2017 Kandos Public School Annual Report · Introduction The Annual Report for 2017 is provided to...

Kandos Public SchoolAnnual Report

2017

2254

Printed on: 5 April, 2018 of 14 Kandos Public School 2254 (2017)

Introduction

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

Tod Morley

Principal

School contact details

Kandos Public School23-37 Dangar StreetKandos, 2848www.kandos-p.schools.nsw.edu.aukandos-p.School@det.nsw.edu.au6379 4201

Message from the Principal

It is with much pleasure I present the 2017 Kandos Public School Annual School Report. This year we have witnessedsome outstanding achievements by our students in a variety of educational pursuits. The following report highlights manyof these achievements and also shares the School’s vision for 2017 and beyond. We are very fortunate to have acommitted and talented staff at Kandos Public School and they are to be congratulated on their efforts in 2017. I certifythat the information in this report is the result of a rigorous school self–evaluation process and is abalanced and genuineaccount of the school’s achievements and areas for development.


School background

School vision statement

"Learn to Live" – Kandos Public School fosters positive and respectful relationships. We provide innovative learningexperiences that ensure learning success. Our students actively contribute to the school, the community and the societyin which they live.

School context

Kandos is a small rural town with a changing population. The school has seen reduced enrolments over the past 3 yearsdue to declining employment opportunities. Kandos Public School enrolments are diverse with student families fromagricultural, mining, small business sectors and low socioeconomic backgrounds. The school leadership team and staffare united in their commitment to improving the quality of teaching and learning. High expectations for studentattendance, engagement and outcomes are clearly communicated.

Kandos Public School is an Early Action for Success school with a key feature being the appointment of an InstructionalLeader.

Kandos Public School is a Positive Behaviour for Learning school where students learn to be respectful, safe and ontask.

School initiatives include Quality Teacher Mentoring Programs, Language, Learning and Literacy (L3), Enrichmentclasses and Targeting Early Numeracy (TEN). Student wellbeing is a priority with a focus on the development of socialskills fostered in small groups.

Parents and community members actively support sporting and celebratory events. We have a small but dedicated P&C.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Culture

Kandos Public prioritises student engagement and aims to equip all students with the skills and knowledge to activelylearn and participate in meaningful experiences. Student individuality is identified and celebrated with a range ofprograms supporting students in their academic and social development. Teachers value student responses and adjustlearning programs to maximise student participation and achievement. Whole school commitment to Positive Behaviourfor Learning (PBL) ensures positive behaviours are being modelled, explicitly taught, reinforced and rewarded dailyacross the school. A common language has been developed, ensuring all staff and students are aware of theexpectations for behaviour. Analysis of data from Sentral informs future directions of the PBL team. Weeklynewsletters and Skoolbag App keep parents and community members informed of the weekly focus. Kandos Publicprovides appropriate support and enrichment programs to cater for students’ needs. With 49% of our students beingidentified on the Nationally Consistent Collection of Data (NCCD), programs are in place to support, extend and motivatestudents to be lifelong learners. Attendance rates are regularly monitored by the Learning Support Team who haveprocedures in place to follow up on student absences, support families and encourage maximum student attendance.

Leadership

Kandos Public is driven by a belief that every student is entitled to inclusive education. A focussed leadership team,active LST and PBL teams ensure high priority is given to building and maintaining positive and caring relationshipsbetween staff, students and the community. Through NCCD collection and Early Action for Success (EAfS) initiatives astrong collegial culture has emerged where staff are being supported in developing leadership skills that promote highexpectations, student learning and wellbeing. The school actively monitors and evaluates community expectations by


increasing opportunities to engage and strengthen communication procedures. By seeking internal and externalfeedback from various educational structures and surveys such as Tell Them From Me, PBL, SMART Data, ParentQuestionnaire, Director of School Education, Language Literacy and Learning Trainers and EAfS we aim to enhanceschool systems. The School Management Plan strategically addresses student needs, resource allocation, communityengagement, quality teaching practice and community engagement to sustain school–wide improvement.

