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Pelican Flat Public SchoolAnnual Report

2016

2476

Printed on: 28 April, 2017 of 16 Pelican Flat Public School 2476 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Pelican Flat 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.

Kim Harris

Principal (Relieving)

School contact details

Pelican Flat Public SchoolKarog StPelican, 2281www.pelicanflt-p.schools.nsw.edu.aupelicanflt-p.school@det.nsw.edu.au4971 1543

Message from the Principal

It has been my absolute delight to take leadership of Pelican Flat Public School for Semester 2 in 2016. Pelican Flat haswonderful students and parents and is heavily regarded within the community. The continued support of community tiesenable the school to fund a multitude of programs and initiatives. Upon entry into Pelican Flat PS it was exceedinglyobvious that the children are happy in the school environment and thoroughly love coming to school each day. Thehappiness of the students and the dedication of the devoted teachers makes an atmosphere conducive to academic,emotional, physical success. Working with the teachers and parents to drive the school forward and achieve and exceedtheir pre–determined goals has been my pleasure. Not only has Pelican continued to produce improved academic resultsbut it has also undergone facial changes in our quest to make our school more attractive. As every year, 2017 will alsobring new successes and challenges, that with the collaborative approach of our teachers, students, parents andcommunity will be tackled with vigour.


School background

School vision statement

Pelican Flat Public School community is a safe and happy environment offering students diverse differentiated learningexperiences to inspire lifelong learning. Tosupport the individualised journey of each student, Pelican Flat Public Schoolpromotes resilience and independence through the core clause, Care, Share and Learn which are incorporated intoeveryday schooling. Strong community partnerships provide for a holistic and nurturing setting that encouragesquestioning and exploration.

School context

Pelican Flat Public School is an established K–6 coeducational small primary school. The school islocated 24kms southof Newcastle in the Hunter/ Central Coast Region. The school had an enrolment of 45 students in 2015 and 46 studentsin 2016. The school population includes 11%Aboriginal enrolment. Our school values and culture underpin our dailyworkensuring we have a Caring, Sharing and Learning environment. Pelican Flat Public School is a member of theGalgabba Local Management Group and prides itself on the partnerships it has with these other local schools and localcommunity groups such as the Pelican RSL Club, Pelican RSL Sub Branch and the Bahtabah Aboriginal Land Council.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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

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

Excellence in learning

The introduction of PLAT for numeracy, reading, accuracy and fluency is clearly making an impact on the classenvironment through explicit teaching and learning whilst more accurately monitoring and tracking students with teacherand student negotiated targets on a 5 weekly rotation. the impact is particularly evident in the K–3 sector with 100% ofKindergarten, Year 2 and 3 students reaching the "zone of expected achievement", in addition 50% are excelling andclassified within the "zone of high performance" for reading.

The SEF indicates that we are "delivering" for literacy and numeracy and "sustaining and growing" for wellbeing.

Teachers are confident using PLAT and PLAN to monitor student reading levels and will continue to track studentprogress next year. Full adoption of PLAT maths for 2017 will occur as staff have trialed mathematics in Term 4 2016.Our NAPLAN results highlight the need to improve in mathematics. the adoption and adaption of PLAT monitoring willhopefully improve school numeracy results.

Decisions and discussion about creating data walls where children can track their own progress and achievements is afuture focus. The need to train our temporary permanent staff in core literacy and numeracy programs to ensureconsistency for our students is paramount as we are funding an additional teacher in addition to our staff allocation toprovide students with more learning opportunities. Programs such as L3, TEN and FOR still underpin the teachingstrategies evident in the classrooms. Explicit teaching and providing differentiated learning experiences in individual,guided and modelled sessions is proven to have the biggest impact on student learning.

Moreover, the implementation of PBL has begun to filter into the classrooms as our weekly foci is pertinent to all areas ofschooling. Work ethic, expectations and behaviour have played a huge part in the formulation of this system underpinnedby our three core values of "Care, Share and Learn" at Pelican Flat PS. Discussion around student decisions, correctwork choices, best work and taking risks in their learning have been discussed at a school level with all stakeholders.

