2016 Yennora Public School Annual Report...The Mother's Day Stall, Father's Day Stall, raffles and...

Yennora Public SchoolAnnual Report

2016

3986

Printed on: 1 May, 2017 of 18 Yennora Public School 3986 (2016)

Introduction

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

Our school's success is underpinned by key elements that promote quality teaching and learning programs for ourstudents.

Firstly, we have a highly dedicated and enthusiastic staff who work together to provide an inclusive environment whereall students are nurtured and encouraged to achieve their personal best in all they do.

Secondly, our students are keen and eager to gain knowledge and experiences and participate in a range of educationalactivities provided for them by the staff and school.

Thirdly, Yennora Public School enjoys a great deal of support from the parent body and the wider community, which hasprovided students and parents with programs to assist them with settling into the community, resilience and othersupport.

At our annual review and assessment meetings involving staff and the executives of the Parent and Citizens Associationthe following key features for Yennora Public School in 2016 were identified:

• all staff participated in professional learning to develop their skills and strategies • Positive Behaviour Learning (PBL) was developed as a school–wide process for students wellbeing and quality

teaching in the all classroom settings • the School and local community groups worked together to support our students and parents with a range of

programs (Breakfast Program, Kids Committee, Information sessions for parents etc) • the School established a "Future Aspirations Program" together with the University of Western Sydney and South

West Connect where our students were encouraged to think about their future learning and career paths.Ms Anja Schuette

Principal

School contact details

Yennora Public SchoolEllis PdeYennora, 2161www.yennora-p.schools.nsw.edu.auyennora-p.School@det.nsw.edu.au9632 8660


Message from the Principal

Yennora Public School had a successful 2016 with an increase in enrolments to 191 with 98.4% of our students comingfrom a variety of non–English speaking backgrounds including 20% of refugee status.

The staff at Yennora PS are dedicated, enthusiastic, committed and made up of experienced and newly appointed staff.They deliver quality education programs to the students to improve their learning outcomes. Our main aim is to promoteLiteracy and Numeracy in our school. We have high expectations of our students and the teaching/ learning programsreflect the differentiated learning activities, which takes place at our school.

The students at our school are keen to learn and participate in a range of learning activities and opportunities providedfor them. A highlight at our school is the "Future Aspirations Program" for our senior students culminating in an eveningfor the whole school.

The P&C and our community supported our students in the “Learning to Swim” program through their fundraisingactivities, which were well supported with activities such as the Jumble Sales, Mother’s Day Stall and Father’s Day Stall.

Message from the school community

The P&C have had a successful year and have again been instrumental in organising their efforts to raise the money tosupplement the Swim Program 2017. With the support of the school community, these funds will enable more studentsaccessing this vital program. The Mother's Day Stall, Father's Day Stall, raffles and Jumble Sales were well supported bythe community.

The P&C have appreciated the help from the parents and hope more parents will volunteer their time towards thestudents and the school next year.

Message from the students

The captains and prefect have been very helpful to staff and executives. The senior students helped with playgroundequipment and settling new Kindergarten students into the school.

The Year 5 and 6 students have appreciated the university visits and the tours around the businesses which hopefullywill aspire all students to aim high in the future. They enjoyed the Mini–Seek–a–Skill Expo at our school as well as theMega Seek–a–Skill Expo. It gave students a deeper insight into a number of professions and the opportunity to ask lotsof questions.

There have also been programs for the senior students such as the Kids Committee, which assisted in organising a"Pirate Day", the "Second Step" and "Friends for Life" programs, which focussed on maintaining friendships andresilience.


School background

School vision statement

At Yennora Public School and in co–operation with the whole school community we will prepare each child for the futureby encouraging the pursuit of excellence.

We are developing an innovative learning community where every student has the opportunity to achieve in a safe,respectful and caring environment.

School context

Yennora Public School is a small P4 school established in 1955 and is in the Fairfield Education Group in South WesternSydney.

