2017 Laguna Street Public School Annual Report · Introduction The Annual Report for 2017 is...

Laguna Street Public SchoolAnnual Report

2017

4230

Printed on: 13 April, 2018 of 19 Laguna Street Public School 4230 (2017)

Introduction

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

Tracy Considine

Principal

School contact details

Laguna Street Public School204 Caringbah RoadCaringbah, 2229www.lagunastr-p.schools.nsw.edu.aulagunastr-p.School@det.nsw.edu.au9524 3752

Message from the Principal

I am extremely proud of the outstanding progress and success our learning community has achieved this year.

Laguna Street staff are constantly seeking and analysing evidence of impact to improve learning for all students inpartnership with our 315 families. Here are some highlights from 2017:

The implementation of a highly effective Intensive Literacy Intervention program that targeted and supported 120students K–6 and resulted in remarkable improvements in students’ literacy skills, confidence and motivation to learn;

The highest level of academic, cultural and sporting extracurricular programs ever offered to nurture and broadenstudents’ interests, talents and skills. As a result Laguna Street students made it to state level in dance, drama, spelling,swimming, athletics, a range of sports and music.

The implementation of whole school wellbeing programs to support students’ social and emotional development and theexpansion of our Friendship Tree program which now runs every lunchtime to foster positive relationships andcommunication;

The continuation of our work in mathematics and mindsets. Our students understand the importance of effort,perseverance and embracing challenge because that’s where the magic of deep learning happens. I want toacknowledge the incredible work of our assistant principals whose outstanding instructional leadership has ensuredsuccess. As a result, our students love maths and continue to thrive and excel beyond all expectations includingachieving the highest growth in NAPLAN Numeracy the school has ever experienced;

Laguna Street students are deeply engaged through authentic, challenging and student–centred learning experiences.The expansion of STEM projects across the school has been a significant achievement of 2017. Projects such as theStage 3 sun safe intiative, Year 1 apiarist and bee hotel project, and the Stage 2 sustainability project were all driven bystudent interest and have achieved fantastic outcomes in both student learning and school improvements;

Our student leadership programs expanded this year enabling increased student voice and student led communityinitiatives. My highlight had to be the Dandelion Foundation project. Driven by our house captains, the whole communitygot behind this charity event, and so began what will hopefully be an enduring partnership between our school and a veryimportant local organisation.


School background

School vision statement

“The best predictor of health, wealth and happiness in adult life is not achievement at school, but the number of years ofschooling. As such, making schools inviting places for all students is critical.” John Hattie

“Teaching is the only profession on this planet whose job it is to change the human brain every single day.” David ASousa

Laguna Street Public School’s vision is to:

Challenge,inspire and support every child to reach their potential and embrace learning as an active and creativelife–long pursuit.

Equip students with the skills, values, understandings and efficacy to have choice and opportunity in future education,employment and life and be happy and successful in an ever–changing and complex world.

Nurture confident, informed and community–minded citizens with a strong sense of identity, belonging and socialresponsibility.

School context

Laguna Street Public School provides rich and broad learning experiences in academia, the arts, civics and sport forstudents from Kindergarten to Year 6 in a safe and nurturing environment. The school is located in a quiet residentialarea of southern Sydney, Australia. Its motto, Pursuing excellence in a hidden sanctuary aptly describes both theschool’s purpose and leafy locale overlooking the pristine Port Hacking River.

Laguna Street values and celebrates diversity, cognisant that students are unique individuals with different talents, needsand backgrounds.

The school is experiencing a period of growth, with a current enrolment of 470 (Dec 2017). 18% of students come from abackground where English is an additional language or dialect.

Laguna Street educators are highly qualified, passionate and research–informed practitioners and life–long learners. Theteam comprises beginning, early career and highly experienced teachers. The leadership team has undergonesignificant change in the past 12 months, and consists of four assistant principals, an above–establishment deputyprincipal and a relieving principal.

Laguna Street Public School experiences high–level parent and community support led by a highly dedicated P&C andfundraising team.