Teaching

At Kandos Public all teachers regularly review and revise teaching and learning programs through the whole schoolprogram evaluation procedure, outlined in our Teacher Professional Learning Plan. The Professional DevelopmentFramework (PDF) has refined and reinforced these already existing structures. Teachers regularly use studentperformance data and a variety offormal and informal student feedback strategies to evaluate their own teachingpractice. High priority is given to professional learning in line with our School Management Plan (SMP) toevidence–based teaching strategies such as L3, TENs and PBL. The implementation of evidence–based interventionprograms supports effective classroom practice. Our Literacy and Numeracy Instructional Leader and allocatedmentoring time, quality teaching practice is a school focus that involves implementing and promoting evidence–basedteaching practices and modelling effective teaching strategies. We have a large number of early career and beginningteachers who are well supported in developing classroom management skills through external and internal professionallearning opportunities.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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/sef–evidence–guide


Strategic Direction 1

Active Learners

Purpose

To equip students with the skills and knowledge to actively engage in discovery, cooperatively and collaboratively learnand to participate in meaningful experiences.

Overall summary of progress

Increase to 25% of year 5 students scoring in the top 2 bands for reading in NAPLAN 2017.

41.5% of year 5 students scored in band 5 for reading and 5.9% scored in the top 2 bands.

Increase to 25% of year 3 students scoring students scoring in the top 2 bands for reading.

25 %of year 3 students placed in the top 2 bands for reading in 2017.

Early Action for Success and Language Learning and Literacy

70% of K–2 students will meet stage expectations as identified on the Literacy and Numeracy Continuums.

Reading On Track Kindergarten (87%) Year 1 (92%) Year 2 (63%)

Comprehension On Track Kindergarten (74%) Year 1 (77%) Year 2 (53%)

Writing on Track Kindergarten (65%) Year 1 (77%) Year 2 (26%)

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

To equip students with the skillsand knowledge to activelyengage in discovery,cooperatively and collaborativelylearn, and to participate inmeaningful experiences.

$38000 of wellbeing budgetacquitted

Kandos Public School has engaged in theAustralian Curriculum with relevant scope andsequences completed. Focus on Positive BehaviourLearning and Kidsmatter Primary, Friends for Lifeand Peer Tutoring has provided students withrelevant and meaningful experiences.

70% of K–2 students will meetstage expectations as identifiedon the Literacy and NumeracyContinuums

Numeracy Continuums$44000of EAfS budgetacquitted

Early Action for Success strategies continue tomeet this improvement measure and datais displayed in the key initiatives of this report.

Increase to 25% of year 3students scoring in the top 2bands for reading in NAPLAN2017

$13000 Targeted ProblemSolving and LanguageNAPLAN budget Acquitted

25% of students placed in top 2 bands

Increase to 25% of year 5students scoring in the top 2bands for reading in NAPLAN2017

$13000 of TargetedProblem Solving andLanguage NAPLANbudgetAcquitted2

17.7% of students achieved band 6 and 7.

Next Steps

Students are showing growth on internal and external school performance measures . Plotting on the continuum throughPLAN is embedded in K–3 and is being implemented in 4–6. Due to Kandos’ low socio–economic environment, studentsoften enter Kindergarten without attending pre–school. Our Early Start program improves students’ school readinessprior to Best Start assessment. Early intervention Language and transition programs contribute to value added results.


Approximately 49% of our student population is included in the Nationally Consistent Collection of Data.

13% of our school population identified are as ATSI.

The performance of our equity groups is varied, but most students are showing growth on internal and external schoolperformance measures. This is evident in our whole school Assessment Framework, Best Start, PLAN and NAPLANdata. Measurement indicators on the school plan have been adjusted.

Target 1 : Increase to 25% of year 5 students scoring in the top 2 bands for reading in NAPLAN 2017.