The school serves a culturally and linguistically diverse community with 98.4% from non–English speaking backgroundsmainly Arabic, Karen, Pacific Islanders and Vietnamese with nearly 20% refugees.

In 2016 there were 191 students enrolled at Yennora Public School. Our staff is enthusiastic and committed to improvingthe Literacy and Numeracy outcomes of all our students. There are 20 school based personnel including executives,classroom and specialist staff.

Yennora Public School has strong links with community agencies, University of Western Sydney, South West Connect,Anglicare, St Vincent de Paul and health services.

Yennora Public School is committed to provide a caring, learning environment for our students and encouraging ourparents to be involved in our school.

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.

Our annual self–assessment and review meeting involved staff, executives as well as parent focus groups. The followingachievements were identified.

Learning – There was a commitment from staff and community to strengthen and delivery on learning priorities. Therewere positive and respectful relationships between staff, students and parents. Staff are delivering well developedprograms to enhance students' learning. The school implements a whole school approach to wellbeing with behaviouralexpectations and a positive learning environment. The teaching and learning programs effectively develop theknowledge, understanding and skills of all students using evidence based practices. The school has develop processesfor collecting, analysing and reporting data to inform school programs and students' outcomes. In 2016 our Year 3 and 5students sat for their National Assessment Program inLiteracy and Numeracy (NAPLAN) achieved improved results inLiteracy and Numeracy. This proves that some of our Literacy and Numeracy programs have an impact on our students’outcomes.

Teaching –Teacher use students performance data to evaluate the effectiveness of their own teaching practices. Theyincorporate data analysis in their planning for learning. A range of assessment tasks are used to monitor students'learning progress and to identify gaps. Staff work together to improve teaching and learning in their stage groups. Theschool has identified within staff, who are willing to lead innovative practices. Teachers are actively engaged in planningtheir professional development to improve their performance and share their learning with others. Teacher work beyondjust the classrooms and contribute to broader school programs. In 2016 all staff competed their ProfessionalDevelopment Plans by participating in whole school professional learning activities as well as individual learningaccording to the Annual School Plan.


Leading – Staff have purposeful leadership roles based on their professional expertise. The school community iscommitted to the strategic directions and practices. The school has productive relationships with external agencies suchas universities and community organisations. The leadership team makes deliberate and strategic use of its partnershipsand relationships to access resources for he purpose of enriching and effectively engaging our local community. In 2016a group of parents in our school continued in a Breakfast Club at our school to ensure our students have breakfast toimprove learning, a “Meal Deal Lunch” program and a “Sip ‘n Crunch” program for healthy eating and lifestyles. Parentsalso assisted in fundraising to enable all students to participate in the “Learn to Swim” program. We celebrated HarmonyDay, Book Week, NAIDOC Week, Presentation Day.

Our participation in “First Foot Forward” program from the Western Sydney University saw our students attend thecampus, learn about university, the courses offered and ending in a big Family Night, where Yennora PS won the GreenScreen to assist the students with their STEM and SOLE lessons. Other agencies supported our school and community,included South West Connect (Friends for Life Program, Mini Seek–a–Skill program) and Park Community Services(Kids Committee/ Second Step) and Boronia Multicultural Services (Cybersafety for Parents, Safety At Home for parentsand Wellbeing for Parents).

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

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

Curriculum and the 21st Century Learner

Purpose

To equip all students with the skills, knowledge in all curriculum areas to become successful 21st Century Learners whoare literate, numerate with creative and logical thinking skills working in a team and producing innovative ideas.

To establish inspiring and creative programs, lessons and classrooms, where students become self–directed learners.

Overall summary of progress

Strategic Direction 1 concentrated on students gaining skills and knowledge for the 21st Century, staff and theirprofessional learning and working more effective with the school and wider community. The school saw improvement inthe Year 3 NAPLAN results and overall PLAN data results. The employment of additional staff supporting targetedprograms have enabled the school to provide intensive programs to the students.

The Early Action for Success Strategy (EAfS) was effective in targeting students with particular numeracy needs. TheInstructional Leader provided staff with extra professional learning in numeracy.