The school offers an enviable range of extracurricular programs to cater for students'i diverse interests and talents.Laguna Street's reputation and results speak volumes: Staff, students and parents give their best in all endeavours andwork in partnership to provide students with a world class education.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Our 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

In the domain of learning: Our school is committed to fostering a culture that demonstrates the building of educationalaspirations and ongoing improvement performances across the entire community. We are strive to ensure there is acollective responsibility for student learning through the development of positive and respectful relationships thatunderpin a productive learning environment. In 2017 there was a strong focus on ensuring that all stakeholders wereintegral to the development of student learning goals. Individualised goals were then reported on in school basedreporting periods. Within the realm of curriculum and learning, Laguna Street Public School staff take an integratedapproach to quality teaching and learning. Staff and teams are committed on delivering quality education programsthrough collaborative curriculum planning and delivery and have focused on the use of assessment that promoteslearning excellence and is responsive to the needs of all students. In relation to our mathematics program, high qualityassessments for learning such as SENA, the Assessment for Common Misunderstandings and the Learning andAssessment Framework were all utilised to gather student data and inform teaching and learning programs andpedagogy to continually develop the knowledge, understanding and skills of all students. These assessments aresupported by research as as such allowed for staff to focus on utilising evidence based and innovative teachingpractices.

In the domain of teaching: The staff at Laguna Street Public School are committed to identifying, understanding andimplementing the most effective teaching methods, based on and derived from research. Through collaborative andstage planning, the school leadership team demonstrated instructional leadership and continually modelled andpromoted best practice pedagogy. Stage teams and cohorts regularly met to plan teaching and learning, utilising studentperformance data and feedback measures relating to engagement and teaching practices. There were systematicplanning process in place that allowed for programs to be collaboratively planned and designed ensuring a range ofexplicit teaching strategies, making reference ot student learning progress, achievement, accommodations andadjustments. The staff at Laguna Street Public School demonstrate and share expertise. They have very high levels ofcontemporary content knowledge and teaching practices which resulted in staff leading professional learning for schoolsin the wider community and executing a number of demonstration lessons for outside teachers that promoted researchinformed, inquiry based teaching and learning that requires deep thinking and elicited high operative, affective andcognitive engagement. During 2017 staff were engaged in professional learning that was aligned to this school plan, witha strong focus on increasing and utilising pedagogical content knowledge in order to create and deliver high quality, rich,opened tasks and learning programs.

In the domain of Leading: The Laguna Street Public School the school school leadership team facilitates and supports aculture of high expectations and community engagement. In 2017 the executive team monitored and responded to parentfeedback through survey and suggestion boxes affording the leadership team the opportunity to be responsive to theneeds and concerns of the parent body. The school strategically utilised resources in order to improve student learning.In 2017 funding was allocated to create physical learning spaces that can be used flexibly and allow for technology to beaccessed by staff and students. During 2017 the leadership team facilitated professional learning, that demonstratedclear links to the school plan and vision and was responsive of student growth and improvement data. Staff completedthe annual PDP process and goals were evaluated and feedback was given in order to develop where to next for staff.Staff and parents were surveyed using a probletunities approach, an exercise in turning a perceived problem or needwithin the school into an opportunity or positive outcome. As a result of this all members of the school community whereable to contribute to the school vision in a practical and democratic way.


Strategic Direction 1

High cognitive, affective and operative responses of learners supported by pedagogies of engagement and reflection

Purpose

For students to reach their potential, they must be cognitively and emotionally invested in their learning as well as‘in–task’ rather than ‘on–task’. The school and its teachers strive to create a learning culture and experiences thatsupport intellectual challenge and high participation, as well as activate students as resources and owners of theirlearning. Reflection is a vital part of this learning process.

Overall summary of progress

Students and staff at Laguna Street Public School have continued to focus on student directed learning. ThroughPedagogies of engagement and reflection

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

•TTFM survey indicates increasein desirable quadrant forskills–challenge to match orbetter state average

TTFM Survey not conducted

•TTFM survey shows improvedparity between boys and girls’responses across all measures


•TTFM survey indicates increasein interest and motivation tomatch and/or better state average


•Improved attendance andreduced partial attendance

Laguna Street has always enjoyed high levelattendance. Attendance rates have slightlydecreased from 96% in 2016 to 94.72% in 2017.

•100% Kindergarten achieveperceptual in EAS by end of 2017

98.5 of Kindergarten Students achieved perceptuallevel in EAS by the end of 2017, this increased from2016.

•100% Year 2 students are facileat counting on and back and PVlevel 0 by end of 2017

94% of Year 2 students are facile at counting onand back.

3% of Year 2 students are facile at counting on butnot yet at counting back.

3% of Year 2 students cannot count on or back as astrategy for solving maths problems.

