2019 Darcy Road Public School Annual Report · 2020. 4. 14. · Introduction The Annual Report for...

Darcy Road Public School2019 Annual Report

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Printed on: 14 April, 2020 of 27 Darcy Road Public School 4222 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Darcy Road 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.

School contact details

Darcy Road Public School98A Darcy RoadWENTWORTHVILLE, 2145www.darcyroad-p.schools.nsw.edu.audarcyroad-p.school@det.nsw.edu.au9631 3067

Message from the principal

This Annual School Report for 2019 tells the story of Darcy Road Public School's achievements for 2019. I am extremelyproud to present this report to our community for 2019. The school's depth of study, learning and development ofstudents, teachers and all staff has been profound. We hope you enjoy our story for 2019.

Trudy Hopkins

Principal

Message from the school community

Parent & Citizens (P&C) Report • The P&C of Darcy Road Public School consists of parent volunteers who are here to support you and your

children transition to the new school. • We work in collaboration with the school and staff by continuing to focus on future goals to better our children's

educational needs and assist the school in creating a platform to ensure well rounded kids. • We also help bring the community together. • The P&C has meetings every First Monday of each month during school term in the class room near the Big Cola.

We are always in need of more members to join this dynamic group. To become a financial member pay 50c andyou will receive the updates/minutes to the meetings.

• We are also a forum for you to voice your opinions and/or concerns that impact the majority of the students. • Darcy Road Public School has grown in leaps and bounds. The benchmark for Naplan scores, the highest number

of students qualifying for selective and the list goes on. • Uniform Shop ensures that the cost of the uniform continue to be subsidised • School Banking ensures that the student's funds are banked every Wednesday • Majority of our families are migrants and might not have a support system. So reach out to us if you need to

connect. • From making crunch and sips, lunches, water bottles, dropping off kids to before/after school care. Come chat with

us on some tips and tricks to help with this change and how we as parents can assist with this transition period. • I am sure this journey is unique and subjective. Some might be exciting and for others a bit overwhelmed by the

unknown. We are here to help and support you since most of us have survived this – Wooohoo. • The P&C has moved away from the political environment it once was to a more collaborative approach with the

school, teachers and parents and together we achieved great outcomes. We hope you continue this.

Multicultural Community

This year, we focused on the diversity and multicultural community and organised: • Eid Celebration – Distributed cookies to the entire school


• Diwali Celebration – Over 197 students and parent performances, food & décor. • 150 Years of Gandhi – The school and the P&C received great media publicity. • Christmas Festival – The P&C organised a carnival with rides, food stalls and games.

Events • Tea and Tissues Morning Tea – Welcoming Kindergarten parents • Easter Hat Parade • P&C Volunteer Breakfast • Mother's Day Breakfast and Stall • Father's Day Breakfast and Stall • Education week Sausage Sizzle • Australia Day Parent Information BBQ • World Teacher's Day Breakfast

Donations

The funds raised through the purchase of the uniforms, commission made from school banking and the P&C led eventsare given back to the school :

• $2K Sports equipment (Grant) • $2K – Hindi Books • $3.5K – Musical Equipment • Student well–being program • Defibrillator

Other Achievements • Clean Toilets and Bubblers • School funded Anti bullying workshops • Cyber safety workshop • Cultural Conflicts workshop • Career Paths for new migrants/returning moms • Processes, Policies and Bylaws updated • Uniform Shop Committee and New Uniforms • Panel Interviews – Office Manager, Teachers

Conclusion

It is through the continued support and generosity of families as well as the dream team that the P&C can make asignificant, effective, and long–lasting difference in creating a better learning environment for all students as well assupport improvements to our school.