The Learning Support Team (LST) has been monitoring the progress of students and targeting students for furtherintervention. Intervention proved to be more effective.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Students demonstrate 21stCentury skills and vocabularythrough their daily learning.

MeE Project for senior grades using technology,ipads, Google Docs etc impacted on students' selfengagement and motivation

Professional Learning days

$ 4000 MeE Project – 2teachers

Classrooms are inspiring learningcentres, with quality and variedresources used to support theachievement of student outcomesin Literacy and Numeracy.

Consolidation of targeted program eg Focus onReading, L3 impacted on students learning

$ 16000 for L3 Program

$50000 for Speech/ OTProgram

$ 20000 (L3 resources)

NAPLAN and school–basedassessment data indicatesimproved results in Literacy andNumeracy.

Students are afforded theopportunity to demonstrate theirknowledge and skills, using avariety of assessment tool.

Students will improve Literacyand Numeracy skills identified inClusters on continuums.

Employment of additional staff 2.4 to cater for inclass support and Instructional Leader (EAfS)

Targeted interventions and programs through PLANdata, NAPLAN data, school based assessments, L3data, TEN data, ESL Scales showed studentsprogress

Employment of 2.4additional staffing

$ 244000 staffing

Employment of 2.4additional SLSO

$143000

Next Steps

• Continue to implement specific Literacy and Numeracy programs – new focus on Writing • Continue employment of additional staff (LaST and SLSO) to support students and staff • Continue Language, Learning, and Literacy (L3) in Kindergarten for a successful start in Literacy and Numeracy • Expand the MeE Project targeting students self engagement and motivation



School and Community Learning

Purpose

To create opportunities for all staff members to strive for innovation and improvement to ensure success at and beyondschool.

To provide a curriculum that is flexible to meet the diverse needs of our students.

To take responsibility by all stakeholders for their own ongoing professional learning.

To develop the capacity for learning within our school community.


Strategic Direction 2 has a focus on staff learning, building capacity within staff, students and parents. 100% of staffcompleted their Professional Development Plans (PDP). 8 staff members attended the accreditation meetings andgained further knowledge regarding the process. parents took up the opportunity to attend the information sessions onoffer (Best Start, Settling in, Wellbeing, Safety at Home).




100% of permanent teachersaccredited and supported throughtheir maintenance period.

Staff attended accreditation meetings andsuccessfully gained their Accreditation at ProficientLevel

Organising meetings

$ 2000

100% of staff developing theirindividual professional learninggoals and evidence of progressof goals.

100% of students developed their professionaldevelopment plans, implemented and reviewedthem

PDP meetings withsupervisor

$0

Increased number of parents tobe involved in school basedlearning/ information sessions.

All programs are well attended, breakfast has beenreviewed, less "spare" lunches need to beprepared, attendance recorded, parents are takingstudents on extended holidays.

Extra Lunches

$300 per year

Breakfast Program/ MealDeal – $0

Students will participate inself–assessment activities inclass to analyse their ownlearning.

Senior classes participated in the MeE Projectfocusing on student engagement and motivationwas successful – joint project with another school.

Positive Behaviour Learning Program implemented– students can self monitor their behaviour,knowing what to do in what situation.

Planning/ organising DaysMeE Project

see SD1

Planning Days – PBL –Casual days

$ $3000

Next Steps

• Establishment of Evaluation Committee to improve and analyse data effectively eg sign–in booklets for parents,online surveys

• Collaborative capacity building for staff and their accreditation • Increase use of reflection/ self assessment comments for students as well as staff • Organisation of information sessions for parents • Continuation of Professional Development Plans,



School Culture, Values and Wellbeing

Purpose

To create a positive school culture and embed positive values of responsibility, respect and life long learning as well as astrong social conscience within our school community.


