2016 appin public school annual report · introduction the annual report for€2016 is provided to...

Appin Public SchoolAnnual Report

2016

1045

Printed on: 3 April, 2017 of 19 Appin Public School 1045 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Appin 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.

Vivian Harrison

Principal

School contact details

Appin Public School97 Appin RoadAppin, 2560www.appin-p.schools.nsw.edu.auappin-p.School@det.nsw.edu.au4631 1220

Message from the Principal

There are many things for which our school can be proud of in 2016.

Our 272 students are happy to be at school and see learning as important. Our classes have introduced learning goalsand success criteria for each student in literacy and numeracy which provides a purpose for students to learn, letsstudents know what skills they need to demonstrate to their teacher and informs students what they need to learn next.Many classes are now using the Seesaw app enabling parents to see first–hand what their child has learnt or achievedthat day at school. Our students are proud to be an Appin Public School student and I see that when we are at sportingevents or on excursions or meeting and greeting visitors to our school.

Teachers have participated in extensive professional learning in numeracy this year with K–2 staff participating in TENtraining which is Teaching Early Numeracy and Years 3–6 staff participating in TOWN training which is Taking Off withNumeracy. We are truly fortunate being an Early Action for Success school with a fulltime, off class Instructional Leaderin Mrs Goldstein, who provides quality professional learning and mentoring for K–2 teachers in ways to improve ourknowledge in how children learn, our teaching and our student results in literacy. Outstanding achievements haveresulted from this program with our benchmark of 90% of K–2 students achieving at or beyond grade expectations.

Our NAPLAN results again demonstrate that we have some high achieving students and many solid hard workers withteachers continuously striving to improve our student growth from year to year with programs designed to consolidateskills, spark interest in learning and encourage students to problem solve and think creatively. I congratulate all of mywonderful staff on their hard work, dedication and achievements.

We continue to offer a variety of extra–curricular activities for our students including dance, choir, garden club, libraryand Eco–committee. Sport continues to have a high profile at school whether it be our weekly school sport sessions,Gala Days, carnivals or our additional programs of Footsteps dance and martial arts. The one thing that always standsout with our students is their keenness to participate and support each other and their sportsmanship particularly whenthey represent our school. We are regularly congratulated for these attributes by other schools and community members.

Naming our classes for cities who had hosted an Olympic Games captured the imagination of teachers and indeedstudents, in an amazing way that culminated in our school hosting its very own Olympics Games during Education Week.This also led to a lot of exciting discovery learning in classes throughout this year with most students learning some basicphrases in the language spoken in the country of their class name.

We held our very first Walkathon in March which raised around $7000 to go towards our new artificial grass area nearthe K–2 classrooms. This has turned a dustbowl into an attractive learning, eating and play space.

One of the great joys and assets of our school community is the wonderful family support our students receive. Our staff


and students thank the many volunteers we have assisting students through special religious education, in classrooms,at sporting events, at our Twilight Fair and at fundraiser events. These all provide valuable additional support andprograms for all students. We also thank you, our parents, who ensure that, home reading, homework, speeches orprojects are completed on time.

Our school continues to steadily grow in student enrolments with the addition of a twelfth class to be formed for thecommencement of 2017. My major aspirational goal and my passion is to have every primary school age student wholives here in Appin to attend our school. We are a fantastic school that puts student needs first and foremost in alldecisions and we strive always to improve ourselves.

I am looking forward to the 2017 school year with a great deal of optimism and energy. We have successfully gained aminor capital works project to convert our historic sandstone residence into our administrative block. This will allow ourcurrent administration block and staffroom to be converted back into two future focused classrooms thereby preservingthe history of this school site. This work should be completed next year in time to celebrate the 150th anniversary of ourschool.


School background

School vision statement

Appin Public School is committed to providing quality teaching and engaging learning activities for every student in aninclusive, engaging and supportive school environment.

Through our culture of achievement, healthy wellbeing and resilience, we believe that every student, staff member andcommunity member is a lifelong learner and learns for a purpose.