• President – Laila Nagawkar • Vice Presidents – Kelly Baird and Shiela Naidu • Secretary – Somvir Bhatti • Treasurer – Kiran Sirikonda • Executives

• Levi Nagawkar, • Dimple Mehra, • Vaibhavi Dave, • Pallavi Sirikonda, • Melissa Ellis, • Pratibha Arya , • Deepti Kela, Brajmala Pande and Dimple Mehra (Uniform Shop Coordinator) • Sangeeta Lakra, Sindhu, Sweta and Swetha (School Banking Coordinators) • Brajmala Pande and Nithin Salagunan (Special Acknowledgment)

• School

• Trudy Hopkins (Principal), • Amanda Dippenaar, Glenn, • Bobby Chairuttanativech, Naomi Taylor and Carolyn, all Teachers, Office Administrative Staff and all the GA's.


Finally, as current President of the P&C, I sincerely thank the executive committee members, sub–committee members(uniform shop coordinators, school banking coordinators), and all the parents who have volunteered their time to supportand assist the P&C throughout this school year and especially during my tenure.

Yours Sincerely,

Laila Nagawkar President


School background

School vision statement

We are a vibrant and innovative learning community that is committed to delivering excellence within a rich and diverselearning environment.

Every student has the opportunity to achieve their personal best through engaged, active learning in a safe, respectfuland supportive school.

We are committed to creating highly accomplished staff who collaborate within a culture of excellence to preparestudents to be creative and confident, active and informed citizens.

We co–operate closely with the community to develop and maintain partnerships to achieve these aims for our students.

School context

Darcy Road Public School has a current enrolment of 721 students. The school has a proud heritage and is looking tothe future, celebrating learning and learners.

The skilled and dedicated staff, at various career stages, provides a balanced and diverse curriculum developing 21stCentury learners in a safe, secure environment.

Darcy Road Public School's enrolment is 94% EAL/D students. Students come from 27 different nationalities.

The school runs a variety of programs to enhance the learning and development of its students. The programsencompass the arts, sport, technology and citizenship.

The school has a very supportive and active parent community.

The school life of Darcy Road Public School is active and inclusive. The school has a strong emphasis on studentwelfare and implements Positive Behaviour for Learning as a means of ensuring a safe environment for all. As a result allstudents develop behaviours inside and outside the classroom that increase the potential for high level learningopportunities.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Delivering

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing

In 2019 the staff at Darcy Road Public School continued developing an understanding of the School ExcellenceFramework and engaged with the three domains in the context of Darcy Road Public School. The staff reflected on theprogress being made across the school based on identified expectations and how it can be aligned to the Strategic Plan2018–2020.

The staff identified areas to be included in our 2019 milestones to support moving from delivering to sustaining andgrowing in some themes.

Learning – Delivering

Our school demonstrates a commitment to differentiate the curriculum delivery to meet the needs of students at differentlevels of achievement, including adjustments to support learning or increase challenge. Teachers use assessments tocapture information about student learning and inform teaching and learning programs. We have implemented practicesto support English as a Second Language or Dialect, Technology, wellbeing and engagement.

Teaching – Sustaining and Growing

Teachers collaborate regularly within and across grade and stage teams to share curriculum knowledge, data, program


evaluations and feedback related to student progress and achievement. Teachers create positive future focused learningenvironments for their students. Teachers engage in professional learning targeted to school priorities, the needs of theirstudents, and achievement of their professional goals.

Leading – Sustaining and Growing

The leadership team actively supports change that leads to improvement, creating opportunities where feedback aboutthe impact of change can be shared and monitored. Leadership and professional learning in our school emphasises thedevelopment of effective instructional leadership, management skills and leadership attributes to facilitate whole schoolimprovement.

Commitment and time was spent during both leadership and focus group meetings throughout the year considering theimportance of strengthening collaboration and authentic engagement with our community was a key focus. Darcy RoadPublic School has been identified for future building and facility upgrades. During 2019 a Project Team including staffand parents worked to establish a viable business case for submission to the NSW Treasury Department. The purposeof the Project Team was to plan for a future school that would reflect our current pedagogy and a growing schoolcommunity whilst still supporting the implementation of the School Plan 2018 –2020. In consultation with staff, studentsand wider community Darcy Road Public School continues to work with a focus on new ways of learning for our futurefocused students and community. It is envisioned that as a school we will continue a future focused teaching andlearning model and enable our students to continue developing and refining soft skills for a successful future.

