2017 Fairvale Public School Annual Report · 2018-04-13 · Introduction The Annual Report...

Fairvale Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018 of 24 Fairvale Public School 4009 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Fairvale 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.

Anthony Pitt

Principal

School contact details

Fairvale Public SchoolWolseley StFairfield, 2165www.fairvale-p.schools.nsw.edu.aufairvale-p.School@det.nsw.edu.au9724 3470

Message from the Principal

2017 has been another successful year for the whole learning community at Fairvale PS.

We continued to work together to achieve improvement measures set out in our three year plan, focusing on student,teacher and community learning.

Students continued to engage in 21st Century Learning environments, with support from Miss Brady, our school fundedSchools Innovation Mentor. Our BYOD was expanded across all of Stage 3 and in Term 4, Year 4 had the opportunity toparticipate.

Students continued to perform well in the classroom with a focus on literacy and numeracy. The school was fortunate totake part in the department's Early Action for Success (EAfS) initiative whereby K–2 intervention and teacher supportwas made available by the employment of two Instructional Leaders.

Miss Batten continued to support the wellbeing needs of many students and their families, providing opportunities for ourlearning community to connect and engage in purposeful and differentiated learning.

Our teachers continued to model new learning with the continuation of K–2 and 3–6 Literacy and Numeracy initiatives,and Community of Schools professional learning connected to lesson study and instructional rounds. Our teacher workextremely hard to ensure that students continue to make improvement in their learning and FAIR goals.

Community learning has been very strong in 2017. Guided by Miss Maria and Miss Samira, our Parent Café continued toplan programs based on the needs of the group. Our P&C, led by Mrs Bechara, supported school based initiatives aswell as our annual Easter Raffle, Mother's and Father's Stalls and our Fairvale Fun Day. I thank the parents/carers fortheir tireless support of the school.

We have had another extraordinary year on the sporting field, achieving many school trophies and great results for ourstudents. Other school events continued to take place with lots of participation from everyone – Sporting Carnivals,Harmony Day, Education Week, NAIDOC Day, Multicultural Day and lots of excursions and incursions.

Extra–curricular activities continued at our school in 2017. Students had the opportunity to participate in Active–AfterSchool Sports, drama, choir, makerspace, gardening, art and science clubs, drumming, dance groups and specialistsporting competitions.

Our School Representative Council (SRC), under the direction of Miss Kelleyan, supported many charities and workedcollaboratively to improve our school for the learning community.


We continue to strive for excellence in a supportive, friendly learning environment. We encourage students to do theirbest, enjoy school life and always make good choices. Many other school programs and initiatives will be included in thisreport. Our core business is student learning and the magic occurs when we all work together.

I certify that the information in this report is the result of a rigorous school evaluation process and is a balanced andgenuine account of the school's achievement and areas for development.

Anthony Pitt

Principal

Message from the school community

Once again our P&C have had a very busy year in 2017.

Events have included fundraising for our Mother's and Father's day stalls as well as our Easter raffles. We alsocelebrated our achievements throughout 2017 with our Fair Fun Day. It was a very enjoyable day for everyone with ourfun rides, stalls and raffles. The P&C donated funds so that more rides were made available on the day. It was a greatway to end another year here at Fairvale. This year was also a great year with our parents and school community comingtogether to meet for our regular P&C meetings. In these meetings, we were able to discuss all the great things happeningaround our school as well as coming together as a whole to help make positive changes.

We thank the parents and carers who have taken on extra roles as part of the P&C executive, including roles such astreasurer, fundraising committee and uniform shop coordinator. A very special thank you to everyone for being a part ofall our achievements in 2017 and for their continued support.

As President, I would also like to thank Maria Ha for her amazing work with our school community and we wish her allthe best in the future. Thank you for all of our fun and exciting outings as well as our parent and community morningteas.

In 2018, we will see some changes with the appointment of a new community liaison officer, Michelle Zacherl. Michellewill be supported by one of our bilingual school learning support officers, Miss Samira. We will also see the school takeover the financial and coordination side of the uniform shop.

We look forward to another successful year in 2018.

Susan Bechara

P&C President

Message from the students

This year, Miss Kelleyan led the SRC. The SRC worked on developing their understanding of key skills they would needas leaders. The School Captains and School Prefects attended a leadership conference, where they learnt about thedifference they can make as a school leader. During Semester 1, the SRC helped improve key issues on the playgroundincluding rubbish and hat awareness. The SRC worked together with the PBL team to implement hat awareness week.This saw a great improvement on the playground.

During Semester 2, the SRC ran a bedtime books pyjama day fundraiser. This fundraiser encouraged students to readbefore they go to bed. With great support and attendance from parents, the money raised during this event was used toreplenish and support Yum Club. To support our local communities, the SRC supported the CanTeen Foundation byholding its first National Bandanna Day. SRC members sold many colourful bandannas to support young people affectedby Cancer. With great success, Fairvale Public School raised $2568 for the CanTeen Foundation. The SRC have greatideas to continue into 2018 and look forward to contributing to the positive wellbeing of the school.


School background

School vision statement

To provide each student with a quality education and leadership opportunities that creates inspired 21st CenturyLearning in a safe and positive environment.

School context

Fairvale Public School was established in 1956. The school is one of four public schools serving the inner area ofFairfield City. The school is situated within a residential area and the majority of the children attending live within walkingdistance of the school. The school is located in the Fairfield School Education Group in South Western Sydney Region.The school serves a culturally and linguistically diverse community of students and their families. 94% of the students arefrom non–English speaking backgrounds, predominately Vietnamese and Arabic, 22% of students are from refugeebackgrounds. In 2017, there were 650 students from Kindergarten to Year 6 enrolled at the school. Fairvale PublicSchool is committed to improved student outcomes in literacy and numeracy. Quality programs in the creative arts, sportand extra curricula activities are features of the school. The teaching staff is a mix of experienced and early careerteachers. 40% of class teachers have been teaching 5 years or less. There are 78 school based personnel includingexecutive staff, classroom teachers, Instructional Leaders, Wellbeing Mentor, specialist English as an AdditionalLanguage/ Dialect (EALD) teachers, New Arrival Teachers (NAP), Learning and Support Teachers (LaST), ReadingRecovery teachers, School Counsellor, Community Liaison Officers and administrative staff including School LearningSupport Officers.Fairvale Public School has strong links and operates a transition program with Fairvale High School.The school is committed to the provision of a balanced and rich curriculum in a happy, caring and supportiveenvironment. Maintaining and increasing the involvement of the school parent community and student wellbeing are keypriorities.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

