2019 Excelsior Public School Annual Report...The Annual Report for 2019 is provided to the community...

Excelsior Public School2019 Annual Report

1890

Printed on: 1 June, 2020 of 23 Excelsior Public School 1890 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Excelsior 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

Excelsior Public SchoolRondelay DriveCastle Hill, 2154www.excelsior-p.schools.nsw.edu.auexcelsior-p.school@det.nsw.edu.au9634 3774


School background

School vision statement

At Excelsior Public School we are committed to providing quality teaching and learning programs that foster high ideals,high expectations and high achievement.

We believe that each child brings a different set of experiences, knowledge and skills with them, and understandingthese is essential to planning their learning pathways. We are looking to develop creative thinkers and problem solversand seek to inspire the development of confident, independent, resilient and innovative individuals. a Science,Technology and Maths based program (STEM) is being embedded into our school curriculum.

We believe that student learning is underpinned by quality teaching, high levels of professionalism and commitment.Teacher professional learning and growth is always a focus and along with a supportive and involved community we takea shared responsibility for student engagement, learning, development and success.

School context

Excelsior Public School is a K–6 school established in 1971. We enjoy extensive grounds with a great deal of openspace, play areas, gardens and trees. We are located on a terraced hillside and as a result we have our buildings ondifferent levels from the top of the hill to street level.

Excelsior Public School is a growing and changing learning centre with a proud reputation of providing quality teachingand learning programs resulting in excellent student learning outcomes. We foster strong academic results for all ourstudents as well as delivering current teacher professional learning for our staff.

Like many schools in our area we are experiencing growth and change. A project involving a new multi–storey buildingand the refurbishment of current buildings is due to be completed in 2020. This project will increase the enrolmentpotential of Excelsior PS to 650 students . It will impact on the playground space as well.

We are working towards building a learning environment based on collaboration, innovative, critical and creative thinkingwhere our students and staff will be responsible learners and reflect on their work to build future success.

Our school population comprises approximately 560 students from Kindergarten to Year 6, with 58% of our studentshaving a non–English speaking background, predominantly Chinese, Korean and students from Indian cultures. In 2019there were 22 classes at Excelsior.

The school NSW FOEI (family occupation and employment index) is 19 which is well below the average of 100.

Our school is strengthening its K–6 ethos and working hard to build on the strong academic performances that wealready enjoy. As well as this we are striving to further develop resilience and a sense of well–being for our students,staff and community.


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 Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Excelling

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

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 Excelling

LEADING: Management practices and processes Sustaining and Growing

In 2019, while undergoing a major building project, School Learning Environment and Change (SLEC) worked with thestaff at Excelsior Public School. Improvements in practice in curriculum provision, effective classroom practice and dataskills and use were a result of this collaboration.


Strategic Direction 1

STUDENT PERFORMANCE AND CAPACITY GROWTH

Purpose

To provide a learning environment, incorporating visible learning that fosters communicative, collaborative, creative,critical and innovative thinking within a framework of solid foundations in Literacy and Numeracy skills. Our students willengage strongly in their own learning and, in partnership with teachers, will develop an individual learning path towardtheir learning success. They will be actively involved in self–reflection in order to make successful transitions to futurelearning.

Inclusivity underpins the provision of welfare structures that will enhance the resilience and well–being of all thestakeholders that form our school.

Improvement Measures

• School based achievement data will show 8% growth in students reaching above grade expectations in literacy andnumeracy over a three (3) year period.

• NAPLAN data will show an 8% increase in students achieving proficient bands in reading writing and numeracy.

• Value added measures will increase by one level in years K to 7.

• Students will show evidence of achievement of their learning goals.

Progress towards achieving improvement measures

Process 1: • Teaching and learning programs will include opportunities for highly engaging, inquiry based learningincorporating STEM

Evaluation Funds Expended(Resources)

STEM units have been written and saved showing reflecting new Scope andSequence and the new syllabus outcomes. Saved in TEAMs and Network

STEM – Purchasing and finding Legoreources for the Lego Club $1000

Process 2: • Implement processes to allow students to set their learning goals based on self assessment, qualityfeedback and reflection in order to self direct further application.


The Visible Learning project team purchased a variety of texts on GrowthMindsets and continued to provide professional learning to all staff

Texts for professional reading werepurchased $650

Process 3: • Build the capacity of students to take an active role in their learning and to develop a growth mindset.


Professional Learning on Growth Mindsets was provided to all staff. Teachershave begun to implement this with their classes. Preliminary data showsstudents and teachers are positive to this.

Teacher professional learning

Process 4: • Embed extension (XT) differentiation and opportunities in all classes whilst still continuing our XTprogram in targeted learning areas.


