professional requirements


for teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

In 2016, Oran Park Public School continued to developand enrich its staff in their professional learning.Professional learning was aligned to the school’sstrategic directions. All teachers and executive staffdeveloped a Professional Development Plan to assistwith setting goals and reflecting on the achievement ofthese goals and their impact on their own and studentperformance. All teachers were involved in professionaldevelopment activities during 2016. These activitieswere designed to develop the skills and understandingof staff to improve their impact as teachers and toimprove student outcomes. Professional developmentincluded whole school staff development days inLiteracy and staff welfare, courses in curriculum areas,behaviour management and Positive Behaviour forLearning. The Staff also completed all other mandatoryprofessional learning courses. All staff willingly sharetheir acquired knowledge from professional learningwith the staff, which assists us with developing a cultureof shared professional learning and teacher leadership.

Financial information (for schoolsusing OASIS for the whole year)

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.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

The information provided in the financial summaryincludes reporting from 29 January to 30 October2016.

Income $

Balance brought forward 172 584.07

Global funds 251 538.79

Tied funds 316 096.94

School & community sources 123 952.87

Interest 4 392.14

Trust receipts 1 492.50

Canteen 0.00

Total income 870 057.31

Expenditure

Teaching & learning

Key learning areas 33 721.29

Excursions 24 219.09

Extracurricular dissections 24 697.18

Library 9 782.94

Training & development 14 858.84

Tied funds 223 662.04

Short term relief 33 558.11

Administration & office 47 114.27

School-operated canteen 0.00

Utilities 40 690.81

Maintenance 28 732.02

Trust accounts 2 712.95

Capital programs 7 741.13

Total expenditure 491 490.67

Balance carried forward 378 566.64

The information provided in the financial summaryincludes reporting from 1 November to 31 December2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 440 697.81

(2a) Appropriation 413 874.64

(2b) Sale of Goods andServices

1 545.38

(2c) Grants and Contributions 24 973.21

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 304.58

Expenses -157 521.69

Recurrent Expenses -157 521.69

(3a) Employee Related -86 903.09

(3b) Operating Expenses -70 618.60

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

283 176.12

Balance Carried Forward 283 176.12

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 724 405.06

Base Per Capita 17 016.56

Base Location 0.00

Other Base 2 707 388.50

Equity Total 168 737.00

Equity Aboriginal 5 077.65

Equity Socio economic 15 182.13

Equity Language 60 204.70

Equity Disability 88 272.53

Targeted Total 629 762.60

Other Total 23 156.32

Grand Total 3 546 060.99

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

Financial information (for schoolsfully deployed to SAP/SALM)

2016 Actual ($)

Opening Balance 0.00

Revenue 440 697.81

(2a) Appropriation 413 874.64

(2b) Sale of Goods andServices

1 545.38

(2c) Grants and Contributions 24 973.21

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 304.58

Expenses -157 521.69

Recurrent Expenses -157 521.69

(3a) Employee Related -86 903.09

(3b) Operating Expenses -70 618.60

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

283 176.12

Balance Carried Forward 283 176.12


Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 724 405.06

Base Per Capita 17 016.56

Base Location 0.00

Other Base 2 707 388.50

Equity Total 168 737.00

Equity Aboriginal 5 077.65

Equity Socio economic 15 182.13

Equity Language 60 204.70

Equity Disability 88 272.53

Targeted Total 629 762.60

Other Total 23 156.32

Grand Total 3 546 060.99

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

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


The following graphs show our performance inNAPLAN literacy assessments in 2016.


The following graphs show our performance inNAPLAN numeracy assessments in 2016.

The My School website provides further detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.au

and insert the school name in the Find a school andselect GO to access the school data.

Parent/caregiver, student, teachersatisfaction

In 2016, parents were asked to complete a survey witha focus on three specific areas. The first question was:Does Oran Park Public School provide a safe, happylearning environment? 41 parents responded to thisquestion. The results are summarised as follows:

Always – 63.4%,

Usually – 29.27%

Sometimes – 7%

Rarely – 0%

These responses indicate that there is an overallimpression that Oran Park provides a safe, happylearning environment, however, given that the responserate was very low compared to our parent population, itis difficult to draw accurate conclusions from this.

The second question was: What do we do well?

