2016 connells point public school annual report final countdown @ cpps 12 – the average age of...

Connells Point Public SchoolAnnual Report

2016

1613

Printed on: 24 April, 2017 of 21 Connells Point Public School 1613 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Connells Point 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 towards the provision of high quality educationalopportunities for all students, as set out in the School Plan. It outlines the findings from self–assessment sessionsutilising the School Excellence Framework that reflect the impact of key school strategies on student learning. It reportson resource allocation and equity funding.

Therese Corben

Principal

School contact details

Connells Point Public SchoolRiverview AveSouth Hurstville, 2221www.connellspt-p.schools.nsw.edu.auconnellspt-p.School@det.nsw.edu.au9546 1730


Message from the Principal

It gives me great pleasure to present the 2016 Annual Report to the Connells Point Public School community. Thisdocument will outline the achievements, academic progress and significant events of the school for the year.

In 2016 staff, students and our community worked together towards achieving the milestones in our School Plan,focusing on quality pedagogical practices, authentic data collection and community engagement. Staff membersparticipated in whole school training on the implementation of the new History and Geography syllabuses. Classroompractice was refined when the Quality Teaching Framework was revisited and the Quality Teaching Rounds project wasimplemented. Teachers shared research and lesson observations, focused on the elements of the framework andcollegially evaluated and reflected upon practice. This resulted in exemplary planning and practice, and increasedcollegiality, benefiting all students.

Our NAPLAN results were consistently above state average, particularly in Year 3, and data showing these results canbe accessed on the My Schools website.

With the whole school community supporting the fund raising endeavours of the P&C, new furniture was purchased forall classrooms with some classrooms and the library being completely refurbished. This future focused environmentensured increased motivation and engagement for children and teachers, with the skills of collaboration, communicationand explicit teaching being the central focus. Learning spaces were also created outside the Kindergarten rooms and theYear 4 rooms. The P&C was able to gain a grant of $40000 from the State Member, Mr Coure, to ensure the newoutdoor learning area/playground would be completed in 2017.

As a school we celebrated with our community on special days such as Harmony Day, ANZAC Day, Easter Hat Parade,Book Week, Education Week Open Day, Notables and, for the first time, Diversity Day, where we all celebrated theamazing and valuable cultural diversity at Connells Point Public School. We also shared with the community ouroutstanding annual Showcase, parent forums, information sessions, sports days, and the St George Performing ArtsFestival. The partnerships built between the school and the community are invaluable, and we, as a staff, thank allparents and carers for their ongoing support of our school.

I would personally like to acknowledge all staff at Connells Point Public School, both teaching and SASS staff, whocontinue to show commitment and give so freely of their time and expertise to ensure the best all round education isprovided for our students. Currently, as well as receiving wonderful educational opportunities, many extra–curricularopportunities such as, Band, Dance, Chess, Drama, Photoshop, Coding Club and sporting teams, are available forstudents to either further a passion or learn a new skill. This is entirely due to the generosity and expertise of ourteachers. I would also like to acknowledge our wonderful School Administration Staff for their unwavering support of ourstaff at all times.

As a staff we have continued to self–evaluate our practices against the School Excellence Framework in the areas ofLearning, Teaching and Leading. This allows us to constantly share reflective feed–back on our practices and programs,to further improve the learning for all students.

I would like to thank everyone in the school community for their exceptional contributions to our school’s successes in2016.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.

Mrs Therese Corben

Principal


Message from the school community

2016 was a very successful year for the P&C. We raised well over $70,000 for our school, which was a massiveachievement. This is all because of the generosity of our members, our volunteers, the great work from our canteen anduniform shop and all the parents, grandparents, teachers, friends and community members who donated and supportedall of our events.

What makes our P&C so amazing is that we are made up of parents and community members that genuinely care aboutwhat happens in our school. We all come from different cultural and working backgrounds and have different beliefs. It isthrough this respectful blend of ideas, commitment and collaboration that we work towards further improvements for ourschool, which ultimately benefit our children.