The Learning Support Team has supported teachers to develop PersonalisedLearning Plans for students identified as Gifted and Talented. Stagesupervisors have ensured that all class programs show evidence ofdifferentiation to cater for students requiring extension in all key learningareas.

Personalised Learning Plans andclass programs



Process 5: • Develop a whole school assessment strategy that is reflected in teaching and learning programs.Assessment tasks will be designed to match scope and sequences and centrally stored.


A whole school assessment plan has been developed. This allows teachersto record and store relevant assessment data for each child and ensures thatthere is consistency in data collection across the school.

Stage meeting time.

Process 6: • Students and parents/carers understand the assessment approaches.


Teachers working in co–teaching spaces have provided information toparents about how assessment is used in this learning environment.

Project team meetings.

Process 7: • Teachers design 'Bump It Up Walls' (BIUW) incorporating success criteria to match group andindividual needs. Students use these to assist in setting their learning goals.


In 2019 the Visible Learning Team concentrated their work on developinglearning dispositions for Excelsior Public School. This replaced the plannedimplementation of Bump It Up Walls.

Learning Disposition posters werecreated for use in each classroomcosting $300

Funding Sources: • ($0.00)

Process 8: • Reporting practices will be refined to reflect collective decisions related to student learning.


Excelsior Public School will continue to collaborate with School LearningEnvironment and Change to continue to refine assessment and reportingpractices. Improvement in reporting will become a focus of the next SchoolPlan.

SLEC, project meeting times and StaffDevelopment Day.

Next Steps

In 2020 STEM will continue to be a focus for Excelsior Public School. Additional Resources will be purchased to supportthe teaching of STEM across the school. The Visible Learning will continue to build student knowledge and capacity inthe use of learning dispositions. It will also focus on the use of effective feedback to drive student improvement.



QUALITY TEACHING LINKED TO PROFESSIONAL GROWTH

Purpose

To provide a responsive curriculum to meet the diverse needs of present and future students. We aim to provide aworking environment where teachers are strongly committed to improving teacher practice in order to improve thelearning outcomes. Teachers will work individually, collaboratively and at a whole school level, to evaluate theeffectiveness of their teaching practice with links to the Teaching Standards. Teaching and learning programs andassociated assessment plans will be evidence based and data informed. We will aim to provide a transparent learningculture, incorporating student learning goals as well as observations of each other's practice.


• All teaching & learning programs will reflect current NESA syllabi and will be collaboratively planned and deliveredfor a future focused learning environment.

• Scope and sequences and units of work will include inquiry based lessons to prepare for the future learning spaces.

• The school's assessment and reporting policy will outline our methods of collecting data to monitor student progressand inform future teaching.


Process 1: • Provide professional learning related to changes in NESA curriculum documents.


All teachers have worked with STEM instructional leader or accessedprofessional learning to guide delivery of lessons to meet DigitalTechnologies syllabus requirements.

STEM Team members attended professional learning in STEM units atNirimba.

Professional Learning funds totalling$500 were utilised.

Funding Sources: • ($0.00)

Process 2: • Re–evaluate school scope and sequence documents in order to align with NESA requirements.


Executive staff participated in Professional Learning from "The PrimaryInspector" on NESA registration and requirements. This resulted in NESAcompliant timetables being developed for all grades.

Funding Sources: • Quality Teaching, SuccessfulStudents (QTSS) ($1800.00)

Process 3: • Implement a common school wide, web based application for the collaborative planning andorganisational tasks in team or focus groups.


All teachers are now using Teams as a way of sharing files. This enabledmultiple teachers to be working on the one document. This has proven to bevery beneficial to teachers working in a co–teaching environment.

Teams

Process 4: • Teachers establish classroom practices that will allow for quality feedback to their students in order tomonitor and evaluate the achievement of learning goals.


Professional Learning on Feedback will be a priority for the Visible LearningTeam in 2020.

Project team meetings



Process 5: • Teachers collaborate to refine their assessment and reporting practices to reflect a sharedresponsibility for all learners in an open environment.


A policy for co–teaching was devised and implemented in 2019. This policystipulated the requirements of co–teachers to collaborate on assessment andreporting practices.

Project team meetings

Process 6: • Administrative and pastoral care practices will be developed so that all stake holders have a sharedunderstanding of required accountabilities and responsibilities to ensure that every child is known..


Student welfare has become a standard item on all executive and stagemeetings, ensuring there is a constant focus o every child being known,valued and cared for.

Executive and stage meetings

Process 7: • Teaching and learning programs will be monitored and reflect the inclusion of inquiry based learningand STEM pedagogy.