Responses to this question varied and provided theschool with valuable insight into the things that parentsand carers value in our school. These included:

• I like the way PBL classes are going for safeenvironment.

• The children are happy to go to school which showsthey feel safe and happy.

• The teachers are easy to speak with and incidents aregenerally dealt with quickly. Children are encouraged toreport incidents they are not comfortable with

• Communication, interaction with students on apersonal level has made my daughters feel comfortableand confident, which in turn has improved their ability tolearn and overall happy – they feel welcomed at theschool. They feel comfortable enough to approach anyteacher. Teachers make themselves available to us

• Catering to children's needs and making allowancesfor their differences.

• Great communication and great safety procedureswhen it comes to playground and picking the kids fromschool.

• The teachers take pride in the children which shows inhow much my kids love going to OPPS.

• My child comes home happy and always commentson new things he learns and he comes home safe.

• Teachers & staff are always approachable for anyquestions.


• Approaching any areas of concern, head on, allowingthe kids to earn rewards and a great award system.

• I love the buddy bench, there are always plenty ofteachers watching over, the teachers are very caring.

• The teachers are caring, compassionate and alwaysput the students first.

The third question was: What needs improving?

Responses to this question varied and provided theschool with valuable feedback on things we might needto improve. These included:

• Have an extra teacher on duty in the morning. A lot ofthe little kids like to test the boundaries near theamphitheatre and you wonder if any of them have runaround the corner out of site. Not very comfortable withthe kiss and drop in the morning – view obstructed tosee they go in safely.

• More communication, I find the lack of efficientcommunication very frustrating. More ways for parentswho can't get to school events to participate with theschool through other means e.g. technology.

• More bins. Use of the field more often.

• Regularity of teacher in the classroom. Flexiblecurriculum that includes those outside of the box.

• A crossing guard would be good. I don’t like the factsome kids cross without looking both ways beforecrossing the road. It's not all parents driving aroundthere are a lot of workers who don’t understand kidscan and will run without thinking.

• More structured play opportunities on the playgroundfor younger years/new students. Buddy program witholder and younger years.

• More shelter for the kids to play. The handball areasare in full sun. More communication from teachers.Other schools have internal 'blog' that are accessed byone class only. This allows parents to communicate toteachers if there are issues that could be resolvedquickly.

Policy requirements

Aboriginal education

In 2016, Oran Park Public School had over twentystudents who identify as Aboriginal and/or Torres StraitIslander descent. All of the students were invited toparticipate in Junior AECG initiatives throughout 2016.The school promotes respect for the unique andancient culture of the Aboriginal people by ensuring theintegration of Aboriginal perspectives across KeyLearning Areas so that students can develop a deepknowledge and understanding about Australia’s firstpeople.

Oran Park Public School has an Aboriginal Education

Committee that coordinates educational policies andprograms at the school. The committee also liaises withlocal schools and participates in Junior AECGinitiatives. In 2017, there will be significant professionallearning for all staff in the area of Aboriginal Education.

Multicultural and anti-racism education

The school community is represented by a wide rangeof ethnic groups. The school encourages and supportsthe contribution of these groups. Oran Park PublicSchool ensures that multicultural perspectives areincluded into daily teaching and learning practice, toensure students are respectful and informed of othercultures. Students develop knowledge, skills, valuesand attitudes to truly appreciate and understand ourculturally diverse society. Primarily this is deliveredthrough exploring the history and culture that influenceAustralia’s diverse population.

Teachers ensure they foster an inclusive schoolcommunity and provide an inclusive environment for allour students and families. This year we participated inHarmony Day and incorporated multi–culturalperspectives throughout the curriculum. A member ofour teaching staff is a qualified Anti–Racism ContactOfficer (ARCO). In her role, she supports the school inensuring that multiculturalism remains a priority in ourcurriculum and that any form of discrimination can bedealt with in a concise manner. The ARCO roleinvolves promoting the values of respect for all racesand cultures. The ARCO is also the contact betweenstudents, staff, parents and community members whowish to make a complaint regarding racism. We had nocomplaints registered with our Anti– Racism Officer thisyear.


2016 Oran Park Public School Annual Report - Amazon S3 · Oran Park Public School Annual Report ......

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Transcript of 2016 Oran Park Public School Annual Report - Amazon S3 · Oran Park Public School Annual Report ......