I would like to take this opportunity to thank all of our families, community groups, our teachers and local businesses fortheir ongoing support of the P&C Committee and activities. Highlights from this year include:

• Our Welcome barbecue • Our Comedy Night Fundraising event • Family Movie Night • Cupcake Day • Tennis lessons before school • Visual Arts lessons after school • Basketball lessons after school • Cupcake Days

The P&C Committee has also been successful in obtaining support for our playground upgrade for 2017. Our applicationfor additional funding has been supported, with the State Member for Oatley, Mr Mark Coure, assisting us secure $40000 for the much needed capital works program upgrade for the primary playground. In combination with the revenueraised through the P&C Uniform shop and Canteen, we aim to continue to support the school directions and priorities in2017.

In closing, I would like to thank all of our Committee Executive, members and volunteers who so generously offer theirtime and skills. Your input is greatly appreciated in helping Connells Point Public School continue to be a leader inproviding quality programs for all students.

Albert Pastura

P & C President.


Message from the students

2016 has been a wonderful year. We’d like to start by congratulating everyone on their achievements and efforts thisyear. Representing our school in sports, public speaking, debating, cross country, swimming, athletics and achievingwonderful results in classes with homework, tests and projects. We would like to thank Mrs Corben, all the teachers andall the office staff for nurturing us and teaching us. We truly appreciate it.

Many of the schools highlights this year were Education week, Diversity day, school discos, notables, movie nights, yearsix fete and the outstanding performing arts showcase. Congratulations Connells Point Public School on making 2016such a wonderful year and we congratulate the 2016 leadership team. We would also like to wish the 2017 leadershipteam the best of luck.

7 years ago we walked through the school gates for the first time, as tiny 4 and 5 year olds, with uniforms that were fartoo big, feeling very nervous about big school. Since then, we have learnt many things, had countless opportunities andmade lots of great friends. Classmates have come and gone and we’ve had a variety of great teachers.

Next week, we will walk through those same gates for the very last time as much taller 11 and 12 year olds, withuniforms that no longer fit us, once again feeling nervous about what’s to come. However, the one thing that will neverchange, is the amazing memories that we have made throughout those 7 years. As they say…Good times come and go,but memories last forever. As we get ready for high school, the nervous feelings will return.

But just remember, we still have many new things to learn, new friends to make and lots of new memories to create. AsDr Seuss once wrote:

“Today was good. Today was fun. Tomorrow is another one.”

The Final Countdown @ CPPS

12 – The average age of students in our grade

11 – The score that we would give our teachers, out of 10

10 – 2010, the year we started school

9 – The number of values our school has

8 – Is what we did with all that canteen food!

7 – The number of years we’ve attended this school

6 – Is the best grade at Connells Point Public School

5 – The grade that will find it difficult to fill our shoes

4 – Forever we will remember this school

3 – The number of amazing days we spent at camp

2 – The number of Principals we’ve had at Connells Point

1 – Is the number of weeks we have left in primary school

0 – The number of bad days we have had at Connells Point

Oliver C. and Anna–Maria P. School Captains.


School background

School vision statement

Connells Point Public School’s vision is to provide an inclusive learning environment for all, within a culture of Equity,Growth and Sustainability.

We value and respect the individuality of teachers, students and community members and aim to empower and engageall in our learning community.

School context

Connells Point Public School, located in Sydney’s south, has a student enrollment of 543 students including 73% fromnon–English speaking backgrounds. The school focuses on developing excellent skills in literacy and numeracy throughchallenging and enriching learning programs in a well–resourced environment. Important priorities include studentwellbeing, creative and performing arts and the development of critical and creative thinkers who are active, informedand successful members of society. The school offers a Greek Community Language Program one day per week andMandarin and Greek classes for students after school. Central to all programs is building a trusting and respectfulrelationship between students and teachers and an effective and supportive partnership with parents and carers.Connells Point Public School has a dedicated and collegial staff focused on quality teaching and learning. Whole schoolprograms such as Focus on Reading and Bounce Back have been undertaken by all staff members and implemented inall classrooms. Parents are positively engaged and there is a supportive Parent’s and Citizen’s Committee and SchoolCouncil.

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 practice. Ourstaff evaluated practice within each element of the three domains of Learning, Teaching and Leading at staffdevelopment days, stage meetings and professional learning sessions. Staff members worked collaboratively ongathering evidence that reflected the school's progress towards achievement measures within our School Plan.

