2019 Gosford East Public School Annual Report...safe, fair and environmentally friendly school where...

Gosford East Public School2019 Annual Report

4218

Printed on: 8 April, 2020 of 24 Gosford East Public School 4218 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Gosford East 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

Gosford East Public SchoolCnr York & Webb StsEAST GOSFORD, 2250www.gosfordest-p.schools.nsw.edu.augosfordest-p.school@det.nsw.edu.au4325 2178


School background

School vision statement

We believe Gosford East Public School is creating a future through learning where everyone is challenged andsupported through quality classroom practices, community participation and positive values. The school is striving to be asafe, fair and environmentally friendly school where every child aims for their personal best. It should be a place whereeveryone learns, is happy and has fun, takes pride in achieving quality and are given opportunities to reach theirpotential. People at our school should be positive, respectful citizens and take responsibility for their actions.

School context

GEPS is located 3km SW of Gosford and recognises that it is on traditional Aboriginal land. The school has qualityprograms in the academic, sporting and cultural areas. The school community is very supportive and has highexpectations. There are approximately 368 students enrolled for 2019. 18 students identify as Aboriginal. Within theschool community there are currently 33 languages spoken at home, with about 19% of students coming from an EALDbackground.

The school structure consists of 14 mainstream classes and 3 support classes. The school is set in spacious and wellmaintained grounds. The school has recently spent considerable funds in partnership with the P&C on improvingtechnology in the school, including he purchase of "robots" and more touchscreens. Quality teaching and learning isprovided in a positive learning environment for all students.

Currently, school–based and external data show that our students are performing above similar schools in most areas.

Teaching staff are committed to achieving high quality outcomes for all students. The school offers a range ofextra–curricular opportunities including a highly successful dance and choir program, sporting opportunities and regulartechnology and creative arts programs. A school band commenced in 2018 with around 25 members and this increasedto around 40 members in 2019 with a new training band commencing.

GEPS 2019 initiatives include an Instructional Leader 1 day per week to support teaching and learning in Stages 2 and 3,an ongoing revamp of the LST processes, the further development of scope and sequences, additional work on CTJ andthe consolidation of The Big Write program. We employed 2 SLSO's to assist identified students with their reading. Thiswas supplemented by a volunteer Reading Program where we were assisted by a number of volunteers. In 2020 we willfurther development the consistent understanding of assessment tasks that reflect students knowledge and skills, thesupport of collegial sharing of best practice and the further implementation of PBL. There will be considerableprofessional learning focused on quality numeracy planning, teaching and assessment, writing, comprehension andfeedback. A Student Voice Maths and English survey was completed at the end of the year providing teachers withstudent views of teaching practices and programs. TTFM surveys will also inform further direction. This aims to build ontothe schools well developed partnerships and programs.


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 Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

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


Strategic Direction 1

Engaged Learners, Enhanced outcomes

Purpose

High–quality, evidence based, instructional professional learning will improve student learning and outcomes in literacyand numeracy through the development and delivery of consistent high quality teaching practice with a particularemphasis on reading, writing, problem solving and working mathematically.

Improvement Measures

The percentage of Year 3 and 5 students in the top two skill bands for reading increase by 10% to 65% (Yr3) and by10% to 42% (Yr5) and for writing by 10% to 57% (Yr3) and by 10% to 18% (Yr5) (state average writing).

The percentage of Year 3 and 5 students in the top two skill bands for numeracy increase by 10% to 42% (Yr3) and by10% to 49% (Yr5)

Students who are interested and motivated in their learning TTFM Student Survey to be equal or greater than stateaverage by 2020.

Progress towards achieving improvement measures

Process 1: School Wide Systems. Enhance school wide systems to develop planning, teaching and assessmentwhich support individual learning needs.

Evaluation Funds Expended(Resources)

Findings: With the use of various types of school data and survey resultsAnnual Millstones were evaluated by staff.

Writing will continue to be a school focus. Staff voiced they would like to seea greater focus on teaching writing skills more explicitly but not individually.

K–2 Reading results have continually been positive indicating the tieredReading programs have again supported student growth in this area.

Implications: A continued focus on improving the planning and teaching ofwriting will continue in 2020. The tiered Reading program will continue in2020 with preparation beginning in late 2019 for a timely commencement ofthe programs in 2020.

Meetings and opportunities for schoolleaders and class teachers to reflectand evaluate. Student and staff Voicesurveys were developed, printed andcompleted.

Process 2: Student Engagement. Promote literacy and numeracy effectively through quality teaching, effectivefeedback, differentiated programs to actively engage students in their learning and improve studentlearning outcomes.


