Oakville Public School Annual Report · events, choral performances, public speaking and the school...

Oakville Public SchoolAnnual Report

2018

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Printed on: 15 February, 2019 of 19 Oakville Public School 2794 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Oakville 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

Oakville Public School46 Ogden RdOakville, 2765www.oakville-p.schools.nsw.edu.auoakville-p.school@det.nsw.edu.au4572 3142

Message from the Principal

Oakville Public School is a welcoming, community focused school. We provide a nurturing and caring environment. Ourstudents learn in vibrant, air conditioned, well resourced classrooms in a picturesque, semi–rural setting. They feelhappy, safe and acknowledge their individuality is valued.

We deliver quality educational programs, ensuring that the individual needs of our students are a priority. Our schoolcontinues to offer a differentiated curriculum and a diverse range of extra–curricular activities. Oakville Public School'shighly qualified and dedicated teaching staff ensure students consistently achieve sound all round academic results inschool–based assessment data, as well as national testing in literacy and numeracy.

2018 proved to be another extremely successful year at Oakville Public School. It was a year filled with many greatachievements in academia, performing arts and sport. Our students continued to enhance their academic progress, aswell as ensuring high levels of participation and performance in many extra–curricular domains, such as dance, sportingevents, choral performances, public speaking and the school environmental program. Teachers continued to focus onteaching and learning strategies to improve outcomes for all students. Staff were engaged in a number of professionallearning activities in 2018, which targeted areas for development, whilst continuing to build their capacity to facilitatestudent learning.

During 2018, staff were trained in the integration of technology, including coding, into classroom lessons to increasestudent learning and to improve student engagement in all facets of learning. The professional learning enabled staff togreatly enhance their skills in this area, leading to increased student learning outcomes. During the year, Oakville PublicSchool continued to focus on developing Visible Learning principles, moderated writing tasks and student assessmentrubrics. These programs significantly enhanced the teaching of literacy and numeracy in all classrooms. The 'PositiveBehaviour Learning' (PBL) program and 'Bounce Back' program continued to support student wellbeing across theschool.

In 2018, the Oakville P&C continued to demonstrate its welcoming spirit and ongoing commitment to our school. Thiswas particularly evident with the many fundraising events organised during the year, with the highlight being our CountryFair which raised approximately $38,000. These funds were invested into the school to improve student learningoutcomes, including contributing to the purchase and installation of 18 new interactive SMART televisions, greatlyimproving the capacity to integrate technology into classroom lessons.

The staff, students and parents of Oakville Public School look forward to another extremely successful year in 2019, fullof many great achievements.

Mr S Montgomery

Principal

Oakville Public School


Message from the school community

It has been my privilege to serve again this year as President of the Oakville P&C Association. This school provides all ofour children with a wonderful start to their formal education, with teachers, resources and an environment the envy ofmost.

For my annual report for 2018 – with this year being the 'Country Fair' year, it has certainly been a busy one. I would liketo sincerely thank the members of the P&C Executive – Mark Colburt as Vice President, Kim Roberts as our Secretaryand Emma Allen as Treasurer. Two very well–known and thanked P&C heroes were of course Danielle Portelli and BreeMillet – taking the lead as the key organisers of the country fair and also coordinating other fundraising activities andrunning the uniform shop. Many other people were involved behind the scenes in the fair and I can't name them all, butthree who deserve a special mention are Loren Hay, Samantha Free and Emma Allan. Thank you to all those people andsponsors for helping to make the event the true success it was.

In regard to our fundraising this P&C financial year ending 30th November, the biggest individual fundraising activity wasthe Country Fair, which raised approximately $38,000 after expenses. When added to the other main activities of theMother's Day Stall and Father's Day Stall, BBQs, Uniform Shop Profits, we raised a total of approximately $64,000 whichis a record year, as far as I can recall.

The expenditure we have made in turn has also been significant. As we have always noted before, the P&C's aim is tospend wisely on what will best serve the school and our children right now.

The key items we have paid for thus far are:

$25,000 on helping the school purchase new state–of–the–art interactive SMART televisions in every classroom.

$2,000 on 20 African drums for the new and popular drumming group.