The school ensures professional learning is aligned with the school plan. This is evident in Professional DevelopmentPlans and its impact on the quality of teaching and student learning outcomes. These are monitored and evaluated byboth the staff and leadership team. The Team Teaching initiative has allowed leaders and aspiring leaders to: lead,mentor, support and build capacity within the teaching staff whilst knowing every student within the grade or stage theyare working on. As a result the Learning, Teaching and Leading domains of the School Excellence Framework continueto be the path that our current leaders and teaching staff support, practice and strive to improve on a daily basis.

The school leadership team including staff and students continue to support a sense of belonging within our schoolcommunity. The leadership team and staff have incorporated regular parent information sessions to support the needs ofthe community through Coffee and Chat sessions. These have proven to be a positive and well received method ofcommunication for those parents and representatives who have attended.

Future directions of the School Excellence Framework will directly inform the 2020–2022 Darcy Road School plan todevelop further improvements in the delivery and commitment of education to our students. Our self–assessmentprocess as we move into a year of external validation in 2020 will further assist the school to refine strategic priorities andlead to further improvements in the delivery of education for our students at Darcy Road Public School.


Strategic Direction 1

Excellence in learning

Purpose

To develop all aspects of student learning so they are engaged, active and drivers of their learning.

The school will continue to build a culture strongly focused on learning, educational aspiration and performanceimprovement.

The school will implement evidence based change to whole school practices, to create improvements in wellbeing andengagement to support learning.

The school will create an integrated approach to quality teaching, curriculum planning, delivery, and assessment topromote excellence in learning to meet the needs of all students.

The school will perform consistently at external and internal performance measures with equity gaps closing.

Improvement Measures

• 100% of students participating in extracurricular activity

• All students enrolled in Darcy Road for 2 years or more have grown in language outcomes in 2020 compared to2017

• 100% of students’ academic results match internal and external assessment measures

• School NAPLAN results show 8% growth in the number of students in the top 2 bands of Reading, Writing andNumeracy each year

Overall summary of progress

In the domain of Learning this year we have continued to ensure growth of student outcomes in Speaking and Listeningis a priority. All students have engaged in regular, purposeful, structured learning activities providing opportunities fordeveloping vocabulary, building confidence and fluency and improving oral communication. New teachers to school haveparticipated in training provided by experienced teachers in implementing 'Teaching English Language Learners' (TELL)strategies and programming. Through the TELL program, all teachers have implemented strategies and to build studentcapacity in Speaking and Listening. Internal assessment results demonstrate consistent growth in Speaking andListening outcomes in all classes and increased student confidence and engagement.

The school's NAPLAN results for 2019 show that more than 50% of students scored in the top 2 bands; the'Value–added' results from Best Start to Year 3 and from Year 3 to Year 5 put the school in the 'Excelling' category.Teachers are developing confidence in developing assessments and using NESA assessment samples to closely aligninternal and external assessment measures.

All students have selected two clubs activities across a wide range of activities this year focused on developing softskills. 100% of students have participated in extracurricular activities through the school's Clubs program. The schoolband continues to grow with the purchase of instruments by the school for students to rent. The Year 2 Ukulele club hasperformed at many school events and confidently combines instrument playing and singing. STE(A)M learning –improved student engagement, greater real–world learning. Students have adopted sustainability initiatives throughoutthe year. This initiative has engaged students to recognise and reflect on the impact they can have on the world throughsmall changes such as; reducing plastic packaging.

Progress towards achieving improvement measures

Process 1: Language Development

Students and staff participate in learning with Teaching English Language Learners (TELL), the Englishsyllabus and the Literacy Progressions, with a focus on improving student outcomes in speaking,listening and interactions.

All students engage in extensive Science, Technology, Engineering and Maths (STEM) learning and



Process 1: Project Based Learning programs.