Findings: Students requiring additional support were identified by staffthrough collaborative discussion, assessment data and teacher judgement.LaST meetings were planned and provided to link school and families insupport of these students. Teaching programs and additional schoolprograms were then matched to support students. Their learning growth andprogress was monitored by teachers and the LaST team throughout the year.

We have reached the target set 3 years ago and increased the number ofstudents in Year 3 in the top two bands to 64% in Year 3 Reading and to 44%in Numeracy. We did not achieve the targets for Year 5 but these wereimproved from 3 years ago.

Implications: Teaching staff and the LaST have regularly discussed studentlearning growth and learning needs to ensure each students is beingprovided with the teaching and learning program and support that matched



their needs.

Process 3: Professional Learning. Further develop understanding and teaching practices through the use ofevidenced based research and professional learning.


Findings: Staff collaboratively worked on reviewing current Mathematicsteaching practices and processes. It was recognised that adjustments topractices and processes were needed, ensuring they aligned with curriculumknowledge.

After completing two TPL sessions on the Big Write assessment and themarking scale. after these it was decided that completing this and developingan understanding of the Literacy Progressions was not workable. Both werelooking at students writing skills, however it was agreed that the LiteracyProgressions are a DoE tool. At this point the use of the Big Write programwas reviewed and it was decided that only the VCOP component wouldcontinue to be used. Throughout the year TPL sessions provided teacherswith a deeper understanding of elements within both the Literacy andNumeracy Progressions.

.Implications: Staff were made aware of supportive and effective resourcesthat enhance teaching and learning. Teaching and assessment practices andprocesses have been reflected on by staff leading to a deeper understandingof mathematics teaching and learning.

Writing assessment processes across stages reverted back to the use ofGEPS writing rubrics, stage assessment scope and sequences and timeplanned for developing a consistent understanding of student writing skills.The VCOP resources and up–leveling strategies would be continued acrossthe school.



Enhancing teacher quality

Purpose

Demonstrated personal responsibility for maintaining and developing professional learning and ongoing development ofteacher quality via committed identification, understanding and implementation of differentiated learning to enhancestudent outcomes.


By 2020, 42% (Yr3) and 49%(Yr5) in Numeracy and in reading 65% (Yr3) and 42% (Yr5) of Aboriginal students will bein the top two skill bands in NAPLAN where data is significant. (Baseline 2015 –2017 data not significant).

Value Added for Years K–3 and 3–5 is maintained at Sustaining and Growing and 5–7 moves from Working TowardsDelivering to Sustaining and Growing. (Baseline SCOUT 2017)

Learning Culture ( Baseline 8.0 State 8.0), Data Informs Practice (Baseline 7.9 State 7.8) and Teaching Strategies(Baseline 8.0 State 7.9) Teacher TTFM survey maintains or further improves.


Process 1: School Wide Systems Develop a systematic whole school, collaborative approach to embedassessment practices.


Findings: Staff have been looking for resources to assist teaching maths inan integrated hands–on approach. Look at removing texts books in years3–6, hence investigating a different program to improve maths teaching.

The use of SENTRAL (staff familiar with already) as a method of storing andsharing assessments and data was shared and trialed by teachers.

Implications: To be completed at end of term 4

Implications: SENTRAL areas – Ongoing Assessment and Mark Bookprovide an opportunity for staff to collect and share assessments and data.However more information about these is needed.

A Learning Place/ A Teaching Placeby Carol Spencer (maths program)

Process 2: To develop the skills and understanding to collaboratively analyse internal/external student performancedata to inform future practice


Findings: The Numeracy Progression sub–element Additive Strategies wasused by teachers to identify students skills. Teachers needed support toascertain relevant assessment task that would allow them to assess studentsand plot them using the progressions. Staff linked the use of SENAassessment to support their knowledge and the data was added to PLAN2.

Throughout the year TLP sessions focused on sharing school data. Teacherswere shown SCOUT and the data feedback opportunities it provides. Duringstage meetings K–2 teachers reviewed students reading progress andevaluated programs.

Implications: The Numeracy Progressions sub–element Additive strategies isbeing used to identify students skills and this should support theirdevelopment of an understanding of this tool. Staff are more familiar with thePlan 2 platform. Relevant assessment tasks were selected by stages thatwould assist in assessing students. More development is required in this areaand should continue to be a focus in 2020.

Photocopying



Several teachers have completed the SCOUT introduction training so canuse the SCOUT data and resources. Using a variety of school assessmentdata K–2 teachers work collaboratively to provide the best learningopportunities for students.