Strategic Direction 3 focussed on creating a positive school culture and values. The employment of the speech therapistand occupational therapist have proved to be very successful with the identification of students, who need specialprograms in improving their speech or pencil grip. The Wellbeing Programs for the students have had a positive impacton student learning especially having fruit breaks and breakfast. The outside agencies have given assistance to ourparents with housing and information.




Students will be involved in theprograms that encourage positivebehaviour, school attendance,healthy living, takingresponsibility, respect and createopportunities for life long learning. • reduced number of studentplayground incidences/ detention/suspension rates • increased attendance • number of studentsparticipating in the BreakfastProgram/ decrease in number ofstudents without lunch • participation of students inspeech and occupational therapyprograms offered • implementation of PositiveBehaviour Learning (PBL)Program within school locations/attaining an increase of positivebehaviours in nominatedlocations • increased number of studentsparticipating in events organisedby community agencies in schooland community

Introduction of PBL has been successful with stafftaking the responsibility for the program andreducing playground incidences.

Attendance Program is successful as the schoolhas increased.

Breakfast Program/ Meal Deal has reviewed foodchoices and less "spare lunches" need to beprepared.

Employment of Speech Therapist and OccupationalTherapist has been successful as students needassistance have been identified and adjustments totheir learning has been made.

Positive Behaviour Learning has been successfulsee SD2.

All programs are well attended, Increase incommunity partnerships with St Vincent de Pauland Boronia Multicultural Services. Employment ofCLO (Karen) and SLSO (Arabic).

PBL – casual days – seeSD2

Speech Therapist/OT

$50000

CLO – 0.2

$15000

SLSO – 0.8

$ 48000 IntegrationFunding

Next Steps

• Continued engagement of community partnerships • Continued information and support for parents • Continued implementation of the Wellbeing Framework • Employment of the Speech Therapist and Occupational Therapist, consolidate lessons plans • Employment of the Community Liaison Officer (Karen) and SLSO (Arabic) • Online courses – Speech, Language and Communication Needs


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal students have a personalisedlearning plan.

All students are involved in the activities andcelebration of NAIDOC Week.

Four Staff members have joined the localAECG in Fairfield.

Resources with an Aboriginal focus havebeen bought for students to improve theirreading.

$ 912 for reading resources

English language proficiency Newly arrived students were the focus forESL staff.

Resources were bought to supplementlearning English.

Team teaching with ESL staff had an impacton the lesson delivery.

$ 207390 including staffing

Low level adjustment for disability Targeted support for students focussing ontheir learning needs.

SLSO to support students in class was veryeffective

$100325 including staffing

Quality Teaching, SuccessfulStudents (QTSS)

Release from Face–to–Face of executive staffto support staff in teaching/ learning programs

$ 7141 for staffing

Socio–economic background The effective employment of additionalstaffing (2.2) to support students in classthrough targeted programs and employmentof SLSO (2.4) to support students in classwith specific programs

Engaging Speech and OT to support earlyidentification of students with additional needs

Employment of CLO (0.2) to promote parentalengagement in school

Purchase of targeted resources for Literacyand Numeracy

$365998 for additionalstaff,

additional SLSO,

additional CLO and

resources for students

Targeted student support forrefugees and new arrivals

New arrivals program for students

Purchase of some additional resources

$ 8055


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 104 108 105 99

Girls 80 83 83 92

Yennora Public School had over 191 students enrolledin 2015. The enrolment number slightly fluctuatedthroughout the year. The male to female students ratiois decreasing.

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.1 93.6 91.2 93.6

1 94.2 96.5 91.3 93.6

2 95.2 96.2 92 91.3

3 92.4 94.1 92.4 95.2

4 95.6 96.2 93.1 93.6

5 94.9 97.6 96.2 94.3

6 97.1 97 95.3 94.7

All Years 94.8 95.9 92.9 93.8

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

The students of Yennora Public School are encouragedto attend throughout the year as staff provide a positive,safe and happy learning environment. The percentageof students attending school has increased from 92.2%to 93.8% with still a significant number of studentstaking leave throughout the year.