There is a focus on equipping all stakeholders with skills for the rapidly changing 21st century which are creativity,collaboration, problem solving, skilled articulation, knowledge construction and technology.

Our school’s values are that students are safe, resilient, friendly and respectful learners.

School context

Appin Public School has an enrolment of 260 students and is a semi–rural school located between Wollongong andCampbelltown. The school currently serves the small township of Appin and from 2015 will also serve the surroundinggrowth areas. In 2014, the school has been involved in the Early Action for Success initiative with the appointment of anInstructional Leader. A dedicated, cohesive staff of experienced and early career teachers is focussed onthe continuous collaborative development of high quality teaching and learning programs that meet the needs of allstudents. Happy and respectful students are involved in the daily operation of the school including a rangeof extracurricular activities. The genuine relationship between staff, students and families ensures that the schoolmaintains a positive and nurturing environment.

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.

As 2016 was the first time our school had assessed ourselves against the School Excellence Framework, we were quitemeasured in our findings. Staff were new to this document and had participated in introductory professional learning tounderstand it and how it fitted with our school plan. In the domain of Learning, Teaching and Leading staff assessed ourschool as delivering in most areas with some at sustaining and growing being classroom practice, collaborative practiceand school resources. With regular team meetings twice each term and an increasing understanding of evidence tosupport the School Excellence Framework it quickly became apparent as the year progressed that our school hadunderestimated our proficiencies.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Consistent high standard educational practices across our school.

Purpose

To provide engaging, challenging, authentic opportunities to inspire lifelong learners; building and enhancing theircapacity to become active, empowered and informed critical and creative thinkers and problem solvers.

Overall summary of progress

At the conclusion of 2016 teaching staff are confident of their ability to plan for effective learning in literacy andnumeracy. PLAN Data is updated and analysed and shared in Team Meetings for the transition of students into 2017. Formative Assessment practices and feedback in Literacy and Numeracy are embedded in classroom practices forexample, Bump It up walls, learning goals and exit slips are in place. Students value their learning and canarticulate what they have learned and why it is important

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

75% of students achievingminimum standard or above inYear 3and Year 5 in English andMaths in NAPLAN

100% of Year 3 students achieved minimumstandard in Reading. 95% of Year 3 studentsachieved the minimum standard in Numeracy.

95% of Year 5 students achieved minimumstandard in Reading. 95% of Year 5 studentsachieved the minimum standard in Numeracy.

These results have exceeded our target.

$17, 200 (Canteen andOOSH additional income)

These funds were used tofund School LearningSupport Officers to assistthe implementation ofIndividual Learning Plans.

90% K–2 students achievingEAfS benchmarks in literacy &numeracy

End of 2016 exit results for literacy and numeracyfor K–2 students exceeded expectations. Inliteracy, 92% of Kindergarten students can read atLevel 9+, 94% are at or above cluster 4 forcomprehension and 90% are at or above cluster 4for writing. In Year 1, 98% of students can read atLevel 17+ and 98% are at or above cluster 6 forcomprehension. In Year 2, 86% of students canread at Level 22+ and 82% are at or above cluster8 in comprehension.

In numeracy 100% of Kinder students, 98% of Year1 students and 100% of Year 2 students haveachieved expected benchmarks for early arithmeticstrategies.

$142, 740.62 (EAfS)

These funds were used tosupport the EAfS initiative.These funds were used tosupport professionallearning for L3 Kindergartenand Stage 1 and TENK–2, Resources toimplement EAfS literacyand numeracy programs,and to staff aninterventionist to supporttier 3 interventions.

40% of Year 3 & 5 studentsachieving proficiency levels inliteracy and numeracy

40% of students in Year 3 achieved proficiency inReading, 33% of students in Year 3 achievedproficiency in Numeracy.

26% of students in Year 5 achieved proficiency inReading and 16% of students in Year 5 achievedproficiency in Numeracy.

The target of 40% of Year 3 students achievingproficiency for Reading was achieved this year.This will be an ongoing target for the school.

