2017 Smithfield West Public School Annual Report€¦ · 21st Century Learning €€ • €75% of...

Smithfield West Public SchoolAnnual Report

2017

4355

Printed on: 9 April, 2018 of 17 Smithfield West Public School 4355 (2017)

Introduction

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

Stephen Gray

Principal

School contact details

Smithfield West Public SchoolWetherill StWetherill Park, 2164www.smithfielw-p.schools.nsw.edu.ausmithfielw-p.School@det.nsw.edu.au9604 3161


School background

School vision statement

Smithfield West Public School aims to provide a quality education where each child achieves to the best of their ability.Students will work collaboratively to become resilient, adaptable and responsible life–long learners. We will promoterespect, fairness, equity and compassion for all. We will encourage students to be creative thinkers and problem solversprepared to meet the challenges of the 21st Century.

School context

Smithfield West Public School is situated in south western Sydney and is part of the Fairfield Principal Network ofSchools. The school is set on spacious grounds and located in a residential area which accommodates both public andprivate housing. The majority of students live within walking distance of the school. The school receives funding throughthe Resource Allocation Model with the Family Occupation and Employment Index calculated at 152.

In May 2017, there were 345 students enrolled in 14 classes with 50% being male and 50% female. Smithfield Westcaters for a diverse student population with 73% from a language background other than English and more than 22languages represented. Of these languages, Assyrian, Arabic, Spanish, Vietnamese and Samoan have the highestrepresentation. 2.6% of students identify as having an Aboriginal or Torres Strait Islander background.

The profile of the teaching staff indicates an effective mixture of New Scheme and experienced teachers who arededicated to improving student outcomes. There is a whole school focus on promoting best practice in teaching throughthe implementation of the Quality Teaching Framework and a strong belief in fostering the academic, social andemotional development of all students.

In 2017, Smithfield West began participation in Phase 2 of the Early Action for Success (EAfS) strategy. This 4 yearprogram aims to improve student performance in literacy and numeracy in the early years of schooling.

Parents and the wider community are supportive of the school’s goals and celebrate its achievements with pride.

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(SEF), school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the SEF. The framework supports public schools throughout NewSouth Wales in the pursuit of excellence by providing a clear description of high quality practice across the threedomains of Learning, Teaching and Leading.

In the Learning domain, our efforts have focused primarily on the 'Curriculum and Learning' and 'Assessment andReporting' elements. Curriculum provision for our New Arrival students was enhanced through learning alliances withother schools and the Refugee Support Leader. Systematic policies, programs and processes enabled teachers andschool leaders to identify and address student learning needs. Throughout the year, student reports were modified,enabling teachers to report in more detail about individual student learning achievements and areas of growth.

In the Teaching domain, we have concentrated on the elements of 'Data Skills and Use' and 'Collaborative Practice'.Teachers engaged in professional learning and discussions around student data. Teachers analysed student data toinform planning to meet the learning needs of the students in their class and to evaluate the effectiveness of their ownteaching programs. The school leadership team used this data to identify student achievement and progress and toinform whole school decisions. Teachers engaged in lesson observations and classroom walk throughs. They providedand received constructive feedback from peers and school leaders to improve their teaching practice. Mentors weresuccessfully established to support beginning teachers in their first years of teaching.

In the Leading domain, our efforts have focused on ‘School Resources’. Strategic financial management is used to gainefficiencies and to maximise resources. Additional funding for both physical and human resources were used to supportthe implementation of EAfS, our New Arrival programs, to update physical learning spaces and to increase technology sothat it is easily accessible to staff and students.


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 SEF:

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


Strategic Direction 1

Student Learning

Purpose

To provide a learning environment that has high expectations and adds value to all students’ literacy and numeracylevels. Students will be productive and ethical users of technology equipped with the skills required for the 21st Century.Students will be nurtured to become resourceful, empathetic and resilient lifelong learners.

Overall summary of progress

Student Learning focuses on evidence based teaching and meeting the needs of all students. Evidence based teachingand learning utilising both qualitative and quantitative data to inform teaching and learning programs was identified as akey school priority, with a focus on improvement measures for writing.