•Percentage of Year 5 cohortachieving expected or greaterthan expected growth in NAPLANnumeracy is 50% in 2016 and

83% of students achieved or exceeded expectedgrowth. (2017)






60% in 2017 (52.4% 2015) 83% of students achieved or exceeded expectedgrowth. (2017)

•Percentage of 2017 Year 5 cohortin top two bands in NAPLANnumeracy is 50% Year 5 and60% in Year 7 2019 (35% Year 32015)

33% of students achieved

•Percentage of 2016 Year 5 cohortin top two bands in NAPLANnumeracy is 50% Year 5 and60% in Year 7 2018 (46%Year 32014)

35.3% of Year 5 students achieved in the top twobands in NAPLAN numeracy in 2016 (the samecohort achieved 45.9% in top two bandsinnumeracy Year 3, 2014).

• Percentage of 3–6 studentsparticipating in BYOD is 100% by2017

100% of 3–6 students participate in BYOD. 95% ofstudents bring a device from home. 5% of studentsare supported through the school iPad fleet.

100% staff incorporate reflectiontime and feedback allowingstudents to evaluate and improvetheir learning.

75% of teachers implemented the app 'Seesaw'which provided a platform for capturing studentsthinking and self–reflection. Students K–6 engagein reflection, self–assessment and peer assessmentto achieve personalised learning goals andoutcomes. Observations, programs and technologysnapshots indicate all teachers K–6 are integratingreflection and feedback into lessons.

Higher Order Thinking Questionsand substantive conversationsdominate classroom talk

100% of teaching programs incorporatedrich,inquiry tasks that promote students' substantivecommunication. Students' working mathematicallyoutcomes have increased due to a focus on theexpansion of students' language and vocabularythrough rich talk and on open–ended, inquiry basedlearning and problem solving.

Classroom resources support richlearning experiences inmathematics

100% of classrooms are now resourced to supportrich learning experiences and conceptualdevelopment in mathematics. Resources includeconcrete materials and visuals for students andquality teaching resources, subscriptions andliterature for teachers.

100% students take ownershipand monitor their learning throughthe implementation ofPersonalised Learning Goals.

100% of students at Laguna Street Public Schooldevelop their own personalised learning goals. Thisallows them to take ownership of their own learning.

A positive learning culture isevident with all parents, studentsand staff aware of the importanceof a growth mindset and whymistakes matter in learning.

Students and teachers researched how the brainworks and how we learn. This was embedded in allaspects of learning. All students understand thedifference between a growth mindset and a fixedmindset. The school community learnt the value ofhaving a growth mindset and why mistakes are animportant part of the learning process

TTFM indicates decrease in thenumber of students in the schoolwho were confident in their skillset but did not find classeschallenging.







Number of classroom iPads inK–2 classrooms is at least 8 perroom by December 2017

Every K–2 class has 8 ipads. This is almost doublethat of 2016.

All students' learning is supportedby technologies that leverage richlearning experiences.

93% of staff report that technology has enhancedand supported their students' learning. Staff utilise arange of technologies and applications in theclassroom.

Next Steps

Additional iPads, laptops and desktop computers are required across the school to improve the ratio of devices tostudents. By the end of 2018 there will be 1 iPad for every 3 students in K–2 and 1 laptop/desktop for every 4 students in3–6. Ongoing professional learning is required to support teachers in using technologies to enhance and support studentachievement as new hardware and software is introduced.



Increased human, social and decisional capital to empower learning, teaching and leading

Purpose

The school works towards empowering teachers with the mindsets, capabilities, skills, understandings and resources toknow their impact and adapt learningand teaching accordingly. This isachieved by capitalising on the talents ofindividuals, the collaborative power of the group and the wisdom and expertise to make sound judgments about learnersand learning.


This year, staff continued to build capacity through on–going professional learning both school based and teacherdirected. As a result, all staff implement up to date, research based teaching and learning practices resulting in improvedoutcomes for students.

Through collaborative planning, teachers were able to share their learning and teaching strategies. This collegialapproach meant that teachers felt supported, trusting of each other but also accountable for how and what they taught.Teachers were able to provide immediate feedback to each other which led to teaching programs constantly evolvingand improving.

in 2017, shared leadership roles allowed for more staff to build capacity as leaders. By accessing the expertise of all staffwe were able to implement a larger variety of professional learning as well as provide leadership opportunities to aspiringleaders.