$13 454.56 (PLAN)

These funds were used tosupport the Targeting EarlyNumeracy K–2 (TEN) andTaking off with Numeracy3–6 (TOWN) professionallearning.

100% Aboriginal studentsachieving minimum standard orhigher in NAPLAN

100% of Year 3 Aboriginal students achievedminimum standard or higher in Reading andNumeracy.

$16, 736.28 (RAMAboriginal)

These funds were used to





100% Aboriginal studentsachieving minimum standard orhigher in NAPLAN

66% of Year 5 Aboriginal students achieved Band 4and, 33% of Year 5 Aboriginal students achievedBand 5 in Reading.

66% of Year 5 Aboriginal students achieved Band4 and, 33% of Year 5 Aboriginal students achievedBand 5 in Numeracy..

fund School LearningSupport Officers to assistthe implementation ofIndividual Learning Plansfor Aboriginal students.

Next Steps

A focus for 2017 will be ensuring that all teaching staff track student progress using PLAN software and that professionallearning continues to facilitate a deeper understanding of the literacy and numeracy continuums. Differentiation of literacy and numeracy lessons will ensure that learning is individualised for students and learning goals will be set sostudents understand the purpose for their learning.



Positive wellbeing for students, staff and community.

Purpose

To foster the development of student and staff cognitive (C), social (S), emotional (E), physical (P) and spiritual(Sp)wellbeing and build strong and more cohesive partnerships between school, families and communities.


At the conclusion of 2016, the Positive Behaviour for Learning (PBL) team are established as an active and visible team.There are consistent school wide practices in place and used by teaching staff. SENTRAL data is analysed twice termlyand communicated back to staff during communication meetings. This data informs the implementation of PBL within theschool. Tell them from Me data shows that families feel welcome and connected to the school. There are wellestablished relationships between home and school.




100% of teaching staff trained inPBL philosophy and framework.

100% of staff are trained in PBL philosophy andframework.

PBL team leaders are trained as PBL Coaches toensure the fidelity of the framework.

$2000

Behaviour data used to guideimplementation of PBL twicetermly.

Data is collected from SENTRAL twice termly andused to determine the teaching focus for behaviour.

School wide systems are established and are usedby 100% of teaching staff.

94% of negative incidents are entered ontoSENTRAL on the day of or on the morning followingthe incident.

100% of staff express thatthey feel connected to the schoolcommunity and appreciated fortheir contribution to the schoolwellbeing.

Surveys of staff show increased wellbeing andconnectedness to their collegial teams.

Parental participation incommunity events and decisionmaking highlights improvedconnectedness to the school.

Parents attended many events including Welcometo School BBQ, Easter Hat Parade, Mothers andFathers Day breakfasts, Grandparents Day inEducation Week, Appin PS Olympics games, BookWeek parade and Book Fair, parent–Teacherinterviews, Twilight Fair, P&C fundraiser events,Presentation Day Assembly.

Data from Tell Them From Me demonstrates anincreased rate of parental participation andhighlights improved connectedness to the school.

93% of families feel that the school supportspositive behaviour.

93% of families feel welcome at school and thattheir concerns are listened to.

90% of families feel that their child's teacher takesan interest in their learning and encourage their

$1000





Parental participation incommunity events and decisionmaking highlights improvedconnectedness to the school.

child to do their best. $1000

Next Steps

In 2017, there will be a continued focus of strengthening the relationships between families and school. We will continueto develop our school's PBL systems and processes by developing a data driven action plan. The PBL team will undergofurther professional learning to develop their skills to further train and support teaching and non–teaching staff.



Develop and promote quality leadership at all levels.

Purpose

To build quality leadership capacity at all levels andto ensure delivery of a quality education, underpinned by a rigorouspedagogy,effective partnerships and strong organisational structures.