$2,500 on an air conditioner for the Uniform Shop.

$6,900 for individual classroom allocations.

As always, we would welcome input from the school community as to where you would like our funds best utilised. If youcan't attend a meeting, you can always pass a suggestion along the grapevine or use the P&C email.

We can always do with more people coming along to our meetings, so please try in 2019 to make some time to join usand help out where you can. The P&C is like a relay race where the various batons should be handed on to others, not amarathon event for a select few.

In closing, to the outstanding teachers, administration and support staff at Oakville Public School – thank you for yourdevotion in providing such a high quality of education to all of our children in a truly wonderful school environment.

Mr Myles O'Hanlon

P&C President

Oakville Public School


School background

School vision statement

Oakville Public School is committed to providing each child with a positive and caring learning environment, giving eachchild every opportunity to achieve his/her personal best and wellbeing, in every aspect of school life. The school aims toprovide an innovative, inclusive and engaging 21st century curriculum, which encompasses differentiation principles andencourages risk taking in relation to learning.

School context

Oakville Public School has a long tradition of serving the local community. Well maintained playing fields, heritagebuildings and lovely gardens contribute to the attractive surrounds. A dedicated staff, combined with an enthusiasticcommunity, provide sound foundations for establishing an environment conducive to learning, and for the development ofpride in the school. The school is a place where parents, caregivers, staff and students learn and grow together. OakvillePublic School is committed to promoting our whole school community, developing an understanding and acceptance ofothers and ourselves. The school holds a set of fundamental values; the values of respect, responsibility and thecapacity of all students to achieve their personal best and strive for excellence. These values will be put into practicethrough a relevant and engaging 21st century curriculum that provides for a wide range of academic, sporting,performing, cultural and social experiences. This is reinforced in an environment where learning is valued and in whichstudents feel safe and happy. The current school enrolment is 444, consisting of 18 classes from Kindergarten to Year 6.In embracing the philosophy of 'every child', the school caters for the learning needs of all students through an effectivelearning support program.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading. During 2018, staff completed the School ExcellenceFramework Survey and ranked school programs and initiatives against the domains of Learning, Teaching and Leading.The results of this process indicated that in relation to the three domains of Teaching, Learning and Leading, the schoolwas Delivering and Sustaining and Growing in the areas of the framework .

Teaching and Learning

Pleasing progress was made during year regarding the domains of Teaching and Learning. Significant teacherprofessional learning was undertaken in the areas of visible learning, 7 Steps to Writing Success and integratingtechnology into classroom lessons. Refinement of our English and Mathematics scope and sequences was achievedthroughout the year as well as the implementation of a new student reporting template. A writing fluency program, writingrubrics and moderated writing assessments were successfully completed during 2018, ready for implementation in 2019.Further progress was made with the implementation of the Bounce Back program and Growth Mindset principles acrossthe school.

The results from the self assessment process in the domains of Teaching and Learning indicated that the school hadmoved from Delivering to Sustaining and Growing in many areas of the School Excellence Framework.

Leading

The school continued to provide opportunities for staff and students to take on leadership roles throughout the school.School planning, management practices and distribution of resources continued to focus on improving facilities,developing teacher capacity and increasing student learning opportunities across the school.

The results from the self assessment process in the domain of Leading indicated that the school had moved fromDelivering to Sustaining and Growing in many areas of the School Excellence Framework.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students. For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Innovative Teaching

Purpose

To deliver a relevant, engaging, innovative and challenging school curriculum, which incorporates 21st centuryteaching/learning principles.

Ensuring that students are provided with the necessary skills required to be active contributors to an ever–changingsociety, we will maintain a collaborative, considered and consistent teaching curriculum that enables academic,emotional and social development and wellbeing.

Overall summary of progress

* During 2018 the following percentage of students achieved at or above the expected growth in NAPLAN testing.Reading – 55%, Writing – 44%, Spelling – 68%, Grammar and Punctuation – 50%, Numeracy – 52%

* Teacher professional learning completed in 7 Steps to Writing Success program, Kindergarten to Year 6.

* Teacher professional learning completed in Visible Learning, including a Writing Fluency program and ModeratedWriting program, Kindergarten to Year 6.