Target 2: Increase to 15% the number of year 3 students scoring in the top two bands for reading in NAPLAN 2017. hasmet its target. Target 3: Early Action for Success and Language Learning and Literacy – 80% of K–2 students will meetstage expectations as identified on the Literacy and Numeracy Continuums. Target adjusted to 70% for 2017. Greateremphasis to be placed on reducing the number of students who are identified as "off the boil". High priority will be givento professional learning in line with our School Management Plan (SMP) to evidence–based teaching strategies such asL3, TENs and PBL. With the appointment of our Literacy and Numeracy Instructional Leader and allocated mentoringtime, quality teaching practice is a school focus that involves implementing and promoting evidence–based teachingpractices and modelling effective teaching strategies.



School and Community Engagement

Purpose

To enhance student learning and wellbeing by partnering with families and the wider community. Procedures are put inplace to ensure effective communication and to monitor/evaluate partnerships.


Targets set in this strategic direction are on track or have been met. Further analysis of targets will be carried out in2018.





Increase student sense ofbelonging at school in year 4 to 6to 75% (Tell Them from Me –survey 2017).

$75000 – acquitted forengagement programs.$38000 – acquitted forMentoring and StaffDevelopment.

LST–PBL support student engagement. 86% ofstudents measured have a strong sense ofbelonging

Increase to 60% explainedabsence in 2017.

$5200 Community LiaisonOfficer budget acquitted7

86% of absences were explained

Increase in parent feedbackaffirming the school’s direction inrelation to student wellbeing.

$44000 of EngagementPrograms acquitted

Parent survey indicated that 79% of parents felt thatthe school educational programs always met thestudents needs and 31% indicated educationalprograms usually met the students needs.

60% of parents indicated that the wellbeingprograms always met students needs and 30%indicated that the programs usually met thestudents wellbeing needs.

Increase to 20% of studentsattaining gold level in the KandosPublic School merit system.

$12000 of PositiveBehaviour and KidsmatterPrimary allocation acquitted

24% of students attained gold level privilege badge.

Next Steps

Kandos Public School has developed procedures that actively monitorand evaluate community expectations byincreasing opportunities to engage and strengthen communication procedures. By seeking internal and externalfeedback from various educational structures and surveys such asTell Them From Me, Positive Behaviour Learning ,SMART data, Parent Questionnaires, Director feedback, Instructional Leader input and Early Action for Success initiativewe aim to enhance school systems. The SchoolManagement Plan strategically addresses student needs, resourceallocation, community engagement, quality teaching practice and community engagement to sustain school–wideimprovement.

Target 1: Increase student sense of belonging at school in year 4 to 6 to 80% (Tell Them from Me – survey 2018). Thistarget will not be adjusted.

Target 2: Increase in parent feedback affirming the school’s direction in relation to student wellbeing. Parent survey andinterviews will provide feedback on school directions.

Target 3: Increase to 90% explained absence in 2018. A new level in Kandos Public Schools award system calleddiamond will be in place for 2018.



Quality Teaching

Purpose

To develop active leadership that encourages shared responsibility for student learning and to establish procedures thatpromotes quality teaching practices and a culture of continuous change.


All teachers are engaged in the Kandos Public School mentor process. All teaching staff accessed opportunity thementor program. This has provided professional critique and collaboration which is developing a culture ofconsistentteacher judgement. Teachers are using an inquiry cycle when differentiating for students in their class. Side byside coaching has been a feature which has yielded greater self–reflection. Modelling of differentiated lessons providedstaff with best practice examples to implement into their classroom programs. Data tracking is consistent across K–6using Sentral. K– 3 students now tracked on PLAN.





Quality Teaching throughinformed ProfessionalDevelopment

$44000 of allocation spent.Budget acquittal. Planningteam analyse staff surveys.Feedback given to wholestaff and individuals whererequired

All teaching staff are actively engaged in aprofessional development planning cycle

Teachers are using an inquirycycle when differentiating forstudents in their class and areengaged in the Kandos PublicSchool mentor process.