Learning

The results of this validation process indicated that in the School Excellence Framework domain of Learning FairvalePublic School is Excelling in Learning Culture. Our parent and community partnerships are evidence of a school–widecollective responsibility for student learning and success. The Parent Café engages our community in developing theirknowledge and skills in many areas to support their own educational aspirations and that of their children. Nutrition andtechnology workshops are examples of the learning that they have been participating in. PaTCH (Parents asTeachers/Classroom Helpers) has provided community members with the skills to support student learning in theclassroom and their own children at home. PaTCH demonstrates the parents’ commitment to the learning of all students.The external Speech and Occupational Therapy Program has enabled experts to work with students and teachers todevelop differentiated programs to meet the needs of students requiring additional support in these areas, establishingcollaborative relationships to design and implement programs of excellence. The school’s reporting processes haveestablished high educational aspirations. The sharing of student learning goals, student progress and strategies forcontinual improvement ensures high expectations and a collaborative approach to student improvement. Fairvale PublicSchool’s collaborative approach to student learning has also been achieved through parent partnership meetings, parentinterviews, the co–development of Personalised Learning Pathways and Personalised Learning and Support Plans. Ourevidence shows we are excelling in Wellbeing. The implementation of PBL (Positive Behaviour for Learning)demonstrates a strategic, planned approach to supporting students’ cognitive and social wellbeing. The development ofa School Wellbeing Mentor role has contributed to supporting students in developing social skills and positiverelationships with their peers, as well as the ability to make positive choices around their lifestyle and learning. This hasbeen achieved through the establishment and ongoing refinement of a flexible but explicit structure, involving wholeclass, group and 1–1 support strategies focusing on a range of wellbeing areas. The school’s collaboration with SPARK(St Vincent DePaul supporting Refugee Kids) demonstrates our engagement with community resources to supportstudent learning, and our ability to plan and make strategic decisions around programs and practices. Specific SPARK


programs were selected by the school based on the context and need in relation to the refugee population. Theestablishment of a breakfast program, Yum Club, shows the school’s commitment to the students’ health needs and ourcontextual use of resources. The school’s Learning Support Processes ensure a comprehensive, school wide system, tosupport the additional needs of students in all areas. Our school is Sustaining and Growing in the element of Curriculumand Learning. Our Learning and Support Team flow chart of procedures ensures student needs are identified andaddressed in a multi–disciplinary approach. Parents/carers and when appropriate, students, are involved in the creationand monitoring of PLASPS (Personalised Learning and Support Plans) and PLPS (Personalised Learning Pathways).Additionally, students are actively involved in their learning through the establishment and monitoring of their ownlearning goals. The delivery of innovative practices is demonstrated through the implementation of STEM, flexiblelearning spaces and use of technology. This has been supported through the employment of a School Innovation Mentor(SIM role). Assessment and Reporting items show the school is Sustaining and Growing in this element. Regular parentmeetings ensure parents understand what their children are learning, how they are progressing and what they can do tosupport further progression. Opportunities for meetings come through parent teacher nights, parent partnership meetingsand PLP and PLASP meetings. Parents also receive written information about their child’s learning which containdetailed information. This includes EALD reports with specific information relating to the EALD scales. Fairvale PublicSchool is Sustaining and Growing in the Student Performance Measures. Our school receives value added results, withstudents at or above national minimum standards. Data from L3 (Language Learning and Literacy), TEN (Targeting EarlyNumeracy), FoR (Focus on Reading) and TOWN (Taking off with Numeracy) demonstrates expected growth. On a fiveweekly basis, data is collected and analysed by teachers and leaders. Students not showing expected growth are quicklyidentified and responded to.

Teaching

The evidence collected in the domain of Teaching shows that in the element of Effective Classroom Practice FairvalePublic School is Excelling. The creation of a Student Innovation Mentor (SIM) role, has provided expert ProfessionalLearning for teachers in the implementation of future focussed pedagogies and practices. These have included STEM,the effective use of online learning tools and leadership of Bring Your Own Device. The SIM teacher is part of theleadership team who is demonstrating instructional leadership through promoting and modelling best practice. Thisincludes leading team planning and teaching, demonstrating pedagogies and mentoring teachers to support theachievement of their Professional Development goals. Student learning goals and success criteria are visible inclassrooms and used by teachers and students on a daily basis. This ensures all students have a clear understanding oftheir learning. The monitoring and creation of student learning goals is supported and followed up by the leaders of stageteams. Teachers also engage in student conference procedures, allowing both themselves and the students to reflect ofdata and determine their next learning goal. This enables students to have a strong sense of how to improve theirlearning. Student self–reflection practices are also strong in classrooms through the use of Twitters Walls, Bump it UpWalls and Exit Slips. Fairvale Public School is Sustaining and Growing in the element of Data Skills and Use. As part ofthe implementation of evidence based pedagogies, including L3, Focus on Reading and TEN, teachers collect andanalyse data on a five weekly cycle. Writing samples, reading records and other formative assessment strategies areused as data collection tools. The data collected drives planning and differentiation for all students. As well as the fiveweekly data cycle, teachers are also working with Instructional and team leaders on a weekly basis to adjust planningaccording to ongoing data collection. As part of this work, teacher articulate student learning goals, which they share anddisplay in their classrooms so all students are aware of their learning goals and achievements. Fairvale Public Schooloffer a range of Parent Information Sessions relating to both NAPLAN and PLAN data to inform parents on how toaccess and understand this information to support student learning. The evidence around Collaborative Practicedemonstrates Fairvale Public School as excelling. The implementation of interactive stage planning days every fiveweeks allows for teacher collaboration focussing on curriculum delivery, differentiation and assessment. These days alsoinclude Professional Learning and lesson demonstration opportunities for stages. These items are delivered by teachersacross the school who have expertise in particular areas. The Fairvale Professional Standards for Teacher modelarticulates an explicit system for collaboration, classroom observations and feedback for all teachers and leaders. Peerand leader observations are collaboratively planned and allow for the provision of effective feedback to drive continualimprovement. These observations have led to differentiated teacher support, follow up mentoring sessions andinnovative collaboration opportunities across stages and the school. In the element of Learning and Development, theevidence shows that Fairvale Public School is excelling. Professional Learning opportunities are strategically aligned tothe school plan. Each term, the leadership team strategically map weekly professional learning sessions, which all relateto the school’s priority areas. The school’s 2017 Professional Learning Twilight Model was designed around the school’sstrategic directions. Teachers were provided with key focus areas and asked to give feedback in relation to their needs.From here, sessions were designed and teachers attended the professional learning they felt matched their needs.These sessions were evaluated through various modes including twitter. Fairvale has participated in Instructional Roundsand Lesson Study as both professional learning opportunities and avenues to evaluate teacher and student learning. Theschool’s participation in @COSlead, a leadership initiative, engaged aspiring leaders in research aroundevidence–based pedagogies. These teachers are sharing their new knowledge and leading teams in particular areas.The school’s Instructional Leader model demonstrates a high level of teacher learning around the use of data andimplementing evidence based teaching strategies, with an emphasis on literacy and numeracy. This model incorporatesongoing evaluation of professional learning which is used to drive decisions around ongoing support and teacherlearning strategies. The employment of an ICT Facilitator has also impacted positively on the professional learningopportunities around student, teacher and community learning, enhancing the implementation of the school plan. OurBeginning Teacher Support is highly effective with regular learning sessions, mentoring opportunities, resources support


and written communication provided. Many schools have visited the classrooms of our Early Career and BeginningTeachers to observe their practices in L3, TEN and FoR. Two of our school leaders have also created a cross schoolnetwork to support teachers engaging in higher levels of accreditation. Our allocation and mapping of Quality TeachingSuccessful Students (QTSS) supports all of the above mentioned professional learning opportunities. Team leaders areprovided with time on a weekly basis to meet with individual teachers to plan and implement differentiated follow up so allteachers are empowered to contribute to the schools priorities. In the element of Professional Standards our validationprocess indicates that Fairvale Public School is excelling. Staff demonstrate and share expertise through the strategicimplementation of peer and leader observations, stage planning sessions, program discussions, lesson demonstrationsand data talks. Through the successful implementation of these items, the staff demonstrate both a high commitment totheir own professional learning, a high level of content knowledge and the ability to implement evidence–based teachingpractices.