TTFM data shows that we continue to be above or at State average in thetarget ares identified.

Process 3: Effective use of feedback to inform, drive and effect change in teaching practice to meet the needs of allstudents.


Findings:Through analysing both teacher and student Mathematics voicesurveys, staff were informed of the opinions and views that are currently heldof the GEPS Maths program.

Through the continuing review of our Strategic Directions and Milestonesstaff were provided time to reflect and evaluate progresses and progresstowards learning improvement goals. Collaborative discussions of school,stage and individual goals allowed for further planning to meet specificmilestone targets.

Implications:By looking at voice survey results, discussions are guided toimplements changes. Staff are made aware of things that work and thingsthat need improving. These findings are considered and possible solutionsare discussed. Future plans are time–lined to try and manifest change.

Staff identified specific improvement goals to work on/ towards as a team andindividually. Staff supervision expectations are clear and defined. Timelinesensure that staff are kept on track. This supports planning for futureprofessional and school growth.

Photocopying

TPL Timetable



Community and Wellbeing

Purpose

We will further develop and maintain a wellbeing system which builds the capabilities of all students. This will improvestudents' social and emotional wellbeing and support and empower teachers to facilitate consistent welfare and learningsupport systems. Develop practices that include and reflect community values.


Students with a Positive Sense of Belonging TTFM Student Survey (Baseline 79% State Mean 81%) increases tobe equal to or greater than state average.

School Evaluation Tool (SET) indicated an improvement in the mean score 75.9% (baseline 2016) to 90% by 2020.

Parental Involvement (Baseline 7.9 State 6.8) and Inclusive School (Baseline 8.7 State 8.2) results of teacher TTFMsurvey maintains or further improves.


Process 1: Student Engagement and Wellbeing. Continue to facilitate and develop PBL across the school to buildconsistent wellbeing which supports student learning, engagement and management of students.


Findings: Staff and students needed a universal language and a uniformlesson format to support the PBL expectations being taught across K–6.Planning Room and PATCH procedures were a little unclear and needed tobe discussed and procedures documented for both students and staff.

Some students were found to have particular social or emotional needs(identified by staff and LAST). An opportunity for mentoring through KidsHope Australia was introduced to the Learning Support Team, whereidentified students would receive 1:1 mentoring support from a trainedperson.

Classroom Lessons needed to bring PBL into classroom. Lessons to instructstudents on appropriate use of PBL in classrooms as well as playground.Scope & sequence for 'In the Classroom' lessons discussed and reviewed atPBL meeting. Decision on order of lessons organised and distributed to staff.Lessons to be designed by stages for each element on the scope &sequence.

Implications: PBL language is used consistently across K–6 by students andstaff. Students are aware of behaviour expectations and consequences whenrules are not followed. Processes and procedures for Planning Room andPATCH discussed at PBL meeting and clear guidelines were devised toguide both staff and students.

Identified students have responded positively to their mentors and havevalued their regular 1:1 time throughout the program. Students able todiscuss any personal concerns on a regular basis.

PBL language is used consistently across K–6 by students and staff in theclassrooms. Classroom expectations explicitly taught across K–6. All lessonskept in a universal spot on T–drive for all staff member to access. Eachlesson is addressed at school assembly once a week. Posters organised fordisplay in classrooms (2020)

Staff meeting time

TPL

Mentors (trained and inducted)

Process 2: Strengthen community partnerships. Enhanced communication through social media, newslettersand parent forums. Create more opportunities for parent involvement in their child's education. Trainingand development for community members. Formal and informal opportunities for parents to provide



Process 2: feedback. Consultation is regularly sort from all stakeholders.


Findings: Parent attendance numbers are collected from the EALD teacher.This data indicates that more than 90% of families attended these interviewsor made alternative arrangements to discuss the student's English languagedevelopment. Approximately 20 families from diverse cultural backgroundsattended for an informal gathering in the library.

Post report parent meeting attendance numbers are collected from allclassroom teachers. This data indicates that more than 80% of familiesattended these interviews or made alternative arrangements to discuss thereports.

Implications: These meetings provided individual time for teachers tocommunicate the strengths and needed areas of future focus of theirstudents with parents. Teachers explained how their child's language skillsare supported in the classroom. Families could meet with other families andteachers. new relationships were forged within same language and culturalgroups. It provided an opportunity to encourage parents to become moreinvolved in school events such as Harmony Day.

These post report meetings provided individual time for teachers tocommunicate the strengths and needed areas of future learning focus of theirstudents with parents.