In 2016, Peer support was introduced to the school. One teacher was involved in the training of peer support. A scopeand sequence of the program was developed. All Year 6 children were involved in this leadership opportunity forstudents where they led a group of 10 students from Kinder to Year 5 in a one hour mentoring session on eight Tuesdayafternoons in Term 2 with a focus on resilience.During Term 1, the school rolled over to the OLIVER (library software) program. Our teacher librarian was trained in thesoftware and facilitated training and development of staff and students. By the end of 2016, all staff and students werefamiliar with this new library platform to conduct searches and access library resources. During Term 2 and 3, School Administrative and Support staff engaged in training for the rolling over to the Learning andManagement Business Reform (LMBR). In Term 4 the school went live on to the new platform. This was a fairly smoothtransition. All teaching staff engaged in the Performance and Development process, teachers identified their professional learninggoals in Term 1. During Terms 2 and 3, teachers were involved in classroom observations and specific feedbacktowards their goal. In Term 4, supervisors met with their staff to reflect upon their progress of professional learning goals.




•More stakeholders demonstratingleadership initiatives.

Two teachers were mentored as aspiring assistantprincipals. These teachers were involved in allexecutive professional learning and performed ahigher duty over the year. Two additional teacherswere mentored in the role of leading a strategicdirection. This ensured the school sustainedinitiatives identified in the school plan as asubstantive assistant principal accepted asecondment for 2016.

100% of staff maintainingAustralian teaching standardswith professional learning plansin place aligned with schoolpolicies and targets.

100% of teaching staff engaged in the Performanceand Development Framework(PDF) throughmaintaining professional learning plans. Teachersengaged in lesson observations and collegialdiscussions through this process.

0.09FTE (QTSS)

These funds were used tosupport classroomobservations for theProcess.

• Executive staff supportingthose working towardsaccreditation and higher levels.

One teacher was supported to complete theiraccreditation at proficient level. Five teachers weresupported towards maintaining their accreditation.

• 100% of staff articulatingschool plan and targets, workingcollaboratively in strategic teamsand articulating how the schoolexcellence framework underpinsschool policies and procedures.

100% of staff were involved in school planning.Staff volunteered to be part of one strategicdirection team. Teams met every 5 weeks to reporton progress and engage in evaluation against theschool excellence framework.

Next Steps

Through the Great Teaching Inspired Learning initiative two current teachers will receive beginning teaching funding in2017 to develop their professional practice and provide opportunities for a quality mentor to observe practice, givepositive feedback for improvement and enable individualised professional learning. Mentoring opportunities for aspiring


leaders will arise through the performance development process.Learning Management Business Reform (LMBR) will require ongoing professional learning for teaching staff to enablethem to fully utilise ebs4 Agent and Student Wellbeing whilst SASS staff will continue to develop their skills in SAPFinance, the BPC tool and ebs4 Client.Professional learning will take place in 2017 for School Administrative Managers to lead non–teaching SASS staffthrough the introduction of their new performance development process and also for a teaching executive to lead SchoolLearning Support Officers through their new performance development process.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal students work towards achievingtheir personalised goals in their PersonalisedLearning Plans. Support is provided in classin literacy and numeracy by SLSOs.Aboriginal students have celebrated theirsuccessful achievement of Semester 1 and 2learning goals.

$9 309

English language proficiency Class teacher has developed IndividualLearning Plan in consultation with parentsand Learning Support Teacher. Supportprovided in classroom by SLSOs with learningtasks. Learning progress celebrated andfuture learning goals discussed. Progress inliteracy and numeracy reflected in Semester 1and 2 reports. Support provided in classroomwith learning tasks by SLSOs. Class teacherworks with student to develop learning goals.Information prepared for next year's teacherto proactively support transition. Annualreview meeting held with student's parentswith assistance of an interpreter.