Whole school analysis, including the use of National Assessment Program – Literacy and Numeracy (NAPLAN) andPlanning for Literacy and Numeracy (PLAN) data, resulted in student goals being established in writing. With thecontinuation of the EAfS strategy, there was a strong emphasis on the teaching and assessment of numeracy andliteracy. Evidence was regularly collected which demonstrated the growth of student learning as well as the percentageof students meeting and exceeding expected outcomes.

Students from Kindergarten to Year 6 engaged in goal setting and learning conversations with their teachers. Teachersexplicitly assessed the learning needs of students and used ongoing assessment to plan, teach and personalise learningto monitor student progress. This was strongly supported through intensive learning support programs for targetedstudents. These programs supported the needs of English as an Additional Language/Dialect (EAL/D) students,Aboriginal students, refugee students and students with learning difficulties.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

NAPLAN

Increase the % of students atproficiency (3 year average)from: • Numeracy Year 3: 15% to 23% • Numeracy Year 5: 8% to 16% • Reading Year 3: 16% to 24% • Reading Year 5: 11% to 19% • Writing Year 3: 26% to 34% • Writing Year 5: 5% to 13%

$101, 524

Socio–economicBackground funding

77,342 flexible funding

Percentages of students at proficiency (3 yearaverages): • Numeracy Year 3: 24% • Numeracy Year 5: 18% • Reading Year 3: 26% • Reading Year 5: 17% • Writing Year 3: 41% • Writing Year 5: 5%

PLAN • Increase the % of students inK–2 achieving at or aboveexpected levels of Writing • Maintain the % of K–2 studentsachieving at or above expectedearly arithmetical levels at 90%.

1.0 FTE

Early Action for Success –Instructional Leader

$101, 524


An additional 15% of students in K–2 achieved at orabove the expected level of Writing.

97% of students in K–2 achieved at or aboveexpected levels for early arithmetical strategies.

21st Century Learning • 75% of teaching and learningprograms clearly demonstrate theuse of ICT skills to support anddevelop 21st Century learningskills.

Chromebooks $26,340

Charging Carts $9792

Socio–economicBackground Funding

$10,000

Professional Learning

Targeted teachers have attended professionallearning on quality teaching practices and how toeffectively embed future focus learning skills intoteaching and learning programs.

Professional learning has been delivered to allteachers in embedding cross curriculum andgeneral capabilities through teaching and learningprograms.






21st Century Learning • 75% of teaching and learningprograms clearly demonstrate theuse of ICT skills to support anddevelop 21st Century learningskills.

funding An additional 70 Chromebooks and three chargingcarts were purchased for use in Stage 2 and 3classrooms. This technology allowed for futurefocused learning focusing on collaboration, criticalthinking and communication within a classroomsetting.

Next Steps

Continue to embed practices including EAfS, with a strong focus on embedding formative assessment across thecurriculum, Kindergarten to Year 6.

Teachers will participate in professional learning and embed formative assessment practices to explicitly assess thelearning needs of students to plan, teach and personalise learning and to monitor student progress. All students will beassessed using the literacy and numeracy progressions and data collated on PLAN2 software. (2018–2020 StrategicDirection 1)



Staff and Leader Learning

Purpose

To enable teachers to be active, fearless and collaborative facilitators creating an engaged and collegial community oflearners. Our teachers will demonstrate curriculum innovation, quality teaching and leadership capability that inspirelearning. To ensure the continued alignment of our school’s primary purpose with our programs and practices throughthe expansion and increased development of leadership capability and succession planning using the AustralianProfessional Standard for Principals and the Australian Professional Standards for Teachers.


In 2015, Smithfield West teachers were introduced to, and developed, an individual Performance and Development Plan(PDP) which aligned with school priorities. In 2016, the process was refined in order to provide greater support forteachers. This was further strengthened in 2017 with a strong emphasis on collaborative discussions, consistent teacherjudgment, peer to peer lesson observations and classroom walk throughs.





• All staff apply their PDPs toimprove practice.