$35000 of Mentor andStage Planning budgetacquitted

Classroom teachers participate in planning daysand a mentor program reflecting on practices andpoint of need identification

Teachers permanent andtemporary are accredited and ortracking their maintenance phase

$15000 Budget forbeginning teacher allocatedthrough Mentor and stageplanning

Supervisor track and staff are given professionaldevelopment time to meet accreditationcommitments.

Increase to 13% of Year 7students scoring in band 8for writing in NAPLAN 2017.

$4200 of Transition budgetacquitted.

28.1% of students achieved band 8 and 9 in year 7.

Next Steps

Embed leadership practices that encourage shared responsibility for student learning and promotes quality teachingpractice will continue to be the strategic direction of the School Management Plan. Maintenance of aschool–wide team ofproficient teachers that implement and maintain professional standards by sharing expertise, best practice, collaborationand building content and curriculum knowledge will remain a focus. Teachers and leaders take personal and collectiveresponsibility for improving student learning and wellbeing. Kandos Public will continue toprovide opportunities forteachers to be mentored and supported through the accreditation process.

Target 1: Continue to commit funding to mentor program to build teacher capacity.

Target 2: Use of professional development as a driver to develop teacher skills to differentiate lessons for our diverserange of students.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Acquittal of $20066allocation. SLSO targetsidentifying students

All students tracked on Sentral and haveIndependent Learning plans reviewed andupdated. Attendance rate for this cohort at93% which equates to 5.2% growth from theinception of this plan.

English language proficiency Funding allocated at $1250per semester for staffprofessional learning andIndependent Learning Plandevelopment.

Data on PLAN shows student growth acrossliteracy

Low level adjustment for disability Tired interventionsupporting Early Action ForSuccess. $40000 Acquittedfrom Low Level Adjustmentfor Disability

Data entered on Plan week 9. K, 1 and 2 .End of year data.

Reading On Track Kindergarten (47%) Year1 (60%) Year 2 (67% ).

Early Arithmetical Strategies kindergartenYear 1 Year 2

Quality Teaching, SuccessfulStudents (QTSS)

QTSS – $15000

• Quality Teaching,Successful Students(QTSS) ($15 000.00)

QTSS was absorbed into the Quality TeacherMentoring program which has run at KandosPublic School for 3 years. Mentors met withteams outside of class time 3 times persemester not including planning days.Regular feedback via supervisors recordedwhat was accomplished and where itsupported teachers professional plans. .Student data collected on PLAN showsgreater teacher understanding of plottingstudents on continuums.

Socio–economic background Funding allocated forStudent SupportOfficers(SLSO's), mentorprogram and studentengagement programs $114,243 funds acquitted

• Socio–economicbackground ($134 000.00)

Sentral data on wellbeing tracked 48 or 24%of students receiving gold privilege badges.Review of programs indicated thatengagement plan was successful howeverprofessional learning for staff remains a keyobjective as 58% of classroom teachers aretemporary placements. Tell Them fromsupported engagement activities with senseof belonging at 82%.

Early Action for Success Success $40400 allocatedand spent on side by sideteacher and interventionprogram. Planning days forthe Early Action forSuccess team wasallocated through LowLevel Disability and SocioEconomic Background • Low level adjustment fordisability ($20 000.00) • Socio–economicbackground ($20 200.00)

Data entered on Plan week 9– K, 1, 2, 3. Endof year data: Reading On Track Kindergarten(47%) Year 1 (60%) Year 2 (67% )Comprehension On Track: Kindergarten(58%) Year 1 (25%) Year 2 (50%) Writing OnTrack: Kindergarten (42%) Year 1 (35%) Year2 (32%) Forward Number On Track:Kindergarten (53%) Year 1 (85%) Year 2(92%) Backward Number On Track: Kindergarten (53%) Year 1 (40%) Year 2(95%) Early Arithmetical Strategies On Track:Kindergarten (74%) Year (80%) Year 2 (95%)