In Learning, Connells Point Public School had a strong focus on wellbeing and curriculum. The introduction of wholeschool behaviour plans and the implementation of programs to address positive social interactions for the playgroundresulted in less behaviour incidents. The practice of collaborative planning ensured the continuation of a strong teachingand learning culture in all classrooms, within a safe and engaging learning environment. Students are viewed asindividuals with individual learning needs, and strong support is provided within our structured and supportive LearningSupport Team process.

Within the Teaching domain, we have addressed collective teacher efficacy within an environment of Visible Learning forstudents and teachers. Classroom observations with Quality Teaching Rounds, effective feedback, and reflection onpractice had a positive impact on student learning and engagement. Formative assessment processes became a wholeschool focus and are visible in all classrooms.

In the domain of Leading, we have focused on distributive leadership for staff with all staff members accepting leadershipopportunities in different areas of responsibility. Executive members and aspiring leaders have been given opportunitiesto grow and mentor New Scheme Teachers towards achieving and maintaining BOSTES Accreditation. This platform hasprovided a strong leadership base across the whole school, which is central to achieving school excellence. Projectsoutlined in this report are all led by not only the leadership team, but also aspiring leaders. This is to build capacity andgrow an even stronger culture of leadership within the school.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of quality education for all students. For more information about the School ExcellenceFramework:

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


Strategic Direction 1

To grow and sustain pedagogical practices and extend quality, differentiated educational programs to cater for allstudents.

Purpose

To improve student learning outcomes, through the delivery of consistent high quality teaching practices, within a cultureof educational challenge, change and relevancy.

Students at CPPS consistently perform well in class, state and national assessments. The goal for our teaching staff is tosustain and improve these achievements, by providing ongoing differentiated teaching and learning programs, focussingon improving the use of technology, which will expand our students’ thinking skills beyond the classroom and cater forthe changing school demographic.

Overall summary of progress

The school has continued to make significant and ongoing progress towards achieving our improvement measures. AllMilestone targets have been met, on time and in full. These have also assisted our school in identifying short termobjectives to be met in 2017.

The implementation of PLAN software has been a major achievement in 2016. All staff are now using the Literacy andNumeracy continuums to support the syllabus documents in English and Mathematics. Through professional learningand regular stage meetings, the staff have developed a strong understanding of the objectives, content, and processesrequired for student mastery in each cluster. The result has been the development of greater consistency across theschool with identifying student learning needs, planning and programming, instruction, and formative and summativeassessment.

From the introduction of the Performance and Development framework in 2015, all staff members at Connells PointPublic School have been provided with ongoing professional learning to support them in setting goals that have beenaligned to the Australian Teaching Standards and the Strategic Directions developed in our School Plan. This impactedon students with teachers delivering quality teaching programs enabling students to show marked progress alongcontinuums of learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

More students achievingoutcomes at, or above, expectedlevels in all learning areas.

• ICT has complimented Teaching & LearningPrograms. • Equitable distribution of technology has ensuredhigh student access to technology for learning. Onebank of Netbooks (30 laptops) has been madeavailable per primary classroom with chargingstations; • 90 iPads are now available for K–2 classroomswith use of iPads embedded in classroom practiceK–2 – with flexible borrowing in Yrs 3–6; • Protocols have been established and successfullyimplemented for use of BYOD in Year 6. BYOD inYear 6 at 89% student uptake; • Introduction of 'Scratch' in Years 1–6, EV3Robotics in Stage 3, WeDo 2.0 in Years 1 & 2; • Coding Club Introduced as an extra curricularextension program; • History and Geography syllabus documents havebeen implemented K–6 with a sustained focus onuse of Inquiry–based learning projects. • Students introduced to Wushka K–6 with onlineresources used to support and monitor in–class andat home reading with results showing high studentengagement and progress.

90 iPads, 4 Banks ofNetbooks, established ICTcommittee roles andadditional release time,staff. EV3 kits, WeDo 2.0kits, scratch onlineresources.





More than 75% of studentsachieving expected growth levelin NAPLAN in years 3 and 5.

• NAPLAN results show 94% of students haveachieved in the middle and top quarters; withparticularly strong student gains made in numeracyand writing from Year 3 to Year 5. • Whole school review of SMART data to ensureteaching and learning programs K–6 match ourstudent learning needs.

(See My Schools website)

80% of students at the expectedcluster on PLAN K–6.