$1,000 Staff expertise was used to deliver high qualityprofessional learning to meet the the individualneeds of staff as outlined in their PDP goals and theschool's strategic directions.

100% of PDPs were completed and reviewed inconsultation with peers and supervisors.

Staff worked closely across stage groups todevelop opportunities for peer observation of bestpractice teaching strategies. Constructive feedbackto support quality teaching was received andoffered.

A formal school induction process was introducedto support the needs of beginning teachers andnew teachers to the school.

• All staff demonstrateresponsibility for theirprofessional learning.

$1,000 To facilitate personal responsibility, staff wereprovided with a range of school developed supportmaterials, including a record of mandatory training,how to write Specific, Measurable, Attainable,Relevant and Timely (SMART) goals, their PDP anda professional learning reflection and log.

• All teachers undertakeaccreditation successfully bycompleting and maintaining theprocess.

$1,000 Two teachers achieved accreditation at ProficientTeacher.

Two teachers were successful in achieving theirmaintenance of accreditation at Proficient Teacher

Next Steps

The school leadership team will continue to support and encourage teachers to actively plan and seek out professionallearning opportunities to improve their own professional development. Teachers will participate in walk throughs, lessonobservations and collaborative discussions to apply new knowledge and teacher pedagogy. (2018–2020 StrategicDirection 1)



Student Wellbeing

Purpose

To work across the school community to embed a positive culture based on our three values of: • We Care • We are Safe • We Learn


The Smithfield West community has worked collaboratively to embed a positive culture of caring, learning and beingsafe. Classroom teachers have worked together with the Learning and Support Team and EAL/D team to implement andevaluate IndividuaI Learning Plans (ILP) and Personalised Learning Pathways (PLP) and class adjustment strategies.Recommendations from evaluations and assessment of students have included, but are not limited to, paediatricassessment, New Arrivals intensive support group, speech and/or language assessment, School Learning SupportOfficer (SLSO) allocation and school counsellor referral along with a variety of tiered interventions.





Student Learning Needs

All students identified as requiringa learning adjustment, work fromPLaSP/ILP/PLP.

$3,000 Learning adjustments were developed for allidentified students, ensuring that they had access tothe curriculum at a level that allows for a successfuland sequential progression of learning.

Student Attendance

Average student attendance isequal to or exceeds the stateaverage.

$2,500 Student attendance increased by 0.4% to 93.7%.The state attendance rate was 93.9%

Strategies to improve school attendance includedcommunication with families, individual attendanceprograms, follow–up of absenteeism by staff, awhole school attendance incentive program andwhere necessary, referrals to the Home SchoolLiaision Officer (HSLO).

Teachers were provided with professional learningon how to utilise EBS4 reports, and more recentlySentral reports to monitor student attendance. Thishas empowered teachers to address attendanceissues in a more timely fashion.

Next Steps

Students who have been identified as requiring an ILP / PLP or learning adjustments will continue to be monitored andsupported, with plans modified to meet their individual needs. New students will have their learning needs assessed andan ILP or PLP developed and implemented if appropriate.

Continue to monitor and promote on time and regular attendance by communicating with the whole school communityand individual families, whilst working closely with the HSLO.

A whole school approach to student wellbeing and student discipline will be deigned and implemented. (2018–2020Strategic Direction 2)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7,194

Aboriginal Backgroundfunding

100% of Aboriginal students have PLPs andmade pleasing progress across the literacyand numeracy continuums as indicated in theschool's PLAN data.

SLSOs have been utilised to support thelearning and wellbeing of Aboriginal students.

All students experienced an Aboriginalincursion, gaining a more in–depthunderstanding of Aboriginal culture andcustoms.

English language proficiency 0.6 (staffing allocation)

$27,096 (flexible funding)

All EAL\D learners were tracked on PLANusing the curriculum, literacy and numeracycontinuums and the EAL/D learningprogressions.

The intensity and diversity of programsincreased as the EAL/D population grew.Additional professional learning opportunities,team teaching and small withdrawal groupswere established to provide intense literacyand numeracy sessions. Additional teachingand support staff were employed to meet theincreasing need.