Leading

The results of the validation process indicate that in the School Excellence Framework domain of Leading, FairvalePublic School is excelling in Leadership. Fairvale’s successful engagement with key outside agencies demonstrates ourleadership team’s support of establishing a culture of high expectations and community engagement, which positivelyimpacts of student improvement. SPARK (St Vincent DePaul Supporting Refugee Kids) and Fairvale have implementednumerous wellbeing and academic programs to support our refugee students and families. Our refugee population hascontinued to grow and our involvement with SPARK has enabled Fairvale Public School to respond to student andcommunity needs, ensuring whole school improvement in all areas. An expert teacher leads the programs with SPARK.The establishment of the school’s breakfast program, Yum Club, by highly capable staff members, has provided theschool community with increased engagement opportunities. Many parents and students assist with the daily operation.We also have many agencies donating food on a weekly basis. The opportunity for students to visit Yum club, ensuresthey are attending class with having had a healthy breakfast which has contributed to their learning engagement. Theestablishment of the Yum Club demonstrates the leadership team’s deliberate and strategic use of resources to supportstudent learning, as does our commitment and work with the SPARK programs. In the element of School Planning,Implementation and Reporting, the documentation shows that Fairvale is sustaining and growing. The school’scommittee organisation clearly shows the processes that are undertaken by the leadership team to ensure staff haveknowledge of and are committed to the school’s strategic directions. Through our three step committee process, all staffare part of a strategic direction team, a curriculum team and a committee team. The Strategic Directions teams are ledby executive staff and the curriculum and committee teams are led by aspiring leaders. Teams meet each term to review,evaluate and monitor their actions. We also meet as a whole school on a regular basis, where the principal and/orexecutive team provide important information in relation to the school plan so all staff are aware of whole school planningprocesses, expectations, timelines and milestones. In the element of school resources, Fairvale Public School isexcelling. The school’s explicit and strategic financial planning has enabled the employment of expert teachers andleaders in specially designed roles to improve student outcomes. An example of this is the implementation of the SIM(School Innovation Mentor) role, where a teacher is employed to work with teachers and students in implementing FutureFocussed practices to enhance student outcomes. Careful financial planning has also allowed for the employment of awellbeing mentor, playgroup teacher and a Focus on Reading mentor, all contributing to whole–school improvement.This financial planning is articulated in the school plan through the identification of the specialised roles. Physicalresources have also been purchased to support the implementation of key school strategies including, ‘TechnologyAnywhere, Anytime’. This is also clearly identifiable in the school plan. Fairvale Public School is Sustaining and Growingin Management Practices and Processes. The school’s detailed organisation and planning of flexible processes isdemonstrated through the Speech and Occupational Therapy (OT) program. The term and weekly plans for speech andOT items are very clear and variations put in place to accommodate whole school events. This planning ensures thedelivery of an external service to have maximum impact on teachers and students. The detailed and careful planningand management of SPARK services at Fairvale contributes to ongoing school improvement. Flyers, newsletters andverbal interactions with the community ensure access for our community to services which have included Englishlessons, technology workshops, parent café, student programs and a bilingual library. The leadership and coordination ofPaTCH (Parents as Teachers/Classroom Helpers), has provided a service to strengthen parental engagement atFairvale Public School. PaTCH provides the opportunity for our parents to train as classroom helpers and apply their newlearning in the classrooms. This success of this program has been the result of intense planning and coordination fromthe school based PaTCH leaders. The Fairvale community are presented with opportunities to provide constructivefeedback on school practices and procedures. This has been achieved through parent and student surveys. Questionsasked are focussed on key school initiatives and practices. Feedback is analysed and acted upon by school leaders andother teams to ensure management and practices underpin ongoing school improvement.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/self–evidence–guide


Strategic Direction 1

STUDENT LEARNING

Purpose

To design a differentiated and personalised curriculum that builds and fosters 21st Century Learning, with a focus onlife–long learning for all students.

Overall summary of progress

The committee met every term to review and report on the milestones, supported by on–going self assessment, dataanalysis and evaluation processes. The following summary of progress was achieved.

• Six K–2 staff were trained in Language, Learning and Literacy (L3) • Eleven K–2 staff participated in On going Professional Learning in Language, Learning and Literacy (L3) • All K–2 staff were trained in Targeted Early Numeracy (TEN) • All 3–6 teachers were trained in Focus On Reading (FOR) • Every classroom was provided with some new furniture as part of our commitment to flexible learning

environments. • Science Technology Engaging Mathematics (STEM) was introduced across K–6 through the role of the School

Innovation Mentor (SIM). • QTSS funds were used to support all four Assistant Principals to mentor, guide and lead quality literacy and

numeracy programs. • Teachers planned specific literacy and numeracy lessons in short planning cycles using student data to drive their

teaching. • Bring Your Own Device (BYOD) was launched in seven Stage 3 classrooms and three Stage 2 classrooms.

Students reported increased levels of engagement and enjoyment for learning using their devices in theclassroom.

• Parents were engaged in various workshops including flexible learning spaces, ICT, BYOD, Literacy andNumeracy

• All students in K–6 participated in weekly lessons focusing on the FAIR rules as part of the schools commitment toPositive Behaviour for Learning (PBL). Throughout the year, students participated in activities such as hat blitz,rewards day and the Principal Into Learning Award (PILA) where one student was selected for an into learningaward every fortnight.

• School funded the use of Reading Eggs, Mathletics, SMORE and SKIWRK for each student in K–6. Students in3–6 also had access to Wushka.

• Personalised Learning and Support Plans (PLASPs) were created and reviewed in consultation with parents every5 weeks for students who required an adjustment for their learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase the percentage ofstudents achieving literacy andnumeracy benchmarks.

• L3 Stage 1 trainer EAFS • Two Instructional Leaders • K–2 Interventionists • FOR training • Additional LaST supportK–6 • TEN trainer

Literacy • Kindergarten – 48% of students achieved at orabove the expected reading benchmark. • Year 1 – 55% of students achieved at or abovethe expected reading benchmark. • Year 2 – 52% of students are at or above theexpected reading benchmark. • 21% of Year 3 students are at or below expectedminimum standard in reading. • 17% of Year 5 students are at or below expectedminimum standard in reading.Numeracy • Kindergarten – 99% of students achieved at orabove expected benchmarks in Early Arithmeticalstrategies. • Year 1 – 67% of students achieved at or aboveexpected outcomes in Early Arithmetical strategies. • Year 2 –80% of students achieved at or above






• Increase the percentage ofstudents achieving literacy andnumeracy benchmarks.

expected benchmarks in Early arithmeticalstrategies. • 24% of Year 3 students are at or below expectedminimum standard in numeracy. • 26% of Year 5 students are at or below expectedminimum standard in numeracy.