Program supervision has confirmed that all classroom programs included therequired STEM pedagogy.

Class programs, STEM resourcesand STEM professional learning.

Process 8: • A 'focus group' model will be used to develop and refine new initiatives and their implementationacross the school.


Focus group regarding Learning Dispositions conducted K–6 sample group. Focus group and project teammeetings

Process 9: • All school documentation, including scope and sequences, programs and administration, will becentrally stored for whole school use.


Teams is now being used to store and share school documentation. Teams

Next Steps

In 2020 Excelsior will continue to ensure that teacher collaboration is enabled through the use of shared technologyplatforms. Consistency will be ensured through the use of thorough scope and sequence documents and NESAcompliant timetables.



INSTRUCTIONAL LEADERSHIP SUPPORTING SUSTAINABLE GROWTH AND COMMUNTIY ENGAGEMENT

Purpose

To provide strong, strategic and effective leadership that will enable a self–sustaining and self–improving learningcommunity. We will aim for quality instructional leadership that is committed to the development of future leaders.

We aim to be responsive to our school community and embed a culture of high expectations. We will regularly seek andaddress community feedback from all stakeholders in order tobuild a cohesive educational community.


• A clear and visible processes are in place to both solicit and address feedback on school performance for allstakeholders.

• A model of distributive leadership will be developed where instructional leaders will build the capacity of others.

• The leadership team supports the development of teaching and non–teaching staff to proactively seek to improveperformance.

• There is a whole school approach to improving service delivery and customer experience.

• The leadership team takes a creative approach to use of the physical environment to ensure that it optimiseslearning, within the constraints of the school design and setting.


Process 1: • Mentor and support teachers in the implementation of new pedagogy.


.Assistant Principal working in the role of Instructional Leader providedmentoring to beginning teacher in the areas of Literacy and STEM and allstaff in the area of STEM.

Funding Sources: • Support for beginning teachers($10000.00) • Quality Teaching, SuccessfulStudents (QTSS) ($94657.00)

Process 2: • Staff will have broad opportunities to take on the role of instructional leader and to use their expertiseto build collective teacher efficacy.


Through mentoring from the Instructional Leader Assistant Principal earlycareer teachers practice changed in literacy group planning, phonicsinstruction and approaches to mathematics.

Funding Sources: • Support for beginning teachers($10000.00) • Quality Teaching, SuccessfulStudents (QTSS) ($94657.00)

Process 3: • A variety of ways will be used, eg web based surveys, forums and workshops, to gather ideas andfeedback form all stakeholders.


There was an increase in the number and type of feedback surveysconducted in 2019.

Survey Monkey Subscription.

Process 4: • Provide opportunities to enable staff leaders to share expertise to develop others, build capacity andsustain a culture of ongoing improvement.




An Assistant Principal worked as an Instructional Leader to provide supportto classroom teachers.


Process 5: • Expert technological skills and resources are shared with colleagues to improve teaching andlearning.


All teachers have implemented STEM/Design & production linked to Science& Technology

All teachers have met the requirements of the digital technologies syllabus byimplementing coding/robotics linked to a KLA.

1/2 of all teachers have implemented at least one lesson in roboticsindependently.


Process 6: • All staff are engaged in the planning of timelines and milestones in order to reach school targets toeffectively implement the school plan.


Regular project team meeting have been scheduled and conducted enablingstaff time to plan timelines and complete milestone evaluations.

Professional Learning time

Next Steps

in 2020 professional learning on effective instructional leadership will be conducted for the school executive. The schoolbeginning teacher mentoring program will also be strengthened and documented to ensure consistent and high qualitysupport is offered to all beginning teachers.


Key Initiatives Resources (annual) Impact achieved this year

Socio–economic background $8610

Funding Sources: • Socio–economicbackground ($8 610.00)

Using the allocated socio–economic funding,the school was able to assist all familiesrequiring financial support.

Support for beginning teachers Funding Sources: • Support for beginningteachers ($4 269.00)

One teacher is their second year of teachingwas supported through beginning teacherfunding. Additional Release from Face toFace teaching was provided to allow thisteacher to access professional learning,observe exemplary teaching practice and toengage in professional dialogue.

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($1 335.00)

Personalised Learning Pathways weredeveloped for relevant students identifying asAboriginal. Resources to ensure all studentslearn about Aboriginal culture and historieswere purchased and used to support thecurriculum.

English language proficiency Funding Sources: • English languageproficiency ($242 500.00)

In 2019 Excelsior Public School had an EALDallocation of 1.8 teachers. In addition to thisfunding for students newly arrived intoAustralia, of 0.2, was accessed. This madethe total allocation of 2.0, equally 2 teachers.Miss Chau and Mrs Mistry supported studentswith a language background other thanEnglish through this funding.