100% staff engaged in a cycle ofperformance and development byidentifying goals aligned toProfessional Teaching Standardsand School Plan, participatingin professional learning toachieve these goals andreflecting on evidence of impactto drive continual improvement

100% of staff completed PDP's. These goals wereevaluated at the end of semester 1 and then againat the end of the year. This process ensuresteachers are constantly evolving and improving.

100% of teachers sharing theirlearning, practice and impact withcolleagues, supporting andchallenging each other from aresearch–informed evidencebase

With time and funds allocated to facilitatecollaborative planning between teachers,colleagues were able to share their ideas, supporteach other and make each other accountablethrough immediate feedback.

Increased number of teachers atall levels of staffing leadingprofessional learning within andacross teams and schools

Leadership roles were spread around the school.The executive team was made up of highlyexperienced leaders and beginning leaders.Professional learning was led by Sara Faulkner,Courtney Wilson and Nicole Sallis.

100% staff demonstrateincreased confidence in theirunderstanding of thenew syllabuses, curriculum, K–6learning progression and highimpact learning and teachingpractices

100% of teaching staff reported feeling moreconfident using the syllabus, continuum, PLAN dataand student needs to inform what and how to teachto ensure improved results for all students.

100% of classrooms usetechnologies to capture students’thinking and build portfolios of

100% of Year 1–Year 6 classes implemented theSeesaw app which is a student reflection digitaljournal.






learning 100% of Year 1–Year 6 classes implemented theSeesaw app which is a student reflection digitaljournal.

100% staff engage in on–goingschool and self–directedprofessional learning to developstrategies in formativeassessment, trialling and sharingvarious methods in monitoringstudent progress.

100% teachers built on and experimented with avariety of strategies for formative assessment andmonitoring students performance. Teacherscontinued to take risks with innovative practices.

Next Steps

In 2018, staff must continue to take part in school driven and teacher identified professional development. This willensure Laguna Street remains up to date and research based in tis teaching and learning practices. In our rapidlyevolving world, this is important as it will best prepare Laguna Street students for their future.

In 2018 and beyond, leadership roles will continue to be shared around as this allows the expertise of all staff to beimparted on the school and wider community. This can only lead to positive practices being implemented and staffperforming to their full potential.

Providing time for teachers to plan collaboratively, observe each other's lessons and allow time for constructive feedbackneeds to continue in order to build upon an already strong foundation of trust. We know that teachers are the bestresource for each other so it is vital that this format continued in the future.



Collaborative and informed communities that enhance wellbeing and learning

Purpose

Responsibility for student learning, school decision–making and leading school improvements is shared. The school isresponsive to families’ aspirations, needs and values and delivers outstanding parent education programs, enhancedcommunication and reporting. Productive partnerships with other schools, universities, business, communityorganisations, local media and families enrich student learning and wellbeing and help to achieve school excellence.


The school has been working towards developing a shared responsibility for student wellbeing and learning acrosstheschool community. There has been a strong focus on improving home/school communication and reporting. Theschoolhas developed a culture of collaboration and sharing between students, parents and teachers. Teachers haveensuredtransparency in the classroom by providing the community with a Term Overview and suggestions for parents toassistwith at home. This enables all parents to have access to their child's learning resulting in stronghome–schoolpartnerships and improvements in students' learning.





100% classes demonstrateincreased visibility of studentlearning and progress for parentsand carers

100% of class teachers utilised parent teacherinterviews and explicit lessons to collaborate withparents and students in order to set goals for theirchild's learning. Students' progress in achievingthose goals was reported in the Semester reports toparents.

Increased number of teacherscollaborating and sharing practicewith external educators throughpersonal and school professionallearning networks

The school hosted four primary schools throughoutthe year, sharing innovative practices inmathematics, inspiring improved practices acrossschools.

A teacher attended another school to view PositiveBehaviour Learning (PBL) in action and gain ideasabout the implementation in schools.

Increased number of parentsparticipating in extra–curricularprograms, parent education,school decision making andresourcing

An increased number of parents attended a varietyof literacy and numeracy workshops over thecourse of the year. 100% of feedback from parentsindicated desire to attend more workshops on howto assisttheir child at home.

Stage 3 STEM project facilitated opportunitiesforstudents and staff to liaise with externalbusinessagencies, the wider parent community, andtheschool's P&C association in the successfulupgradeof the school's playground.

The P&C ran a record number ofextracurricularclubs coordinated by parentsincluding ballet,strings, chess and drama.