• All students have learninggoals that reflect their individualneeds.

• 100% of students have learning goals and thesegoals were articulated to parents/ carers. • 83.8% of students said that the learning goalshelped them with their learning.

• Consistent PBL languageembedded in classrooms.

• PBL Leader/ Committee • Whole school TPL onFAIR rules and PBL lessons • Wellbeing mentor

• PBL is embedded into all classrooms with astrong focus on the FAIR rules. A whole schoolscope and sequence was taught which ensuredall students participated in weekly lessons. • PBL/ FAIR was embedded into our whole schoolreward system and used in our assemblies/playgrounds. • Students participated in term based PBL rewardsdays. • 88% of students were able to identify the FAIRrules (an increase of 22%).

Next Steps

• Teachers continuing to plan literacy and numeracy sessions in short cycles. • Commitment to ongoing professional learning for all staff in TEN, L3 and FoR. • Early Action for Success (EAfS) initiative continues to work with students in K–3 in literacy and numeracy

implementing targeted interventions. • A literacy and numeracy leader will be implemented in Years 3–6 to support literacy and numeracy interventions. • Continuation of the School Innovation Mentor (SIM) will support the participation in the STEM action schools

project. • QTSS funds will continue to be used to support all four Assistant Principals to mentor, guide and lead quality

literacy and numeracy programs.



TEACHER LEARNING

Purpose

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



• The PDP process that was implemented during 2017 was highly successful. Teachers were able to meet regularlywith their supervisor and the principal to ensure they were engaging in Professional Learning to assist them inreaching their goals. Teachers were observed by both a peer and their supervisor and were provided withfeedback based on their goals. Teachers were accountable for ensuring that they continued to monitor and engagein PL (Professional Learning) to assist them in reaching their PDP goals.

• Teachers, where required, engaged in PL around maintaining their accreditation. An Accreditation Newsletter wasalso sent to staff each term with updated information and news about all levels of accreditation. Information wasprovided to pre–2004 teachers focussing on their requirements for accreditation. This was done via PL sessionsand the Accreditation Newsletter.

• Two Instructional Leaders worked across the school with a focus on K–2 teaching and learning. They workedshoulder to shoulder with Interventionists and teachers, which included teachers in learning support roles. They leddata talks, planning sessions and guided the implementation of Literacy and Numeracy programs.

• An L3 Stage One Trainer was employed to work with and support the implementation of L3 Stage One. The trainerdelivered learning modules which were further supported by the school’s Instructional Leaders. Data was collectedby the Instructional Leaders to monitor student growth and provide future teacher directions and allocation oflearning support to required students. The trainer also delivered four leaning modules to teachers implementing L3Stage One for the second year, ensuring currency of practice.

• The executive team as well as four aspiring leaders participated in the @COSLead initiative. Leaders attended PLsessions each term and engaged in one on one coaching sessions with the facilitator where each of the leadersdiscussed the progress of their ‘Big Idea’ that they had been working on throughout the year. Fairvale hosted oneof the @COSlead PL sessions, where staff presented their ‘Big Idea’ to visiting teachers. Another staff memberalso presented at numerous meetings across different sites.

• Many teachers also participated in Instructional Rounds’ as part of our SHiFFT Community of Schools. Trainedteachers were selected to be part of a group that visited a school to learn about their 'Problem of Practice’, toengage in professional learning, observe the selected area and then provide feedback around that Problem ofPractice. Fairvale hosted their Instructional Rounds, where the focus was on purposeful talk.





100% of teachers plan,implement and reviewProfessional Learning.

• Casual relief staff • QTSS release • Beginning teacherrelease

• Well planned timetable that outlined the PDPprocess over the year • 100% of staff were involved in this process and95% of teachers reported that they achieved theirgoals through professional learning, mentoring andworking with school leaders.

100% of teachers apply evidencebased practice in short planningcycles.

• Planning days (equityfunds) • Stage meetings(equityfunds)

• All staff are implementing 2–5 weekly planningcycle for English and Mathematics, which areunderpinned by evidence–based practices (L3,FoR, TEN). • All teachers are involved in data talks every fiveweeks – driving planning cycles.

100% of all staff engage inProfessional Learning to supportimproved student outcomes.

• CoS L3 Stage 1 Traineremployed • FoR trainer (equity funds) • L3 PL (equity funds)

• 100% of staff participated in some form ofProfessional Learning throughout the year. • The majority of staff reported that varied PLprovided was relevant and supported the






100% of all staff engage inProfessional Learning to supportimproved student outcomes.

implementation of school priorities.

Next Steps

• Continue with the PDP process put in place in 2017. • Continue with the Accreditation Newsletter and various PL opportunities for all staff at all levels of accreditation. • 2 Instructional Leaders continued to be employed as parts of EAfS with a K–3 focus. • Employment of two additional Instructional Leaders who will focus on Literacy and Numeracy, 3–6. • Continue Planning Days with Professional Learning and data focus. • Continue with the @COSlead initiative with additional aspiring leaders.



COMMUNITY LEARNING

Purpose

To create a collaborative partnership with the wider community based on mutual trust, respect and a sharedresponsibility for the education and wellbeing of all students.



• Parent Partnership meetings were very successful in Term 1 2017. By the end of Term 1, all parents/carers weregiven the opportunity to attend the meetings. All parents/carers received updated parent feedback sheets linked totheir child’s progress against PLAN data. Parents/carers also received learning and FAIR goals for Term 2. Thesegoals were repeated during the year.

• Communication with parents and carers in regards to funded students improved this year with the employment ofan additional learning and support person. This allowed for parents to meet with teachers and discuss their child’slearning more regularly. This will continue in 2018.

• Popular school programs continued in 2017 – Parent Café, P&C and Playgroup. Participants at Parent Caféattended self–interest groups and as well workshops related to curriculum areas and student wellbeing. End ofterm outings proved popular with many parents in 2018.

• 7 dedicated parents were trained in PaTCH (Parents as teachers and classroom helpers). These parents workedin designated classrooms with small groups of students assigned by the teacher. The parents planned for andevaluated various learning programs. The program was successful with many parents wanting to expand theiremployment horizons with further education and further volunteering within the school.





A school network with outsideagencies to support students.

• Equity funds • Strong links with STARRTS and SPARKS tosupport refugee families.

All parents/caregivers providedwith the opportunity to workcollaboratively with the school(ILPs, PLPs, Parent Café, P&C,Playgroup, parent teacherinterviews).

• Equity funds • Term 1 – Parent Partnership • Term 2 – Parent/Teacher interviews • Semester 1 – Learning and FAIR goals • Semester 2 – Learning and FAIR goals

100% of parents will identify theschool as a family friendlyenvironment that supportslearning.

• Equity funds • Changes to School Newsletter and end of termclass newsletters • 7 Parents completing PaTCH training

Implementation of parentparticipation programs (PaTCH,interest based groups, classroomhelpers).