Evaluation Funds Expended(Resources)

TELL Training (Teaching English Language Learners) – Staff attendedrefresher training provided by Darcy Road staff and new staff had trainingand are implementing TELL strategies

Stage–based data shows growth in language outcomes; pre andpost–assessments demonstrate growth.

Release time for stage planning andensuring TELL strategies arehighlighted in teacher programs.

Low level adjustment for disability andEnglish language proficiency funding.

Quality teaching, SuccessfulStudents(QTTS) funding.

Process 2: Evidence Based Decision Making

Teachers learn about Action Research and the role of gathering and using data/information to maketeaching and learning decisions


All teachers have evidence of pre and post assessment data based onquestions raised in Action Research on: •Sustainability •Digital Technology •Wellbeing

The data reflects 100% of students are engaged in problem solving activitiesin a variety of Key Learning Areas.

Release time for stage planning andcollaboration.

Professional Learning (course fees,casual teacher salaries)

Team Teacher program

Process 3: Student wellbeing programs

Students build personal strength and character by participating in student wellbeing programs – PositiveBehaviour for Learning (PBL) lessons, Peer Support, clubs, social skills program and the Got Itprogram.

Students find success in other areas of endeavour – sport, technology enrichment and the arts.

Student wellbeing officer appointed and supporting wellbeing programs.


100% of students across K–6 participate in interest clubs each term.

Changing clubs in Semester 2 provided opportunities for each student toparticipate in two different clubs. The students had opportunities to participatein Celebrating The Arts , coding clubs, performance groups for school andcommunity celebrations

Interest club expenses

Next Steps

The School will develop all staff knowledge of TELL strategies and ensure they are deeply embedded in teaching andlearning programs. Continue to develop and implement assessment strategies that develop students knowledge of theirsuccess in learning and next steps in learning. Continue to expand opportunities for extracurricular programs, as well asbuilding on the successes of 2019.



Excellence in teaching

Purpose

To continue to cultivate high quality teaching practice that is collaborative, evidence based and centred continuously ongrowth in all students' learning.

The school will develop their commitment to teaching decisions being made based on evidence gathered.

Student assessment and performance data is regularly used to identify student achievement and progress.

Teaching staff will demonstrate and share their expertise within our school and other schools. The school trialsinnovative practices.

We aim for a high proportion of staff to strive for higher levels of accreditation at Highly Accomplished and LEAD.


• 100%of staff graduate from the school’s NESA registered courses

• All teachers provide evidence of increased student learning where problems have been solved using action research

• All staff including SASS staff have personal growth plans – PDPs – designed, implemented and successfullyaccomplished


The school has successfully developed, registered and implemented three NESA registered courses throughout 2019.These courses were led by members of the school leadership teams. The professional learning courses were groundedstrongly in evidence based practice. Their was a large number of new staff to Darcy Road and therefore a verysuccessful Teacher Induction registered course ensured all staff have an improved and deep understanding of all schoolprocesses and procedures. Two further NESA registered courses developed staff capability in utilising Technology andAction Research– evaluation and how this can be utilised to solve a problem and ultimately improve learning outcomesfor all students at Darcy Road Public School. Teachers collaboratively formulated assessments linked to Speaking andListening and STEM and have analysed pre and post assessment data as a form of evidence of increased studentlearning. All staff, including SASS staff have developed PDP's (Performance and Development Plans) in collaborationwith their supervisors. These plans set out professional goals, aligned with our whole school targets, that each staffmember has elected to work towards. Staff are supported to achieve these goals through professional learning funding toattend courses, mentoring and coaching, school based professional learning and teacher initiated strategies such asprofessional readings and observations.


Process 1: High Performing Learning Culture

Implement high quality professional learning that focuses on the academic and wellbeing needs of ourstudents. School leaders place a very high priority on the provision of professional learning aroundevidence based research to ensure quality teaching practice in all classrooms


95% Staff completed 3 school developed NESA registered courses: •Whole School Induction •Evaluative Thinking •ICT Capabilities and Digital Technology

Release time for grade and stageplanning, data and collaboration.