* Upgrade of technology across the school, including the purchase of students laptops, student iPads and the installationof 18 new interactive SMART televisions across the school.

* Teacher professional learning completed in the integration of technology into classroom lessons.

* New scheme teachers continued to receive support through a mentoring program.

* The teacher Performance and Development Plan process continues to be firmly established as part of our yearly schoolroutine.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the percentage of Year3 students achieving in the toptwo bands of NAPLAN in the areaof Numeracy by 6% over threeyears.

Increase the percentage of Year3 students achieving in the toptwo bands of NAPLAN in theareas of Reading and Writing by6% over three years.

Increase the percentage of Year5 students achieving in the toptwo bands of NAPLAN in theareas of Reading and Numeracyby 6% over three years.

Increase the percentage of Year5 students achieving in the toptwo bands of NAPLAN in the areaof Writing by 8% over threeyears.

$30,000 – ProfessionalLearning

$17,000 – TeachingResources

$120,000 – Technology

In the 2018 NAPLAN, the following percentage ofstudents achieved in the top two bands in NAPLANtesting.

Year 3

* Reading – 48%

* Writing – 31%

* Spelling – 50%

* Grammar and Punctuation – 44%

* Numeracy – 51%

Year 5

* Reading – 38%

* Writing – 17%

* Spelling – 34%







Increase the percentage of Year3 students achieving in the toptwo bands of NAPLAN in the areaof Numeracy by 6% over threeyears.

Increase the percentage of Year3 students achieving in the toptwo bands of NAPLAN in theareas of Reading and Writing by6% over three years.

Increase the percentage of Year5 students achieving in the toptwo bands of NAPLAN in theareas of Reading and Numeracyby 6% over three years.

Increase the percentage of Year5 students achieving in the toptwo bands of NAPLAN in the areaof Writing by 8% over threeyears.

* Numeracy – 18%

100% of staff fully participated in the ProfessionalDevelopment Plan process and implemented thenew BOSTES syllabus documents.

All staff professional learning completed in 7 Stepsto Writing Success program, Visible Learning,Writing Fluency program and Moderated Writingprogram in preparation for full implementation in2019.

Next Steps

* Implementation of the 7 Steps to Writing success program, Kindergarten to Year 6.

* Implementation of Writing Fluency program and Moderated Writing program, Kindergarten to Year 6.

* Implementation of Visible Learning principles across the school.

* Continue to improve and refine 'best practice' across the school.

* Continue to improve the integration of technology into classroom lessons.



Wellbeing

Purpose

To provide a positive and caring school environment, conducive to productive learning outcomes.

Creating a caring and engaging whole school environment, our students and staff will possess a strong sense ofbelonging. Students will be encouraged to take risks in relation to their learning within a safe learning environment.


* New student wellbeing system completed ready for full implementation in 2019.

* The 'Bounce Back' resilience program was introduced to all classes, K–6.

* PBL data pyramid reflects that student behaviour referrals have started to decrease.

* Student assessment tracking system for Writing completed ready for full implementation in 2019.





Consistent student growth anddevelopment in school–basedassessment data.

Increased student performance inNAPLAN testing, by ensuringconsistent growth for all students.

Ensure at least 90% of Year 3and Year 5 students areachieving above the Nationalminimum standards in NAPLAN.

$2,000 – StudentRepresentative Council(SRC)

$6,000 – ProfessionalLearning

$12,000 – PositiveBehaviour Learning &Bounce Back programs

In the 2018 NAPLAN, the following percentage ofstudents achieved at or above the expected growthin NAPLAN testing.

* Reading – 55%

* Writing – 44%

* Spelling – 68%


* Numeracy – 52%

In the 2018 NAPLAN, the school achieved thefollowing regarding the percentage of studentsabove the National minimum standard.

Year 3

* Reading – 98%

* Writing – 96%

* Spelling – 95%

* Grammar & Punctuation – 98%

* Numeracy –98%.

Year 5

* Reading – 96%

* Writing – 92%

* Spelling – 97%






Consistent student growth anddevelopment in school–basedassessment data.