Stage meetings developed CTJ with moderatingtasks in literacy and numeracy, with student resultsentered and tracked in PLAN K–6 each term. Useof PLAN as assessment of and for learning. Rubricsdeveloped for reports with greater personalisationfor students. PLAN results indicate 79% of studentsare achieving at or beyond their anticipated clusterband. BEAR results reviewed for the year indicatepositive student growth continued after exiting theprogram with a result range of RR levels 16–21.Evaluation of Wushka program. This program willremain on offer in 2017. Use of Stage meetings toevaluate student progress and enter PLAN data hasnow been embedded in school practice. There is ahigh level of consistency among grade teacherswith student results.

Staff release and training,PLAN software.

All students and teachers to haveknowledge and understanding of4Cs.

• Development and use of rubrics to report studentacquisition of 21st century skills. • Explicit teaching for new playground procedures,detailing consequences. Classroom posters used toinform students and provide a consistent approachby all teachers. Games room evaluated,opportunities to model positive interaction and highattendance rates indicate this has been asuccessful program. • Sharing of units of work and student samplesacross the school highlighting the new History andGeography syllabuses.

New Playground Disciplineprogram with supportiveresources.

100% of classroom teachers toengage in Instructional Rounds toimprove pedagogy andcollaboration resulting inimproved student outcomes.

All classroom teachers have completed the QualityTeaching Rounds project. The outcomes of thishave been: strong uptake by staff members, use ofthe Quality Teaching Framework elements toensure learning programs embed both highexpectations and best practice, provision of qualityfeedback to enhance teaching and learningprograms, and teacher reflection on demonstrationlessons to enhance professional practice.

Quality Teaching Roundsinformation and staffrelease, PDPs.

Next Steps

• PLAN – Further TPL focus on consistency along the continuum from Stage to Stage is a future goal. • Games Room: The consistently high attendance rates at the lunchtime Games Room has indicated this program

should remain in place for 2017. • Evaluation of Wushka program has led to the decision this program will remain on offer in 2017.



To grow and sustain leaders who promote and practise effective and purposeful use of data and feedback across theschool community.

Purpose

To develop quality leaders who use qualitative and quantitative data and quality feedback, providing evidence that willaddress the School Excellence Framework.

Use of a range of data and feedback to assess the complexities of our operations. All teachers to be provided withquality, explicit data to inform whole school planning, teaching and learning within a culture of effective feedback. Thiswill ensure a culture of evidence based accountability.


Please see information below for detail on our progress towards achieving our improvement measures in 2016.




Staff supported to achieveprofessional goals & developconstructive feedback processesaddressing the new Performance& Development Framework.

Evaluating progress on PDPs were discussed firstby the Executive team, then in Stage Teams. Thisallowed for greater efficiencies in providingfeedback and empowered staff to reflect on learningat an individual, team and whole school level.

PDPs, Australian TeachingStandards, LeadershipStandards.

All staff members are providedwith leadership opportunities.

We have: • closely identified the resources available withinthe community developing a proposal to hold aschool event in celebration of the resources.Example: Celebrating Diversity Day. • Teacher support for BOSTES accreditation,including regular meetings for mentoring. • Stage 3 & 4 teaching and learning transition tobecome a focus utilising our local high school as aresources. G&T Days with Blakehurst High Schoolhave commenced, with teachers sharing knowledgeand skills in order to develop greater consistencybetween our programs and expectations. • Kindergarten interviews continue, providing theschool with valuable information for planning needs.

Leadership courses withinthe school setting and as apart of local connections.

A range of data sources isevidenced in programming & indriving better outcomes forstudent improvement & equity.

• All student information collected & entered,resulting in full and accurate record keeping. • All student Health Care Plans updated, enteredinto ERN, & communicated to all staff. This resultedin staff having up–to–date knowledge of studenthealth care needs. • Use of Sentral to store records, includinginformation from student records, school staff,external sources and DEC systems (ERN) hasenhanced student welfare practices by centralisingdata and improving accessibility. • EAL/D survey undertaken after Stage discussionsof the ESL scales and work samples illustratingdiffering English language acquisition levels. Theresult was that teachers were more informed inidentifying EALD learners and their differing needs.Survey submitted with results indicating higherEALD needs, particularly K–2. This has resulted in

Sentral software, ERNsoftware, Health CarePlans, EAL/D survey,LBOTE survey, NCCDsurvey, Departmentalsupport documents andresources.