Process 2: Action Research

Teachers learn about action research and the cycle of practice involved. Teachers use this gathering ofinformation to inform their growth as decision makers of student learning.


All teachers have evidence of pre and post assessment data based onquestions raised in Action Research on: •Sustainability •Digital Technology •Wellbeing

The data reflects 100% of students are engaged in problem solving activitiesin a variety of Key Learning Areas.

Release time for stage planning andcollaboration.

Professional Learning (course fees,casual teacher salaries)

Team Teacher program

Process 3: Innovation

Staff guided into innovative practice in their use of the learning environment, learning activities, learningwith others and their use of ICT .


98% of staff completed the ICT digital capabilities NESA registered course

Results of the course highlight growth of all participants and theirunderstanding with the use of ICT in Teaching and Learning.

Training and development

Administrative time

Process 4: Future–focused learning

All staff engage in extensive collaborative professional learning to enable effective implementation ofScience, Technology, Engineering and Maths (STEM) program, including Project–Based Learning.


Teachers were mentored with a technology mentor in classrooms supportingthe effective programming and teaching of embedded technology skills.Teachers also received professional learning sessions on embeddedtechnology into STEM lessons. STEM lessons were included in the timetablefor all classes K–6.

STEM materials and resources.Technology mentor

Next Steps

The School will continue to focus on Evaluation including Teaching, Learning and Leading. Expenditure on resources willcontinue to provide quality support for individual student needs across Darcy Road Public School which align with theschool's priorities. The current structure for 2019 with Team Teaching within of grades and stages will become clusters.Clusters will enable a greater focus on staff resources so that students have the opportunity to learn with many teachingstyles and interactions with numerous staff across the year. This will enable the collaboration of teaching staff to cater foreach and every student within their cluster. STEM teaching programs and and focus on student driven programs willcontinue to be developed.



Excellence in leadership

Purpose

The school will create a self–sustaining and self–improving community that will continue to support the highest levels oflearning as a lasting legacy.

The school will create a culture where the Principal is the primary instructional leader. The Principal and the schoolleadership team will model high level educational practice and create a culture of high expectations and communityengagement.

The school plan will be the core of the school’s vision of continuous improvement, with this being evident in all theschool’s activities.

Technology that supports learning is available and expertly integrated into lessons by teachers. Administrative staff areexpert users of available technology and Department of Education systems.

Administrative systems, structures and processes underpin school improvement and efficient school and communityfunctioning.


• 100%of families have subscribed and are receiving information on Skoolbag App

• The new financial system is embedded in school practice

• 100% of staff have achieved personal growth each year in ICT, systems and how to use ICT to develop their dailypractice.

• 100% of school communication is electronic

• Outcomes in SD1 and SD2 are achieved as a result of the instructional leader project


Their has been an extensive uptake of the Skoolbag bag app with all families. All communication not requiring signaturesis provided through this portal and feedback from parents has been positive. The Skoolbag app is promotingsustainability and reliable communication to the school community as well as instant updates when needed. The newfinancial system has been successful with parents utilising the payment on line features

Staff completed 3 NESA registered professional learning courses on whole school induction, Evaluation and Technologyskills and use.


Process 1: School leaders as instructional leaders

A program to establish the Principal and school leaders as instructional leaders is designed andimplemented. Powerful learning opportunities for all staff and for leaders themselves is constructed.Improved learning outcomes for students and all staff is the focus.


School leaders and teachers working as instructional leaders through thedevelopment and implementation of the co –teaching model

Process 2: Improved communication and administration systems

Efficiency gains for school operation form a focus for the administration of the school in all areas ofschool life. Communication and school procedures are modified and refined.



Process 2:Implementing a new financial system that allows families to have clear information of school expenditureand to budget accordingly.


Coffee and Chat sessions with parents

All notes and information K–6 are sent via the app.

Increase in parent use of the App to register attendance.

Increase of registrations since Stage 3 camp in term 2.