Increased student performance inNAPLAN testing, by ensuringconsistent growth for all students.

Ensure at least 90% of Year 3and Year 5 students areachieving above the Nationalminimum standards in NAPLAN.

* Grammar & Punctuation – 92%

* Numeracy – 98%

Review and refinement of current StudentWellbeing program across the school to includePositive Behaviour for Learning (PBL) principlesready for full implementation in 2019.

Next Steps

* Continue to monitor student progress through external and internal assessment data.

* Implementation of newly refined school wide wellbeing program, including Positive Behaviour for Learning and GrowthMindset principles.

* Increase student resilience through the implementation of the Bounce Back program.

* Continue to monitor student behaviour and engagement through PBL data.



Productive Partnerships

Purpose

To implement efficient management and teaching practices that lead to a well–informed school community, conducive tocollaborative planning and evaluation processes.

Developing and maintaining a collaborative approach to teaching and management practices, as we deliver 21st centuryteaching programs. We will create a more inclusive and collaborative whole school community culture, incorporatingstudents, staff and parents as partners in planning and evaluating school programs and initiatives.


* Implementation of new student reporting format.

* Implementation of parent information sessions and parent discussion forums.

* Implementation of new parent survey format.

* Establishment of Windsor Community of Schools writing project.





Parent and carer attendance atP&C meetings will increase by50%.

Parent and carer attendanceat school information sessionsand learning forums will increaseby 15%.

Participation in school surveyswill increase by 10%.

$6,000 – School reportingand wellbeing software

$2,000 – Parent informationsessions

Attendance at P&C meetings increased by 52%during 2018.

Parent attendance at information sessionsincreased by 31%.

Parent completion of annual surveys increased by27%.

Completion of Windsor Community of Learningwriting project ready for implementation in 2019.

Next Steps

* Continue to monitor parent attendance at P&C meetings and information sessions.

* Continue to monitor parent participation in school surveys.

* Continue to work closely with Windsor Community of Schools in developing school writing project.

* Implement Windsor Community of Schools writing project during 2019.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $8,724 * PLPs developed for all Aboriginal students.

* Aboriginal performer for NAIDOCcelebrations.

* High attendance rates maintained for allATSI students.

* Where required, learning support providedto ATSI students.

Low level adjustment for disability $151, 883 * Extra staff employed to assist with learningand support program.

* MiniLit program purchased.

* Teacher aides employed to provide extrasupport to students.

* Employment of full–time learning andsupport teacher.

Quality Teaching, SuccessfulStudents (QTSS)

$78,501 * Extra staff employed to implement teachermentoring program and staff ProfessionalDevelopment Plan process.

Socio–economic background $123,044 * Speech therapist employed to assiststudents with language difficulties, identifiedthrough learning and support team.

* Teacher aides employed to provide extrasupport to students.

* Upgrading of technology across the school.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 236 228 215 226

Girls 227 214 223 211

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.5 95.9 97 94.5

1 94.3 93.8 95.4 94.7

2 96 94.6 96 93.2

3 95.9 94.1 96.1 93

4 94.8 94.9 96.1 93.5

5 95 93.1 95.3 93.6

6 95 94.7 93.8 94

All Years 95.2 94.4 95.7 93.8

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

The school is committed to maintaining high attendancerates. If the attendance rate of a student becomes aconcern, the school always works with the family,providing support, in an attempt to improve attendancepatterns. The school maintains accurate records of theattendance of students through eBS4. The schoolconsistently monitors and reviews student attendancethrough staff, stage and Learning and Support Teammeetings. Regular attendance reports are generatedfrom eBS4 to ensure that high attendance rates aremaintained. If required, follow up letters are sent hometo parents for unexplained absences. If a student'sattendance is a concern, a letter is sent home to theparent/carer or contact made by a telephone call. Ifattendance continues to be of concern, contact is made

with the Home School Liaison Officer (HSLO) and aparent/student meeting is arranged. Due to thiscommitted approach regarding attendance, the studentattendance rates at Oakville Public School areconsistently high and above Department of Educationbenchmarks.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 15.17

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1

Teacher Librarian 0.8

School Administration and SupportStaff

3.32

*Full Time Equivalent

No staff members identify as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