Excellence in Teaching


Professional learning for 2016 has focused on tracking students on PLAN (literacy and numeracy continuums), PLATand PBL. With the training and amalgamation of PLAN and PLAT teachers at Pelican Flat PS have the skills andknowledge to track and monitor students using the new Australian syllabi, literacy and numeracy continuums.

The SEF indicates that our school is "delivering" for the teaching domain. Teachers are able to use the new English,mathematics and science syllabus to plan and program for differentiated lessons, tracking and monitoring students,whilst reporting to colleagues, supervisors and parents with efficiency. In 2017, we will expand this further to include amore thorough knowledge and Professional Development in the new history syllabus. School systems for collaboration toimprove our knowledge will occur through funding collaboration time, allocation of staff meetings and working across theGalgabba Community of Schools.

Teacher Professional Learning has also been a focus in the development of our teacher PDPs. All teachers on staff wereprovided with the opportunity to explicitly discuss their own future goals, their alignment with our school strategicdirection and map them for the year of 2016. The process is approached through consultations and collaboration, withmid year and annual reviews occurring. A results of adopting this holistic process is the development of teacherknowledge and understanding of the ASTIL teacher professional standards which are used in conjunction with teachergoals. These standards have also informed and lead many staff meetings, team teaching scenarios and discussions asone of our staff members completed their maintenance phase for teacher proficiency.

Excellence in Leading

pelican Flat PS has a strong commitment to working with parents, community and our Community of Schools tostrengthen collegiality and commitment to high expectations to high expectations of the children in our care.

In the area of leadership, the SEF indicates that we are working between "delivering" and "sustaining and growing" as insuch a small school the teachers feedback indicated that although they lead a variety of programs and projectsindividually, the lack of time to complete each program in its entirety is an impacting factor. In contrast, being a smallschool has enabled most students to seek leadership opportunities in one field or another, particularly for the seniorstudents. Often these leadership opportunities are sought through the Community of Schools. Our school plan clearlyhighlights the importance of maintaining and strengthening our Galgabba community, with parent, community andteacher feedback supporting this statement and have indicated the continuation of maintaining a strong Galgabbanetwork for 2017 through the provision of academic and sporting opportunities.

Purposeful leadership opportunities have been sought by all staff through the commitment to achieve school strategicdirections and milestones. All staff have taken on an active role in the development and evaluations of milestones. In2017, we 2will focus further on analysing and editing the milestones in a more timely manner.

Pelican is fortunate to have an extremely supportive P&C who assist and collaborate with the school for all majordecisions. Their continued commitment and leadership within our school community ensures Pelican is a successfulsmall school and is highly appreciated.

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

Improve engagement in all students to ensure individual student success as 21st century learners.

Purpose

The Melbourne Declaration Educational Goals for Young Australians states that ‘Schools play a vital role in promotingthe intellectual, physical, social, emotional, moral, spiritual and aesthetic development and wellbeing of youngAustralians’.

To ensure learning success for all students across our school staff deliver consistent and quality learning experiences,teaching all students the skills to become independent learners in the 21st century. The culture of the school reflects theexpectation that all students will meet their individual best.

Overall summary of progress

PBL has changed our schools weekly focus and daily routines. Pelican Flat PS has adopted a weekly foci which hasshown improvements in self–direction, healthy eating, school cleanliness, behaviour within learning time, listening,attendance and sun safety. Using PBL has a framework from which to derive our school targets is beneficial in remindingand revisiting desirable behaviours at school. Pelican Flat have a very strong reward system that has been adopted bythe school and is understood by all stakeholders. The children respond to the reward system which centres on our schoolcore values of Care, Share and Learn. Teachers are competently teaching syllabus content and have indicated that moreassistance with the current K–10 Science and History Syllabi would support them in 2017.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

A 10% reduction each year instudents failing to achieveexpected growth in NAPLAN forliteracy and numeracy. 2014 dataas a baseline.