At the completion of the 2017 school year, the236 EAL/D learners (71% of the schoolpopulation) were achieving in the followingphases:

* Beginning English – 6 students (2%)

* Emerging English – 53 students (16%)

* Developing English – 86 students (26%)

* Consolidating English – 1 student (27%)

High quality professional learning andteaching programs aimed at developingEnglish language proficiency for targetedstudents were implemented.

Teachers differentiated teaching and learningprograms and incorporated EAL/D pedagogyand strategies in classroom practice.

Low level adjustment for disability 1.2 FTE (staffing allocation)

$50,246 (flexible funding)

High quality early intervention programs inliteracy and numeracy were delivered toensure equitable access to the curriculum. Anew needs based model was implementedallowing for a more efficient method ofallocating support programs. Five SLSOswere employed to provide additionalacademic support to targeted students.

Quality Teaching, SuccessfulStudents (QTSS)

0.229 FTE (staffingallocation)

The Executive established mentoring andcoaching practices with the staff under theirsupervision. This resulted in constructivefeedback to individual teachers on lessondelivery, programming, assessment andclassroom management.


Socio–economic background $427, 187


An additional classroom teacher wasemployed five days per week.

61 students in their early years of schoolingreceived high quality, intensive interventionsupport.

A SLSO was employed three days per weekto implement the MultiLit program.

.A speech pathologist was employed, one dayper week to assess students, and plan fortheir individual learning needs. A SLSO wasemployed three days per week to implementthese programs.

The purchase and implementation ofChromebooks led to more future focussedteaching and learning activities resulting inimproved student engagement andparticipation.

Upon application, financial support wasprovided to families in need to ensuremaximum student opportunity andparticipation in all aspects of school life.

Ongoing professional learning continued tobuild teaching capacity at the individual,whole school and local network levels.

The implementation of an attendance rewardprogram resulted in growth from 2016 to 2017exceeding that of the state by 0.4%. Anaverage of 61 students achieved 100%attendance each term, an increase of 10students per term from 2016.

All students K–6 participated in an accreditedgymnastics program, ensuring full access tothe Personal Development Health PhysicalEducation syllabus.

Support for beginning teachers $13,450

Beginning Teacher Supportfunding

All beginning teachers receive additionalsupport in the first three years of their career.Beginning teachers were provided withaccess to additional support, professionaldevelopment and time with their mentor.

Targeted student support forrefugees and new arrivals

2.1 Teacher FTE (staffing –New Arrivals Program)

1.5 Refugee BilingualSLSO FTE (staffing – NewArrivals Program)

$9,702

Refugee Student Supportfunding

Additional SLSO and EAL/D staff wereemployed to cater for the significant increasein refugee students. Intensive Englishlanguage support was given through two NewArrivals classes.

Structures and processes were implementedto support the educational, physical, socialand emotional needs of the refugee students.

Professional learning was accessed throughthe Refugee Support Leader and the RefugeeStudent Support Team.

Flexible Wellbeing Services Funding $37,200

Flexible Funding forWellbeing Services

An additional Arabic speaking staff memberwas employed two days per week to develophome – school partnerships with refugeefamilies.


Early Action For Success $310,755

Early Action for Success

$101, 524


Teaching programs reflect the use of data todrive teaching and learning. Teachersanalyse class data to articulate and plan tomeet the current needs of their class.Teachers acknowledge and share successand plan for challenges.

100% of Kindergarten students demonstratedearly arithmetical strategies at or aboveexpected level.

95% of Year 1 students demonstratedfigurative strategies compared to just 69% in2014.

73% of Year 2 students achieved at or aboveexpected levels in place value, an increase of15% since 2015. No student achieved thislevel in 2014.

An additional 15% of students in K–2achieved at or above expected levels inwriting.

Over 72% of Kindergarten, Year 1 and Year 2students demonstrated reading skills at orabove expected level when assessed againstthe literacy continuum.

Teachers in Kindergarten, Year 1 and Year 2engaged in professional dialogue around theliteracy and numeracy data of their students.Teachers were supported to analyse internaldata and engage in robust professionalconversations around the needs of thestudents in their class. They were alsosupported on how to differentiate the Literacyand numeracy continuum and curriculum aswell as plan short term targeted interventionsto meet the individual needs of students intheir class.