$513

Low level adjustment for disability Funded students supported successfully inclassrooms by an SLSO who assists withliteracy and numeracy learning strategiesdifferentiated by classroom teachers.Students achieve their literacy and numeracylearning goals. Semester 2 report outlinesstudent progress and areas for future focus.Funded students maintaining friendships,following teacher instructions supported byvisual timetables where necessary andachieving literacy and numeracy learninggoals

$24 500 • ($0.00) • ($0.00)

Quality Teaching, SuccessfulStudents (QTSS)

Classroom observations organised andundertaken by supervisors in consultationwith classroom teachers once each semester.Mid–year and annual reviews for staff areplanned and conducted with teachers. Staffhave identified area of focus for observationand received feedback. Self–assessment ofindividual PDPs has taken place withadjustments made where necessary.Structured discussions between supervisorsand staff have taken place and review writtencelebrating goal attainment.

0.09 FTE

Socio–economic background The school provides support for familiesexperiencing financial hardship by subsidisingschool uniforms and excursions. Majority offunds are utilised to employ school learningsupport to support student teaching andlearning.

$19 224

Early Action for Success EAfS data is collected every 5 weeks for K–2students and is carefully analysed by ourInstructional Leader for student improvement.Future learning goals are then set andstudents targeted for additional interventionby a Learning and Support Teacher or SchoolLearning Support Officer. Professionallearning or mentoring is also planned at thepoint of need for individual teachers. Data isshared with teaching staff at professional

$142, 740.62


Early Action for Success learning sessions to embed school ownershipof every student's learning and the concept ofone year's growth for one year's learning.

$142, 740.62


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 104 113 111 137

Girls 106 106 122 134

Student enrolment numbers continue to steadily growwith the addition of another class in 2016 and anotherclass anticipated for 2017.

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.5 96.1 95.5 95.5

1 95.5 95.9 95 93.8

2 95.2 96.7 94.2 95

3 95.7 95.8 95.4 95.1

4 95.6 95.8 93.7 94.6

5 94.6 93.3 94.3 95.6

6 94.8 94.4 96.1 96

All Years 95.3 95.6 94.8 95.1

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Our school attendance continues to be exemplary andremains at above state levels.

All parents in the school are advised through regularcommunication, of the importance of schoolattendance. Classroom teachers record all absences inclass rolls on a daily basis. Support from the HomeSchool Liaison Officer(HSLO) is provided for incidentsof frequent or prolonged non–attendance at school.Records for late arrivals and early departures areaccurately maintained.

Class sizes

Class Total

SYDNEY 18

MELBOURNE 22

SEOUL 19

TOKYO 23

MEXICO CITY 25

RIO DE JANIERO 24

BEIJING 26

MOSCOW 28

ATHENS 22

LONDON 26

BARCELONA 26

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 9.96

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration & SupportStaff

2.52

Other Positions 0.09

*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

Postgraduate degree

Professional learning and teacher accreditationPrinted on: 3 April, 2017 of 19 Appin Public School 1045 (2016)

Professional Learning for staff at Appin Public School isinformed by the School Plan 2015–2017. A total of $12566 was spent from professional learning funds tosupport teacher professional learning in literacy, L3 andnumeracy, TEN and TOWN, Peer Support training,aspiring school leadership, technology andenvironmental education. Additional funds from EarlyAction for Success were also used to provideprofessional learning. All pre–2004 staff are aware thatfrom 1st January 2018 accreditation requirements willapply to all teachers and that professional learning willbe tracked through MyPL.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

A number of families support the school by payingvoluntary school contributions to support photocopyexpenses, technology (Reading Eggs andMathletics) and art and craft resources.

Income $

Balance brought forward 0.00

Global funds 0.00

Tied funds 250 894.88

School & community sources 118 197.64

Interest 0.00

Trust receipts 2 514.94

Canteen 0.00

Total income 570 839.80

Expenditure

Teaching & learning

Key learning areas 24 219.52

Excursions 32 471.10

Extracurricular dissections 0.00

Library 6 508.78

Training & development 4 781.36

Tied funds 0.00

Short term relief 0.00

Administration & office 0.00

School-operated canteen 0.00

Utilities 20 846.38

Maintenance 0.00

Trust accounts 0.00

Capital programs 0.00

Total expenditure 464 230.31

Balance carried forward 106 609.49

The information provided in the financial summaryincludes reporting from 30th November 2015 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 232 543.54