There were a record number of parentsleadingextracurricular clubs and sub–committees oftheP&C including Strings, Ballet, Drama, Chess,Robotics, Coding, Uniform, Canteen, andFundraising.

Improved community 14/18 classrooms provided parents/family members






communication, education andpartnerships through theimplementation of technologiesthat make school life and studentprogress visible and accessible

access to Seesaw, allowing them to see thelearning happening in classrooms. All staff and P&Cevent/group coordinators utilise Skoolbag tocommunicate with the community to promoteupcoming events and important information.

100% staff and 3–6 students are using GoogleApps for Education to gather data andfeedbackfrom parents to improve students' learningandengagement and improve communicationsystemsacross the school.

100% staff confident in usingLearning and ManagementBusiness Reform software tomanage and track studentattendance, wellbeing, health andbehaviour.

The school's executive team delivered training toteaching staff in new procedures for roll markingand recording behaviour incidents.

100% of staff received training on eBS4 and ESRfor the purposes of roll marking, behaviourmonitoring and report writing.

Next Steps

Appropriate technologies and software will be utilised by all staff to leverage parents as partners in students' learning.Parent workshop topics will continue to be needs–based, informed by feedback from parents and the P&C. Teachers willengage in additional professional learning in LMBR software and the new Report and attendance software' Sentral' inorder to support learning and wellbeing. Professional networks will be further expanded through community of schoolsleadership projects and partner high school gifted and talented and transition initiatives .The success of businesspartnerships will be expanded with a particular emphasis on developing STEM partners to promote all students' learningin Science, Technology, Engineering and Mathematics.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1933.00 Teachers of Aboriginal students wereprovisioned with additional time to work withthe child, as well as the child's parents andteaching team to develop and evaluatepersonalised learning pathways. Thepersonalisation of learning resulted inAboriginal students successfully achievingtheir learning goals and increasedengagement in school life. This equityfunding also allowed the teacher of a studentreceiving a Deadly Kids Doing Well award toattend the ceremony in support of herstudent, as well as supervise the student at athree day STEM camp for Aboriginalstudents.

English language proficiency $24755.00 Students' English language proficiency wasimproved through the introduction of anintensive literacy program.

The school no longer receives a staffingallocation for English as an AdditionalLanguage or Dialect however students weresupported by an EaL/D teacher three daysper week in first semester and two days perweek in second semester through flexiblefunding. This model of support included teamteaching and withdrawal programs whichwere tailored to the needs of each student.

Low level adjustment for disability $78025.00 Students with disabilities that impact learning,social and emotional wellbeing or healthreceived additional support through theemployment of School Learning SupportOfficers in the classroom and playground.Personalised Learning and Support Planswere also developed by each child's team ofeducators, external specialists and therapistsand parents. This investment ensuredstudents' individual needs were supported sothat they could access the curriculum and allschool–based activities.

Quality Teaching, SuccessfulStudents (QTSS)

$33926.00 This additional staffing entitlement was usedto release teams of teachers to work togetherevery week to design innovative and effectiveassessment and learning experiences toimprove students' understanding ofmathematical concepts. As a result, theschool's NAPLAN growth in numeracy is thehighest it has ever been.

Socio–economic background $13091.00 This funding was used to supplement therelease from face to face teaching in order tolead the provision of high quality individual,team and whole school professional learningwhilst engaging and supporting parents aspartners in students’ numeracy development.All students, including students from lowsocioeconomic backgrounds achievedimproved outcomes,confidence andengagement in mathematics and all teachersimproved their mathematics teaching andassessment practices.

Support for beginning teachers $10383.00 This funding was used to release threePrinted on: 13 April, 2018 of 19 Laguna Street Public School 4230 (2017)

Support for beginning teachers $10383.00 beginning teachers from class for anadditional two hours each week as well asrelease a colleague to mentor each teacherfor one hour per week. This initiative sawimprovements in the beginning teachers’classroom management, support for studentswith disabilities, capacity to differentiatelearning tasks and integrate pedagogies ofengagement.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 224 222 240 249

Girls 204 207 216 221

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.1 96.9 95.9 95.1

1 96.8 95.2 95.9 95.5

2 96.8 95.8 95.1 95.1

3 95.3 96 96.4 95.3

4 96.5 94 96 96.2

5 96.1 94.7 95.4 96.8

6 95.1 95.1 97.3 93.2

All Years 96.3 95.4 96 95.5

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

The NSW Department of Education's transition toLMBR software to record attendance resulted ininaccurate attendance levels being generated in thisreport. Attendance levels are well above state averageat Laguna Street. The majority of non–attendance isexplained by student illness or family holiday. Studentswith unexplained absences are managed through theLearning and Support Team, adhering to the school'sattendance policy procedures. High level absence issuccessfully addressed with Department andinteragency support for the family.