61 students in their early years of schoolingreceived high quality, intensive interventionsupport.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 169 160 161 166

Girls 153 160 165 168

In addition to the K–6 enrolments, 20 children attendthe Smithfield West Preschool each day. The preschoolis staffed and administered by Fairfield City Council.

Student attendance profile

School

Year 2014 2015 2016 2017

K 91.6 92 94.7 91.6

1 92 91.9 91.3 94.3

2 93.6 92.8 93.8 92.4

3 94.7 93.1 92.8 94.9

4 95.3 93.9 94 94.4

5 94.8 93.9 94.8 93.5

6 95.7 94.1 92.6 95

All Years 93.9 93.1 93.4 93.7

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

Overall student attendance rates continue to improveand are just below state average levels. Our schoolrecognises that student attendance impactssignificantly on the achievement of student learningoutcomes. Awards are presented each term to studentswith 100% attendance. Class rolls are monitored by theschool and parents contacted for absences without anexplanation. Ongoing concerns are referred to theHSLO, where necessary.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.68

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 1.2

Teacher Librarian 0.8

Teacher of ESL 0.6

School Counsellor 1

School Administration & SupportStaff

2.92

Other Positions 0

*Full Time Equivalent

No members of staff are from an Indigenousbackground.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 43

Postgraduate degree 57

Professional learning and teacher accreditation

The professional learning program provides vitaltraining for improving teachers' skills, competenciesand knowledge and in turn improving learningoutcomes for students.

Teacher professional learning is informed by theschool's targets, Department of Education priorities,prescribed departmental mandatory training andteacher goals as per individual PDPs. Funds expendedfor professional learning are generally for course feesand casual relief enabling staff to attend training.

The school professional learning program saw staffparticipate in weekly meetings throughout the year,


while stage teams were allocated release days toengage in professional dialogue, collaboratively planand program, and analyse student assessment tasks.

A further five School Development Days were used forprofessional learning. A number of activities also tookplace off site during the year.

Staff professional learning included:

• A strong focus on understanding and supporting ourrefugee students, increasing staff understanding of theEAL/D progressions and how to use them to plan forthe individual needs of our EAL/D students;

• mandatory training in child protection, anaphylaxis,Work Health and Safety, first aid, cardio pulmonaryresuscitation, Code of Conduct, and CorruptionPrevention;

• understanding and implementing the school'sAttendance Policy;

• consistent teacher judgment when assessing studentlearning;

• staff collaborating, discussing and assessing theirown and whole school practices against the SEF;

• increasing teacher understanding of the PDP processand how they can access online professional learningto meet their individual needs; and

• future focused learning and how it can be embeddedinto the classroom.

Through the NSW Education Standards Authority,seven beginning teachers were working towardsaccreditation. Two were required to be accredited thisyear and did so successfully. Nine teachers wereworking towards maintaining at at Proficient Teacher.Two were required to complete the cycle this year anddid so successfully. There were no teachers seekingvoluntary or maintaining accreditation at the HighlyAccomplished or Lead levels.

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 829,478

Revenue 3,658,783

Appropriation 3,545,858

Sale of Goods and Services 24,184

Grants and Contributions 85,591

Gain and Loss 0

Other Revenue 623

Investment Income 2,526

Expenses -3,408,978

Recurrent Expenses -3,408,978

Employee Related -3,062,473

Operating Expenses -346,505

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

249,805

Balance Carried Forward 1,079,282

Financial management of the school is overseen by acommittee comprising the Principal, SchoolAdministrative Manager and Instructional Leader(Deputy Principal). Revenue and expenses bothincreased by approximately $450,000 on 2016 figures.Due to astute management, the school continues to bein a very good financial position. In 2018, $250,000 willbe allocated to the construction of a Covered OutdoorLearning Area in the K–2 playground.