The planning and development of PersonalDevelopment Plans are completed collaboratively withstage supervisors. Changes are made regularly toreflect each teacher's learning needs. Classobservations focus on the implementation ofprofessional standards as indicated in each teacher'sPerformance and Development Plan. Stage supervisorsprovide timely feedback, collaborative reflection andrefinement. Professional learning is undertaken atweekly staff meetings and stage meetings. The staffalso access external courses relevant to school orpersonal goals. Specific learning is conducted at StaffDevelopment Days and outside school hours. During2018, staff have completed all necessary mandatorytraining requirements. Staff have also participated inprofessional learning sessions involving 'best practice',


the integration of technology into classroom lessons, 7Steps to Writing Success, Growth Mindset, PositiveBehaviour for Learning and Visible Learning.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 549,735

Revenue 3,941,628

Appropriation 3,669,217

Sale of Goods and Services 29,650

Grants and Contributions 233,471

Gain and Loss 0

Other Revenue 0

Investment Income 9,290

Expenses -3,860,675

Recurrent Expenses -3,860,675

Employee Related -3,240,717

Operating Expenses -619,957

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

80,953

Balance Carried Forward 630,688

2018 expenditure focused on the following:

* Significant upgrade of school technology to includeinstallation of 18 interactive SMART televisions,purchase of iPads, purchase of laptops andengagement of Jerah technology to ensure thesuccessful operation of school technology.

* Upgrade of playground facilities.

* Upgrade of classroom furniture, equipment andteaching resources.

* Enhancement of school programs such as PositiveBehaviour for Learning and Bounce Back.

* Student reporting software.

* Teacher professional learning in 7 Steps to WritingSuccess, Visible Learning and integrating technology

into classroom practice.

* Employment of extra staff to support student learning.

2019/2020 expenditure is planned to focus on thefollowing:

* Continued upgrade of school grounds.

* Renovation of school office administration area.

* Continued purchase/upgrade of teaching resources.

* Continued upgrade of current technology, includingconversion of computer room into technology hub.

* Employment of extra staff to support student learning.

* Teacher professional learning to enhance studentlearning and target school priority areas.

Funds have been accumulated and carried forward toenable the careful planning and completion of theseprojects over time.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 2,895,021

Base Per Capita 84,696

Base Location 0

Other Base 2,810,325

Equity Total 283,650

Equity Aboriginal 8,724

Equity Socio economic 123,044

Equity Language 0

Equity Disability 151,883

Targeted Total 107,488

Other Total 125,674

Grand Total 3,411,833

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

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

The graphs indicate a sound performance by our Year3 and Year 5 students in the area of literacy, with asignificant number of our students achieving in the toptwo bands. A pleasing aspect of the results is that alarge percentage of our students achieved above thenational minimum standard in all areas of the literacytesting. It is also pleasing to note that our Year 5students achieved consistent growth in comparison totheir Year 3 results.


The graphs indicate a steady performance by our Year3 and Year 5 students in the area of numeracy with asignificant number of our students achieving in the toptwo bands. A pleasing aspect of the results is that 98%of Year 3 students and 98% of Year 5 students wereplaced above the national minimum standard. It ispleasing to note that our Year 5 students achievedconsistent growth compared to their Year 3 results.

Percentage of students placed in the top two bands ofNAPLAN Reading and Numeracy.

Reading Year 3 – 48% Year 5 – 28%

Numeracy Year 3 – 51% Year 5 – 17%

Aboriginal Students

Reading Year 3 – 34% Year 5 – 25%

Numeracy Year 3 – 0% Year 5 – 0%


Parent/caregiver, student, teachersatisfaction

It is a requirement for all NSW Public Schools toconduct at least two annual evaluations – one related toeducational and management practice and the otherrelated to curriculum. In 2018, Oakville Public Schoolparticipated in surveys related to school culture andtechnology.

Management Practice – School Culture

Background

The staff at Oakville Public School, sample studentsfrom Year 3 to Year 6 and parents were surveyed in2018, using a school generated questionnaire. All staffcompleted the survey, 215 students completed thesurvey and 81 parents returned the survey relating toschool culture.