• Equity funds • The number of parents participating in targetparent programs • Ongoing professional learning and mentoring tosupport parents in implementing programs inclassrooms

Next Steps

• Parent Partnerships to continue in 2018. • Parents support school based programs such as Parent Café and our commitment to working with outside

agencies.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading * Committee resources –$2000 (equity)* AESTI equity funds –$3,243

* Staff and student surveys for 2018 planning.* AESTI student data (PLAN and NAPLAN),mapping the progress of our AESTI studentsand sharing the progress with allstakeholders.

English language proficiency * EAL/D staffing allocation3.0* Additional EAL/D staffing0.4 (equity loading)* EAL/D flexible equity –$31,522 (0.2 Stage 3EAL/D staffing)* Bilingual SLSO staffing1.0 (equity loading)* DoE funded BilingualSLSO staffing (2.5)* New Arrivals Teacherstaffing (2.4)

* All EAL/D students have access to theschool curriculum with links to EAL/DProgression and PLAN data.* Specialist EAL/D teachers displayconfidence in their teaching, keeping up todate with the latest research connected toEAL/D learners.* Targeted Classroom teachers feelsupported in implementing teaching programsthat focus on the needs of the EAL/Dlearner(s) in their class.

Low level adjustment for disability * LaST staffing allocation1.7* Additional Last staffing 1.0(equity loading)* Flexible equity loading –$95,821 (0.2 additionalLaST day, SLSOs, LaSTresources)* AdditionalSLSO staffing1.0 (equity loading)* DoE funded Integrationfunding – $37, 060* OT and Speech Therapist0.4 (equity loading)* Wellbeing Mentor 0.6 (0.4flexible + 0.2 equity)* Wellbeing Committee –

* All targeted students have PLASPs andPLAN data.* Specialist LaST and wellbeinguse LST information to make sure all targetedlearners are not slipping through the cracks.*Additional school funded initiatives have hada positive impact on student and staff learning(wellbeing mentor, additional SLSO support,non–teaching LaST day and OT andSpeech).* Targeted Classroom teachers feelsupported in implementing teaching programsthat focus on the needs of the targetedlearner(s) in their class.

Quality Teaching, SuccessfulStudents (QTSS)

* QTSS funding –entitlement report* School funded – $40,000(2 days)* Each AP receives one dayrelease from face to faceteaching to work with teamsto support theimplementation of PDPs.

* 100% of all teaching staff have a PDP that isreviewed and discussed with their supervisorat various transition points each term.* End of year surveys determine the model tobe implemented in 2018.

Socio–economic background STAFFING: 0.2Instructional Leader (DPlevel), 0.4 SchoolInnovations Mentor (APlevel), 0.6 Focus onReading Facilitator, 0.8EAfS Interventionists, 0.8LaST teacher, 0.4 EAL/DStage 3 teacher, 0.4Playgroup teacher, 0.4Executive release(supporting QTSS model),0.2 Wellbeing mentor (0.4flexible funding), 0.2Computer Coordinator, 2.6SLSO support, 0.2additional SAO day, 0.4

* Review of student academic progress(PLAN, NAPLAN and school–based data).* Review of the strategies implemented thathave the biggest impact on studentengagement and wellbeing, best practice andparent/carer participation.* Tell Them From Me Survey results.* Surveys (students, staff and parents/carers).


Socio–economic background Community Liaison Officer.PROGRAMS: Speech & OT– $100,000, Active Kids –$6,000, SchoolEngagement – $10,000,Classroom Engagement–$10,000, StudentEngagement – $10,000,Playgroup resources –$2,000, @CosLead –$5,000, CoS SHiFFT/Lesson Study/ InstructionalRounds – $32,000, SDD –$15,000, Online learningprograms – $20,000,Student Assistance –$20,000, TPL – $149,000,Additional TPL – $40,000,Curriculum – $70,000,Technology – $120,000.

* Review of student academic progress(PLAN, NAPLAN and school–based data).* Review of the strategies implemented thathave the biggest impact on studentengagement and wellbeing, best practice andparent/carer participation.* Tell Them From Me Survey results.* Surveys (students, staff and parents/carers).

Support for beginning teachers $53,940 (2017 funds)+$43,000 (2016 funds)

* Beginning teachers have been supported bymentors.* Beginning teachers are accredited atproficient level.* Beginning teachers complete a logbook thatis used as evidence to track theirdevelopment and plan for 2018implementation at a school level.

Targeted student support forrefugees and new arrivals

* Additional equity support:$27,511 (bilingual SLSO0.2, resources for students,uniforms and excursions)* DoE Bilingual SLSOsupport: 2.5* New Arrivals Teacher: 3.5* RSL (Refugee SupportLeader)* Outside Agency support* School–based ParentCafé* School–based Playgroup

* Refugee and New Arrival students feel safe,trusted, attached, responsible and skilled toengage in life in Australia.* Refugee families feel supported throughaccess to additional community services andParent Café.

Early Action for Success – Phase 2 * ILs – DoE funded (1.8),(0.2) School funded* L3 and TEN school basedProfessional Learning* Planning Days – schoolfunded* Additional $20,000 forEAfS Professional Learning

* Progression of targeted students – in allareas of Literacy and Numeracy. K–2students meeting EAfS benchmarks* Teachers display confidence in identifyingstudent need and where next for eachstudent. A thorough understanding of themechanics of L3 and TEN when catering to alllearners.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 324 331 318 346

Girls 307 324 310 301

Over 640 students were enrolled at Fairvale PS in2017. This was the biggest enrolment the school hasseen. We started the year with 625, with many studentsenrolling in Term 2. The area is quite transient, withmany refugee families settling in the Fairfield area.

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.8 91 90.1 92.9

1 92.4 92.6 91.9 91.1

2 93.2 90.8 93.8 92.5

3 94.8 92.2 90.9 93.9

4 93.6 93.1 92.1 89.5

5 94.5 92 94.1 93.2

6 94.9 94.2 92.6 94.1

All Years 93.9 92.4 92.3 92.5

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Daily average attendance has remained just slightlybelow the State average of 93.9%. Many of our familiestravel overseas throughout the year. Student mobilitycontinues to be a significant factor which impacts onour enrolment, student learning and school programs.

We monitor attendance on a daily basis, with the

continuation of the following strategies: • Attendance Matters published in the fortnightly

newsletter • Regular monitoring by teacher and supervisor

with courtesy phone calls to families • Regular communication between the Deputy

Principal and Home School Liaison Officer(HSLO)

• Lateness Blitz Week • Student non–attendance is managed according to

the Department of Education policy andprocedures.

Class sizes

Class Total

ROOM 20 21

ROOM 16 21

ROOM 15 20

ROOM 19 20

ROOM 7 21

ROOM 23 21

ROOM 9 23

ROOM 8 24

ROOM 12 25

ROOM 6 27

ROOM 11 23

ROOM 10 23

ROOM 3 28

ROOM 5 29

ROOM 4 29

DEM 1 26

ROOM 18 28

ROOM 17 26

ROOM 2 26

ROOM 13 28

ROOM 21 28

ROOM 25 30

ROOM 24 27

ROOM 14 28

ROOM 22 29

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 22.54

Teacher of Reading Recovery 0.84

Learning & Support Teacher(s) 1.7

Teacher Librarian 1.2

Teacher of ESL 3

School Counsellor 0

School Administration & SupportStaff

4.06

Other Positions 0

*Full Time Equivalent

In 2017, there was no Aboriginal staff employed atFairvale Public School. No permanent appointmentswere made to the school, although the school didemploy a number of new temporary teachers in 2017.