Pelican Flat Year 5 students are showing animprovement of 17% more growth for spelling,grammar and punctuation and a small improvementin writing of 5%.

The NAPLAN results indicate a huge improvementin reading for Year 3 with 40% of our studentsachieving Band 4 and 60% Band 6. Similarly wehave 50% of Year 5 students in Band 7 for reading.

A 10% reduction each year instudents failing to achieveexpected growth or growth of 12months or more on the literacyand numeracy continuums. 2015data as a baseline.

More SLSO time was provided to support childrenindividually with reading and writing.

$10,000

80% or above of all Kindergartenstudents reaching the L3 readingtarget of text level 9 or above.

100% of Kindergarten children reached orexceeded the benchmark of Level 9 in reading.

SLSO Intervention (2hrs x 3days a week) =

20% improved attendance ratewith a baseline of 93%.

$400 on prizes andrewards.

Next Steps

The next phase for Pelican Flat to implement and monitor to help us achieve this Strategic Direction is:

–Tracking and monitoring attendance and implementing a 5 weekly 100% attendance certificate to acknowledgestudents dedication to be present at school.

– Generate another level of excellence in our reward system.

– Improved programming of our Science and History units using the K–10 Syllabi.


– Continued regular use and plotting of students on the literacy and numeracy continuums using PLAN.

– Generate Positive Behaviour for Learning lessons to support our school core values of Care, Share and Learn.



Build capacity of all staff to deliver quality teaching and learning.

Purpose

To develop a culture where staff review own practice regularly and implements effective change. Staff apply knowledgeand understanding of research learned into teaching, learning and child development to meet the individual needs ofstudents within the school.


Teachers have engaged in PLAT training throughout the year and have adopted this initiative to track and monitorstudents on a 5 weekly basis for reading K–2 and reading and accuracy 3–6. Implementing assessment for learning hasenabled the teachers to effectively monitor progress more readily and differentiate the learning, targeting intervention, toimprove student outcomes. Teachers have also completed their PDPs utilising teacher standards, seeking teachermaintenance for accreditation and developing targets for their own improvement and development.




100% of teaching andnon–teaching staff engage inquality professional learning,applying current knowledge andunderstanding of research intoteaching, learning and childdevelopment to meet the needsof all students in the school.

The school has invested in two core initiatives thatdrive student learning and behaviour, those beginPBL and PLAT. All staff have been training andcontinue to engage in Teacher ProfessionalLearning for these two initiatives and are adaptingschool rules and routines to enhance experiencesand processes within the school environment.

PLAT network days 5 daysx $500 = $2500

PBL Facilitator Training 4days x $500 = $2000

Next Steps

Teachers are competently and confidently monitoring students using PLAT for reading levels K–2 and reading andaccuracy 3–6. Implementation of PLAT maths in 2017 will occur to continue to support students and teachers in moreaccurate data of progress. Making PLAT data collection an integrated component of the classroom where students andteachers negotiate and work together towards achieving targets is a future goal. Making students more accountable andinvolved in their learning by tracking progress is proven to improve student outcomes. Currently our PLAT data is sharedat P&C meetings. Aiming to broaden this will continue into next year. Training our temporary staff in core literacyprograms, such as FOR, will also support teacher professional development.



Developing a culture that fosters partnerships within the community.

Purpose

To develop a school culture that focuses on connections to the local community. Itis essential that all stakeholders havethe opportunity to engage with studentsand having opportunities to share local knowledge and providelearningopportunities that cater to the individual interests of the students.