Findings and Conclusions

* The results of the survey indicated that a largemajority of staff, students and parents believed that theschool culture was extremely positive.

* 99% of students believed that the school encourageseveryone to learn.

* The statement that teachers, parents and studentsmost strongly agreed with related to the school oftenpraises and rewards students.

* 100% of staff support what is happening in the schooland agree that the school culture supports a sense ofownership of the school.

Future Directions

* To continually ensure that a positive culture exists atOakville Public School.

* The school will make adjustments to its programs andstrategies as the need arises.

Curriculum – Technology

Background

The staff at Oakville Public School, sample studentsfrom Year 3 to Year 6 and parents were surveyed in2018, using a school generated questionnaire. All staffcompleted the survey, 215 students completed thesurvey and 81 parents returned the survey relating tothe integration of technology into classroom lessons.

Findings and Conclusion

* The results of the survey indicated that a significantamount of technology is integrated into classroomlessons.

* The statement that teachers, parents and studentsmost strongly agreed with related to the schoolprovides regular opportunities for students to use

technology in their learning.

* 99% of students indicated that they enjoyed usingtechnology at school.

* All parents believed that the use of technology atschool is an important part of their child's learning.

* 100% of staff believed that adequate financialplanning and resources are allocated to technology.

Future Directions

* Continue to evaluate and improve the integration oftechnology into classroom lessons.

* Ensure that teachers are continually exposed toquality, relevant professional learning opportunitiesrelated to integrating technology.

* Continue to ensure that adequate financial resourcesare spent on technology.

Policy requirements

Aboriginal education

Our school has 14 Aboriginal students, however, werecognise our responsibility in the development ofcultural understanding and appreciation. In units ofwork in English, Human Society and its Environment,History and Science and Technology, there has beenemphasis given to the Aboriginal perspective. Thisyear, has seen a continuation of the implementation ofour Aboriginal Education Policy. Aboriginalperspectives were integrated into a range of topicsstudied in class as well as into our new Englishcurriculum units.

Students have learnt the importance Aboriginal peopleplace in caring for the environment. The students alsostart important assemblies with an acknowledgement ofcountry, to pay respect to the Aboriginal people asbeing custodians of the land. We continue to providesupport and encouragement for Aboriginal students inour school. By developing and expanding our contactwith members of both the local Aboriginal community,and representatives from other areas, we havecontinued to give our students first hand experienceand knowledge of both traditional and contemporaryAboriginal history and culture. Visits form Aboriginalperformance groups also assist in developing anunderstanding of Aboriginal history and culture acrossthe school.


Multicultural and anti-racism education

The number of students from non–English speakingbackgrounds remained steady at 14%. Multiculturaleducation, the allocation of resources and recognitionof other cultures, forms an integral component of dailylife at Oakville Public School. Cultural diversity isacknowledged and celebrated at our school and isembedded into teaching and learning programs fromKindergarten to Year 6. The study of other cultures alsoforms a significant part of the school's Human Societyand its Environment curriculum, plus the new Historyand Geography documents. Students are encouragedto value the range of cultural backgrounds representedin our community.

In 2018, students in all classes learnt about Australianand other cultures by exploring the following:

* Cultural backgrounds;

* Diversity of groups and communities;

* Cultural unity;

* Language and communities; and

* Belief systems.

These components are integrated across the keylearning areas. Current issues, significant events andcelebrations are acknowledged and incorporated intothe students' learning experiences. The whole schoolanti–racism policy ensures equity.

Other school programs

Sport

Throughout 2018, Oakville Public School students wereprovided with many opportunities to participate in sportsactivities, to develop their skills and fitness. Dance,gymnastics and AFL were popular sports activities in2018. All classes actively participated in weekly fitnesslessons during the year, learning new skills andkeeping fit and healthy, whilst having fun.

Students once again participated in school carnivals inswimming, cross country and athletics. We had many

students achieve selection at District, Regional andState levels.

Our students also participated in several gala daysthroughout the year. Students were also given theopportunity to play weekly sport against other localschools as part of the Ridges PSSA competition. Theschool achieved success within the respective sportsthat they took part in.