A range of data sources isevidenced in programming & indriving better outcomes forstudent improvement & equity.

the school EAL/D staff allocation increasing by 0.4for 2017. • Review meetings held in conjunction with externalsupport agencies and DoE Properties to supportstudents receiving funding support. • LST progream: Progress towards masteringindividual social and academic goals (ILPs) used toassist planning for 2016 with transition goals for2017 successfully negotiated and communicated toall stake holders.

Assess cluster levels each termensuring consistent teacherjudgement. Specifically targetidentified needs using relevantdata in literacy & numeracy.

• PLAN data entered in Week 9 for all studentsK–6, with Feedback to Parents sheet distributed toinform parents of student skill progression andsupportive activities to consolidate learning in thehome environment for students K–4. Feedback toParent sheets used in Parent–Teacher interviews todiscuss student progress was well received, withparents providing positive feedback on receivingadditional information.

PLAN software, studentwork samples, feedbackfrom parents and staff.

Assess relevant data collecting.Identify the best practicespromoting growth.

• Use of PLAN exit data from 2015 and PLAN entrydata from 2016 has been used to assist withdetermining appropriate teaching and learningactivities. • Student data used to create 2016 academic,social and emotional goals in student's IndividualLearning Plans and Personal Learning Plans (ATSIstudents). Outcomes and measures created incollaboration with specialist staff, parents andcommunity members, and where possible, withindividual students. • Collaboration with HSLO, District office staff andschool LST members to support entry to school fortwo students.

PLAN software, studentbaseline data, studentwellbeing data (Sentral,ERN), Departmental policyand implementationguidelines.

Next Steps

In 2017, we aim to undertake the following measures: • Preparation of staff to transfer skill set to use in LMBR student wellbeing program. Introduction of Synergy (LMBR

student welfare at whole school TPL) to identify processes for monitoring student wellbeing. • Formation of support group for a network of beginning teachers to achieve BOSTES Accreditation. This will be

needed as in 2017 we anticipate staff changes will lead to more beginning teachers employed in a variety of roles. • Assets Management to implement capital works project for ramping to school hall, buildings, and construction of

new disability toilet to ensure our school meets compliance codes.



To grow & sustain a culture of authentic community collaboration & communication within a changing schooldemographic.

Purpose

To contribute positively to student learning by building partnerships within an educational community, aligned to thesocial and educational goals of Connells Point Public School.

To work together as a learning community at a local and international level to build capacity of all and to developknowledge, understanding and expertise about the importance of authentic partnerships, which provide equitable accessto quality education for all students.


Please see information below for detail on our progress towards achieving our improvement measures in 2016.




Students engage in activelearning and leadingopportunities which are facilitatedby staff.

Students have been involved in leadershipopportunities within the community thorough thefollowing programs: • Student Representative Council; interaction withcommunity groups • participation in the Young Leaders HallogenConference; • School Leadership Team faciliate ANZAC day,Diversity Day and other community events; • Interaction with local High School programs.

SRC, Hallogen Conference,Blakehurst HS

Positive parent feedback,supportive of programs andpolicies within the school.

• Support from P&C for three major school fundinggoals for 2016 have included updating furniture,developing outdoor learning spaces in Kindergartenand Year 4, and fundraising for the 2017 primaryplayground development; • School polices need to be updated with theassistance of the whole staff and shared with theschool community. School update of 'Working WithChildren' and 'Child Protection' policyimplementation and procedures tabled with SchoolCouncil and P&C members. Both of these policieshave been made available to our communitythrough our school website; • School polices need to be updated with theassistance of staff and school community. SchoolCouncil Constitution is out of date. Initial meeting todiscuss the role of the School Council and how thisdiffers from P&C. Further investigation on rolestatements to be undertaken by P&C and SchoolCouncil Presidents, in conjunction with advice fromP&C Association.

Implementation Processesand Procedures at CPPSfor Working With Childrenand Child Protectionpolicies, A–Z policy tool.School Councillors, P&CPresident, ParentalAdvisory Boards.

Stronger links to our CoS with allvisions shared with schoolcommunity.

• Teacher exchange program for staff to share staffskills and knowledge with CoS. International Trendsin Education over a 2 week period (see informationbelow as this project included a wide group ofparticipants) • Engagement in Community of Schools Project,led by Steve Francis, for 7 staff members – withfocus on 5 Strategies for Improving School Culture.