The impact is measured in our children’s participation and enthusiasm towards Galgabba activities. Many of theGalgabba initiative mimic zone and regional activities. Through the participation in these activities Pelican children reportthat they felt like they had more confidence and understand the process of events as they were able to practice atGalgabba before Zone. They also stated they liked being able to attend a variety of activities and associate with otherstudents which will assist in the transition to high school. Our PFPS will continue to lead and participate in communityevents. Being a small community it is sometimes difficult to showcase our school through performances. Pelican Flat hasbuilt the memorial garden this year with the donation from the PelicanRSL Sub–branch. Next year we will continue tofoster this relationship andothers with the AECG, in particularly the Batabah community and begin anauthentic Aboriginalgarden to support our ASTI population and the variedlearning styles of children at PFPS.




Progress on the matrix forcommunity engagement usingthe Guskey thermometer.

P&C meetings $0

The school culture reflective ofthe connection with the localcommunity and all thestakeholders within thecommunity. Students areengaged in learning that caters totheir individual interests andlearning needs.

Pelican has strong connections with localbusinesses and clubs in the area. In 2016, we weregifted a partial grant for the generation of anMemorial Vegetable Garden.

$3000

95% of students or aboveworking collaboratively withmembers of the community,exploring learning within the localcommunity.

Children had access to CoS public speaking,debating, PSSA sporting activities, Aboriginalexcursions. Year 3–6 boys participated indidgeridoo cultural music during Semester 2.

$0

PBL (Positive Behaviour forLearning) Action reflectsimplementation targets are beingmet.

Initial implemented targets have been met and allstaff have attended the 10 Abode Connect Trainingmodules. Pelican is currently still in the preliminarystages for this initiative. Signage around the schoolhas been created, purchased and in the process ofbeing put into the school environment.

$2000

Next Steps

Pelican Flat PS will:

– Foster existing links with my Community of Schools working towards collegiality.

– Continue to lead and participate in community events.

– Improve our communication skills via platforms such as EDmodo or Seesaw.


– Utilise the skills of our Galgabba Network and share human and academic resources.

– Host a Galgabba event to promote our school.

– Continue to build authentic relationships with the AECG and Batabah Land Council.

– Develop and support flexible and adaptive learning cultures and spaces.


Key Initiatives Impact achieved this year Resources (annual)

Low level adjustment for disability Support for Low level Disability was providedwithin the generation of the class, withteaching staff being funded over the DoEteacher allocation. This generated small classsizes where children received more individualattention.

SLSO Cost

Quality Teaching, SuccessfulStudents (QTSS)

Pelican Flat has provided comprehensive andfocused support for our teachers withaccreditation processes and the newPerformance and Development Framework.Our Community of schools collaborativelyprovides mandatory training for all staff toenable staff to interact and forge teachingnetworks.

Allocated staff meetingsand individual meetings foraccreditation and PDPwrite, review, evaluationsand evidence collection.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 19 13 18 21

Girls 30 37 28 23

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.6 99.3 95.3 95.1

1 97.8 97 95.6 95.4

2 92.1 91.7 94.9 95

3 92.4 99.3 96.6 93.6

4 94 98.5 94.9 99.3

5 93.4 97.7 93.7 93.2

6 92.1 97.2 83.5 94.3

All Years 93.4 97.9 93.1 94.7

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

Class sizes

Class Total

K/1 13

2/3 16

4/5/6 20

Structure of classes

Pelican Flat PS funded the employment of a temporarypermanent teacher in 2016 above our allocated staffingentitlement enabling the class sizes to be smaller thanthe national average.

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.08

School Administration & SupportStaff

0.9

Other Positions 2.02

*Full Time Equivalent

The "Other Positions" indicated in the WorkforceComposition Table refers to .2 Home School LiasonOfficers who reside within the offices at Pelican FlatPS.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 66

Professional learning and teacher accreditation

All teachers participated in variety of professionallearning activities, particularly PLAN, PLAT & PBL aswell as the Australian Curriculum in alignment with ourschools Strategic Directions. Professional learningfunds where also used to support whole schoolplanning in data collection to support L3, TEN, FORprograms, up–skilling our SAM & Principal in the LMBRdeployment and the transition into the new librarysystem OLIVER. One teacher completed theirmaintenance phase for Teacher Proficiency.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.