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 2,225,016

Base Per Capita 49,821

Base Location 0

Other Base 2,175,195

Equity Total 694,556

Equity Aboriginal 7,194

Equity Socio economic 427,187

Equity Language 88,040

Equity Disability 172,134

Targeted Total 43,451

Other Total 517,857

Grand Total 3,480,880

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.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2017 the school sought the opinions ofparents/caregivers, students and staff about “Learning”using Tell Them From Me survey which measures 20indicators based on the most recent research on schooland classroom effectiveness. The following findingswere revealed and future directions identified:

Students • 94% of students believe that school is useful in

their everyday life and will have a strong bearingon their future.

• 90% of students reported that they try hard tosucceed in their learning.

• Over 80% of students stated that their learningtime is used effectively, that it is relevant to theireveryday lives and is delivered in well–organisedclassrooms.

• 80% of students reported that they get immediatefeedback to help them learn.

Parents • 88% of parents identified that they feel welcomed

when at Smithfield West Public School with afurther 94% stating they can easily speak to theirchild’s class teacher.

• 88% of parents indicated that they can easilyunderstand their child’s school report.

• All parents reported they have attended at leasttwo meetings at the school throughout 2017 with38% of parents indicating they have attended 3 ormore meetings.

• 88% of parents believe their child’s teacher showsan interest in their learning with 91% of parentsbelieving their child is encouraged to do their bestwhen at school.

• 82% of parents believe their child feels safeattending school and 75% believe the schoolhelps prevent bullying.

Teachers • 83% of teachers believe the school leaders have

taken the time to help them establish challengingand visible learning goals.

• Teachers work collaboratively, with 81% askingcolleagues about particular learning problemspresented in their classrooms.

Future Directions • 26% of students stated that they needed further

challenges in class to develop and extend theirskills. This will be an area of focus for students for2018 and beyond.

• Improve the use of formative assessment and theuse of technology in the classroom and increaseteachers' knowledge in these areas so they areconfident to deliver lessons and embed newpractices in their teaching. This is a focus forprofessional learning in 2018.

• 65% of teachers believe school leaders havetaken the time to observe their teaching. This is afocus for 2018 executive as we will be using our

QTSS funding to spend more time in classsupporting/observing and providing feedback forteachers.

Policy requirements

Aboriginal education

Smithfield West Public School continued to enhancethe understanding of Aboriginal Education for teachers,Aboriginal and non Aboriginal students by:

* providing opportunities for all learners to deepen theirknowledge and understanding of the Aboriginal cultureby embedding Aboriginal perspectives across all keylearning areas.

* staff consulting with students and parents/caregiversto design and implement PLPs for Aboriginal students.Targeted support was provided where needed.

* staff attending the Fairfield Aboriginal EducationCommunity Group where they made valuableconnections with services and networks.

* participation in NAIDOC activities with the KoomurriAboriginal Group. Students, teachers and visitors werewelcomed by the group with a traditional smokingceremony. Students then rotated through four activitiesincluding dance, artefacts, boomerang throwing and art.The day concluded with a performance of traditionalAboriginal dance and song. All students were activelyengaged and increased their understanding ofAboriginal culture, history and traditions.

Multicultural and anti-racism education

The rich cultural diversity within the Smithfield Westschool community provides valuable opportunities formulticultural education within the classrooms. Over73% of students come from a language backgroundother than English. These students represent a total of23 different language groups.

Units of work are planned by teaching staff across allstages and include multicultural perspectives thatrecognise and value the backgrounds and cultures ofour students. Classroom teachers are supported byEAL/D staff in meeting the learning needs of studentsfrom a language background other than English.

This year saw the enrolment of a high number ofrefugee students from Assyrian and Arabic speakingbackgrounds continue. To meet this growing demand,daily junior and senior intervention classes wereestablished focussing on literacy and numeracy skills. Assyrian and Arabic SLSOs were employed to supportthe program. Regular communication with parentsthrough meetings and excursions complemented theprogram.

The school has a trained teacher who is appointed asthe Anti–Racism Contact Officer. This officer is the firstcontact in dealing with any allegations of racism.


2017 Smithfield West Public School Annual Report€¦ · 21st Century Learning €€ • €75% of...

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