All students represented Oakville Public School withpride and demonstrated excellent sportsmanship.

Creative and Practical Arts

The school enjoys a strong tradition of opportunity andachievements in the arts. The use of performance asan integral component of the Creative Arts Syllabus,involving music, dance, public speaking and drama,occurs on an individual, class, grade, stage and wholeschool level, both in and out of the school.

Student Representative Council (SRC)

This year has been a great year for the Oakville PublicSchool Student Representative Council (SRC). TheSRC consisted of representatives from Year Two toYear Six. The school SRC plays a pivotal role inpromoting student leadership and decision–making. Atregular meetings, the students are encouraged to voicetheir opinions about many aspects of school life thatthey would like to see changed or enhanced. They arealso encouraged to actively work within the school tohelp teachers and students take on areas ofresponsibility and be excellent role models for otherstudents to follow.

The SRC held many fundraisers throughout the year tosupport several charities.

The Oakville Public School SRC looks forward to aneven bigger year in 2019.

Public Speaking

Oakville Public School participated in and hosted theHawkesbury Multicultural Perspectives Public SpeakingCompetition local area final. Students confidentlypresented a prepared and impromptu speech, on avariety of multicultural topics.

Dance

This year, Oakville Public School had three dancegroups perform at various events and functions. ThePerformance Dance Group consisted of students fromYear 3 to Year 6. The Performance Dance Groupperformed at Windsor Library as part of EducationWeek, presentation evening, school assemblies, theHawkesbury Eisteddfod, the Hawkesbury DanceFestival and Synergy Dance Festival.

The Girls Dance Group and Boys Dance Groupperformed at Windsor Library as part of EducationWeek, Oakville Public School assemblies, theHawkesbury Eisteddfod and presentation evening.


Choir

Oakville Public School has a junior choir consisting ofstudents from Kindergarten to Year 2 and a senior choirconsisting of students from Year 3 to Year 6.Performances this year have included weekly schoolassemblies, Windsor Library as part of EducationWeek, Hawkesbury Music Festival, presentationevening and Quakers Hill Nursing Home.

Technology

During 2018, the school maintained and expanded itsimplementation of technology programs, enhancing theintegration of technology into classroom lessons.

Further mobile devices and charging/syncing stationswere purchased throughout the year. Eighteen newinteractive SMART televisions were purchased for allclassrooms across the school. The school is now betterresourced, with each classroom being equipped withWi–Fi access, a SMART interactive television, multipledesktop and laptop computers, access to ThinkPadsand a bank of iPads.

Teacher professional learning regarding the integrationof technology into classroom lessons was alsoundertaken during 2018. Further professionaldevelopment of this nature is planned for 2019.

To ensure the smooth running and implementation ofthese devices and our technology, we also engaged theservices of computer technicians to work at the schoolto maintain, troubleshoot and support staff.

Technology is integrated into each Key Learning Areaas our students develop into critical thinking andinnovative 21st century learners.

Best Start

The Kindergarten Best Start assessment program,conducted early term 1, involved the classroomteachers administering an assessment on aone–to–one basis with each student in Kindergarten.Information was gained about each child's literacy andnumber knowledge, skill level and understanding, uponentry to school. In the assessment, the children wereassessed on their understanding of concepts aboutprint, phonemic awareness, reading ability, earlynumber skills and communication skills. Thisinformation was used by the class teacher to inform thefuture development and delivery of focused teachingand learning programs.

Kindergarten Transition Program

In 2018, we delivered another highly successfulKindergarten transition program, which was held overthree weeks. Our pre–Kindergarten students attendedthree two–hour sessions to help familiarise them withour school and routines. Parents attended aninformation session hosted by the Principal, AssistantPrincipal, Kindergarten teachers and parents of theschool.

We continued to implement a 'buddy' system, involvingour Year 5 students during these visits. The Year 5students play a critical role in these orientation visitsand throughout the following year.

These sessions were highly valued by current parentsand new parents.

Learning Support Team

Throughout 2018, the Learning Support Team metfortnightly to address the learning needs of studentswho have been referred by their class teacher orparents due to academic, medical, emotional and/orsocial concerns.