Income $

Balance brought forward 0.00

Global funds 0.00

Tied funds 0.00

School & community sources 0.00

Interest 0.00

Trust receipts 0.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 0.00

Excursions 0.00

Extracurricular dissections 0.00

Library 0.00

Training & development 0.00

Tied funds 0.00

Short term relief 0.00

Administration & office 0.00

School-operated canteen 0.00

Utilities 0.00

Maintenance 0.00

Trust accounts 0.00

Capital programs 0.00

Total expenditure 0.00

Balance carried forward 0.00

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.

<You may use this text box to comment on: • voluntary school contributions • any significant variation between income and

expenditure • high levels of retained income and retained

income held in trust • significant expenditure on student curriculum

materials, resources and technology.>Delete text not required.

Income $

Balance brought forward 70 109.16

Global funds 37 268.33

Tied funds 25 055.29

School & community sources 28 931.00

Interest 784.74

Trust receipts 760.60

Canteen 0.00

Total income 162 909.12

Expenditure

Teaching & learning

Key learning areas 4 976.31

Excursions 6 696.76

Extracurricular dissections 3 746.07

Library 162.00

Training & development 4 400.28

Tied funds 17 697.72

Short term relief 3 018.20

Administration & office 15 903.80

School-operated canteen 0.00

Utilities 7 225.13

Maintenance 3 626.35

Trust accounts 1 089.08

Capital programs 9 710.33

Total expenditure 78 252.03

Balance carried forward 84 657.09

The information provided in the financial summaryincludes reporting from <insert date> to 31 December2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 134 778.46

(2a) Appropriation 127 620.53

(2b) Sale of Goods andServices

51.23

(2c) Grants and Contributions 6 763.77

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 342.93

Expenses -90 803.53

Recurrent Expenses -90 803.53

(3a) Employee Related -58 540.08

(3b) Operating Expenses -32 263.45

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

43 974.93

Balance Carried Forward 43 974.93

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.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

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 419 018.60

Base Per Capita 2 486.94

Base Location 0.00

Other Base 416 531.67

Equity Total 54 595.89

Equity Aboriginal 4 875.83

Equity Socio economic 22 505.80

Equity Language 1 226.09

Equity Disability 25 988.18

Targeted Total 0.00

Other Total 208 777.18

Grand Total 682 391.67

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)

Financial summary

The information provided in the financial summaryincludes reporting from <date> to 31 December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 134 778.46

(2a) Appropriation 127 620.53

(2b) Sale of Goods andServices

51.23

(2c) Grants and Contributions 6 763.77

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 342.93

Expenses -90 803.53

Recurrent Expenses -90 803.53

(3a) Employee Related -58 540.08

(3b) Operating Expenses -32 263.45

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

43 974.93

Balance Carried Forward 43 974.93

The financial statement is a true indication of whatPelican Flat Public School uses to operate and functionon a daily basis. A large majority of our funding wasallocated to staffing and the creation of third classabove our Departmental quota.

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 419 018.60

Base Per Capita 2 486.94

Base Location 0.00

Other Base 416 531.67

Equity Total 54 595.89

Equity Aboriginal 4 875.83

Equity Socio economic 22 505.80

Equity Language 1 226.09

Equity Disability 25 988.18

Targeted Total 0.00

Other Total 208 777.18

Grand Total 682 391.67

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

<You may choose to use this text box to comment onother assessment data including: • Best Start • Literacy and numeracy achievement against the

literacy and numeracy continuums>Delete text not required.

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. As Pelican had less than 10 studentscompleting the NAPLAN tasks for both Year 3 and 5the graphs do not generate accordingly. Therefore, weadvise that any further information regarding NAPALNbe sort from the MySchool website.

.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

Delete text not required.