Class sizes

Class Total

KW 19

K/1 22

1 23

2/3 22

2 20

3/4 27

4/5 24

5/6 27

Structure of classes

In 2016 Yennora Public School had 6 out of 8 classeswhich were composite. These classes are wellsupported with specialist staff.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 6.64

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.4

Teacher of ESL 1.8

School Administration & SupportStaff

2.02

Other Positions 0.37

*Full Time Equivalent

The Australian Education Regulation,2014 requiresschools to report on Aboriginal composition of theirworkforce.

Currently Yennora Public School has no staff with anAboriginal background although we have staff withbackgrounds other than English.


Workforce retention

Yennora Public School has a highly professional,enthusiastic staff committed to improving the learningoutcomes for our students. There have been notransfers of teachers in 2016.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 10.5

Postgraduate degree 89.5

Professional learning and teacher accreditation

In 2016 100% of staff participated in ProfessionalLearning in various areas: • CPR, Anaphylaxis, Child Protection, Asthma • Targeting Early Numeracy, • History, Geography, Get Active Skills, Physical

Literacy Continuum • Positive Behaviour Learning, 8 Ways of Learning

(Executive staff) • LMBR (School Admin Manager and Officer and

executives) • Accreditation Process. (Proficient/ Lead) • On–line learning in Learning Support

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.

Yennora Public School used the funding on employingextra teaching staff, School Learning Support Officers(SLSO), a Community Liaison Officer (CLO) and aSpeech and Occupational Therapists to further assiststudents with their learning. Funding was also used topurchase resource material for English, Mathematics,History, Science and Geography to enhance lessondelivery and increase interests in these key learningareas. Funding was used to organised planning daysfor staff to collaboratively plan units of work andassessment tasks for the students as well as newprojects eg MeE and STEM Projects.

Income $

Balance brought forward 322 068.70

Global funds 186 490.28

Tied funds 562 017.15

School & community sources 30 942.91

Interest 5 899.59

Trust receipts 2 818.00

Canteen 0.00

Total income 1 110 236.63

Expenditure

Teaching & learning

Key learning areas 7 929.44

Excursions 1 575.69

Extracurricular dissections 10 959.57

Library 1 531.75

Training & development 0.00

Tied funds 337 543.09

Short term relief 18 479.75

Administration & office 45 102.70

School-operated canteen 0.00

Utilities 12 895.05

Maintenance 22 016.85

Trust accounts 2 818.00

Capital programs 0.00

Total expenditure 460 851.89

Balance carried forward 649 384.74

The information provided in the financial summaryincludes reporting from 30 November 2015 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 673 549.51

(2a) Appropriation 662 484.67

(2b) Sale of Goods andServices

685.64

(2c) Grants and Contributions 9 735.91

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 643.29

Expenses -238 251.69

Recurrent Expenses -238 251.69

(3a) Employee Related -170 864.21

(3b) Operating Expenses -67 387.48

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

435 297.82

Balance Carried Forward 435 297.82

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.

Unspent funding is allocated to the employment ofadditional staffing including the CLO and SLSO duringTerm 1, 2017.

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 1 398 133.11

Base Per Capita 10 173.74

Base Location 0.00

Other Base 1 387 959.37

Equity Total 674 624.53

Equity Aboriginal 912.26

Equity Socio economic 365 997.72

Equity Language 207 389.85

Equity Disability 100 324.70

Targeted Total 25 054.58

Other Total 56 659.23

Grand Total 2 154 471.45

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

School-based assessment

The staff regularly collect data of our students at 5week intervals in Literacy and Numeracy, analyse thedata and further implement any strategies to improvethe students' learning outcomes.

The whole school guided reading data shows that 76%of students are reading on track or above. Studentswho need support are catered for with supportprograms either individual or in small groups.

In 2016 the Best Start results had the majority of ourKindergarten students starting in Cluster 1 in Readinghowever by Term 4 66% of the students had moved toCluster 4 and 5. In Early Arithmetical Strategies (EAS),62% of students were on the emergent level and 100%moved to the perceptual or above level.