CoS informationpackage, teaching andlearning programs, studentwork samples, external TPLproviders, Quality TeachingFramework and researcharticles.





Stronger links to our CoS with allvisions shared with schoolcommunity.

PEN Annual Conference TPL for 4 staff memberson "Change" resulted in redesigning our schoolyear commencement program for 2017 to beginwith grade–based learning projects. Four executivestaff attended the Dean Fink Macquarie UniveristyMasterclass on "Trust and Verification" withstrategies to develop staff potential & capacitydiscussed and appropriate scaffolding to supportteachers implemented.

All interested members of thecommunity, P&C, School Counciland wider community have theopportunity to be engaged inschool priorities.

• International Trends in Education – Open ForumMeeting for Parents & Community with GuestFinnish Principal. Open Forum Meeting includedover 100 guests from our community, staff,Community of Schools, District Office personnel,and Education Directors. The Finnish EducationModel and how it is implemented in schools waspresented. Questions on what aspects of highperformance could be incorporated to our schoolswere presented and discussed for a range ofcontexts, encouraging further reflection.

Finnish Principal (MarjoRantanen), Finnishpresentation includingInternational League tablesand PISA results.

Increased level of participation inworkshops, surveys, meetings,focus groups, volunteers andcontribution.

• Two Parent Forums: Kindergarten – 'AnIntroduction to Reading'; Year 6 'BYOD atCPPS'. Both these forums were extremely wellattended (over 90% parents of ES1 students; over85% parents of Year 6 students. The result hasbeen greater links between home and school forreading in the first years of school and greaterclarification of learning milestones andexpectations. Strong understanding and uptake forthe introduction of BYOD. 89% of Yr 6 studentshave taken part in this program. • Parent forum to be arranged allowing staff toinform parents on the use of Sentral andPLAN. Four staff members presented informationon PLAN, showing student samples of how markersand clusters progress over Stage 2 and 3. Attendedby approximately 35 parents.

TTFM survey questions onspecific schoolimprovements, BYODprocedures, Beginning toRead presentation, CPPSstaff.

Next Steps

In 2017, we aim to: • Complete our building program to develop a quality learning space in the primary playground; • Repeat our information session at Meet The Teacher night in 2017 to further disseminate information.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading • SLSO support is provided to ensureAboriginal students are making progressacross the literacy and numeracy continuums. • During whole school attendance atNAIDOC Day incursion with the Koomurrigroup, students had the opportunity to learnabout indigenous culture and artefacts;actively engage in art, dance and musicworkshops; and create a mural for our school.

• $679.69 Equity –Aboriginal Background. • $4 906 Studentcontributions for NAIDOCDay.

English language proficiency • EAL/D students are supported 3 days perweek by incorporating a multilayeredapproach to address specific learning needs. • EALD included: identifying and trackingtrends throughout the school; EALD teacherssupporting students and classroom teachersvia in class/team teaching; withdrawal oftargeted students; and collegial planning tobuild all staff capabilities in supporting EALDneeds within regular classroom programs.EALD student progress was reported toparents using appropriate ESL scales. • Staff reviewed the learning progression forEnglish Language acquisition for EAL/Dstudents. Using this ProfessionalDevelopment aligned to the ESL scales, gavestaff greater confidence and accuracy inmatching student needs to languageacquisition. This has assisted with morepersonalised and specific program delivery.This has resulted in an increase in EAL/Dsupport of 0.4 for 2017.

• $88 997.05 Equity –English LanguageProficiency • 0.6 teacher allocation inEFT

Low level adjustment for disability Students supported with various equityprograms. • All students identified through our LearningSupport Team are provided with qualityprograms and resources to support them tobecome the most successful learners theycan be. • SLSOs work collaboratively with teachers toensure inclusivity. Student data indicatesstrong individual and collective growth acrossthe school and national assessments for over87% of these students. • Support for all students requiringdifferentiated instruction, accommodationsand adjustments to curriculum or schoolsetting is provided via development ofIndividual Learning Plans (ILPs), provision ofadditional Student Learning EngagementOfficers (SLSO) and additional LaST time. • EFT allocated and extra LaST time hasbeen used to support identified students inseparate Stage 1, Stage 2 and Stage 3Numeracy sessions three times per week. • LaST training for SLSOs and parents in theimplementation of the BEAR programsupported 15 students in the area of readingacquisition.