Low level adjustment for disability Funding Sources: • Low level adjustment fordisability ($96 884.00)

A Learning and Support Teacher wasemployed for 3 days per week (0.6) and aSchool Learning Support Officer wasemployed for 3 days per week (0.6) to assiststudents requiring extra academic support.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 230 250 262 280

Girls 268 273 279 280

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.4 95 95.9 93.7

1 96 94.9 95.3 95.1

2 95.9 94.9 95.3 95.5

3 96.7 96.1 95.9 94.3

4 95.6 96.1 94.6 95.9

5 96.2 94.3 96.6 94.7

6 94.8 94.3 94.2 93.1

All Years 96 95.1 95.4 94.6

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) 20.8

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1

Teacher ESL 1.8

School Administration and Support Staff 4.06

*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 575,914

Revenue 5,102,322

Appropriation 4,572,683

Sale of Goods and Services 40,600

Grants and contributions 482,985

Investment income 5,455

Other revenue 600

Expenses -4,978,284

Employee related -4,116,023

Operating expenses -862,261

Surplus / deficit for the year 124,039

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 0

Equity Total 351,779

Equity - Aboriginal 1,335

Equity - Socio-economic 8,610

Equity - Language 242,530

Equity - Disability 99,303

Base Total 3,843,793

Base - Per Capita 126,939

Base - Location 0

Base - Other 3,716,854

Other Total 267,678

Grand Total 4,463,251

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 2.2 0.0 6.7 12.4 10.1 68.5

School avg 2017-2019 1.7 2.2 6.6 12.7 14.4 62.4


Band 1 2 3 4 5 6


School avg 2017-2019 1.3 2.6 7 11 21.1 57

Band 1 2 3 4 5 6


School avg 2017-2019 1.3 3.1 6.1 14 24.9 50.7


Band 1 2 3 4 5 6


School avg 2017-2019 0.4 0 4.8 18.3 41.5 34.9

Band 3 4 5 6 7 8


School avg 2017-2019 1.9 4.9 12.1 23.8 21.4 35.9


Band 3 4 5 6 7 8


School avg 2017-2019 2 1 14.1 24.9 26.3 31.7

Band 3 4 5 6 7 8


School avg 2017-2019 0 4.4 13.6 27.7 24.8 29.6


Band 3 4 5 6 7 8


School avg 2017-2019 1 3.9 26.3 33.2 22 13.7

Band 1 2 3 4 5 6


School avg 2017-2019 0.4 3.1 8.4 19 26.1 42.9


Band 3 4 5 6 7 8


School avg 2017-2019 0.5 4.9 10.7 26.8 26.8 30.2


Parent/caregiver, student, teacher satisfaction

Each year students, teachers and parents provide feedback through the Tell Them From Me surveys. 192 students fromYears 4–6 completed the survey. Areas where we are performing higher than state Government norms includeparticipation in school sports, students with positive relationships with their peers and positive behaviour at school.Students at Excelsior PS report less incidence of moderate to severe physical, social, cyber or verbal bullying. Areas offurther development include students experiencing a positive sense of belonging, valuing schooling outcomes and beinginterested and motivated in their learning. 24 teachers responded to their survey. Areas of strength within the schoolinclude the School Leadership, Collaboration, Learning Culture and Parent Involvement. Although directly in line withstate government norms, we could improve our practice in using data and technology. All parents were invited tocompete the survey, with 26 parents responding. Of those 26 parents, they indicated that their child felt safe at school.Results indicate that we fall below state government norms in providing opportunities for all students to be included inschool events, parents feeling welcome and ensuring parents are informed. These parents also fell below the stategovernment norms for supporting learning at home.

Given our school context and the evolving learning environments, data was collected about our innovative learningenvironments from students and parents. Students in the grades with a mixture of coteaching and single teacherclassrooms were surveyed. Overall the students felt positive about their classroom environments, including familiaritywith the Eight Learning Modes, feeling that their educational needs were being met, had no preference for being taughtby one teacher or several teachers and preferred flexible furniture to traditional furniture. Challenges that they faced incoteaching classrooms in innovative learning environments included noise levels. Twenty parents responded to thesurvey. Most parents felt that their child's learning and engagement had improved in 2019. and that their academic,wellbeing and social needs were being met. They felt that they were able to easily communicate with their child's classteacher. Of the parents surveyed, 37% felt that their child would learn best in a coteaching classroom and 67% felt thatthey would learn best in a traditional classroom setting with one teacher.


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.

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.


2019 Excelsior Public School Annual Report...The Annual Report for 2019 is provided to the community...

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