(2a) Appropriation 213 699.46

(2b) Sale of Goods andServices

1 227.24

(2c) Grants and Contributions 17 449.55

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 167.29

Expenses -105 380.93

Recurrent Expenses -105 380.93

(3a) Employee Related -58 122.21

(3b) Operating Expenses -47 258.72

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

127 162.61

Balance Carried Forward 127 162.61

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Appin Public School Financial Committee prioritises theallocation of funding for school programs in line with theSchool Management Plan and allocates funds to coverfor unforeseen expenses. RAM funding was used tocover some expenses in Key learning Areas andprofessional development for staff this year. Availablefunds plus community fundraising were used to installartificial turf creating a passive sitting and learning area.

Financial summary equity funding

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

2016 Actual ($)

Base Total 1 838 663.53

Base Per Capita 12 646.68

Base Location 4 197.30

Other Base 1 821 819.55

Equity Total 143 650.88

Equity Aboriginal 9 308.72

Equity Socio economic 19 224.12

Equity Language 513.25

Equity Disability 114 604.79

Targeted Total 16 130.00

Other Total 41 398.46

Grand Total 2 039 842.87

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.

100% of Year 3 students and 95% of Year 5 studentshave achieved at and above proficiency levels inReading. In Year 3 reading 40% of students wereplaced in the top two Bands of Band 5 and 6. and inYear 5 reading 55% of students were placed in the topthree bands of Band 6, 7 and 8. In Year 3 grammar andpunctuation 42% of students were placed in the top twobands and in Year 5, 52% of students were placed inthe top three bands.


In year 3 and Year 5, 95% of students have achievedat or above proficiency levels in numeracy. 45% of Year5 students were placed in the top three bands. In Year3 numeracy, 33% of students were placed in the toptwo bands of Band 5 and 6 and in Year 5, 36% ofstudents were placed in the top three bands of Band 6,7 and 8.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

No further additional state funding is received by AppinPublic School.


Parent/caregiver, student, teachersatisfaction

Using the Tell Them From Me parent survey, parentsrated Appin Public School highly in the areas of: • Parents feel welcome at our school • Parents are informed • Parents believe that school supports their child's

learning • School supports positive behaviour

and survey results also showed that parents didn'treally discuss at home how important school was orhow their child was doing at school.

Students survey results indicated they were sociallyengaged at levels above DEC state norms. Studentsfeel that what they are learning at school is directlyrelated to their long–term success, and this view isreflected in their classroom and school behaviour andtheir effort in doing homework.

Teachers survey results indicate that 93% believe thatschool leaders are leading improvement and changeand clearly communicate their strategic vision andvalues. They also believe that data informs theirpractice and they collaborate harmoniously withcolleagues.

Policy requirements

Aboriginal education

Appin Public School received Aboriginal backgroundfunding in of $9 309 in 2016. Our plan included: • Mufti Day celebration for NAIDOC Week with

cultural awareness classroom activities • Continued in–class SLSO support in literacy &

numeracy for all Aboriginal students. Stage 3Aboriginal students delivered Acknowledgment ofCountry at fortnightly whole school assembliesand school events.

• All Aboriginal students had a personalisedlearning plan

Multicultural and anti-racism education

In line with the School plan, the school has reviewed itsteaching and learning programs this year to ensure thatculturally inclusive classroom and school practices areembedded for all students. Further to this our programsfoster students’ understandings of culture, culturaldiversity, racism and active citizenship within ademocratic, multicultural society.

Teachers participated in professional learning at stageteam level and included strategies for embeddingmulticultural and anti–racism education into theirteaching and learning programs.

All Years 3–6 students participated in the MulticulturalPerspectives Public Speaking Competition at classlevel with four students representing our school at Zone

level.

An Anti–Racism Contact Officer (ARCO) is trained tobuild understanding of cultural diversity andAnti–racism initiatives in the school community.


2016 appin public school annual report · introduction the annual report for€2016 is provided to...

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