• $121 613.79 Equity –Low Level Adjustment forDisability. • 0.8 EFT TeacherAllocation for LaST.

Quality Teaching, SuccessfulStudents (QTSS)

Socio–economic background Support of all student K–6 with adjustmentsand provisions made to school programs.

$10 055.69 Equity –Socio–Economic


Socio–economic background • There was a full school data update toensure accuracy of student information;monitoring wellbeing. • In conjunction with parents, ILPs forstudents from low socio–economicbackgrounds with low level learning needswere developed and implemented. • Staff and leader learning release timeprovided for staff to meet with parents, carersand community organisations to develop andstrengthen respectful relationships and sharenecessary and relevant information. • Feedback via Tell Them From Me providedevaluations on our educational and wellbeingprograms.

$10 055.69 Equity –Socio–EconomicBackground.

Support for beginning teachers No funding was received for this program in2016.

$0

Targeted student support forrefugees and new arrivals

New Arrivals Program Teaching Supportobtained for supporting one student atBeginning Phase in English LanguageAcquisition. Additional staff employed tosupport one Year 5 student with languageacquisition as both in–class and withdrawalsupport.

0.1 allocation from Term 3Week 9 to Term 4 Week 11(Half a day a week for 13weeks)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 274 271 285 284

Girls 253 246 232 231

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

Student attendance profile

School

Year 2013 2014 2015 2016

K 97.6 96.8 95.7 96.3

1 96.4 95.4 96.4 95.2

2 96.2 96.8 93.7 96.6

3 96.8 96.6 95.5 96.6

4 96.3 96.5 95.6 96.4

5 96.7 96.4 96.3 96.1

6 95.1 94.1 94.6 96.2

All Years 96.4 96.1 95.4 96.2

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

Management of non-attendance

Our school has strong emphasis on positive studentattendance. Support is also provided through the HomeSchool Liaison Officers to ensure all our students havevery high levels of school participation.


Class sizes

Class Total

K ORANGE 22

K GREEN 21

K RED 23

1 BLUE 22

1/2 ORANGE 24

1 PURPLE 22

1 GREEN 21

2 RED 24

2 YELLOW 22

2 WHITE 24

3/4 ORANGE 27

3 GREEN 29

3 BLUE 28

4/5 GREEN 27

4 YELLOW 30

4 RED 29

5 PURPLE 28

5 YELLOW 27

6 RED 28

6 BLUE 28

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 17.84

Learning and Support Teacher(s) 0.9

Teacher Librarian 1

Teacher of ESL 0.6

School Administration & SupportStaff

3.96

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation (2013), requiresschools to report on Aboriginal composition of theirworkforce. Connells Point Public School currently hasno teachers identifying as Aboriginal or Torres StraitIslander.

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 29.41

Professional learning and teacher accreditation

Teacher Professional Learning at Connells Point PublicSchool is a core component throughout our StrategicDirections.

In 2016, funding has predominantly been allocated tosupport teacher learning through the Quality TeachingRounds and our Community of Schools projects. Onestaff member completed BOSTES Accreditation atProficient level; with 5 staff members continuingBOSTES Accreditation at Maintenance level.


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.

The information provided in the financial summaryincludes reporting from <insert date> to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 396 410.00

(2a) Appropriation 350 594.34

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 45 488.70

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 326.96

Expenses -187 231.68

Recurrent Expenses -187 231.68

(3a) Employee Related -87 287.90

(3b) Operating Expenses -99 943.78

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

209 178.32

Balance Carried Forward 209 178.32

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.

Our school completed a full financial and StudentWellbeing audit in July 2015; with results showing100% compliance to financial and Wellbeingmanagement processes and governance structures tomeet financial and Wellbeing policy requirements.

In 2016, Connells Point Public School has been part ofthe Group 4 cluster of schools to transition from usingthe OASIS financial system to implement the newDepartment of Education SAP/SALM finance softwarepackage.

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 3 290 682.10

Base Per Capita 27 863.29

Base Location 0.00

Other Base 3 262 818.81

Equity Total 221 346.22

Equity Aboriginal 679.69

Equity Socio economic 10 055.69

Equity Language 88 997.05

Equity Disability 121 613.79

Targeted Total 16 200.01

Other Total 23 111.18

Grand Total 3 551 339.51

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.