Catering cost

Process 3: Further develop learning support systems and practices. Coordinated planning for student learningsupport needs. Support individual curriculum requirements. Whole school planning, coordination andmanagement of resources. Community engagement and shared responsibility for students withidentified needs.


Findings: This is the 3rd year that Volunteers Reading program has been runand supported. This year 11 volunteers supported the program which wasrun over 4 days each week. The regular reflections of achievement data andteacher conversations about students growth and needs has supported thisprogram. During the year 25 students from years 1 and 2 participated. In term3 and 4 10 Kindergarten students were included. This was done bydiscontinuing Stage 1 students who had achieved above reading level 20 andcould read over 300 sight words.

This year 2 SLSO's were trained and provided an additional level of readingsupport to stage one students. This individualised program was planned asan targeted intervention and was supervised by the K–2 Readinginterventionist teacher.

During the personalised learning and support meetings parents and teachersdiscussed support that would be required and provided to students during theyear. If deemed supportive end of year meetings were also held for some ofthese students.

Students occasionally required additional emotional/ social support inclassrooms and in the playground. Students identified by class teachers,LAST or LST. Sometimes students in a crisis situation required support,Chaplain was able to access students and discuss/ provide support asneeded. Chaplain also ran social groups and Seasons for Growth sessionsfor identified students.

Implications: The two reading programs have supported the continuedimprovement of reading skills K–2. Again this year 2019 the NAPLAN data foryear 3 was above state and SSSD schools. The opportunity to include 10

SLSO 2 X .5 for 3 terms $45000

Parent Volunteers (11) for terms 2, 3and 4

Resources for programs

Staff support for programs

Chaplin



Kindergarten students demonstrates the success of the program with stageone students.

Teachers were able to meet the learning needs of their students and willprovide the new teachers (2020) a handover of information about thesestudents ASAP in 2020 so students transition quickly and easily..

School Chaplain provides extra needed support to some students. SC has agood rapport with students and over the years has become quite well knownto them. She has even gone away on overnight excursions to provide supportto students. The school has found the SC a very valuable resource.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $3000 PLP's and reviews$12548 In Class Support$200 Consumables $200Aboriginal Parent Afternoon$200 AECG Total $16548

All students have a Personal Pathway Planand their learning is being supported by aallocated teacher half a day per week. Goalsidentified by students and parents aresupported and regularly reviewed with parentinvolvement and support continues to be verystrong.

English language proficiency $332838 EALD teacher$1000 SASS Salary$10114 ProfessionalLearning $300 CommunityAfternoon Tea $1000Resources Total $44252

All staff with EALD students in their class hadfurther training and access to assessmentusing the EALD Scales for English andProgression assessment for all EALDlearners. Feedback was given to all staff onthese progressions, all students were mappedand differentiation was evident in classprograms.

Low level adjustment for disability 8 days teacher release forILP's $4000 SLSO supportof ILP's $26444 Total$30644

The Learning Support processes have beenfurther reviewed and enhanced. Students withadditional support needs have been identifiedand over 90 Learning Support meetings wereheld with parents. Teachers and studentshave been well supported by our LearningSupport Team, Learning Support Teacherand School Learning Support Officers. Mostteachers have had additional training inDyslexia and differentiating the curriculum.Staff and students have been supported byspecialist staff from our local office foridentified students where required

Quality Teaching, SuccessfulStudents (QTSS)

.4 teacher 80 days toprovide Stage teams tocollaborate on programs,assessment, mentoring,planning and writing ofUnits of work. .2 teacher(40 days) provided to execto support their StageTeams.

QTSS staff allocation was usedpredominantly to support staff workcollaboratively in teams, planning curriculum,assessment tasks, CTJ, Units of Work anddiscuss their PDP with their supervisor andcolleagues.

Socio–economic background .1 LST coordinator (.5 dayper week to coordinateLearning Support ) $10100

.2 Instructional Leader$20200

$17157 towards SLSOStage 1 Reading Program

Total $52353

An Instructional Leader was employed 1 dayper week to support staff with their identifiedindividual professional learning based on theirneeds, the goals identified within the schoolplan, quality teaching and the curriculum.needs. The LST coordinator supported theplanning for students and coordinated the 120LST meetings we had with parents. $17157was put towards the employment of SLSO'sto support the Reading Program in Stage 1.The results that have been gained from thishas been exceptional with data showingabove expected growth.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 179 178 203 196