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 0

Professional learning and teacher accreditation

All staff participated in professional learning in a varietyof ways in 2017. This was funded by teacherprofessional learning, school global funds and resourceallocation model funds, including additional EALDstaffing allocation. Targetted whole school professionallearning funds contributed to the following: • School Development Days • Data Talk Days • Language Learning and Literacy (L3) – Kinder

and Stage One; Targetted Early Numeracy;Focus on Reading; Building NumeracyLeadership (BNL)

• School external validation process • School planning • Teaching Refugees in the Classroom Course

• Compliance training • ICT and STEM projects • Creative Arts PL days.

This year we had 6 teachers successfully gainaccreditation at Proficient as well as 1 teacher in theprocess of completing accreditation at Lead level.Beginning teachers were also provided with beginningteacher time in which part of this time was to be spentcompleting their accreditation. We had 2 teacherscontinue to facilitate a very successful network forteachers of Fairvale as well as other colleagues fromsurrounding schools who had started their HighlyAccomplished or Lead journey. This network will alsocontinue in 2018 as well as another network forinterested teachers who are thinking about completingtheir accreditation at a higher level. The accreditationmentor also continued to publish an ‘AccreditationNewsletter’ that was emailed to all staff each termoutlining relevant and current news from NESA as wellas support and suggestions about all levels ofaccreditation. The mentor also continued to runProfessional Learning sessions for pre–2004 teachersas well as procedures around maintaining accreditation.One staff member was also asked to represent at@COSlead on accreditation and maintenance at thehigher levels.

Future Directions • Continue to provide support in the way of PL for

staff who are beginning their accreditation atProficient.

• Provide ongoing PL, coaching and support for allstaff at all levels of accreditation.

• Continue to run the Accreditation NetworkMeetings at Fairvale PS.

• Continue to develop the Accreditation Newsletterto keep staff informed.

• Continue to utilise beginning teacher funds tosupport beginning teachers in completing theiraccreditation.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 1,179,709

Revenue 6,432,008

Appropriation 6,273,853

Sale of Goods and Services 23,392

Grants and Contributions 125,707

Gain and Loss 0

Other Revenue 0

Investment Income 9,055

Expenses -6,639,011

Recurrent Expenses -6,534,466

Employee Related -5,902,600

Operating Expenses -631,866

Capital Expenses -104,545

Employee Related 0

Operating Expenses -104,545

SURPLUS / DEFICIT FOR THEYEAR

-207,003

Balance Carried Forward 972,706

The information provided in the financial summaryincludes reporting from December 2016 to December31st 2017: • funds carried forward were used to purchase new

cricket nets and administration upgrade2017 balance carried forward will be used for: • electrical upgrade for the new administration

block • interactive whiteboard upgrade in all classrooms • playground beautification • employment of additional class/es in 2018.

Financial summary equity funding

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

2017 Actual ($)

Base Total 3,973,635

Base Per Capita 95,975

Base Location 0

Other Base 3,877,660

Equity Total 1,510,264

Equity Aboriginal 3,243

Equity Socio economic 902,282

Equity Language 336,242

Equity Disability 268,497

Targeted Total 64,571

Other Total 451,588

Grand Total 6,000,059

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 NAPLAN graphs and tables representYear 3 and Year 5 percentage bands in: • Grammar and Punctuation • Reading • Spelling • Writing


Band 1 2 3 4 5 6

Percentage of students 11.6 12.6 19.0 13.7 31.6 11.6

School avg 2015-2017 12.2 8.7 20.5 20.6 22.8 15.3

Band 1 2 3 4 5 6


School avg 2015-2017 6.6 14.6 28.2 23.2 15.1 12.3

Band 1 2 3 4 5 6


School avg 2015-2017 5.5 15.9 16.0 20.7 24.5 17.4


Band 1 2 3 4 5 6


School avg 2015-2017 1.9 6.2 17.5 30.0 35.5 8.9

Band 3 4 5 6 7 8


School avg 2015-2017 14.2 19.7 22.0 18.7 16.1 9.3

Band 3 4 5 6 7 8


School avg 2015-2017 11.6 28.5 24.5 17.6 14.1 3.8


Band 3 4 5 6 7 8


School avg 2015-2017 9.5 19.2 16.0 28.1 15.2 12.0

Band 3 4 5 6 7 8


School avg 2015-2017 8.2 15.0 37.7 26.7 10.9 1.5


The following NAPLAN graphs and tables representYear 3 and Year 5 percentage bands in: • Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 6.3 25.7 24.2 24.0 10.0 9.8

Band 3 4 5 6 7 8


School avg 2015-2017 8.3 22.8 34.9 17.5 10.5 6.1

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Parent/caregiver, student, teachersatisfaction


Parents/ Carers

All families had the opportunity to participate in theParent/Carers Survey. The results indicated: • 80% of parents speak to their children about their

learning goals • 93% of parents said that their children enjoy

coming to school • 64% of parents said their children talk about the

school's FAIR rules • 57% of parents said their children talk about

group work during a variety of classroom lessons • Over 80% parents are aware of and support the

school's decisions to purchase online learningprograms (Mathletics and Reading Eggs) free ofcharge for all families

• Parents indicated that they would like to see theirchildren participate in activities such as cooking,lunchtime activities and sporting activities

• Parents acknowledged the school'scommunication tools; newsletter, school app,seasaw and twitter

• Parents were happy for the Community LiaisonOfficer role to continue, along with a more diversemulticultural connection at Parent Café .

Staff

All teaching staff took part in the survey related toteaching programs, data analysis and professionallearning. The results indicated: • Literacy and Numeracy initiatives have seen to be

a more clear, explicit and comprehensive way ofplanning, teaching and reviewing teachingprograms

• Many teachers feel that a scope and sequence oflearning activities would support the strategiesused in the classroom

• All teachers know that data drives authenticteaching and learning

• Most teachers feel more support is needed tounpack syllabus outcomes in key learning areas

• Many teachers felt that data walls can improvestudent results, it just depends on the type of datawall that is used

• All teachers feel that the school's ProfessionalLearning room is a great place for planning anddiscussions with colleagues

• 95% of teachers have been successful inreaching their 2017 professional developmentplan

• Many teachers indicated that professionallearning, mentoring and working with schoolleaders were the most effective strategies toassist with their achievement of personal growthand goal setting.

Students

Small groups of students K–6 took part in the followingsurvey around learning, engagement and flexiblelearning space. The results indicated: • 83% of students feel that having learning goals

has helped them learn (this was an increase of10%)

• 88% of students could talk about one or all of theschool's FAIR rules (this was an increase of 22%)

• 95% of students said they use devices in theclassrooms (this was an increase of 1%)

• 75% of students indicated that they haveparticipated in STEM–like lessons in 2017

• 77% of students indicated that they haveexperienced flexible learning spaces in theclassroom

• 80% of students use Reading Eggs at home and76% of students use Mathletics at home.