Parent/caregiver, student, teachersatisfaction

Our community is involved in all school decisions. Wehave a very active P&C who organise and run events,whilst funding school equipment and largerinfrastructure/work. It is increasingly obvious throughcommunity and parent discussion that all families havea genuine interest and support the school anddecisions moving forward. We have regularcommunication through Facebook and Skoolbag App toinform parents of upcoming events and information.This year was the first attempt to use an onlinequestionnaire with our parents, through the forumMonkey Survey. We will continue to provideopportunities for parents to communicate and feedback.

Policy requirements

Aboriginal education

Pelican Flat Public School received Aboriginal fundingin 2016. The school has utilised the funds and

addressed the learning needs of our Aboriginalstudents by:

– Generating Personal Learning Pathways inconsultation with families

– Begun investigating the online MyGoals Tool

– NAIDOC experiences

– Rigorous tracking through the implementation of thePLAT initiative

– The inclusion of Aboriginal perspectives across allKLAs.

As a result our Aboriginal students are all achievingtheir own personal goals and state benchmarks.Pelican Flat PS has also been involved in a jointinitiative with Swansea High School with the running ofa boys Didgeridoo group. All Yr 2–6 boys attended andwill continue to develop these into 2017.

Multicultural and anti-racism education

We are proud to have and support a variety of culturesand backgrounds. We promote inclusivity in all domainsof school. Supporting initiatives such as Harmony Daypromote more appreciation for diversity and the need tolive in a harmonious environment. Class and schoolprograms include multicultural perspectives whereverrelevant. Particular curriculum such as History, Scienceand Geography enables us to investigate, learn andappreciate a range of cultures. All classes wherededicated to promoting multiculturalism and chose aCountry to celebrate and learn about for a term. Ourknowledge about language, culture, attire and traditionswas shared with the community at a school assembly.

Other school programs

Student Leadership

The school continues to have a strong focus on givingstudents a real and meaning voice with schooldecisions. Our leaders are responsible for running theassemblies and school functions, greeting specialguests, organising and distributing sports equipmentand the general running of the library. Students haveleadership opportunities in environment and finance,adding to the general functioning of the school. Ourschool leaders attended Canberra and studiedParliament to view leadership at various levels. Allstudents are involved in the selection of school leadersare encouraged to voice their opinion and develop theirown leadership growth throughout the year.

Public Speaking and Spelling Bee

Pelican Flat PS participated in the local PublicSpeaking and Spelling Bee Competitions. Our studentswere very successful with 2 students participating inZone Public Speaking where they utilised skills such aspace, voice volume, dictation, eye contact, gestures,


interesting vocabulary and engaging the audience. Twostudents where finalists in the Galgabba Spelling Beeand continued onto the Zone Spelling Bee.

Sport

Students at Pelican Flat have the opportunity to beinvolved in a number of sporting events. Under ourSchools in Sport grant we were able to employ coachesfor Athletics and Touch Football and purchaseresources to support the children whilst learning andcontinuing to develop the associated skills for each ofthese sports. In addition, 100% of students K–6 attendSwim School at Swansea Pool. This activity saw hugeimprove in swimming skills and ability for all of ourstudents.

PSSA and Galgabba events in athletics, netball, T–ball,swimming and soccer have meant that 100% of our 3–6students have competed and participated in events topromote physical education and games.

Environmental Education

Pelican Flat PS designed and built a sustainablevegetable garden with the support of the Pelican RSLSub–branch. Our general assistant worked tirelessly tobuild a solid base and area to house the raisedcorrugated vegetable planter boxes. Our seniorstudents planted an array of vegetables, maintainingand monitoring it's progress throughout the year.Children were able to use the vegetables and takethem home when we had abundance available. In oneinstance we had enough produce to provide ourparents and community members with Bruschetta afteran event. We will aim to continue to develop thisgarden and have an official opening ceremony with thepelican RSL Sub–branch in 2017.

In addition, our Year 6 leaders held the responsibility ofcomposting and recycling to reduce our wastemanagement and improve our overall sustainability.


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