Next Steps

Continue to build familiarity in use of new financial system. Continuously promote 100% uptake of SkoolBag with newfamilies. Refine and improve co–teaching program in keeping with research and feedback..


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency English languageproficiency $ 270 728

Funding and ongoing training of classroomteachers supportingstudents K–6 developing English skills acrossthe curriculum. Teachers are effectivelyplotting students on the EAL/D Progressionsand are supported by two EAL/D teachers.

Low level adjustment for disability $155 007 The Team Teacher program supported andenhanced the explicit teaching of studentsrequiring adjustments to their academic andsocial learning.

Quality Teaching, SuccessfulStudents (QTSS)

Staff met with a peer mentor coach todetermine goals linked to formative andsummative assessment data to informteaching practises . After developingand implementing strategies for the effectiveimplementation of differentiation utilising ateam teacher, teachers were able to identifypersonal growth and share growth of studentprogress in their classrooms.

Socio–economic background * Socio–economicbackground $15 825

Positive Behaviour for Learning programcontinued and was refined throughout theyear with the students having agreater awareness of school processes,systems and support given to studentwellbeing and emotional learning. Studentshave embedded understanding of ourschool values. Students develop anunderstanding of high expectations for all inall settings and contexts to improve learningand participation in all areas of thecurriculum..

Support for beginning teachers The beginning teacher program continued aninduction program, information on schooladministrative procedures, coaching andmentoring, training and collaboration in thecollection and annotation of evidence foraccreditation. Timetabling supported earlycareer teachers with release for training anddevelopment.

Targeted student support forrefugees and new arrivals

The New Arrival Program teacher developedrelevant and appropriate learning programs tosupport their successful transition into formalschooling within Australia. The programs thatwereimplemented provided explicit individual andsmall group teaching of language acquisitionand social support for refugees and newarrivalstudents.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 322 327 326 370

Girls 318 338 326 351

Student attendance profile

School

Year 2016 2017 2018 2019

K 93.4 95.4 94.4 91.8

1 93.5 94.5 93.7 90.8

2 93.6 95.4 93.1 93.7

3 95.9 94.9 94.8 94.4

4 94.3 94 93.9 94.7

5 95.6 96.4 94.2 92.9

6 93.7 94.6 92.3 92.6

All Years 94.2 95 93.9 92.9

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 28.59

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 0.9

Teacher Librarian 1.2

Teacher ESL 2.2

School Administration and Support Staff 4.47

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,065,017

Revenue 6,509,004

Appropriation 6,062,004

Sale of Goods and Services 7,376

Grants and contributions 418,921

Investment income 10,618

Other revenue 10,085

Expenses -6,255,212

Employee related -5,730,562

Operating expenses -524,650

Surplus / deficit for the year 253,792

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 70,444

Equity Total 442,221

Equity - Aboriginal 660

Equity - Socio-economic 15,825

Equity - Language 270,728

Equity - Disability 155,007

Base Total 4,791,051

Base - Per Capita 152,984

Base - Location 0

Base - Other 4,638,067

Other Total 479,264

Grand Total 5,782,980

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 1.0 4.8 12.4 10.5 21.9 49.5