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 101 77 64 60

Girls 86 79 77 83

Student attendance profile

School

Year 2014 2015 2016 2017

K 92.7 94.6 91.6 92.6

1 92 90.9 90.9 90.3

2 94.2 89.1 92.3 94.5

3 94.6 90 92.8 90.4

4 90.6 91.2 91.1 90.3

5 94.1 94 92.9 91

6 93.5 92.9 91.4 89.4

All Years 93.3 92 91.9 91

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

Attendance tracked on Sentral data base by theLearning and Support Team. Monthly meeting withHome School Liaison Officer to target issues. Positivebehaviour Learning program implemented to rewardstudent attendance. Community Liaison Officer followup absentees on a fortnightly basis.

Class sizes

Class Total

K SILVER 17

1 GOLD 16

1/2 PINK 19

3/4 RED 23

4/5 BLUE 22

6 WHITE 27

Structure of classes

Due to decline in enrolments a number of compositeclasses are in place across all stages.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 6.24

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 1

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

4.86

Other Positions 0

*Full Time Equivalent

Kandos Public School has one teacher full time teacherwho identifies as coming from an aboriginalbackground.

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 10

Professional learning and teacher accreditation

Staff engaged in a range of mandatory, career andschool professional learning activities. Leadership,literacy, numeracy, welfare and the AustralianCurriculum were the schools focus. Main focus areasfor professional learning include, Early Action ForSuccess, Language Learning and Literacy, Focus onReading, Kidsmatter Primary, PositiveBehaviourLearning, and Targeted Early Numeracy.Kandos Public School has five teachers who arecurrently engaged in the maintenance of NESAaccreditation scheme.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Due to the economic down turn in the immediate areastudent enrolments have declined. This has seen areduction in the staffing level at Kandos Public School.Retained earnings have been targeted to maintain anabove established teaching position in 2018.

Receipts $

Balance brought forward 206,498

Global funds 172,817

Tied funds 432,201

School & community sources 37,534

Interest 2,673

Trust receipts 1,716

Canteen 0

Total Receipts 646,941

Payments

Teaching & learning

Key Learning Areas 8,289

Excursions 16,547

Extracurricular dissections 9,462

Library 3,655

Training & Development 0

Tied Funds Payments 294,241

Short Term Relief 41,845

Administration & Office 31,357

Canteen Payments 0

Utilities 20,255

Maintenance 7,374

Trust Payments 1,826

Capital Programs 0

Total Payments 434,852

Balance carried forward 418,588

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottom


line totals, which are calculated without any rounding.

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

2017 Actual ($)

Opening Balance 0

Revenue 448,336

Appropriation 422,471

Sale of Goods and Services 1,086

Grants and Contributions 24,651

Gain and Loss 0

Other Revenue 0

Investment Income 128

Expenses -161,131

Recurrent Expenses -161,131

Employee Related -128,766

Operating Expenses -32,365

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

287,205

Balance Carried Forward 287,205

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

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

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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 1,143,500

Base Per Capita 24,046

Base Location 22,746

Other Base 1,096,708

Equity Total 354,371

Equity Aboriginal 26,047

Equity Socio economic 203,957

Equity Language 3,082

Equity Disability 121,285

Targeted Total 644,571

Other Total 139,245

Grand Total 2,281,687

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.

Kandos Public School has 48% of it's studentenrolment on the National Disability Census DataCollection. It currently has three Multi–CategoricalSupport classes for students with special needs. Allstudents are given the opportunity to sit the NAPLANtest.

Year 3

Compared to like schools Kandos Public scored at orabove mean growth for reading, spelling, writing,


punctuation and grammar. Kandos Public Schoolshowed 11.1 higher growth than SSG schools inreading.