Class sizes

Class Total

HR0012 22

HR0006(B) 21

HR0006(A) 22

FR0007 24

GR0006 24

GR0012 25

FR0001 23

GR0001 22

CR0013 22

CR0001 30

CR0008 30

FR0013 28

DR0016 28

FR0015 29

DR0006 29

DR0001 28

DR0012 27

DR0007 29

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 15.89

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.5

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

3.28

Other Positions 0

*Full Time Equivalent

There were no Aboriginal staff employed at LagunaStreet 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 22.5

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 168,037

Revenue 3,799,645

Appropriation 3,346,816

Sale of Goods and Services 14,035

Grants and Contributions 434,473

Gain and Loss 0

Other Revenue 0

Investment Income 4,321

Expenses -3,873,640

Recurrent Expenses -3,873,640

Employee Related -3,273,199

Operating Expenses -600,440

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-73,994

Balance Carried Forward 94,042

The school has a finance committee comprising theSchool Administration Manager and Principal. Thefinance committee works in consultation with theexecutive team and P&C on financial matters. The P&Ccontribute financially to the school to further enhancelearning resources, programs and infrastructure.

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 2,908,777

Base Per Capita 69,689

Base Location 0

Other Base 2,839,088

Equity Total 117,804

Equity Aboriginal 1,933

Equity Socio economic 13,091

Equity Language 24,755

Equity Disability 78,025

Targeted Total 72,684

Other Total 77,522

Grand Total 3,176,787


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

Policy requirements

Aboriginal education

Laguna Street is committed to supporting Aboriginalstudents and embedding Aboriginal perspectivesacross the curriculum. The aim is to educate allstudents about Aboriginal histories and cultures as wellas current issues impacting Aboriginal Australians.

We recognise our Aboriginal heritage and people at allassemblies and special events. Students deliver anAcknowledgement of Country and the community singsthe National Anthem including a verse in the Dharawallanguage to show respect for the original owners of theland.

During NAIDOC Week, all students participated in aspecial incursion facilitated by the Koomurri Group. Theday commenced with a smoking ceremony andwelcome song. Throughout the day, students and staffshared Aboriginal culture, customs and everyday lifeexperiences.

Through Aboriginal perspectives, staff ensure allstudents are immersed in experiences to develop adeep understanding and appreciation of Australia'sindigenous cultures and history. Students engage in avariety of programs which improve the outcomes of allstudents.

This year one of our Year 5 Aboriginal studentsreceived a prestigious NSW Public Education DeadlyKids Doing Well Award in recognition of her outstandingeffort, achievement and love of learning. She waspresented with the award by Executive Director, MuratDizdar at a special ceremony at University ofTechnology Sydney.

Multicultural and anti-racism education

Laguna Street promotes inclusivity and encouragesstudents to be proud of their cultural background. 18%of students have a language background other thanEnglish (LBOTE) with over 30 languages spoken byLaguna Street families.

The school sponsors a World Vision child. Donationswere collected on Harmony Day to provide for thechild's education, health and basic needs. Through thissponsorship program, students develop anunderstanding of another culture and the way peoplecooperate together for the good of humanity. HarmonyDay is a strong tradition at Laguna Street, promotingour rich multicultural society, respect for all people anda sense of belonging for all.

The school is committed to the elimination of

discrimination, supported by the curriculum, policiesand a harmonious working environment. LagunaStreet's anti–racism policy is overseen by a trainedofficer (ARCO) and supported by staff through crosscurriculum teaching and learning programs. The staffwork together to encompass intercultural understandingand acceptance through student and communityinvolvement in organised activities includingReconciliation Week, Harmony Day and NAIDOC. Tolerance, inclusivity and belonging are activity taughtthrough the school rule Be Respectful.

Staff have increased students' understanding of racismand discrimination and their impact through qualityteaching and learning programs. As a result, LagunaStreet is a harmonious, inclusive and welcoming placefor all students, their families and visitors.


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