The Learning Support Team includes the Principal,Assistant Principals, Learning Support Teachers andthe school counsellor, who work through collaborativeconsultation.

Students are assisted with appropriate levels ofsupport, through the development of individualisedplans and goals. School Learning Support Officers arealso funded to support learning in the classroom.Individualised Learning Support programs includingphonics, word attack, writing and Mathematics supportwere administered by the Learning Support Teachersand School Learning Support Officers this year.

The Learning Support Team at Oakville Public Schoolis committed to providing quality programs to improvelearning outcomes for all students.

MultiLit Program

The MultiLit program has continued to be facilitated bythe Learning Support Teachers, School LearningSupport Officers, parent/carer volunteers andcommunity volunteers, to support low progress readers.This program develops word attack skills, sight wordrecognition, spelling and vocabulary. This year,students successfully participated in the program. In2019, the school will continue to use this program tosupport low progress readers.

Gifted and Talented

Our teachers continued to deliver classroom programs,which accommodate all levels of ability and learningstyles, through differentiation of curriculum. Studentswere identified across all grades, and opportunities in avariety of areas were investigated both within theschool and externally, to meet the learning needs ofthese students. These opportunities includedenvironmental student conferences, external creativeenrichment courses, music courses, writing coursesand enrichment courses run by Hawkesbury PublicSchools and teachers. Over 50 students gained accessto the many courses across the Hawkesbury District inthe areas of literacy, numeracy, dance, music, creativearts, environmental education, sport and technology.

The Windsor Learning Community


The Windsor Learning Community consists of WindsorHigh School, Oakville Public School, Windsor PublicSchool, Windsor South Public School, Bligh Park PublicSchool, Windsor Park Public School, Pitt Town PublicSchool and Marayla Public School.

The learning community this year achieved thefollowing. • Our Year 6 students attended two full days for

transition to Windsor High School, which were afabulous success.

• Opportunities for identified students to attendextra transition days to help them feel more atease in the high school environment.

• Student leadership training day led by Year 9students from Windsor High School for studentsin Year 5 across all partner primary schools.

• Implementation of a writing program across allschools.

Munch and Crunch

This program has been successfully operating atOakville Public School for several years. The programaims to integrate nutritional education with eating fruitand vegetables and drinking water. Students learn theimportance of re–fuelling their bodies with a healthysnack and drink of water to assist physical and mentalperformance and concentration. At 10.30am, studentshave the opportunity to eat their fresh fruit and/orvegetables and drink water whilst reading or working onusual classroom activities.

The program continues to be enhanced by our schoolgarden, which grows fresh fruits and vegetables toprovide to students.

Sun Safe

Oakville Public School continues to be officially a sunsafe school and the NSW Cancer Council continues tosupport our sun safe program. It aims to increaseawareness and to develop and implement an effectivesun protection plan in the school community. Staffmembers are role models to students by reinforcing thisprogram inside and outside the classroom.

University of New South Wales (UNSW) Tests

This year, students from Years 3 to 6 opted to sit for thecompetitive UNSW tests in English, Mathematics,Science, Digital Technologies, Spelling and Writing.Year 2 students, were given the opportunity to sit forthe English, Spelling, Science and Mathematics tests.

There are differing levels of awards which arepresented to students in these tests. They are in orderof achievement: High Distinction, Distinction, Credit,Merit and Participation.

During the year, Oakville Public School achieved sometremendous results in these tests. Well done to allstudents.

Environmental Education

Environmental education has continued to be

implemented throughout the whole school community in2018. Students have been working together to improvetheir daily habits to increase sustainability and improveour school environment.

Clean Up Day was a big success in early 2018, withstudents working in their class groups to clean up allareas of the playground, including weeding and tidyingup the school's nature area.

The Environmental Team has met regularly throughouteach term to attend to the vegetable garden and otherenvironmental aspects around the school.

Scraps from Munch 'n' Crunch continue to becomposted and Nude Food (food with no packaging)has continued to be encouraged. This program hasbeen supported school wide.


Oakville Public School Annual Report · events, choral performances, public speaking and the school...

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Transcript of Oakville Public School Annual Report · events, choral performances, public speaking and the school...