School avg 2017-2019 2.1 4.8 8.3 14.5 22.8 47.4


Band 1 2 3 4 5 6


School avg 2017-2019 1.4 4.5 12.7 20.6 29.2 31.6

Band 1 2 3 4 5 6


School avg 2017-2019 0.7 3.5 5.9 15.9 28.4 45.7


Band 1 2 3 4 5 6


School avg 2017-2019 0.7 3.8 8.3 19.7 47.4 20.1

Band 3 4 5 6 7 8


School avg 2017-2019 2.8 8.5 8.5 25.1 23.2 31.8


Band 3 4 5 6 7 8


School avg 2017-2019 1.4 10.4 16 28.8 27.4 16

Band 3 4 5 6 7 8


School avg 2017-2019 0.5 4.3 8.5 28 24.2 34.6


Band 3 4 5 6 7 8


School avg 2017-2019 5.2 4.7 28 31.3 22.3 8.5

Band 1 2 3 4 5 6


School avg 2017-2019 2.1 6.9 14.1 20.3 26.6 30


Band 3 4 5 6 7 8


School avg 2017-2019 2.4 7.5 13.7 19.8 26.4 30.2


Parent/caregiver, student, teacher satisfaction

Parents and Caregivers provided feedback to the school throughout the year through participation and attendance atCoffee and Chat sessions and through the special school community mailbox. Parents and Carers felt welcomed to theschool and felt the school provided excellent opportunities for dynamic learning with strong wellbeing programs in place.Extracurricular opportunities, including music, dance and sports programs, drama, coding and creative arts programs,available to all students, was listed as one of the school's strengths. Parents and Carers expressed support for theweekly clubs program and a few parents engaged as teachers to lead a small group in soft skills learning. Parents andCarers demonstrated sincere interest in the range and diversity of community events and celebrations, which wasevidenced throughout the year by the high level of participation in events such as Hindi Divas, Diwali and the ChristmasFestival. The majority of parents and caregivers continue to express satisfaction with SkoolBag as the main means ofcommunication .

Students reported high participation rates in extra curricular activities. Student demonstrated enthusiastic participationand attendance at cultural events after school. Students reported feeling safe on the playground with very low reports ofnegative behaviours occurring in the playground.

Allteachers reported strong satisfaction with the high levelof collaboration and collegiality in the school. Themajority of teachers agreed that the school is awelcoming and positive environment where culturaldiversity is celebrated. Teachers reported the school inspired them to do the best in their job and they felt empowered indecision making. Significant investments in new devices during2019 have occurred to support learning after feedback from teachers in 2018.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

In 2019, Darcy Road Public School had one student who identified as being of Aboriginal and/or Torres Strait Islanderdescent. Darcy Road Public School is committed to enhancing the knowledge and understanding of all students aboutAboriginal Australia. We embed Aboriginal perspectives into our learning programs across all Key Learning Areas andensure Aboriginal students are supported through the creation of Personalised Learning Plans, in consultation with theclassroom teachers, parents and students. This year, students acknowledged National Sorry Day and NAIDOC Week.During regular class programs students learnt about National Sorry Day, about the Stolen Generation and the impact thatit had on Aboriginal people of the past and present. During NAIDOC Week, teachers read Aboriginal stories, watchedshort Dreamtime films and created class artworks reflecting Aboriginal art. In Term 4 the artworks were placed on displaythroughout the school during our first Celebrating Diversity Art Show. The Kindergarten students and teachers created ahuge Artwork depicting the 'Rainbow Serpent' which can be viewed in the school office. Student Leaders have begunwriting their own Acknowledgment to Country, acknowledging the traditional custodians of the land in assemblies. DarcyRoad Public School Continues to display the Apology to the Indigenous People plaque at the front entrance of the schoolgrounds.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

During 2019 the school continued to work hard to maintain partnerships with the parents and the school community. Wehave come together to celebrate festivals which are a part of our school community's cultures. The schoolcelebrated…..

• Harmony Day • Bully No Way! Day • Easter • Mothers Day • Eid • Fathers Day • Mahatma Gandhi 100 Years anniversary • Diwali Festival • Indian Independence Day • Christmas Festival


Other School Programs (optional)

Other school programs that supported the development of the whole child were:

Sport • Athletics Carnival • Premier's Sporting Challenge • PSSA • Swimming

Extra–curricular Activities • Darcy Road Choir • Ukulele • Instrumental Groups • Celebrating the Arts • GAT Days • Clubs • Public Speaking / Debating • Band/Orchestra • Spelling Bee • Coding

School Programs • Digital Technology • Library • Kindergarten Transition and Orientation • STEM • Well–being Support Officer • SRC • Student Leadership Program


2019 Darcy Road Public School Annual Report · 2020. 4. 14. · Introduction The Annual Report for...

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Transcript of 2019 Darcy Road Public School Annual Report · 2020. 4. 14. · Introduction The Annual Report for...