In Year 1, 65% of the students started on Cluster 4 orabove in Reading and 55% moved to Cluster 6 in Term4. In EAS in Term 1 72% of students started on thefigurative level and by Term 4 100% had moved tofigurative or above.

In Year 2, 60% of students were on Cluster 6 and 7 inReading in Term 1 and by the end of Term 4 thepercentage increased to 89% on Cluster 7 or above.For Year 2 in EAS, 80% were counting on and back orhigher and in Term 4 moved to 92%.

In Year 3, 55% were on Cluster 8 in Reading in Term 1and by the end of Term 4 54% were on Cluster 9 orhigher. In Term 1 in EAS, 62% were on the facile leveland moved to 96% on counting on or back in Term 4.

In Year 4, 38% of students were on Cluster 9 or higherin Reading and by Term 4 61%moved to Cluster 10 orhigher. In Term 1 in EAS, 61% achieved the facile leveland in Term 4 moved to 74% on the facile level.

In Year 5 and 6, more than 70% achieved the Clusters(10–13) in Reading in Term 1 and more than 80%achieved Cluster (11 –13) by the end of Term 4. InTerm 1 with more than 70% in EAS facile level and finished in Term 4 with 100% of students on the facilelevel.

The employment of the Instructional Leader and theadditional staff as well as the structured vertical mathsgroup program supported our students and their needs.

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.

NAPLAN Literacy

In 2016 there were 26 students in Year 3 and 22students in Year 5 participating in the NAPANassessment. In Year 3, 100% of our students achievedBand 3 or higher and in Year 5 90.8% achieved Band 4or higher in NAPLAN Grammar and Punctuation.

In NAPLAN Reading our Year 3 students 100%achieved Band 2 or higher and in Year 5 81.8% ofstudents achieved Band 4 or higher.

In NAPLAN Spelling 100% of the Year 3 studentsachieved Band 3 or higher and 95.5% of Year 5students achieved Band 4 or higher.

In NAPLAN Writing 100% of the Year 3 studentsachieved Band 3 or higher and in Year 5 86.4% ofstudents achieve Band 4 or higher.


NAPLAN Numeracy

In 2016 26 students participated in the Year 3 NAPLANNumeracy assessment and 22 students took part inthe Year 5 assessment. 100% of the Year 3 studentsachieved Band 2 or higher in the overall Numeracy aswell as Number, Patterns and Algebra and Data,Measurement and Geometry. In Year 5 90.9% ofstudents achieved Band 4 or higher in overall numeracyas well as Number, Patterns and Algebra and Data,Measurement and Geometry.


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.

Parent/caregiver, student, teachersatisfaction

In 2016 the school sought the opinions of parents andstaff about the school.

The responses of the parents are presented below: • 100% agreed that they were proud of the school • 95% agreed the school encourages the students

to learn and achieve their best • 95% agreed the school caters for the learning

needs of the studentsThe responses of the staff are presented below: • 100% agreed the school encourages the students

to learn and achieve their best • 100% agreed the school continually finds ways of

improving • 100% agreed that staff supported what was

happening at the school

Policy requirements

Aboriginal education

Yennora Public School received $912 (AboriginalBackground funding) in 2016.

Our plan included: • a dedicated week of learning experiences and

celebration of NAIDOC Week • staff joined the local AECG Fairfield • formulating Personalised Learning Pathways for

two studentsAs a result of this plan: • All Aboriginal students have a Personal Learning

Plans for Literacy and Numeracy • All students attended the celebration of NAIDOC

Week • 4 Staff members joined the local AECG in

Fairfield


Multicultural and anti-racism education

In line with the School Pan and 98% non–Englishspeaking students, Yennora PS has continuallyreviewed its teaching and learning programs to ensurethat culturally inclusive classroom and school practicesare embedded.

The English as a Second Language staff ensured thatall newly arrived students are being catered for withexplicit teaching of Literacy and Numeracy skills.