Girls 179 174 178 172

Student attendance profile

School

Year 2016 2017 2018 2019

K 94.8 94.3 93.9 93.1

1 95.3 95.2 91.8 93.9

2 94.4 94.8 94.3 91.1

3 94.9 94.1 94 93.9

4 95.4 92.2 95 93.2

5 94.2 92.1 93.5 93.4

6 94.1 92.7 92.5 93

All Years 94.7 93.8 93.7 93.1

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

Assistant Principal(s) 4

Classroom Teacher(s) 14.11

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

School Counsellor 2

School Administration and Support Staff 5.82

*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 859,335

Revenue 3,987,362

Appropriation 3,829,894

Sale of Goods and Services 5,145

Grants and contributions 146,011

Investment income 5,763

Other revenue 550

Expenses -4,195,585

Employee related -3,734,192

Operating expenses -461,393

Surplus / deficit for the year -208,223

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 669,412

Equity Total 203,229

Equity - Aboriginal 16,548

Equity - Socio-economic 47,757

Equity - Language 44,252

Equity - Disability 94,673

Base Total 2,373,418

Base - Per Capita 95,249

Base - Location 0

Base - Other 2,278,169

Other Total 468,465

Grand Total 3,714,525

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 4.0 6.0 10.0 30.0 18.0 32.0

School avg 2017-2019 2.7 2.7 10.2 25.9 27.9 30.6


Band 1 2 3 4 5 6


School avg 2017-2019 0 6.1 14.3 17 32 30.6

Band 1 2 3 4 5 6


School avg 2017-2019 1.4 4.1 10.2 18.4 34 32


Band 1 2 3 4 5 6


School avg 2017-2019 0 2.7 18.4 31.3 42.2 5.4

Band 3 4 5 6 7 8


School avg 2017-2019 7.4 11.1 15.6 27.4 22.2 16.3


Band 3 4 5 6 7 8


School avg 2017-2019 0.7 11.9 19.4 29.9 23.1 14.9

Band 3 4 5 6 7 8


School avg 2017-2019 0 8.9 16.3 33.3 31.1 10.4


Band 3 4 5 6 7 8


School avg 2017-2019 8.2 17.9 38.8 29.1 5.2 0.7

Band 1 2 3 4 5 6


School avg 2017-2019 1.4 6.8 21.1 29.9 29.9 10.9


Band 3 4 5 6 7 8


School avg 2017-2019 0 15 32.3 27.8 16.5 8.3


Parent/caregiver, student, teacher satisfaction

At the end of 2019 Student and Teacher Voice surveys were again completed. These were developed by the English andMathematics committees to gain feedback and insight into school milestone improvement focuses completed during2019

Findings:Through analysing the Mathematics teacher and student voice survey, staff provided their opinions and views ofthe current GEPS Maths program. This reflection enabled opportunities for staff to set goals. Collaborative discussions ofschool, stage and individual goals allowed for planning direction to meet specific targets.

Implications: These results guided discussions and supported changes. Staff were made aware of the results: parts thatwere seen as working and areas needing improvement. The implications of these findings are considered and possiblesolutions are discussed. The survey provided staff with specific goals to work on/ towards both as a team andindividually. Timelines will ensure that staff are kept on track and there is planned direction for future personal and schoolgrowth.

Findings: The English Students voice survey provided an insight into our students views of our GEPS English planningand teaching pedagogy. The results demonstrated that 85% of students enjoyed GEPS English lessons. Students felt theworst area of the English program was writing but both boys and girls enjoyed writing Imaginatively. They also felt thatduring 2019 their skills in writing and spelling had improved.

Implications: These results supported our continued focus on school improvement in the areas of writing andpunctuation. Staff were provided with a grade and gender analysis of the students survey results for consideration infuture planning for students.

Findings: The GEPS Staff English voice survey results provided a view of the resources that staff were using to supporttheir English teaching programs. The collection of this information guided the English committee in identifying the ASentence a Day writing program as being used by a number of teachers and valued.

Implications: These results gave the English committee a K–6 writing improvement focus. The improvement planincludes, the A Sentence a Day program being updated, resourced and accessible to teachers on the T–Drive. In 2020further TPL and support will be planned for the K–6 implementation of this program.

The Tell Them From Me Surveys were again most positive. In the Parent Survey we were at or above state average in allareas except Parents support learning at home, we were above in Parents are informed, Parents feel welcome andInclusive school.

Results from the Teacher survey we were at or above in all areas with being above in Leadership, Parent involvementand Inclusive school.

In the Student survey we were around state average in all ares except Homework Behaviour which we were substantiallybelow.

We were way below average in Students that are victims of bullying which demonstrates that PBL is being a positive.influence as we have a very small number of students that have identified as being a victim.


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.


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