Year 5

Reading scores showed an average scaled growthscore of 94.5 which was 15.6 higher than NSW DOE allstudents. 30% growth in reading results to band 5 whencompared to 2016 was achieved. An in depthcomparison of questions answered incorrectly byindividuals students showed clusters which will allow usto target specific skill areas in 2018.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 25.0 5.0 20.0 15.0 30.0 5.0

School avg 2015-2017 8.3 11.2 28.1 24.0 12.4 15.9

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2015-2017 8.9 12.2 36.1 16.7 13.9 12.2

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2015-2017 25.9 29.2 19.4 18.9 5.3 1.3

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 14.3 31.6 25.7 14.5 12.1 1.8

Year 3

When comparing like schools Kandos Public scored ator near mean growth for numeracy. 13.1% growth inband 5 was achieved when comparing students from2016. Number, Patterns and Algebra saw a 6.7%growth rate for band 6 when comparing 2016 and 2017.

Year 5

Student growth for numeracy in year 5 showed anaverage scaled score of 26.7 higher than State AllStudents.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 8.6 26.0 30.9 21.2 4.1 9.1

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2015-2017 9.7 33.5 33.1 16.2 5.7 1.9

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

In accordance with the Department’spolicy, allidentifiedAboriginal students had Personalised LearningPlans developed. Parents met with school staff todevelop these individual plans. These plans are used tomonitor students and track their literacy and numeracyperformance against the literacy and numeracycontinuums.

Parent/caregiver, student, teachersatisfaction

Tell Them from Me Partners in Learning Survey

The Partners in Learning Parent Survey is based on acomprehensive questionnaire covering several aspectsof parents' perceptions of their children's experiences athome and school. It is based primarily on JoyceEpstein's framework for fostering positive relationsbetween the school and the community. Successfulschools foster greater communication with parents,encourage parental involvement in their child'sschoolwork, and enlist parents to volunteer at theschool

and participate in school governance. Thesurvey alsoprovides feedback to schools about theextent to whichparents feel the school supportslearning and positivebehaviour andpromotes a safeand inclusiveenvironment. When compared to likeschools parentsrate Kandos Public School higher onthe perspective ofparents chart in the following areas: • parents arewelcome, • the school supports learning, • the school isinclusive and • the school supports positive behaviour.


Policy requirements

Aboriginal education

Through the use of equity funding the school employeda SLSO to support students with students personalisedlearning plans. This included PLAN meetings andtracking of student performance. Attendance for thiscohort was at 90%. The school revamped ourreconciliation garden and continue to use the YarningCircle as an out door learning space.

Multicultural and anti-racism education

Students participated in multicultural lessonsthroughout the year. The theme of anti–racism wasaddressed in out Virtue Program which ran weekly.

Other school programs

Cultural

The School Debating Team participated in the GulgongEisteddfod Debating Competition. Participated in theWollemi Art Exhibition with several students beingrecognised with prizes for quality art work. The schoolparticipated in the National Simultaneous Story timeevent in May. In September, the school performance, ‘ANight at The Kandos Museum" presented to twosell–out crowds. This involved each class presenting anitem for the performance. Kandos Public celebrated‘Read Aloud Day’. The event promotes the importanceand value of reading and raises awareness that a lackof basic reading and writing skills still exists amongstadults and youth worldwide. Anzac Day saw 48students, along with School Captains, Vice Captainsand staff members proudly walked behind the KandosPublic School banner. School Captains spoke withrespect and understanding when they stepped forwardto deliver their readings.

Sporting

The school entered teams in Primary School SportsAssociation competitions of boys and girls cricket, boysand girls touch and rugby league. Following eachschool carnival, many students represented at zonecarnivals in swimming, cross country and athletics. Fivestudents represented Kandos Public School in the ZoneSwimming Carnival held at Gulgong. Two primarystudents, earned a position on the Cudgegong RegionRugby League Team. with one student trialling for thePSSA state team. The school participated in a gala dayin Mudgee for touch for students in Years 3 to 6 andattended the Peachy Shield fielding two teams . TheSchool conducted its annual swimming andathletics carnival school for students in Years 2, 3 and4.


2017 Kandos Public School Annual Report · Introduction The Annual Report for 2017 is provided to...

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