Policy requirements

Aboriginal education

Aboriginal Education at Fairvale has shown significantimprovement through the implementation of variousprograms and initiatives. These programs andinitiatives have strengthened the educational outcomesof our students. Fairvale staff commit themselves toensure that Aboriginal culture, history and identity isunderstood and appreciated by all students. TheAboriginal culture is incorporated at Fairvale through; • Acknowledgment of Country at all formal

assemblies with reference to theAcknowledgment of Country sign in our schoolhall, to show respect for the Aboriginal culturesand heritages and the ongoing relationship of thetraditional custodians have with the land.

• The Aboriginal flag is flown daily in our maincourtyard.

• Aboriginal students are supported withPersonalised Learning Pathways (PLPs). ThesePLPs were developed in collaboration with LaSTand classroom teachers and are inclusive ofparents and caregivers. Families are invited tomeet with staff to share their knowledge of theirown Aboriginality.

• Members of the Aboriginal committee haveattended local AECG meetings to collaborate withother local communities to strengthen our


programs and organise culture days as acommunity where students are provided with theopportunity to share their own culturalexperiences.

• Celebrated NAIDOC week by inviting theKoomurri team to celebrate with Fairvale throughvarious rotations throughout the day to extendstudents’ knowledge on Aboriginal culture. Allstudents engaged in storytelling, dance,boomerang throwing and music.

• Purchased new teacher and student resources toprovide students with a greater insight to variousAboriginal texts. This is taught through interestgroups with Stage 3 during sport rotations. Thetexts provide students with a sense of empathy asthey engaged with real life situations faced byAboriginal people.

• Celebration of ‘Stomp out The Gap’. Fairvalefundraised money for the Cathy Freemanfoundation to assist the education of Aboriginalstudents in rural areas. Fairvale studentsparticipated in a walk through the school to Stompout the Gap and were encouraged to wear thecolours of the Aboriginal Flag.

• A cultural group operates during lunch time atFairvale. Students of an Aboriginal backgroundare invited to bring a friend and participate inactivities that will enhance their connection withtheir culture.

Multicultural and anti-racism education

In 2017, Fairvale Public School had 94% languagebackground other than English (LBOTE) students fromover 35 different language backgrounds. The number ofrefugee students continues to be high at 23%. Theschool received additional teaching allocation for thesupport of newly arrived refugee students. Multiculturaleducation at Fairvale Public School is incorporated intoall aspects of the school curriculum, and is designed toassist students’ in developing knowledge and skillsrequired for their successful participation in a culturallydiverse society. EAL/D specialist teachers workcollaboratively with class teachers to developprograms, practices and resources which support the

English language and literacy learning of EAL/Dstudents across key learning areas. The EAL/D teamparticipated in the professional learning course‘Teaching students from a refugee background’. Aftercompleting the professional development, the EAL/Dteachers shared with class teachers, skills andstrategies for effective teaching of refugee students inthe mainstream classroom. Students from 3–6participated in the annual Multicultural PerspectivePublic Speaking Competition. This ongoingparticipation has allowed students to explore ideas ofmulticulturalism in Australia. In Term 3, our schoolfunded the ‘Cultural Infusion’s Multicultural All DayPrograms’. Cultural presenters from diverse culturalbackgrounds entertained and engaged all K–6 studentsthrough four programs: African Dance and Drumming,Cool Capoeira, Flamenco is not a Bird and Hip HopInfusion. Students were able to celebrate diversitythrough the cultural education experiences presented.

Other school programs

International Competitions and Assessments forSchools (ICAS)

ICAS is an annual skills development assessmentprogram in the Key Learning Areas of learning forstudents in Years 2–6. Assessments are available inDigital Technologies, Science, Spelling, Writing,English and Mathematics. Results are mapped againstall students writing at the same year level in Australiaand other countries. At Fairvale, each child is invited totake part in the competitions that will provide them withthe opportunity to gain a measure of their ownachievements in an assessment situation.

This year at Fairvale Public School, in collaborationwith the University of NSW, offered 6 separatecompetitions.

Our school results are below: • Digital Technologies– 14 students participated. 4

Credits and 1 Merit Certificate were awarded. • Science – 19 students participated. 3 Distinctions,

1 Credit and 1 Merit Certificate were awarded. • Spelling – 14 students participated. 1 Distinction,

6 Credits and 4 Merit Certificates were awarded. • Writing – 15 students participated. 1 Distinction,

4 Credits and 2 Merit Certificates were awarded. • English – 33 students participated. 2 Distinctions,

5 Credits and 3 Merit Certificates were awarded. • Mathematics – 49 students participated. 1 High

Distinction, 1 Distinction, 10 Credits and 3 MeritCertificates were awarded.

SPORT

This year we saw the introduction of the Active AfterSchool Sports Program to encourage active lifestyles.The program provided opportunities for students tolearn a range of skills in sports such as basketball,soccer, tennis, cricket and football. This programallowed students from K– 6 to have an equalopportunity to learn and have fun. This year we had 15


students represent the school at the Zone RegionalAthletics Carnival. They all performed at their highestlevel and should be proud of their efforts. One studentwas successful in qualifying for the StateChampionships. This year we had 120 students fromYears 2–6 take part in the annual School SwimmingScheme program. These students learnt water safetyand survival skills, to ensure that they can continue toenjoy aquatic activities. Fairvale PS again had asuccessful year in terms of PSSA sporting activity. Wefinished the year with 5 first place titles and camerunners–up on 7 occasions. This resulted in our schoolreceiving the title as Champion school withinLansdowne Zone PSSA for the fourth consecutive year.We had one Zone Blue recipient, recognisingachievement across a number of different sports withinLansdowne Zone and Sydney South West PSSA teamsthis year. All up, 29 students represented LansdowneZone across 10 different sports, with 2 studentsrepresenting Sydney South West Region at state level.

FAIRVALE FAIR DAY

Fairvale FAIR day is an annual school event tocelebrate the end of the school year. This year, ourrides included an inflatable obstacle course, jumpingcastle, rock climbing wall, chair–o–plane and cup andsaucer ride. Students were able to purchase a megapass, the prices were as follows; $15 for one child, $25for a family of two and $40 for a family of three or more.The mega pass allowed students to have unlimitedaccess to the rides and free activities run by theteachers. Student equity was taken into considerationand we were able to offer free activity, ride and foodvouchers so all students could enjoy the day. FAIR Dayis a day for the community to work together and thiswas demonstrated through the involvement of theParent Café and P & C who offered to make food onthe day specific to their cultural backgrounds. It is ahighlighted event on our annual calendar, raising fundsfor classroom and playground resources.