As part of our Strategic Direction 1 in our School Plan,we have implemented a variety of programs, processesand personnel to provide students with the bestopportunities to achieve their potential. Our NAPLANresults for 2016 indicate strong success in achieving athigh levels in all areas. Of significance has been thegrowth rates noted for individual students, whichindicate greater than average progress – particularly forstudents receiving additional support. This is a strongendorsement showing the impact of both schoolprograms and the power of our ongoing parent–schoolrelationships.


NAPLAN results for Numeracy indicated strongrepresentation in our middle to top bands for both Year3 and 5. This remains a focus for 2017, with the aim toincrease student results to show significant growth fromYear 3 to 5.

The My School website provides further detailedinformation and data for national literacy and numeracytesting.

Click on the link http://www.myschool.edu.au then insert our school name in the 'Find a School' andselect GO to access our school data..

Another reporting requirement from the StatePriorities: Better services – Improving Aboriginaleducation outcomes is for schools with significantnumbers of Aboriginal students to report thepercentage of Aboriginal students in achieving in thetop two bands. As Connells Point Public School doesnot have a significant number of Aboriginal studentenrollments, no data will be publicly reported, to ensurethe privacy of our students.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

In 2016, all staff, students, and a parent representativegroup completed the ‘Tell Them From Me’ surveys.Each group answered questions on the ‘8 Drivers ofStudent Learning’. The results from these surveys alsosupported responses from parents and staff from our"Values vs Effort" survey, which focused on schoolpriorities.

Our results showed the school continued to scorehighly on Leadership, Learning Culture, TeachingStrategies, Inclusivity within the School, Parent


Involvement and Collaboration. Parent feedback forfurther improvement noted that greater personalisationfor Stage 3 PLAN data is an area that requires furtherinvestigation. This are both part of our StrategicDirections and Milestones in our current School Plan.

Policy requirements

Aboriginal education

In 2016, we had one student who identified asIndigenous. Whilst this is a very low representation, ourschool is committed to ensuring all students areprovided with a variety of learning experiences todeepen their knowledge, understanding and respect ofAboriginal and Torres Strait Islander peoples; anddevelop an awareness of the unique contributionsindigenous culture has made, and continues to make,in our country’s past, present and future. Consideredand focused content of the three concepts ofCountry/Place, Peoples, and Cultures is developed andembedded within our teaching programs.

Led by the Koomurri group during NAIDOC week,students celebrated indigenous culture by participatingin a range of activities such as dance, oral stories andhistories, viewing artifacts, boomerang throwing, andcontributing to a mural for our school.

Multicultural and anti-racism education

Students at Connells Point Public School represent adiverse range of cultures. 73% of our students comefrom language backgrounds other than English – whichis a slight increase from 2015. Our students represent24 different languages with our largest language groupsbeing Greek, Mandarin, Cantonese and Arabic. In

school, Greek language was taught to Kindergartenand Year 1 students weekly by a specialist CommunityLanguages teacher. Students learnt how to speak andwrite basic Greek as well as about history and culture.Anna–Marie P. was nominated for the Hellenic Awardsat Parliament House and received an award inrecognition of her outstanding achievements in ourGreek Language program. Extra–curricular communitylanguage classes were offered after school hours andoperated four days per week. In 2016, students fromour school as well as other local schools accessed theGreek language classes which ran four afternoons perweek. Mandarin classes were also offered and provedpopular, with four classes in operation one afternoonper week.

In 2016, our school celebrated Diversity Day. This wasa well supported event by students, community andstaff. Our students participated and viewed culturaldances, costumes and traditions; including aninformative presentation on Africa from our guestpresenter from the Migrant Resource Centre. However,for most, the best part of the day was being able toshare the multitude of dishes our parents so kindlyprovided to enrich this experience.

Other school programs

Our school is well known and regarded within ourcommunity and local area for the wide range ofprograms we offer to develop leadership opportunitiesfor students with academic, sporting and artistic talents.Programs operate within the regular curriculum, andspecialist instruction available is throughextra–curricular lessons.

For a full list of our school programs, please visit ourConnells Point Public School website to access photos,stories and event information.

http://www.connellspt–p.schools.nsw.edu.au/


2016 connells point public school annual report final countdown @ cpps 12 – the average age of...

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