In March 2016 the school celebrated Harmony Day with80+ parents taking part. Everyone brought food andcelebrated with a luncheon and visits to the classroom.

The staff is aware of the Anti–Racism Policy andProcedures, which are reviewed periodically.

Other school programs

Student Leadership and Resilience

In 2016 our senior students had the opportunity toparticipate in several leadership programs offered byour community partners.

The senior students have gained leadership skills withthe Kindergarten Buddy Program (looking after the newKindergarten students), the Kids Committee (gainingmeetings and project skills) and Friends for Life andSecond Steps (gaining resilience and friendship skills).Our students enjoyed these programs.

The Arts

Our students participated in the Operation Art Programagain. All of our artwork was displayed at the ArmouryGallery. One of them was selected for the "Travelling50".

Music

The school is now offering choir and a ukelele band aswell. Two staff have volunteered to teach and theresponse of the students have been positive. BothUkelele Band and the Choir have had performances atschool, which we are hoping to expand next year.

Sports

In 2016 our school sports continued to achieveimpressive results with a high percentage of studentsparticipating in PSSA. The teams reached the semifinals in Boys AFL, OZTag, Senior Netball, JuniorNetball and Senior Soccer.

As we are teaching Sport and Fitness skills through theRelease–from–Face–to–Face time the PhysicalLiteracy Continuum is being used as part of theassessment. This has helped with ensuring that allskills are being taught systematically.

This has been the first year of our school participatingin the Sporting Schools Programs. The SportingSchools program has been well received by staff andstudents and the skills have been based on Netball,AFL, Rugby League.

In the Premier's Sporting Challenge we achieved theDiamond Award again.

The Special Swim Program 2016 had 105 studentsattending and the cost, through fundraising efforts bythe P&C, had been reduced to $20. This has resulted inour students increasing their confidence and skills inthe water.

The school offered the Dance–2–B–Fit program inTerm 4, which further increased the movement skills ofour students. This program is always well attended.

The school also had some good results with twostudents attending the Zone Athletics and Zone CrossCountry.


Public Speaking

In 2016 our students participated in a whole schoolpublic speaking program from Kindergarten to Year 6.Four students participated in the Multicultural SpeakingCompetition and Public Speaking Competition. Onestudent received a recommendations.

Family and Community Programs

Yennora Public School has continued with thecommunity partnerships to contribute to the learning ofour students and parents.

South West Connect organised a Seek–A–Skills,Mega–Seek–A–Skill Expo and a "Behind the Scenes"Bus Tour for our students under the Future AspirationsProgram. Students were asking questions of thestallholders regarding their skills, training and educationneeded to pursue the career.

Western Sydney University offered our students aninsight into university life culminating in a FamilyNight,which was attended by 105 members of theschool community. We won the attendance prize (agreen screen).

Parks Community Services offered our studentsprogram in resilience and friendships as well asleadership skills. The students appreciated theprograms and the chosen project for the KidsCommittee was an amazing "Pirate Day".

Anglicare organised the Playgroup for the year and theattendance has been increasing steadily to up 15toddlers per sessions. The program concentrates onsharing, getting ready for school and having afternoontea together. This is a popular program for our parentswho have toddlers and children ready for school.

EdConnect are providing volunteers who are helping inthe classroom and give extra assistance in theclassroom with reading, spelling and writing.

St Vincent de Paul was a new partnership with BrightSparks, Parent Club and Active Kids. Bright Sparkscatered for students wanting help with homework.Active Kids provided sporting skills for the students andthe Parent Club had activities for parents such asmulticultural books, internet connections and tea/ coffeeand a chat.

KidsXpress is also a new program providing arttherapy by counsellors for students who had somedifficulties settling down. The program dealt with 24students in 2016.


2016 Yennora Public School Annual Report...The Mother's Day Stall, Father's Day Stall, raffles and...

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Transcript of 2016 Yennora Public School Annual Report...The Mother's Day Stall, Father's Day Stall, raffles and...