PARENT CAFE

Parent Café was a great success this year with growingnumbers of parents and friends attending each week. In2017, our Parent Cafe was led by Maria Ha(Community Liaison Officer) and Samira Salem(Bilingual School Learning Support Officer). The Cafeprovided the opportunity for community members tomeet on a weekly basis to share stories, attendexcursions to various places, engage in learning forumsand sessions, support school events and learn aboutvarious support agencies the school is connected to.The café supported our school’s aim of fosteringinclusion and promoting opportunities. Many positiveand caring relationships have been built amongstparents, teachers and external agencies. In 2017,community engagement activities included: • P&C meetings, where numbers continue to

increase. • Mothers’ Day celebrations. • Excursions to the city, including the Macquarie

University. • Bilingual book club, providing parents with

opportunities to access a range of reading

resources to strengthen bilingual languagedevelopment.

• ICT classes with Mrs Sheppard and SPARK,delivering information to parents to enable themto further develop ICT skills and understand theICT skills taught at school.

• Cultural cooking lessons, promoting culturalsharing.

• Multicultural Day, celebrating all different cultures. • Community luncheons, providing opportunities for

informal discussions and sharing. • Monthly birthday celebrations • Malek Jandali visit, where parents and students

experienced a small concert form a worldrenowned pianist.

• Reading Eggs and Mathletics information sessionwith Mr Ly to inform community members on theprogram and how both programs can be used athome.

• Series of Growth Mindset learning sessions withMiss Elks, where parents/carers learnt about thetheory and practical applications of having anddemonstrating a Growth Mindset.

• English classes supported by SPARK, whereparticipants were provided with the opportunity todevelop their English skills.

• Information sessions, where our New Arrivalfamilies were provided with the opportunity tolearn more about schooling in Australia and morespecifically, Fairvale Public School.

• Supporting P&C fundraising items, wherevolunteers supported events.

CREATIVE ARTS • Fairvale Public School regards the Creative Arts

as an area in which all students participate,explore and excel. All students were involved in aK–6 sequential Music and Drama program thatwas led by Mrs Olivera, a creative and performingarts specialist. This year, Mrs Olivera worked onpuppetry. The students learnt the technique ofhow to bring your puppet to life throughdeveloping its character and finding its voice.Stage two students also used puppets in theirDanny in the Toy Box movie. In music, studentswere learning to write and play simple melodieson keyboards, recorders and glockenspiels. In2017, Mrs Olivera also trialled class contractactivities where students worked at their ownpace and abilities. This was a very successfulinitiative. Stage One worked on a play called 'TheNote Family' and also worked on a soundscape. Fairvale’s Drumming group continued this year.The focus was to provide an enjoyable activitywhere students experience success. Drumminggroups work when the group collaborates andworks together as a team. Several students camealong on a weekly basis and were givenopportunities to lead the group.

• Gillawarna Festival – Fairvale participated in theGillawarna concert at Bankstown Sports Club thisyear. All of our dance groups performed and ourSenior Choir participated with the combined choir.Everyone enjoyed the concert experience. Welldone to all involved for providing this wonderful


performance opportunity for our students. • Dance Groups – Dedicated teachers worked

during lunch times with the dance groups – theDazzlers, Groovers and Sparklers. During thistime, students were able to create dance routinesto perform at end of semester assemblies and theGillawarna concert.

• Aero Dance – Our Aero Dance group, led by MissHolloway and Mrs Sloggett participated and areceived bronze medal in the statechampionships competition. A wonderfulachievement from the girls, many who were newto this exciting and energetic showcase.

• Drama – A Drama group led by Miss Djukic andMiss Diep met for weekly lunchtime sessions.This year, the group was involved in Primary PlayDay. This was an opportunity whereby studentsgot to work with an experienced drama tutor in afull–day workshop. Together they developed aplay called 'Goldilocks and the Titanic'. Studentsperformed their piece at Bankstown Sports Clubin front of 20 other schools. Throughout thecourse of the drama lessons students got toexperience making, appraising and performing.

• Choir – This year, the junior and senior choirworked together for most of the year. Theyperformed at the end of semester assemblies andalso Gillawarna Festival.

• Art Clubs – This year there were two art groupsheld weekly during lunch breaks. We had severalstudents in these groups successful in havingtheir artworks selected to be part of variousexhibitions throughout the year. These includedOperation Art at the Newington Armoury Gallery,Koori Art Expression at the Museum of AppliedArts and Science (Powerhouse) and OperationArt Nagoya(Japan) Sister City Art exchange.

21st CENTURY LEARNING

2017 was an exciting year for 21st Century Learning atFairvale Public School. During 2017, Fairvale beganBYOD in the whole of Stage 3 from Term 1. With greatsuccess, we decided to move BYOD into Year 4 inTerm 3. With over 50% of each class bringing a devicefrom home, we have seen great shifts in both teachingand learning. Students have developed their ability tonavigate their devices in a new and creative wayallowing them to collaborate with their peers. Along withthis shift in teaching, classes across the schoolimplemented flexible learning spaces. Teachers andstudents designed classrooms to suit avariety of collaborative learning styles. Using ourclassroom spaces more effectively and re–purposingfurniture ensured all classes could enjoy their flexiblelearning spaces. A school focus in 2017 was tointroduce the STEM pedagogy across K–6. All classesreceived resources in the form of a STEM Bin toprovide students with daily opportunities to imagine,plan, build and create solutions to problems given.Students all engaged with the Engineering DesignProcess to problem solve, innovate and invent. EarlyStage 1 have been working on small STEM tasks toassist with their introduction of new sounds. Stage 1implemented an integrated STEM unit involving

Mathematics, Science and Geography. Stage 2implemented STEM projects including shelters for achosen community and building games for their Stage 1friends to play. Stage 2 also used the WeDO 2.0 robotsto engage with their science topic ‘Living Things’. Stage3 worked with an outside agency the Healthy Nerd Co.who assisted them to successfully code their LegoMindstorm EV3 robots. Students also created GreenScreen films and designed games using Scratch. In2018, we will be apart of the Primary STEM ActionSchools Project working with our Mentor schools –Scarborough Public School and Otford Public School.

ENVIRONMENTAL EDUCATION

2017 provided many opportunities for students acrossthe school to improve their understanding aboutenvironmental education and to highlight itsimportance. This year, we worked towards makingstrong connections between student learning inside theclassroom, to the outdoor environment, with anemphasis on sustainability. Our team this year workedon integrating environmental education into theclassroom curriculum, with Kindergarten working on asustainable vegetable garden as part of their scienceunit. We also worked together with the AboriginalEducation group to add beautiful hand–printed displaysto our garden area. This also led to the Royal BotanicalGardens visiting our school to collaborate and designan Aboriginal/Multicultural garden area for our school tobe expected in 2018. We were also lucky enough to beselected by the Cumberland Stepping Stones to receivea planting grant, which will also take place in 2018.Students involvement in our weekly gardening sessionshas been at a maximum this year, with students fromK–6 participating. Our students even had theopportunity to sell their produce at FAIR day. In 2018,we look forward to incorporating STEM sessions intoour new outdoor projects and creating more beautifulmulticultural spaces in our school, which will increasecommunity involvement.


2017 Fairvale Public School Annual Report · 2018-04-13 · Introduction The Annual Report...

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Transcript of 2017 Fairvale Public School Annual Report · 2018-04-13 · Introduction The Annual Report...